{"response":{"docs":[{"id":"mum_pineywoods_163","title":"Piney Woods Pupils Too Busy for Trouble","collection_id":"mum_pineywoods","collection_title":"Piney Woods School Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, Rankin County, Piney Woods, 32.06265, -89.99286"],"dcterms_creator":["Press-Telegram (Long Beach, Calif.)"],"dc_date":["1990-10/1990-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["piney_woods_b1_f13_007"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Piney Woods Country Life Collection, http://purl.oclc.org/umarchives/MUM00366/"],"dcterms_subject":["Piney Woods School","African American schools--Mississippi","African Americans--Education","Education--Mississippi"],"dcterms_title":["Piney Woods Pupils Too Busy for Trouble"],"dcterms_type":["Text","StillImage"],"dcterms_provenance":["John Davis Williams Library. Department of Archives and Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://egrove.olemiss.edu/pineywoods/52"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: Piney Woods Country Life Collection, Archives and Special Collections, J.D. Williams Library, The University of Mississippi"],"dlg_local_right":["Images in this collection are for personal use only. For publication and professional uses, please contact the Archives and Special Collections at the University of Mississippi Libraries."],"dcterms_medium":["clippings (information artifacts)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4487","title":"Letter, 1990, Overton G. Ganong to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Ganong, Overton G."],"dc_date":["1990-09-26"],"dcterms_description":["Letter from Overton G. Ganong, Executive Director of South Carolina State Museum, to Augusta Baker, thanking her for agreeing to participate in the \"celebration of the South Carolina State Museum's Second Birthday Party-Family Day\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 145. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Ganong, Overton G.--Correspondence","South Carolina State Museum","Museums--South Carolina"],"dcterms_title":["Letter, 1990, Overton G. Ganong to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4487"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Ganong, Overton G."],"dcterms_subject_fast":null,"fulltext":null},{"id":"ffc_crlsa_p15415coll1-1052","title":"Rosalie Gordon-Mills : Transcribed Interview","collection_id":"ffc_crlsa","collection_title":"Civil Rights Library of St. Augustine","dcterms_contributor":["Samuel Proctor Oral History Program, University of Florida"],"dcterms_spatial":["United States, Florida, 28.75054, -82.5001"],"dcterms_creator":["Gordon-Mills, Rosalie","Edwards, Diana"],"dc_date":["1990-09-23"],"dcterms_description":["Interview with Rosalie Gordon-Mills, St. Augustine resident and civil rights activist. Begins with her and her family's history, her education, and marriage. While living in St. Augustine, she sees the inequality, but does not wish to get involved in the demonstrations. She details the events in St. Augustine and the dangerous element of the demonstrations. She describes her candidacy in the city commissioner election and her time as a teacher.","UNIVERSITY OF FLORIDA ORAL HlSTORY PROJECT Interviewee: Rosalie Gordon .. Mills Interviewer: Diana Edwards September 23, 1990 E: This is an in1erview \u003eA1ith Rosalie Gordon-Mills in St. Augustine. Today is September 23, 1990, and I am Diana Edwards. We can start by figuring out what you should tell me. Feel free to talk about whatever topic that you think is important. Let us start [though) by your telling us who you are., your full name, and \\\\'ho your parents were and what they did. Tell us a bit about your family background. G: My name is Rosalie Gordon·Mills. E: What was your maiden name? G: Rosalie Robinson. Now it is Rosalie Robinson Gordon-Mills. I was born in Tallahassee, about three miles from the downtown area. My parents were from Tallahassee, both of them. B: What were their names? G: Arthur Howard Robinson ond Collie Eliz.a Ferrell Robinson. E: What was her maiden namc1 G: Callie Eliz.a Ferrell Robinson. She was a teacher, and he was a farmer. His specialty was the milk dairy, which he produced and shipped to Jacksonville and other places south for a number of years. She became a teacher because my patemal grandmother was a slave, and she taught right after slavery [was abolished]. Orandrnother's idea to becorne a teacher had developed when she was a maid in the home of very well-to-do people in the Tallahassee area. She had been given the responsibility of taking care or the little girl who was the madame's daughter. E: Do you remember the family's name? G: No, 1 do not. She told me this years ago, but I guess I was too young to really put it on paper and know who she was talking about. Anyway, she said she had had only this one job and had worked for these people as a litlle girl and then as a teenager. When she became old enough to go to school with the madame's daughter, the madame gave her the responsibility of taking care of the daughter•·takjng her lunchbox to school, seeing that she ate her lunch and washed her hands after lunch and so forth, and [making sure she) went back to c.lass. She [Grandmother) was supposed to sit in the back of the clossroom and wait for the madame to come out every day and •akc her home . • 1 • She· said that it was easy to watch what was happening in the classroom, although she [was] sitting in the back of the r()()m. She knew what went on in the front of the room, and she learned a lot. It was against the law for black people to read, so nobody could say that she was learning. She did not tell anybody. But when the lady's daughter got into trouble with her sehoolwork, my grandmother said, \"I can help her.\" The madame said: \"If you can help her, Henrietta, you do that because I need you to help her. We are not going to tell anybody that you know as much as you do and that you read.· E: What would have happened to her if people had known she could read and write? G: Well, I do not know. She might have failed. I have tried to find out from her grandmother if the child would have failed in school had she not been there. She seemed to have thought she was somewhat retarded. There was not that much on retardation at that point Anyway, my grandmother said tho.t she worked hard with her and went to school with her until the slaves were freed. \\Vhen the slaves were freed, my grandmother was well on her way to getting a good basic education. She pursued this business of getting schooling. She was one of the first black women to be given a school, a one--tc.achcr school. She had a lot of pupils and a lot of classes in the same room, but it was a job, and it was a vocation. E: Right. And this would have been right after the Civil War? G: Yes, right after the Civil War. My grandmother had twelve children, and all of them lived to be grown but two. My father was the oldest of the twelve. After he and my mother were married, my mother was intrigued with her mother·in·1aw•s [education and vocation). ~iy mother had been to school because she was not born in slavery, but she lea.med from my grandmother how to get a certificate and how to have a one·teacher school, how to drive the buggy and take care of the kids and get to school on time. I followed the pattern or my grandmother bY sitting in the back of the room by going to school with my mother every day. E: Oh, you did? G: I sat in the back of my mother's classroom, and I leamcd to read and write and all this stuff. When my mother found out that I was reading, she was in shock because she had not taught me anything about reading. She thought I was not quite ready. I had just picked it up from crawling around, playing - 2 - with my toys in the back of the classroom. So I enjoyed teaming that my mother and my grandmother star1ed off with one-room schoolhouses. My grandmother did a lot of this [teaching) when I was very small, but then she gave up teaching because her kids ·were all grown and my grandfather had died. She did not want to keep on working, so she retired. My mother kept on teaching. and she moved on to beUer jobs and so forth. To make a long story short about Tallahassee, when I came along, I went to elementary school at Florida A \u0026. M University [FAMU]. There was an elementary and a high school there in those days. E: Were they part of the education department of Florida A \u0026. M? 0: The school provided the elementary school for the children of the professors. Of course, it was open to anybody else who wanted to send their kids to school in that area. There were a lot of walk·in kids that lived around c.ampus. I did not live near the campus, but I came in as a boarding student with a family on campus and went to the elementary school. E: You were a boarder even in e lementary school? G: Y cs, I was a boarder in the elementary school. Although J was from Tallahassee, it was too far to get from my house to the elementary school, which was beyond the college, every morning. I had great difficulty [getting there] and back home. E: And your mother was slill teaching, so she would not be able to take you? G: Yes, my mother was employed, and my father was busy with shipping his milk, so they had me board-in with this family. E: You have two brothers? 0: I have two brothers. My mother lost two babies in her lifetime. One was about two, and one was about one and a half. So she had three left [al that time]. She had six kids all together: two died as babies, one died as a young man, and three reached maturity. E: Did the two die of one of the childhood diseases? G: Yes. One had whooping cough, and one had pneumonia. They did not ha\\'C any of the [modern) drugs. That left four of us. She lost her oldest boy when he was a young man playing foolball at Talladega College [in Talladega, • 3 • Alabama). He had pneumonia. He played football one day in the rain and developed pneumonia. They did not have sulfa dn1g.s at that point. This was in 1931. So she really lost three children. E: So she had six? G: Yes. E: Arc your brothers younger than you or older? G: I am the oldest child. The brother that died was next to me by ten months. Of the two boys who are living, one is a physician in Lumberton, North Carolina. He is married and has one child. The other is a lawyer in Washington, O.C. He has two children. E: Why did the one go to Lumberton? G: The one· that studied and went to Lumberton wanted to be a country doctor. He always wanted to be a country doctor. As a little boy he wanted to study medicine to be a country doctor. Somehow I guess he did not think of drifting back to St. Augustine. I always wondered about that. He could have been a nice country doctor here. But when I came here after I graduated from college (I am getting a little bit ahe.ad of myself) there were four black physicians here at that point. Now we do not have any. E: There were four? G: Well, there were three ph)\"icians and one pharmacist. They called the pharmacists doctors in those days, so that is why I said there were four doctors. There were three physicians and one pharmacist. Anyway, the brother who is in Washington, DC, studied law because he always wanted to be a lawyer. Let me back up. We came from Tallahassee to St. Augustine when President Joseph A. Collier. who was president of the Florida Memorial College here, came to Tallahassee to deliver a commencement address. !In 1912 it was St. Augustine Industrial School. The college has since moved to Miami.] I was a little gjrl, and my mother had a very good friend on campus who wanted her to meet President Collier because she wanted my mother to have my father sell the farm and leave Tallahassee so that he could make more money and they could give the kids a better education than they could on the farm. My father was not much for that because he had the two white horses and the carriage. Every child had a horse, and he thought he was about as big a wig . 4 . as one could be on the hill in a nice house. [laughter] He thought he was doing very well, but my mother had different ideas. She just said that eash flow was not good enough and that they needed better jobs. So President Collier did come and have dinner with us after he delivered the commencement address that year, and he asked my father, ·Arc you matricd to this beautiful place you have here?\" My father said: \"No, not really. If you want to show me something beUcr, [I would be intcr~tcd).\" E: Whal year was that? G: I was trying to think what year that was. I would have to go to my records to see what year that was. But we were all small. ] was still in high school, and my brothers were seniors in elementary school. My brothers came home to St Augustine with my parents, but I stayed on and boarded and finished high school in Tallahassee. E: That would have been somewhere around about 1920? G: Oh, no, this was much before that. I just do not want to take the time that we have because 1 might be so wrong. It was a long time ago. My brothers were young. [It was probably around 1912.) E: You did not tell me the year you were born. Did you mean to leave that out? !laughter) G: I was born May 6, 1907. E: May 6 is my son's birthday! Those are good people, those May 6 people. G: Right. Beautiful. [laughter) So President Collier did make it attractive for my father to take charge of the agriculture at the college, and my mother [was hired] as a teacher. E: At Florida Memorial [formerly St Augustine Industrial]? G: At the college. They both accepted jobs and moved to St. Augusline. E: Oh, I did not know that was how you ended up here. G: That is how I ca.me here. I did not come here then. That is how they came here; that is how the family came. It was a lot of years before I got here. I stayed on and finished high school and then went to Florida A \u0026. M. I went home summers and then went back to FAMU. They did not understand this - 5 - at Florida Memorial, because they could not understand why I did not come with the family and just stay. I had started my high school there, so I wanted to finish there. Then when I finished, I did not want to come here to go to college. I wanted to go to Boston University. That was in the back of my mind. E: How did you decide on Boston University instead of Collier·Blocker? G: Well, I was more interested in knowing the other side of the coin. I wanted to live in a place that was not segregated. I wanted to go to a school that was not segregated. I just wanted to know what mo.de the world tick. E: Had you ever been up North? G: I had been as far as Washington, DC. That is about mid·way. 111at was about the extent of my travels. E: Had you gone there with your family? G: No. When I was in Tallahassee, I was always elected to be the representath•c of some conference--the Y\\VCA or whatever--and I was a delegate here· and a delegate there. I did a lot of traveling in Tennessee. That is how I went to Tuskegee Institute in Alabama, that is howl went to St. Augustine's [College] in (Raleigh,] North Carolina, and just lots of places. They sent me because I would come back and give a good report. I worked hard on campus as an officer of the YWCA, so I got to travel a Jot when I was young. But I did not go up North. Somewhere deep inside of me was this burning: desire to know the other side of the coin, so I decided that I would keep up this vision and figure out a way to do this. Although my parents had better jobs and had more money, they still did not have that kind of money to send me [to the) North and to pay that kind of tuition. E: Did they think it was a good idea for you to go north'? G: They did not think it was a good idea to begin with because my father had heard how girls walking the streets of New York would fall in those vents on the street and would be carried away to some foreign country and never be heard from again. E: Oh, dear! That is pretty •cary. (laughter) . 6 . G: I still will not walk on a vent in New York. (laughter! I did not have the money, and I did not worry about it. I worried more about getting my father's consent. My mother always thought I was smart, and she was always willing to hc.ar my side of anything. I was not too ambitious for her, but I was much too ambitious for my father. It worried him a lot. I was the only girl and his favorite child, but he did not have the control that he wanted because he could not control my mind. This bothered him, too. So he thought: ·1 will just flatly refuse to let her go, and that will settle that. I do not want to hear any talk about it.\" I heard my mother say to him one night (they did not know that I was still awake): \"If she still wants to go anyway, it will be awfully embarrassing. Don't you think it would be much better to give her your blessing and whatever else you have that you could give her?\" E: Your mother was pretty smart. G: That is right. My mother was a very smart cookie. She said: \"I think that would be so much nicer. She will take care of herself. She is a good girl, and she will come back.\" He said, \"Yes, but you do not kno\\li' what condition she will come back in: My mother said: \"Let's not cross any bridges. Just give her a chance and let her try.\" He said, \"What will she use for money?' My mother said: \"'That is a good idea. \\Vhat will she use for money? She seems to have it all mapped out.\" Well, I had taken typing and shorthand in high school, and I thought I was good. I had taken home economics, and 1 had lived in Tallahalf.Sce. 1lu:re were very few summers that I did not take a whole lot of stuff. \\Vhatever I could take, I would take. I learned how to sew, how to cook, how to type, how to write shorthand, and I thought that some of those skjlls would be salable. I thought if push came to shove, I could scrub floors. I did not know if they paid well for scrubbing floors. Whatever it took, that is what I was willing to do. Somehow it got through to President Collier that I was planning on leaving as soon as I graduated and that nobody was able to talk me out of it. He said: \"I will tell you what we will do. If Miss Felder· (his secretary) ·wants to go on vacation, we will hire ~iiss Robinson to run the oflice for us while she is away. Miss Felder and I v..•ill both take our vacations at the same time, and we will leave her in charge. She will open the mail and answer it, and do the best she can with the situation. She will work with Miss Bloc.ker.\" Miss Blocker was the lady that was sort of assistant president. The two of them had founded the school together. I did, and they paid me well. I used that. Anyway, I had heard that you could get the boat to New York by way of Savannah. If you went to Savannah and took the Savannah Line, you could • 7 - get to New York for half the fare of what you would pay on the train or the Clyde Line out of Jacksonville. I took the train to Savannah and took the Savannah Line to New York. By the way, when the Savannah Linc arrived in New York harbor and I looked out the porthole and saw the city of New York, I thought I had died and gone to he.aven. (laughter] It was so be.autiful. I think someday I am going to get somebody to make a picture of New York harbor coming from the south. You just have no idea how beautiful it is. It was just like one castle arter another. I said. \"'This is really beautiful.\" Anyway, I stayed in New York for a week and then went on to Boston. E: What year was this? G: This was in 1920-somcthing. I have all of this somewhere. I went to Boston by train. E: Who did you stay with in New York? Did you know anybody there? G: Yes, I had some friends that met me at the pier. They took me to their home and showed me a nice time. When r got to Boston, there was a lady in Boston who had been on the faculty at Aorida Memorial, and she met me at the train and took me to the family that had promised that if I came they would provide a room for me until I could find a bcUcr place. They did not want me to stay permanently, but this would be something temporary. I could get registered at sehool and do all !he things you have to do [without worrying about finding a place to live as well). Well, they had to take in African students, and these families would take students in the big cities. They lived in Cambridge about three or four blocks from Harvard University. But I had to ride the $frcci car from their house to Harvard. I had to go to Harvard Square and then took the subway train to Boston University. Boston University was not on the Charles River in those days; it was in the c:ity. Let me back up and tell you something. When I got to Cambridge, to this address on Parker Street where I was supposed to live, I had eighty dollars in my pocketbook. That was between me and my future. [laughter) Can you believe that? Almost any girl with good sense would say: \"I made a big mistake here. This is not going to work. This is just not goin,g to work out: What do you do when you do not have any money and you are about to launch on a college career in a city like Boston or Cambridge? Here were all these people who have nothing but money, and you think you are going to do it? I thought I do not plan to go back home, so I had better figure out how I am going to do this. - 8 - E: I am here. 0: I am here. Here we go. Anyway, it all worked out very well. I had decided before I left home that I was going to work my way [through school). I was not going to ask my parents to even try to take care of me. Well, there was no question about that. They did not have that kind of money. The boys had to be taken care of. I do not know what they were paying to have the boys go to Florida Memorial. That is just too far back to remember, but they were taking care of the boys. They were looking forward to moving oil campus and buying a house in St. Augustine proper, at least building a house. They were not happy with our home situation on campus. Anyway, they were just not in a position to send money. E: Excuse me a minute. I forgot to ask your brothers' names. G; The one in Lumberton is Dr. Arthur James Robinson, and the one in Washington is attorney Albert C. Robinson. The Robinson boys. E: Thank you. I did not mean to interrupt. 0: That is all right. I was talking about the money. My landlady did not ask me how much money I had or did not have. She said: \"The rent would be very reasonable. You can help me a lot if you are smart around the house. \\Ve wilt go from there. You have to get out to see what you can do about your tuition and gelling registered and all that.\" I did, and I found that I just did not have enough money to start anything. E: You did not have enough for tuition, either? G: No. I did not have enough for tuition. Tuition then was $3,000. E: Oh, dear. G: Not only did I not have enough for tuition, I did not have enough for her. I did not have enough for my landlady. E: What did you do? G: I said I would get my records transferred from FAMU, because that had not been done, and I would take a job. My first priority was to find something that I could do. I did find a job. It was not all that great, but it was working after school in the bookkeeping at school and working on holidays. Then I got a lot of other work from other people that I met in the offices at school. They would give me work to take home, so I took home lots of papers to type - 9 - and got them back on time. Then sometimes I gave people in the library a hand. Instead of going to class I just worked that entire winter. That put me ahead. That summer I went to Harvard for summer school rather than Boston University be\u003cause I could walk to Harvard from my house. I decided to go to liarvard University for summer school and just to take some courses so that when school opened in September I would not be too far behind. That is what I did. I met a professor there who was one of my professors, and he said to me ono day: .. How are you getting along here? Do you like it'?• I guess he was surprised to have this young woman from St. Augustine, Florida, in his class. I was an enigma everywhere, first because I was black, second because I was from the Deep South, and third because there were no other blacks in the classes that I attended. E: Not women or men'? G: No. So he asked how I was getting along, and I said: \"I am doing very well in every way but financially. I really need to make more money. J am not making enough money. J work after school and on holidays, but it still is not enough. I have been able to s.ave a little money and get myself in line for school, but I would be happier if I had more money.\" He asked what I could do, and I told him, \"I can do just al\u003eout anything.\" (laughter] E: You are not one for modesty. G: I told him I could do just about anything. He asked, \"Can you take care of a party?\" I said, \"Oh, yes, I can take care of a party.\" \"You can? Can you cook anything?\" I said: •yes, I can cook anything. You just tell me what you want cooked and what you \"'ant served at the party, and I will do it.\" So he said, \"You need to talk with my wife.\" I said all right. He gave me her number and told me how to find her. Their house was between my house and Harvard University. I could walk from her house to my house, walk from her house to the store and back, and back to Harvard. I thought my goodness, this is too good to be t.rue. When I met the lady, she liked me. She said, \"If you can take care or my teas and luncheons, I will give it all to you.\" E: She had to give regular luncheons and teas for faculty wives or something? G: She gave a lot of teas and luncheons and things for professors' wives and for visiting professors. Her husband was writing a book. There was always somebody in that house. They had plenty of money, but I worked for it. They did not give it oway. But they did have it. She was imprC$Scd that I knew how to do so many things, so she said: \"I will tell you what to do first. . 10. Let me concentrate on the luncheon that I am hosting this Saturday. You are oul of school on Saturday.\" (I wu oul of school all weekend.) 'So T will make a list of what I want to serve, and I want you to get it in for me, and then I want you lo tell me whether or not you can fix it If you cannot fix ii, tell me what you cannot fix, and I will tell you who to hire to fix it for you. We will work together Ibis way. When ii is over, I will just give you a check for the whole thing, and you take oul your pay. You pay the bills. You do lhe shopping.\" I did the shopping, T did lhc hiring, I did all of her parties for the entire time I was there. E: The whole time you were in Boston. G: The entire time. E: Which professor was this, what family? G: From that summer until I left. You know, T am old and cannot recall the name, but that is one of the names thal will always [be with me]. I will think or it in a minute. \\Vould you believe that? E: So you had a steady job the rest of the lime. 0: I had a steady job, plus what I was doing at the university I kept on doing. See, this was a summer thing. \\Vhen winter eame and 1 was back at Boston University, T still had to work in the office and lake peoples' work home to do. Then I was so rich that I was sending my folks change: \"This will help wilh the boys.\" (laughter] E: Oh, no. They must have. wondered how you were making so much money. G: What in the world is happening? I said, , have a good job, and I have two or three other jobs.\" E: And you had some left over from tuitjon and stuff? G: The thing about working in those days is you just did not have to be lazy. Once you were smart, you had it made. E: You could get plenty of jobs. G: You could gel jobs, people hired you, people paid you well, and they paid you for what you were capable of doing. She loved to have me around. She loved • 11 • my honesty and my integrity and my manoe.r and the way I was brought up. She just liked everything about me. Both of them did. They did not make it easy. They just treated me like you would treat a person that was hired, but it was so beautiful because I needed them much more than they would ever know. Anyway, that took care of the job situation, and I did not have to worry about having my tultion. I met a man at a party or somewhere [named) Ed Wick. It was just like I had two lives. Nobody on this side knew anything about the Rosalie Robinson on this side··that is, the sorority people [and) Countee Cullen [American poet and novelist prominent in the Harlem Renaissance, Ed.), the poet who took me out with my boyfriend. They did not know that I even worked. E: Really? G: Really. I thought it was wise when most of them had so much. It was wise not to tell them that I had so little. I think it was smart. Even now I sit down sometimes and wonder why it was that I never wanted them to know, and I sort of feel that I was right. E: Probably. G: You can hear your friends talk, and you can size up a lot from the conversation that you have at a dance or at a sorority meeting of whatever. You can fairly well judge what people think. I got the impression that [these) people were not very happy with people who were that poor. E: So you joined a sorority while you were at Boston University? G: Oh. yes, indeed. I wos made into the Alpha Kappa Alpha. l have been an Alpha all my life. I still am. Alpha Kappa Alpha is the oldest black sorority in America. I was mndc by this school into Alpha Kappa Alpha sorority. Countee Cullen, who was a budding poet at the time, was one of my best friends. E: How did you meet Cullen? G: They had a place called 464 and [one called) 558. 464 Mass. (Massachusetts) Avenue was sort of a gathering place for everybody from MIT [Massachusetts Institute of Technology), Harvard University, Boston University, Tufts [University), the University of Massachusetts--all the New England area, especially around the Boston and Cambridge area. Those people met at 464 or 558 every Sunday. • 12 - E: That was the street address? G: That was the street addresses of these charity houses, as they were called. They were social gatherings. These were teas, and people who were interested in coJlegc students put on these affairs because in the university you did not see a black face. Countee was at Harvard. This other boy was going with my best friend. Percy Junior was a scientist. He died some years back. He was a budding scientist. He was at Harvard. There was another man from London at Harvard who liked me very much and wanted to marry me and take me to London. He was not black. He was not invited to these affairs because he was not black. But 464 Massachusetts Avenue and 558 ~fassachusetts Avenue were definitely black gathering places, and this is where the black kids hung out on Sunday afternoons and Saturday nights, if they v.•ere free. E: Adults would sponsor these? G: Adults sponsored all these social gatherings. There were always those ladies who were teachers. doctors' wives, lawyers' wives··that scene. E: \\Vhat did you do at these gatherings? \\Vere there readings and so on? G: There would always be a program, and some of the participants were the college students. I was a dramatic reader when I was young. I learned early that if you had stage presence, that would get you places. I had been a public speaker in Tallahassee. I had won a prize in elocution. I won a prize in oratory. I beat out four or five boys in high school for the twenty·dollar gold piece prize. E: So you did not know what I was ta.lking about in the car, right? [laughter) G: I was just listening as you were telling me that you were panjcked (about giving a talk). But this begins early. I had no idea why I worked so hard at this speaking thing at Florida A \u0026. M, but now I realize that it was one of the things that I really needed lo have, and I did. Some seasons in the year the churches would put on programs, would give what they called recitals. People played the pia.no or the violin, or maybe there would be two or three musical instruments. Then there would be a period when they would hnve a reader. They caUed it a reader, but it was a speaker that came in arid did a play-just one person. E: So this was common in churches to have these kinds of events. - 13 - G: Oh, yes, this was very common in churches, and sometimes at 464/558. Girls would come in and do dramatic readings. See, dramatic reading is something that is never done now, but it was very popular in my day. E: People here told me that Richard Twine did these plays at the church. Would that have been the same sort of thing, do you think? G: This might have been the same kind or thing. It was popular. See, this was a meeting place for blRck people, especially. Blac.k students in these white colleges always needed identity, needed people to work with them so they could meet other black kids like themselves from other colleges. That would have been the only way because the schools sponsored nothing. I sang in the choir at school, but I was the only black one. I had a lead [solo] at commencement, and I am not even a singer. (laughter] J do not know why I hod the leod. The song was Good·b~ Fortver. I do not know if you have ever heard it. ·Good·bye, good-bye, good·bye forever.• It went way up there, but I was trained to do it I do not think I had that much of a voice, but I think it was better than (most whites' voices]. See, black people have a gilt when it comes to music. Many of them have this gift, and 1 guess my gift was blossoming at that point. Anyway, I got the lead. But they would have these programs, and they were interesting, and they were helpful because black kids had the opportunity to meet the other people in Boston at that time. They would have never met them otherwise. We knew where they lived. Some or the girls lived in dormitories. Segregation was the predominant thing. If I had had enough money, I could not have lived in a donnitory. E: So even up North. the dormitories were segregated? G: Even up North the dormitories were segregated. Even when I went back to Boston to do my master's degree and I had married and had babies and whatnot, I lived at the Y while I was looking for a place. The dormitories still were not open. I was talking about meeting people and getting on in Boston. I actually had my life in pretty good shape at that point. But I had this terrible thing happen at school. One of my professors--who now I know ~·as sick, although at that time I did not know what his problem was-suggested that (I go back to Florida]. I was sort of upset about not getting my papers back, and he said that they were so poor that he had not given them back because he had not had time to mark all the things that were wrong with them. So he just put them aside and wanted to talk to me about going back to Florida. I hod had black teachers, and he said, '\"You have never had white teachers, have you?· • 14 • I said, •A few in elementary school, a few who were doing work with the college, but most of my teachers were black.\" He said: \"Well, I do not want to put that down, but I will say that you have not been prepared for this, and I do not think that you should upset yourself. Just withdraw and go back to Florida.\" I said: \"Go back to Florida? Is it that bad? You are telling me that my work is so poor that I cannot make it?\" E: What kind of a teacher was he? What course was he teaching? G: He was teaching my major; he was teaching English. That was my major, and if I could not do English to suit him, I needed to go back to Florida. I knew that I was good. At Tallahas\u003ceo I had been good. I was good in English and science because I was taking pre-med. I had concerned myself with chemistry and physics and taking the minimum in the arts so I could do the pre-med. But I did not think I was going to have enough money because I could not work my way through medical school. But I wanted to be ready just in case. So I was good in science and in the arts. But he said I was not, and I had to deal with that.. My first inclination was to just take a whole day and cry because I had had so much invested. He said that I should go back to Florida, and I said I needed to see what corrections he had made so that I could know what was ~·rong with it. I was supposed to be a good student. I-le said, ·wen, there is no doubt you are in the estimation of the teachers you have had, but I do not know how good they were.\" I thought well, I had a problem. \"Anyway; he said, ·1 really have a meeting coming up, and I cannot talk to you any longer. But I want you to give some thought about withdrawing and going back. I will not be able to help you in this course.\" I panicked at first, and then l cried enough to get myself together. My fir\u003ct idea was to go talk with the dea.n about what I had encountered. I was always r.irly able to take care of myself. I said to the dean that I thought I had a problem that I did not think was mine. ·1 think it is my professor's problem, but I need to be given a chance. I had so much trouble getting here and getting this far. I do not think that you would want me to go back to Aorida without having had a chance to try. I do not think I have been given a chance to try. I do not think the gentleman likes to look up and see me in the room.\" He said, \"But Little One (he called me 'Little One'), isn't that an indictment?\" I said: \"Yes, sir, it is, but I do not think he likes to see me in this room. I do not think he likes to look up in my directjon and sec my face. I think it bothers him, and I do not think ii is what I can do or not do. I do not think it would change.\" He asked, 'What do you suggest that I do?\" I said, \"Maybe there is another professor in the university: He said: •tt is past six weeks. There is no way somebody else would take you.\" I said: \"But if you told this - 15 - other person what I have told you, maybe this other person would think that he would like to give me a thance. Jf he knew what went on, he might be willing to help us. Would you be willing to try?\" He looked at me a long time, and he said, ·well, you will come back to my office tomorrow afternoon at 2:00 and let me try.\" He was a good man. I was there at 1:30 waiting outside. He had found a professor that was willing to take me that late, and I said: •tr you have found someone, I will gather all the written [material] that I get back from him and leave it on your desk. I will not disturb you. I will just leave it in your basket. When you see an envelope with your name on jt that is handwritten, you will know it is from me. It is my paper. Take it, and look at it.\" I did not make any B's. I did not make any B's. E: They were all A's? G: They were all A's. E: On the papers in that envelope? G: On the papers in that handful that I put on his desk. The new professor used to write me from London- he went to London in the summer··and he knew. I think he was so hurt to know that somebody would do this to a child. E: Somebody on his faculty, besides. G: I never sa\\\\' the man again until commencement. We had on our caps and gowns. You know how you just flit around. You can fly away! [laughter] I went up to him and said, \"How arc you?\" He looked at me like, \"Is this somebody I should know?\" I said: , am the girl you said should go back to Florida. Don't you remember me?· He turned green. I knew he remembered me to begin with, but I thought I would help him out. But these are the people in the world who stop your world. They stop the world and ask you to get off, and if you do not know how to take care of yourself, you might get off because they have misled you. They have put you down and made you think that you were that poor. But I knew that he had to be wrong because I had been studying all my life, and I could not have been 1hat far on my way and not know how poor I was, or not poor. E: Right. G: I had to know that. Anyway, the dean was so proud that I did very well with this other teacher that year and the next year, and I just got to be so popular . 16 . around the place. You would have thought I owned the place instead of making the grades. [laughter] They would say, lliat is the little black girl from Florida.\" E: So you went out and tried? G: Oh, yes, indeed I did. It had its bad moments. E: What happened to the man from London that wanted you to ma.ny him? G: The-man from London carried this marriage certificate around in his pocket for weeks to catch me at a weak moment. My father had said: ·eome back to St. Augustine with your degree, and let me see you as Miss Robinson, a fine lady that you think you are going to be, and prove to me that you were right and I am wrong. This is what you have to do. You cannot go up North and come back another way.\" To me, that meant getting married, having a baby, disgracing your family, getting sick, and dying. II meant a lot of things. You should have seen how scared I was that I had not ruined something. I was going to die, and my father was going to be mighty upset with me because H was \u003c:old. Oh! Have you ever lived in Massachusetts? E: No. G: There is some wind that never blows anyplace else like it blows in Mas.achusetts. ft goes right straight through you! So I did not many. I went out with a lot of fellows, and I ~·as very popular and was very polite to everybody, and everybody liked me. But like I said, back then I was a working student. Working my way [through school) was my only business. And my very closest friends-not my boyfriends but my closest girlfricnds-­( were my other business). E: What happened to Countee Cullen? G: Countee Cullen was not a fellow who wanted to be serious with a girl. He was good company and a nice fellow, and I did not have a problem with that. He was very lovely to take me out because he always had a taxicab or the car of a friend, so it was always nice to go out with him. He loved to take you out to dinner and all that, so we had a very nice relationship. But you know, I did not keep a single one of his poems that I had. At that time, he was not famous. He was just a friend. So I guess that is the way it goes. E: So you came back to St. Augustine as Miss Robinson. - 17 - 0: I graduated from Boston University and came back to St. Augustine. I was going to teach in New York. I had done the groundwork for gelling a job in New York, and I did not want to live in the Deep South because this segregation thing bothered me. I did not want to be in a place where you could not go into a restaurant, could not take a friend into a restaurant and sit down and eat, like we did today. You could not do that in the Deep South. E: T know. G: Jn the Deep South_, if you were in here talking to me like you were my friend. that was questioned by your neighbors. Why is this white woman going into her house? Why is this black woman going into this white woman's house? E: You can hardly do it today, let alone in earlier years. 0: It is still bad. People still look twice. But this is the thing that I did not wan1, to be in the Deep South. 1 always wanted to live like my daughter lives. She hos two sides lo her life: all the white friends that do not like the black ones and will not come when she hos a party, and all the black ones that do nol like the white ones: and do not come. Then there is another band that likes each other, so she has a beautiful relationship. This is the way she has a dinner pa.rty. She very seldom has an all~black dinner party and very seldom has an all-while dinner party. But if she hos a dinner party and has ten while people and len black people, they all like each other and all know each other and are friends. II makes ii nice. When I go up al Chrislmos·time, she hos ... We have nol talked about the children. E: I wos going to say we are gelling ahead of ourselves. (laughter) G: Anyway, that is what I always wanted, and that is not what I was going to get in the Deep South. So I came back to St Augustine just on a visit. I wos supposed to be here about a month. E: This would have. been 1924? 