{"response":{"docs":[{"id":"geh_vhpohr_252","title":"Oral history interview of Kathleen Mainland","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United Kingdom, Scotland, Argyll and Bute, River Clyde, 55.97348, -4.81032","United Kingdom, Scotland, North Lanarkshire, Airdrie, 55.86602, -3.98025","United Kingdom, Scotland, Shetland Islands, Lerwick, 60.15339, -1.14427","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383"],"dcterms_creator":["Pace, Hayden","Mainland, Kathleen, 1931-"],"dc_date":["2003-10-08"],"dcterms_description":["In this interview, Kathleen Ann Cameron Mainland recalls her father's World War I service in the British Army and her own reminiscences from World War II in Scotland. Her father was a member of the Seaforth Highlanders and was headed for the front lines in France. He recorded his experiences on paper and Kathleen shares them. She also recalls her experiences and conditions as a child during World War II in Scotland. She remembers that the novel \"Gone with the Wind\" influenced her decision to move to the United States.","Kathleen Mainland grew up in Scotland during World War II.","Kathleen Mainland Veterans History Project Atlanta History Center With Hayden Pace October 8, 2003 [Tape 1, Side A] Interviewer: Okay. This will be the recorded interview for the Veterans Project of the Atlanta History Center of Kathleen Mainland, which is taken on October eighth, 2003. It is now twelve fifteen in the afternoon and the interviewer is myself, Hayden Pace. Kathleen, if I could get you to state your full name. Mainland: Kathleen Anne Camerton [phonetic] Mainland. Interviewer: And Kathleen, where were you born? Mainland: I was born in Airdrie, Lenoxshire, Scotland. It's near Glasgow. Interviewer: And when were you born? Mainland: Six October, 1931. Interviewer: When did you leave Scotland? Mainland: 1982. It was the date in the calendar that is also a command; March fourth. Interviewer: [laughs] All right. So you were there fifty years. Who were your parents? Mainland: My parents were James and Nancy Stout. My mother's maiden name was Bane. Interviewer: And what did James do for a living? Mainland: James was a banker. Interviewer: He was a banker. Mainland: Yes. Interviewer: And did James serve in the military at any time? Mainland: He served in World War One. And we do have an article that he wrote. Actually he wrote it as a letter home, but because he came from such a small community, Lerwick in the Shetland Islands, it was printed in the local paper and it told of his wartime experiences, mostly concerned with his progress toward the front along with his battalion. He was in the Seaforth Highlanders. And one thing he did not put on the letter, but told us, was that the kilts that they had to wear were made of very, very rough material and he apparently had rather tender legs because when the kilt material got wet it would take the skin off the back of his thighs [laughs]. Not at all comfortable. But anyway, he was on his way to the front along with everybody else. At one point they met up with German prisoners of war being taken to the back, taken out of combat. And he describes them as great hulking brutes [laughs]. He was not tall. He was not a tall man. Interviewer: How old was he when he enlisted? Mainland: Eighteen. Interviewer: And did he enlist or was he [inaudible]? Mainland: He enlisted because he was hoping that he could get into the physical training corps. But at that time, in nineteen…barely 1917, everybody just went straight to the front, so it didn't work for him. Interviewer: What is the physical training corps? Mainland: PT. Interviewer: Is it similar to boot camp? Mainland: No. No. It's a section that would be concerned with physical training, with exercising and building up muscle and you know. Interviewer: So he saw it as an opportunity? Mainland: That was what he wanted to go into. He was already working in a bank, but he didn't like it. And thought if he could get into the physical training part in the army that perhaps he could progress to that when he went back to civilian life. Interviewer: Do you know what your grandparents thought about him enlisting? Mainland: No. [laughs] I can't…well, I don't know. The atmosphere was so different, I think. Perhaps they were proud of him for serving his country, for taking it upon himself to go ahead and put himself possibly in the way of danger. Interviewer: Had he lived in that one town all his life at that point? Mainland: Yes. Interviewer: So this was an opportunity perhaps to travel, too. Mainland: Possibly. Although, he had lived…they went on holiday to what's called the mainland, which means Scotland. Actually the island that they lived on, the main island of both the Shetland and the Orkney group is called “The Mainland” and that's where my name comes from. Interviewer: Do you know if he spent his entire service career in Scotland or did he travel to… Mainland: Oh, he traveled to France. I think it was Arras. And as I say, he was on his way to the front when suddenly he found himself face down in the mud without any idea of how he had got there. And he got up and sort of cleaned himself off and went along the road and only at night, when he took off his helmet did he discover what had happened. He had a very small head and the helmets have netting in them that you're supposed to pull tight around your head. Well, in his case it made the helmet sit high off his head, really. And a bullet had entered the crown of the helmet, gone around the inside and out the back and that was what threw him forward. And having a small head saved his life and I guess that's one of the reasons why I'm here today [laughs]. Cause my dad had a small head. But before he got into any fighting at all--I don't think he ever fired his rifle in anger or in self-defense or anything else--he was hit in the thigh and his thighbone was broken. So he was left by the roadside, as it happened, for over twenty-four hours. And he tried, he describes how he tried to splint his leg with his bayonet and the entrenching tool that they carry. But it wasn't a good job apparently because when he got back to hospital in Britain his thighbone had knit together overlapping two and a half inches. So they broke it and reset it but that was not successful and he was two and a half inches short in his right leg for the rest of his life and had to wear a surgical boot, which of course put paid to any thought of a career in physical training or gymnastics. Interviewer: So he went back to the bank. Mainland: So he went back to the bank, yes. Interviewer: How long was his career in the military? Mainland: I think he joined up in February and was invalided out in April. Interviewer: So very short. Mainland: Very short, yes. Interviewer: And as you stated, he never even got a chance to shoot his rifle. Mainland: Nope. Interviewer: I see. Mainland: The only quote Huns that he saw were those being taken as prisoners of war back to… Interviewer: When he was in the military, did he communicate with his family at all? Mainland: Oh, yes. The whole family were letter writers and this letter that Daddy wrote, well, it's arranged by the editor of the paper, of course. But he wrote that and he also wrote a letter to his sister, Betty, which I brought. Well, I typed out a copy of it and I have it here. Interviewer: Okay. Will you hold that up for the camera? It's a letter that was written by James to his sister Betty or Elizabeth and that's going to be included in the materials here [inaudible]. Mainland: Monday, twenty-six March, 1917. When he was in…he does say. He mentions having met up with somebody else from Shetland. Oh, yes. [reading] “The village we're at just now is called Ourton.” O-U-R-T-O-N. “Or Durton and lies somewhere behind Arras.” And of course, he wasn't supposed to say that, so he's admonishing his sisters to keep it quiet. They must not have been censored or that would have been cut out. Interviewer: Right. Did he maintain any friendships with anyone he met during his time in the service? Mainland: Not that I know of. Interviewer: Did he frequently refer to his time in the service as you where growing up? Mainland: He sang “Pack Up Your Troubles” so much that I thought it was a nursery rhyme. It's one of the first things I learned to sing. Interviewer: And this song, in case the viewers aren't familiar with it, is that something he was taught in the military? Mainland: Well, it was a song of World War One. Interviewer: Okay. Do you remember any of it? Mainland: Oh, yes. [singing] “Pack up your troubles in your old kit bag and smile, smile, smile. While you've a Lucifer to light your fag, smile boys, that's the style. What's the use of worrying? It never was worthwhile. So pack up your troubles in your old kit bag and smile, smile, smile.” And a Lucifer, of course, is a match. A fag is a cigarette. He didn't smoke, I don't think. [laughs] Interviewer: So other than this particular song, would he speak [inaudible] told you his stories about the bullet in the helmet and then obviously he was shot in the thigh. Mainland: He didn't talk about it a great deal. I mean, it wasn't something I was taken on his lap and told about. I presume, I can't remember, but I should think sometime I was up in the attic and came across the helmet and brought it down and asked about it and that's how I heard. And we'd never known him without a surgical boot. And it wasn't all that apparent. It was just, the right boot was built up with a platform of cork inside it and when he was wearing trousers, long trousers, you couldn't see. But it didn't stop him playing badminton and oh, he played badminton quite a lot. Interviewer: Did he meet your mother before or after entering into the war? Mainland: After. Interviewer: Okay. And you were born obviously several years later, fifteen years later. Mainland: Yes. They married in 1926. I believe they were engaged for about four years. Well, you had to have enough money to marry on in those days. You didn't just get married and then wonder where the money was coming from. [laughs] No, my mother didn't work. She was a very shy, quiet person and she stayed at home until she went to live with my father. Interviewer: And were you living with them at the time that World War Two began? Mainland: Oh, yes. Oh, yes. Interviewer: What do you remember of that? Mainland: Well, being seven years old, what I mainly remember is that war broke out in September and I was sort of vaguely aware of the grownups going around with very solemn faces and sort of clustering around the radio whenever there was a news bulletin. But my main memory is of great delight because it meant that school didn't open. We had extended summer holidays. [laughs] The very early days of the war, there were still a lot of worried people running around. They were issuing gas masks. They were appointing people as air raid wardens. We were being told to protect the glass in our house, the windows particularly, by putting either net or crisscrossings of brown sticky paper on them so if they shattered they wouldn't go everywhere. And of course, we had to have blackouts. We had big screens that went up over every window in the house and we didn't turn on the lights when it started to get dark at night until we had the blackouts in place. And the air raid wardens were civilians in each street, or perhaps several to a street if it was a long one, who went around and patrolled regularly to make sure no chink of light was showing. All the street lights were put out. There were no street lights at all. The few cars that were on the road, because of course there was no petrol or gas, had sort of hoods over their headlights directing them down so that they could scarcely be seen. And really, it was all to stop over-flying aircraft from seeing anything or knowing where they were or knowing that there was land below them at all. Interviewer: All this preparation, how did that impress upon a seven year old? Mainland: It was just…I think more excited. There was a real hum in the air. And as the time went on, I think being so young, we kids just adjusted to…that was life at the time and we hadn't known anything else so we couldn't contrast it. Interviewer: Did your parents explain what was going on, what was behind all these preparations? Mainland: No, I don't think so. It was just “the war” and we didn't know what “the war” was. Interviewer: Did you kids try and figure it out among your friends. Mainland: [inaudible, whispering] no. No. We knew the Germans were bad. Actually we, in my area, experienced the first air raid of the war on British soil. They tried, in September, I mean right at the beginning of the war, they tried to bomb the Forth