0: This wos 1928. My father said: \"Why not take a job here for a year and stay with us? You have been away so long. and it would be nice. Then if you want to go back to New York, [you have our blessing].\" I said: \"A whole year? Oh, Lord, could I live in this place a whole year?\" There was a friend that I had met one summer when I used lo come here when I wos going lo FAMU, and she had a little party one night E: What was her name? . 18 - G: Her name was Mary Saunders. She said, ·would you like to come over a.nd meet some or the young folks that are around?\" I said, \"I am very sleepy, but I will come.\" I had been up so long for exams and packing, and I was so tired. Anyway, I went, and among the guests were Dr. Gordon, Dr. Forward, (and] Dr. Mills. This was the second man I married. They were all there that night. E: They were? G: Yes. Dr. (Rudolph N.) Gordon was the children's father. (laughter) E: So you met everybody all at once. G: I met evcryl\u003eody all at once. Dr. Gordon called me the next (day]. It was casual that night. E: Had Dr. Gordon just come to St. Augustine? He was not from St. Augustine, was he? G: No, Dr. Gordon was Panamanian by way of London, where he had gone to school, and by way of Boston and New York and Philadelphia and Washington, DC. These were places where he had studied. But he had not planned to live in Florida. He came here when he heard about making easy money-the boom town. He was going to practice dentistry for a while and then go back to New Jersey. He took the New Jersey board. E: So he came to St. Augustine because it was booming then? G: Yes. E: What year did he come here? G: He must have come here in 1925. He was here several years before I came. I met him, and he said: .. Do not go back to New York to tcac:h. You arc needed here.\" I said: \"A lot or people are needed in a lot of places. You do not have to stay just because you are needed. I do not think that I want (to stay here).\" Well, my father was pushing me to stay, and he was pushing me to stay. On our first date we talked almost all night. E: It is a wonder your father did not send you away then. (laughter) 0: I am telling you, he [Dr. Gordon) took me to a church--he was Episcopalian-­and took me up on the bay front. There is a big house up on the bay front where there are steps all the way down to the waterfront, and you could sit - 19 - on the steps and look at the-moon and see how beautiful the water was. The Matanzas inlet is so pretty up there. I do not think that house is there anymore. Anyway, that is where the church had a dinner; his church had a dinner at this house. The people that owned the house were away in London, and they had left it. So the mission used the house for their dinner, so we went there for the dinner. We went up on this thing to look at the moon, and when we came down. all the baskets were packed up and all the food was gone. E: It must have been a good conversation. [laughter] G: That was the conversation o! my li!e. He asked, \"Can you scramble an egg?\" I said: \"I can scramble an egg. but l do not know ir 1 can scramble an egg in my house at midnight. I do not know what my parents would think about that.\" So he-said, \"\\Vell, I am so hungry, and there is no restaurant; so we went in.side, and I scrambled some eggs and made some toast. \\Ve sat do\"'\" quietly and ate it. I do not need to tell you the rest. [laughter) E: How long was it before you became engaged? G: I guess a !ew months. E: A.nd then you were married. In what year did you get married? G: 1930. E: That was a 1,ittle longer than you intended to stay in St. Augustine. G: Well, I had not planned lo slay in St. Augustine at all, and he had not planned it. But my parents were here, and they began !ailing apart very e.arly, especially my mother. I guess I did not have the courage (to leave them]. First I had a little boy; Rudolph was born. He was my first child. Teaching here was difficult because we were going into the Depression and there was not enough money. I was teaching, but I was not getting paid. E: \\Vhere were you teaching at that time? G: I had only one job. E: At Excelsior [the public school for blacks in St. Augustine]? G: Yes. I had only one job in St. Johns County my whole life. E: Oh, really? • 20. G: That is right. I had one boss. E: So even when you moved to Ketterlinus School you stayed. G: The St. Johns County School Board was the boss. I worked under several principals, and I a.spired for the principalship at Excelsior School after they moved the school to Murray High because I was not particular about going out to the location of Murray High (on the western edge of town). 1 was unhappy about that, and I applied for the principalship of Excelsior. But they wanted to give it to a man. The black people said that Dr. Gordon made enough to take care of me, so they should give the principalship to a man who had to take care of a family. A black ought to have it. That made sense to the school board. See, the school board was not concerned about prepa.ration or personality. They were mostly concerned about who needed a job. For instance. when I got my m::1ster's in guidance, no white person had a degree in guidance. E: So you went back up to Beston after your baby was born? G: I went to Boston University after my children were bom and got my master's in guidance. E: So you had your master's degree when you applied for the principalship~ G: I had my master's degree when I applied for the principalship, and I also had gone back to Tallahassee and taken administration and supervision. I had all that on my certificate when I applied for the principalship. And I still did not get it. E: You did not need the job. G: No, I guess I was happier as a counselor for the la5t twenty·\u003c:ight years. E: And you were broke? [laughter) G: Well, I really was, but I am a great believer in the good lord directing our lives. If we put our trust in himJ and turn our lives over to him, and ask him to guide us, then he takes charge. I always say he can look into the future and see what is good for you and what is not, and what should make your life and what cannot. Some decisions 1 never bothered to try to figure out because I was letting him do it. He has never failed me. He has always made the right decision. I would not have been happy as a principal, not as happy as I was as a counselor, and T would not have innuenced as many lives as a principal as I did as a counselor. So you see, what you think you want a lot - 21 - of times is not what is best for you, but at that time it seems like you are right. And that goes on through our whole lives. Every challenge, the way you meet it, the action you take, the decisions you make often are influenced by the way you really think when you think deep down in your heart where the lord operates. This is not you thinking. He is thinking through you and telling you what to do. That is what they call the \"deep-down\" thinking. Somehow he gets the message over to you, and then you go on from there. I never dreamed a decision. I never said, ·Lord, let me see the moon move\"' or •t.ord, show me a star... That is not the way 1 do it. But it will reveal itself to me what to do just as I am talking to you. l have. learned how to do that. From having had a childhood that was basically made by me, I have learned that it works. h really works. You do not need to make these dee.p*down decisions without any help. E: That is true. So you were still teaching school in the 1960s here in St. Augustine. G: Yes. I was teaching when Martin Luther King, Jr., (was a leader in the civil rights movement). Dr. Gordon pa.'lSed away. I did not go into that part or it I have not even said anything about my children. I will back up just a little .. We were married and had two beautiful children: a boy and a girl. The little girl !Carlotta) wanted lo be a doctor, and the little boy (Rudolph) wanted to be a medical illustrator. We kept them here and sent them to the public school, where I taught, for elementary school and high school. Then we sent them to Massachusetts ror finishing school, thinking that a year in a finishing school would be adequate for my daughter and son to move on to a northern college because times had changed a lot from what happened in the Deep South, especially in the public schools here. I was at Florida A \u0026. M (when I attended high school), which was a little different from a public school in St. Augustine. I think it was a little more thorough, you had a better choice or background, and you just had a better chance 1o get a more rounded (education). Plus you had the laboratories for your chemistry and physics and whatever else you were taking. TI1e chances were just a little better that your training would be a little more thorough. So 1 sent my daughter to Cushing Academy in Ashburnham, Massachusetts, for a year. Then she chose Wheaton College in Norton, Massachusetts, for her undergraduate [education). My son chose Lincoln Univer\u003city in Pennsylvania, which is a black college, for his college. He was very unhappy in Pennsylvania, so he joined the air force. So they were on their ways to making their lives. He was going to go to graduate school and do his - 22 - illustrating, and she was going to go to medical school and become a pediatrician, allhough she later decided that she wanted to be an analysl/psychiatrist because she could have her office [at home) and make her own time. As a pediatrician she would have to leave her babies to go out to take care of other babies, and she was worried about how her own babies were getting along. But as a psychiatrist/analyst she could have her own office [at home) and make her own time. It worked out very well. She did very well wich her medicine and all that, and my son was going to do his illustrating back at Bos1on University, at my o1d school. He had a blood vessel give way in his brain, and he died early. He was not a sick child; he was never ill. E: So he had no warning? G: No warning, he just died in 1967. He had married Marjorie Manning, but they had no children. Titeir father [Dr. Rudolph Gordon[ passed [away) before all of this. He passed in 1959 with his high blood pressure. (I am getting my events mixed up here.) E: Hypertension? G: Essential hypertension, they called it. We did not have the blood pressure pill that we. have now, so he died early. I was a widow for twelve years working on their coJlege and graduate school business and getting them through. He [their father) had established a trust that helped me a lot with the children's graduate school. E: Dr. Gordon was a dentist in town? G: He was a dentist in St. Augustine. I think he did more in the racial thing than any person 1 have met since I have been here in these fifty·odd yea.rs. E: What makes you say that? G: Well, this is how he managed. He said: \"J do not want to be a martyr. I could never be somebody like Martin Luther King or any of those people who want to give their Jives for a cause because I do not want to be a martyr. But,\" he said, \"there is a lot I can do, and I will do what I can do on my level.\" He built his own office building down on Bridge Street and had people come·· black and white--and sit in the same room. E: So he had one waiting room when other doctors had two . . 23 . G: He had one waiting room. Everyl\u003eody had two. He was invited to join the staff at both hospitals, at East Coast Hospital and the Flagler Hospital, and that had never been done before. E: How did he get white patients? How did they hear about him? G: This is how they knew about his being a good dentist: If they were in an accident and their faces were all out of sorts and they had lost all their teeth or some of (their teeth) or whatnot, he could do a reconstruction. He just wanted a picture of what they looked like before this happened, and he would take them into the operating room and fix them up. E: So through his jobs at the hospitals he then developed his private practice. G: Through his jobs at these hospitals the people wanted him. First, if he extracted a tooth for a white person, that white person would tell another white person, \"You ought to go to Or. Gordon on Bridge Street.\" He was up over the Iceberg [Drugstore) then. \"You ought to go to him.\" Then if he had a patient, they would not go to anyl\u003eody else. That is how it built up through the years. He never told white people to come or black people to come. He said that black people would go to Jacksonville to keep from coming to him because they had a feeling that if they could go out of town to get their work done, then it would put a crimp on his style. That was his expression. meaning that he would not do so well if people took their business elsewhere. But he said he never gave them a reason to want to do that. He said, \"I have friends that did not know that I knew that they went out of town to have their dental work done, and I was their friend.\" E: I do not understand why they would do that. G: I do not understand it either, but he said I.hose things happened. During the Depression he said he had a heck of a time trying to keep his books straight so that all the money he made would not be on the books. [Many accounts were on crcditHnever paid··so books looked better than reality. Ed.) This was a very poor community. He said, -White people began to find out about me, and that made it much better because I could then draw from the black community and the white community, and I could make a living: But then the black people got upset because U$ually if he had given them an appointment for 2:00, they would come around 1:00, hoping that they could get in a little earlier. Or if he did not give them an appointment at all, he told them, 'lf you want to come and wait, I will try to work you in.\" Then the room would be full. He just could not win. There would be people needing - 24 - another chair, and the black people would go to the back door and say, \"Which door do you come in here?\" He would say: '\"That back door is my door to sneak off when I have to get a sandwich. You come in the front door where the waiting room is.\" They would say, \"It is full of white people.\" He would say: 'They will not bite you, 1 promise. Just come in and sit down and be nice, and they will be nice to you: So he accomplished that. They sat down in the same room and waited for him, and they did not bite each other. E: This was in the 1930s, 1940s, and 1950s? G: Yes, ma'am, this was all of that, the 1930s, the 1940s, and 1950s. Martin Luther King had not been here, either. When I went to the doctor with my babies, my last doctor was not a black doctor, and he had a special chair for me in the hallway by the water fountain. He thought that because I was a doctor's wife he could not send me to the waiting room he had for black people because that would not be nice. I was not good enough, I guess, to sit in the waiting room he had for white people only. There was a sign: \"\\Vhitc Only; \"Black Only.\" So he was confused as to what to do with me. E: Why did you go to him? G: I went to him because the black doctors did not practice in the hospital. The black doctor could be your doctor at your house, but he could not go to the hospital with you when your baby was born. No black doctor had ever been in the hospital to practice. E: None of them had practicing privileges in the hospitals? G: Or. Gordon was the only one I ever heard of for the poor. E: So if you did not have a midwife delivery, then you had to find a white doctor that would take you as a patient. G: Right, or a black doctor that would deliver you at your house. E: That was until when? G: Until the 1960s. I do not know if a black doctor could deliver you at the hospital now. I do not know any black doctor that is on the staff or who had been on the staff since Or. Gordon died. He did not deliver babies; he was a dentist--and the only black one, to my knowledge. E: ls there a black doctor in town now? • 2S. G: There is not one now, but there were black doctors, lots of them. But they would not come here because of this. They had no hospital privileges. E: So we lost the people we might have gotten because of that. G: We lost all our possibilities, yes. A black doctor's settling here was completely out of the question. E: And teaching in tho schools. when did they start integrating? G: The black kids went to the high school in the 1960s, I guess it must have been 1965 or something like that. I have to go to the history for that one. E: When did you first have a white student? G: Oh, I did not go as soon as the schools were integrated. I stayed in the black high school. I was head of the department at the black school, so I kept my job as a head counselor. I had my office in the black school. I was not anxious to move over because, like I said, there still were no white people in the county that had a master's degree in guidance, and this was a thing with the school board. They were worried about what to do with me because it was a very long time before they gave me a job and a salary and acknowledged the work that I had done in guidance. E: So even though you h\"d a master's degree, it did not make a difference? G: They did not want to have somebody in the black school that they did not have in the white school, so they managed to get that straight by appointing someone that could do the job, I guess. I cannot remember just how they worked tho.t out, but they did want to have anything in any bJt'lck school thnt they did not have already in a white school. E: What was your sense of the community when black kids first started going to the white school? T guess that is how it was first. How did they decide who would go where? G: The first children, if I remember correctly, that went to other schools were volunteers. They wanted to go; they were willing to integrate. AH the children were not willing. Some really did not want to go. There had been so much fussing and fighting and things. That whole thing was pretty horrendous, those civil rights things: Martin Luther King and the whole business of getting the town integrated, getting the restaurants integrated, getting people to sit down and realize that they would not be bitten by each other. - 26 - E: They did not start the school integration until afler the 1964-1965 school year. G: The law passed; they had to pass the law first. After the law was passed, then the schools had to be integrated. But they did not force it on people. I think they started with volunteers. E: In what ways did your life change? What did you do when Martin Luther King was here when all the riots and mare.hes and so on (were going on]? G: Oh, when Martin Luther King was here in the crisis situation, I was a part or the solution, not the problem. [laughter] And I was proud to have been. E: By saying that, what do you mean? G: They had a lot of meetings. Martin Luther King did not just come here and appear in St. Augustine one day. He had a lot of workers that came here months and months [earlier] to teach people how to handle it, how not to get killed··that is really how to put it-how to march at night without being too afraid, how lo march period, [and] how to go to jail and not feel that your life had ended. My parents told me never to go to jail. They never wanted to hear that I was in jail. So going to jail was a bad thing, and they had to teach them that this was lhe way it had to be done. E: Did you go to any of the classes? G: Yes, I went to all of them. E: Oh, you did, G: Yes. Every time I got out of school, whenever ] got home (I was a widow during this period), I would rush around to get all my things done and gel ready for school the next day so I could attend the afternoon meetings they had for the children and lhe night meetings they had for the adults. E: Did most of the people in the community, in Lincolnville, go to the meetings? G: Yes, but very fe\\\\' of the people who were teachers. I think I was the only black woman who was a teacher. There were one or two black men. See, the threat went around that if you were involved in this, you might lose your job. E: Which was not an empty threat. G: It was not an empty threat, I imagine. Bui I do not think they ever had to prove it. They did not fire me, and nobody was ever unkind to me about it • 27. But they said that I got away with it because I could have taken care of myself in the event that I had gotten fired. I was well prepared and could have moved on. E: So they did not have any way to threaten you. G: Yes. but that would still be the punishment for doing it. I do not think they would have. I knew the superintendent, I knew all the board members, and I do not think anybody would have taken it out on me for being a pa.rt of it. Black teachers were just scared. They were scared of doing it, and they were also not very happy about being involved. I do not think they r~ally thought it was that important for them to be involved. E: Really? G: I think a lot of them thought it was something you let somebody else do. E: Bue were not the teachers and the ministers always the leaders in the community? If they did not take part, [the cause would be losl). G: You thought that, but that separated the men from the boys and the women from the girls. It was a whole different ballgame when it came down to ·Here we are. \\Vhat day are you going to go to jail?'\" See, the k.ids--the young people··really took the brunt of the whole terrible thing in that they were put in trucks and put in wire fence and put in jail, and there was not room enough [for them all). They were really mis1reated. E: The young people went to school. How young? G: Well, whenever they wanted to get themselves into trouble, they knew how lo do it. I cannot remember what they would do to get arrested. You had to do things to gel arrested, like going down to the drugstore and sitting at lhe counter. It v.·ould seem as if I was not there. The memory goes from you if you do not write some of this down. But they found reasons to arrest them, and they really did do it. 1 think that was a bad time for St. Augus1ine. That was a very bad time. But it was needed. People who sit down and say there was no need arc crazy. See, they had never been black. I have been black. I was bom black, and I know what you could do and what you could not, and I know how much it meant to be a second--class citizen, and r resented it. E: How did you feel when you went into a place that was for whiles only? • 28 . G: How would you feel if you went to the library and you were a teacher, and you carried your child, and your child is now a college student in another city, and you carry a child with a book and ask: \"Do you think you have any of this reference material? Could you let us take it home for the weekend to use and then (let us) bring it back (Monday), since you will be closed Saturday and Sunday? Will that interfere with your program?\" and then they shut the door on your foot? You have to move your foot to keep them from doing that, and they hurt your toe. E: And the librarian ~new who you were? G: The librarian knew. E: And this was a public library? G: This was a public library. (Later,) when you could get a card and you were black, I never wanted a card. E: You could not get a card there, could you? G: I thought I would never go in that building again. I do go to the new library, but I could not go back to the other one. That is how bad it was. She said, ·no not blame me-. I just work here: Of course, you know I wanted to hit her. E: Was your daughter with you at the time? G: My daughter said, \"This is the place you chose to call home?\" She tried to chastise me. I said: lhis is home, and this is your home. We just have to work on it.\" She loves St. Augustine, but she knows, too, the price some of us paid to call this home. We paid a big price. If you were black,, you paid it because it was not automatic that you were a citi:ien. You were just somebody that lived here and had a brown face. E: So you think most of the people in the Lincolnville community, anyway, were behind the movement? They wore ready to do (what they had to do)? G: Yes, everybody was behind the movement. Most of these people walked at night. A lot of them went to jail. See, 1 am not non-violent, a.nd I knew I was not. I told the men that were working for King that there were things I could do. I could make contributions, I could help with dinners, I could help prepare for the bigwigs. Martin Luther King himself came, and I was glad to bE' a part of the preparations of the dinners and stuff. But I could not march. I do not march at night (in areas) with bushes where people are going to jump • 29 - out and hit me with a stick h\u003cocause I might try to hurt you. I might try to find out who did that. \"Who hit me?\" (laughter) I am not non-violent. E: You would think that that non-violent part would have been hard for a lot of the men. too. G: It was hard for a lot of people. I always thought it was great. My kids, the seniors, asked me at school that day: ·What day are you going to go to jail? Everybody has their day. You have to be in jail. You have to do something. You have to get arrested.\" I said: \"I am not going to go to jail. They know what 1 can do, and I know what I can do. I cannot go to jail.· This was a day or two before Mrs. [Malcolm] Peabody (wife of Bishop Malcolm Peabody of Boston) went to jail. I was supposed to keep Mrs. Peabody; she was supposed to be my house guest. But I said: ·No. They may throw Molotov cocktails into my window, and I am a widow. I do not wont to be in here alone with Mrs. Peabody and no man in this house.\" E: So where did Mrs. P\"abody stay? [Mrs. Peabody came to St. Augustine in March of 1964 to participate in a Aorida Spring Project 5imiJar to the Mississippi Summer Project. College students on spring break and other people came to St. Augustine to demonstrate. Ed.] G: She stayed with some people down in the area where the recreation center is, the \\Villie Gallimore Center. I cannot remember which house it was, but a nice little lady took her in. She did not have a husband, either, but she was brave. E: She might not have had kids, either. G: It took a lot of courage to do a lot of things then. It was like a political thing. I was afraid I was going to get murdered, but I wanted to do it. I prayed over it, and I had gotten my answer: This is what you have to do. You have to make some sacrifices. E: Now, were you friends with Dr. [Robert] Hayling [the dentist and local leader in the civil rights movement]? G: Dr. Hayling was rooming from me; he rented an office from me. He was from Tallahassee, and he heard that Dr. Gordon had died and that I was looking for a dentist, so he came. In fact, the first two months he was here he stayed with me while he was looking for a place. But I do not think that Dr. Hayling would have had to do what he did-·you know the background of all this-if he had not h\u003coen h\u003coaten by the Klan . . 30 . The whole thing started when the Klansmen thought that he was spying on them (at a meeting in September 1963, three miles south of St. Augustine), and they ran him and a friend up a road that was a dead end. They caught them and tried to murder them. They beat them with chains. He looked a sight. E: Who was his friend? Was he the one that was a barber? G: Yes, Clyde Jenkins. Clyde and Dr. Hayling were in this car together, and they beat them unmercifully. I think that he was so bitter that he decided then and there that if he lived he would do something about it. So that was his every-day dream from then until it was over. You know, it ruined his practice. He did not have a dental practice when it was over. But he did all right where he went, down to the Cape Canaveral area. E: You say he looked a sight after that. G: Yes. They took him to the hospital, and I had a feeling that they were going to finish him. That is the way the Klan operates. E: Finish him at the hospital or at some other time? G: Oh, they might go in and find you. From the things that they had done in Mississippi and all over the place, you knew that you were in danger once. you had incurred their wrath. I called the Alpha (Phi Alpha fraternity] men, the medical doctors and dentists out of Jacksonville--they were my deceased husband's friends--and I asked them if they would send somebody over here and get him out of the hospital and take him to Jacksonville. E: Oh, you did? G: Yes. They came and took him to Jacksonville and took care of him there. So if the Klan came to Flagler Hospital that night to finish him, he was not there. I think that from then on he planned his strategy to get them, to straighten out this situation, because this should not have-happened. 1 do not say that going to a Klan meeting is right, but still the roads are free, and they were in the road. E: Were there a lot of Klan mecting.s in St. Augustine then? G: The Klan had paraded here on several occasions in my lifetime. I know they wanted to keep the threat going that they were bad, real bad, and black • 31 • people had been in the habit of going into 1hcir houses and closing their doors. That had been going on. They had been here before. E: In St. Augustine, do you think it was different than in most towns because there was not one single area that was a blac.k area of town; it was sort of spread out in a lot of areas? G: \\\\1ell, St. Augustine had no black area as such. There is no area in Lincolnville where some white person does not live. E: That is true. That was true then, too? G: That was true then. I think there were more white people in the Lincolnville area then than there are now. But that was not it. The problem was that nobody in St. Augustine had ever tried (to change the situation) because just what a lot of people will tell you was happening (was, indeed, happening). I will give you a b\u003c:ttcr example than I can explain it. When my daughter was at Wheaton, her French teacher's parents wanted to come to Aorida for a visit. Her French teacher told them: \"Look up Mrs. Gordon in St. Augustine. l have her daughter in my French class. She is a nice person. She has been to lhe campus\" (I had been to visit my daughter at Wheaton) \"and you will like her.\" I had talked to them on the telephone, but I had not met them in person. I told them that St. Augustine was segregaled. \"II you come here to live with me, you will have to live as ir you were black. Your white friends in the white community will not visit you in my house, neither will l be allowed to visit you in their houses because black. people and white people do not visit here like they normally would in other places. Also, there is no place that I can take you to eat. You will have to eat your meals at my house or eat your meals at a restaurant in the white community. These are decisions you will have to make. If you Jive in my house, then you will have to eat in my house. You will be segregated. If you live with your white friends, you can live with them, eat and visit with me at my house, and go back to your white friends. You make the choice: Since I was teaching, they thought it would be better not to be here in the house while I was gone to school. (I had a full-time cook in those days.) They wanted to live in their own place and visil both of us, their white friends and black friends. So that is what they did. They took an apartment where they had cooking privileges, and they visited their white friends. But most of their meals they ate here. They did not eat out that much. I had a very good cook, and she did beautiful meals. We all had a good time getting together in the evening. E: Who was your cook then? - 32 - G: She is dead now. She had been cooking for me for nine year$. At various times I had various people, bot from the time we were married until the time my husband died there was always a full-time person in this house that cooked and did the shopping and the cleaning and thing,s around the house. A doctor's wife in the Deep South had lo have a maid. You were nol a doctor's w·ife if you did not have a maid. There was something wrong with your doctor. [laughter) This is really crazy, but is was one of the facts of life. When the children were little I had a maid and a nurse for the baby, for the children. What do you call lhem? E: A nanny. G: Nanny. Yes, ma'am. You had to do lhat E: The people wouid have lhought it was strange [and that if you did not have a maid or nanny], that your husband was a failure. G: And that meant, too, your husband had to do this for himself. This was taking care of his family as a professional. See, we associated with professionals. We had friends in Deland that we spent the night with. The other doctor that used to be here moved to Deland, so we went there and spent the night, and they came here and spent the night. Our friends in Jacksonville, the doctors and lawyers and candlestick makers and whatever, were all professionals. \\Ve had our own little clique of people. E: Do you think lhat made it harder to be a part of the black community here or not? 0: No, we were a part of it, too. E: So it did not set you apart. G: No. We played the game. The only thing was neither of us was accustomed to being close with nonprofessionals. We did not know how to spend a lot or time making small talk. E: You did not go out for a beer or something? G: No, we did not go ou1 for a beer (nor) did we like lo fool around. We did not want to send our kids to visit people that were not home and did not know where lhc kids were. We built a playhouse, and we had lhc children come here and play in lhe playhouse. We had a movie machine and a doll house with dolls and lrains and stuff for lhe kids to play with. But I could be in . 33. charge. I could see who was playing wilh my kids and whal lhey were doing. as well as being in charge. So it was nice. You have to figure out all sol1S of ways to bring up kids in a community where there is no structure. E: What do you mean. a community whe:rc there is no structure? 0: Well. some people just lei lheir children roam 1he streels. E: Even when your kids were young? 0: Oh, yes. Everybody watched everybody'• kidt, but they were always found in the slreet. There were always what you call 'latch·key kids' that wenl home with the keys and would go into [the house] ond wail for Mama to come. Heaven knows what goes on when there is nobody there. That is mostly what I am talking about. H they were not in the t lrcel, they were home alone, and that was just as bad, or worse. E: So you had a good life, even lhough it was restricted in some ways. 0: I had a very good life. On Monday I took my doughier to piano, on Tuesday my son 10 saxophone, on Wednesday my son to piano, on Thursday my daughter to dance dass. I picked up all the dancert, picked up lhe musician that played for lhe dancers, and paid lhc dance teacher. (laughter) They took ballet; that was ballet E: Where did these lessons take place? 0: In the school building. E: Was the teacher white? 0: I had been busy leaching all day, but you hove to bring up your kids. And to bring them up middle class wns a very hard job in a place like this. You have to make your own situation. I mode all the tutus. E: Those sewing skills came in handy. 0: I did not do all the tulu.s. In other words, you have to be innovative and figure out all kinds of ways. People in Washington want to know why my daughter is so versatile? Why is she so smart? Why is she so this? They think that she is the best thing. as her old lady says. since sliced bread. E: Oh, in talking about your daughter we left out 1he fact ihat she is in Washington. Where did she go for her medical school? . 34 . G: She went to Howard University School of Mcdic:inc, and her husband went to Howard University $.:hool of Law (in Washington, DC]. E: Her husband did? G: Yes, and they both lived in Washing1on. B: What is her name now, her husband's name? G: Her name is CarloUa Gordon Miles. She has an office on Connecticut Avenue, and she has a psychiatry practice. She is a psycho-therapist, and he is a lawyer. He is way ahead in that he is now the counsel for National [Public] Radio. E: What is his first name? G: Theodore Anthony Miles. E: And they have lived in Washington since they got out of medical and law school? G: Yes, they have lived in Washing1on since they got out of medical school and law school. They live at 2ll5 Yorktown Road NW in Washington, DC. They have three children. The oldest one is at George Washington University's medical school [in \\Vashington, DC), and the second one, a girl, is in a law firm now. She graduated from Columbia University last year. She did not want to go right on to law school, so she is doing a year in a firm where there are several lawyers in the downtown area of Washington, DC. She is just working as an assistant to get to know what law is all about. The third one is a girl. She is a junior at the University or Pennsylvania in Philadelphia. She is working for President Bush this year. She took a year off to be an intern in the Bush Admini!\u003etra.tion at the White House. E: What does she do there? G: She is some kind of liaison ~rson in the offic-e. She has to arrange to meet people who come to see the president. They have to come to the office where she works first. E: That must be pretty exciting for her. G: It is, very. . 35. E: Which brings me to something we almost forgot. You ran for office here once. Could you tell me about your own political life? G: Let me go back. In 1965, right after the Civil Rights Act was passed, people thought, citizens thought, everybody thought that the black people needed to do something more than just gelling integrated and gelling the Civil Rights Act. They needed to be in the political scene, as well. if St. Augustine was going to thrive and if blacks were going to prosper in this new stale of being. J will not say rr~e. but fiNt .. class citiiens. A group of men from various churches .. . E: From the black churches or black and white churches? G: Black churches only .... came here on a Sunday night right after services and rang my bell. [There were] about ten of them. They wanted to know if I would be willing to be a candidate for the city commission. [ wanted to say, \"'Are you crazy or something?\" E: What was their thinking? They must have had a list and said, \"All right, she is going to be the one.\" G: All of them agreed that I was perhaps the only black person in St. Augustine that could win. E: Wh\u003et made them de\u003cide that? G: Well, I think they had a vision of a person that can be black, can be while, can be purple, can be green, can be red, and still be happy. This was a person who has all these friends who are all of these things. E: You had had more friends in the white community than most people in the black community. G: Yes. You know, people get to know things about you that you do not even know that they know, or you have not even thought that they thought about. But they watch. They know you much bolter than you have any idea. 1 thought: \"How could they think that I could win? I do not know that I ca.n win this thing. I might get shot.\" I was more ¥lorried about getting shot than I was about winning. E: That was probably a reasonable fear. [laughter] G: It was a reasonable fear because they were killing people for less in this crazy place. People were losing their lives. - 36 - E: Did you know people in St. Augustine that were killed? G: Let me put it this way. A lot of people were hurt during the movement, during the civil rights thing. The person that was killed [William D. Kinard, October 25, 1963] was a white man, but it had to do with this whole business. E: That was the Goldie Eubanks [situation]? The one [who was killed] that went by the Eubanks house? G: Yes. They had been climbing in and out of Eubanks's windows. Yes! People would just climb into the window. After the man was killed, people just walked into people's houses to find out what you were talking about. It was just really crazy. They were just trying to find out who did it. I do not think they ever knew who did it, but the [black] people were tired of being harassed. I think somebody had to do it, but I think they thought they were justified. That [the killing of Kinard) sort of brought that era to an end. People stopped harassing black people and taking for granted that they were going to harass them and get away with it. That is what the youngsters were doing [when Kinard was killed]. That is why those kids were driving cars through the black community. TI1at had been going on for some time. Anyway, coming back to me as a politician. That is the last thing I had ever thought of myself, was as a politician. I had always thought that people that ran for office always seemed to have something wrong with them. E: Did you think that, really? G: Y cs, I really did. By the lime the public gets through with them, there is something wrong. They dig up something that really is embarrassing or something. I said, ·1 do not know if I want to do this: They said: \"Do not answer us now. Just think about it.\" E: Which ministers were they? G: These were not ministers. E: Oh, I thought you said they were ten people from the churc,h. G: Otis Mason was the leader. Malcolm Jones was another. Rudolph Hadley was the campaign manager. I cannot recall the rest, but it was that age level of young men. E: There were no preachers with them. They were just laymen. I thought you said that some people had gotten together at the church . . 37. 0: President Royal W. l'\\Jryear was with them. He was the president of the (Florida Memorial) College at that time. E: Right. 0 : They were people like that. There were no preachers or ministers with them, but the mjnisters were in accord. Everybody thought: ·she ought to run because she could win. She can campaign heavily in the white community, and we wilt support her in the black community, and she could be a winner: Everybody thought that I had won after I went through the primary so well. E: Tell me about the primary. What did you do when you were running? What was your campaign like? Who helped you? 0: I had campaign headquarters down on W11.1hington Street, right on the comer where [Olen) Meredith's [law) olfoce is. There was a building there, and that is where my campaign office was. E: At the comer of Washington and Bridge streets? G: The corner of Washington and Bridge, yes. I had all the helpers that I could get. E: People from the neighborhood? 0: All the people from the neighborhood. Dr. Hayling wanted me to have some people from New York··some national figures that were used to going into small communities and taking over the political scene and running it··(hclp out], but I told them no. E: like from the NAACP or something like that? 0: Not the NAACP, but there were a couple other organizations in New York that would send people to take over the southern scene. But I said that they did not belong here. \"These people do not know them. I can do a better job with the people from here.\" So I told them not to have them come. They came anyway, but I did not give them a job. Anyway, they were around, and that was one thing that Hayling and I sort of fell out about. (I will go into that part a little bit later. I will go back to the actual running.) I ran well. I worked hard on Anastasia Island and in the county. E: Did you go door to door? - 38 - G: Y cs, door to door, and lo downtown streets, handshaking and kissing babies. You name it, that is what I did. E: Now, for what [office) were you running? G: I was running for a seat on the city commission. There were several white men running. The·re were no other women in the campaign. So I beat three white men in the primary, so that made it very interesting. E: Very good. That must have put fear in a Jot of people's hearts. G: It did. A lot of people were very happy because most of the white people wanted me to win. \\Vhen I tell you why I lost you will fall out of your chair. I lost because my people were not ready. E: What? The black community did not vote for you? G: The black people turned out, but they just did not work hard enough. They were home getting ready for the victory ball inslead of being at the polls at the last minute. See, we had a card on everybody that was registered to vote. We did our homework. \\Ve registered the people, and then we made a card with their addresses and telephone numbers. We had a box at each polling place, and people were supposed to sit across the strc-et and watch who showed up and mark their card so afterward we could make a survey of who did not vote. \\Ve did not have to mark the cards. The newspapers showed just where the discrepancies among the precincts were. E: And they were right here? G: Right in the black community is where it all happened. E: Oh, no. But you got [votes from] a Jot of white folks? G: I got a lot of white folks in all the white precincts. E: So you got the majority of votes in which precincts? G: I got the majority of votes in the white precincts where I should not have. E: \\Vhat do you mean, where you should not have? The richest area? The most conservative white areas? - 39 - I ~ G: No, I think the areas where the whites were liberal, Jess conservative, and more affluent. I got the rest of the high vote in the Lincolnville area. Several white areas surprised me. I did very well in Ana.s·tasia Island. The interesting lhing was lhe Associaled Press came in here about 2:00 the day before, and they went in the kitchen, in the yard, in the living room, and they had me primping and cooking. I was going lo be all O\\'er the Uniled Stales the nexl day because I was going to win the election. I was going to be the first black woman in the Deep South to sit on the commission. It did not happen, and everybody was in shock. Even the black people who did not vole were in shock. E: Do you remember what the count was at the end? G: I have it somewhere in the attic. I tell you, they were as surprised as I was. E: The newspaper people? G: No, the black people lhal did not show up al the polls were upset They said: ·1 would not be surprised if ~ome of them did not come out to vote.. You know how our people arc. She did nol go to lheir houses. Maybe they thought she should have come lo their house.\" They were trying to give excuses. I learned one thing: Nobody should e\\'er take a vote for granted. Nobody should think that because people like you lhal they are going to vole for you. You never know what 1hey will do once they get in behind the curtain, or maybe they will not even show up at all. So you have to \\\\'Ork just as hard on those that you alre.ady have as you do on 1hose that you are getting. But I did not know that. I believed people. I was willing to stick my neck out and gel myself killed, and I thought they were behind me 100 percent. E: But you looked around, and they were not there. G: They were not there. And then somebody had the nerve to say it was because I did not beg them. That was not lrue. See, I was so pul out when I pulled the cards that they were not chec.ked (meaning the person had not voted). Then I thought why am I doing lhis to myself? I ran well, and I d.id a good job. Oose the book. Bui I made the way for Olis Mason [superintendent of schools] and [Henry] 'JWine [eily commissioner] and all of them. E: Yes, you did. G: I paved the way for lhem, so that was a good thing that I did . • 40. E: Oh, yes. G: That was a good thing I did for St. Augustine. E: Probably Mr. Mason remembers, and maybe Mr. Twine, too. G: Oh, they both remember. They have, I think, a lot of love and respect for me as a person. I think I have always been a lit1le bit much for most men beca.use I am a different kind or woman. I know that. Even some women a.re intimidated by me, and I know that, too. But I try to be a regular, good ol' guy. I just believe in things like they should be, and I believe in hard work, and I believe in doing a job well, and I believe that you should be what you say you are, and things like that. I do not apologize for that. But I think a woman that thinks this way and that dares to be a politician, a teacher, a counselor, a mother, a wife, a citizen, a community worker, and all that- these are a lot of titles for most people. [laughter) E: Yes. Speaking of community work, do you want to tell me a little about the Council on Aging and what you did to get that organized? G: Well, I retired from the school system, and I was no longer (working with people and meeting challenges like I was used to). E: What year did you retire? G: [In) 1971. E: That was a pretty long career in teaching. G: Forty-four years. Where did the time go? E: I do not know, but I know when we go anywhere all your students are out there in town yet. G: You mean my grandkids? E: The grandkids of students, yes. G: I retired from the teaching profession, and I was upset that I was not going to be with my children anymore. I was not going to have anything challenging to face the next morning. I was just at loose ends, and I did not like retirement at all. This is what I am thinking as I am closing my office and sending over to the junior high where I was the papers Crom Ketterlinus. II took me almost all summer to get all the materials like I wanted to leave it. - 41 - You are not coming back, so everything that you do in your office has to be right because there is nobody to ask. You were not there anymore, and you do not want people guessing about what you meant to do with this and ho\\\\' you meant to fix that and whose record is not complete and whatn-ot. So I worked practically all summer to get finished with that, and then when I realized that when school opened in September I was not going to be going back, I did not like what I saw. I did not think anything about the elderly. Somehow that had not even come up in my consciousness. But I was thinking that I would concentrate on Echo House and getting this black studies [a center for black history[ library going. That would take more than enough time and energy because I had already gotten the building. E: Oh, you had the idea for that in the 1970s, in 1971. G: Oh, yes. Not only did I have the idea, I had tho building. I had that building before I started working with the elderly. Well, I went to see some old lady, and her curtains were about to fall off the wall. They had been there so long, just hanging. There was no place to $it, not a clean chair. There were old clothes all over the place and dirty dishes in the kitchen. It was just a bad scene, and I thought: \"Oh, Lord, how in the world can this old lady be sick in here? There must be a program in the world where they take care of people that cannot take care of themselves.\" I got a letter from the agency in Jacksonville-it was not called an area agency then-that sponsored the programs for the elderly, and they asked us to come to the city building for a meeting. They asked me if I would come. I thought maybe something would come out of it. So I went to the meeting, and they were talking about the programs that they had going in Jacksonville, and I thought how nice it would be to have some of these programs going in St. Augustine. I asked why we had not heard about them before. They always tell you they contacted so·and·so, but that was the end of it. I do not know what kind.s or excuses they gave, but I know when information like that goc,s out across the state, everybody receives a notice. But nobody in St. Augustine had attempted to take any action on this notice. That answered my question. We were right at square one. There were several of those meetings, and I attended all of them. A lawyer or judge had accepted the presidency of the little group that wa.s meeting, and he came in to a meeting one day and said that he would not be able to work with us any longer. He had to go fishing. and he did not want to take on [this additional responsibility]. I do not remember his name, but he was a lawrer and elderly. I think he is still alive. Anyway, he said he . 42. could not carry the work on. He wanted very much to do it, but it interfered with his life as a retired person. I sat there and thought, \"Is he kidding?\" He did; he gave it up, and we had three or four presidents before we got somebody that could keep it. Anyway, to make a long story short, the minister from Trinity Episcopal accepted the presidency, and he asked me one day-we were meeting in his office at Trinity··if I would write fa proposal for programs for the elderly]. I had never heard of a proposal for a project for the elderly, to say nothing about writing one. I had not e\"en heard of one. \"Would you get the information? Here is a stack of books. Take these home and study them, and write something for me so that when we go to Jacksonville to the meeting we can show them that ~·e want to have some of these projects for the e lderly in St. Augustine. I am going to a conferern:c, but when I get back I will call a meeting. and you can come in and show me what you have done.\" I left the meeting very heavy-hearted, thinking to myself that I had gone into that room and sat down, and people dumped the hardest work on me, and I do not like this. fl thought), \"What is it that I do or do not do that makes me always come out this way?• Have you ever had that happen to you? I felt so inadequate. As a teacher you know what you are teaching; you know what is expected of you. But here these people were asking me to write a proposal to get some federal money, and I did not even know what was supposed to be in it. So I read those books every night all night. I was buming the midnight oil studying these various Council on Aging projects all over the United States. I am saying to myself: \"Has this been going all the time and people did not know about it, or are these people just acting like they did not know about it? What is it?• E: So there really were not any programs in St. Augustine for older people? G: No, not the first one. I finally got all the books read and started to write. You cannot write until you know what you want to write about. I got the books all read--we are talking about a couple of weeks··and then I started writing. I put it together. When we went to Jacksonville, it passed the first time. It sure did! E: Good. G: The Trinity priest had resigned, and we had to get another president. But I took the proposal to Jacksonville to the right people, to the area agency, and they okayed it. They put it right into the hopper and started the works for getting funds to set up the programs here. I think our first meals were at Aagler Hospital. . 43 . Anyway, I was so proud of writing the proposal and putting it together, of being invo)ved with these people that were working for the elderly, that I ¥.'SS completely beside myself. I had met a new talent, and I was happy doing it, and all these old people were showing up. I realized how many people needed this. We got out and made surveys on how many people needed [the various services). E: You went around canvassing the neighborhoods all over the city'? 0: Oh, yes, this was house-to·house all over the county. E: So people are bused in from out in the county? 0: Yes, we have peop)e in the county. E: Oh, I did not realize that. G: We take meals to the county, too. We do not take all of the county; we take just different sections. We tried to find out first how many people were in St. Augustine. We took different pockets, and found so many people that we could never take care of all of them. We cannot take care of all of them yet, but we are doing a fantastic job. We have fed as many as 168 people out of our kitchen at one time. I think my greatest satisfaction came from getting the building. Jn another meeting they were telling us that we had some communications from Washington telling us that after 1980 we would not be able to get federal funds if we did not have our own place, our own building. So at the next meeting that was placed in my lap. \"Will you be the chairperson of getting the building?\" I accepted the chairmanship of looking for a building, and that took six years. E: To get the funding and to get the building? G: First I had to find the building. Then we did not have enough money. I had to get dressed every day and go out to raise funds because we had to have money in the bank. You do not get people's attention until you have some money. Money talks too much. E: So you took this proposal of what you were doing and went to see everybody in town that had money? G: Not only that, I did not tell them what we were doing. I would have to go back. Like if somebody had given me $1,000, it takes about five visits to get • 44. the $1,000. Some p\u003c:ople would just write a check for Sl,000 Md say, \"I am proud of what you arc doing.\" Another may wrilo a check for $25 and say, \"I am proud of what you are doing.\" Others would promise $700 or $800 or whatever, but you cannot ever get it. They keep telling you when to come back. So raising funds is very hard. That was perhaps the hardest six years of my life, getting enough money in the bank to say: ·we have the money now. We have enough money now. Will you listen'?· Getting the govemment to lislen, lhe slate to listen, lhe county to lislen~veiyl\u003eody lhat you have to work with to get funds. Then, what was worse, the Ching thal really gave me heart trouble, was afler I found the building that we should buy that would meet our needs, then our money did not come up fast enough, and they sold the building at auclion. The people that owned the building needed the money, so they put the bujlding up for sale at auction. And here is somebody that was going to come in and bid on something that you really had your eyes on for some time. I Chink that anybody thal gets involved in buying property from somebody, or buying anything from somebody else, with somebody else's money is really crazy. It is unbelievable. Anyway, I said: ·1 think I am going to die today, Lord. Please help me jusl keep on breathing.\" 1 went to the auction, and ihc other people on counsel said: \"Why bolher? Jusl give ii up.\" A black minister said: \"I think I am going to get your daughter's address. I need to write her to tell her that you are going to have a stroke or something worrying with this. First of all, the people on the board do not think you can do it. The people in the community Chink that you have lost your mind. They think that you ought to give it up. You do not need to struggle like this to do something that you cannot do and you know you cannot do. You know v.•hcn you cannot. I see how tired you are: I just listened. When he finished, I said: \"Do me a favor. Do nol ask my daughter because she is the kind of person thal I am. She will close her office and come here to help me do it, and she cannot afford to do chat right now.\" (laughter) E: So you went to the auction? G: I went to the auction, and they auctioned the building. A woman from Jacksonville bought ii. She had plenty of money. They started pulling (fixtures) out (of) Chat building lhe minute they finished. Somebody would come up to her and ask, ·oo you need so-and-so?· They would have a truck, and they would start pulling the kitchen apart. Somebody else would come and pick up (other parts). I bought all the chairs and tables, and I did not know where to put lhem. People went crazy . . 45. E: Where did you put them? In Echo House? G: No. Do you know the man that bought Marty's restaurant? You know it is nice to have friends. I had been talking to them a lot about raising money, and they had been talking to me. I went there sometimes when I \\\\'a$ very tired and needed a meal. I would sit down and talk. One of the young men said: \"We have a building. We will help you with those tables and chairs. Just put them on a truck and bring them out here. We will store them for you.* E: Oh, that was good. G: I said, \"Now, if I do not get the building ever, what will I do with the tables and chairs?\" \"Sell them,\" they said. -rhey are good tables and chairs. You could sell them.\" E: So you had to look for another building, then, at that point? G: I did not look for another building. I am a little ahead of what happened that night, after the auction. Alter the auction, I did not get to talk to her [the woman who bought the building) because there were so many people. There were just lines of people wanting to know what she was going to do [with this and that). I waited until 9:00 the next morning, which was Saturday. I stayed up just about all night so I would be sure that at 9:00 on the dot I would ring her phone. I asked her if she had any special plans for the building. and she sa.id, \"Not really. I am just investing, and I thought that it would be a good buy. My son might want to make a skating rink.\" I thought seeing how it is suc.h a beautiful building, to make a skating rink out of it would be murder! E: Was this the building on Mission Avenue? 0: Yes. E: Oh, so it is the building. 0: Yes, that is the building. I asked her: \"Would you mind talking to some people about the building? Would you come to us, or would you let us come to you? We have been working for weeks and weeks trying to get it for the elderly: She said: ·1 will come over. I will drive myself over Monday: So Beverly Holland, who was the director of the food $Crviccs, went with me to talk with her. We struck up a friendship that day. She waited until we got enough money. She did not sell the building. During the time that we did not have enough money, she was offered $300,000, and she still held out. But • 46. prayer did that. Child, if your hand is in the good lord's, I am sure it is just right where it ought to be, and nothing will happen to you. E: So your hand was in the lord's, and you got the building. G: Honey, I prayed every day, every night, all day, all night for the lord to help us do this and help us to do that. And it happened. She said, \"Pay the truces, just pay the truces.\" I am trying to think how Jong it took us to get tho money together, but I know it took about six years for the whole process, before it got all settled. We moved on pretty fast after that. The thing that impressed me so much was the fact that nobody believed we could do it Nobody believed I could do it as chairperson. Then, after I did it, everybody was in shock that I had done it, and I still do not understand any of that. E: When did the building open? When was the formal opening for the Council on Aging? G: I should have that date on the tip of my tongue, but I do not. I would have to look that up for you. E: Well, I know I went to a sort of \"thank-you\" celebration, but that was after it was opened, so I do not know the date, either. G: That was the second celebration. That was a long time after. See, that all came about after the presidential award. A group of people [had] decided this was such an outstanding thing that I had done that the president needed to know about it so I could be listed as one of those people on his list for the presidential award or initiative. E: Do you mean President Reagan? G: Reagan [gave me the award for] community initiative. That celebration was held at the Ponce de Leon [Hotel[. I guess we had been in there about two years before that happened. The one good thing is they were trying to decide what to name it The board wanted to come up with a name, and somebody suggested that since I had done everything almost single-handedly, why not name it the Rosalie Gordon Center? Some people were very happy about that. I think this one that you attended was one of those where they were saying we are sorry that we did not do that, but we wanted you to know that we appre-ciated your work. T did not care what they named it. 1 was so happy, I was so glad that it went through all right and that it was a success. I did not care if they named it the - 47 - 1imbulctu. Whatever they wanted to name it [was fine with me}. T did not do it for the honor; that is the point. I did not do all that work for the honor. J did it because I wanted to do it. That was my contribution to the people that needed me. I am just like that. I did not want the award. I do not care what they name it. Somebody said, \"'They are going to name it (in your honor] after you die.\" I said: \"I do not care if they name it after I die. That is all right.\" See, I did ask the people that objected. I was curious. [Someone was asked:] \"Off the record, I wonder what bothered you about the whole thing because you were one of the few people that really knew who did it and how it was done. You were here. You were on the board. First you were a worker, and then you were on the board, so there is nothing that you missed.\" The person said she did not want to talk about it. (laughter] She did not want to talk about it. so I know what it was. It is going to have the name of a black woman in [a) comnlunity that is not predominantly black. Her name is going to be on tho top of our building? It will never happen here. E: Do you think that was the reason? G: I do not have to think about it. I know that is what it was. E: I did not realize that G: A lot of people are very prejudiced in this place, and a lot or people manage to hide their prejudice. You do not really know what they think until they get in a bind, and then they come through for you. She said she did not want to talk about it. E: Speaking of that, in what ways do you think St. Augustine has changed the most as far as integration? II ask that] because it is still very segregated. On a social level there is almost no integration yet. G: I think people that are very prejudiced have to die because it [prejudice] is something [that runs deep]. It is very hard to educate people to think this way, so if they do not already think this way and nobody is helping them to change and they are not making any effort to change, how will the change occur'? It is just like the schools. The children all sit down and eat together, the black ones and the white ones. When I was transferred to the white school and was over the student council at Ketterlinus .. J always carried a student council wherever I go; I set up one here at Excelsior, I set up one- at St. Augustine High, and then I went down to Kellerlinus and set up one there; • 48 . I always tried to have a good student council wherever I am··I asked the president of the student council if he would take a black person to lunch. We would just have a day to take somebody that did not look like them to lunch as my guest. He said he could not do that. And he is the nicest president you would ever want to have. He is the hardest worker. But he could not do that: he could not do that because he did not think that would go well with the kids. He did not think it would go well, so he did not want to initiate that kind of thing. E: What year was this? G: This was 1974 or 1975. II was sometime in the 1970.. Now, today in the 1990s, if you go into any of the schools, most of the little black boys are logelher, and the little white ones are together. Small children, large children, middle-size children. Just go to the teachers, the adults, and see how many black ones will integrate themselves, how many white ones will integrate themselves. E: Not many, I think. At least when I was substituting in the schools I did not see that there was any integrating. G: I will not go into a crowd of people and single out a black person to talk to, but most black people will, and most white people will. Very few white people will come in a room that is filled with black and white people and talk to a black person because it is difficult for them. E: Why? G: I do not really know because I am not one of those persons. I do not have a feeling about how a person has to look. I do not have a thing about what I should do or say. I just like people. I have some very close people that I love that do not look like me, and vice versa. So I would not be a good judge as to what goes on in their minds. But I will say this: they are very adamant about it. They are very determined that you do not have this change because they do not do anything to make it happen. I do not know how much integratlon has really taken place. I think the churches try a little, organi:r.ations try a little, the schools try a little, but I think what most people really want is that it will not happen. E: You go to St. Paul's church? G: No, I am Episcopalian. My church is down on the corner of Lovett and Martin Luther King. • 49 • E: So do white people go there? G: Yes. They do not ·go there· as such, but when we have special occasions and invite them, they come. But very few white people just show up for services. They do sometimes. E: I have fumed up a coupfe o( times for something at the church down the street here, St. Paul's ... G: It is predominantly black. E: .. . and the only time I have seen a white person is when it was a political (function), when one of the commissioners or somebody like that had to be there. The church that I usually go to downtown ... G: Which is white. E: ... I think I have seen a black person there once from out of town. G: So the churches are not doing it. I think the black people are as much to blame as the whites. I also think that there was so much water over the dam about the c:ivil rights thing that a lot of people have not gotten over the bitterness. Black people really had an opportunity to see first-hand what some people thought about them. It is one thing to think what somebody thinks about you, but it is another Ching to think somebody ii going to jump out of the bushes and hit you. That is the differences. Some black people were turned away from churches downtown because they had shown up for services. The excuse of the Episcopal church was that they were not Episcopalians, that they just showed up there because they wanted to prove something, which might have been true. A lot of black people went to a lot of churches trying to prove that they could not go. Be that as it may, it lelt a bad taste. That was an unkind thing to do. Now that people can go everywhere, a lot of people will not. In the South it is crazy; it is reaJJy crazy. My church is a mission. and it is poor. [ c:annot tell you how I wish it were not as poor as it is, and I cannot tell how happy I would be if I did not have to struggle every day just to keep the doors open at my church. E: Do you think if would be less poor if it were not segregated? G: 01 course. It would be less because there would be more members, there would be more people giving and more people sharing. All I need to do is move my membership to Trinity, but I do not want to do that either . . 50 - E: Trinity was, for a time at the tum of the century or somewhere earlier. integrated, was it not? G: Not to my knowledge. E: Well . when I was working on my Twine research I saw the marriage certificate, and the Twines were actually married by the Episcopal minister. G: That is because they did not have a black one. E: Woll, they were Catholics later, so one of them must have been Episcopalian. G: One of them could have been Episcopalian. E: There are a lot of black ministers in town. Surely they would have been able to find a black one. G: Yes, but perhaps they were not going to have a black minister marry them. Sec., the black ministers were not Episcopalians-they were Catholic. So if you were Catholic or Episcopalian, you were married by a white minister because there were no black ones. That is how that was. E: That reminds me of something else I wanted to ask you. You said you did not know Richard Twine, the photographer, because he had left town before you came. But you did s.ay, when J asked you about his sisters who were here in town for a long time, that one had lived down the street from \u0026cclsior school. G: Yes. E: How would you describe the family? G: They were just to themselves all the time. They were just very quiet people who did not associate with people in the-community much, or did not know others. I guess you would say they re3Jly did not know other people. J did not know them, and I think I have been pretty outgoing in this community. I have been a pretty busy bee. E: I think so. G: And I did not know them very well. I do not remember what they looked like. But they did not come to the school or to any of the activities that we had. The school was, I would say, the center of any social activity, like plays, contests, speaking engagements of aJI kinds, musical events. I never saw them • 51 • there through the years. So I would assume that they were two old ladies who were just always happy to be at home. Some people live that way--to the store, back home, and to church. E: And that was it. G: Yes. I have not found anybody that says any different. E: Well, we may not find anybody that knew them very well, then. G: You may not. It is just hard to tell where to go from there. I cannot help you at all. It is terrible. E: Well, to sum up, are there things that I should have asked you that I did not about your life or projects or things you have been involved in, things that were important to you? G: Well, this black studies library ..• E: That is right. \\Ve have not talked about \u0026ho House. G: Echo House is very important to me. I do not have a grant. E: Describe your idea of what you want to do and where. G: This is what I really want to see happen: I feel that black children are not getting any knowledge about their own heritage from any other place. There are people that live here that do not know that ·Bethune-Cookman College is in Daytona Beach and is a black college, and they have never been there. They are old, and they live in St. Augustine. E: You mean that older black people do not know that? G: There are some old black people that live here that have never been there; therefore, young black people here have no concept whatever of where the.y ca.me from or \\\\'hat they [their ancestors] were like or who was out there that did a good job before them and was black. So I think it will give this little city a lift if that could really happen, if it could come to pass. That would be a black heritage thing. E: So you would like to have a library with exhibits and books and films? G: Yes, I would like to have a library and memorabilia of all kinds, and just make it a center for everybody . • 52 - E: And you have a building for that down on Martin Luther King Street. G: That is right. I have the building on Martin Luther King, but I do not have a grant. I do not have money. I really do need a grant, and I really do need money to help with the day-to-day thing$ that I am not able to do. I am not able to do as much volunteer work as I have done in the past. E: I think if you had all the energy that you put into the Council on Aging •. . G: I could do a lot more. I do not have that kind of energy anymore. Because of the drug thing in Lincolnville I cannot get the volunteers that I could have gotten at one time in my life. E: Because people are afraid to be down there? G: They do not want to come because they do not like people hanging around. They do not like that, and I do not like that either. Until we take the building back, what we are going to do is sit aroond ourselves and look stupid, and they will go away to some other area. E: How did you describe that plan? Six or seven old ladies were going to sit down there and chase them away? [laughter! G: Just sit there and look stupid all afternoon, and they will get disgusted. They cannot have a drug transacfion with these old ladies sifting there looking at them. So we worked it all out. E: So who are your cohorts in this? G: I really do not know yet. A lot of people have talked. but when it comes time to sit down there and do the work, now, that is another thing. I think I can depend on at least twelve old ladies to take turru:, three or four at a time. See, you have to do this all day. It is not like you could put in two or three hour.; because the minute you leave they will be back. E: Would you be in the building, or would you be just sort of hanging around outside? G: \\Ve would be in and out, hanging around, just like they do. They do not come in the building, but they break windows and do damage and sit on the fence. E: Now, do you think you would be safe doing that? - 53 - -- - ------------ --------- G: Oh, yes. They would not attack us or anything. It is just that we do not like their being around. We classify them as undesirables. If you do not know them, they seem like strangers with nothing to do. Some people do know them, but it has been so Jong since I was in the classroom I would not know anybody that young. So I am trying to find some grandmothers that have some grandsons out there. (laughter) E: I think that is a good idea. Have you heard of the women's groups that do this thing called \"Take Back the Night\"? The women go in a huge group and sort of march down the streets that are dangerous and sort of take back their freedom to walk on the streets. G: Yes, that is right. E: This will be a grandmothers' march to take back the neighborhood. (laughter) G: Take back the neighborhood, that is exactly what it is. E: That is great. G: There is a young woman that I am going to try to get as the chairperson. and the first time we talked about it, she said: \"Let's just do it. They will be just as curious to know why we arc there as we arc to know why they are there: E: They will, indeed. G: She said, -rhey are there because they are sending us a message.\" I asked her what the message was, and she said, \"'The message is that we need you.\" I said, ·Anybody that is on drugs does not need me because I do not know what to do: Jn the first place, I am so a.fraid. E: Of drugs? Of people on drugs? G: Yes .• I am afraid of the people on drugs because they do not know two-thirds of the time what they are doing. This is the part that scares people. Sometimes if they are fond of dying. I do not think we have anybody up there like that. See, they have arrested so many people, and they are not in the area anymore. So these young people who desire to hang4out are not that bad. They are on their way, but there is a long distance between death and the beginning. Some of them could get well ii they had care. But where are we sending them'? This woman th.at used to work for me had a son that was on [drugs). She took him to Jacksonville twice, and nobody would take him. E: And we do not have a center here. - 54 - 0: No. You talk about the Charter House and all these things you see on television, but you have to have a lot of money. Most of those places are terribly expensive. E: That is what I thought. 0: She said, \"Where would I get that kind of money?\" I said, ·r thought they would take in the poor; but she said, \"No, ma'am, they do not take in the poor.\" E: They are private organizations. 0: Private, very private. So if I could get Echo House in some kind of shape so that I know it would go on in the event of my demise, I think I c.ouJd be happy. I really do. E: Oh, I do not know. I think you would think of some other project. 0: You do not trust me? E: Well, I think as long as you are breathing you will have some project to work on. G: I am sure I will. It is just that I want so much to accomplish that. I can envision the carriage people bringing the tourists up to Lincolnville, bringing them down Martin Luther King, and saying, \"Now, this is the place where a lot of black people put a lot in here to preserve their heritage.\" So many people tell me they have memorabilia that they want put in the house, but I do not dare take it because I am so afraid it will get lost with these crooks breaking windows and coming in when they get ready. So I have to have bars and alarm systems and all the stuff that goes with security. Plus I need a director. I need somebody there all the Hn1e, and that person has to be paid. And the person that is paid needs an assistant that also needs to be paid, so you are talking about some money. But like I said, l might go to sec [comedian Bill) Cosby and tell him what my situation is. E: Now, I forget your relationship with Cosby. 0: Johnnetta Cole, who is the president of Spelman [College in Atlanta), is married to my brother's son. E: This is your brother in Washington or the brother that is in Carolina? . 55. G: This is the brother that is in Carolina. Cosby gave Spelman $20 million. and I was there the night he presented the college with the $20 million. I was also back there for the wedding when Cosby wu a guest and made a toast to the bride and groom. E: You did not ask him for money then? 0 : No. no. They did not even allow you to ask him to pose ror a picture. But I told a friend that I did not think I could 1 .. ve the place until I got a picture of Cosby. She said, \"You really do have to ask\" I said: 'I had to go back to St. Augustine, and I have to have a picture of Cosby and me. You know I do.\" She laughed and I laughed. Johnnetta had told us the night before that he just wanted to be a guest at the wedding, that he did not want to be a celebrity. But you know how people do. They made him a celebrity anyway. But it did not take anything away from the wedding. Do you want to see piclures of me and Cosby? E: Sure.. I am going to have to leave in a few minutes, so let us end this. • 56.","Ku Klux Klan -- National Association for the Advancement of Colored People (NAACP) -- Tallahassee, Fl. -- Florida Memorial College -- Florida A \u0026 M University -- Excelsior High School -- Ketterlinus Junior High School -- Murray High School -- East Coast Hospital -- Flagler Hospital -- Lincolnville -- Trinity Episcopal Church -- Ponce de Leon Hotel -- St. Paul AME Church -- Desegregation of St. Johns County Schools -- Sit-in -- Night March -- Florida Spring Project of the SCM and SCLC -- Easter Invasion -- Klan Assault on Robert Hayling -- Klan Rally -- Civil Rights Act of 1964 -- Shooting Death of William Kinard -- St. Augustine City Commission Election"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights--United States--Florida"],"dcterms_title":["Rosalie Gordon-Mills : Transcribed Interview"],"dcterms_type":["Text"],"dcterms_provenance":["Proctor Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://civilrights.flagler.edu/cdm/ref/collection/p15415coll1/id/1052"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Flagler College is not the copyright owner for this item, nor can the College provide a copy of this item. Please contact the contributing organization to obtain a copy and permission to reproduce this item."],"dcterms_medium":["transcripts"],"dcterms_extent":["57 pages"],"dlg_subject_personal":["Gordon-Mills, Rosalie","Edwards, Diana, 1943-","Collier, Joseph","King, Martin Luther, Jr., 1929-1968","Peabody, Mary E. (Mary Elizabeth), 1891-1981","Hayling, Robert Bagner","Jenkins, Clyde Lee, 1919-1997","Kinard, William D., -1963","Eubanks, Goldie","Mason, Otis T., 1838-1908","Jones, Malcolm","Hadley, Rudolph","Puryear, Royal W.","Twine, Henry"],"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_ggdp_5728","title":"Griffin Bell oral history interview, 1990 September 19","collection_id":"gsu_ggdp","collection_title":"Georgia Government Documentation Project","dcterms_contributor":["Kuhn, Cliff","Bost, William L."],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Bell, Griffin B., 1918-2009"],"dc_date":["1990-09-19"],"dcterms_description":null,"dc_format":["application/pdf","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Georgia State University Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Georgia Government Documentation Project","https://archivesspace.library.gsu.edu/repositories/2/resources/1508"],"dcterms_subject":["Interstate Highway System","School integration--Law and legislation","Judicial process--Political aspects","Lawyers","Judges","Georgia. 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In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["1 hour, 33 minutes, 53 seconds of audio spread over 3 sides of 2 tapes, and a 55 page transcript."],"dlg_subject_personal":["Tuttle, Elbert P. (Elbert Parr), 1897-1996","Woodward, C. Vann (Comer Vann), 1908-1999","Vandiver, S. Ernest (Samuel Ernest), 1918-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611303","title":"Barbara Jordan, School for Contemporary Education, Washington D.C.","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, District of Columbia, Washington, 38.89511, -77.03637"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1990-09-18"],"dcterms_description":["Text for a speech given by Barbara C. Jordan in honor of members of the School for Contemporary Education in Washington D.C."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0447-012-005"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["ark: ark:/67531/metapth611303"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["ark: ark:/67531/metapth611303"],"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","Schools--Washington (D.C.)"],"dcterms_title":["Barbara Jordan, School for Contemporary Education, Washington D.C.","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/metapth611303"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["6 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4291","title":"Memo, 1990, Ellen to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Greenwood County, Greenwood, 34.1954, -82.16179","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":null,"dc_date":["1990-09-17/1990-10-03"],"dcterms_description":["Memo from Ellen to Augusta Baker, enclosing a letter from John Olsgaard, and reminding her of the days that people will be out. The enclosed letter is a nomination of Baker to participate in a conference hosted at Lander College."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 145. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Olsgaard, John N.--Correspondence","Lander College"],"dcterms_title":["Memo, 1990, Ellen to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4291"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Parents"],"dcterms_title":["Parent Committee: Questionnaire, ''will serve on another''"],"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/1299"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["201 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_a-0338","title":"Oral history interview with James P. Coleman, September 5, 1990","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Egerton, John","Southern Oral History Program"],"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Coleman, J. P. (James Plemon), 1914-"],"dc_date":["1990-09-05"],"dcterms_description":["James P. Coleman was born and raised in Ackerman, Mississippi, in 1914. After attending the University of Mississippi and George Washington University Law School, Coleman became involved in Mississippi politics in the 1930s. He served on the staff of Congressman A. L. Ford, and went on to become a district attorney and then a judge, serving briefly on the Mississippi Supreme Court in the 1940s. From 1950 to 1956, Coleman served as the attorney general for Mississippi and was elected governor in 1956. After one term as governor, Coleman became a congressman, serving from 1960 to 1964. In 1965, Lyndon B. Johnson appointed him to the United States Court of Appeals, where he served until 1981. In this interview, Coleman concentrates on Mississippi politics from the 1930s through the 1960s. Focusing specifically on the intersection of race and politics, Coleman offers his views on slavery and segregation. According to Coleman, segregation was widely accepted by both blacks and whites, although he believed integration was inevitable. Coleman notes that prominent court cases were important harbingers for racial change, but he identifies the 1948 Democratic National Convention as the true watershed moment for southern politics.