Bridge, which was the main rail link between the southern part of the country and the north. And they tried to bomb the Roughside [phonetic] Dockyard. Now we were on the southern edge of Dunfermline, facing the River Forth and right down in front of our windows was Roughside Dockyard. If you had a good pair of binoculars, you could tell the time by the clock that was on the big chimney in the middle of it. So, it was going on all the time. They were testing the air raid sirens and I still get chills up my back when I hear the police in Atlanta. I'm a little more accustomed to it now, but it still goes back to that time where it meant, “Be frightened.” And they were testing the air raid sirens and so when we went out playing and the air raid sirens went one more time, we didn't pay any attention. “Oh, they're just testing again.” We didn't even think that, I don't think. Just went on. And then we started to see planes sort of streaking across the sky and then there were sparks of orange coming out of the planes. I can remember thinking, “It's a very realistic test, this.” And it wasn't until oh, a couple hours or more later that a neighbor came home, lived further up the street, white and shaking because he had been on a train that was crossing the Forth Bridge during the raid. And for some unknown reason, they stopped the train on the bridge until the raid was over. I don't begin to understand the reasoning. Maybe there wasn't any, but they did. So he sat there and watched planes dive bombing him. Said he could see the crosses on the wings and in some cases, actually see the outline of the pilot inside. Interviewer: How frightening. Mainland: Oh, terrifying. But they never did get the bridge. I mean, it's like a pencil from the air. And later on…they didn't harm the dockyard either. But later on, in order to forestall raids on the dockyard particularly, they put up barrage balloons, which are big helium-filled balloons. You know what a balloon looks like with the big sort of ears, which we would, in Scotland, call lugs. That's Scottish for ear. And they're flown at a certain height which prevents the planes from coming as low as they might do to strafe or bomb. So all through the war, we had these barrage balloons as part of our view. And we became very accustomed to them so that when they weren't there, it was unsettling. It was worrying. And one day, I remember, we watched as one by one they caught fire and sank down. And we thought that the Germans had come and were shooting them down so that they could come in and really put paid to the dockyard. But it turned out it was localized lightning that was hitting them and taking them down. I don't…we never really…I don't remember understanding really what the war was about or what it was. It wasn't directly concerning us. I mean, we weren't in the line of fire, as it were. We didn't have soldiers. We didn't have…well, I did evacuate actually. I was going to say we didn't have to evacuate. But there was a time when there were a great many raids and it was decided that I would be safer away from the dockyard and the bridge. So I was sent to my aunt's, and she lived in the country on the west side of the country. And it turned out that that wasn't a very good idea either because she was fairly close to the shipyards on the River Clyde and the Germans started going for those shipyards. So I came home. But we had air raid sirens, air raid warnings just about every night for ten days as the planes flew over us on their way to Clydebank. And we didn't [inaudible word] coming out of the shelter when the all clear went because we learned that they were going to come back the same way and if they had any bombs left over they would jettison them wherever. So, we just stayed in the air raid shelter until the all clear went for the second time. And then it was all right. But by then, most of the night was over. So. And I say air raid shelter, now if we had sustained a direct hit on the house we would all have been blown to kingdom come. Because the air raid shelter was a little sort of heavy wooden structure in the corner of my parents' bedroom, where there was just about room for the four of us to sit in there. The idea was that we were up against an outside wall which was double because we had a cold cellar just outside. Crazy. And I expect the Anderson shelters that were corrugated iron set into the ground, if they had sustained a direct hit they would not have…well, I say put into the ground. Then they had soil, dirt packed over them. But a bomb would have killed everybody in there if it had come close enough. It was some shelter but not really a hundred percent. Interviewer: An Anderson shelter. What is that? Mainland: Well, that was this thing that you dug a hole in the ground about maybe four feet deep and you got these pieces of corrugated iron that came up so far and then curved over the top to make a roof. And then when you'd got that you would pile dirt on top. You could dig it deeper than four feet, I guess. And then you piled dirt over the top and that was your air raid shelter and you went in there. Some people had bunks inside so they could sleep. But I don't know what the air raid shelters that we had at school were made of. I know we went down into them and I think they must have been brick built and you went down into the shelter, which I remember feeling very resentful that we had four or six of them in the girls' playground, not the boys'. It was a mixed school but we were strictly segregated. In the classroom, the boys sat on one side, the girls sat on the other and when we went out for recess or playtime, the boys had a separate playground from the girls with a great big wall in between the two [laughs], which seemed…I mean we just took it for granted. That was the way things were. But it seems crazy now. That was in elementary school. Infant school we all played together. That was five to seven year olds. And then when you were seven, eight, you went to elementary in the separate sexes. Although we were both in the same classroom. And then the same when we went to high school. The boys had a separate entrance and a separate gymnasium and we sat separately in class mostly. But that's just an aside. I was going to say that the one fear that stayed with me, and pretty much through the war, at least until the air raids finished, was that there would be an air raid while I was part ways between home and school. What would I do? Where would I go? I never voiced the fear because there was all this thing about stiff upper lip and you weren't supposed to show your fear and you didn't tell people about hardships or what you were feeling or anything. That was part of the war effort. Interviewer: The war went on for years. How did you deal with this for such a long time? Mainland: Yes, but the raids didn't go on. I mean, I guess by what…'42, certainly by '43 there were no more raids in Britain. And so it was three years, four years. Just when I was little. Interviewer: From age seven to ten? Is that about right? Mainland: Yeah. Something like that. Interviewer: Other than the two assaults on the bridge and the dockyards, which were I guess unsuccessful, do you remember any other assaults on your town or your village? Mainland: Oh, yes. Oh, yes. There was one time when my father…I saw my father afraid and that was very scary. He was, as I say, an air raid warden and after the siren had gone he went out to check round about that nobody was showing any lights. And when he came back in, he was pale. And he said, “Oh, we're for it now. We're for it now.” And he told us that what apparently had happened was that the light bombers had come over first and they had dropped incendiaries all around the…well, I don't know whether all around, but all around the boundary of the town that we could see from our windows and we were fairly high. And he said that they [inaudible] it's a ring of fire that the heavy stuff is going to be dropped into. Well, he had reckoned without our fire service because when the heavy bombers came over, there was no ring of fire left. It had all been put out. And I don't really know whether they dropped their bombs or whether they turned around and went back and dropped them somewhere else or what happened. And I don't know why they would want to drop the bomb on Dunfermline because there was nothing there. We weren't a military town. We weren't making munitions. We weren't doing anything outstanding for the war effort. Interviewer: How big was this town? Mainland: It was about sixty thousand. Incidentally, it's where Andrew Carnegie was born. Not a big town and yes, we did have the military in town. They commandeered the public…the Carnegie public baths, the swimming pool as barracks for the army. As they did when I…at my grandmother's, she lived outside Glasgow and there was a little sort of community hall down the road from where she lived and that was made into a barracks. And when I went to visit her, and I had a great time running errands for the soldiers and getting paid for it, you know. Interviewer: Did you meet with the soldiers personally? Mainland: Oh, yes. Interviewer: [inaudible] the errands? Mainland: Oh, yes. Yes. Interviewer: What do you remember of them? Mainland: The main thing I remember was that they had a pipe band there and every morning I would get up early and go down and march up and down with the pipe major as he practiced his pipes. I'm sure the neighborhood must have been delighted having a piper at seven o'clock in the morning [laughs], but I loved it. I thought it was just great and I marched up and down keeping him company. Interviewer: Did the soldiers ever tell you any stories or… Mainland: They hadn't been anywhere yet. This was a staging post. I mean, they weren't training. They must just have been there waiting until they were deployed, until they knew where they were going to go. Interviewer: Do you remember their general mood? Mainland: It was pretty upbeat as I remember. But then they wouldn't show anything else to a child. Interviewer: And you said that the town sort of had an attitude, “Keep a stiff upper lip.” Mainland: Oh, the whole country. Interviewer: Really. Mainland: Oh, yes. Oh, yes. I don't know that there were any posters about that. The posters mostly were about “careless talk, save lives”. Careless talk…oh, what was it? “Careless talk costs lives.” That was it. So if you knew anything you weren't supposed to talk about it. Interviewer: Now you stated that the air raids ended after a period of time and the war continued. Mainland: Oh, yes. Interviewer: What do you remember about your family or your town keeping track of the war [inaudible]? Mainland: Oh, radio. Radio. Everybody sat around the radio when the news came on, six o'clock news at night. I mean, there were newscasts at other times of the day, but six o'clock you could just about count on everybody being indoors listening to the news and the different news readers. Albar Ledell [phonetic] is one name that comes to mind. They always announced their names when they were reading it. “Here is the BBC six o'clock news and this is Albar Ledell reading it.” Interviewer: And were these broadcasts just simply reporting what had taken place or were they from the front lines? Mainland: Oh, they weren't from the front lines. No. They might be stories from the front lines, but the news was purely reporting what was going on, what had gone on that particular day, what progress we had made. Interviewer: Very different from today's coverage of the military. Mainland: Yes. Interviewer: Do you remember the end of the war? Mainland: Oh, yes. [laughing] Interviewer: What was it like? Mainland: I can't remember exactly what V-E was like, Victory in Europe. But some people at school, high school by then, got a hold of some paint and on the entrance, the two entrances, boys and girls, to the school, they put a great big painted “V-E” on either side of the doorway. Never found out who did it. [laughs] I have a photograph. I don't know. You might like a copy of it. It's actually the prizewinners for 1945 and I was one. And there we are all clustered on these steps and you can see the V-E and they've tried to take out the V-E with blackboard dusters. You know, where you just smacked the chalk dust on it. But you can still see the V-E showing through. V-J I remember better because I was visiting Shetland. Stopped there staying with cousins. And we knew it was coming. And when it was finally announced, the first thing I think people did…must have come in the evening because that's what I remember about. People rushed to take their blackouts down and let the lights shine out. And it was wonderful. We went up to