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Mississippi--Politics and government","Mississippi--Race relations","School integration--Mississippi","Democratic Party (Miss.)","Lynching--Mississippi","Segregation--Mississippi","Governors--Mississippi","Judges--Mississippi","African Americans--Civil rights--Southern States"],"dcterms_title":["Oral history interview with James P. Coleman, September 5, 1990"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/A-0338/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on July 8, 2008).","Interview participants: James P. Coleman, interviewee; John Egerton, interviewer.","Duration: 00:46:55.","This electronic edition is part of the UNC-CH digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Mike Millner. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Coleman, J. P. (James Plemon), 1914-1991"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4617","title":"Letter, 1990, Don C. Skemer to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, New York, Albany County, Albany, 42.65258, -73.75623","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Skemer, Don C."],"dc_date":["1990-09-04"],"dcterms_description":["Letter from Don C. Skemer, Head of Special Collections and Archives at the State University of New York, to Augusta Baker, inquiring about whether she knows of any resources to acquire titles and specific editions of children's books relating to \"African American history, life and culture\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 145. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Skemer, Don C.--Correspondence","State University of New York at Albany"],"dcterms_title":["Letter, 1990, Don C. Skemer to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4617"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Skemer, Don C."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1131","title":"Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation","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":["Arkanasas State University. Office of Educational Research and Services"],"dc_date":["1990-09"],"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","Education--Standards","Educational statistics","Arkansas State University","Magnet schools"],"dcterms_title":["Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation"],"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/1131"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n(])ulaski CountH Dnterdistrict ~agnet Schools evaluation 1991-1992 ARKA.NSAS STATE UNIVERSITY EDUCATIONAL RESEARCH AND SERVICES PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Prepared for The Magnet Review Committee Conducted by Educational Research \u0026amp; services Arkansas State University August l, 1992 Project Staff A~- ~ /~So ~~,,, A,e Gerald B. Dickinson, Director Consultant/Authors Mitch Holifield Don Wright Consultants Dianne Prince Kent Layton Ron Towery Jane Gates Virginia Rhodes, Production Manager Graduate Assistants Barbara McFarland Dennis Martin Becky Gibson ,. AC:DlOWLEDGMENTS I gratefully acknowledge the help and cooperation of Ms. Donna Grady-Creer, her office staff, the Magnet Review committee, and all the staff and administration at the magnet schools. The evaluation project was made easier by the honest, forthright and candid responses from district faculty and staff. The Magnet Review Committee is courageous efforts in providing the County the best possible education. continued support. to be commended on their children of Pulaski I encourage their A great debt is owed my respected colleagues for their professional work and dedication to the project. Finally, a huge \"thanks\" to my office staff and research assistants without whom this evaluation project could not have been completed. Gerald Dickinson, Project Director TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Section I. Student and Staff Movement......................... 3 Section II. Mimimum Performance Testing ........................ 19 Metropolitan Achievement Testing ................... 44 American College Testing ........................... 102 Section III. Desegregation ...................................... 103 Section IV. Summative Evaluation ............................... 142 PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION July 16, 1992 Evaluation Report Format This evaluation report is designed to provide a logical and sequential accounting of project objectives, assessment activities and evaluation reports. A formative evaluation for each objective is provided in separate sections to facilitate a measure of success in achievement or completion of each of the expected outcomes. Section titles correspond to Expected outcomes as identified in the evaluation proposal. The fourth section has been designed for summative evaluation. 1. student and Staff Movement -- To develop procedures and instrumentation for data collection regarding student\\staff movement during the past year: a. What staffing patterns are evident regarding teacher movement in the magnet schools? b. What type of student is on the waiting list for assignment to a magnet school i.e., race, sex, grade, magnet theme? 2. Student Achievement -- To obtain 1991 standardized scale scores for the following tests for the appropriate grade groups: a. Minimum Performance Test (MPT) Grades 3-6-8 b. Metropolitan Achievement Test, 6th edition (MAT 6) Grades 4-7-10 c. American College Test (ACT) Grade 12 3. Desegregation -- To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the \"desegregation\" goal of the project. a. What is the social interaction between and within the disaggregated groups by race, sex, and socio-economic status? Additional variables of solidarity and isolation will be studied for students, staff and parents. b. Are there evidences of stereotyping by students, i.e., graffiti and name calling? 1 c. What are the reflections of the academic and professional interactions between the building administrators and the teaching staff during staff meetings, between teachers and students during class interactions, and between the building administrative staff, teachers, and students during school related activities? 4. Analysis and Interpretation -- To utilize appropriate evaluation techniques and strategies in the analysis of data and correct interpretation of results. This section pertains to procedure and is relevant to other sections. There is no evaluation component that corresponds to this section since it is relevant to the other evaluation components. 5. Summative Evaluation -- Each section of the evaluation (sections 1-3) is formative in that it becomes a part of the summative evaluation (section 4). The Sununative Evaluation section will draw together data from each of the component sections to generalize conclusions and convey statements about the magnet school program as a whole. 2 SECTION I Student and Staff Movement PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: student and staff Movement BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes, Number 1, (A and B), listed below. To develop procedures and instrumentation for data collection regarding student\\staff movement during the past year: A. What staffing patterns are evident regarding teacher movement in the magnet schools? B. What type of student is on the waiting list for assignment to a magnet school i.e., race, sex, grade, magnet theme? The personnel function of any organization must support the overall strategy of the organization. Human resource planning is an integral part of the Pulaski County Interdistrict Magnet School Program. The functions of the staffing component of the magnet plan are carried out by the Little Rock School District Office of Personnel. Magnet school enrollment is allocated among the three participating districts, Little Rock, North Little Rock and Pulaski County Special, by percentage of total enrollment in each district. The enrollment percentage allotments by district are as follows: Little Rock: North Little Rock: Pulaski County Special: 43% 42% 15% 42% 43% (Elementary) (Secondary) (a maximum of 100 students may attend Parkview) (Elementary) (Secondary) A \"shadow area\" is designated surrounding each school, from which 20% of Little Rock's enrollment allocation comes. Also, 50% of the total magnet school enrollment must be black and 50% non-black. 3 METHODOLOGY The evaluator visited LRSD Personnel Office to determine the staffing procedures and to gather data relative to staff turnover and other pertinent data. Following proper communications, data were received from the LRSD regarding students waiting to enter the interdistrict magnet schools. Data were also provided regarding total enrollments in each participating district, and disaggregation of total enrollment numbers by grade. FINDINGS staffing The staff of the Pulaski County Interdistrict Magnet Schools are employees of the Little Rock School District. Recommendations for filling vacancies are made by each building principal and his site committee. The personnel office is responsible for contracting magnet school staff, subject to approval of the Magnet Review Committee. The office is run by a Director of Personnel for the Little Rock School District. Office staff are aware of and sensitive to major laws affecting hiring practices including Equal Employment Opportunity, Affirmative Action Programs and others. Office personnel reported that there was very little turnover in magnet school staff. Recruitment efforts were minimal because of internal personnel available for any vacancies. Additional information relative to staff movement may be provided in an addendum when data are provided to the evaluator. Student Movement Data relative to student movement was gathered by investigating student waiting lists for all magnet schools and the three Pulaski county districts. The waiting list data received were disaggregated by district, magnet theme desired and race. The data were not disaggregated by sex or by grade. Tables 1-12 and Graphs 1-11 following reflect the data provided to the evaluator. Table 1 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Booker Elementary School. 4 District TABLE l students Waiting Assignment Booker Elementary School # Waiting # Waiting Black White North Little Rock 38 18 Little Rock 468 101 Pulaski County 30 12 # Waiting Total 56 569 42 Graph 1 below depicts the waiting list numbers by district and by race for Booker Elementary School. Graph l Booker Elementary School students Waiting Assignment Nunoer aoo,--------------------, 7001------------------------i Graph 1 Nortn Little Rock 56Q Little Rock School District Pulaski Col.ntY - Sieck a Wnite O Total Table 2 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to carver Elementary School. 5 District TABLE 2 Students Waiting Assignment Carver Elementary School # Waiting # Waiting Black White North Little Rock 47 39 Little Rock 413 168 Pulaski County 8 28 # Waiting Total 86 581 36 Graph 2 below depicts the waiting list numbers by district and by race for Carver Elementary Magnet School. Graph 2 carver Elementary School Students Waiting Assignment Nuncer aoo~-------------------, 700~--------------------i 581 8 Nortn L1ttte Roel\u0026lt; Littte Roel\u0026lt; Pulaski C:O..,ty  School District  8lacl\u0026lt; ~ Wnite D Total Graph 2 Table 3 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Gibbs Elementary School. 6 District TABLE 3 Students Waiting Assignment Gibbs Elementary School # Waiting # Waiting Black White North Little Rock 5 2 Little Rock 479 103 Pulaski County 7 3 # Waiting Total 7 582 10 Graph J below depicts the waiting list numbers by district and by race for Gibbs Elementary School. Graph 3 Gibbs Elementary School students Waiting Assignment No.mtier aoo..------------------ 1001------------------- 001-------- 3001-------- 2001-------- 1001-----5--2 ~ 7~ oL.....c.=z:=::.=:z.....- Norin L,111e Roel\u0026lt; l.Jttle Floek - School District PuJaak1 County - Black a wn,,e D Total Graph 3 Table 4 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Williams Elementary School. 7 District TABLE 4 students Waiting Assignment Williams Elementary School # Waiting # Waiting Black White North Little Rock 8 4 Little Rock 473 321 Pulaski County 4 12 # Waiting Total 12 794 16 Graph 4 below depicts the waiting list numbers by district and by race for Williams Elementary School. Graph 4 Williams Elementary School Students Waiting Assignment 794 Number aoo,-----------,~~--------, 700-----------,1----++-----------, eoo--- - ----- --,1---1-r-----------, 400---- --- 300------- 200 f----- - - - 100 Nortn Li ttle Rock 473 Lit tle ~OCk - School District Pulaski County  Black l.\\\\\\\\'i1 wnite O Total Graph 4 Table 5 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Horace Mann Junior High School's Arts magnet theme. 8 TABLE 5 Students Waiting Assignment Horace Mann Junior High School--Arts I Waiting # Waiting District Black White North Little Rock 12 0 Little Rock 464 211 Pulaski County 14 7 I Waiting Total 12 675 21 Graph 5 below depicts the waiting list numbers by district and by race for Mann Junior High School - Arts. Graphs Horace Mann Junior High School--Arts students Waiting Assignment NLmOer aoo~-------------------. 00\u0026gt;--------- 300\u0026gt;--------- 200------- 100 r----,.,.-------,--0---,r-- !!75 Nortn l.1ttle RoCk Little Rock Pulaakl County SchOol District - BleCk m Wnite D Total Graph 5 Table 6 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Horace Mann Junior High School's Science magnet theme. 9 TABLE 6 Students Waiting Assignment Horace Mann Junior High School--Science I Waiting I Waiting District Black White North Little Rock 11 5 Little Rock 466 84 Pulaski county 11 34 I Waiting Total 16 550 45 Graph 6 below depicts the waiting list numbers by district and by race for Horace Mann Junior High School - Science. Graph 6 Horace Mann Junior High School--Science Students Waiting Assignment Nt.moer 800 700 eoo 500 400 300 200 100 ~ 5 0 Nortrl Little Rock Uttle Rock Putaski C.OU,,ty -School District - Black a WP'l,te D Total Graph 6 Table 7 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Parkview High School's Arts magnet theme. 10 District TABLE 7 students Waiting Assignment Par.Jtview High School--Arts I Waiting # waiting Black White North Little Rock 15 6 Little Rock 581 131 Pulaski County 10 4 I Waiting Total 21 712 14 Graph 7 below depicts the waiting list numbers by district and by race for Parkview High School's Arts magnet theme. 800 700 eoo 500 400 300 200 100 0 Graph 7 Parkview High School--Arts Students Waiting Assignment Nunber e Nor tr, L, ttle Rock Uttle Rock School District Pulaski County - Siad\u0026lt; ~ White  Total Graph 7 Table 8 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Parkview High School's Science magnet theme. 11 District TABLE 8 students Waiting Assignment Parkview High School--Science # Waiting # Waiting Black White North Little Rock 1 0 Little Rock 337 32 Pulaski County 1 15 # Waiting Total l 369 16 Graph 8 below depicts the waiting list numbers by district and by race for Parkview High School's Science magnet theme. Graph 8 Parkview High School--Science students Waiting Assignment NLmber eoo,--------------------, 1001---------------------1 eoo1---------------------1 5001---------------------1 300\u0026gt;-------- 200------,00---,-- 0-,-- o L....c.::::z::::::\n~z_- Little Roel\u0026lt; School District Pulaski County - Bleck !,\\\\\\\\II White CJ Total Graph 8 Table 9 on the following page presents the students in the North Little Rock District who have requested assignment to the interdistrict magnet schools. The numbers are disaggregated by school requested and by race. 12 TABLE 9 Students Waiting Assignment North Little Rock School District School # Waiting # Waiting Desired Black White Booker 38 18 carver 47 39 Gibbs 5 2 Williams 8 4 Mann-Arts 12 0 Mann-Science 11 5 Parkview-Arts 15 6 Parkview-Science 1 0 # Waiting Total 56 86 7 12 12 16 21 1 Graph 9 below depicts the waiting list numbers for the North Little Rock School District by school requested and by race . Graph 9 North Little Rock School District Students Waiting Assignment Number 100,....:....~-------------------, 901------------------- --1 aol-------------------1 70 1-------- - ----------- -1 eo----- ------ 50f---,.:_47~ --------------1 40~.,.-- 30 20 10 0 Graph 9 School Requested - Black B Wl'l11e 13 Table 10 below presents the students in the Little Rock School District who have requested assignment to the interdistrict magnet schools. The numbers are disaggregated by school requested and by race. School Desired Booker Carver Gibbs Williams Mann-Arts Mann-Science Parkview-Arts TABLE 10 students Waiting Assignment Little Rock School District # Waiting I Waiting Black White 468 101 413 168 479 103 473 321 464 211 466 84 581 131 Parkview-Science 337 32 # Waiting Total 569 581 582 794 675 550 712 369 Graph 10 below depicts the waiting list numbers for the Little Rock School District by magnet school requested and by race. Graph 10 Little Rock School District students Waiting Assignment NllT\\ber 581 600.-----------------,\n:::::::-----, Graph 10 School Requested - Black 9 White 14 Table 11 below presents the students in the Pulaski County Special School District who have requested assignment to the interdistrict magnet schools. The numbers are disaggregated by school requested and by race. TABLE 11 students waiting Assignment Pulaski County Special School District School # Waiting # Waiting # Desired Black White Booker 30 12 Carver 8 28 Gibbs 4 12 Williams 4 12 Mann-Arts 14 7 Mann-Science 11 34 Parkview-Arts 10 4 Parkview-Science 1 15 Waiting Total 42 36 16 16 21 45 14 16 Graph 11 below depicts waiting list numbers for the Pulaski county Special School District by magnet school requested and by race. Graph 11 Pulaski County Special School District Students Waiting Assignment Number ,oo------------------ g()t--------------------4 sot--------------------4 70~-------------------l eo---------------------------1 50t--- ------------- - ---4 40~------------a-L-.------l 301-,\ni--- 20 10 0 Graph 11 School Requested - Bleck ~ WMe 15 Enrollment figures for each school district for the 1991-1992 school year, excluding magnet school enrollments, are as follows: Little Rock: North Little Rock: Pulaski County Special: 25,962 9,029 20,501 Table 12 below presents the total number of students as well as the percentage of students in each district who are on magnet school waiting lists. TABLE 12 Total students Waiting Assignment By School District Total Students Percent of Non- District On Waiting List Magnet Students Little Rock 4832 18.6% No. Little Rock 211 2.3% Pulaski Co. 200 1.0% Almost 19% of Little Rock students who are not now in magnet schools are on waiting lists for those schools. In contrast, only 2.3% of North Little Rock students and 1% of Pulaski County students who are not now in magnet schools are on waiting lists for them. Enrollment information for each district was further disaggregated, with separate figures provided for elementary, junior high and high school enrollments. The enrollment figures are as follows: North Little Rock Elementary Junior High (7-8) Senior High (9-12) Little Rock Elementary Junior High Senior High 16 5167 1505 2357 14767 6062 5509 Pulaski County Elementary Junior High Senior High 11767 4732 4002 Table 13 below presents the percentage of students, by grade group, in each district who are on waiting lists for assignment to interdistrict magnet schools. TABLE 13 students Waiting Assignment By District and By Grade Group Total Students Percent of Non- District/Grade Group On Waiting List Magnet Students North Little Rock - Elementary 161 3.0% Junior High 28 1.8% Senior High 22 1.0% Little Rock - Elementary 2526 17.6% Junior High 1225 20.2% Senior High 1081 19.6% Pulaski County - Elementary 104 0.9% Junior High 66 1.4% Senior High 30 0.7% In the North Little Rock district, a higher percentage of elementary school students are requesting placement in magnet schools. In the Little Rock and Pulaski County districts, junior high students are requesting placement in magnet schools at higher percentage rates. 17 CONCLUSIONS * The magnet school staff consists of highly qualified and dedicated teachers and administrators. * There is very little movement (turnover) in magnet school staff. * All Pulaski County Interdistrict Magnet Schools have waiting lists including both black and white students. * All three school districts have students on the waiting lists for magnet schools. * The Little Rock School District has the highest percentage of enrollment on waiting lists for magnet schools. 18 SECTION II Student Achievement POLASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Standardized Testing Program BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected outcomes, Number 2, (A and B), listed below. To obtain the standardized scale scores for the following tests for the appropriate grade groups and to analyze and assess magnet school student performance: A. Minimum Performance Test (MPT) Grades 3-6-8 (1991) B. Metropolitan Achievement Test, 6th edition (MAT 6) Grades 4-7-10 (1991) C. American College Test (ACT) - Grade 12 METHODOLOGY Following proper communications, data were received from the LRSD and the State Department of Education. Data were then subjected to both descriptive and inferential statistical analyses using the PC computer and statistical software package \"Statistics With Finesse.\" FINDINGS Minimum Performance Tests Arkansas Minimum Performance Test (MPT) data were received from the Little Rock School District. Test data were disaggregated by school, grade, sex and race. The only scores provided for the MPT, administered in grades three, six and eight, were the percent passing. These data prohibited the evaluator from making statistical comparisons in that statistics are not accurate when using percentile scores. The MRC should use caution when comparing test data. Percent passing information disaggregated by school, grade, sex and race is presented in graphic form. A section is included for comparing magnet schools in grades three and six. For grade three, reading and math percentiles for students passing are presented. For grades six and eight, percentiles for students passing are presented for reading, mathematics, language arts, science and social studies. According to Public Law 6-15-412, \"It is the policy of this state that at least eighty-five percent (85%) of the students in each school and school district at each grade level at which competency tests are administered should score at or 19 above the level of performance established for mastery of basic skills\". 'l'hroughout this document, this minimum Arkansas Department of Education (ADE) requirement is compared to magnet school percent pass results. Grade Three There were 30,990 total third-grade students state-wide that took the MPT in reading. Ninety-three percent {93.0%) received a passing score or higher on the reading subtest. The percent passing for the 1991 school year is one percent lower (94% compared with 93%) than the percent passing the previous year. State-wide, there were 471 schools {85.0% of the total schools) with eighty-five percent (85%) of their students passing. There were 30,990 total third-grade students state-wide that took the MPT in math. Ninety-two percent {92.2%) received a passing score or higher on the math subtest. State-wide there were 460 schools {83.0%) of the total schools) with eighty-five percent (85%) of their students passing. The percent passing for third-grade students in each of the Pulaski County Interdistrict Magnet Schools is compared to the percent passing for third-grade students state-wide. Tables are presented to show the percent passing for both the reading and the math subtests. Graphs are also provided for quick visual comparisons of how third graders at each magnet school performed in comparison with third graders state-wide for both the reading and the math subtests. A final comparison of percent passing for all magnet thirdgrade students is compared to the percent passing for all third-grade students state-wide. 20 Booker Elementary School r The passing rate for third-grade students at Booker Elementary was above the ADE required eighty-five percent (85%) passing rate. Eighty-two third-grade students were tested at Booker Elementary School. Ninety-three percent (93%) of the students (76 of 82) passed the MPT in reading. Ninety-one percent (91%, or 75 of 82) passed the MPT in math. Further disaggregation of the results by race and sex are presented in Table 1 on the following page. Table 1 Booker Elementary Third Grade Reading\\Math Percent Passing By Race\\Sex students By Race\\Sex State: All Students Booker: All Students Black Males Black Females White Males White Females *Others N=82 Reading % Pass 93 93 89 90 100 95 Mathematics % Pass 92 91 78 94 100 95 * Total of all students in the \"Other\" race category. These scores were not reported by gender. The passing rate for all third-grade students at Booker was about the same as the passing rate for third-grade students state-wide. Black males and black females were below the state percentage passing when compared to all students statewide in reading. Only black males were below the state percentage passing for all students in math. Graph 1 reflects the percent passing for third-grade students at Booker Elementary compared to the percent passing for third-grade students state-wide on reading. Graph 2 shows the percent passing for math compared to the state-wide percent passing. State-wide data for percent passing were not disaggregated by race\\sex and the MRC should use caution when interpreting results of comparisons of magnet . scores to state-wide scores. See Graphs 1 and 2 on the following page. 21 Booker Percent Passing by Graph 1 Elementary Third Grade Reading Race\\Sex Compared to State Percent Passing N:82 Percent 120$ ,----------------------- 0% State All Stuoents 81 Male 81 Female w Maie w Female - Reading MPT Grae\u0026gt;n 1 Graph 2 Booker Elementary Third Grade Math Percent Passing by Race\\Sex Compared to state Percent Passing N:82 Percent 120$,----------------------- 100$ 100$ 80$ 60$ 20$ State All Stuoents 81 Male 81 Female W MMe w Fem.e  Marn MPT Graot\\ 2 22 carver Elementary School ~ The percent of students passing at Carver Elementary on both the reading and math subtests was above the eighty-five percent (85%) passing required by the ADE. Eighty-seven third-grade students at Carver took the MPT. Ninety-nine percent (99%, or 86 of 87) of Carver third graders passed the MPT in reading. Ninety-seven percent (97%, or 84 of 87) of the third-grade students passed the MPT in math. All sub-groups were above the state-wide percent passing in reading. All sub-groups except black females were above the state-wide percent passing in math. Black females at ninety percent (90%) were below the state percent passing in math but well above the eighty-five percent (85%) passing rate required by the ADE. MPT results disaggregated by race and sex are shown in Table 2 and Graphs 3 and 4 below. Table 2 carver Elementary Third Grade Reading\\Math Percent Passing By Race\\sex Students By Race\\Sex state: All Students Carver: All Students Black Males Black Females White Males White Females *Others N=87 Reading % Pass 93 99 100 95 100 100 Mathematics % Pass 92 97 100 90 96 100 * Total of all students in-the \"Other\" race category. These scores were not reported by gender. Graphs 3 and 4 on the following page present a comparison of the percent of Carver Elementary third-grade students passing the MPT to the state-wide percent passing the MPT for reading and math. 23 Graph 3 carver Elementary Third Grade Reading Percent Passing DY Race\\Sex Compared to State Percent Passing N:87 Percent 120'llr----------------------, 40'11 20$ 0'l!. - A88\u0026lt;l1ng M?T Gnon ~ Graph 4 Carver Elementary Third Grade Math Percent Passing Dy Race\\Sex Compared to state Percent Passing N=87 Percent 120'11 100$ 100'11 100$ 80'l!. 60'11 40$ 20'l!. 0'l!. Stare All sruoenrs 81 ~ale 81 Female w ~ ... w Female -Marn MPT Graon 4 24 Gibbs Elementary School ,. Forty-two third-grade students at Gibbs Elementary took the MPT. Thirty-eight (90 percent) passed the reading sub-test and thirty-seven (88 percent) passed the math subtest. Table 3 below shows the percent passing for Gibbs Elementary third graders disaggregated by race and sex. Table 3 Gibbs Elementary Third Grade Reading\\Math Percent Passing by Race\\Sex N=42 students Reading Mathematics By Race\\Sex % Pass % Pass State: All Students 93 92 Gibbs: All students 90 88 Black Males 78 89 Black Females 86 71 White Males 100 100 White Females 100 100 *Others 100 100 * Total of all students in the \"Other\" race category. These scores were not reported by gender Graphs 5 and 6 on the following page reflect the comparisons of percent passing reading and math for third grade at Gibbs Elementary compared to the percent passing for third grade state-wide. Black males in reading and black females in math did not pass at the eighty-five percent (85%) level required by the ADE. Percent passing in reading at Gibbs Elementary third grade are compared to percent passing reading for all third graders state-wide in Graph 5. Graph 6 shows percent passing math at Gibbs Elementary compared to the percent passing math for all students state-wide. 25 Graph S Gibbs Elementary Third Grade Reading Percent Passing by Race\\Sex Compared to State Percent Passing N=42 Percenl 120'llr-----------------------, - Aeaa,ng MPT Graen 5 Graph 6 Gibbs Elementary Third Grade Math Percent Passing by Race\\Sex Compared to state Percent Passing N=42 Percen1 120'!1,----------------------- 100'!1 100'!1 100'!1 0'll State All Stuoenr 81 ~ale 91 Female w ~ w Femaie Othefs  Main MPT Graen 6 26 Williams Elementary School r Sixty-five third-grade students took the MPT test at Williams Elementary School. Ninety-four percent (94%) passed the reading subtest and the same percent of students (94%) passed the math subtest. Table 4 below shows the percent of Williams third-grade students passing the MPT compared to the percent of third-grade students passing state-wide. Results are disaggregated by race\\sex. Table 4 Williams Elementary Third Grade Reading\\Math Percent Passing by Race\\Sex Students By Race\\Sex State: All Students Williams: All Students Black Males Black Females White Males White Females * Others N:65 Reading % Pass 93 94 94 89 100 94 100 Mathematics % Pass 92 94 88 94 100 94 100 * Total of all students in the \"Other\" race category. These scores are not reported by gender. The percent passing for third-grade students at Williams Elementary is higher than the percent passing for third-grade students state-wide. All groups, when disaggregated by race\\sex, had passing rates higher than the eighty-five percent (85%) level required by the ADE. Graphs 7 and 8 on the following page show the comparisons of percent passing for third-grade students at Williams Elementary to the percent passing for third-grade students state-wide for both the reading and the math MPT subtests. 27 Graph 7 Williams Elementary Third Grade Reading Percent Passing by Race\\Sex Compared to State Percent Passing N:65 Percenr 120'!/ir------------------------.. 100'6 100'!/i Stat All Student 81 Male 81 Fem.I W Male W Ftimale Otha - Reading MPT Graen 7 Graph 8 Williams Elementary Third Grade Math Percent Passing by Race\\Sex Compared to state Percent Passing N:65 Percenr 12Q'l/i,----------------------~ State .a.u Sruoenr Bl ~ale 81 Female w MIiie w Femat OtMrs  Marn M?T Graen 8 28 All Magnets -- Third Grade There were 276 magnet school third graders who took the MPT in reading and math. Ninety-five percent {94.5%, or 261 of 276) passed the MPT reading subtest, compared to the statewide percent passing of ninety-three percent (93.0%). Ninety-three percent (93.1%, or 257 of 276) magnet school third graders passed the MPT math subtest. The state-wide percent passing the math subtest was ninety-two percent (92.2%). Table 5 below shows the comparison of percent passing for all third-grade magnet school students to the percent passing for all third-grade students state-wide. Magnet School Williams Carver Gibbs Booker Total-Mag. Total-State Table 5 Third Grade Reading\\Math Percent Passing by Magnet N:276 Reading No. No. % No. Pass Tested Pass Pass 61 65 94% 61 86 87 99% 84 38 42 90% 37 76 82 93% 75 261 276 95% 257 28834 30990 93% 28567 All Magnets -- Black Males Math No. % Tested Pass 65 94% 87 97% 42 88% 82 91% 276 93% 30990 92% The percent passing for black males as a group was ninetythree percent {93%, or 63 of 68) for reading and was above . the eighty-five percent (85%) required by ADE. The percent passing for black males as a  group for math was ninety percent (90%, or 61 of 68). For only one sub-group, black males, in reading at Gibbs Elementary (78%) and math at Booker (78%), was the percent passing below the eighty-five percent (85%) passing rate required by ADE. Table 6 on the following page shows the percent passing for all black males for each magnet school for reading and math. 29 Magnet School Williams Carver Gibbs Booker Totals Table 6 Third Grade Reading\\Math Percent Passing--Black Males N:68 Reading No. No. No. Pass Tested % Pass Pass 15 16 94% 14 25 25 100% 25 7 9 78% 8 16 18 89% 14 63 68 93% 61 All Magnets -- Black Females Math No. Tested % Pass 16 88% 25 100% 9 89% 18 78% 68 90% Ninety-one percent (91%, or 76 of 84) of all third-grade black females passed the MPT reading subtest. Ninety percent (90%, or 75 of 84) passed the MPT math subtest. Only one sub-group of black females, in reading at Booker (71%), had a percent passing lower than the eighty-five percent (85%) passing score required by ADE. Table 7 below shows the percent passing for black females for each magnet school. Magnet School Williams Carver Gibbs Booker Totals Table 7 Third Grade Reading\\Math Percent Passing--- Black Females N:84 Reading Math No. No. No. No. Pass Tested % Pass Pass Tested 16 18 89% 17 18 20 21 95% 19 21 12 14 86% 10 14 28 31 90% 29 31 76 84 91% 75 84 All Magnets -- White Males % Pass 94% 90% 71% 94% 90% Fifty-nine white males took the MPT for reading and math. All white males passed the MPT reading subtest and ninetyeight percent (98%, or 58 of 59) passed the MPT math subtest. Table 8 on the following page shows the percent of thirdgrade white males passing the MPT tests. 30 Magnet School Williams Carver Gibbs Booker Totals Table 8 r Third Grade Reading\\Math Percent Passing--White Males N:59 Reading No. No. No. Pass Tested % Pass Pass 14 14 100% 14 28 28 100% 27 6 6 100% 6 11 11 100% 11 59 59 100% 58 All Magnets -- White Females Math No. Tested % Pass 14 100% 28 100% 6 100% 11 100% 59 98% Sixty-one white third-grade females took the MPT reading and math subtests. Ninety-seven percent (97%, or 59 of 61) passed both MPT subtests. Table 9 below shows MPT test results for white females at each magnet school. Magnet School Williams Carver Gibbs Booker Totals Table 9 Third Grade Reading\\Math Percent Passing--- White Females N=61 Reading Math No. No. No. No. Pass Tested ~ 0 Pass Pass Tested 15 16 94% 15 16 13 13 100% 13 13 10 10 100% 13 13 21 22 95% 21 22 59 61 97% 59 61 All Magnets -- Others % Pass 94% 100% 100% 95% 97% Only five students were classified \"others\" for the magnet schools. Data categories for race are determined by ADE. All third-grade students classified as \"others\" who took the MPT passed all of the tests. MPT test results for \"others\" are shown in Table 10 on the following page. 31 Magnet No. School Pass Williams 1 Carver 1 Gibbs 3 Booker -- Total 5 Grade Six Table 10 Third Grade Reading\\Math Percent Passing--others N=S Reading No. No. Tested % Pass Pass 1 100% 1 1 100% 1 3 100% 3 -- -- -- 5 100% 5 Math No. Tested % Pass 1 100% 1 100% 3 100% -- -- 5 100% State-wide, 29,962 sixth-grade students were administered the MPT. The exam consisted of the following subtests: reading, math, language arts, science, and social studies. Ninety-three percent (93%) of the students tested received a passing score or higher on the reading subtest. Ninety-four percent (94%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in reading. Ninety-three percent (93%) of the sixth-grade students tested passed the math subtest. Eighty-five percent (85%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in math. Eighty-eight percent (88%) of sixth graders tested received passing scores on the language arts subtest. Only seventy percent (70%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in language arts. Eighty-nine percent (89%) of students tested passed the science subtest. Only seventy-four percent (74%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in science. Eighty-six percent (86%) of sixth graders tested received a passing score on the social studies subtest. Only sixtythree percent (63%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in social studies. The percent passing for sixth-grade students in each of the Pulaski County Interdistrict Schools is compared to the percent passing for sixth-grade students state-wide. Tables and graphs are presented for visual comparison. A final 32 Graph 9 Booker Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Booker Percent Passing Compared to state Percent Passing N=78 Percent 120\"5~-------------------, 100\"5 80\"5 60\"5 40% 20% 0% Reading Matn L~ge Science Soc Stud - State m BoOker MPT Graon g carver Elementary School The percent passing for Carver sixth-grade students was below the state required eighty-five percent (85%) pass rate on three of the MPT subtests. Only seventy-six percent (76%) of the students tested passed the language arts subtest, seventy-seven percent (77%) passed the science subtest and seventy-eight percent (78%) passed the social studies subtest. Ninety-six percent (96%) of the sixth-grade students passed the reading subtest while eighty-six percent (86%} passed the math subtest. Table 12 on the following page reflects the test results for Carver sixth-grade students on all MPT subtests. 34 comparison of percent passing for all magnet sixth-grade students is compared to the percent passing for all sixthgrade students state-wide in Table 15 and Graph 13. Booker Elementary School The percent passing for Booker Elementary sixth-grade students was above the ADE required eighty-five percent (85%) on all MPT subtests except science. Table 11 below reflects the percent of students passing each subtest. Test data are disaggregated by race and sex for black and white students. Test results for students categorized as \"other\" were not reported by gender. Table 11 Booker Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Percent Passing by Race\\Sex N=78 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % Pass State: All students 96 93 88 89 86 Booker: All Students 99 97 87 82 92 Black Males 95 90 70 65 80 Black Females 100 100 84 76 92 White Males 100 100 100 100 100 White Females 100 100 100 96 100 *Others 100 100 100 100 100 * Total of all students in the \"Other\" race category. These scores are not reported by gender. Black males fell below the ADE required eighty-five percent (85%) pass rate on language, science and social studies subtests. Black females fell below by only one percentage point in language at eighty-four percent (84%). Black females were also below the required pass rate on the science subtest with seventy-six percent (76%) receiving passing or better scores. White males, white females and students categorized as \"others\" received passing or higher scores on all MPT subtests. Graph 9 on the following page shows the percent passing for all groups at Booker Elementary compared to all students state-wide. 33 Tabla 12 carver Elementary sixth Grade Reading\\Math\\Languaga Arts\\Science\\Social Studies Percent Passing by Race\\Sex N:94 students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % Pass State: All Students 96 93 88 89 86 carver: All Students 96 86 76 77 78 Black Males 86 68 61 68 61 Black Females 100 83 65 52 61 White Males 100 100 86 97 97 White Females 100 100 100 97 97 *Others 100 100 100 100 100 * Total of all students in the \"Other\" race category. These scores are not reported by gender. The pass rate for black males was substantially below the ADE required pass rate of eighty-five percent (85%) on four of the five subtests. Black females were also below the required pass rate on four of the subtests, although the pass rate for the math subtest was just below the required pass rate at eighty-three percent (83%). All other groups were above the eighty-five percent (85%) pass rate. Graph 10 below reflects the comparison of the pass rates for all students at Carver with the pass rates for all students state-wide. Graph 10 Carver Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies carver Percent Passing Compared to state Percent Passing N:94 Percent 120$ 96$96$ 100$ 80$ 60$ 40$ 20$ 0$ Reeo1ng Marn L~ Science Soc sruo  Stare m ear- MPT Graen 10 35 Gibbs Elementary School The percent passing for all sixth graders at Gibbs Elementary was at or above the ADE required pass rate of eighty-five percent (85%) on all subtests except social studies. Table 13 below shows the percent passing for all students at Gibbs Elementary. Test data are disaggregated by race and sex for black and white students. Table 13 Gibbs Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Percent Passing by Race\\Sex N=41 students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % State: All students 96 93 88 89 Gibbs: All Students 98 90 90 85 Black Males 100 100 100 90 Black Females 100 91 82 73 White Males 100 100 100 100 White Females 94 81 88 88 * Others -- -- -- -- * Total of all students in the \"Other\" race category. These scores are not reported by gender. No students tested in this category. Pass 86 83 100 64 100 81 -- Black females were below the ADE required eighty-five percent (85%) pass rate on three of the subtests (language arts, science, social studies). White females were below the state required pass rate on two subtests (math, social studies). Graph 11 on the following page reflects the comparison of pass rates for Gibbs sixth-grade students with the pass rates for sixth-grade students state-wide. 36 Graph 11 -Gibbs Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social Studies Gibbs Percent Passing Compared to State Percent Passing N:41 Percenr 120'11 96'1198'11 100'11 80'11 80'11 40'11 20'11 0'11 Reaa1ng Mains Language Science Soc 511..d - Stare - GitlOS MPT Graen 11 Williams Elementary School The percent passing for Williams sixth-grade students was above the ADE required eighty-five percent (85%) on all MPT subtests except science. The percent passing for Williams students are compared with the percent passing state-wide in Table 14 below. Table 14 Williams Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social Studies Percent Passing by Race\\Sex N:65 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % Pass State: All Students 96 93 88 89 86 Williams: All Stud. 100 97 92 82 88 Black Males 100 100 100 93 100 Black Females 100 95 86 62 67 White Males 100 100 93 87 100 White Females 100 92 92 92 92 *Others 100 100 100 100 100 * Total of all students in the \"Other\" race category. These scores are not reported by gender. 37 Passing rates for males for both races and for white females were above the ADE mandated eighty-five percent (85%) pass rate for all subtests. Passing rates for black females were below eighty-five percent (85%) on two subtests (science and social studies). comparisons of passing rates for all Williams students and for students disaggregated by race and sex with passing rates for all students state-wide are shown in Graph 12 below. Graph 12 Williams Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Williams Percent Passing Compared to state Percent Passing N:65 Pe\u0026lt;cent 120'llr-----------------~ 80'll 80'll 40'll 20'll O'll Reea,ng Marn Language Sc,ence Soc StUJ - Stare m Willi lWT'S MPT Graon 12 All Magnets The percent passing for all Pulaski County Interdistrict Magnet Schools was above the ADE required eighty-five percent (85%) pass rate for all MPT subtests except science. The percent passing both language arts (84.9%) and social studies (84.9%) subtests was at the eighty-five percent (85%) level. Table 15 and Graph 13 on the following page compare the pass rate for all magnet school sixth graders with the pass rate for sixth graders state-wide. 38 Table 15 ,. Sixth Grade--All Magnets Reading\\Math\\Language Arts\\Science\\Social studies Percent by Magnet School N:278 Magnet Read Math Lang Sci SocStd School % Pass % Pass % Pass % Pass % State-wide 96 93 88 89 All Magnets 98 92 85 81 Booker 99 97 87 82 Carver 96 86 76 77 Gibbs 98 90 90 85 Williams 100 97 92 82 Graph 13 sixth Grade--All Magnets Reading\\Math\\Language Arts\\Science\\Social studies Magnet School Percent Compared to State Percent N:278 Percent 120$ 96'l,98'l, 100'1, 80$ 60$ 40$ 20$ O'l, Reao,ng Marn Language sc,enca Soc Stud  Stare m All Magnets MPT Graon 13 39 Pass 86 85 92 78 83 88 Grade Eight state-wide, 29,323 eighth graders were administered the MPT. The exam consisted of the following subtests: reading, math, language arts, science, and social studies. Ninety-five percent (95%, or 268 of 282) of the eighth-grade students at Horace Mann Junior High magnet school passed the MPT subtest in reading. State-wide, the reading subtest pass rate was the same--ninety-five percent (94.5%, or 27,705 of 29,323). Eighth-grade students had a pass rate of eighty-seven percent (87%, or 246 of 282) at Mann Junior High on the math subtest. The state pass rate was ninety-five percent (95.1%, or 27,883 of 29,323). Ninety-three percent (93%, or 262 or 282) of Mann Junior High eighth graders passed the MPT language arts subtest. Statewide, the language arts subtest pass rate was the same-ninety- three percent (92.6%, or 27,159 of 29,323). Mann eighth graders had a pass rate of seventy-one percent (71%, or 201 of 282) on the MPT subtest in science. The state pass rate was eighty-six percent (86.4%, or 25,338 of 29,323). Only eighty percent (80%, or 225 of 282) of the eighth-grade students at Mann Junior High had passing scores on the social studies subtest. State-wide, the pass rate was eighty-six percent (85.8%, or 25,150 of 29,323). A total of 29,323 eighth graders state-wide were administered the Minimum Performance Tests. Better than ninety-six percent (96.7%) passed. At Mann Junior High 284 students were administered the MPT with ninety-seven percent (97%) passing. Percent passing information is based on completion of three administrations of the MPT. Mann eighth-grade students had a pass rate of more than eighty-five percent on the reading, math and language subtests. Their scores on the science and social studies subtests were below the ADE mandated passing rate of eighty-five percent (85%). Graph 14 on the following page compares MPT subtest scores of Mann eighth graders with subtest scores for eighth graders state-wide. 40 Graph 14 ,. Eighth Grade--All Magnets Reading\\Math\\Language Arts\\Science\\Social Studies Magnet School Percent Compared to State Percent N:278 Percent 120-r.,--------------------, 100$ 80'1, 60'1, 40'1, 20'1, O'l, Aeaa,ng Meth Language sc,erce Soc Stud  Total - Stare B Merv, MPT Graen 14 * Percent passing information is based on completion of three administrations of the MPT. Table 16 below compares MPT subtest scores of Mann eighth graders disaggregated by race and sex with subtest scores for eighth graders state-wide. Table 16 Mann Junior High Eighth Grade Reading\\Math\\Language Arts\\Science\\Social Studies Percent Passing By Race\\Sex N:284 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % Pass State: All Students 95 95 93 8~ 86 Mann: All Students 95 87 93 71 80 Black Males 91 82 82 61 73 Black Females 94 80 94 50 70 White Males 95 93 93 88 87 White Females 100 97 100 95 92 *Others 100 83 100 67 100 * Total of all students in the \"Other\" race category. These scores are not reported by gender. 41 Passing rates for white males and females were above the ADE mandated eighty-five percent (85%) pass rate on all subtests. Passing rates for black males were below the mandate on all subtests except reading. Black females passed both the reading and language arts subtests at rates higher than the mandate. Passing rates for \"other\" students were below eighty-five percent (85%) on two subtests (math and science). SUMMARY (MPT) Grade Three Pulaski County Interdistrict Magnet School third-grade students passed the MPT subtests for reading (93%) and math (93%) at or above the 85 percent pass rate mandated by the Arkansas Department of Education (ADE). All Pulaski County Interdistrict Magnet Schools had third grade pass rates on all subtests at or above the ADE mandated 85 percent pass rate. All student groups disaggregated by sex\\race had pass rates at or above 85 percent except for the following: Black males Gibbs Elementary: reading subtest (78%) Booker Elementary: math subtest (78%) Black Females -- Gibbs Elementary: math subtest (71%) Grade six All Pulaski County Interdistrict Magnet Schools had pass rates for sixth grade students at or above the ADE mandated 85 percent pass rate for the reading and math subtests. Only Carver Elementary was below the 85 percent pass rate on the language subtest. Only Gibbs Elementary was at or above the 85 percent pass rate on the science subtest. Booker Elementary and Williams Elementary were at or above the 85 percent pass rate on the social studies subtest. When disaggregated by race\\sex the following were noted below the 85 percent pass rate: Black Males -- Booker Elementary: language subtest (70%) science subtest (65%) socstud subtest (80%) Carver Elementary: math subtest (68%) 42 language subtest (61%) science subtest (68%) socstud subtest (61%) Black Females Booker Elementary: science subtest (76%) Carver Elementary: math subtest {83%) language subtest (65%) science subtest (52%) socstud subtest (61%) Gibbs Elementary: language subtest {82%) science subtest (73%) socstud subtest (64%) Williams Elementary: science subtest {62%) socstud subtest (67%) White Females -- Gibbs Elementary: math subtest {81%) socstud subtest {81%) Grade Eight The pass rate for all students at Mann Junior High School was above the state mandated 85 percent pass rate on all MPT subtests. When disaggregated by race\\sex the following were noted as below the ADE 85 percent pass rate requirement. Black Males -- Mann Junior High: math subtest (82%) language subtest (82%) science subtest {61%) socstud subtest {73%) Black Females -- Mann Junior High: math subtest (80%) CONCLUSIONS science subtest (50%) socstud subtest (70%) * With few exceptions Pulaski County Interdistrict Magnet School third-grade students passed the Minimum Performance Tests at or above the ADE mandated 85 percent pass rate. * Pulaksi County Interdistrict Magnet Schools achieved the required 85 percent ADE mandated pass rate for six grade students. Black students tended to have lower scores on the language, science and social studies subtests. * Pulaski County Interdistrict Magnet School junior high students achieved the ADE 85 percent pass rate on the Minimum Performance Test. Black males were slightly below the 85 percent pass rate on the language and math subtests (82%). Science and social studies scores were well below the 85 percent mandated for black males. Black females were slightly below the 85 percent pass rate on the math subtest {80%). Subtest scores for science and social studies were well below the mandated 85 percent pass rate for black females. 43 Metropolitan Achievement Tests (MAT 6) The Metropolitan Achievement Test (MAT 6) was administered to all students in grades 4, 7 and 10 at the six magnet schools: Carver, Booker, Williams and Gibbs (elementary schools)\nHorace Mann (junior high)\nand Parkview (high school). State mean scores were provided by the Department of Education. NCE Scaled Scores were provided for state means on each of the subtests (reading, math, language, total battery, science, social studies) and for the complete battery. The demographics provided for disaggregating the variables were school, grade, sex and race. Data analyses of mean scores are organized by school, grade, race and sex for each of the subtests and the complete battery. Data analyses include the following comparisons: * Magnet mean scores by grade (all groups) to state mean scores (all groups) * Magnet mean scores: - by sex (males, females) to state mean scores (all groups) - by sex (males, females) to mean scores, magnet schools only - by race (all schools\\by school) to state mean scores - mean scores by race\\sex (by school) to state mean scores by race\\sex The directional hypothesis for data analysis is as follows: Magnet school mean scores will be higher than state mean scores. The 1-Tailed, t-Test for Independent Samples was selected to measure the significance of score differences between groups. In the tables that follow, the \"Diff.\" column represents the actual differences in the state mean scores and the magnet school mean scores. In addition, mean score differences are presented as \"t-Values\" which were computed using the 1-Tailed t-Test. The PC microcomputer utilizing the software package \"Statistics with Finesse\" was selected to analyze the data. The probability level of .05 with a critical t-Value of 1.65 was chosen to denote statistical significance. The \"Prob.1- Tail\" column presents the statistical probability of a mean score difference occurring by chance. When the probability value is .05 or less (p=/\u0026lt;.05), chances are 95 out of 100 that the differences are statistically significant. If mean score differences are significant the evaluator accepts the directional hypothesis: Magnet school mean scores are higher than state mean scores. When mean score differences are computed at probability levels greater than .05 (p\u0026gt;.05), or when negative t-Values are computed, the hypothesis must be rejected. 44 FINDINGS Grade Four Grade four magnet school mean scores compared with state mean scores for all fourth graders are presented in Table 17 and Graph 15 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet School - (all tests) : N = 336 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 17 Comparison of Grade Four St we Mean Scores and Grade Four Magnet School Mean Scores Magnet state Prob Test Mean Mean Diff. t-Value lTail Reading 59.61 55.7 3.913 3.854 .0001 Math 68.97 60.2 8.772 7.928 .0001 Language 64.50 57.5 7.001 7.060 .0001 Tot Battery 65.26 58.2 7.063 6.715 .0001 Science 62.51 59.1 3.409 3.417 .0004 Soc Studies 64.52 59.0 5.523 5.009 .0001 Comp Battery 65.50 58.8 6.696 6.366 .0001 Magnet school mean scores were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher {p=/\u0026lt;.05) on all tests. Graph 15 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 17. 45 ~ GRAPH 1S Comparison Of Grade Four Magnet Mean Scores and Grade Four State Mean Scores NC Scores 100.-------------------- 90-- ----------------------1 80l----------- 70f---- 60 50 40 30 20 10 o._.-=\"'-- AMdino Matn Lanouege Tot Battery Science Soc Stud Como Batt - Magnet Mean - State Mean Graph 15 Breakdown by School Mean scores for each of the four magnet elementary schools are compared below with state mean scores in each of the test areas. carver Elementary School carver Elementary School mea~ scores compared with state mean scores for all fourth graders are presented in Table 18 and Graph 16 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 94 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 46 TABLE 18 Comparison of Grade Four State Mean Scores and Grade Four carver Elementary School Mean Scores carver State Test Mean Mean Diff. t-Value Reading 59.63 55.7 3.924 2.220 Math 71. 64 60.2 11.44 5.481 Language 67.91 57.5 10.41 17.27 Tot Battery 66.82 58.2 8.623 4.608 Science 65.18 59.1 6.081 18.18 Soc Studies 65.23 59.0 6.231 3.157 Comp Battery 67.12 58.8 8.319 4.438 Prob. 1Tail .0144 .0001 .0001 .0001 .0008 .0011 .0001 carver Elementary School mean scores were higher than state mean scores on all subtests. Carver scores were higher on both the total battery and the complete battery. Carver mean scores were statistically significantly higher (p=/\u0026lt;.05) for all tests. Graph 16 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences noted in Table 18. GRAPH 16 comparison Of carver Elementary Mean Scores and state Mean Scores--Grade Four NCE Scores 100,---------------~ go-------- RNotno watr, ~ Tot 8anwy ~ Soc SIUCI COfflD Sau - c.- Meen m Stare .....,, Graen 16 47 Williams Elementary School Williams Elementary School mean scores compared with state mean scores for all fourth graders are presented in Table 19 and Graph 17 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 91 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 19 Comparison of Grade Four State Mean Scores and Grade Four Williams Elementary School Mean Scores Williams state Prob. Test Mean Mean Diff. t-Value lTail Reading 64.70 55.7 8.997 5.061 .0001 Math 74.70 60.2 14.50 8.259 .0001 Language 70.80 57.5 13. 30 7.952 .0001 Tot Battery 71. 98 58.2 13.78 8.254 .0001 Science 67.41 59.1 8.312 5.124 .0001 Soc studies 69.52 59.0 10.52 5.851 .0001 Comp Battery 71. 86 58.8 13.06 7.937 .0001 Williams Elementary School mean scores were higher than state mean scores on all subtests, as well as on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) for all tests. Graph 17 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 19. 48 ,. GRAPH 17 Comparison ot Williams Elementary Mean Scores and State Mean Scores--Grade Four NCE Scores 100,--------------------, 90 80 70 60 50 20 10 0 Graph 17 RMa1no Matri Lan\nuaoe Tot 8atte,y Science Soc Stud Comp Bart  Wllllams Mean m Stare Mean Booker Elementary School Booker Elementary School mean scores compared with state mean scores for all fourth graders are presented in Table 20 and Graph 18 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 89 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 49 ,. TABLE 20 Comparison of Grade Four State Mean Scores and Grade Four Booker Elementary School Mean Scores Booker state Test Mean Mean Diff. t-Value Reading 53.97 55.7 -1. 734 -0.804 Math 59.27 60.2 -0.934 -0.421 Language 54.46 57.5 -3.039 -1. 559 Tot Battery 56.15 58.2 -2.054 -0.944 Science 55.23 59.1 -3.873 -1. 958 Soc Studies 54.48 59.0 -4.522 -1.991 Comp Battery 56.04 58.8 -2.757 -1.274 Prol). lTail .2117 .3375 .0613 .1738 .0267 .0248 .1031 Booker Elementary School mean scores were lower than the state mean scores on all subtests and on both batteries. Since t-Values are all negative, the directional hypothesis must be rejected. None of the score differences are statistically significant (p=/\u0026lt;.05). Graph 18 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 20. Graph 18 comparison of Booker Elementary Mean Scores and state Mean Scores--Grade Four NCE Scores 100,--------------------, 90 so 60 so 20 10 o.___...,,.\"'- Aead1ng Graph 18 Mar\" Lanouaoe Tot Batte,y Science Soc Stud Como Bait - Bool\u0026lt;sr Mean m State Mean 50 Gibbs Elementary School ,. Gibbs Elementary School mean scores compared with state mean scores for all fourth graders are presented in Table 21 and Graph 19 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests) : N = 62 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 21 Comparison of Grade Four State Mean Scores and Grade Four 4 Gibbs Elementary School Mean Scores Gibbs State Prob. Test Mean Mean Diff. t-Value lTail Reading 60.24 55.7 4.542 1.918 .0299 Math 70.46 60.2 10.26 4.093 .0001 Language 64.50 57.5 6.998 3.344 .0007 Tot Battery 66.13 58.2 7 .927 3.267 .0009 Science 61.72 59.1 2.616 1.098 .1383 Soc Studies 70.53 59.0 11.53 4.745 .0001 Comp Battery 67.27 58.8 8.466 3.442 .0005 Gibbs Elementary School mean scores were higher than state mean scores on all subtests and on both the total battery and the complete battery. Magnet school mean scores were statistically significantly higher (p=/\u0026lt;.05) than state mean scores for all tests except science. Graph 19 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 21. 51 Graph 19 comparison of Gibbs Elementary Mean scores and State Mean Scores--Grade Four NCE Scores 100,----------------------. 90~---- --- 90~------------'~--------- 10 60 50 40 30 20 10 0 Graph 19 Reeci,no Ma,,, Un\nuaoe Tcr Battery Scaerce Soc Stud Come, B  tt - Gibes Masn m State Maen comparison by Sex -- Females Grade four magnet school mean scores for females compared with state means for all fourth graders are presented in Table 22 and Graph 20 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests) : N = 182 State - Reading: N = 31,509 - M1=tth: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 52 TABLE 22 Comparison of Grade Four State Mean Scores and Grade Four Magnet School Mean Scores--FEMALES Mag. State Test Mean Mean Diff. t-Value Reading 59.83 55.7 4.126 3.157 Math 67.03 60.2 6.831 4.892 Language 66.65 57.5 9.151 7.370 Tot Battery 65.09 58.2 6.886 5.148 Science 60.48 59.1 1.376 1.113 Soc Studies 62.98 59.0 3.982 2.877 Comp Battery 64.70 58.8 5.901 4.518 Prob. lTail .0009 .0001 .0001 .0001 .1335 .0023 .0001 Magnet school mean scores for fourth grade females were higher than state mean scores on all subtests and on both batteries. Magnet mean scores were significantly higher (p=/\u0026lt;.05) than state mean scores on all subtests except science and significantly higher on both batteries. Graph 20 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 22. Graph 20 Comparison of Grade Four Magnet Mean Scores--FEMALES and Grade Four state Mean Scores NCE Scores 100,----------------------, 90 --- ----  -------\n80 ---- - - 701------\n=.---\n=------------ 40 20 10 0 Graph 20 Aeao1no Marn Lanouaoe Tor Bartery Science Soc Stud Como Batt - Magnet Mean - Female ~ State Mean - Total 53 comparison By Sex,. -- Males Grade four magnet school mean scores for males compared with state mean scores for all fourth graders are presented in Table 23 and Graph 21 that follow. The number tested (N) for the state and magnet school are as follows: Magnet Schools - (all tests): N = 153 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 23 Comparison of Grade Four State Mean Scores and Grade Four Magnet School Mean Scores--MALES Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 59.75 55.7 4.050 2.605 .0050 Math 71.19 60.2 10.99 6.248 .0001 Language 61. 72 57.5 4. 218 2.702 .0038 Tot Battery 65.33 58.2 7 .131 4.262 .0001 Science 64.69 59.1 5.590 3. 512 .0003 Soc Studies 66.13 59.0 7.131 4.061 .0001 Comp Battery 66.22 58.8 7.422 4.372 .0001 Magnet school mean scores for fourth-grade males were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) for all tests. Graph 21 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 23. 54 Graph 21 comparison ~f Grade Four Magnet Mean Scores--MALES and Grade Four State Mean Scores NCE Scores 100,---------------------, 90~-----------------ao \u0026gt;--------------------1 701---- 60 50 30 20 0 Graph 21 Aeedino Mau, L.ano1.1aoe Tot Battery Science Soc Stud Comp Batt - Magnet Mean - Male  State Mean - Total comparison by Sex -- Magnet Only Grade four magnet school mean scores are compared by sex in Table 24 and Graph 22 that follow. The number tested (N) for males and females are as follows: Females Males N = 182 N = 153 TABLE 24 Comparison of Grade Four Magnet School Females and Grade Four Magnet School Males Test Mag.Mean-Female Mag.Mean-Male Diff. Reading 59.83 59.75 .08 F Math 67.03 71.19 4.16 M Language 66.65 61. 72 4.93 F Tot Battery 65.09 65.33 .24 M Science 60.48 64.69 4.21 M Soc Studies 62.98 66.13 3.15 M Comp Battery 64.70 66.22 1.52 M 55 Magnet school mean scores for fourth-grade males were higher than for fourth-grade females on all tests except reading and language. The difference between male and female scores was barely discernable on the reading subtest and the total battery. Graph 22 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 24. Graph 22 comparison of Grade Four Magnet Mean scores by Sex NCE Scores 100..------------------- 90t------------------- ---l 80f------------------------l 701---- 60 50 40 30 20 10 0 Graph 22 Readino Mart'! La~ Tot Battery Science Soc Stuo Coma Batt - Male m Female Comparison by Race -- Blacks Grade four magnet school mean scores for blacks compared with state mean scores for all fourth graders are presented in Table 25 and Graph 23 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 179 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 56 TABLE 2S Comparison of Grade Four state Mean Scores and Grade Four Magnet School Mean Scores--BLACKS Mag. state Test Mean Mean Diff. t-Value Reading 51.33 55.7 -4.369 -3.800 Math 59.32 60.2 -0.881 -0.658 Language 58.23 57.5 0.730 0.590 Tot Battery 55.94 58.2 -2.258 -1. 833 Science 53.12 59.1 -5.984 -5.269 Soc Studies 54.98 59.0 -4.020 -2.945 Comp Battery 55.63 58.8 -3 .170 -2.631 Prob. 1Tail .0001 .2556 .2779 .0342 .0001 .0018 .0046 Magnet school mean scores for black fourth graders were lower than state mean scores on all subtests except language. Magnet school mean scores were lower on both the total battery and the complete battery. Magnet school mean scores were not statistically significantly higher (p=/\u0026lt;.05) on any tests. Graph 23 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 25. Graph 23 Comparison of Grade Four Magnet Mean Scores--BLACKS and Grade Four State Mean Scores NCE Scores ,oo.--------------- 90 80 60 50 40 30 20 10 0 Graph 23 ~eaa,n\nMath Language T01 Batlery Sc,.-ice Soc Slua Como Batt - Magnet Mean - Black ~ S1818 Mean - Total 57 comparison by Race -- Whites Grade four magnet school mean scores for whites are compared with state mean scores for all fourth graders and presented in Table 26 and Graph 24 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 151 state - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 26 Comparison of Grade Four state Mean Scores and Grade Four Magnet Mean Scores--WHITES Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 69.58 55.7 13.88 10.18 .0001 Math 79.52 60.2 19.32 13. 95 .0001 Language 71.34 57.5 13.84 9.775 .0001 Tot Battery 75.68 58.2 17.48 12.83 .0001 Science 72. 90 59.1 13.80 10.99 .0001 Soc Studies 75.00 59.0 16.00 11. 90 .0001 Comp Battery 76.40 58. 8 17.60 13.33 .0001 Magnet school mean scores for white fourth graders were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) for all subtest and both batteries. Graph 24 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 26. 58 Graph 24 comparison ot Grade Four Magnet Mean Scores--WHITES and Grade Four State Mean Scores NCE Scores 100.----------------------, oo ~ ------ ------------i 80 70 60 50 40 30 20 10 0 Graph 24 AN01no Math Language Tot Sattwy Science Soc Stu:2 Como S  n  Magnet Mean - White m Stare Mean - Total comparison By Race -- Magnet Only Grade four magnet school mean scores are compared by race in Table 27 and Graph 25 that follow. The number tested (N) for blacks and whites are as follows: Blacks Whites N = 179 N = 151 TABLE 27 Comparison of Grade Four Magnet School Blacks and Grade Four Magnet School Whites Test Mag.Mean-Black Mag.Mean-White Dift. Reading 51.33 69.58 18.25 Math 59.32 79.52 20.20 Language 58.23 71.34 13.11 Tot Battery 55.94 75.68 19.74 Science 53.12 72. 90 19.78 Soc Studies 54.98 75.00 20.02 Comp Battery 55.63 76.40 20.77 59 w w w w w w w Magnet school mean scores for whites were higher than magnet school mean scores for blacks on all subtests and on both batteries. Graph 25 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 27. Graph 25 Comparison of Grade Four Magnet Mean Scores by Race NCE Scores 100,----------------------, 90 ~ -- ao---- 10 60 50 40 30 20 ANdino Mat1, Languaga Tot Battery Scaenc Soc Stud Como Batt - Black ~ Whrte Graph 25 Like Group Comparisons Fourth-grade magnet school mean scores, disaggregated by sex and race, are compared below with fourth-grade state mean scores disaggregated by the same criteria. All comparisons to this point have been with state means disaggregated by grade only. 60 Black Males Grade four magnet school mean scores for black males compared with state mean scores for fourth-grade black males are presented in Table 28 and Graph 26 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 72 State - Reading: N = 3,510 - Math: N = 3,510 - Language: N = 3,509 - Total Battery: N = 3,497 - Science: N = 3,512 - Social Studies: N = 3,514 TABLE 28 Like Group Comparisons--By Race and Sex Grade Four Black Males--state vs Magnet Mean Scores Mag. state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 49.09 41.67 7.415 3.935 .0001 Math 59.08 49.18 9.898 4.242 .0001 Language 51.13 47.80 3.331 1.932 .0286 Tot Battery 52.83 44.85 7.979 4.025 .0001 Science 53.92 45.22 8.272 4.252 .0001 Soc Studies 53.85 45.98 7.870 3.229 .0009 Magnet school mean scores for fourth-grade black males were higher than state mean scores for fourth-grade black males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 26 that follows presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 28. 61 Graph 26 Lika-Group Comparison--Mean Scores Grade Four Black Males--Magnet vs state NCE Scores 100,-------------------- 90---------eo---- ------------ ro --- -- -- - --- - --- -----' 80 50 30 20 10 0 -/'IQ Marft Lan\n_., Tor Barewy Sc:oarca Soc SIUOIN - Magnet Mean - 4,8 ,M m Stare Mean - 4,8 ,M Graph 26 Black Females Grade four magnet school mean scores for black females compared with state mean scores for fourth-grade black females are presented in Table 29 and Graph 27 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests) : N = 107 state - Reading: N = 3,673 - Math: N = 3,674 - Language: N = 3,676 - Total Battery: N = 3,670 - Science: N = 3,677 - Social Studies: N = 3,676 62 r TABLE 29 Like Group comparisons--by Race and sex Grade Four Black Females--State vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 52.84 46.51 6.333 4.414 .0001 Math 59.48 50.87 8.611 5.365 .0001 Language 63.00 55.40 7.607 4.886 .0001 Tot Battery 58.04 49.79 8.246 5.335 .0001 Science 52.86 46.98 5.884 4.250 .0001 Soc studies 55.74 48.25 7.491 4.697 .0001 Magnet school mean scores for fourth-grade black females were higher than state mean scores for fourth-grade black females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) for all tests. Graph 27 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 29. Graph 27 Like Group comparison--Mean scores Grade Four Black Females--Magnet vs state NCE Scores 100.------------------~ 9Qf--------- Ruono Math Lanouaoe Tot Battery Science Soc Stuo ... - Magnet Meen - 4,8,F - S1818 Meen - 4,8,F Graph 27 63 White Males Grade four magnet school mean scores for white males compared with state mean scores for fourth-grade white males are presented in Table 30 and Graph 28 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 78 State - Reading: N = 10,778 - Math: N = 10,782 - Language: N = 10,787 - Total Battery: N = 10,763 - Science: N = 10,789 - Social Studies: N = 10,785 TABLE 30 Like Group Comparisons--by Race and Sex Grade Four White Males--State vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value lTail Reading 68.99 57.56 11.43 5.921 .0001 Math 81. 30 62.98 18.32 9.309 .0001 Language 70.68 55.90 14.78 7.151 .0001 Tot Battery 76.00 59.65 16. 35 8.296 .0001 Science 74.29 63.23 11.06 5.800 .0001 Soc Studies 76.52 63.01 13.51 7.393 .0001 Magnet school mean scores for fourth-grade white males were higher than state mean scores for fourth-grade white males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=\\\u0026lt;.05) on all tests. Graph 28 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 30. 64 Graph 28 Like- Group Comparison--Mean Scores Grade Four White Males--Magnet vs State NCE Scores 100,---------------------. 00-------------------1 ao~--- 10 60 50 40 30 20 10 0 RMia,ng ._..u, l..anQuao Tor a.,_,.., Sciiric Soc Stl.ldiM _.. Magner Mean 4,W,M - Stare Mean 4,W,M Graph 28 White Females Grade four magnet school mean scores for white females compared with state mean scores for fourth-grade white females are presented in Table 31 and Graph 29 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 73 State - Reading: N = 10,576 - Math: N = 10,574 - Language: N = 10,578 - Total Battery: N = 10,561 - Science: N = 10,584 - Social Studies: N = 10,584 65 TABLE 31 Like Group Comparisons--By Race and Sex Grade Four White Females--state vs Magnet Mean Scores Mag. state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 70.21 61.17 9.037 4.672 .0001 Math 77.62 63.64 13. 98 7.221 .0001 Language 72.06 63.08 8.978 4.635 .0001 Tot Battery 75.34 63.52 11.82 6.266 .0001 Science 71.41 63.25 8.162 5.093 .0001 Soc studies 73.37 62.81 10.56 5.347 .0001 Magnet school mean scores for fourth-grade white females were higher than state mean scores for fourth-grade white females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 29 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 31. Graph 29 Like Group Comparison--Mean scores Grade Four White Females--Magnet vs State NCE Scores 100r------------------~ 90 ------ 80 -  ..... . 40 30 20 10 0 Graph 29 Aeaa,no ~ath Lanouaoe Tot Battery Science Soc Studies - Magnet Mean - 4,W,F g State Mean - 4,W,F 66 FINDINGS Grade Seven Horace Mann Junior High School Grade seven magnet school mean scores compared with state mean scores for all seventh graders are presented in Table 32 and Graph 30 that follow. The number tested (N) for the state and the magnet school are as follows: Magnet School - (all tests): N = 286 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 TABLE 32 Comparison of State Mean Scores and Grade seven Magnet School Mean Scores Magnet State Prob. Test Mean Mean Diff. t-Value lTail Reading 55.67 52.2 3.468 2.948 .0017 Math 53.04 54.6 -1.562 -1.435 .0762 Language 61.05 56.0 5.047 4. 55.8 .0001 Tot Battery 57.30 55.1 2.193 1.927 .0275 Science 58.99 56.6 2.392 2.109 .0179 Soc Studies 57.86 55.6 2.255 1.885 .0302 Comp Battery 57. 72 55.5 2.216 1.922 .0278 Magnet school mean scores were higher than state mean scores on all subtests except math. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher {p=/\u0026lt;.05) for reading, language, total battery, science and complete battery. Graph 30 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 32. 67 ~ Graph 30 Comparison of Grade seven Magnet Mean Scores and Grade Seven state Mean Scores NCE Scores 100,--------------------, 00--------------------1 ao------------------ 70--------OOr------- - 50 RNdinQ Marh Language Tor Battery Scitne Soc Stud Comp Bart - Magnet Mean a State Mean Graph 30 Comparison By Sex -- Females Grade seven magnet school mean scores for females compared with state mean scores for all seventh graders are presented in Table 33 and Graph 31 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 159 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30 ,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 68 TABLE 33 Comparison of Grade seven State Mean Scores and Grade seven Magnet Mean Scores--FEMALES Mag. state Test Kean Kean Diff. t-Value Reading 55.67 52.2 3.473 2.264 Math 52.60 54.6 -2.004 -1.482 Language 63.96 56.0 7.964 5.583 Tot Battery 58.08 55.1 2.984 2.058 Science 57.91 56.6 1. 305 0.933 Soc Studies 57.99 55.6 2.392 1.627 Comp Battery 58.15 55.5 2.648 1.819 Pro:b. lTail .0125 .0702 .0001 .0206 .1761 .0529 .0354 Magnet school mean scores for seventh-grade females were higher than state mean scores for all seventh graders on all subtests except math. Magnet mean scores were higher on both batteries. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) for reading, language, total battery and complete battery. Graph 31 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 33. Graph 31 Comparison of Grade Seven Magnet Kean Scores--FEMALES and Grade seven state Mean Scores NCE Scores ,oo~----------------- 90 80 70 - --eo - ---so - 40 30 20 10 0  Magner Mean - Fema1e - Stare Mean - Total Graph 31 69 comparison by sex -- Males Grade seven magnet school mean scores for males compared with state mean scores for all seventh graders are presented in Table 34 and Graph 32 that follow. The number tested (N} for the state and magnet school are as follows: Magnet School - (all tests}: N = 127 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social studies: N = 30,715 - Complete Battery: N = 30,632 TABLE 34 Comparison of Grade Seven state Mean Scores and Grade seven Magnet Mean scores--MALES Mag. State Prob. Test Mean Mean Diff. t-Value lTail Reading 55.66 52.2 3.461 1.891 .0305 Math 53.59 54.6 -1.008 -0.567 .2857 Language 57.40 56.0 1. 395 0.825 .2055 Tot Battery 56.30 55.1 1.204 0.664 .2538 Science 60.35 56.6 3.753 2.018 .0229 Soc Studies 57.68 55.6 2.083 1.056 .1465 Comp Battery 57.17 55.5 1.674 0.903 .1841 Magnet school mean scores for seventh-grade males were higher than state mean scores for all seventh graders on all subtests except math. Magnet mean scores were slightly higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05} for reading and science only. Graph 32 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect differences presented in Table 34. 70 ~ Graph 32 comparison of Grade Saven Magnet Mean Scores--MALES and Grade Saven State Mean Scores /\\ICE Scar. 100,---------------------. 901------------------eot------------------- i 70t-------------------i 80 i--:==------- 50 40 30 20 10 0 Q-aph 32 Comparison by Sex -- Magnet Only Grade seven magnet school mean scores are compared by sex in Table 35 and Graph 33 that follow. The number tested (N) for males and females are as follows: Females - Males - N = 159 N = 127 TABLE 35 Comparison of Grade Seven Magnet School Females and Grade seven Magnet School Males Test Mag.Mean-Female Mag.Mean-Male Diff. Reading 55.67 55.66 .01 F Math 52.60 53.59 .99 M Language 63.96 57.40 6.56 F Tot Battery 58.08 56.30 1.78 F Science 57.91 60.35 2.44 M Soc Studies 57.99 57.68 .31 F Comp Battery 58.15 57 .17 .98 F 71 Magnet school mean scores for seventh-grade males were higher than female mean,scores in math and science. Mean scores were almost equal in reading. Female mean scores were higher than male mean scores in language, total battery, social studies and complete battery. Graph 33 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 35. Graph 33 Comparison of Grade Seven Magnet Mean Scores by Sex NCE Scores 100.------------------~ oo------------- -------1 so-------------------~ 70---------------- ----1 80r-~----~ ~~ 50 40 30 20 10 0 ~ino Math Laf\"IQUage rot Battery Science Soc Stud Como Batt - Mate m Female Graph 33 Comparison By Race -- Blacks Grade seven magnet school mean scores for blacks are compared with state mean scores for all seventh graders in Table 36 and Graph 34 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 187 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 72 ,. TABLE 36 comparison of Grade seven state Mean Scores and Grade seven Magnet School Mean Scores--BLACKS Mag. State Test Mean Mean Diff. t-Value Reading 49.29 52.2 -2.907 -2.216 Math 47. 36 54.6 -7.243 -6.110 Language 56.67 56.0 0.668 0.504 Tot Battery 51.22 55.1 -3.881 -3.007 Science 52.60 56.6 -3.999 -3.170 Soc Studies 51.42 55.6 -4.181 -3.194 Comp Battery 51.21 55.5 -4.287 -3.313 Prob. lTail .0140 .0001 .3073 .0015 .0009 .0008 .0006 Magnet school mean scores for seventh-grade blacks were higher than state mean scores for all seventh graders in one subtest, language. Magnet mean scores were not statistically significantly higher (p=/\u0026lt;.05) than state mean scores on any subtests or batteries. Graph 34 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 36. Graph 34 Comparison of Grade seven Magnet Mean Scores--BLACKS and Grade seven Magnet Mean Scores NCE Scores 100,---------------------, 90 - ----- 80 ~ -------- ro----------------- so~-----=~-------==----=-----:-=---i 50 20 10 o'--\"..,,,~--=_, Aeac:11no ~eth language Tor Batty Sc,ence Soc Stua Como Batt - Magnet Mean - Bleck - State Mean - Total Graph 34 73 comparison by Ra~e -- Whites Grade seven magnet school mean scores for whites compared with state mean scores for all seventh graders are presented in Table 37 and Graph 35 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 97 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 TABLE 37 Comparison of Grade Seven State Mean Scores and Grade Seven Magnet School Mean scores--WHITES Mag. state Prob. Test Mean Mean Diff. t-Value lTail Reading 67.87 52.2 15.69 8.689 .0001 Math 64.01 54.6 9.412 5.287 .0001 Language 69.51 56.0 13. 51 7.763 .0001 Tot Battery 68.98 55.1 13. 88 8.141 .0001 Science 71. 37 56.6 14.77 8.719 .0001 Soc Studies 70.36 55.6 14.76 7.782 .0001 Comp Battery 70.25 55.5 14.75 8.750 .0001 Magnet school mean scores for grade seven whites were higher tests. higher than state mean scores for all seventh graders on all Magnet mean scores were statistically significantly (p=/\u0026lt;.05) than state means on all tests. Graph 35 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 37. 74 Graph 3S comparison ~t Grade Seven Magnet Mean scores--WHITES and Grade seven State Mean Scores NCE Scores 100,---------------------, 90------------ ao--- 50 40 30 20 0 ReadinQ Matl'\\ Lanouage Tot Bartv Saenca Soc Stud Comp Batt - Magnet Mean - White m State Mean - Total Graph 35 Comparison by Race -- Magnet Only Grade seven magnet school mean scores are compared by race in Table 38 and Graph 36 that follow. The number tested (N) for blacks and whites are as follows: Black White N = 187 N = 97 TABLE 38 Comparison Of Grade Seven Magnet School Blacks and Grade seven Magnet School Whites Test Mag.Mean-Black Mag.Mean-White Ditt. Reading 49.29 67.87 18.58 Math 47.36 64.01 16.65 Language 56.67 69.51 12.84 Tot Battery 51.22 68.98 17.76 Science 52.60 71. 37 18.77 Soc Studies 51.42 70.36 18.94 Comp Battery 51.21 70.25 19.04 75 w w w w w w w Grade seven magnet school mean scores for whites were higher than mean scores --for blacks in all subtests and both batteries. Graph 36 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 38. Graph 36 Comparison ot Grade Seven Magnet Mean Scores DY Race NCE Scores 100,-------------------~ 90 -ino Marn ~ Tot 8atrwy Saenc Soo Stud Como Batt - Black m White Graph 36 76 Like Group comp~ison Grade seven magnet school mean scores, disaggregated by sex and race, are compared with grade seven state mean scores disaggregated by the same criteria. All comparisons to this point have been with state means disaggregated by grade only. Black Males Grade seven magnet school mean scores for black males compared with state mean scores for seventh-grade black males are presented in Table 39 and Graph 37 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet School - (all tests): N = 80 State - Reading: N = 3,250 - Math: N = 3,248 - Language: N = 3,251 - Total Battery: N = 3,239 - Science: N = 3,243 - Social Studies: N = 3,243 TABLE 39 Like Group Comparisons--Race and sex Grade seven Black Males--state vs Magnet Mean scores Mag. state Prob. Test Mean Mean Diff. t-value 1-Tail Reading 48.58 38.75 9.826 4.664 .0001 Math 46.45 42.79 3.656 1.886 .0315 Language 52.82 45.59 7.228 3.306 .0007 Tot Battery 49.27 41. 63 7.640 3.596 .0003 Science 52.53 44.91 7.616 3.638 .0002 Soc studies 50.01 43.87 6.139 2.842 .0028 Grade seven magnet school mean scores for black males were higher than state mean scores for seventh-grade black males on every subtest and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) than state means on all tests. 77 Graph 37 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 39. Graph 37 Like Group Comparison--Mean Scores Grade Seven Black Ma.les--Magnet vs State NCE Scores 100,------------------~ 90 ao~--- ----- 70f--------eo--- 50 ~-,---,,~ 40 30 20 10 0 ----------- Reading Mat!'\\ Lanouao Tot Battwy Scene Soc StuelJel - Magnet MeM - 7,8 ,M - State Mean - 7,8,M Graph 37 Black Females Grade seven magnet school mean scores for black females compared with state mean scores for seventh-grade black females are presented in Table 40 and Graph 38 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests) : N = 107 State - Reading: N = 3,307 - Math: N = 3, 3_02 - Language: N = 3,303 - Basic Battery: N = 3,291 - Science: N = 3,303 - Social Studies: N = 3,302 78 ,. TABLE 40 Like Group comparisons--Race and sex Grade seven Black Females--state vs Magnet Mean Scores Mag. State Prol:\u0026gt;. Test Mean Mean Ditt. t-Value lTail Reading 49.83 42.16 7.668 4.582 .0001 Math 48.04 46.04 1.997 1.345 .0907 Language 59.55 54.80 4.747 2.982 .0018 Tot Battery 52.68 47.17 5.506 3.450 .0004 Science 52.66 45.25 7.406 4.743 .0001 Soc Studies 52.47 47.07 5.404 3.331 .0006 Grade seven magnet school mean scores for black females were higher than state mean scores for seventh-grade black females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) than state mean scores on all tests. Graph 38 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 40. Graph 38 Like Group comparison--Mean Scores Grade Seven Black Females--Magnet vs state NCE Scores 100 ,----------------------, 90 80 70 60 50 40 30 - 20 10 0 Graph 38 --------------- - Read1no Math Lanouaoe Tot Battery Seia\"ICe Soc Sludtes - Magnet Mean - 7,8,F ~ Slate Mean - 7,8,F 79 White Males Magnet school mean scores for grade seven white males compared with state mean scores for seventh-grade white males are presented in Table 41 and Graph 39 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 45 State - Reading: N = 10,210 - Math: N = 10,213 - Language: N = 10,214 - Total Battery: N = 10,190 - Science: N = 10,215 - Social Studies: N = 10,215 TABLE 41 Like Group Comparisons--Race and sex Grade Seven White Males--state vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value lTail Reading 68.10 54.95 13.15 4. 921 .0001 Math 66.37 57.32 9.047 3.300 .0010 Language 65.42 53.60 11. 82 5.059 .0001 Tot Battery 68.70 56.55 12.15 4.802 .0001 Science 74.45 61.44 13. 01 4.988 .0001 Soc Studies 71.52 58.27 13. 25 4.294 .0001 Grade seven magnet school mean scores for white males were higher than state mean scores for seventh-grade white males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 39 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 41. 80 Graph 39 Lik Group Comparison--Mean Scores Grade seven White Males--Magnet vs State NCE Scores 100,--------------------, 90.,__ __ _ ___ _ BO 70 60 50 R....:t1ng Mau, LanQuaoe Tot 8atf9f'y Science Soc Stud..,.  Magner Mean  7,W,M ~ Stare Mean  7,W,M Graph 39 White Females Grade seven magnet school mean scores for white females compared with state mean scores for seventh-grade white females are presented in Table 42 and Graph 40 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 52 State - Reading: N = 9,969 - Math: N = 9,967 - Language: N = 9,968 - Total Battery: N = 9,959 - Science: N = 9,970 - Social Studies: N = 9,970 81 ,. TABLE 42 Like Group comparison--Race and sex Grade Seven White Females--state vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 67.70 57.28 10.42 4.216 .0001 Math 61.98 58.65 3.325 1.438 .0782 Language 73.05 62.77 10.28 4.187 .0001 Tot Battery 69.21 60. 92 8.292 3.563 .0004 Science 68.71 59.26 9.446 4.358 .0001 Soc Studies 69.35 59.63 9.716 4.153 .0001 Grade seven magnet school mean scores for white females were higher than state mean scores for seventh-grade white females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 40 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 42. Graph 40 Like Group comparison--Mean Scores Grade seven White Females--Magnet vs state NCE Scores 100,------------------~ 901----------------------1 801------ eo 50 30 20 10 0 Graph 40 Reading Math Lanoueo Tor Baoery Sc.ience Soc Studies - Magnet Mean - 7,W,F g State Mean - 7,W,F 82 Grade Ten FINDINGS Parkview senior High School Grade ten magnet school mean scores compared with state mean scores for all tenth graders are presented in Table 43 and Graph 41 that follow. The number tested (N) for state and magnet school are as follows: Magnet School - (all tests): N = 270 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 TABLE 43 Comparison of State Mean Scores and Grade Ten Magnet School Mean scores Magnet state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 57.57 50.8 6. 