my cousin's bedroom and she was up on the third floor and we could crawl out the window into a little balcony on the front of the house and we watched the lights coming out. And there were…this was Lerwick which is a harbor. And there were little craft going up and down the harbor, shooting off ferry lights and it was like fireworks and we'd never…couldn't remember seeing anything like it ever before. That was just…that was a wonderful night. [laughs] Interviewer: [inaudible] celebration? Mainland: Yes. Oh, yes. I don't remember parties. I suppose there must have been but that's my memories of the end of the war, especially in Lerwick. Those ships running up and down and the lights coming on. Interviewer: And moving sort of backwards, do you remember when Japan had bombed Pearl Harbor or any event? Mainland: Not particularly. Interviewer: The United States at that point… Mainland: Oh, yes. Interviewer: [inaudible] Mainland: Oh, yes. Interviewer: [inaudible] Mainland: Well, not really. I mean I was what? Eight when that happened and it was just all part of “The War”. I wasn't aware that America hadn't been in before or that it was in now. Didn't know where Pearl Harbor was. Didn't particularly care at eight years old. Interviewer: Did you have a notion of politics or Allies? Mainland: No, not really. Interviewer: After V-E and V-J, do you remember the Scottish troops coming back home? Mainland: It wasn't really noticeable. I didn't have anybody who was in the war closer than a second cousin. Oh, no. A couple of second cousins. One was a surgeon in the navy and the other one was in the army. Oh, part of my war effort was writing to the one in the navy. I wrote letters to him regularly. And we got special…like the…you know the airmail letters that you get at the post office that you just fold up and stick? We had forces letters that were something like that. And that was what I wrote to this cousin just to [inaudible] my war effort. Interviewer: Did you get letters back? Mainland: Oh, yes. Oh, yes. Interviewer: Do you remember any of them? Mainland: Then he came and stayed with us. I don't remember any…I mean he…again, writing to a child. He wouldn't put anything horrid. Interviewer: Am I right in seeing there's also a letter written from your dad to his sister during World War Two? Mainland: Yes. Yes, there is. This is the letter that he wrote. It's just an extract from it about the war, about not getting too much sleep and also about the night that the bombers came to drop their incendiaries and then the heavy stuff was supposed to go inside the ring of fire. Oh, he adds…I had forgotten about that. But the next morning, the burnt part that we could see, there was just a horde of people going down, going through it, looking for souvenir pieces of shrapnel and bits of bomb and whatever. We did not join in that. [laughs] He says, [reading] “It's amazing what some people will do.” But it was a time of deprivation. Everything was rationed. Gasoline for instance. You just could not get…unless you were a doctor or needed it for essential work. Public transport did get it obviously, but there were no cars on the roads virtually. I walked to and from school. It wasn't that far. Twice a day, because I came home for lunch. Food was rationed. Every food was rationed. I think, I have a picture that shows the exact amounts per person, per week. The only thing that I remember for sure was candy. Four ounces per person per week. And rationing did not finish in 1945. The first thing that was de-rationed was candy in 1950. And rationing was fully finished in 1954. We put everything we had into the war effort. Interviewer: So the transition from wartime to non-wartime took a period of years. Mainland: Oh, yes. Oh, it wasn't instantaneous by any means. Clothes were rationed. You had coupons and it was so many coupons for a pair of socks, for a length of dress material. When I was thinking about coming to this, it occurred to me to wonder how the theaters managed with clothes. I don't think they got special…they must have got special dispensation to buy material to make costumes. Another of the wartime phrases was “Make do and mend.” And you did. You mended your clothes until they wouldn't hold stitches any more. I don't know how my mother managed to keep interesting meals on the table because meat was rationed, for instance. I mean it was something like six ounces per person per week. But you didn't get to choose. You went down to the butcher shop and you took what he happened to have in at that time or maybe he was having something else in the next day. And so she wouldn't be able to plan ahead. She just had to decide on the way home what she was going to cook or how she was going to cook whatever she had. Much of our garden, which was quite large, was given over to growing vegetables. And we had fruit trees. We had apples and gooseberries and raspberries and black currants and rhubarb. And all through the war, my sister and I did not start drinking tea. My sister's five years younger than I am. In the summertime we would have milk to drink, as far as I remember. In the winter, going out to school to give us something warm in our tummies, we had a glass of hot water with a spoonful of honey in it. One of my father's cousins lived up in Aberdeenshire and kept bees. So at the beginning of every winter we would buy twenty pounds of honey from her. It came in a great big can. And that meant that my mother could save the sugar that we would otherwise have put in our tea and she used it for making jam and pies and so on. Interviewer: How about the psychological transition from wartime to after the war? Is this something that you noticed or people didn't relax as quickly as you might guess they would? Mainland: I don't think so. I don't think so. I think it took a while. I don't remember exactly. I guess I stopped being frightened when there stopped being air raids. Though I'll tell you another thing that…everything went gray during the war. We didn't bleach things any more. So newspaper was gray. The books that you bought had gray paper and very thin sort of flimsy feel to it. The packets that the cereal, breakfast cereal, came in were gray. We didn't get Rice Krispies any more cause we don't grow rice and Rice Krispies were my favorite. So that was a real hardship. This aunt that my father was writing to came to visit us in 1950 and I came back with her and spent a year in Atlanta. That's what made me want to come back. That and “Gone with the Wind,” which I read seven times when I was in my teens. But…where was I going with that? Going across in the ship I had Rice Krispies for breakfast every morning. It was great. But we didn't have corn flakes, cause we don't grow corn very well. It's only really fit for animal fodder, the corn that we grow. We grow a different kind of corn, which is a real grain. It's not the maize that you think of as corn. And we had wheat flakes. It's really not very appetizing. And the bread went gray because the flour wasn't bleached. Interviewer: Do you remember this returning to normal after a period of time? Mainland: Not really. Nope. Seems strange. You'd think I would. I don't remember it at this point. Interviewer: And then you moved to the United States and you have children? Mainland: Yes. Yes. I have two sons. One is living with me. I came partly as the result of the breakup of my marriage. My husband left and shortly afterwards my mother died. My father was already died [sic]. He had a cerebral hemorrhage at age fifty-five. I suddenly realized that there wasn't anything to keep me in Britain anymore and it wasn't really where I wanted to be. The early eighties was when the trade unions were running everything, it seemed. And there would be strikes over an extra five minutes on the tea break or really stupid things, it seemed to me. And I didn't want my children growing up with that sort of work ethic. So I started making inquiries about coming over here. Eventually, six years later. It isn't easy to come here as a legal immigrant. I was very tempted to come as an illegal, but I didn't want my kids to get off on the wrong foot. So, we waited and waited and all the paperwork that you have to go through. But eventually, two of my friends in this country engaged the services of an immigration lawyer. And among us, we managed to pull it off. Interviewer: And your sons have children? Do you have grandkids? Mainland: One of them has two children, a boy and a girl. Interviewer: How old is the boy? Mainland: The boy will be five on the fifteenth of October and the little girl was one on the twenty-ninth of September. They're up in Boulder, Colorado. Interviewer: Do you speak with your children about your memories of the war and told them about these stories? Mainland: Oh, yes. I wrote it all up actually and they both read it. We don't talk about the war a great deal. Interviewer: What about [inaudible]? Mainland: [inaudible] Now my older son, the one in Boulder, is a world history teacher and he's very interested in just all aspects. We haven't actually sat down and talked about the war as such, but various little things that have come up, he's interested in. Interviewer: What is your impression of military service these days? Would you encourage people to serve in the military or do you have an opinion in that regard? Mainland: [sighs] I don't really think I would ever encourage anybody close to me to serve in the military just because of the danger. I think it's great the benefits you get from it. You know, your college education if you need it, that sort of thing. But the danger is too much. Especially now, when the weapons get more and more sophisticated. It's horrifying. Interviewer: Okay. That's all I have, but is there anything you'd like to state or any story that I failed to ask you about [inaudible]? Mainland: Can't think of anything. I think we've covered it all. I don't think there's anything else, thank you. Interviewer: Great. Well, thank you very much. Mainland: You're very welcome. Interviewer: I appreciate it. [end of tape] Notable pages: p. 2-7—tales of James Stout, Mainland's father, in World War One p. 8—Mainland's childhood memories of World War Two start p. 10—war's first air raid in Britain p. 12—description of air raid shelter p. 15—ring of fire for heavy bombers p. 16—meeting the soldiers p. 18—the light of V-J day p. 20—rationing"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["World War, 1939-1945--Personal narratives, British","Stout, James, 1898-1968","Stout, Nancy Bain, 1904-1984","Carnegie, Andrew, 1835-1919","Great Britain. Army. Seaforth Highlanders","Rationing","blackouts","evacuation","Anderson shelter"],"dcterms_title":["Oral history interview of Kathleen Mainland"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/252"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","mini-dv"],"dcterms_extent":["44:55"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_o-0037","title":"Oral history interview with Billy E. Barnes, October 7, 2003","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Gritter, Elizabeth","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, 35.50069, -80.00032"],"dcterms_creator":["Barnes, Billy E. (Billy Ebert), 1931-2018"],"dc_date":["2003-10-07"],"dcterms_description":["Billy E. Barnes is a photographer known for his documentary work on racial and economic justice issues in the 1950s and 1960s. Barnes begins the interview by explaining how he grew interested in issues of inequality while working as a photographer for McGraw-Hill Publishing in Atlanta, Georgia, during the 1950s and early 1960s. After establishing a reputation for himself, Barnes was offered a job with the newly formed North Carolina Fund in 1963. Founded by Governor Terry Sanford and shaped by executive director George Esser, the North Carolina Fund was a precursor to President Johnson's more broadly conceived War on Poverty. Barnes describes the aims of the North Carolina Fund at length, emphasizing how the black power movement was demonstrative of the need to involve people in decision-making processes. He also discusses the Fund's ideology of providing people with opportunities and training rather than welfare, and its overall goal of breaking the cycle of poverty. Throughout the interview, Barnes describes the work of North Carolina Fund volunteers, who sought to educate children and implemented programs like Head Start. Researchers interested in the history of the North Carolina Fund, the photography of Barnes, or the uses of documentary photography in social justice movements of the South will find particularly useful material in the second half of the interview, in which Barnes describes a number of his most memorable photographs to the interviewer. The interview concludes with Barnes's brief discussion of his accumulated records about the North Carolina Fund and his failed effort to establish a radio station, owned and operated by the people, in Wautauga County, North Carolina. Barnes places the work of the North Carolina Fund within the broader context of economic justice and community empowerment, while paying attention to the political tensions that shaped the War on Poverty in the South.","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":["Community development corporations--North Carolina--Employees","Social reformers--North Carolina","Photographers--North Carolina","North Carolina Fund","Community development--North Carolina","Documentary photography--North Carolina","Poverty--North Carolina","Poor--North Carolina"],"dcterms_title":["Oral history interview with Billy E. Barnes, October 7, 2003"],"dcterms_type":["Sound","Text"],"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/O-0037/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Nov. 10, 2008).","Interview participants: Billy E. Barnes, interviewee; Elizabeth Gritter, interviewer.","Duration: 02:32:10.