774 6.971 .0001 Math 56.48 52.0 4.476 4.149 .0001 Language 63.10 56.0 7.097 7.392 .0001 Tot Battery 60.60 53.7 6.902 6.923 .0001 Science 60.31 54.6 5.706 5.101 .0001 Soc Studies 58.89 52.4 6.492 5.658 .0001 Comp Battery 61.07 54.1 6.966 6.669 .0001 Magnet school mean scores were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) for all tests. Graph 41 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 43. 83 Graph 41 Comparison ot Grade Ten Magnet Mean Scores and Grade Ten State Mean Scores NCE Scores 100,---------------------, 90 ao - -- ---- 70 \u0026gt;-------- 60 50 40 30 20 10 0 Graph 41 RHdu\"IQ Matl'\\ Lanouaoe Tor Battery Science Soc Stud Como Baff - Magner Mean m Stare \"'49111' comparison by Sex -- Females Grade ten magnet school mean scores for females compared with state mean scores for all tenth graders are presented in Table 44 and Graph 42 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 153 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social studies: N = 27,100 - Complete Battery: N = 26,954 84 ,. TABLE U Comparison of Grade Ten state Mean Scores and Grade Ten Magnet Mean Scores--FEMALES Mag. State Test Mean Mean Diff. t-Value Reading 57.01 50.8 6.210 5.005 Math 57.21 52.0 5.208 3.758 Language 65.82 56.0 9.820 7.712 Tot Battery 61.63 53.7 7.929 6.067 Science 57.02 54.6 2.424 1. 791 Soc Studies 57.52 52.4 5.121 3.844 Comp Battery 60.88 54.1 6.778 5.152 Prob. lTail .0001 .0001 .0001 .0001 .0377 .0001 .0001 Magnet school mean scores for grade ten females were higher than state mean scores for all tenth graders on all subtests and on both batteries. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 42 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 44. Graph 42 comparison of Grade Ten Magnet Mean Scores--FEMALES and Grade Ten State Mean Scores NCE Scores 100.--------------------, 90 so - ----------------- 70 ~ - - -----------------------i 60 50 30 20 10 0 Graph 42 Fleadf'IQ Math Lanouaoe Tot Bartery Science Soc Stud Como Batt - Magnet Mean - Female m State Mean - Total 85 comparison by Sex -- Males Grade ten magnet school mean scores for males compared with state mean scores for all tenth graders are presented in Table 45 and Graph 43 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 117 State - Reading: N = 27,081 - Math N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 TABLE 45 Comparison of Grade Ten state Mean Scores and Grade Ten Magnet School Mean Scores--MALES Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 58.31 50.8 7 .511 4.842 .0001 Math 55.52 52.0 3.520 2.058 .0209 Language 59.54 56.0 3.537 2.525 .0065 Tot Battery 59.26 53.7 5.559 3.615 .0002 Science 64.60 54.6 9.998 5.523 .0377 Soc Studies 60.69 52.4 8.285 4.166 .0001 Comp Battery 61.31 54.1 7. 211 4.255 .0001 Magnet school mean scores for grade ten males were higher than state mean scores for all tenth graders on all subtests and on both batteries. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) than state mean scores for all tests. Graph 43 following presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 45. 86 Graph 43 comparison ot Grade Ten Magnet Mean scores--MALES and Grade Ten state Mean scores NCE Scores 100,---------------------, 00 - ------ 80 70 60 50 40 30 10 0 ------- - lnQ Marn Lana,.,- Tor Bartery Soonca Soc Stud Como Barr  Magnet Mean - Male  Stare Mean - Total Graph 43 comparison by Sex -- Magnet Only Grade ten magnet school mean scores are compared by sex in Table 46 and Graph 44 that follow. The number tested (N) for females and males are as follows: Females Males N = 153 N = 117 TABLE 46 Comparison Ot Grade Ten Magnet School Females and Grade Ten Magnet School Males Test Mag.Mean-Female Mag.Mean-Male Oitt. Reading 57.01 58.31 1.30 Math 57.21 55.52 1.69 Language 65.82 59.54 6.28 Tot Battery 61.63 59.26 2.37 Science 64.60 60.69 3.91 Soc Studies 57.52 60.69 3 .17 Comp Battery 60.88 61. 31 .43 87 M F F F F M M Magnet school mean scores for grade ten females were higher than mean scores for grade ten males on the math, language and science subtests and on the total battery. Male mean scores were higher on the reading subtest and on the complete battery. Graph 44 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 46. Graph 44 comparison of Grade Ten Magnet Mean Scores by Sex NCE Scores 100.-------------------~ 90 r------------- - --- ---l 80 r------ --------------l 70 60 50 40 30 20 10 0 ReaCJit'IQ Marn Lanouaoe Tot Sartery Science Soc Stud Como Batt - Mele ffl Female Graph 44 comparison by Race -- Blacks  Grade ten magnet school mean scores for blacks compared with state mean scores for all tenth graders are presented in Table 47 and Graph 45 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 152 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 88 TABLE 47 Comparison of Grade Ten State Mean Scores and Grade Ten Magnet School Mean Scores--BLACKS Mag. State Test Mean Mean Diff. t-Value Reading 51.11 50.8 0.306 0.256 Math 50.66 52.0 -1.336 -1.. 013 Language 58.54 56.0 2.540 2.123 Tot Battery 54.28 53.7 0.584 0.484 Science 52.07 54.6 -2.535 -1. 958 Soc Studies 51.00 52.4 -1.401 -1.049 Comp Battery 53.67 54.1 -0.435 -0.355 Prob. lTail .3990 .1563 .0177 .3145 .0261 .1479 .3615 Magnet school mean scores for grade ten blacks were higher than state mean scores for all tenth graders on the science and language subtests. The magnet school mean scores are statistically significantly higher (p=/\u0026lt;.05) on both these subtests. Magnet mean scores were lower than state mean scores on reading, math and social studies subtests and on both batteries. Graph 45 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 47. Graph 4S Comparison of Grade Ten Magnet Mean Scores--BLACKS and Grade Ten State Mean Scores NCE Scores ,oor-------------------, 90 so i---------------? o i--------- -----------------1 60 t------- 50 30 20 10 0 Reading Math Lanouaoe Tot Battery Scaenc Soc Stud Como Batt  Magnet Mean - Black ~ State Mean - Total Graph 45 89 comparison by Ra~e -- Whites Grade ten magnet school mean scores for whites compared with state mean scores for all tenth graders are presented in Table 48 and Graph 46 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 114 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 TABLE 48 Comparison of Grade Ten state Mean Scores and Grade Ten Magnet Mean Scores--WHITES Mag. state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 65.91 50.8 15.11 11.85 .0001 Math 63.98 52.0 11. 98 7.513 .0001 Language 68.77 56.0 12.77 8.915 .0001 Tot Battery 68.65 53.7 14.95 10.84 .0001 Science 70.89 54.6 16.29 11. 09 .0001 Soc Studies 68.81 52.4 16.41 10.41 .0001 Comp Battery 70.48 5:.t .1 16.38 11. 71 .0001 Magnet school mean scores for grade ten whites were higher than state mean scores for all tenth graders on all subtests and on both batteries. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 46 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 48. 90 Graph 46 Comparison rof Grade Ten Magnet Mean Scores--WBITES and Grade Ten State Mean Scores NCE Scores 100,------------------~ 90 - -- eo- --------- - - -- 10 60 50 40 :JO 20 10 0 RMdu\"IQ Matf'I laf\"IQUaQe Tot Battwy Saence Soc Stud Como Batt - Magnet Mean - White m State Mean - Total Graph 46 Comparison by Race -- Magnet Only Grade ten magnet school mean scores are compared by race in Table 49 and Graph 47 that follow. The number tested (N} for blacks and whites are as follows: Black White N = 152 N = 114 TABLE 49 Comparison Between Magnet School Grade Ten Blacks and Grade 10 Magnet School Whites Test Mag.Mean-Black Mag.Mean-White Ditf. Reading 51.11 65.91 14.80 Math 50.66 63.98 13 .32 Language 58.54 68.77 10.23 Tot Battery 54.28 68.65 14.37 Science 52.07 70.89 18.82 Soc Studies 51.00 68.81 17.81 Comp Battery 53.67 70.48 16.81 91 w w w w w w w Magnet school mean scores for whites were higher than magnet school mean scores for blacks on all subtests and on both batteries. Graph 47 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 49. Graph 47 Comparison ot Grade Ten Magnet Mean Scores by Race NCI: Scores 100,----------------------, 90 \u0026gt;---------- ao---------------------j 70r-------=,._ eo so 40 30 20 10 0 Graph 47 ANCJinQ ~au, Lanouaoe Tot Battery Science Soc Stud Como Ban  Blad\u0026lt; R White 92 Like Group comparison r Grade ten magnet school mean scores, disaggregated by sex and race, are compared with tenth-grade state mean scores disaggregated by the same criteria. All comparisons to this point have been with state mean scores disaggregated by grade only. Black Males Grade ten magnet school mean scores for black males compared with state mean scores for tenth-grade black males are presented in Table 50 and Graph 48 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 71 State - Reading: N = 2,636 - Math: N = 2,644 - Language: N = 2,637 - Total Battery: N = 2,624 - Science: N = 2,643 - Social Studies: N = 2,638 TABLE 50 Like Group Comparison--Race and sex Grade Ten Black Males--State vs Magnet Mean Scores Mag. state Prob. Test Mean Mean Diff. t-Value lTail Reading 51.39 38.94 12.45 7.446 .0001 Math 49.58 42.16 7.423 3.599 .0003 Language 55.75 46.33 9.416 5.566 .0001 Tot Battery 52.98 42.08 10.90 6.402 .0001 Science 55.23 44.26 10.97 5.605 .0001 Soc studies 52.05 40.83 11.22 4.934 .0001 Grade ten magnet school mean scores for black males were higher than state mean scores for tenth-grade black males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher on all tests. Graph 48 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 50. 93 Graph 48 Likw Group Comparison - Mean Scores Grade Tan Black Males - Magnet vs State NCE Scores 100.---------------------, 00--------- -----------i ao ro-- ao 50 40 30 20 10 0 Graph 48 Black Females Read1no Marn Lanoua\nr Tot Sattwy Saenc Soc Studiea - Magnet Mean  10,8,M m State Mean  10,8 ,M Grade ten magnet school mean scores for black females compared with state mean scores for tenth-grade black females are presented in Table 51 and Graph 49 that follow. The number tested (N) for the state and magnet school -are as follows: Magnet School - (all tests): N = 81 State - Reading: N = 2,898 Math: N = 2,899 - Language: N = 2,896 - Total Battery: N = 2,886 - Science: N = 2,897 - Social Studies: N = 2,891 94 TABLE 51 Like Group Comparison--Race and Sex Grade Ten Black Females--state vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 50.85 41.89 8.963 5.269 .0001 Math 51.61 42.58 9.032 5.335 .0001 Language 60.99 53.73 7.259 4.407 .0001 Tot Battery 55.43 45.95 9.480 5.568 .0001 Science 49.29 40.50 8.788 5.258 .0001 Soc Studies 50.01 39.39 10.69 6.997 .0001 Grade ten magnet school mean scores for black females were higher than state mean scores for tenth-grade black females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 49 following presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 51. Graph 49 Like Group Comparison--Mean Scores Grade Ten Black Females--Magnet vs state NCE Scores 100,------------------------, 90 - - - -------- ------------ , 80 70 eo - --- -so 40 30 20 0 Graph 49 Aea\u0026lt;11no Math Language Tot Battery Setence Soc Studtea - Magnet Mean - 10,B.F ~ State Mean - 10,8,F 95 White Males Grade ten magnet school mean scores for white males compared with state mean scores for tenth-grade white males are presented in Table 52 and Graph 50 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 45 State - Reading: N = 8,510 - Math: N = 8,519 - Language: N = 8,512 - Total Battery: N = 8,481 - Science: N = 8 I 514 - Social Studies: N = 8,508 TABLE 52 Like Group Comparison--Race and sex Grade Ten White Males--State vs Magnet Mean scores Mag. state Prob. Test Mean Mean Diff. t-Value lTail Reading 68.92 52.27 16.65 7.371 .0001 Math 64.60 55.00 9.598 3.870 .0002 Language 65.07 53.71 11.36 5.161 .0001 Tot Battery 68.78 54.54 14.24 6.180 .0001 Science 78.74 61. 05 17.69 8.120 .0001 Soc Studies 73.46 56.57 16.89 6.381 .0001 Grade ten magnet school mean scores for white males were higher than state mean scores for tenth-grade white males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 50 in the following page presents mean score  differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 52. 96 Graph so Lik.-Group Comparison--Maan Scores Grade Tan White Males--Magnat vs State NCE Scores 100.--------------------, 90 t--------------------- aor---------------,=---ro 80 50 40 30 20 10 0 AMd,ng ~au, Language Tot Battwy Science Soc Studi.a - Magret Mean 10,W,M - State Mean 10 ,W,M Graph 50 White Females Grade ten magnet school mean scores for white females compared with state mean scores for tenth-grade white females are presented in Table 53 and Graph 51 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 69 State - Reading: N = 8,420 - Math: N = 8,435 - Language: N = 8,427 - Total Battery: N = 8,402 - Science: N = 8,436 - Social Studies: N = 8,430 97 TABLE 53 Like Group Comparison--Raca and Sex Grade Tan White Females--stata vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Valua lTail Reading 63.94 55.46 8.476 5.760 .0001 Math 63.57 54.88 8.691 4.155 .0001 Language 71.19 62.43 8.756 4.768 .0001 Tot Battery 68.57 58.91 9.660 5.596 .0001 Science 65.78 54.95 10.83 6.305 .0001 Soc Studies 65.78 55.33 10.45 5.570 .0001 Grade ten magnet school mean scores for white females were higher than state mean scores for tenth-grade white females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/\u0026lt;.05) on all tests. Graph 51 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 53. Graph S1 Like Group Comparison--Mean scores Grade Ten White Females--Magnet vs state NCE Scores 100 ..----------------------, eo------ -- ---------- --1 so----- Reading Math Language Tot Battery Science Soc Sludtel - Magnet Mean - 10,W,F m State Mean - 10,W,F Graph 51 98 SUMMARY MAT 6 Grade Four Pulaski county Interdistrict Magnet School mean scores on the Metropolitan Achievement Test {MAT) were significantly higher than state mean scores on the Total and Complete Batteries, as well as, on all subtests. Carver and Williams Elementary Schools mean scores were significantly higher than the state mean scores on both batteries and on all subtests. Mean scores at Gibbs Elementary were significantly higher than state mean scores on both batteries and on all subtests except science. ~ Mean scores at Booker Elementary School were below state mean 7 scores. Magnet school mean scores for males were significantly higher than state mean scores on all subtests. Magnet mean scores for females were significantly higher than state mean scores on all subtests except science. Magnet school mean scores for black students were lower than state mean scores for all students, however, magnet mean scores for black students were significantly hig er tan sffteniean scores for black students. Magnet school mean scores for white students were significantly higher than the state mean scores for white students. Magnet school mean scores for white students were higher than magnet school mean scores for black students. Grade Seven -- Horace Mann Junior High School Pulaski County Interdistrict-Magnet School student mean scores on the Metropolitan Achievement Test {MAT) were significantly higher than state mean scores on both the total and complete batteries and on all subtests except science. Magnet school mean scores for females were higher on all subtests except math. Magnet school mean scores were significantly higher for reading, language, total battery and complete battery. Magnet school mean scores for males were higher than state mean scores on all subtests except math. Magnet school mean scores were significantly higher on reading and science subtests. Magnet school mean scores for black students were higher than 99 ~ state mean scores for all students only on the language subtest, however\nmagnet school mean scores for black students were significantly higher than state mean scores black students. for Magnet school mean scores for white students were significantly higher than state mean scores for all students. Magnet school means scores for white students were significantly higher than state mean scores for white students. Grade Ten -- Parkview Senior High School Pulaski County Interdistrict Magnet School mean scores on the Metropolitan Achievement Test {MAT) were significantly higher than state mean scores on both the total and complete batteries and on all subtests. Magnet school mean scores were significantly higher than state mean scores for both males and females. Magnet school mean scores for black students were significantly higher than state mean scores for all students on language and science subtests. Magnet school mean scores for black students were lower than state mean scores for all students on other subtests. Magnet school mean scores for black students were significantly higher than state mean scores for black students on both batteries and on all subtests. Magnet school mean scores for white students were above the state mean scores for all students and for white ~tudents on both batteries and all subtests. CONCLUSIONS * Magnet school mean scores- for fourth grades were significantly higher than the state mean scores. * Magnet school mean scores for white fourth-grade students are higher than mean scores for all students and for white students. * Magnet school mean scores for black fourth-grade students are lower than mean scores for all students, however, magnet school mean scores for black students are higher than state mean scores for black students. * Magnet school mean scores for white fourth-grade students are higher than magnet school mean scores for black fourth-grade students. 100 * Magnet school mean scores for seventh-grade students are significantly1ligher than state mean scores for seventhgrade students. * Magnet school mean scores for black students are higher than state mean scores for black students. * Magnet school mean scores for white students are higher than state mean scores for white students. * Magnet school mean scores for tenth-grade students are significantly higher than state mean scores for tenthgrade students. * Magnet school mean scores for black tenth-grade students were higher than state mean scores on language and science subtest for all students and higher on all subtests than state means scores for black students. * Pulaski County Interdistrict Magnet School students had higher performances than their state counterparts. 101 American College Test (ACT) The ACT was administered to those Parkview seniors who registered to take it. Mean scores for Parkview students for 1992 were provided by the Little Rock School District. The ADE provided mean scores for seniors across the state for 1991. These mean scores were as follows: Parkview Seniors - Mean ACT Score - 1992 State Seniors - Mean ACT Score - 1991 20.0 19.9 Parkview seniors as a group scored virtually identically to seniors across the state on the ACT. Both the state and Parkview mean scores are in the 52nd percentile nationally. Parkview scores ranged from a low of 12 to a high of 32. state scores were further disaggregated by whether or not the tested students had taken a recommended college preparatory core curriculum. The Parkview scores were not disaggregated by this variable. The state mean scores for these two groups of students were as follows: Completed Core Curriculum - 1991 Did Not Complete Core Curriculum - 1991 102 21.8 18.6 SECTION III Desegregation PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Desegregation BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes, #3, (A, B, and C), listed below: 3. To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the \"complete desegregation\" goal of the project. A. What is the social interaction between and within the disaggregated groups by race, sex, and socio-economic status? Additional variables of solidarity and isolation will be studied for students, staff and parents. B. Are there evidences of stereotyping by students i.e., graffiti and name calling? C. What are the reflections of the academic and professional interactions between the building administrators and the teaching staff during staff meetings, between teachers and students during class interactions, and between the building administrative staff, teachers and students during school related activities? METHODOLOGY After notification by the MRC of acceptance of this proposal, the research team began immediately to develop instruments and procedures to collect data for objective #3. A review of the literature was conducted for identifying and developing instruments appropriate for collecting data appropriate for assessing the social interactions of students, teachers and staff. Sociometric techniques were utilized to examine the social structure and social status of individuals within a group (Borg and Gall, 1979). One such honored technique is the sociogram which is a graphic illustration of interpersonal relationships within a group (Almy, Cummingham et al, 1975). As demonstrated by Sprite and Griggs, 1976, the sociogram functions, then, as \"a measure of social acceptance because it is based on student's selection of companions for group activities.\" During the second half of the twentieth century, numerous researchers have confirmed in their studies 103 concerning schools the usefulness of sociograms in quantifying stud~nt relationships that may have escaped the scrutiny of teachers: (For representative examples, see Tabe, Brady, Robinson, and Vickers, 1951\nGronlund, 1950\nLindzey and Borgatta, 1954\nLane and Beauchamp, 1955\nBlyth, 1958\nTabe, 1962\nRemmers, 1963\nEpstein, 1968\nWhite 1969\nKennedy, 1971\nCornelius, 1973\nBonney, 1974\nGade, 1977\nMarkus and Barasch, 1982\nClark and Ayer, 1988). A sociogram was developed by the project staff to assess student interaction relative to social classroom activities (choosing students to sit by), academic activities (choosing students to work with) and socialization on the playground (choosing students to play with). The sociogram was administered in the fall and spring of the 1991-92 school year. Administration dates were scheduled during the same week. This report reflects the total results of the first (fall) administration of the sociogram. Only data from the spring administration of the sociogram for those items for which a change in significance was noted from the fall to spring administration are shown. The Chi-Square Test for Independence was chosen to assess and evaluate the significance of student choice patterns. The PC computer utilizing the software package \"Statistics with Finesse\" was selected to analyze the data yielded by the sociograms. Two site visits to various magnet schools were made by the director and one team member prior to the visit made by a seven-member evaluation team. A pre-visit orientation was scheduled at Arkansas State University with the executive director of the MRC, the project evaluation team, Dean of the College of Education, administrators from another district with magnet schools, and office staff from the MRC and office of Educational Research and Services at ASU. The seven-member evaluation team consisted of professionals from Arkansas State University. Team members possessed competencies in specialty areas of elementary and early childhood education, secondary education, educational administration, and program evaluation. The purpose of the site visits was to collect data .relevant to the project objectives. Each magnet school was visited by a team of two professionals. The project director visited all magnet school sites during the two days scheduled for the team visits. Visits lasted from 4 to 5 hours, and included observations of classroom and non-classroom activities. Forms were developed to record and codify data collected during the observation visits. Both quantitative and qualitative data were collected. Site data were collected by observation to assess the social and interactive behavior of 104 teachers, staff, and students in and out of the classroom. The first part o~ this report reflects the sociogram data and analysis, relative to Objective 3A. The second part of the report reflects the observations and findings of the project evaluation team relative to Objectives 3B and JC. FINDINGS Sociograms A total of 914 sociograms were administered to students in the magnet schools. The sociograms were administered during the same week by all the magnet schools in the fall of 1991. The sociograms were administered to 214 black males, 294 black females, 202 white males and 204 white females. During the spring of 1992 sociograms were administered to 925 students in the magnet schools. There were 216 black males, 288 black females, 210 white males and 211 white females. Three categories were identified to assess student behaviors. The categories were designed to allow students to express choice or preferences in situations of academic activity (work with) play activity (play with), and general social activity (sit near). Students were asked to name five students in their class with whom they would choose to\n(1) work with, (2) play with, and (3) sit near. A copy of the sociogram is included in the appendix of this report. Variables disaggregated for analyzing the results of the sociograms were sex and race. Data were analyzed on the basis of student choices listed for the opposite race in each of the three categories. The PC computer using the \"Statistics with Finesse\" software was chosen to examine the data. The Chi-Square Test of Independence was chosen to conduct the statistical analysis. The .05 level was chosen to denote significance in determining variable independence. Complete results of the fall administration of the sociogram are presented. Only changes in socio-metric measures (from dependent to independent\\from independent to dependent) that resulted from the second (Fall to Spring) administration are noted. Numerals for tables presenting data from the spring administration are followed by \"(s).\" Work With students were asked to choose five classmates with whom they would like to work. Tables 1-8 reflect the data for \"Work With\" as provided by analysis of the sociograms from the fall administration. 105 Disaggregated by'Race -- Black Race compared to White Race The data analysis (fall) revealed a significant difference in student choices when disaggregated by race. A Chi-Square of 15.3971 was computed which yielded a Contingency Coefficient of 0.1287 and a Probability of 0.0088. A higher proportion of black students, at 16.5 percent, chose to work with no students of the opposite race than did white students at 11.8 percent. The percentage of total students choosing to work with at least one student of the opposite race was 85.6 percent. More than sixty percent of the students chose at least two students of the opposite race to work with. Analysis of data from the spring administration reflected a change in student choice patterns. A Chi-Square of 8.2023 was computed which yielded a Contingency Coefficient of 0.0938 and a Probability of 0.1454 (not significant at the .05 level). Data are presented in Table 1 and Table 1 (s) that follow. TABLE 1 Sociogram -- Work With Opposite Race Blacks Compared to Whites Number of students of Opposite Race Chosen o 1 2 3 4 5 Total Black Race 84 116 127 112 53 16 508 % 16.5 22.8 25.0 22.0 10.4 3.1 100.0 White Race 48 112 128 85 27 6 406 % 11. 8 27.6 31. 5 20.9 6.7 1.5 100.0 Total 132 228 255 197 80 22 914 % 14.4 24.9 27.9 21.6 8.8 2.4 100.0 Chi-square Test of Independence Number of Observations 914 Chi-Square 15.3971 Contingency Coefficient 0.1287 Cramer's Phi Prime 0.1298 Degrees of Freedom 5 Probability 0\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkanasas State University. Office of Educational Research and Services\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1186","title":"Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation","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":["Arkanasas State University. Office of Educational Research and Services"],"dc_date":["1990-09"],"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","Arkansas State University","Education--Arkansas","Education--Evaluation","Educational statistics","Education--Standards","Magnet schools"],"dcterms_title":["Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation"],"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/1186"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n Pulashi Count, lntsrdistriGt Magnet SGh.ool Program Ealuation PursU6 Ths Posail,ilitiss ! AN EVALUATION OF THE PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL PROGRAM Prepared For The Magnet Review Committee Conducted by Office of Educational Research \u0026amp; Services Arkansas State University September, 1990 Donald E. Wright, Director Virginia A. Rhodes, Office Manager INTRODUCTION TABLE OF CONTENTS Introduction Data Collection Instrument Development for Parent Survey Standardized Test Data Results of Parent Survey Population Demographics survey Data Analysis Procedures category Comparisons Statist~cal Analysis Results of Standardized Test Minimum Performance Test (MPT) Grade 3 Grade 6 Grade 8 Metropolitan Achievement Test (MAT-6) Grade 4 Grade 7 Grade 10 Summary Statements Appendix A Appendix B Appendix C OCT 2 0 \\992 O I. e o, De~ grei:1 1 3 3 7 8 8 17 18 18 33 54 55 55 62 79 95 95 102 110 117 120 123 136 INTRODUCTION The Magnet Review Committee (MRC), after intense study of the first evaluation report, decided to continue collecting data on some aspects of that report and to expand the data collection to other criteria. The recommendations of the external evaluator provided guidance for the committee in this decision-making process. The results of the first report revealed some concerns existed in the categorical areas of transportation, recruitment of students and parent and community involvement. Additionally, the committee wanted to explore the use of standardized achievement test scores to provide evaluative data regarding the magnet schools. Therefore, the external evaluator was requested to submit a continuing proposal to conduct the second phase of the evaluation of the Interdistrict Magnet School Program. Project Objectives The following objectives were constructed to guide the evaluator in conducting the project: 1. To develop an instrument for data collection that will re-examine the attitudes/opinions of all parents of magnet school students. The instrument will focus on those items from the 1988 data collection instrument where fifteen percent or more of the parents disagreed with the positively stated item. 2. To obtain 1989 standardized scale scores for the following tests for the appropriate grade groups: A. Minimum Performance Test (MPT) Grades 3-6-8. B. Metropolitan Achievement Test, 6th edition (MAT-6) Grades 4-7-10. 1 3. To utilize appropriate evaluation techniques and strategies in the analysis of data and the correct interpretation of results. 4. To file a written report that will enable the Magnet Review Committee to utilize as evidence when changes in the magnet school program are considered. Methodology The following procedural activities were conducted in completing the study: 1. Data from the 1988 survey were reviewed by the research team and six questions were identified as having a 15 percent disagreement response. These six questions were from the categories of Philosophy, Policy and Practice (one question)\nResource Allocation (one question)\nand Parent and Community Involvement (four questions). The research team developed a new data collection instrument to proportionally reflect these categories. 2. Data was requested from the Little Rock School District and the State Department of Education for the appropriate standardized test data. 3. The data were analyzed by both descriptive and inferential statistics. The PC microcomputer, the PFS data base, and the SYSTAT statistical package were used in the data analysis. 2 DATA COLLECTION Instrument Development for the Parent survey The evaluation team critically assessed each item of the 1988 survey that received a 15 percent disagreement response. The consensus of the team was that it would take several questions to truly examine the expressed concern of the parents. The team was also aware that the MRC had implemented changes that were predicted to have a favorable impact on the parent responses. The first item analyzed was from the Philosophy, Policy and Practice category and was as follows: \"The recruitment procedures provided me with enough information to make a choice about enrolling my child in a magnet school.\" - Fifteen percent of the parents disagreed with this statement. This disagreement ratio lead the team to construct three questions regarding recruitment to further investigate the parents' concern. These items were as follows: 10. All of my questions about magnet schools were answered before I selected this school for my child. 13. The expectations of the students were made clear before I selected this magnet school. 20. The expectations of the parents were made clear before I selected this magnet school. The second item analyzed was from the category of Resource Allocation and read as follows: \"Transportation to this school is satisfactory for my child.\" Fifteen percent of the parents recorded a disagree response for this item. As before, this ratio of disagreement 3 responses prompted the team to develop four new questions focusing on the transportation issue. These questions were as follows: 7. The bus is generally on time at the bus stops. 16. The amount of time my child spends on the bus is satisfactory with me. 18. Bus drivers are competent, courteous and have control of the students on the bus. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. Four questions with more than 15 percent of the parents recording a disagreement response came from the category Parent and Community Involvement. These items and the respective percent of disagreement were as follows: \"I am actively involved in this school.\" (26 percent). \"Members of the community (other than students' parents) are actively involved in this school.\" (32 percent). \"The community is aware of this school's magnet theme.\" (20 percent). \"I receive information about activities at my child's magnet school in plenty of time to attend.\" (21 percent). As would be expected, the Magnet Review Committee expressed considerable concern regarding the parent responses to questions regarding Parent and Community Involvement. The evaluation team responded by developing ten new questions for the survey form regarding this component. Those questions were as follows: 4 6. I attend school programs and activities on a regular basis. 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. 9. The school actively encourages parent involvement. 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 14. I know about the activities and programs at the other magnet schools. - 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 22. It is easy to obtain information about the magnet school program. After reviewing these ten statements, it was of interest to the team and the MRC to determine just how do parents get information about their child's school activities. Thus, the need for the last survey question was created. 5 \"I receive most of my information about the activities at my child's school: A. from school notices sent home. B. from talking with my child. c. from announcements in newspapers, on radio, or T.V. D. from talking with other parents.\" Following team consensus on the individual items and the total package of items, the survey form was submitted to the MRC for review and revision. The MRC approved the survey items and format with minor suggestions. These items were incorporated into the final draft of the evaluation instrument. Security of the data is always a major concern to an evaluator. Attention was given to ensure that the survey data was not compromised in any manner. The Director and office staff of the MRC mailed a survey form directly to all parents of magnet school students, K-12. This mailing included instructions and a stamped addressed envelope for returning the completed form to the MRC office. At set intervals the MRC office forwarded all returned responses in the sealed envelopes to the Office of Educational Research. These large packages were usually transported by a commercial bus line. The building principals assisted with the parent survey by encouraging parents via the school newsletter and parent meetings to complete and return the survey form. The office manager of the Office of Educational Research received and inspected each package from the MRC office. This process included coding the population group, numbering each survey form, checking for incompleted forms, 6 and verifying the integrity of the security process. All data entry and data analysis were conducted by the staff of the Office of Educational Research. Proper caution, concern and reconciliation were exercised during data entry and data analysis. Standardized Test Data All standardized test data for the magnet school students were obtained from the Little Rock School District. Although several delays did occur in obtaining these results, the Little Rock School District personnel were cooperative in complying with the request. The comparative group was the state average. This information was obtained from the Arkansas State Department of Education. The department personnel were extremely helpful and cooperative in complying with the request. 7 RESULTS OF PARENT SURVEY The evaluation team coded the survey responses to provide two types of information. Demographic information from the parents was coded for sorting of the survey items other than by school to provide a clear picture of the parent opinions. Additionally, the items were coded numerically for statistical purposes. Population Demographics Population data on the records of the MRC indicated there were 3412 parents of magnet school students in grades K-12. There were 2047 usuable survey forms returned by the parents. Only fifteenparents indicated they had two or more students in the magnet school program. The data for these parents were recorded only once and allocated to the first - school/grade listed on the returned form. Although several parents did not answer all questions, only a small number (19) of the survey forms were determined to be unusable because of incorrect markings on the instrument. These adjusted figures computed to a return rate of 60 percent. This is judged by the evaluator to be an excellent return rate for this type survey. The following graphs presents a profile of the parents responding to the survey. The data reveals that 23.6 percent of the parents responding have students attending Booker Elementary School. The other schools and the respective percent of parents responding were as follows: Carver, 8 17.34 percent\nGibbs, 13.24 percent\nWilliams, 19.69 percent\nMann, 17.05 percent\nand Parkview, 9.09 percent. SUMMARY OF RESPONSES IMGtET SCHOOL PARENTS PEHCEHT sos.---------------------, BICR o.'R 008 WMS WH PICV PERCENT Cl= IDT,6l,. BY ~00.. The race of the parents responding was black, 47.48 percent\nwhite, 50.51 percent\nall other 1.71 percent. Only six parents (.29 percent of the total) elected to not respond to this question. SLMAARV a= RESPONSES WtSET SCHOOL PARENTS PBUNI' eos---------------------, IUOC 'MtTE OTlER PEFa:NT RESPODNG B'f RAO: 9 The total race distribution by school was also presented. These data reveal that for the total 972 black parents, 24 - percent had students at Booker\n20 percent had students at Williams\nand the school with the smallest number of black parents was Parkview with 10 percent. The 1034 white parents were distributed similarly with 22.6 percent at Booker\n19.5 percent at Williams\nand 8.2 percent at Parkview. There were 35 parents of the other race that responded to the survey. Gibbs and Mann had the highest percent of these parents with 25.7 percent. SWMARY OF RESJ\u0026gt;C5ES MAGtETSQiOOLPHElTS SOSPBaNT~:::::::::.:---------------7 BIOi 01A OBS Y6III WM R\u0026lt;V PEFO:NT ~ TOTAL RK:E BY SCH0CX.  a...oc-012 E:a WK1'0IM rz3 onER35 The within school race distribution revealed that Booker parents were about evenly divided\nParkview had more black 10 parents responding\nwhereas, Carver, Gibbs, Williams and Mann - had more white parents responding. Sl.MAARY OF RESPONSES MAGtET SCHOOL PJ1'FENTS PERCENT eos.---------------------, ~ ~ aos 20S -OS M-l!Ol7 Ell\u0026lt;R C\\11 GBS WMS l,W,I ACY AKE ClSTRIBUTIOO BY SCHOa.  euac E'::a YffTE cm ontER The parents were asked to identify their residence as to the district in which they lived. These responses revealed that 1388 (67.81 percent) of the parents lived in Little Rock, 429 (20.96 percent) in Pulaski County district and 213 (10.41 percent) lived in North Little Rock school district. Additional sorting revealed that 22 percent of the Little Rock parents have students at Booker, whereas, 30 percent of the North Little Rock parents have students at Booker. Likewise, 23 percent of Little Rock parents have students at Williams, but, only 10.8 percent of North Little Rock parents have students at Williams. The greater proportion of Pulaski 11 County parents have students at Booker (25.41 percent), Carver (24.71 percent), and Mann (21.45 percent). SUMMARY OF RESPONSES MAGNET SCHOOL PNENTS PERCENT -40S.---------------------, 20S BtGI Ot'A OBS WMS t.lAN PKV asrncr RES1CENCE sv sa-KX:t.. - UTT\\.E ROOC- ~ NQ. UTTU! ROOC-2'19 C:\nJ PU.,'8111 \u0026lt;D.HTYlt- e\u0026lt;M7 A fourth disaggregation of the data revealed that 51. 55 percent of Carver parents lived in the Little Rock district, 29.86 percent lived in the Pulaski County district and 17.18 percent lived in the North Little Rock district. Plnsll PARENT DISTRBJTION MAGNET SCHOOL PARENTS 100....------------------- QO 80 80 74 BICA CIN \u0026lt;JBlll8 WMIS I.WM PKVW Resident llstrlct llstrlblilon Bv Scrod - Uttta !bcx-\u0026amp;18 ~ ~ Oa.-4211 CD N. Uttll Aadt~ ...,~ 12 When the data were analyzed with the two variables of race - and resident district the results revealed that 71.3 ~ercent of the black parent respondents lived in the Little Rock district. Sixty-four percent of the white parents responding lived in Little Rock and 74.29 percent of the other race parents lived in Little Rock. SUMMARY OF RESPONSES MASETSQtOOLPNENTS PERCEfT 100Sr---------------------, DOS sos ~ 110'\u0026amp; l50S 40S sos 20'\u0026amp; BUOC41'2 ~ 01HEJk'8 AKE ClSTR\u0026amp;JTlOO rN OOTRICT - lJtM Aadl m ~ Qull:y CJ N. Ullle FIDdl Additional analysis revealed that by race the Little Rock parent respondents were evenly split black to white\nwhereas, 13 both Pulaski County and North Little Rock had a higher proportion of white parents responding. SUYMRY CF RESPONSES MAGtET SCHOOL PAfEN\"TS PERCEHT ~.--------------------, llOS ~ ~ ~ 50'5 -40'\u0026amp; SO'S 20'S -OS ~ IUOC 'M-tTE OTlJI DSTRICf OOTRIEUTIOO BY RACE -Ut11a--- ~~~ c:JN.U-~ ... SA/EV An area that is always of interest to the MRC is the parents responding that had children attending a magnet school for a second year. Data from the surveys revealed that for all students 73 percent of those that attended last year were from the Little Rock district, whereas, 58 percent of those that did not attend last year were also from Little Rock. SlMAARY OF RESPONSES PERCEHT UJI\u0026amp;.---------------------, 7ft YES HO ATTENEl LA'\u0026gt;T YEAR aSTR BY OSTRICf - UTTl A00C ~ PU...4l6IQ \u0026lt;XllfTY C:J N. UTTl.E ROCJ( ... III.IMY 14 When each district was analyzed the results revealed that 70 percent of the Little Rock parents had students attending a magnet school for the second year. Also noted was that over 50 percent of the Pulaski County and North Little Rock parents had students attending a magnet school for the second year. SUMMARY OF RESPONSES Maglet School Parada 10PE0HC'8SfT .,.::\n_------------------, GOS PU.MIQ 00. UT1l ROCJ( N. urn. ROOIC asTRICf OSTR BY ATTENCED L\u0026gt;ST YEAR ves ~NO When data was disaggregated by school, the results were that the elementary school parents were largely parents with students attending a magnet school for the second year. The 15 secondary school parents were about evenly split between new students to the program and students returning for a second year. SUM\\1ARY CF RESPONSES Mavlet School Parel,ts PEflCENT ICO'S.-------------------- IIOS ~ 70'\u0026amp; IIOll ~ ~ ~ 20S vs OS IJ\u0026lt;R o.'A \u0026lt;.- Me .... PKYW ATT8CED UiS( YEAR ClSTR 8f SOfOCt. -VE\u0026amp; r::aNO When race was coupled with the attended last year variable, it was found that a significantly higher proportion of black parent respondents had students in the second year of the magnet program than the white parents. The percentages were 69 percent to 62 percent respectively. SlMMRY a= RESPONSES 1P0EHC0ENT- -------------------, 110 BUOC-4'72 ~ ona,ea AKE ClSTR 8V ATTeOED LA.ST YEAR - RT9CB) ~ 00 NCf R'1BO ~ ....0 Dllla 16 - When the individual schools were added to these variables, the data revealed that of the parents responding a higher percentage of black parents had students in a magnet school for a second year than the white parents. The only reversal of this was Gibbs Elementary School with a larger percentage of white parents reporting attended last year. The secondary schools of Mann and Parkview were evenly split. SlM\\1ARY OF RESPONSES MagJlet School Parents t20\n....:PERCENT=-:..::.=.:...: ______________- -, 100 BO survey Data 80 48 EUO\u0026lt; 'VBS WHITE Yfll AKE B'f AJTEr,IE) LAST YEAR B'f SQ-100.. - 80CICBI ~ ~ Cl OIBI -~ Each respondent was asked to react to the survey items with a sincere attitude using the following scale: T if you think the statement is true GT i:f you think the statement is generally true GF i:f you think the statement is generally false F if you think the statement is false To begin the statistical analysis, it was necessary to assign numerical values to the categories of responses (i.e.' T=l, GT=2, GF=3, F=4) on the survey form. 17 Analysis Procedures The initial stage of the data analysis was descriptive in form. Cumulative summary information provided frequency distributions and graphs on each demographic variable and survey item. After examining the distribution of responses for each survey item via each variable, cross-tabulation contingency tables were completed to investigate the relationships among the items and the demographic information. The non-parametric chi-square test of significance was utilized to determine if the variables were statistically independent. Category Comparison This section of the report focused on the composite responses of the population for each of the survey categories. The three categories of survey items were Recruitment, Transportation and Parent and Community Involvement. The data in the accompanying graph illustrates that the parents as a population rated the survey items overall quite high (i.e., 1.789 on a scale of l=High or true to 4=Low or false.) This value revealed the summary rating for all items to be better than generally true. The three category areas fared almost as well. The area of recruitment had the highest agreement with community involvement the lowest. However, all ratings were better than generally true. The specific survey items for each category were also presented in graphic form. The category, item and survey form numbers are presented prior to the graphic displaying the responses to categories as follows: 18 Recruitment: 10. All of my questions about magnet schools were answered before I selected this school for my child. 13. The expectations of the students were made clear before I selected this magnet school. 20. The expectations of the parents were made clear before I selected this magnet school. Transportation: 7. The bus is generally on time at the bus stops. 16. The amount of time my child spends on the bus is satisfactory with me. 18. Bus drivers are competent, courteous and have control of the students on the bus. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. Parent~ Community Involvement: 6. I attend school programs and activities on a regular basis. 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. 9. The school actively encourages parent involvement. 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 19 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 19. community sponsored organizations and civic centers (i.e., museums, art centers, music centers) are active as hosts for magnet school class visits. 22. It is easy to obtain information about the magnet school program. 2A 2.2 2.0 u 1.4 \\2 ~ OF RESPONSES WQETSCHOOLPNl:NTS RAlNJ \\110111 TOW. ~ IE\u0026lt;JUT\\ENT CD,,M IN\\Q.V. SlJM?f ~IES -MJWERRlNO The total distribution of responses for each item is presented in Appendix A. 20 Recruitment Category Swnmary - The parents of the magnet school students were very positive in their responses regarding recruitment of students. The parents were quite sure that most, if not all, questions were answered before they selected a school for their child. This was especially so for parents with children attending a magnet school for the first time. Generally, all parents felt that they were clear about the expectations for students of a particular magnet school. This value appeared to be a result of increased effort by the MRC to familiarize parents of students new to the magnet schools of the expectations. Yet, the parents of white students were not as positive as other parents, and the parents of North Little Rock students were less satisfied regarding information about expectations - for students than were other parents. The expectations for parents of magnet school students appears to be quite clear to all parents. SLMMRY CF RESPONSES MacJiet School Para1l8 ,.\n..:ARNI..:.\n....::_ _______________ , \\76 \\IIIM 2 011rEDCRt aJEBT10N 10 aencN  a.oncN 20 Aecnitrrent Q.Jestkre - AIEJWJE RAIN) 21 SLMAARY a= RESPONSES Mcvlet School Paet,ls Pwoa1t 70Sr---------------------. DOS Tna Oan.True OlnFaN FalN ~ a.a Reatitment Questions - CHO ~ 0-11 tZJ CHO Transportation Category Summary The parents of the magnet school students were overall quite positive in their responses regarding transportation of the students. The black parents tended to disagree more that \"the bus is generally on time at the bus stops,\" whereas, the white parents tended to disagree more that \"the amount of time my child spends on the bus is satisfactory with me.\" The bus drivers were viewed by parents to generally be \"competent, courteous, and in control of the students on the bus.\" The parents in Pulaski County were very positive in their reactions as were the parents of most elementary students. The parent of a secondary student sometimes recorded a negative response. The parents of black students that were pleased were very pleased, but the ones that were unhappy were quite unhappy. Information about \"bus schedules, bus stop locations and expected student conduct on the bus\" could be better disseminated. Several parents, especially black Little Rock parents, reported dissatisfaction with the information they had received. 22  SUMMARY OF RESPONSES MagJlet School Parents RATING 4.-------------------- 3 2 0 CAlEQCRY 0-7 o- Q-IB ~ TRANSPOUAllON OLESTI~ - AIEJWERRlNO SUMMARY OF RESPONSES MagJ)et School Parents Pwoa1t 10S------------------- l50S sos 1hia Oln.Tna OaF-. F-. ~ Oda Trmspatalial Q.Jestions - CH ~ O- mJ 0-19 - 0-2' 111811tlHOQ Community Involvement Summary The parents of magnet school students submitted responses that indicate a continual need for efforts by the MRC and the magnet school administrators to improve this area. Although parents as a population attend magnet school programs and 23 activities, some voids still exist. Parents of students new to the magnet school family\nparents of Parkview High School\nblack parents especially of grades 7, 8 and 10\nand parents residing in the county district do not attend at the same ratio as other parents. Some parents, especially black parents of students at Booker, Mann and Parkview do not feel that the media provides adequate coverage of the school programs and activities. But, generally, the parents of black children feel significantly stronger than the other parents that the school activity encourages parent involvement and they can discuss their concerns during school meetings. These black parents, however, confess that their responsibilities at home and/or at work prevent them from being active in their child's school. There is no more than a 50-50 chance that parents know what is occurring at the other magnet schools. SlJIMARY OF RESPONSES MacJJet School Para,ts Pwod 70Sr--------------------, Tna Gan.True Olr\\Faaa ,=... ~ Olla Camulity ll\"l'tOl\\rent Questions  o-e ~ o-e d o-o  o-n ~ 0-12 24 SUMMARY OF RESPONSES MagJlet School Parents RAl1N(3 .. .------------------~ 3 2.547 001:0CA't o-. o-. o-o o-n 0-12 c:nM...t,IITY INVCt..ve.ENT QlESTIONS -MRMRR1NO - The parents reported that the communities of Little Rock, North Little Rock, and Pulaski county are involved with the magnet schools as guest speakers and providing materials and special equipment. Parents with students that were in the magnet schools previously reported that community organizations and civic centers were active as hosts for magnet school class visits. Elementary grades one and two, and secondary grades eleven and twelve apparently do not make use of this resource as often as the other grades. The parents, especially black parents with students in the magnet schools last year, felt strongly that information about magnet schools is available. 25 SUMMARY a= RESPONSES Mcvlet School Parents 11Plro0a1I '5.-------------------. Tn e.n.Tna e.n.Faea \"-- .-..,U D11111 Camulity lr?.oMlrrent Questions - 0-M ~ 0-15 c.:J 0-17 - 0-9 = ~ ~ a= RESPONSES Mac,letSchoolPaalla R-IJ1N-Q ---------------~ s 2 0 2. .. 0IIJE80R'f 0-14 0-15 0-17 o- 0-a cnu.NTY INVCl.ve.ENT Cl.STIONS -MJWERRNJ 26 In addition to the distribution of the total parent responses, it was decided to present the categorical responses by school. These graphics are presented in the following pages. The parents of Booker Elementary students reported an overall average of 1.828. This average compared to the highest rating of 1.736 for the transportation category and a low rating of 1.908 for the parent and community involvement category. This view is that the items were better than generally true. SUMMARY OF RESPONSES Mag,et School Parents ~RATIN~C3 -------------------, 2.2 2.0 1.8 \\8 1. \\2 1.0 0.8 o.e O. 0.2 0.0 ~ AEaUTl,ENT OCl,U.HTY INY. TOW. ~NERIGES - BOOICEI 1ll80 27 The parents of Carver Elementary students reported a somewhat higher average for the total instrument (1.731.) The best Carver rating was for the category of recruitment (1.546) and the lowest rating of 1.851 for parent and community involvement. As with Booker, the Carver parent ratings signal a better than generally true observation by the respondents. 2A ,... t2 1.0 a.a 0.11 QA 0.2 0..0 SUMMARY OF RESPONSES Mcviet School Parents RA11N0 nwe\u0026gt;CJrW1ClH RE\u0026lt;JU1\\ENT CD,MHTY IHY. 1CTM. CATEGORYNER.AGES - QllfWER 1IIIIO 28 The parents of Gibbs Elementary students reported very similar responses to all areas. The averages ranged from 1.638 for the transportation category to 1.786 for the parent and community involvement category. The overall average for Gibbs' parents was 1 . 682. SUM\\1ARY OF RESPONSES Mculet School Para1ls ' RATNJ 2A 2.2 2.() 1.8 \\II \\A \\2 \\0 o.a 0.11 TIWG'OIWlON REffil.11\\ENT cx::w.aNTY INY. 10TM. CATEGORY NERIG:S -GIBBS1Gll8 29 - The parents of students attending Williams magnet school responded in a very positive manner. A very high rating of 1.483 was noted for the recruitment category and a very positive overall rating of 1.677. As with the other elementary schools, the parents of Williams students rated the parent and community involvement as the lowest category. u 2.2 2.0 1.8 \\ti 1A \\2 \\,() 0,8 a.a o. 0.2 SUWMRY OF RESPONSES Mac,let School Paents IWN3 \\8138 0.0 TRNG'CRW10N RE\u0026lt;JUl\\ENT 00,U.HTY INV. lOrM. CATEGORVNER.6GES - M.1.W,11 111119 HlMlER - 40IS 30 - The parents of the junior high (students of Mann magnet school) responded with averages closer to the generally true rating. The overall average was 1.935, the recruitment category 1.767, the transportation category 1.861, and parent and community involvement 2.038. 2.4 2.2 2.0 \\.8 \\II 1.4 \\2 \\.0 0.8 0.11 QA 0.2 0.0 SUMMARY CF RESPONSES Mac,let School Parents RA1N3 2.cm ~ REOIUT\\EHT CO\u0026amp;\u0026amp;HTY INY. 10W. ~NEFW3ES ..... 111118 31 - The parents of students at Parkview high school had very similar responses to the parents of the junior high students. These were very close to the generally true level. The strongest rating average was the recruitment category and, as was now expected, the category of parent and community involvement was the highest numerical value which meant the poorest response. 0.4 0.2 0.0 SlM'AARY OF RESPONSES M\nvlet School Parents AAlN3 TIWCSPCRW1CJN RE\u0026lt;JUn.EHT OCMW.HTY INY. 10fM. ~NERAGES -PNIIC'o1EW'll80 - The responses for each item by school is presented in Appendix B. 32 Statistical Analysis To analyze and interpret the data, the statistical technique \"Chi-Square\" was utilized. This technique was selected because of its power in analyzing frequency data resulting from survey responses. Because of the extremely large number of parent responses the evaluation team anticipated large Chi-Square values signaling highly significant differences for the comparison of the demographic values. The same technique was used in the Phase I (1988) evaluation and a complete rationale was presented in that report, therefore, it will not be repeated in this report. Likewise, the team applied the Pearson Contingency Coefficient to the Chi-Square values in order to measure the strength of association among the demographic variables and the ratings on the separate survey items. The range of \"strength of association\" is from a low of 0.00 to a high of 1.00 with a marginal association accepted at 0.20. For an item to be significant for a particular demographic variable it must be significant by Chi-Square computation and meet the criteria of strength of association according to the Pearson Contingency Coefficient. The evaluation team, recognizing that the significance of a single demographic descriptor may have specific meaning and impact to the MRC, elected to present consensus statements regarding each survey item rather than address only the significant difference. Additionally, a graphic of the responses by school is presented in this section. 33 Q6 Q7 Q8 Q9 QlO Qll Ql2 Ql3 Ql4 Ql5 Ql6 Ql7 Ql8 Ql9 Q20 Q21 Q22 Q23 Race NS NS s s NS s s NS NS NS NS NS NS NS NS NS NS NS STATISTICAL ANALYSIS SUMMARY Item by Demographic Magnet School Parent District School Grade NS S* s s s NS NS NS NS NS NS s NS NS NS s NS NS NS NS s NS NS NS NS NS NS NS NS s NS -. NS NS NS s s NS NS s NS s s NS s s NS NS NS NS NS NS NS s s ALY NS NS NS NS NS NS NS NS NS NS NS NS NS NS NS NS NS s * This item and this demographic descriptor meet the criteria of the Chi-Square and the Pearson Contingency Coefficient for significant differences. s = Significant Difference NS= Non-Significant Difference 34 Question #6. I attend school programs and activities on a regular basis. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 80$r---------------------------, TRUE GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL g BOOKER rnilIJ WILLIAMS O MANN N 2047 QUESTION e J::::::::::::j CA.AVER - PARKVIEW FALSE - GIBBS The responses appear to be true or generally true for the vast majority. However, the parents of the \"new\" students reported they did not attend as regularly as the parents of \"old\" students. As the graph illustrates, the parents of the secondary schools attend programs and activities on a much less regular basis. Parents of black children were less regular in attendance as were parents of children in grades 7, 8, and 10. Parents in the Little Rock district were more in agreement with this item than parents living in the Pulaski county district. 35 Question #7. The bus is generally on time at the bus stops. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 80$------------------------- TRUE GEN. TRUE GEN. FALSE RESPONSES SY SCHOOL - TOTAL a BOOKER [mil) WILLIAMS O MANN N2047 QUESTION 7 r::::::::i:j CARVER - PAAKVIEW - GIBBS The responses reveal the parents of Gibbs Students feel very comfortable with this transportation item. The other school's parents responses were very similar. Other analyzes indicate that parents of black students rated the item somewhat lower than whites\nparents of Pulaski county students rated the item higher\nand no other marked differences were found for this item. 36 Question #8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~.....--------------------------. 30~ ,o, 0~ TRUE GEN, TRUE GEN, FALSE FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER mmJ WILLIAMS O MANN CZ] CARVER - GI BBS - PARKVIEW N2047 QUESTION 8 As illustrated by the graph, the parents are still not totally satisfied with the media coverage. The parents of black students responded in the extreme categories of true and false\nwhereas, the parents of white students responded more in the general categories. Otherwise, the district of residence, the school attended, the grade of the student or if it was a second year student had no effect on the parent response. 37 Question #9. The school actively encourages parent involvement. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 100$ ..---------------------------, 80$ 40$ 20$ TRUE - TOTAL mmJ WILLIAMS N2047 QUESTION Q GEN. TRUE GEN. FALSE RESPONSES BY SQHOOL - BOOKER D MANN J::::::::::::) CARVER - PARKVIEW FALSE - GIBBS The data in the graph illustrates that by school this item received very positive responses. As one would expect the secondary schools, according to the parents, encourage parent involvement less than the elementary schools. The demographic separations occurred for the grades where K-6 was even more positive than expected, for race when black parents were more positive than statistically expected and for attended last year where first year parents were somewhat disappointed with the school's effort. The resident district - had no impact on the parents' responses for this item. 38 Question #10. All my questions about magnet schools were answered before I selected this magnet school for my child. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~,--------------------------, 30~ ,o~ 0~ TRUE - TOTAL GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - BOOKER ffimJ WILLIAMS O MANN N2047 QUESTION 10 f:::::::::::j CARVER - PARKYIEW FALSE - GIBBS As evidenced by the responses reported in the graph, this statement received a very positive reaction. There were no differences when disaggregated by the demographic variables. This is understandable when the responses are this positive. 39 Question #11. My responsibilities (at home or work) prevent - me from being active in my child's school at this time. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT ~o~.-------------------------..... 301 20, TRUE GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL ~ BOOKER mIIIJ WILLIAMS O MANN N2047 QUESTION 11 1::::::::::::j Cb,RVER - F'ARKVIEW FALSE - GIBBS This is an item where the evaluator was seeking a negative type response. This type item has a dual purpose: (1) to solicit an opinion from the parent and (2) to check if the parent was indeed reading the statement or just marking the item in a positive manner. The responses satisfied the evaluator in both instances. The parents, especially black parents and parents that reside in the Pulaski county district do work and, often in their opinion, prevents them from being active in their child's school activities. The parents of students in the second year of a magnet school also expressed this opinion. Otherwise, as the graph shows, the responses were divided throughout the response options. 40 Question #12. Varios members of the Little Rock, North Little Rock and Pulaski county communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~-------------------------~ 40t. Ot. TRUE GEN, TRUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER IIiIIIJ WILLIAMS O MANN !:::::::::::] CARVER - GI BBS - AA.RKVIEW N:2047 QUESTION 12 As the data in the graph illustrates, the by school responses were as expected, i.e. the parents of elementary students were more positive regarding this item than were the parents of secondary students. Parents in general do not view this area as a high positive aspect of the magnet schools. Parents of black students were much more positive than parents of white students and parents of students in grades 3, 5 and 6 were more positive than other grades. Otherwise, no real differences from the expected reaction. 41 Question #13. The expectations of the s.tudents were made - clear before I selected this magnet school. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~,--------------------------, 20i Oi TRUE GEN. TRUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL - BOOKER CZ] QA.FIVER - GIBBS mmJ WILLIAMS O MANN - FARKVIEW N2047 QUESTION 13 The data for the responses to this item reveal a very high positive response. There were no differences among the parents for any of the demographic variables. The most obvious change was that parents with second-year students were somewhat negative to this item, but parents of firstyear students were very positive. 42 Question #14. I know about the activities and programs at the other magnet schools. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT ~01,--------------------------, 301 201 1055 055 TAUE CEN. TAUE CEN. FALSE RESPONSES BY SCHOOL - TOTAL - BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 14 CZJ CARVER - FARKVIEW FALSE - CIBBS The distribution of the parent responses were very similar regardless of the demographic variable investigated. However, the distribution caused some concern as it represents a parent response of a lack of knowledge regarding activities and programs at other schools. 43 Question #15. I feel free to discuss concerns of the school - during parent/teacher organization meetings. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 80$-------------------------, 60$ 40$ TAUE GEN. TAUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 1e CZJ CARVER - PARKVIEW FALSE - GIBBS This distribution -reveals a high degree of acceptance among the parents for this statement. The \"this statement is true\" respondents represents all parents, but especially parents of black students, and parents of students in grades K, 1, 3, and 6. The very high responses made it difficult to find any differences for the other demographic variables. 44 Question #16. The amount of time my child spends on the bus is satisfactory with me. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT ~0$.--------------------------. TRUE GEN. TRUE GEN. FALSE RESPONSES SY SCHOOL - TOTAL g BOOKER milIJ WILLIAMS O MANN N2047 QUESTION 1e J::::::::::::j QA.RYER - PARKVIEW FALSE - (31888 These data reveal that the majority of parents are satisfied with the \"time\" component of the transportation category. There is some dissatisfaction, as expected, but not attributable to a particular demographic variable. Regardless of the variable investigated the distribution was approximately the same. 45 Question #17. My child's school is making a serious effort to keep the parents and community at-large informed of the school's purpose and program. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~...-------------------------. 40~ 20$ 0'1 TRUE GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL - BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 17 IE]] CARVER - PAAKYIEW FALSE - GIBBS The data presented in this graph illustrates that the parents, as a school group, responded favorably to this item. The parents of black children were very positive in their responses, as were the parents of students in grades K, 3, 4, and 5. The parents of students in grades 7, 8, 9, and 10, although positive, were less positive than the lower grade students' parents. The resident district and the years attended had little to no impact on the responses. 46 Question #18. Bus drivers are competent, courteous and have control of the students on the bus. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~,-------------------------- TRUE CEN. TRUE CEN. FALSE RESPONSES BY SCHOOL - TOTAL ~ BOOKER rnmJ WILLIAMS O MANN N2047 QUESTION 18 IZ3 CARVER - PARKVIEW FALSE - GIBBS These responses of the parents reveal some dissatisfaction in this area. The distribution was general for the demographic of school and years attended. However, the responses were somewhat different than expected for race (parents of black students were extreme in responses), district (Pulaski County parents rated higher than expected), and grade (lower grades were significantly higher and upper grades significantly lower than expected.) 47 Question #19. Community sponsored organizations and civic - centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. - SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~,-------------------------~ I . TRUE (3EN. TRUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL - BOOKEFI c::J OA-AVEFI - GI BBS mmJ WILLIAMS O MANN - PAFIKVIEW N2047 QUESTION 1Q The distribution of parent responses by school were in the true and generally true category. Parents of students at Booker and Williams were higher than expected. The same is true for the parents of students in gradesK, 3, 4, 5, 6 and 8\nwhereas, the parents of students in grades 1, 2, 11 and 12 were somewhat lower than expected. The other demographic variables were about as expected. 48 Question #20. The expectations of the parents were made clear before I selected this magnet school. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~-------------------------. TRUE CEN. TRUE CEN. FALSE RESPONSES BY SCHOOL - TOTAL a BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 20 EE] CAAVEA - PAAKVIEW FALSE - CIBBS The distribution of parent responses by school were higher than expected for all schools. This distribution of high positive responses was also true for the demographic variable of race, district and years attended. The variation of responses for grades K, 7, and 8 created a less than expected significant value. 49 Question #21. I was properly infomed about bus schedules, bus stop locations and expected student conduct on the bus. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~---------------------------, 40\\1 TAUE GEN. TAUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER mm:J WILLIAMS O MANN j::::::::::::j CARVER - GI BBS - PARKVIEW N2047 QUESTION 21 The parent responses to item number 21 reveal a very high (True) reaction to this statement. There were no significant differences found between expected and actual responses for any of the five demographic variables. All sub-groups of - parents responded very similar to the total group responses. so Question 1t1L It is easy to obtain information about the magnet school program. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~-------------------------, 20'1 O'I TRUE GEN. TRUE GEN. FALSE RESPO~SES BY SCHOOL - TOTAL - BOOKER Emil WILLIAMS O MANN N2047 QUESTION 22 CE] C\\RVER - PARKVIEW FALSE - GIBBS The parents of magnet school students responded very positive to this question. The great majority of responses were in the response areas ot true or generally true. This same distribution was present for all parent sub-groups. There was no significance but it was noted that Mann parents were not quite so positive, that parents of students attending for the first year were not quite so positive, that parents of black children were more positive than white parents, and very little impact by district or grade on the parent responses. 51 Question #23. I receive most of my infomation about the activities at my child's school: (please circle one) This was a different type item in-so-far that it asked for a different type response. The selection of responses were: A. from school notices sent home B. from talking with my child c. from announcements in newspapers, on radio or TV D. from talking with other parents The data is presented in two graphs with the first illustrating the total parent response and the second the response by school. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~.--------------------------, 70~ 60~ 00~ SCHOOL NOTIOES CHILO MEDIA OTHER ~ENTS PARENT RECEIVES INFORMATION - PARENT RESPONSES 52 SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 100~ ,--------------------------~ QO% 60% 70~ 80~ ~Oi 40$ 30$ 20$ 10$ Oi SCHOOL - TOTAL mm) WILLIAMS N2047 QUESTION 23 CHILO MEDIA PARENTS RESPONSES BY SCHOOL - BOOKER D MANN c::J CARVER - GI BBS - PARKVIEW . Where do parents get their information about their child's magnet school? The responses confirmed the expectations inso- far as elementary students take notices home, whereas junior high and high school students do not\nand students new to the magnet school talk with their parents about their experiences, whereas, students that attended the same school last year simply bring home notices. Additionally, the white parents get more information from school notices brought home, whereas, the black parents tend to talk about school happenings with their children. A surprising few responses from the parents indicated that their information source was the media or other parents. 53 RESULTS OF STANDARDIZED TEST DATA The results of the standardized test data was received from the Little Rock School District. The demographics provided for disaggregating the data were school, grade, sex and race for the students tested. The only scores provided were the PERCENTILE RANK for the Metropolitan Achievement Test (MAT-6) and PERCENT PASSING for the Minimum Performance Test (MPT). The Arkansas State Department of Education provided the state averages with like demographics for the MPT, but, could only provide state grade level averages for the MAT-6. These data prohibited the evaluator from making statistical comparisons as statistics are not accurate when using percentile scores. In fact, percentile averages are not accurate. The MRC must use professional judgment and caution in reacting to the results as presented in this report. However, in consultation with the MRC it was decided that the evaluator would present the percentile averages and present passing in graphic form and the MRC would accept the responsibility for proper interpretation. This decision was made in view of the fact that after requesting the test data for a nine-month period, this was the best data to be received. The evaluator had requested the scaled score for each student for both the MPT and the MAT~6 which would have permitted a statistical analysis. 54 Minimum Performance Test (MPT) Results The results of the magnet school students' performance on the - MPT and the state performance is presented in the accompanying graphs. The reader is reminded the data are presented as the percentage number of students that passed the exam. Gradel Reading There were 31,793 total third grade students state-wide that took the MPT in reading. There were 29,769 third grade students (94 percent) that received a passing score or higher on the reading test. The magnet school third grade students were part of the total. When the magnet school students were sorted by school the results revealed that 76 of the 81 students (94 percent) of the students at Booker\n66 of the 67 students (98 percent) at Carver\n44 of 45 students (98 - percent) at Gibbs\nand 82 of the 83 students  (99 percent) at Williams had scores at or better than the minimum passing score. Further disaggregation of the scores included grouping by sex and by race . The data shows that 95 percent of the total females in the state, grade 3, passed the state's MPT in reading. This 95 percent passing was equaled by Booker magnet school and was bettered by Gibbs (96 percent), Carver (1 00 percent) and Williams (100 percent) . The male population for the state was reported to have a 72 percent pass rate. This is compared to a 92 percent at Booker, 96 percent at Williams, 97 percent at Carver and 100 percent at Gibbs. 55 (.J1 O'I MINIMUM .PERFORMANCE TEST GRADE 3 READING PERCENT PASSING 110 ,--------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER !:Ittl GIBBS m WILLIAMS 1989 DATA BY SEX: BY RACE WHITE E~.:::3 ST,,A JE The black student group had a pass rate for grade 3 reading of 85 percent\nwhereas, Booker black students recorded an 88 percent pass rate, Carver black students a 97 percent pass rate and both Gibbs and Williams a 100 percent pass rate. The white student group had a pass rate of 96 percent statewide for grade 3 reading. The magnet school group of white students recorded pass rates of Booker 100 percent, carver 100 percent, Gibbs 97 percent and Williams 97 percent. Further disaggregation of the grade 3 reading results revealed that the black females at Carver, Gibbs and Williams had a 100 percent pass rate\nthe black males at both Gibbs and Williams had a 100 percent pass rate\nthe white female.s at Booker, Carver and Williams had a 100 percent pass rate\nand the white males at Booker, Carver and Gibbs had 100 percent pass rate. When the systat statistical computer program was used to compute differences between percent proportions, no significance was found between the state percent passing rate and any of the magnet schools percent passing rate. However, a significant difference was found between the black students state-wide and magnet school black students at Carver, Gibbs and Williams. No significant difference was found for the other variables._ 57 U1 co MINIMUM PERFORMANCE-TEST GRADE 3 READING PERCENT PASSING 110 ,...------------------------. 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS Ill BOOKER ~ CARVER [3IT] GIBBS Ill WILLIAMS 1989 DATA BY RICE/SEX Gradel Math The percentage of students taking and passing the grade 3 mathematics section of the MPT was similar to the reading percentages. Ninety-five percent (30,089 of 31,787) of the third graders state-wide received a passing score on this section of the MPT. When the four elementary magnet schools were disaggregated the results revealed that Booker had a pass rate of 96 percent, Carver a pass rate of 100 percent and Gibbs and Williams a pass rate of 98 percent. The state passing rate for female third graders was also 95 percent\nwhereas for the magnet schools for the like group it was 98 percent for Booker\n100 percent for Carver\n96 pertent for Gibbs and 98 percent for Williams. The male passing rate for all third grade students was 97 percent. Both Carver and Gibbs had 100 percent of the students passing the math section of the MPT and Booker and Williams were very close to that percent. State-wide the black students had a pass rate of 88 percent for mathematics at the grade three level. Every magnet school had a higher pass rate with Carver, Gibbs and Williams at 100 percent and Booker with a 93 percent pass rate. The white students, for the state, had a pass rate of 97 percent with Booker, Ca~ver and Gibbs reporting an equal or better pass rate. Williams had a competitive 95 percent. Further sorting of the magnet schools third grade class revealed that the black females and black males at Carver, Gibbs and Williams had a 100 percent pass rate\nwhereas, the - white females at Booker and Carver and the white males at Booker, Carver and Gibbs had a 100 percent pass rate. 59 MINIMUM PERFORMANCE .. TEST GRADE 3 MATH PERCENT PASSI NG 110 .------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAG.ES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l:?\\d GIBBS - WILLIAMS ~ STATE 1989 DATA BY SEX: BY RICE MINIMUM PERFORMANCE TEST ' GRADE 3 MATH PERCENT PASSING 110 ..-------------------------. 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS Ill BOOKER ~ CARVER l -f? I GIBBS .. WILLIAMS 1989 DATA BY RICE/SEX The statistical analysis program systat yielded no significant differences between proportions of passing for - the state rate and the rate for any of the magnet schools. The significant differences did occur in relation to mathematics performance at Carver and Willia.ms where the magnet black students had a significantly higher percent passing rate than the state rate. Grade Q Reading The percent passing for the state-wide sixth grade population was 94 (27,425 of 29,330). All four magnet schools exceeded this percent with Booker with 97 percent, Carver with 99 percent, Gibbs with 100 percent and Willia.ms with 99 percent passing. When the group was disaggreated by sex the females, statewide recorded a percent passing rate of 95. Likewise, the female population of the magnet schools had a percent passing rate as follows: Booker 99 percent\nCarver 100 percent\nGibbs 100 percent and Williams 97 percent. The total male population had a percent passing rate of 92. The like group in the magnet schools recorded a percent passing rate as follows: Williams and Gibbs 100 percent\nCarver 97 percent and Booker 95 percent. The sorting by race revealed that the black population had a state-wide passing rate of 84 percent. The magnet school black students performed at a passing rate of 100 percent for both Williams and Gibbs\n97 percent for carver and 95 percent for Booker. The white population state-wide recorded a percent passing rate of 96. The results for the magnet schools revealed that both Gibbs and Carver had a 100 percent 62 O'I w MINIMUM PERFORMANCE TEST GRADE 6 READING PERCENT PASSING 110 .-----------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER LtI=I GIBBS - WILLIAMS I STATE 1989 DATA BY SEX: BY RICE passing\nBooker a 99 percent passing and Williams a 97 percent passing. Further disaggregation was possible for the magnet schools. This presented data for the race and sex combined. The black females of the magnet school population recorded percent passing as follows: Carver, Gibbs and Williams 100 percent\nBooker 97 percent. The white female group had the following percent passing rate: Booker, Carver and Gibbs 100 percent\nWilliams 92 percent. As stated previously, both Williams and Gibbs had 100 percent passing fo~ both black and white males\nwhereas, Booker had 92 percent passing for black males and 97 percent passing for white males. Carver reported a passing rate for black males of 94 percent and 100 percent for white males. The statistical analysis of differences between two proportions did not yield a significant difference between the state's percent passing and any of the four magnet schools. The significant differences were found for the disaggregated variables and are listed as follows: The black students in all four magnet schools had a significantly higher proportion of students passing the MPT than did the state's black students as a population. Grade 6 Math Ninety-three percent of the sixth grade population state-wide performed at the minimum level required for passing. The magnet schools and the respective percent passing were as follows: Booker 97 percent (137 of 141)\nCarver 100 percent (69 of 69)\nGibbs 100 percent (48 of 48)\nand Williams 99 percent (66 of 67). 64 O'I u, MINIMUM PERFORMANCE TEST GRADE 6 READING PERCENT PASSING 110 .-------------------------. 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER t'\u0026lt;? I GIBBS 1111 WILLIAMS 1989 DATA BY Rf.CE/SEX O'I O'I MINIMUM PERFORMANCE TEST GRADE 6 MATH PERCENT PASSING 110 .--------~-------------------. 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER HF?) GIBBS - WILLIAMS  STATE 1989 DATA BY SEX: BY R.ACE The breakout by sex revealed that 95 percent of the total females and 92 percent of the total males recorded a minimum passing score or higher on the MPT. The magnet schools and the percent passing rate for females and males respectively were as follows: Booker 99 percent and 95 percent\nCarver 100 percent and 100 percent\nGibbs 100 percent and 100 percent\nand Williams 100 percent and 97 percent. The group was then sorted to reveal the percent passing by race. The state-wide rate was 86 percent passing for blacks and 95 percent passing for whites. For the magnet schools the rate passing for black and white respectively were as follows: Booker 93 percent and 100 percent\nCarver 100 percent and 100 percent\nGibbs 100 percent and 100 percent\nand Williams 100 percent and 97 percent. Additional sorting provided data for sex by race for the four magnet schools. These data were as follows: Booker black females 97 percent passing, black males 88 percent passing, white females and white males 100 percent passing\ncarver black females, white females, black males, white males all 100 percent passing\nGibbs black females, black males, white females, white males all 100 percent passing\nand Williams white males 94 percent passing and all others, white females, black females and black males 100 percent passing. The statistical analysis of the difference between proportions yielded a significant difference between Carver's percent passing in math and the state's percent passing in math. Further analysis revealed the black students at Carver, Gibbs and Williams had a significantly higher percent passing rate than did the state as a population. 67 Grade Language Arts The language arts section of the MPT .appeared to be more difficult for the students. The percent passing for the total state was 88 percent. The magnet school students also found this test somewhat more difficult. Ninety-four percent of the Booker sixth graders met or exceeded the required minimum score\nwhereas, 93 percent of Carver students\n83 percent of Gibbs students and 96 percent of Williams students entered a minimum or better score. When disaggregated by sex the state-wide percent passing for females was 91 percent and for males 85 percent. The percent passing for magnet schools for females and males respectively was as follows: Booker 98 percent and 90 percent\nCarver 94 percent and 92 percent\nGibbs 88 percent and 78 percent\nand - Williams 97 percent and 94 percent. The ''by race\" breakout for the state was 76 percent of the black students and 92 percent of the white students recorded a score that met or exceeded .the state requirements. The magnet schools and the percent passing for black students and white students respectively were as follows: Booker 90 percent and 97 percent\nCarver 88 percent and 97 percent\nGibbs 63 percent and 96 percent\nand Williams 97 percent and 93 percent. Further sorting by combining race and sex revealed percent passing for the magnet schools for black females, black males, white females and white males. The specific values for the magnet school and the disaggregate group are as - follows: Booker black females 94 percent, black males 85 percent, white females 100 percent, and white males 94 69 -.J 0 MINIMUM PERFORMANCE TEST .. GRADE 6 LANGUAGE ARTS PERCENT PASSING 110 ..