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Jennifer Joyner. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Barnes, Billy E. (Billy Ebert), 1931-2018"],"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_369","title":"Oral history interview of Ben Carella","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Alaska, Aleutians West, Adak Island, 51.78444, -176.64028","United States, Alaska, Fairbanks North Star Borough, Fairbanks, 64.83778, -147.71639","United States, Alaska, Nome Census Area, Nome, 64.50111, -165.40639","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, New York, New York County, New York, 40.7142691, -74.0059729"],"dcterms_creator":["Gardner, Robert D.","Carella, Ben, 1919-"],"dc_date":["2003-10-02"],"dcterms_description":["In this interview, Ben Carella describes his career in the Army Air Force during World War II and in the Reserves during the conflicts in Korea and Vietnam. He enlisted because he felt the Army Air Force was more elite than the infantry. He recounts in detail primary, basic, and advanced pilot training. During World War II, he ferried planes from manufacturers such as Bell and Curtiss. Many of the planes he ferried went to Alaska as part of preparation for the invasion of Japan from a northerly route. After the war, he ferried weather instruments to allies throughout Europe, Africa and the Middle East. He sailed home in 1947 and reunited with his wife and met his new daughter in an A \u0026 P grocery store. During the conflicts in Korea and Vietnam, he stayed in the Reserves, providing logistical support.","Ben Carella Was a U.S. Army Air Force pilot in World War II, Korea, and Vietnam.","BEN CARELLA VETERANS HISTORY INTERVIEW Atlanta History Center 2, 2003 Interviewer: Robert Gardner Transcriber: Linzy Emery 2nd, 2003. This is an interview of Mr. Ben Carella, 115 Sweetwood Way in Roswell, Georgia. His birth date is June 30, 1919. Interview is taking place at the Atlanta History Center. Robert Gardner is conducting the interview. Mr. Carella, what branch of service did you serve in? Mr. Carella: On the Air Force, known as the Old Brownshoe. What was the highest rank that you attained, sir? Mr. Carella: Lieutenant Colonel. Where did you serve, sir? Mr. Carella: Romulus, Michigan; Great Falls, Montana; St. Joan, Missouri; and Weisbladen, Germany. Where you drafted, or did you enlist? Mr. Carella: I enlisted. Where were you living at the time, sir? Mr. Carella: In New York City. Why did you join? Mr. Carella: Well, two or three reasons. I'd rather be in the Air Force, so I was going to be drafted and I figured that would be a more elite form of soldier than being just the regular GI. And that's the reason I joined. Do you recall your first days in service? Mr. Carella: Oh, yes. Oh, yes. Took a train from Grand Central Station down to Maxwell Field, Alabama, and went through three months of basic and GI training before we even got to do any flying or got into the flying end of the business. Can you tell me about your boot camp or training experiences? Mr. Carella: Very difficult. Get up at about 6:30 in the morning, and didn't get to bed until, maybe, eight or nine at night. And, of course, we performed all kinds of military functions, learning how to march and drill and run. And then at night when you thought you were asleep the upper class would come in and haze you a little bit. Get you to jump out of bed, stand at attention and it got to the point where you wanted to do away with them. But, we got to be upper classmen later on, so we did the same thing. It was just a form of what was going on in those days. Do you remember any of your instructors? Mr. Carella: Oh, no. No, I do not. I can picture them, but I don't know their names. I can't remember. That's going back too many years. How did you get through it all? Mr. Carella: It wasn't easy. We just hung on there and did the best you could, and during the primary training we lost about, I'd say, maybe fifty or sixty percent of our people were washed out because they couldn't either pass the flying end of it or couldn't stand the strain for whatever reasons. Then, when you graduated primary, you got into basic training, and you lost another, I'd say, ten to twenty percent, for the same reasons, because you got into a second stage aircraft. We went from the PT13 Stamen[?] to the Vultivibrator, and then when you passed that phase of it, you got into advanced training. And when you got to advanced training you were pretty much in the program because the government had already invested quite a bit of money in training on you, and they weren't about to let you go for minor infractions. And we got into the AT6, which is the advanced trainer, and of course, that was a more sophisticated air craft with retractable gear and adjustable prop and flaps and all that kind of stuff, so. Graduated, advanced training, November 10th, 1942, and my first assignment was through Romulus, Michigan. My last ten, ten or fifteen hours of advanced training were done in a P40 aircraft. At that time we were scheduled in a program to support General Chenault's efforts in the Far East, and we were going to be some of the replacements that were going to be transferred or sent over to his unit. But at that stage of the game he wasn't requiring any more replacements because the air there, the war there was winding down. So we were assigned to the newly developed air transport command, which was a new unit formed in the Army Air Force to transport aircraft from manufacturers to the front lines. And that was about it. Which war or wars did you serve in, sir? Mr. Carella: World War II, and I was on active duty, I was in the Air Force reserve active duty training, sir, and we supported the Vietnam War and the Korean War, but I was not actively engaged there. We just supported them in a form of logistical support, moving equipment and supplies around the United States where they were needed. Do you remember arriving at any of your specific duty stations and what it was like? Mr. Carella: Oh, yes. I was a brand new lieutenant. Graduated November 10th and married – graduated in the morning and married my wife in the afternoon, my girlfriend, in the afternoon, same day. And we got transferred -- the first assignment was Romulus, Michigan -- and took a train up to Detroit and arrived at Romulus. Being a brand new lieutenant and not familiar with, or acquainted with military life it was kind of, kind of scary. Very nervous, and because you were with ten or fifteen other people that you graduated with, so you formed a kind of little group and you all pushed through together. Did you see any combat, sir? Mr. Carella: No, we did not. I got into combat areas, but I never saw any actual combat. We, from, Romulus, Michigan, we got transferred to Great Falls, Montana, and at that point, we were supporting a land lease program to the Russians up in Alaska. And, our primary duties were to go to Niagara Falls and pick up Bell aircraft, fly them back to Great Falls, and then prepare them for delivery to the Russians up in, at first we were going to Nome, and then we were pushed back to delivering to Fairbanks. The Russians didn't want us to get too close to their country. And we also went to Niagara Falls, a P40 Curtis aircraft company there, and picked up P40's and did the same thing. The P40's went mostly to Adack, off the Aleutian islands, to beef up that portion of the effort -- that we were thinking of invading Japan through the back door, which was going from the Aleutian Islands down into Japan that way, while the other countries, the other units, invaded Japan from the front door. And that's as far, that's how we got involved into being in combat areas, but never seeing any actual combat. Can you tell me about a couple of your most memorable experiences? Mr. Carella: Well, in 1942 and 1943, the Alcan highway was being built. And we had no photographic or maps to guide us. We were given a map, it was ten miles wide, a strip, strip map, that the army aircorps had photographed and developed in a hurry to enable us to, guide us up the Alcan highway to Fairbanks, Alaska. And that's pretty rough country up there. We used to, if you wandered outside this ten mile strip you were in, you were over country you had no way of recognizing or what to do with. So our primary objective was to stay within sight of the Alcan highway, which went from Edmonton, Fort Nelson, Watson Lake, Northway and up to, in to Fairbanks. The weather going up that way was spotty, the weather forecast was spotty. We didn't have all the modern meteorology experience or knowledge that we have today. At that time it was just weather stations every two or three hundred miles apart run by weather sergeants in the army, and they were pretty good, really. They would give us their local weather and we would analyze the weather and make up our minds whether it was go or no go. We had to fly strictly VFR, because we had no IFR experience or equipment, in those days, to fly these fighter pilots, fighter planes in IFR weather. The P39 was equipped with a 165-175 gallon belly tank, which would enable us to give us some range, and considering gasoline weighs six or seven pounds a gallon, that was like carrying a 1000-1100 pound torpedo under your airplane, which made it very unstable, to say the least. And these were all things that you learn through experience how to handle. That's about… Were you awarded any medals or citations? Mr. Carella: Oh, yeah. We were given various medals for going through different theaters of operation. I can't recall them all. I've got medals for going through Alaska, out the Aleutian Islands. Later, in 1945 or 46, I was transferred to the weather wing, and qualified in a DC-4, or C-54 as the airforce called it, four engine transport, and we were assigned to the weather wing in Weisbladen, Germany, 11th, 11th weather wing. And the crew was given the airplane in Asheville, North Carolina, and we flew it over through Bermuda, and out to Y80, which was Weisbladen, Germany. That was the destination of the airstrip there was Y80. And we flew the DC-4 there and we were assigned to the 11th weather wing. And we were supporting, this was during the tail end of the war. We were, we were supplying a lot of the countries there with weather equipment – weather balloons, weather stations, wind instruments. The sole purpose was to help these different countries update their weather. In turn, we were flying our aircraft into these countries and the information we got from them was a little more accurate to enable our airplanes to go in and out of places like Switzerland, Norway, Sweden, Denmark, down through Italy, Greece, Spain, Casablanca. We covered Europe, Africa and the Middle East at that time, with the DC-4. And that was the tail end of my active duty assignments. On returning back to the States in, I think it was June of 1947, and I remained in the Air Force reserve, active duty, unit. And I stayed with the Air Force Reserve until I retired in 1981, I believe it was. [From?]1969 or 1970, as Lieutenant colonel. And that was my experience in the military. How did you stay in touch with your family? Mr. Carella: Well, my wife traveled with me while I was in the states. And when I was stationed in Great Falls, Montana. But when I was sent overseas I went over alone, because they didn't have billets or homes or places for families to come over. So, I spent about fourteen months in Europe as a married bachelor, so to speak. And we, with the mostly letter