-------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FFMALE MALE BLACK ' WHITE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l/thl GIBBS - WILLIAMS  STATE 1989 DATA BY SEX: BY R/tCE -..J ...... MINIMUM PERFORMANCE-TEST ' GRADE 6 LANGUAGE ARTS 110 P_ER_CE_NT _PAS_SIN_G _______________ __, 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l\u0026gt;tfl GIBBS .. WILLIAMS 1989 DATA BY RfiCE/SEX percent passing\nCarver black females 94 percent, black males 81 percent, white females 93 percent and white males 100 - percent passing\nGibbs black females 78 percent, black males 50 percent, white females 93 percent and white males 100 percent passing\nWilliams black females 100 percent, black males 92 percent, white females 92 percent and white males 94 percent passing. The statistical analysis of the difference between two proportions yielded a significant difference between both Booker and Williams when comparing percent passing rates with the state's passing rate. In additional analysis it was noted that the females at Booker and black students at Booker and Williams recorded a significantly higher percent passing rate than did the state as a population. Grade Science The state distribution of scores for grade six on the science component of the MPT revealed that 25,631 of the 29,326 students that took the test (87 percent) received a score equal to or greater than that required to pass the test. When the magnet school students were disaggregated from the total the sub-group scores revealed that 125 of 141 (89 percent) of the students at Booker magnet met or exceeded these same requirements and 61 of 69 students (88 percent) at Carver met or exceeded these requirements. Other magnet schools at Gibbs 40 of 48 (83 percent) and Williams 54 of 67 (81 percent) also met or exceeded these requirements. When the total scores were sorted by sex the results revealed that the state passing rate for females was 86 percent and for males was 89 percent. The magnet school and the respective passing rates for females and males respectively 72 -..J w MINIMUM PERFORMANCE- TEST GRADE 6 SCIENCE PERCENT PASSING 110 .------------ ------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK  WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER [ ftJ GIBBS - WILLIAMS ~ STATE 1989 DATA BY SEX: BY RICE were as follows: Booker 90 percent and 87 percent\ncarver 84 percent and 92 percent\nGibbs 84 percent and 82 percent\nand - Williams 71 percent and 91 percent. When sub-grouped by race the state's percent passing rate was 69 percent for the black population and 93 percent for the white population. The results for the magnet schools black students revealed that Booker (80 percent) and carver (88 percent) exceeded the state percent passing\nwhereas, Gibbs (68 percent) and Williams (69 percent) were approximately the same as the state's percent passing. The results for the magnet schools white students revealed that Booker (95 percent) was higher than the state percent passing, Carver-. (89 percent) was lower than the state percent passing and Gibbs and Williams were equal to the state percent passing for grade 6 science. Additional disaggregation of the magnet school results for race and sex provided data that shows Carver's black females (94 percent) out performed the other magnets black females on percent passing the MPT. Williams' black males (85 percent passing) was the best of the magnets for that sub-group and Booker's white females group (96 percent) led all magnet elementary schools for that sub-group. The white male subgroup was all quite high with Carver and Gibbs both at 100 percent passing, and Booker and Williams both at 94 percent passing. The statistical analysis of the difference between two proportions failed to identify any significant differences between the state passing rate and the individual magnet school population. The state's total female students had a 74 -.J (.J1 MINIMUM PERFORMANCE  TEST GRADE 6 SCIENCE PERCENT PASSING 110 .-------------------------, 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS Ill BOOKER ~ CARVER FL:Z7:Ti::JI GIBBS 1111 WILLIAMS 1989 DATA BY RICE/SEX significantly higher percent passing rate than the percent passing at Williams magnet. The black students at Carver had a significantly higher passing rate in science than the state's black students. Grade Social Studies The percent passing rate for grade 6 social studies statewide was 87 percent. The magnet schools all exceeded the state percent with Booker 94 percent passing, Williams 93 percent passing, Carver 90 percent passing and Gibbs with 88 percent passing. When subdivided by sex the state percent passing rate was 87 percent for females and 86 percent for males. The magnet . school and the percent passing for females and males respectively were as follows: Booker 95 percent and 92 percent\nCarver 88 percent and 92 percent\nGibbs 88 percent and 87 percent\nand Williams 94 percent and 91 percent. The groups disaggregated by race yielded a percent passing rate for the state's black students of 68 percent and for the state's white students of 92 percent. For the magnet schools the school and the percent passing rate for black students and white students respectively were as follows: Booker 86 percent and 99 percent\nCarver 88 percent and 92 percent\nGibbs 74 percent and 96 percent\nand Williams 94 percent and 90 percent. Additional sorting for the magnet schools yielded results for race and sex. The black females that scored the highest percent passing rate was Williams (96 percent passing) - closely followed by Carver (94 percent passing). 76 --.J --.J e . MINIMUM PERFORMANCE TEST GRADE 6 SOCIAL STUDIES PERCENT PASSING 110 .------------------------. 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK  WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER h':tJ GIBBS - WILLIAMS  STATE 1989 DATA BY SEX: BY RICE -.J co MINIMUM PERFORMANCE TEST GRADE 6 SOCIAL STUDIES PERCENT PASSI NG 110 ,---------------------------, 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l\\'? I GIBBS 11111 WILLIAMS 1989 DATA BY RICE/SEX The pace setter for the black male sub-group was clearly Williams with a 92 percent passing rate. The best school for - the white females was Booker with 98 percent passing, however, both Gibbs (93 percent) and Williams (92 percent) had over 90 percent passing. The white male was the most consistent performers in all magnet schools in social studies i.e., Booker 100 percent, Carver 100 percent, Gibbs 100 percent and Williams 88 percent passing. The statistical analysis of the difference between two proportions found no significant difference between the magnet students' percent passing rate in social studies and the state population performance. Additional analysis did yield a significant difference between Williams and the state population regarding black student's percent passing rates. Grade~ Reading The percent passing rate for the state population of eighth graders was 96 percent. The magnet school Mann recorded the exact same percent. The population for the state was 28,727 students and for Mann was 269 students. The percent passing for Mann grade 8 females was two percentage points more than the state passing rate, i.e., 99- 97. The males at Mann had a 93 percent passing, whereas, the state percent passing rate was 95 percent. When disaggregated by race the results revealed that the state's black students had a 90 percent passing rate and Mann's black students recorded a 94 percent passing rate. The state's white students performed at a 98 percent passing rate and the Mann white students performed at a 98 percent passing rate. 79 co 0 MINIMUM PERFORMANCE_ TEST .. GRADE 8 READING PERCENT PASSI NG 110 ,-------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS 1111 HORACE MANN  STATE AVERAGE 1989 DATA BY SEX: BY RICE WHITE 00 I--' MINIMUM PERFORMANCE TEST GRADE 8 READING PERCENT PASSING 110 ,------------------------------, 100 90 80 70 60 50 40 30 20 10 0'--- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS Ill HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX Additional sorting by sex and race revealed that Mann's magnet school students recorded a higher percentage pass rate than did the overall state population of eighth grade students. The sub-group and the percent passing for Mann and the state total respectively were as follows: Black females 98 percent, 92 percent\nblack males 89 percent, 87 percent\nwhite females 100 percent, 98 percent\nand white males 98 percent, 97 percent. The statistical analysis of the differences between two proportions revealed no significant differences existed between the 8th grade population at Mann magnet school and the state as an eighth grade unit. This was also true i.e., no significant difference for any of the disaggregated subgroups. Grade~ Math The state percent passing rate for grade eight mathematics was reported at 97 percent. The Mann magnet school reported a percent passing rate of 96 percent. When disaggregated by sex and race the percent passing varied very little. The female rate for the state was 97 percent passing and the same percent (97 percent) passing was recorded for Mann magnet. The males recorded a state rate of 96 percent pass~ng and Mann recorded a 94 percent passing. The by race sorting revealed that both the state and Mann recorded 98 percent passing rate for the white students. The black students performed at a 94 percent passing rate at Mann and the state reported a 93 percent passing rate. 82 (X) w MINIMUM PERFORMANCE -TEST GRADE 8 MATH PERCENT PASSI NG 110 ~-----------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS 1111 HORACE MANN ~ STATE AVERAGE 1989 DATA BY SEX: BY RJICE WHITE 00 ~ MINIMUM PERFORMANCE TEST GRADE 8 MATH PEnCENT PASSING 110 ,----------------------------, 100 90 80 70 60 50 40 30 20 10 o~- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS .. HORACE MANN ~ STATE AVERAGE 1989 DATA BY R/0:/SEX Further analysis of the disaggregated data was conducted for the combination of race and sex. The black females performed at a 94 percent passing rate at the state level and a 96 percent passing rate at Mann junior high. The black males recorded a 90 percent passing rate at Mann magnet and a 92 percent passing rate at the state level. The white females and the white males performed at about identical rates. The sub-group and the percent passing for Mann magnet and the state respectively were white females 98 percent, 98 percent and white males 98 percent, 97 percent. The statistical analysis of differences between proportions failed to provide a significant difference for any group or sub-group. Grade~ Language Arts The state percent passing rate for the grade 8 language arts section of the MPT was 92 percent. The percent passing for Mann magnet was also 92 percent. When the two groups were sorted by sex and race the results varied very little. The female population recorded the same percent passing (97) for both groups. The male population for the state recorded a percent passing of 96 and the Mann magnet school males recorded a 94 percent passing. The group and the percent passing for black students and white students respectively were as follows: Mann 99, 87 an\" d state 94, 87. Further disaggregation of the data provided results for sex by race for both the state and for Mann magnet school. The sub-group and the percent passing for the state and Mann respectively were as follows: black females 92, 93\nblack males 63, 81\nwhite females 97, 100\nand white males 91, 98. 85 00 en MINIMUM PERFORMANCE TEST GRADE 8 LANGUAGE ARTS PERCENT PASSING 110 .---------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS .. HORACE MANN  STATE AVERAGE 1989 DATA BY SEX: BY Rf.CE WHITE (X) -..J MINIMUM PERFORMANCE TEST GRADE 8 LANGUAGE ARTS PERCENT PASSING 110 .--------------- ------, 100 90 80 70 60 50 40 30 20 10 o~ BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS .. HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX The statistical analysis for difference between two proportions was applied to the data for grade 8 language arts. The only comparison that yielded a significant difference was for the white students where Mann magnet students had a significantly higher percent passing than the state's white students as a population. Grade~ Science The state population for grade 8 in the science area test of the MPT had a percent passing rate of 88 percent. The total Mann eighth grade performed at the 78 percent level. When disaggregated by sex and by race the results yielded data for females, males, black race and white race. The . analysis revealed that the females percent passing for the state group was 85 and was 77 for the Mann females. The state's male population had a passing rate of 91 percent, whereas, Mann's male population performed at a 77 percent passing rate. The breakouts of the present passing by race and group were as follows: Mann magnet black 66 percent passing, white 95 percent passing\nstate population of black students 72 percent passing\nwhite students 93 percent passing. Additional sorting yielded the following results for both the state subgroup and the magnet subgroup: black female, state percent passing 69, Mann percent passing 67\nwhite female, state percent passing 90, Mann percent passing 93\nblack male, state percent passing 75, Mann percent passing 66\nwhite male, state percent passing 95, Mann percent passing 98. 88 00 \\D MINIMUM PERFORMANCE TEST GRADE 8 SCIENCE PERCENT PASSI NG 110~-------------------. 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEM.ALE MALE BLACK MAGNET SCHOOLS .. HORACE MANN  STATE AVERAGE 1989 DATA BY SEX: BY Rf.CE WHITE \\0 0 MINIMUM PERFORMANCE TEST GRADE 8 SCIENCE PERCENT PASSI NG 110 .------------------------, 100 90 80 70 60 50 40 30 20 10 o~- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS 111111 HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX The statistical analysis yielded significant differences for several group comparisons. The state's eighth graders, the state's male population, and the state's female population had a significantly higher percent passing rate than Mann magnet school. Further analysis of the disaggregated scores failed to yield more significant differences. Grade~ Social Studies The percent passing for the state's eighth graders in the social studies area was 89 percent. The Mann magnet school recorded an 81 percent passing rate. The total groups were disaggregated by sex and by race. The results were as follows when sorting by sex: females, state rate 88 perceht passing, Mann 81 percent passing\nmales, state rate 91 percent passing, Mann 80 percent passing. The 4 percent passing rate for the breakouts by race were as follows: black race, state 82, Mann 72\nwhite race, state 92, Mann 93. Further sorting yielded subgroups of sex by race. The results for the black females were that the state had an 81 percent passing rate and Mann magnet had a 76 percent passing rate. Also, the black males had a state-wide passing rate of 82 percent and Mann magnet had a passing rate of 68 percent. The state's white females performed at a passing rate of 90 percent which was almost equal to Mann's white females rate of 89 percent. The white males at Mann magnet performed at a rate of passing of 98 percent while the state's percent passing for the like group was 93. 91 I.O N MINIMUM PERFORMANCE TEST ' GRADE 8 SOCIAL STUDIES PERCENT PASSI NG 110 ....------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS - HORACE MANN  STATE AVERAGE 1989 DAfA BY SEX: BY RICE WHITE I.D w MINIMUM PERFORMANCE TEST GRADE 8 SOCIAL STUDIES PERCENT PASSING 110~-------------------~ 100 90 80 70 60 50 40 30 20 10 0 ----- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS 1111 HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX The statistical analysis yielded several significant differences between the two groups. The state group of eighth graders out-performed the Mann magnet group on the total and with both sexes. Additionally, the black race as a group and the black males as a group out-performed the Mann magnet groups of like students. 94 Metropolitan Achievement Test (MAT-6) The Metropolitan Achievement Test (MAT-6) 1989 scores for the - magnet schools were used for this report. It is of significance, once more, to remind the reader that these scores are reported in percentile rank (PR) scores for the students and for the school. The summary of averages computed for the disaggregated groups are averages of percentile ranks and do not have statistical significance. These graphics are only for information to the Magnet Review Committee and the magnet school administration. Grade 1 MAT-6 Composite The composite scores for the grade 4 of the magnet schools and for the state area population are presented here. The data, also presented in graphs, reveal that an average of - percentile ranks on the MAT-6 places the magnet schools on an approximate equal with the state percentile rank (PR). The state's PR for reading 62 and the magnet schools average PR was 61. This continued to be displayed when the other test components were graphed. The test content and the state's PR and the magnet school's average PR respectively were presented as follows: Mathematics, state PR=70, magnet school a . erage PR=72\nLanguage Arts, state PR=66, magnet school average PR=67\nthe basic battery of reading, mathematics and language arts, state's PR=67, magnet school average PR=68\nscience, state PR=68, magnet school average PR=67\nand social studies, state PR=68, magnet school average PR=70. Further sorting of the four magnet elementary schools population allowed for more data presentations. For example, the group population MAT-6 PR's were sorted and averaged by 95 I.O O'\\ 80 70 60 50 40 30 20 10 0 PERCENTILE RD MAT-6 SUMMARY , GRADE 4 MA LA BB SC MAT -6 SUB-TESTS - MAGNET AVERAGE ~ STATE AVERAGE 1989 QA5S NER.AGE ss sex the results appear as follows: reading, female PR=64, male PR=57\nmath, female PR=74, male PR=71\nlanguage arts female PR=72, male PR=63\nbasic battery, female PR=71, male PR=65\nscience, female PR=67, male PR=68\nand social studies, female PR=72, male PR=69. Additional sorting allowed the data for the magnet schools to be viewed by race. This disaggregation revealed that the white students had a considerably higher average PR than did the black students, i.e., for reading, white PR=72, black PR=SO and for science, white PR=78, black PR=57. It was of interest to the evaluator that, however fragile the data, the smallest difference in average PR's between the races were in language arts. When the swnmary PR's were grouped by both sex and race for grade four of the four elementary schools, the results appeared somewhat the same. The females' average PR for content, white and black respectively were as follows: reading, white PR=76, black PR=54\nmathematics, white PR=84, black PR=65\nlanguage arts, white PR=77, black PR=66\nbasic battery, white PR=81, black PR=61\nscience, white PR=80, black PR=SS\nand social studies, white PR=83, black PR=61. Similar results were illustrated when the black and white males were compared. The highest PR averages for the black males were in the content areas of math, science and social studies\nwhereas, the highest average PR's for white males, also, were math, science and social studies. 97 I.O 00 PERCENTILE MAT-6 SUMMARY GRADE 4 100 ,--------------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill FEMALE ~ MALE 1989 M/rGNET SCHOOLS BY S X I.O I.O PERCENTILE MAT-6 SUMMARY GRADE 4 100 ~-----------------------, 80 60 40 20 0 RD MA 1989 Mt-GNET SCHOOLS BY RICE LA BB MAT -6 SUB-TESTS .. WHITE ~ BLACK SC ss I-' 0 0 MAT -6 SUMMARY GRADE 4: FEMALE BY RACE PERCENTILE 100 .-------------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill WHITE FEMALE ~ BLACK FEMALE 1989 DATA ALL Mf.GNET SCHOOLS I-' 0 I-' MAT -6 SUMMARY .. GRADE 4: MALE BY RACE PERCENTILE 100 r----------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS .. WHITE MALE ~ BLACK MALE 1989 DATA ALL MPGNET Sa-tOOLS Grade i MAT-6, QY School The total percentile rank for each of the magnet schools in the content areas will be presented in graphic form for better understanding by the reader. The total reading PR for Carver and Gibbs was 61 with Williams the highest total reading PR=72 and Booker the lowest at PR=SO. The reader must bear in mind that percentile rank, by definition, means that this percent of scores on a national norm were equal to, or less, than the score attained by this particular group. The data in the graphic reveals .that Williams magnet continued to be the pace setter for the other content areas and Booker, al~hough consistently scoring higher than 50 percent of the schools nation-wide, revealed the lowest PR except in social studies. Additional graphs are presented in Appendix c. These graphs present by school illustrations of data for the disaggregated groups. Grade 1 MAT-6 The data for grade 7 were obtained from Horace Mann Junior High School. The composite average for Mann magnet school and the state composite for the state's seventh grade appears very close. The largest difference between the PR's was in reading (Mann's PR=60, state's PR=SS) and in language arts (Mann's PR=67, state's PR=62). The highest PR for Mann was in language arts, whereas, the highest PR for the state as a group was in science. The only content area where the state's PR was higher than the magnet school was mathematics. It should be noted that the majority of PR's for the state and for Mann were about the PR=60. 102 ...... 0 (.\nJ MAT-6 SUMMARY PERCENTILE 80 70 60 50 40 30 20 10 0 RD MA - BOOKER 1989 CLASS AVERAGE GRADE 4 LA 88 MAT -6 SUB-TESTS r~ITIT1 CARVER ~ GIBBS SC ss ~ WILLIAMS I-' 0 ~ PERCENTILE 80 70 60 50 40 30 20 10 0 RD 1009 U..ASS NERN3E MAT -6 SUMMARY GRADE 7 MA LA BB SC MAT -6 SUB- TESTS Ill MAGNET AVERAGE ~ STATE AVERAGE ss When the data were sorted by race, the PR's revealed a similar condition as existed in the elementary schools. The white students consistently scored higher than the black students within the magnet school. These data revealed that the largest differences in average PR's were reading and mathematics. The highest PR for the black students was in the language arts content area and the lowest was in the area of math. The white students scored higher, as a group, in science and they also recorded their lowest PR in mathematics. When the data were disaggregated by sex, the PR's were somewhat different than for the elementary schools. With the exception of language arts the males' average PR was higher than their female counterparts. The highest male PR was in science (PR=70) and the highest female PR was in language arts (PR=69). The lowest average PR for both was in mathematics. When both race and sex was used for sorting the results revealed that the white females had consistently higher average PR's than did the black females. However, the highest average PR for both female groups was language arts and the lowest for both groups was mathematics. For the male population, the ~hite males had the highest average PR for each content area. In contrast with the females, the white males' highest PR was in science, but, like the females, the black males' highest PR was in language arts. The lowest PR for the black males was, again, like the females, in mathematics. The lowest PR for the white males was in language arts. 105 ..... 0 O'I PERCENTILE MAT -6 SUMMARY GRADE 7 100 ~------------------------ 80 60 40 20 0 RD MA 1989 Mf.GN T SCHOOLS BY RICE LA BB MAT -6 SUB-TESTS Ill WHITE ~ BLACK SC ss I-' 0 --.J PERCENTILE MAT-6 SUMMARY GRADE 7 100 .---------------------------------, 80 60 40 20 0 RD MA 1989 MAGNET SCHOOLS BY SEX LA BB MAT -6 SUB-TESTS - FEMALE ~ MALE SC ss f--' 0 (X) MAT -6 SUMMARY GRADE 7: FEMALE BY RACE PERCENTILE 100 .------------------------, 80 60 40 20 0 RD MA LA BB SC MAT -6 SUB-TESTS .. WHITE FEMALE ~ BLACK FEMALE 1989 DATA ALL MI-GNET SCHOOLS ss f--' 0 I.O MAT -6 SUMMARY  GRADE 7: MALE BY RACE PERCENTILE 100 ~---------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill WHITE MALE ~ BLACK MALE 1989 DATA ALL M.AGNET SCHOOLS Grade lQ MAT-6 The data for the sophomore class at Parkview High school was - collected for the study. The magnet school students' performance when compared to the state average, was close to the 50th percentile rank in all content areas. The content area of the highest PR for both the magnet school (PR=58) and the state (PR=61) was language arts. The content area with the lowest PR for Parkview sophomores was math (PR=47) and for the state sophomores was reading (PR=Sl). The data was sorted by race for additional analysis. These results reveal that the white group of sophomores averaged between PR=56 (mathematics) and PR=64 (language arts). Likewise, the black group of sophomores averaged between PR=40 (social studies) and PR=54 (language arts). The greatest difference between the groups' performance was in - social studies where the white race group had a PR=61 and the black race group had a PR=40. Additional sorting by sex produced a much closer comparison. The male group of sophomores had a high PR average of 56 in science and a low PR average of 48 in mathematics. The female group of sophomores had a high PR average of 60 in language arts and a low PR average of 46 in mathematics. The largest difference in the PR's was in the content area of science, i.e., male PR=56, female PR=47. When sorted by race and sex the data revealed that the white females and black females had highest PR's in the content area of language arts. The lowest PR for the white female group was in mathematics (PR=57), whereas, the lowest PR for the black female group was social studies (PR-38). 110 ..... ..... ..... 80 70 60 50 40 30 20 10 0 PERCENTILE RD MAT -6 SUMMARY GRADE 10 MA LA 88 SC MAT -6 SUB-TESTS I 19119 CLASS NERl'GE - MAGNET AVERAGE ~ STATE AVERAGE ss ...... ...... l'v PERCENTILE MAT-6 SUMMARY GRADE 10 100 ------------------------ 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS - WHITE ~ BLACK 1009 M/tGNET SQ-fOOLS BY RNA: PERCENTILE MAT-6 SUMMARY GRADE 10 100 .--------------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS 1111 FEMALE ~ MALE 1989 MAGNET SCHOOLS BY SEX MAT -6 SUMMARY  .. GRADE 10: FEMALE BY RACE PERCENTILE 100------------------------. 80 60 40 20 0 RD MA LA 88 SC ss MAT-6 SUB-TESTS .. WHITE FEMALE ~ BLACK FEMALE 1989 DATA ALL M/tGNET SCHOOLS The black male group's highest average PR was in the content area of language arts (PR=52) and the wl:lite male group's - highest average PR was in science (PR=68). The lowest PR average for the black males and white males respectively was reading (PR=42) and mathematics (PR=54). 115 I-' I-' CTI MAT -6 SUMMARY GRADE 10: MALE BY RACE PERCENTILE 100 .----------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill WHITE MALE ~ BLACK MALE 1989 DAf A ALL Mf.GN T SCHOOLS SUMMARY STATEMENT Based on the findings of the study and the insight gained from the evaluation team's interaction with other educators, the following statements appear valid. 1. The return rate of 60 percent on the parent survey is sufficient to warrant consideration of the responses. 2. There is no difference in the return rate of parents based on race or resident district. 3. The majority of parents responding had students attending a magnet school for the second year, especially parents of elementary students. 4. 5. A higher proportion of black students are attending a magnet school for the second year than students of other races. This was true by school except for Gibbs elementary. The efforts of the MRC regarding student recruitment have been rewarded. The parents are very positive of recruitment procedures. 6. Transportation as a category was acceptable to the parents\nhowever, there is still some concern about \"student time on bus,\" \"bus drivers\" and \"transportation information.\" 7. The parents of magnet school students indicate there is a continued need for efforts by the MRC and the magnet school administration to improve the area of parent and community involvement. 117 8. 9. Working parents, especially parents of black children, have a difficult time becoming involved in school activities. Elementary students take school notices home to parents and parents read them for information about school activities, whereas, secondary students tend to just \"tell\" their parents about school activities. 10. Parents of black students \"talk with their child\" about school more than parents of white students. 11. The black students in grade 3 will perform better on both sections (reading and math) of the Minimum Performance Test (MPT) than the state average passing rate. 12. The black students in grade 6 will perform better on the reading and math tests of the MPT than the state average passing rate, and perform as well or better in the areas of language arts, science and social studies. 13. The magnet schools' eighth grade students do not perform as well as the state average passing rate on the MPT content area tests of science and social studies. 14. Although the magnet school grade 4 students have a comparable composite percentile rank on the MAT-6 as the state popul~tion of grade 4 students, the black magnet school students do not perform as well as their white peers. 118 15. Although the magnet school's sev.enth grade students have a comparable composite percentile rank on the MAT-6 as the state population of seventh grade students, the black students of the magnet school do not perform as well as their white peers. 16. The state composite percentile rank for the MAT-6 was, although comparable, higher than the composite percentile rank for the grade 10 magnet students in all content areas. The white students will perform at a higher level than their black peers on this particular test. 17. The magnet school students perform better, as measured by the MPT and the MAT-6, in the content areas of reading and math\nwhereas, the weakest area is science. 18. The least difference in performance by the race variable was in the content area of language arts. 119 APPENDIX A 120 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School _ M_a_,g._n_e_t_S_ch_o_o_l_P_a_re_n_t_s_-_N_=_20_4_7_ 2. Child's Grade _ _ 3. Child's Race: Black __ _ White --- Other --- 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ =================---------------------------------------=-------------- Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a las 1 lss9 11641 155 I 1a] regular basis. 7. The bus is generally on time at the bus stops. 1731 I 796 I 123 I 102 I 2951 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and 1275 Ina I 56812451 39 programs in the magnet schools. 9. The school actively encourages parent I 12061643 I u6 I s 1 I 11 involvement. 10. All of my questions about magnet schools were 1943 1797 116711331 7 answered before I selected this school for my child. 121 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 18. Bus drivers are competent, courteous and have control of the students on the bus. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: (please circle one) T GT GF F MO 1 3 70 1696 1444 I s 17 I 20 1 144319941318 Isa I 212 j 11129 1643 1163 I 89 I 23 I I 32ol 626lss7 ls16 I 2s I l10os I683I192 I 112 I ss I I 6s5l 6o7l166 l24s 13411 19661 8281148 173 132 I I 3741 8451278 121713331 I 92l I 8171161 58 I 90 I 111171 5921196 I 120 I 22 111941438 184 l115l216I 110251786 I 141 1 s 7 1 38 I A. from school notices sent home 1229 B. from talking with my child 539 c. from announcements in newspapers, on radio or TV 10 D. from talking with other parents 31 E. Missing Data 238 122 APPENDIX B 123 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child s School Booker Magnet N=483 2. Child's Grade _ _ 3. Child's Race: Black___ White _ _ Other --- 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a 1173 223, 43 39 5 I regular basis. 7. The bus is generally on time at the bus stops. I 178 I 199 I 26 I 24 56 I 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and ls9 1149168 I l I 198 9 programs in the magnet schools. 9. The school actively encourages parent l2s41l871 291 11! 2 l involvement. 10. All of my questions about magnet schools were 1200 1198 I 431 4 l I l answered before I selected this school for my child. 124 . 11. -12. 13. 14. 15. 16. 17. -18. 19. 20. 21. 22. 23. T GT GF My responsibilities (at home or work) prevent me from being active in my child's school at this time. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. The expectations of the students were made clear before I selected this magnet school. I know about the activities and programs at the other magnet schools. I feel free to discuss concerns of the school during parent/teacher organization meetings. The amount of time my child spends on the bus is satisfactory. with me. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. Bus drivers are competent, courteous and have control of the students on the bus. community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. The expectations of the parents were made clear before I selected this magnet school. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. It is easy to obtain information about the magnet school program. I receive most of my information about the activities at my child's school: {please circle one) I 119 I 241 I I 217 I 1791 185 I 152 I 12561 1541 1 182 1 1361 I 223 I 191 I I 105 I 185 I I 3271 118 I I 233I 1491 I 290 I 105 I I 224 I 1971 A. from school notices sent home 319 B. from talking with my child 110 c. from announcements in newspapers, on radio or TV D. from talking with other parents E. Missing Data 125 0 8 46 60 53 1161 42 35 40 77 161 58 30 34 F MO 21 I 42 l 25 9 1241 6 22 9 67 63 26 I 3 I 56 I 60 I 14 8 38 5 28 30 22 6 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questionsopenly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School_ __c _a_r_v_e_r_Ma_g_n_e_t _N= _3_5_5_ ___ 2. Child's Grade- -- 3. Child's Race: Black. _ _ White. __ _ Other _ _ 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ =================-=======-======-=====-================================ Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: Mark column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a I 141 I 150 j 31 l 30 3 regular basis. 7. The bus is generally on time at the bus stops. 1132 1144114 I 16 49 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and I 55 1166195 133 6 programs in the magnet schools. 9. The school actively encourages parent I 241 l 96 l lo l 4 I 4 involvement. 10. All of my questions about magnet schools were 1184 !129\\21 I 21 I 0 answered before I selected this school for my child. 126 I l l I I 11. My responsibilities (at home or work} prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. 18. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. Bus drivers are competent, courteous and have control of the students on the bus. 19. community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: {please circle one) 75 T GT GF F MO 1361 69 173 2 74 1711 61 I 10 39 I I 219 I 101' 19 I 12 I 4 I 50 I 117 I 91 I n I 5 I 2051100I 30 I 12I 8 l111l10il41l 47I55I I 1s9I 127I 25 5 9 187 I 141I 46 30 I 51 1211157144 7 l26 I 230, 74 34 13 I 4 219 I 69 11 I 17 1 39 1 1951 1211 25 8 I 6 I A. from school notices sent home 229 B. from talking with my child 63 c. from announcements in newspapers, on radio or TV o D. from talking with other parents 6 E. Missing Data 57 127 MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School- -G-ibb-s -N=-27- l -------- 3. Child's Race: Black___ White _ _ 4. Do you live in: Little Rock ____ _ 2. Child's Grade _ _ Other _ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ ==================c============================================ ======= Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: 6. 7. 8. 9. - 10. Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F I attend school programs and activities on a regular basis. The bus is generally on time at the bus stops. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. The school actively encourages parent involvement. All of my questions about magnet schools were answered before I selected this school for my child. 128 133I117 I 12 I 93 1 91 1 42 I 129 I 62 !201 1 62 1 6 l12s 1111 I 1s MO s 7 1 11 I 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. 18. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. Bus drivers are competent, courteous and have control of the students on the bus. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: (please circle one) T GT GF F MO 1 38 1 89 67 75 2 162 1137 3 7 9 I 26 135 1001 25 11 0 150 109 I 70 39 J 153 91 13 10 4 78 78 17 28 170 1621 98 146 1 99 33 122 1 71 1 108 j 125 I 23 5 10 1451 8 71 2 7 9 3 1481 55 I 148, 95 A. from school notices sent home 195 B. from talking with my child 39 C. from announcements in newspapers, on radio or TV O D. from talking with other parents 1 E. Missing Data 36 129 MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questionsopenly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School _ W_i_l_l_i_a_m_s_M_a~g~n_e_t _ N_=_4_0_3 __ _ 2. Child's Grade --- 3. Child's Race: Black _ _ White _ _ Other _ _ 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No --- ======================================================================= Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: 6. Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F I attend school programs and activities on a regular basis. I247 I 132 I 12 MO 7. 8. The bus is generally on time at the bus stops. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. I 145 I 144 I 23 16 I 75 I 9. 10. The school actively encourages parent involvement. All of my questions about magnet schools were answered before I selected this school for my child. 130 51 l 195 I 114 I 38 I s I I 31 l 79 I 10 I I 208 I 140 I 321 20 I 3 I 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 18. Bus drivers are competent, courteous and have - control of the students on the bus. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: {please circle one) T GT GF F MO 63 116 I 101 !118 j J 100 I 211 1 so J 28s I 18 19 17 4 I 561 112 I 1381 92 5 11811132152 28 l142l122l2s 33 81 l229l1s4l12 4 4 1 64 I 1a9 I 4 s 23 8 2 11971167,22 5 12 I 214 I 99 13 13 4 1243187 I 10 9 54 I 224 I 1so I 18 6 5 A. from school notices sent home 327 B. from talking with my child 37 c. from announcements in newspapers, on radio or TV O D. from talking with other parents 3 E. Missing Data 36 131 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child s School Mann Magnet N=349 2. Child's Grade --- 3. Child's Race: Black___ White _ _ Other --- 4. Do you live in: Little Rock ------ North Little Rock ____ Pulaski County District ____ _ 5. Did your child attend this school last year? Yes __ _ No __ _ Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: ,_ Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a I 99 11661 41 I 40 3 I regular basis. 7. The bus is generally on time at the bus stops. I 139 I 1so I 26 l20 I 14 I 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and . I 109146 I 37 I 150 I 7 programs in the magnet schools. 9. The school actively encourages parent l12s I 1421 s1l20 2 I involvement. 10. All of my questions about magnet schools were 11481 1431 33 23 2 I answered before I selected this school for my child. 132 T GT GF F MO 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 162 I 113 I 83 84 7 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 18. Bus drivers are competent, courteous and have control of the students on the bus. 19. community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 62 I 152 72 180 I l 13 I 36 52 I 93 I 98 1141 1129 I 37 1131 I 1201 30 1081 1591 46 52 1171 152 1161 1651 30 11561 1131 45 2061 85 113 111 I 52 I I l 5 s I 101 s 124 181 I 4 71 211 I 24 I 12 I I 51 I 231 1 16 I 22 I 31 I 4 I 29 I 16 22. It is easy to obtain information about the magnet school program. 1531 1421 32113 I 9 23. I receive most of my information about the activities at my child's school: (please circle one) A. from school notices sent home B. from talking with my child c. from announcements in newspapers, 124 163 on radio or TV 6 D. from talking with other parents 10 E. Missing Data 46 133 - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School __ P_a_r_k_v_i_ew_M_a_g_n_e_t _ N_=_l_8_6 _ 2. Child's Grade 3. Child's Race: Black _ _ White --- Other _ _ 4. Do you live in: Little Rock ____ _ --- North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ ===========-===---------------==---==================================== Directions: Read each of the statements very carefully and indicate your response to each one using the following scale:  :.f~ Mark Colwnn T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a I 58 regular basis. 71 25 I 32 I 0 7. The bus is generally on time at the bus stops. I 44 68 141 16 I 44 I I 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and I 31 I 82 I 391 33 I 1 I programs in the magnet schools. 9. The school actively encourages parent I 71 I nl 241 12 I 2 I involvement. - 10. All of my questions about magnet schools were I 75 76 I 20 I 15 I 0 I answered before I selected this school for my child. 134 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski county communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. 18. 19. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. -~ \\ Bus drivers are competent, courteous and have control of the students on the bus. ., ' Community sponsored organizations and civic centers (i.e. museums, art centers, music :enters) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: (please circle one) T GT GF F MO I 48 1 48 40148 2 26 82 38 I 93 I 72 11 9 I 27 143 44168 I 69 I 77 18 I 16 I 41 I so 18 I ss I 99 21 11 I o I I 20 1 60 25 1 52 1 85 1 26 11 1 79 1 70 19 16 2 1 88 I 37 10 1 81 1 81 15 5 4 A. from school notices sent home 35 B. from talking with my child 127 c. from announcements in newspapers, on radio or TV 4 D. from talking with other parents E. Missing Data 135 3 17 APPENDIX C 136 ..... w -..J PERCENTILE MAT -6  SUMMARY MALE STUDENTS 100 ,------------------------, 80 60 40 20 0 RD - BOOKER Hmm~ MANN 1989 MAGNET SCHOOLS MA LA BB SC ss MAT -6 SUB-TESTS ~ CARVER h?/J GI BBS - WILLIAMS  PARKVIEW ...... w (X) PERCENTILE MAT-6 SUMMARY FEMALE STUDENTS 100 .------------------------ 80 60 40 20 0 RD - BOOKER Hmm~ MANN 1989 MAGNET SCHOOLS MA LA BB SC ss MAT-6 SUB-TESTS ~ CARVER tt?d GI BBS 8 WILLIAMS 0 PARKVIEW ...... w \\0 PERCENTILE MAGNET SCHOOL MAT -6 SCORES 100 .-------------------------. 90 80 70 60 50 40 30 20 10 0 RD - BOOKER nmrn~ MANN 1989 - BLACK MA LA BB SC ss MAT -6 SUB-TESTS ~ CARVER FtHJ GIBBS m WILLIAMS 0 PARKVIEW ...... \"\"' 0 PERCENTILE MAGNET SCHOOL MAT -6 SCORES 100 ,----------------------------, 90 80 70 60 50 40 30 20 10 0 RD - BOOKER llmlg~ MANN 1989 - WHITE MA LA BB SC ss MAT -6 SUB-TESTS ~ CARVER Mt=t :I GIBBS - WILLIAMS 0 PARKVIEW I-' ~ I-' MAT-6 SUMMARY BOOKER STUDENTS PERCENTILE 100 .--------------------. 80 60 40 20 0 RD MA LA 88 SC ss MAT -6 SUB-TESTS - FEMALE ~ MALE 1989 GRADE 4: BY SEX PERCENTILE MAT -6 SUMMARY CARVER STUDENTS 100 ..-------------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB- TESTS .. FEMALE ~ MALE 1989 GRADE 4: BY SEX  PERCENTILE MAT-6 SUMMARY GIBBS STUDENTS 100 ,------------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT-6 SUB-TESTS ... FEMALE ~ MALE 1989 GRADE 4: BY SEX  PERCENTILE MAT -6 SUMMARY  WILLIAMS STUDENTS 100 .-----------------------, 80 60 40 20 0 RO MA LA BB SC ss MAT -6 SUB- TESTS Ill FEMALE ~ MALE 1989 GRAD '1: BY SEX \nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkanasas State University. Office of Educational Research and Services\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":383,"next_page":384,"prev_page":382,"total_pages":3369,"limit_value":12,"offset_value":4584,"total_count":40428,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":307},{"value":"online exhibitions","hits":37},{"value":"teaching guides","hits":34},{"value":"timelines (chronologies)","hits":23},{"value":"bibliographies","hits":15},{"value":"worksheets","hits":5},{"value":"annotated bibliographies","hits":4},{"value":"study guides","hits":4},{"value":"learning modules","hits":3},{"value":"slide shows","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"Sound","hits":1050},{"value":"StillImage","hits":803},{"value":"MovingImage","hits":213},{"value":"Collection","hits":10},{"value":"InteractiveResource","hits":4}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Thurmond, Strom, 1902-2003","hits":2076},{"value":"Mississippi State Sovereignty Commission","hits":1425},{"value":"Newman, I. 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