writing. That's the only way we stayed in touch. There wasn't any, any phone calling back and forth. And I got in the habit of writing my wife at least once a day, sometimes every, at least every two days. And the mail, you wouldn't get mail for maybe a week. And then you'd get six or eight letters at one time, because they were going through the army post office. And it was, it was a little lonely at times. When I was overseas my first daughter was born, while I was over there. And I didn't get to see her until she was seven, eight months old I think. And it was, that was the hard part. That's it. What was the food like? Mr. Carella: The food was good. Of course, being an officer in the Air Force, we ate better than most of the army did, I guess. We were always, there was an old saying, we were not, if we were going to die, at least we'd die clean and well fed. And the poor GI's, they died cold and ill fed. So, anyway, that was just a saying. No, the food, I have no complaints of the food. We ate well, and were well clothed. Did you have plenty of supplies? Mr. Carella: Supplies? Oh, yeah. We had no trouble with supplies. We had all the clothing we needed. We were well fed, as I said. We were issued 45's and other means of arms that we needed, because you didn't, you couldn't carry too much in an airplane. No, the supplies were well…. That's one of the reasons I joined the Air Force, because I was, I knew it was one of the better units to be in. Did you feel any pressure or stress? Mr. Carella: Oh, yeah. Everybody feels pressure and stress. Sometimes it was hellacious, sometimes it was a lot of boredom. But everybody had pressure and stress in those days. Anybody that didn't, I don't think they were normal. Was there something special you did for good luck? Mr. Carella: Just kept a little bit of my religion and faith, prayed to God a couple of times, quite a few times as I recall. No, that was, didn't carry any rabbit's tails or rabbits foot or anything like that. I didn't believe in those things. How did people entertain themselves? Mr. Carella: Did a lot of drinking, a lot of smoking. We used to meet at the bar after duty hours and play live dice, and of course, drinks there were cheaper than water is today. Cigarettes were free. We entertained ourselves. We just raised a little cain, I guess, now and then. Were there any entertainers that came over to entertain you? Mr. Carella: Yeah, we had the USO groups. And, yeah. There was, a lot of that was, they did a lot of that, as much as they could to entertain the troops, because during the war it was difficult. Most of that was done in the States, for soldiers waiting to go overseas. There wasn't too much of that overseas at that time. What did you do when you were on leave? Did you get any leave? Mr. Carella: Not while I was overseas. We didn't get any leave where we could come home or anything like that, no. I was only over there a short period, so. I liked to save up my leave days, so when I got home I could have a couple of weeks off. We didn't do anything special. You mentioned some of the places that you went delivering the station equipment. Did you get to do any travel or anything? Mr. Carella: Oh, yeah. We'd load up the DC-4 and, one trip we took went to Norway, Denmark and Sweden. And we left all our equipment there and we were always treated well, because we were donating something to these countries and they were very happy and anxious to get them. And then we delivered equipment down in Rome, brought some down to Casablanca, Greece, Paris, France. I can't think of any others. Do you remember any particularly humorous or unusual events? Mr. Carella: Yeah, a couple. We, flying up north in a P-39, you couldn't carry very much. The engine was behind you. It was a twenty-millimeter canon went through the, through your legs up to the front, shot out of the propeller up. So all you could carry was a little bag and some change of underwear and maybe a change of khakis. And I can remember one weekend we were in Edmonton. We all went out to a Chinese dinner, which was the wrong thing to do. You don't eat Chinese food in Edmonton, Canada. Anyway, the next day we took off, because we drank a little bit that night. And, there were about four of us, and we all got the GI's [?]. And, I made an emergency landing at one of the strips there to relieve myself. And some of the pilots just had to relieve themselves in the cockpit, managed the best they could. And when we got together and discussed that, that was, there was more humor to that than anything else. That's one of the things I can remember. When you ferried the planes to Alaska, how did you get back from that station? Mr. Carella: They'd wait until they had maybe ten or fifteen or twenty, thirty pilots up there, then they'd send a DC-3 up, which was being flown by the airlines. They were converted, because there was not too much airline-flying going on, it was all under the control of the military. And the airline pilots would pick us up in these DC-3's, and herd us on board up in Fairbanks. A trip that took approximately seven to ten hours to deliver the airplanes up there, took ten to twenty hours to ferry us back, because of the speed. And the DC-3 was, even though we slept in sleeping bags and heavy clothing, they weren't airline type airplanes. They were just military aircraft, DC-3's, and the corrugated metal floors, and the bucket seats. And up in Alaska it would be ten or fifteen or twenty below zero. And it was hard to keep warm, very difficult. Some of us went to the parachute room and had hammocks made. We'd bring some, a couple bottles of Scotch up and give them to the parachute manufacturers up there, that worked in the hanger that kept the parachutes packed and reconditioned. And we paid him off and he'd make hammocks for us that we were able to string across from one window to the other with hooks. And at least we slept in hammocks to keep us off the floor. And then the military command said we couldn't use them, because in case of emergency, there was no, we were blocking the, the inside of the aircraft for people to bail out of. Of course, we didn't abide by that rule too much. But, that's what went on during those days. You made do, and did the best you could. And it wasn't too much regulation in those days, it's safety, we didn't abide too much by safety rules. We'd fly up in formation, wing tip to wing tip, come over an airfield, we'd spread them out in echelon, come down and buzz the airport at about two or three hundred feet, because we were all frustrated air transport pilots. We wanted to be in active duty and get into combat. And we'd make a big sweeping turn and come back and land in formation. And that's the way we'd kind of relieve some of our tension in those days, was by doing crazy things and taking a lot of crazy chances. What did you think of your middle officers and enlisted men? Mr. Carella: Oh, they were all fine. All supportive gentlemen. And every once in a while you found on oddball, but that could be, was to be expected. I guess a lot of people thought I was an oddball, too. But when you get a bunch of people from the city, from the farms, from the south and the north, and mix them all together, why, it's quite an interesting mixture of people. I think everything went along real fine. Did you keep a personal diary? Mr. Carella: No, I did not. Do you recall the day your service ended? Mr. Carella: Well, it was, I was discharged, and I was coming home from Weisbaden. We went to Hamburg, got on a liberty ship. That was the old kaiser ships that were being built with concrete and steel reinforcements, because they're quick to build. But they weren't very safe. They'd take a certain amount of pounding, and then they were known to crack. We got on one of these and took a, I think it was six and a half, seven days, to get back from Europe to the states. And we ran into some pretty bad weather. And I was assigned as a mess officer down in Hold #3, which was the third level down. And I went down there, and just the mixture of food -- and I'm not a very good sailor -- and the rocking of the ship, and I could see that I wasn't going to enjoy this. So I got a hold of the mess sergeant and I told him, you keep, everything's in your, you're in charge down here. You keep everything going, and I'll be upstairs, on the upper deck. If anything goes real bad, call me. And I'd, that was the last I saw the mess hall down in deck three. I went on topside and stayed in the officers' quarters and learned how to play bridge. That was my trip home. I hit Camp Bix, I was discharged. I got home, and went up to see my wife and daughter that I had never seen before. And I found out that they were shopping at the A\u0026P, my mother-in-law told me, so I walked around to the A\u0026P and walked in, and there she was with the baby. And, of course, that was quite a reunion, right in the A\u0026P. And, I was happy to be home. What did you do in the days and weeks immediately afterward? Mr. Carella: I was on a fireman's list in those days. And I went to get back into civilian life. I was offered various positions off the civil service list. One was a tunnel guard, to walk inside the tunnel at the Holland Tunnel, keep the traffic moving. And I, I couldn't see that. And then there was a bridge toll collector, and I didn't, I wouldn't enjoy that. And, waiting for a fireman's assignment. And I would have had two years seniority, because when I went on the list, being in the service, you automatically were eligible for seniority in those days. In the meantime, I bought my, used to be in the auto upholstery business. And I went back to work for my old boss. And he passed away and I was able to purchase his shop with the GI bill loan, and that's how I went to work on my own as an auto upholsterer. And that was what I did in those days, keep my family, a roof over their heads, and food in their bellies. Did you make any close friendships while in the service? Mr. Carella: I did while I was in the service. But once we were discharged we kind of drifted apart. I never, we never kept in touch. One or two people I did get to see. One guy was, worked up in Elmira in a casket company, and I stopped by to see him while I was in the reserves, on a reserves weekend. But other than that, I didn't keep in touch with anybody. Did you join any veterans' organizations? Mr. Carella: No. I'm not a joiner, believe it or not. Did your military experience influence your thinking about war or about the military in general? Mr. Carella: Yes, it did, and I'd rather not discuss it. How did your service and experiences affect your life? Mr. Carella: Well, you matured in a hurry in those days. And, as I say, you get different thoughts about, of course, our war was fought, because we were invaded. But, war in general is, to me, is not the answer. I know you have to do it sometimes, but, and like I say, I'd rather not go into it. You mentioned being in the reserves afterward, and some of the support that you did for…. Mr. Carella: Being self-employed I was able to spend quite a bit of time in the active reserves. Of course, we had a mandatory two weeks a year of active duty, and then one weekend a month. And, I would put in two or three weekends a month, and sometimes I'd go on thirty days active duty, because I could leave my shop when I felt like it. And it created quite a hardship on my wife to raise the family. I had two girls and a boy. But, she did a good job, I'm sure she did. And I got to see a lot of active duty time. And as I say, I retired as a Lieutenant Colonel. I'm going to celebrate my sixty-first wedding anniversary November 10, which is also the Marine birthday. So, I guess I'm a pretty lucky guy. Is there anything else you'd like to add? Mr. Carella: I can't keep talking, rambling. I'm not much of a speaker. I think I've said enough. Thank you…. [end interview]"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["Airacobra (Fighter plane)","Douglas DC-3 (Transport plane)","Liberty ships","World War, 1939-1945--Personal narratives, American","United States. Servicemen's Readjustment Act of 1944","United States. Army Air Forces. Air Transport Command","United States. Army Air Forces. Weather Squadron, 7th","United States. Air Force. Weather Squadron, 7th","Alaska Highway","Maxwell Air Force Base (Ala.)"],"dcterms_title":["Oral history interview of Ben Carella"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/369"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","hi-8"],"dcterms_extent":["33:13"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_196","title":"Enrollment, LRSD, NLRSD and PCSSD, gender and racial count, school capacity, and transfers","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2003-10-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School integration","Little Rock School District","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County"],"dcterms_title":["Enrollment, LRSD, NLRSD and PCSSD, gender and racial count, school capacity, and transfers"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/196"],"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\nRECE!V.ED STATEWIDE INFORMATION SYSTEM NOVl 8 2003 OCTOBER 1, 2003 OFFIOCFE DESEGREGMAOTNIOITNO RING joo1 - CENTRAL TOTALFOR:CENTRAL 1002-HALL TOTAL FOR: HALL joo3 - MANN M/S TOTALF OR:M ANNM IS i JOOS-PARKVIEW I TOTALFOR:PAR~'VIEW LRSD ENROLLMENT REPORT FINAL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL J 09 7 6 188 214 7 2 2 0 111 141 678 10 7 13 162 153 2 0 0 118 120 S76 11 4 111 130 3 3 2 120 12S 507 12 6 3 96 78 2 2 0 83 79 350 557 575 ,,~\n}- 13 9 4 2 432 465 '8'1 2,111 GRADE AF AM BF BM HF BM NF NM WF WM TOTAL I 09 10 11 12 3 158 159 4 4 116 140 2 104 109 3 4 103 79 9 '313 1) 12 12 18 16 9 16 47 13 57 0 22 27 395 0 0 27 41 366 0 24 28 294 0 0 46 16 272 119 112 1,327 ,,3l GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 06 07 08 GRADE 09 10 11 12 3 5 91 54 5 4 6 84 63 3 3 6 3 88 S7 2 15 -4113 8 AF AM BF BM HF HM 0 0 0 0 AF AM BF BM HF HM 4 4 87 63 6 4 3 4 81 68 6 3 3 6 84 5.9 6 4 0 0 0 2 NF NM 0 0 0 0 NF NM 3 0 0 0 78 54 59 60 79 S2 216 166 ~-\ny WF WM 0 0 0 0 WF WM 62 61 73 51 74 50 294 285 289 868 .,:so 7. TOTA~1 TOTAL\\ .. .J 29S 290 286 ---------------- 6 4 72 64 0 71 36 260 16 18 1~ 324 254 23 12 4 g'1~ 2 280 198 .,ni 1,131 ,: 17 -- --------------- ------- --- - ----  ----------------- LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page I of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 006-BOOKER GRADE AF AM BF BM I HF HM NF NM WF WM TOTAL OJ 0 0 24 32 0 0 0 26 20 103 02 0 24 30 0 3 0 0 22 19 99 03 21 24 2 0 20 16 87 04 2 34 30 2 0 0 23 23 116 05 0 0 37 26 7 0 0 0 32 16 118 K 0 24 25 4 0 14 13 83 TOTAL FOR: BOOKER 5 2 164 167 15 7 2 0 137 107 606 5,s?, gl ~1\u0026gt;\\ c).~ \\007 - DUNBAR MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 06 5 4 84 70 4 8 0 0 28 55 258 07 6 7 76 71 7 8 0 40 47 263 08 7 4 64 74 5 3 0 0 34 45 236 TOTAL FOR: DUNBAR MIS 18 15 224 215 16 19 0 102 147 757 ii ( 9 ,..,'3~\n)., I~ 008 -FAIR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 0 0 138 166 3 2 2 25 30 367 10 0 110 Ill 5 4 0 2 19 19 271 II 0 0 73 98 2 4 0 19 16 213 12 0 0 66 70 2 0 12 20 172 TOTAL FOR: FAIR l 0 387 445 11 12 1 6 75 85 1,023 I  ~\\ ~~ r, f-FO~~T HTS_ MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 06 0 0 100 103 3 0 0 27 30 264 07 91 90 3 2 0 0 34 26 248 08 0 109 89 3 0 0 41 25 269 TOTAL FOR: FORST HTS MIS 2 l, 300 282 9 4 0 0 102 81 781 1~7 ,4'V l\u0026lt;J p LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 2 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER l, 2003 LRSD ENROLLMENT REPORT FINAL 1010 - PUL HTS M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! I 06 2 0 58 66 0 0 0 52 43 222 07 0 76 81 0 0 0 37 50 246 08 2 2 73 79 0 0 0 49 51 257 TOTAL FOR: PUL HTS MIS 4 ,o 3 207 226 2 0 0 138 144 725 40( -433 .?id\" 011 - SOUTHWST MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 75 76 2 0 0 2 159 07 0 0 94 93 0 0 0 3 192 08 0 0 83 77 3 0 0- 3 168 TOTAL FOR: SOUTHWST MIS 1 ,o 1 252 246 3 5 \u0026gt;\\ii 0 0 6 ,, 5 519 qG,7o 012 - MCCLELLA GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 0 2 166 138 4 0 0 .9 6 326 10 0 0 117 109 4 3 0 0 5 10 248 11 0 0 100 116 3 4 0 0 4 6 233 12 0 0 118 72 . 1 0 0 0 3 5 199 TOTALFOR:MCCLELLA 0 d' 2 501 435 9 11 0 0 21\u0026gt;.fl27 1,006 ,q?,7 . f) q~l.P 013 - HENDERSN MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 3 81 77 2 10 0 0 7 5 186 07 3 84 95 8 I 5 0 12 12 231 08 0 3 86 105 10 0 2 14 21 246 ---- ----------- --- io7o TOTAL FOR: HENDERSN MIS \\-4 7 251 f{,77 15 35 l 2 33 11 38 663 ~ r iOI5 - CLOVRM /S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL: I 06 0 104 111 13 21 0 0 4 5 259 07 0 118 102 13 14 0 0 . 8 6 262 08 0 102 126 15 13 0 0 5 8 270 TOTAL FOR: CLOVR MIS 0 3 324 339 41 48 0 0 17 19 791 i\n/7 qr i{3 ft~ -- --- - -- LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 3 ofl6 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 016 - MABEL MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 0 0 70 74 4 3 0 0 20 25 196 07 0 89 83 3 4 0 0 26 36 242 08 0 91 79 3 3 0 14 24 216 TOT AL FOR: MABEL MIS 1\n3 1 250 236 10 10 0 60 r,:85 654 -,/7u\n..~~ I :::\u0026gt; 017-BALE GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 21 18 4 0 0 2 51 02 0 20 26 4 0 0 0 53 03 0 0 16 18 0 0 0 0 0 35 04 0 0 18 22 0 0 0 2 44 05 0 0 18 22 0 0 2 45 K 0 0 19 32 3 0 0 4 3 62 p 0 ... 0 20 12 0 0 1 I 0 35 TOTAL FOR: BALE 0 'A-\u0026amp;1 132 150 14 8 2 8 ('/ 9 325 ~71 t?,if' I 1018-BRADY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! OJ 0 0 11 18 0 0 3 2 36 02 0 0 20 29 0 0 5 2 58 03 0 0 30 27 0 0 0 3 3 64 04 0 20 22 0 0 0 6 2 52 05 0 0 20 21 2 2 0 ' 0 3 3 51 K 0 27 23 2 0 0 0 4 2 59 p 0 0 9 6 2 0 0 0 0 ~ 18 TOTAL FOR: BRADY 1 137 146 8 s 0 24 15 338 ,g\u0026gt;j7o\nj3 J~ LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 4 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 1020 - MCDERMOT GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! I 01 2 18 17 2 6 0 0 IO 8 64 02 4 0 16 18 3 4 0 0 IO 10 65 03 23 16 4 0 0 8 9 63 04 0 15 IO 3 3 0 15 7 55 05 0 17 14 2 0 0 5 IO 50 K 2 17 14 5 0 0 9 7- 56 p 2 2 JO 2 0 0 0 0 '7 18 TOTAL FOR: MCDERMOT 12~~ 6 116 11 16 19 0 58 52 371 ~(. 7. ~o ,,o \\021 - CARVER GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 3 25 17 2 2 0 17 19 87 02 2 16 32 2 0 13 21 89 03 0 0 28 18 0 2 0 0 10 27 85 04 0 26 21 0 3 0 0 13 24 88 05 19 27 0 3 0 IO 17 79 K 2 1 14 26 0 0 17 11 73 TOTALFOR:CARVER 633 7 128 141 4 12 3 80 119 501 ~-\u0026gt;{7, f:\u0026gt;-1.RI ,q~ 1022 - BASELINE GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! OJ 0 0 17 25 2 0 0 47 02 0 0 28 14 0 0 3 48 03 0 0 18 18 2 2 0  ' 0 3 2 45 04 0 0 17 18 0 0 0 4 I 41 05 0 0 17 17 0 2 0 0 3 40 K 2 0 9 18 3 0 4 3 41 p 0 0 13 ~~ 20 0 2 0 0 1 I 0 q~\n. 36 TOTAL FOR: BASELINE 2 0 119 '130 7 11 0 17 11 298 cg.\u0026gt;/1 ~\\ ~J. ~r, --------------------------------------------- LRSD INFORMATION SER VICES DEPT Tuesday, November 04, 2003 Page5 ofl6 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL \\023 - FAIR PRK GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 0 11 13 2 0 0 0 3 30 02 0 0 10 7 0 0 0 4 3 25 03 0 0 11 12 0 0 0 0 2 2 27 04 0 9 11 0 0 0 0 4 5 30 05 0 0 12 7 0 0 0 0 2 2 23 K . 1 12 11 0 0 0 0 4 7 36 p 0 12 7 0 0 0 7 7 J 35 TOTAL FOR: FAIR PRK 2i 2 77 68 2 2 0 0 24a?}9 206 7e. fo f).j~ Jo24 - FORST PK GRADE AF AM BF BM HF HM NF NM WF WM TOTAL\\ 01 2 8 8 0 0 0 0 22 28 69 02 9 13 2 0 0 20 19 66 03 6 11 0 0 0 9 16 45 04 0 2 11 9 0 0 0 0 8 11 41 05 0 7 7 0 0 0 0 22 14 51 K 7 4 0 0 0 20 23 57 p 0 r 0 0 0 0 0 0 10 ,~ 7 ~ 18 TOTAL FOR: FORST PK s ,i 7 48 ,oo 52 1 3 1 111 118 ~Gfq 347 ~~ft} jo2s - FRANKLIN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL!. 01 0 24 39 0 0 0 , 0 0 2 66 02 0 0 29 28 0 0 0 0 0 0 57 03 0 27 28 0 0 0 0 0 0 56 04 0 0 18 26 0 0 0 0 3 48 05 0 0 18 21 0 0 0 0 0 40 K 0 0 31 32 0 0 0 0 0 0 63 p 0 30 22 0 0 0 0 1 I 0 q(.,.7, 54 TOTALFOR:FRANKLIN 3 0 177 196 0 0 0 0 3 5 384 11  3 1r1-a ~ ------ LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 6 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 1027 -GIBBS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! I 01 0 2 13 JO 0 0 0 II 9 46 02 16 9 0 0 0 0 6 12 45 03 0 2 19 17 2 0 12 14 68 04 3 19 15 0 0 0 18 JO 67 05 0 13 14 0 0 0 9 10 48 K 0 0 9 IO 2 0 0 0 7 12 40 TOTAL FOR: GIBBS 4 7 89 75 6 2 1 0 63 67 314 ,!S~b , ~o jo2s - CHICOT GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 01 0 0 23 32 6 9 0 0 3 3 76 02 0 0 34 23 3 7 0 0 4 3 74 03 0 0 23 33 6 7 0 0 4 74 04 0 0 26 28 5 8 0 0 4 4 75 05 0 0 23 28 2 3 0 6 5 68 K 0 0 32 31 8 3 0 0 3 5 82 p 0 0 IO 16 3 3 0 0 2 2 36 167\" TOTAL FOR: CHICOT 0 0 171 191 33 40 0 26 23 485  ~ I ..,\njo29 -WEST IIlL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 0 28 15 0 0 0 5 0 49 02 0 0 19 16 2 0 0 7 46 03 0 0 16 15 2 0 0 4 5 43 04 0 0 18 20 0 0 0 4 3 46 05 0 0 23 16 0 2 0 0 7 6 54 K 0 0 18 15 0 0 2 3 40 p 0 0 6 7 0 0 0 2 2 18 TOTAL FOR: WEST HIL 0 0 128 104 7 5 0 31 20 296 '7'17. /P- J-3,y ~I LRSD INFORMATIONS ERVICESD EPT Tuesday, November 04, 2003 Page 7 of 16 .... , ' ., STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL I 1030 - JEFFRSN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL' 01 0 0 14 16 0 0 0 0 14 19 63 02 13 16 0 0 0 19 16 67 03 0 0 13 15 0 0 0 0 22 17 67 04 0 16 14 0 0 0 0 20 18 69 05 0 0 18 10 0 0 0 0 12 19 59 K 0 9 13 0 0 0 0 19 18 60 p 0 0 0 0 0 0 0 6 11 18 TOT AL FOR: JEFFRSN 2 ~ 2 84 r 84 1 0 0 0 118 403 'i/o jl, 0 031 - CLOVR EL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 19 28 7 6 0 0 2 3 65 02 0 0 21 28 7 2 0 0 0 59 03 0 0 19 24 3 0 0 3 55 04 0 0 22 20 3 3 0 0 0 49 05 0 0 20 18 3 0 0 0 0 42 K 0 0 25 35 7' 8 0 0 2 78 p 1 I 0 13 8 4 5 0 0 0 .., 3 ' 34 TOTALFOR:CLOVREL l 0 139 161 32 32 0 1 s 11 382 ,9 0 (/ \"I 032-DODD GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 13 10 3 2 0 . 0 2 5 35 02 0 0 8 16 0 0 4 4 34 03 0 0 5 10 0 0 4 9 30 04 0 0 12 6 3 0 0 13 4 39 05 0 0 g 6 0 0 0 2 18 K 0 0 5 13 2 2 0 0 3 6 31 p 0 \"' 0 5 2 2 0 0 0 4 5 18 # TOTAL FOR: DODD 0 0 s\\ 9 63 13 7 0 0 32 34 205 ac\u0026gt; (..P LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 8 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 1033 - MEADCLIF GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 01 0 0 15 18 2 0 0 3 5 44 02 0 16 21 3 0 0 3 4 49 03 0 0 20 23 0 0 2 3 50 04 0 16 19 3 0 0 5 4 49 05 0 0 13 14 3 2 0 0 5 3 40 K 0 0 25 25 3 2 0 0 2 3 60 p 0 0 12 15 5 0 0 2 0 35 1'11\u0026lt;) TOTALFOR:MEADCLIF 1 117 135 14 15 0 0 22 22 327 ~I ::\u0026gt;b'Y 034 - MITCHELL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 27 14 0 0 0 0 0 0 41 02 0 0 16 18 0 0 0 0 0 0 34 03 0 0 18 21 0 0 0 0 0 0 39 04 0 0 24 18 0 0 0 0 44 05 0 0 18 20 0 0 0 0 0 39 K 0 0 20 20 0 0 0 0 0 0 40 p 0 0 4 12 0 0 0 0 18 TOTALF OR:M ITCHELL 0 0 127 123 0 0 0 3 1 255 fVi) ..-,,c::\n0 035- ML KING GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 2 22 21 0 2 1 . 0 18 20 87 02 0 20 23 0 0 0 0 21 14 79 03 2 20 28 0 0 18 13 84 04 3 2 26 22 0 0 0 20 14 88 05 25 23 0 0 18  16 86 K 2 2 25 21 0 0 0 0 23 15 88 p 0 3 17 I 19 0 0 0 20 .., 12 72 .. ~~o TOTAL FOR: ML KING 9 12 155 157 0 4 2 3 138 104 584 30\n1')-/ _\n.').,/ LRSD INFORMAT JON SERVICESD EPT Tuesday, November 04, 2003 Page 9 of 16 .. -- -- .. STATEWIDE INFORMATION SYSTEM OCTOBER 1\n2003 LRSD ENROLLMENT REPORT FINAL 1036 - ROCKFELR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL\\ i 01 0 14 20 0 0 0 9 II 56 02 0 0 15 19 0 0 0 7 9 51 03 0 0 15 14 0 0 0 0 10 4 43 04 0 0 16 10 2 0 0 7 8 44 05 0 0 14 14 0 0 0 9 6 44 K 0 2 13 17 0 0 13 9 56 p 0 , 3 24 I 23 0 2 0 20 u 26 V 99 TOTALFOR:ROCKFELR 0 11 6 3 5 2 1 75 i 73 393 1:)81 1..J 037 - GEYER SP GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 27 20 0 0 0 0 0 0 47 02 0 0 15 16 0 3 0 0 3 4 41 03 0 0 28 18 0 0 0 0 48 04 0 0 26 25 0 0 0 0 53 05 0 0 23 _I 8 0 0 3 5 51 K 0 0 17 17 2 0 0 2 40 p 0 ... 0 18 710 5 0 0 0 l r 0 TOTALFOR:GEYERSP 0 .J 0 154 il24 8 6 0 0 11 11 314 '1 c) I ~1 ~'er' 038-PUL HT E GRADE AF AM BF BM HF HM NF' NM WF WM TOTAL 01 0 15 7 0 0 0. 0 8 39 . 02 0 0 6 12 0 0 0 0 12 12 42 03 2 11 II 0 0 0 0 11 12 48 04 2 0 13 10 0 0 0 0 12 9 46 05 15 11 0 0 0 0 12 14 54 K 0 9 II 0 0 0 8 8 38 p 0 I I 2 n, 7 0 0 0 0 3 49\n5 ,'t' 7, 18 ~~fl TOTAL FOR: PUL HT E 4 ,1 6 71 69 0 1 0 0 66 68 285 ,, 0 ,~ LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 10 ofl6 STATEWIDEINFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL I 1039- RIGHTSEL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! ! i OJ 0 0 28 19 0 0 0 0 0 0 47 02 0 0 26 17 0 0 0 0 0 0 43 03 0 0 17 16 0 0 0 0 0 0 33 04 0 0 24 22 0 0 0 0 0 0 46 05 0 0 30 17 0 0 0 0 0 0 47 K 0 0 24 16 0 0 0 0 0 0 40 p 0 0 22 13 0 0 0 0 0 \" 36 TOTAL FOR: RIGHTSEL 0 0 171 120 0 0 0 0 0 1 292 ,~l 0 ~91 1040 - ROMINE GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 01 0 0 12 15 2 0 3 4 42 02 0 0 II 11 4 0 0 6 6 39 03 0 0 13 14 2 2 0 0 4 5 40 04 0 7 24 2 2 0 0 3 2 41 05 0 12 7 0 4 0 0 3 28 K 0 0 21 14 2 3 0 0 4 7 51 p 0 q 1 JO \"'I II 5 3 0 0 2 / 4 .s 1o 36 /.,~7 o TOTAL FOR: ROMINE 1 .\n./I 2 86 96 14 23 1 0 25j129 277 ,~~ 1041 - STEPHENS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I 01 0 0 42 44 0 0 0 ' 0 0 2 88 02 0 50 36 3 2 0 0 3 2 97 03 0 0 37 36 0 0 0 76 04 0 36 42 0 4 0 0 0 84 05 0 0 33 27 3 2 0 0 0 0 65 ------ K 0 0 38 43 0 0 0 0 83 p 0 ..? 0 21 5j 32 0 0 0 0 1 I 0 1'81,. 54 TOTAL FOR: STEPHENS 257 260 8 8 0 6 5 547 cp\"' 19 ~,1 1/ i ' -----------. - - LRSD INFORMATION SERVICES DEPT  Tuesday, November 04, 2003 Page 11 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 042 -WASHNGTN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 3 22 25 7 3 0 0 8 6 75 02 28 19 2 2 0 0 4 4 61 03 2 3 20 20 5 6 0 0 8 9 73 04 0 15 21 5 2 0 0 7 3 54 05 21 21 6 3 0 0 9 9 71 K 2 19 31 9 3 0 0 5 10 80 p 4 2 17 .., 10 2 0 0 8 8 52 TOTALFOR:WASHNGTN u '1911 142 147 35 9t 21 0 0 49 9\".14 9 466 ~~7 043 - WILLIAMS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 4 4 18 17 0 0 0 0 7 19 69 02 15 19 0 0 0 16 16 69 03 5 7 26 17 0 0 0 0 15 14 84 04 3 5 30 17 2 0 0 12 18 88 05 2 6 21 29 0 0 0 16 17 92 K 2 2 16 15 0 0 0 11 12 59 TOTAL FOR: WILLIAMS 17\u0026gt;? 25 12,6, 114 4 2 0 0 77 96 461 I ~ 1044 - WILSON GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 0 22 23 2 0 0 0 2 50 02 0 0 12 22 0 0 l. 0 2 2 39 03 0 2 13 22 0 0 0 0 0 2 39 04 0 0 20 27 2 0 0 0 2 52 05 0 0 16 24 0 0 0 0 42 K 0 0 17 18 3 0 0 0 3 2 43 p 0 0 10 7 0 0 0 0 0 18 TOTAL FOR: WILSON 0 2 110 143 8 3 0 6 10 283 r,? !) ::\n~ LRSD INFOR1'1ATIONS ERVICESD EPT Tuesday, November 04, 2003 Page 12 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 1045 - WOODRUFF GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 13 17 0 0 0 0 4 3 37 02 0 0 22 13 0 0 0 0 4 40 03 0 0 16 16 0 0 0 0 2 2 36 04 0 0 17 16 0 0 0 0 0 34 05 0 0 20 12 0 0 0 0 34 K 0 0 16 21 0 0 0 0 2 40 p 0 0 14 18 0 0 0 0 2 2 36 TOTA L FOR:W OODRUFF 0 0 118 113 0 0 0 1 ~D7 1~514 257 ~' 046 - MABEL EL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 19 14 0 0 0 2 3 40 02 0 0 16 17 0 3 0 0 3 40 03 0 0 19 12 0 0 0 38 04 0 0 10 19 2 0 0 0 2 7 4.0 05 0 0 13 16 0 0 0 0 3 35 K 0 0 16 13 0 0 4 38 p 0 4 I 7 0 0 0 2 5 3 (,1/o 18 1 t:\u0026gt; TOTAL FOR: MABEL EL 1 1 97 98 6 3 1 0 18 24 249 ,-\n- fib ..i.J\n,..\nlo47-TERRY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 7 3 28 24 6 0 () . 0 18 14 100 02 3 6 20 22 0 3 0  0 16 16 86 03 2 0 20 13 0 3 0 0 11 16 65 04 5 0 16 18 4 3 0 0 16 . 15 77 05 22 19 2 0 0 13 12 71 K 7 2 25 25 2 2 0 0 16 18 97 p 2 ~ 2 3 10 1 0 0 0 0 3 --:\n l ,... 18 ---- t:fJl  TOTAL FOR: TERRY 27 14 134 128 14 12 0 0 93 92 514 t,1 ~(p'J-' ,~s ----- -- -- ---------------- LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page J3 of16 .. :,--'\u0026lt;.,..,.,. :: :..,J STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 048 - FULBRIGH GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 3 2 13 15 2 0 22 25 84 02 0 2 10 16 0 0 0 36 36 IOI 03 0 13 7 0 0 0 0 14 36 71 04 0 14 20 0 0 0 17 22 75 05 0 0 16 16 0 0 0 0 18 24 74 K 0 5 11 0 0 26 35 80 p 0 0 3 2 0 0 0 ,o 5 5 8 ~ 18 TOTALFOR:FULBRIGH 5 ,i 5 74 87 3 3 2 0 138 1 6 503 ~,?~ J(t, ,a\n. 050 - OTTER CR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 21 24 5 2 0 0 19  17 89 02 0 0 23 16 0 0 0 7 13 60 03 19 26 3 0 0 12 12 75 04 0 27 16 2 2 0 0 10 IO 68 05 0 19 16 2 0 0 0 12 14 64 K 3 0 10 26 5 2 16 14 78 p 0 0 3 'I 8 0 0 0 0 5 \"7 2 /. , .. 18 TOTALF OR:O TTERC R 5 1:)3 122 1 2 18 7 1 81 82 452 ,5\u0026amp; 7, j ~? ,t:?\u0026gt; 051 -WAKEFIEL GRADE AF AM BF BM HF HM NF NM WF WM . TOTAL 01 0 0 34 28 12 0 ' 0 0 0 79 02 0 0 18 17 4 0 0 0 41 03 0 0 25 30 6 8 0 0 0 70 04 0 0 25 24 2 2 0 0 0 3 56 05 0 0 23 15 0 0 0 41 K 0 0 22 28 6 3 0 0 0 60 TOTALFOR:WAKEFIEL 0 0 147 142 24 27 0 0 2 5 347 tf~1 _I J Ci 1 --------------------------------- LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 14 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 052-WATSON GRADE AF AM BF BM HF HM NF NM WF WM TOTAL OJ 0 37 47 0 0 0 88 02 0 0 38 32 0 3 0 0 0 0 73 03 0 0 35 30 2 0 0 0 2 0 69 04 0 0 36 34 0 0 3 76 05 0 0 39 35 0 0 0 77 K 0 0 34 40 2 0 0 0 78 p 0 0 17 17 0 0 0 0 1 ~ 36 TOTAFLO RW: ATSON. 0 5 1 236 235 8 6 0 0 6 5 497 q{\n)o '11 J) 725-AGENCY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL OJ 0 0 0 0 0 0 0 4 4 9 02 0 0 0 0 0 0 s 5 12 03 0 0 0 0 0 0 0 0 5 6 ~ 04 0 0 0 0 0 0 0 4 2 7 A\\\n~\nJ'e\" \" 05 0 0 1 /O 6 0 0 0 0 4-\u0026gt;il 3 14\n}~ , ~ o' Jf f7 06 0 0 3 0 0 0 0 0 5 )1/ 07 0 0 6 0 0 0 0 3 3 13 rll,c:\u0026gt;o)~ 08 0 0 6 -9-1 7 0 0 0 0 1Cf 1 15 ~3 09 0 0 6 16 0 0 0 0 3 26 10 0 0 4 14 0 0 0 0 20 ]] 0 0 3 6 0 0 0 0 II H ~--- '1 12 0 0 0 !\n)O I 0 0 0 0 0 \u0026lt;l 0 1 g:-d K 0 0 0 0 0 0 0 2 3 6 TOTALFOR:AGENCY 0 0 25 62 0 0 0 0 27 31 145 00?0 '7 6'6 --------- -------------------- LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 15 of 16 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT FINAL 1766-ALC GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 06 0 0 0 0 0 0 0 0 0 07 0 0 2 12 0 0 0 0 0 0 14 A), C- r(),()r,I~ 08 0 0 0 4 al 12 0 0 0 0 0 ,3- 2 18~~ 91lr. 09 0 0 IO 22 0 0 0 0 0 0 32 10 0 0 4 JO 0 0 0 0 0 4 18 11 0 0 2 6 0 0 0 0 0 0 8 tjol- P.Jc ... I I I I 12 0 0 0 0 ~~ J 0 0 0 0 0 (., 2 3 (,I J 1,l., TOTAL FOR: ALC 0 0 22 64 0 0 0 0 0 g 94 0 ~ 767-ACC LP GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 0 0 3 0 0 0 0 0 0 0 3 ------ 10 0 0 6 7 0 0 0 16 II 0 0 18 11 0 0 0 0 0 30 12 0 0 37 38 0 0 0 0 6 82 1~70 TOTAL FOR: ACC LP 0 0 64 56 0 0 0 2 /C\u0026gt; 8 131\n.o GRAND TOTAL: 225 228 8752 8733 536 531 35 29 3188 3234 25,491 ~ ,,,0 ) ,1$-- ~ 6 ~ 1'1i (.,,\u0026gt;1~ 'r-J.o t-._o - J ...,,I. , I, -s\u0026lt;-1 10-8-S 'Lr,,,Y\n)~ a-s,-9/ fl ),.J.,~ Aj'\"~/ t:) \u0026lt;g7 ~~ /-3/~ ,...,l,.)u~ rn,-/1 i:1 D 0 I -- I 1 '.:) f 11:\n3 97 C.~, ~-1/ ~~o-/5 ------------------ ------ LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page 16 ofl6 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2003 LRSD ENROLLMENT REPORT W/O METRO FINAL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 22 26 698 711 62 61 5 2 243 268 2098 02 16 17 661 672 40 50 2 262 261 1982 03 17 22 660 661 40 50 3 2 218 258 1931 04 23 17 680 676 44 43 2 254 242 1982 05 10 13 664 614 38 34 3 0 242 237 1855 06 14 12 664 635 33 49 0 0 219 218 1844 07 15 18 715 696 38 47 3 220 243 1996 08 16 14 706 705 35 34 0 4 240 230 1984 09 12 15 756 778 29 24 6 4 230 268 2122 10 15 21 600 612 35 28 2 244 247 1805 II 12 12 495 535 23 31 2 3 242, 227 1582 12 15 11 492 404 17 18 2 216 164 1340 K 27 15 631 714 74 38 6 4 248 259 2016 330 .,,320 ~ p 11c i3\"1 5\" 28 24 2 2 110 ,l 112 C 7 954 GRAND TOTAL: 225 228 8752 8733 536 531 35 29 3188 3234 25,491 ~ ~ r\n'a -~Ii\u0026lt;. 0\n: I,. ,,._ 1--r /-:\n9,:\n.., \u0026lt;i?\n7G c\u0026gt;\n.3,118 I 1~1 l.8lc --y\n,J:\n, ~3~ 1\n091 /,)~~/ ~79/ 71/o r(l ,r\n~c.- J/1:JJ~ ,/ 339 -t C:-?-1 I,\u0026lt;?~(!). C,, 710 G,?~ I\n,S?i-3/ !0~'77 c:.,~t..l ~~-'--15 (,,~, /4\nec.-.r\n..,.,,,,/:\ns... (., 7:\nL ~, 7I~\n,, ,q I_ t~.?~ I t.,1J  LRSD INFORMATION SERVICES DEPT Tuesday, November 04, 2003 Page I of 1 Main Identity From: To: Sent: \"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt; \u0026lt;Paramer@aristotle.net\u0026gt; Thursday, November 20, 2003 11 :25 AM Subject: Rockefeller Pstudents October 1, 2003 State Report GRADE LEVEL RACE/GENDER K\nOUNT P1 BF ~ P1 BM 3 P1 WF 12 P1 WM ~ P2 AM 1 P2 BF ~ P2 BM ~ P2 WF ~ P2 WM ~ P3 AM 1 P3 BF ~ P3 BM ~ P3 HM 1 P3 WF ~ P3 WM 11 P4 AM 1 P4 BF 8 P4 BM 10 P4 NF 2 P4 WF 7 P4 WM 8 GRAND TOTAL: Nancy :Morgan System .'A.na{yst Litt{e 'Rock Scfwo[ 1Jistrict 810 West :M.arkliam Litt{e 'Rock .'Arkansas 72201 (., 1 I '1 1 I\n\u0026amp; I I 1 18 .3 ,-s 99 /.fP\"} I ~  t,) 0 Page 1 of 2 \u0026gt;11 ,, 4f., (, , qCf 11/20/2003 email: nancy.morgan@frsa.org 'Te[eyfione: (501) 447-1050\n:ax: (501) 447-1157 Add Emotion Icons to your Emails! ..__I_ _ c_lick_H_e___r_e_ l g ~:~@ @f Page 2 of2 11/20/2003 12/12/2003 16:32 501-4472951 LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 December 12, 2003 .Mrs. Polly Ramer Office of Desegregation and Monitoring 1 Union ational Plaza 124 West Capital Avenue - Suite 1895 Little Rock, AR 72201 Dear Mrs. Ramer\nLR SD SRO PAGE 01/01 j lFFICE OF ADMINISTRATIVlS\n:ERVlCES 1 unious C. Babbs, Associate Superintendent rhone: (501) 447-2955 l:-Mail\njunious.babbsla11.-sd.org I This notice is to request Little Rock School Dist:ict capacity numbers for the 2003-04 school year be consistent v..ith those reported for 2002-03. j Building renovations are being completed that v#ilrle quire adjustment. Updated information is to be provided. I If questions surface, feel free to contact me. cc: Don Stewart Uec U4 03 08:28a NLRSD Student Arra1rs 5017718001 Of.ice of Student Affairs North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115-0687 (501) 771-8010 Francicalj.JacksonJ Director ******************* FROM:_R_/jh_7 _t10v/J _C_'~------~ FAX: _______ PHONE: _______ _ COMENT~---------------- This fax is4page (s) including the cover page. If you do not receive all the pages, please call our office at (501) 771-8010. p. 1 ,' J Dec 04 03 08:28a NLRSD Student Affairs Dec 04 03 08:0la .. N~_R\u0026gt;~~LANT SERVICES !  Building Capacities 2003-2004  5017718001 5017718079 Location Building Capacity West 1351 East 1254 Lakewood Middle 628 Ridgeroad Middle 591 Rose City Middle 446 Poplar Street Middle 839 Argenta Academv 159 Amboy Elementary 373 Belwood Elementary 213 Boone Park Elementary 489 Crestwood Elementary 374 Glenview Elementary 237 Indian Hills Elementary 510 Lakewood Elementary 329 Lvnch Drive Elementary 420 Meadow Park Elementarv 210 North Heights Elementary 527 Park Hill Elementary 305 Pike View Elementary 390 Seventh Street Elementarv 475 p.2 p.2 9-:\n}tr - - - - I d Of.ice of Student Affairs North Little Rock School Dzstrict 2 700 Poplar Street North Lzttle Rock, AR 7211 S-0687 (501) 771-8010 Francicalj. Jackson, Director DATE: Nov. 18, 2003 TO: Polly Ramer, ODM Office RE: NLRSD Pupil Enrollment FAX __ 3_1_1-_0__1___0_0_ PHONE: _________ _ ******************* Robin Mccarroll for Fran Jackson FROM: _________________ _ FAX 111-8001 PHONE: 771-8010 ---------- ------------ COMENTS: I apologize for taking so long. The report printed ----------------------- and the pages broke in the wrong_ p_l a_c_e_. _ th~~ re f ore,aa Th ' to type iQ numbers in a couple of places. This fax is_}j-__page (s) including the cover page. If you do not receive all the pages, please call our office at (501) 771-8010. IOOBTLLTOS - I Amboy Elementary ~restwood Elementary J:akewood Elementary North Heights Elementa,:y Seventh St_r:_eeFti ne Ar:.!:.?. PoQlar Stree_t Middle Rose Cit}'. Middl~ NLRHS-East Cam12us Distn_q 2002-TOTALS Pupil Enrollment by School October 15, 2003 Belwood Elementary Glenview Elementar)'. L}'.nch Drive Elementar:y Park Hill Element_a,:y Lakewood Middle ~,:genta Academy NLRHS-West CamQUS l?i_~trict 2093 II [)_,strict 2001 Totals II Boone Park Elemental}' Indian Hills Elementar:Y-Meadow Park Elementaey Pike View Elementa,:y Ridgeroad Middle Charter D1stn_g 2POO Totals North~itt ck Public Sctio (Ret'!:i::.o _to__ _tc p ot f!i!4\u0026lt;\nl ..__Octobe1r5 , 2003 P Enrollment rRc-K / Was reporteu -- .. - -- --,-- .... ent of Education October 15, 2002 /..3 LIii /?~ ,di District Totals 1-!W White Black Hispanic Asian/Pac Is Am Ind/Ala Ntv Grade Totals M F M F M F M F M F K 703 115 111 221 228 18 9 1 01 668 131 114 216 175 10 18 3 1 02 701 131 128 197 213 15 14 1 2 03 687 113 116 209 217 14 1 4 3 04 657 123 104 193 200 22 13 1 1 05 710 130 122 218 203 15 15 2 4 l1 06 672 124 120 215 199 8 5 1 07 739 121 132 288 219 18 16 LJ1 08 672 117 132 215 178 17 9 2 2 09 n3 152 160 242 192 13 8 5 1 10 8-78 - 187. 1 A/\n2'i4 220 14 10 2 4 1 11 511 127 120 130 118 8 5 1 1 1 12 572 133 170 112 136 3 10 2 6 Totals tB92t3 1704 1715 2650 2498 175 143 22 27 5 4 '7'137 38.23% ~~~ 57.56% ~c 3.56% ~~5 .55% .10% 1008Tl.l.1DS I North Little Rock Public Schools (R~tU.P'! .t.o 1:_01? .\u0026lt;?J-~pag~) October 1, 2002 Pupil Enrollment as reported to the State Department of Education October 15, 2002 District Totals White Black Hispanic Asian/Pac Is Am Ind/Ala Ntv Grade Totals M F M F M F M F M F K 650 128 110 199 188 8 15 0 1 1 0 01 687 130 128 193 21d 14 10 1 1 0 0 02 662 112 104 212 208 11 8 4 2 0 1 03 648 115 104 197 198 19 13 1 0 1 0 04 691 125 117 219 201 13 11 2 3 0 0 05 673 124 129 205 195 12 6 1 0 1 0 06 679 119 116 198 219 11 13 1 0 2 0 07 697 12:n::::IE 222 190 12 8 2 2 0 0 08 746 151 152 243 183 8 6 2 1 0 0 09 755 164 168 212 181 16 13 0 0 0 1 10 772 175 151 239 181 9 10 3 2 1 1 11 590 132 176 124 147 2 6 2 1 0 0 12 609 159 149 120 169 3 3 1 3 0 2 Totals _8. 859 1761 1738 2583 2470 138 122 20 16 6 5 39.50% 57.04% 2.93% 0.41% 0.12% OCTOBER 1, 2001 DISTRTCT TOTT.LS. f.R._tu=:-_i _~ ~ ~.Q.P o,\n...~9..~j- CURRENT SCHOOL hSSIGKHENTS COUl-nY: PULASK:i DISTRICT: NORTH LITTLE ROCK SCHOOL:DI3TRICT TOTALS GRADE SPAN: K-12 WHITE BLACK HISPANIC ASinN/l'l AM llW/1'.LS NH G:aAO TOTAL M F u F M F M r H F p\n706 138 126 203 211 13 12 1 2 0 0 o, 655 114 10S. 195 27 -8 9 4 n n . n 02 661 127 101 204 11 10 1 2 1 0 03 711 132 127 211 218 10 10 1 2 0 0 0~ 693 119 131 228 194 12 7 0 1 1 0 05 682 123 117 199 221 10 9 1 0 2 0 06 664 110 104 226 205 10 6 0 2 1 0 07 765 165 153 236 188 10 9 3 1 0 0 08 682 154 151 199 170 13 5 0 0 0 0 09 660 155 128 210 152 9 4 1 0 0 1 10 an 194 194 242 218 6 13 3 5 0 2 11 668 154 187 9 3 0 1 0 0 12 625 156 157 123 165 5 10 1 6 1 1 TOTALS 9059 1845 1750 2630 2553 126 107 16 22 6 4 Percentage 39.68% 57.21% 2.57% 0.42% 0.11% 1008 l lL 105 .... C,,,.c::::\n.,z\n,:F-- \"5 OCTOBER 2, 2000 DISTRICT TOTALS (Return to top o~.ru,J_ CURRENT SCHOOL ASSIGNMEHTS COUNTYP: ULASKI DISTRICT: NORTHL ITTLE ROCK SCHOOL:DISTRICT TOTALS GAAOES PAN: K-12 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 164 4 8 71 76 3 2 0 0 D 0 K 669 117 100 213 22 3 4 0 1 1 Ol 647 124 105 194 209 6 0 1 1 0 02 711 138 117 216 218 1 6 1 2 1 1 03 659 124 127 205 188 5 0 0 1 0 04 675 107 126 201 220 8 1 0 2 1 05 627 101 108 205 191 0 3 0 1 06 658 127 117 219 181 7 5 1 1 0 0 ()7 656 143 143 180 176 9 4 0 0 0 1 08 610 127 134 187 151 3 6 1 0 0 , 09 756 173 172 201 190 7 9 2 2 0 0 10 854 180 17) 242 24) 9 6 0 1 0 0 11 621 157 153 129 ''\" 6 8 1 4 1 2 12 529 137 134 111 135 2 5 1 4 0 0 ){ 0 0 0 0 0 0 0 0 0 SC!iOOLS 8836 1759 1717 2574~ 79 12 18 7 8 TOTALS 39.3% 58 2.1% .)% .2% W/0 8003 1638 1609 2290 74 8 18 6 7 GRD J/K 40.6% 56.9% 2.1% .3% .2% 1008 T ll l OS OCTOBER 15, 2003 LEI\\ *6002-050 CORRI:NT SCHOOL ASSIGNMENTS COONTY:POLASKI OISTRICT: NORTH LITTLE ROCK SCHOOL:AMBOY ELEMENTARY GRADE SPAN: K-05 Am ~~-/\u0026lt;(.d/ White Black Hispanic Asian/Pac Is Ind/Ala e::::1-, I 0 Ntv Grade Totals M F M F M F Ml F Ml F K 54 9 3 22 20 01 62 14 8 16 23 1 02 60 11 9 16 23 1 03 52 6 5 24 16 1 04 51 7 6 22 15 1 05 63 14 9 18 22 Totals ~ 61 40 118 119 I 1 2 1 II 0 o I 0 OCTOBER 15, 2003 LEA 16002-053 CURRENT SCHOOL ASSIGNMENTS COOIITY:PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:BELWOOD ELEMENTARY GRADE SPAN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F Ml F Ml F K 33 5 4 18 6 01 28 4 3 10 11 02 30 7 3 8 10 1 1 I 03 22 3 3 6 9 1 04 20 2 3 9 6 05 29 6 2 9 10 2 Totals  162 27 18 60 52 2 3 .2 5 http://www.nlrsd.k12.ar. us/intranet/amboy _ elementary.him 11/6/03 lDDBllllOS OCTOBER 15, 2003 LEA J,6002-054 CURRENT SCHOOL ASSIGNt!ENTS COONTY:PULASKI DISTRICT:NORTH LITTLE ROCK SCHOOL:BOONE PARK ELEMENTARY GRADE SPAN: K-05 Am I-Ml.,_\n.~( (, White Black Hispanic Asian/Pac Is Ind/A/a I 3- I Ntv Grade Totals M F M F M F Ml F Ml F K 67 1 1 25 40 01 59 4 35 19 1 02 69 2 1 31 34 1 03 65 3 1 26 34 1 04 58 2 1 24 29 1 1 05 43 1 22 19 1 Totals ~ 12 5 163 175 1 5 1 OCT06ER 15, 2003 LEA 6002-055 CURRENT SCHOOL ASSIGNMENTS COUNTY:PULASKI DISTRICT:NORTH LITTLE ROCK SCHOOL:CRESTWOOD ELEMENTARY G!U'.DE SPAN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F Ml F Ml F Ml F K 60 17 19 17 7 01 49 17 18 10 3 11 I 02 76 27 27 13 8 11 I 03 64 24 23 9 8 04 44 18 14 5 5 1 I I 1 I 05 49 12 22 6 9 Totals 342 115 123 60 40 1 11 2 l / http://www.n1rsd.kl2.ar.us/intranet/boone__park_elementary.htrn 11/6/03 lOOBTll TOS OCTOBER 15, 2003 LEA ll6002-056 CORRENT SCHOOL ASSIGNMENTS COONTY:PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:GLENVlEW ELEMENTARY GRADE SPAN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F Ml F Ml F K 22 2 3 6 10 1 01 25 3 2 8 12 02 30 4 5 12 9 03 30 2 3 15 10 04 34 3 2 14 14 1 05 42 3 4 22 13 Totals 183 17 19 77 68 2 I 7 ,....,2 , C, OCTOBER 15, 2003 LE *6002-051 CURRENT SCHOOL ASSIGNMENTS COUNTY:PULASKI DISTRICT:NORTH LITTLE ROCK SCHOOLI: NDIAN HILLS ELEMENTARY GRADES l'AN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F Ml F K 73 32 22 5 12 2 01 84 27 31 13 11 1 1 02 68 27 24 5 8 1 1 2 03 88 30 33 5 15 1 2 2 04 75 29 30 10 4 1 1 05 84 32 31 10 7 1 1 2 Totals 472 177 171 48 57 4 4 4 7 I I J http://www.nlrsd.kl2.ar.us/intranet/glenview _ elementary .htm 11/6/03 lDOBllltDS doE=Eo ED Bl AO~ OCTOBER 15, 2003 LEA *6002-058 CURRENT SCHOOL ASSIGm-lENTS COUNTY:PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:LAKEWOOD ELEMENTARY GRADE SPAN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F Ml F K 60 14 24 8 10 2 2 01 64 26 23 5 9 1 02 61 14 22 13 9 2 1 03 53 18 14 8 9 1 2 1 04 57 21 12 7 13 2 2 05 49 15 12 13 7 1 1 Totals 344 108 107 54 57 9 7 1 1 I I I OCTOBER 15, 2C03 LEA 116002-060 CURRENT SCHOCL ASSlGNMENTS COl.JNTY:POLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:LYNCH DRIVE ELEMENTARY GRl'.DE SPAN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F Ml F Ml F K 53 3 4 25 20 1 01 56 6 3 30 16 1 02 51 2 4 20 24 1 03 51 4 4 24 17 2 04 63 2 5 28 28 05 55 6 5 25 19 Totals 329 23 25 152 124 3 2 http://www.nlrsd.k12.ar.us/intranet/Jakewood _ eJementary.htm 11/6/03 lDOBllllOS Grade K 01 02 03 04 05 Totals Grade K 01 02 03 04 05 Totals Totals 23 26 46 32 21 26 174 ......, ' Totals 74 68 65 75 78 91 451 OCTOBER 1~, 2003 LEI\\ i6002-061 CURRENT SCHOOL IISSIGllMENTS COUNTY:PDLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:MEADOW PARK ELEMENTARY GRADE SPAN: K-05 White Black Hispanic Asian/Pac Is M F M F Ml F Ml 4 9 10 3 3 10 10 5 6 13 21 1 I 4 3 12 11 I 1 11 2 1 9 8 1 I 3 3 5 15 21 16 58 75 2 I 1 11 1 -i OCTOBER 15, 2003 LEA t6002-063 CURRENT SCHOOL IISSIGNiiENTS COUNTY:POLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:NORTH HElGHTS ELEMENTARY GRADE SPAN:K-05 White Black Hispanic Asian/Pac Is M F M F M F Ml 11 9 9 28 11 6 7 6 15 20 6 14 9 8 18 14 10 6 5 11 22 21 8 8 19 10 11 16 14 8 14 14 21 25 9 8 65 58 96 124 58 50 http://www.nlrsd.k12.ar.us/intranet/meadow _park_ elementary.htm lDOBl ll lDS Am Ind/Ala Ntv F Ml F I Am Ind/Ala Ntv F Ml F 11/6/03 CCTOSER 15, 2003 LEA 4 6002-064 CURRENT SCHOOL ASSIGNMENTS COONTY:PULASIU DISTRICT: NORTH LITTLE ROCK SCHOOL:PARK HILL ELEMENTARY GRADE SPhN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F Ml F K 45 9 13 9 13 1 01 41 5 12 14 9 1 02 43 13 7 12 10 1 03 42 8 7 13 14 04 46 11 9 13 13 05 48 12 5 13 12 4 1 1 Totals 265 58 53 74 71 6 2 1 / .. 1 OCTOBER 15, 2003 L!\nA *6002-065 CURRENT SCHOOL ASSIGNMENTS COUNTY:PULASKI DISTRICT: NORTH LITTLE ROCK SCP.OOL:PIKE VIEW ELEMENTARY GRl\\DE SPAN: K-05 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F M F K 77 7 9 35 25 1 01 61 14 5 25 13 3 1 02 49 9 12 16 11 1 03 57 6 9 21 21 04  55 5 10 19 19 1 1 ~ 05 70 11 11 18 25 1 2 1 -1 Totals 369 52 56 134 114 5 3 2 2 1 http://www.n1rsd.k12.ar.us/intranet/park_hill_elementary.htm 11/6/03 01  d TOOBTU.105 OCTOBER 15, 2003 LEA 46002-069 CURRENT SCHOOL ASSIGNMENTS COUNTYP: OLASKI DISTRICT: NORTHL ITTLE ROCK SCHOOL: SEVENTH STREET ELEMENTARY GRADE SPAN: K-05 White Black Hispanic Am Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F Ml F Mf F K 62 1 33 27 1 01 45 1 25 19 02 53 1 20 32 03 56 24 32 04 55 2 1 22 30 05 61 2 3 36 20 Totals 332 7 4 160 160 1 II I OCTOBER 15, 2003 LEA #6002-0S9 CURRENT SCP.COL ASSIGNMENTS COUNTYP: ULASKI DISTRICT: NORTHL ITTLE ROCK SCHOOL:POPLAR STREET MIDDLE SCHOOL GRADE SFAN:06 White Am Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F Mf F 06 668 124 119 214 197 8 5 1 Totals 668 124 119 214 197 8 5 1 http://www.n1rsd.k12.ar.us/intranet/seventh_street_fine_arts.htm 11/6/03 lOOBlL.llOS OCTOBER 15, 2003 LEA !16002-010 CURRENT SCHOOL hSSIGNMENTS COUNTY:PDLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:LAKEWOOD MIDDLE SCHOOL GRADE SPAN: 07-08 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F Ml F 07 321 87 97 62 69 3 3 08 328 95 102 72 51 4 2 1 1 Totals 649 182 199 134 120 7 5 1 1 I OCTOBER 15, 2003 LEA *6002-077 CURRENT SCHOOL ASSIGNMENTS COUNTY:POLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:ROSE CITY MIDDLE SCHOOL GRADE SPAN: 07-08 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F Ml F Ml F Ml F 06 4 1 1 2 07 101 6 1 49 44 p 08 107 2 4 49 50 11 11 09 7 5 2 Totals 219 8 6 104 98 1 11 1 I OCTOBER 15, 2003 LEA lt6002-072 CURRENT SCHOOL ASSIGNMENTS COCiNTYP: O:.ASKI DISTRICT: NORTH LlTTLE ROC!'. SCHOOL:RIDGEROAD MIDDLE CHARTER SCHOOL GRADE SPAN: 07-08 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F Ml F M F 07 317 28 34 117 106 15 13 3 1 08 237 20 26 94 77 . 13 7 Totals 554 48 60 211 183 28 20 3 1 /] .., 0 21  d 1008llll0S OCTOBER 1, 2001 LEA j6Q02-0?6 CURRENT SCHOOL ASSIGNMENTS COUNTY:POLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:ARGENTA ACADEMY GRADE SPAN: 06-12 WHITE BLACK HISPANIC ASIAN/PI AM INO/ALS NAT GRADE TOTAL M F 11 F M F M F 11 F 05 1 0 0 1 0 0 0 0 0 0 0 06 5 0 0 3 1 0 0 0 0 1 0 07 21 2 1 15 2 1 0 0 0 0 08 20 4 0 10 6 0 0 0 0 0 09 41 10 3 23 5 0 0 0 0 10 54 8 3 22 20 1 0 0 0 0 0 11 43 8 7 16 10 1 1 0 0 0 0 12 28 5 5 10 8 0 0 0 0 0 0 TOTALS 213 37 19 100 52 3 1 0 0 4/ 0 Percentage 26.29% 71.36% 1.88% 0.00% 0.00% OCTOBER 15, 2003 LEA #6002-0,S CURRENT SCHOOL ASSIGNMENTS COUNTY: POLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:NLRHS-EAST CAMPUS GRADE SPAN: 09-10 Am White Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F M F 09 734 143 157 227 183 12 7 4 1 - 10 722 161 171 186 179 12 9 1 2 1 - Totals 1456 304 328 413 362 24 16 5 3 1 http://www.nlrsd.kl2.ar. us/intranet/argenta _ academy .htln 11/6/03 lDOB l ll lOS / e\u0026gt;-19 ~r I/'\nt.,\u0026amp;o/ Pl-,) tJ - :\u0026gt; ?--\n:' .P - ?) ~ ~ ~/ qo1' ,t' -,\nf gr ?I :?~\n)~ -f 1_\n/. \u0026amp; /C/ t9IJ)\n..) - I\nI,., I I / 1)\n:- o- I ~ 3'~ er~!~ c\nJ~c?~\n$? -'~ -p-\n19 ~o P'\"...J ? ) ,. \nJr /C~ 3\n-1,,.,,.) o- y .:5 i)-r Q u)P_,,) /97 ~ ?'- 1:3~ ~ ___.-:-:= ---\n1Y 3 ~,./\n3 0 ~\n9/ 1 ?o  OCTOBER 15, 2003 LEA f6002-076 CORRENT SCHOOL ASSIGNMENTS COONTY:POLASKI DISTRICT: NORTH LITTLE ROCK SCHOOL:NLRHS-WES'.1' CAMPUS GRADE SPAN: 11-12 White Am Black Hispanic Asian/Pac Is Ind/Ala Ntv Grade Totals M F M F M F M F Ml F 09 32 9 3 10 7 1 1 1 10 156 26 15 68 41 2 1 1 2 11 511 127 120 130 118 8 5 1 1 11 12 572 133 170 112 136 3 10 2 6 Totals 1271 295 308 320 302 14 17 4 9 1 11 _.,\ni\n).-- , () Home To place information here, contact webmail@Jnaj1.nlrsd.k12.ar.us http://www.nlrsd.k12.ar. us/intranet/nlrhs-west_ campus.btm I l/6/03 lDOBlll lOS Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 01 Adkins Elementary 6003090 PK* 4 (, 2 6 16 7 1 I 0 20 t~?o RECEIV K 14 5 12 7 0 0 38 1 10 8 7 5 0 0 30 NOV2 O 20{ 2 7 10 15 6 0 0 38 3 10 4 5 8 0 0 27 4 4 8 11 9 0 0 32 OFRCEOF fallFaillllN MDBt 5 ~  1 ~ Q 1 29 SCHOOL TOTAL ~ ,pl 43 60 '\" 51 1 \n-1 214 48.13% 51.87% i.--- (INCLUDING PK) --- SCHOOL TOTAL ~ q.5~ ~ 1Z ~ 0 I 1 -19-4- 49.48% 50.52% i.--- 03 Baker lnterdistrict 6003092 K 26 24 4 9 5 4 72 1 17 22 7 6 2 3 57 2 21 19 4 7 1 4 56 3 24 15 5 4 1 0 49 4 21 13 8 6 1 0 49 5 16 I 13 1  0 2 38 SCHOOL TOTAL 125\ni?\n106 29 t,1 38 10 J,~ 13 321 79.13% 20.87% ,.,,,,.,- 02 Crystal Hill Magnet 6003093 PK* 14 ~i:\n. 12 12~\" 14 0 ,\n- 2 54 ..y 8:, 'D K 36 20 30 20 1 0 107 1 33 24 29 24. 1 1 112 2 41 22 26 34 3 1 127 3 26 21 22 25 1 1 96 4 23 24 34 26 0 4 111 5 24 20 28 29 2 3 106 6 26 19 21 20 i Q 88 SCHOOL TOTAL 223 ~'66162 202 ?ct/192 !!!, J~ 11 801 50.81% 49.19% i.---- (INCLUDING PK) -~- -- SCHOOL TOTAL 209j{/ 12,2 J.!QIY9,.!l! .!.Qc ? .!.Q -74-7 50.74% 49.26% ..........-- 05 Bayou Meto Elementary 6003094 K 27 28 0 1 2 5 63 1 41 28 1 1 0 3 74 2 33 35 3 2 3 1 77 3 40 35 1 0 3 0 79 4 33 36 0 1 2 0 72 5 31 36 0 1 2 2 72 6 0  1 Q Q 0 Q 1 SCHOOL TOTAL 205\nJO 199 5 11 6 12 )3 11 438 97.49% 2.51% .....- Page 1 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL ~ Black 42 Clinton Magnet School 6003095 PK* 16 :-. 15 15 e,,..2,2 2 .\nl-- 0 70 :5~~ K 22 23 36 27 1 0 109 1 25 22 26 22 0 5 100 2 11 16 16 20 3 1 67 3 20 11 29 20 1 1 82 4 22 18 21 19 5 4 89 5 26 23 34 33 Q  118 SCHOOL TOTAL .... 142 \".J 128 177\n-, 163 12 ,..., 13 ~~% 53.54%  (INCLUDING PK) -t? SCHOOL TOT AL ~ J-'?\u0026gt;9~ ~?J?'J\n!!! 10 '1~ 13 -56-5- 46.37% 53.63% - 11 Dupree Elementary 6003099 K 21 8 16 10 1 2 58 1 19 22 18 7 1 2 69 2 16 11 11 7 0 0 45 3 14 16 8 7 0 0 45 4 13 19 11 10 1 0 54 5 17 I\" 11 8 14 2 3 55 SCHOOL TOT AL 100 ,v 87 72 ~,, 55 5 1-Y !.. 326 -61-.04% 38.96% v' 15 Harris Elementary 6003102 PK* 2 ~ 6 6 4 0 0 18 ,\nSt-7 K 3 2 13 21 0 0 39 1 2 3 19 14 0 0 38 2 4 2 11 13 0 1 31 3 6 0 5 11 0 0 22 4 2 1 16 11 0 0 30 5 1 1 14 15 1 Q 32 SCHOOL TOTAL 20 ,., 15 84 89 1 1 210 17.62% 82.38% ....-- (INCLUDING PK) -- - .!! ~~ -~ SCHOOL TOTAL 9 78 85 1 1' 1 -19-2 15.10% -8-4.90% .....-- 18 Jacksonville Elementary 6003103 K 12 16 28 21 2 3 82 1 28 13 25 22 3 4 95 2 20 9 29 21 2 1 82 3 13 15 19 20 2 3 72 4 17 12 23 17 3 3 75 5 9 1 23 26 1 ~  76 SCHOOL TOTAL 99 /1 80 147\n/''\" 127 13 ? 16 482 43.15% 56.85% v Page 2 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 21 Landmark Elementary 6003104 K 18 17 14 9 0 0 58 1 10 14 13 13 0 0 50 2 14 6 11 12 0 3 46 3 11 16 12 11 0 0 50 4 8 16 10 14 1 1 50 5 ~ pl j1_ 1Q ~o 11 Q IP 1 43 SCHOOL TOTAL 70 81 70 l 70 -1 5 297 52.86% 47.14% ---- 22 Lawson Elementary 6003105 K 20 18 3 6 0 0 47 1 26 19 3 5 0 0 53 2 17 18 5 3 0 0 43 3 15 17 7 3 0 0 42 4 21 12 3 4 0 1 41 5 10 ~ 11 4 1 Q Q 29 SCHOOL TOT AL 109\n}f 95 25 ff) 25 0 I . 1 255 80.39% 19.61% V 23 Tolleson Elementary 6003106 K 19 14 7 8 0 1 49 1 24 16 8 17 2 4 71 2 11 14 7 5 1 2 40 3 20 18 5 14 1 2 60 4 22 12 11 10 3 0 58 5 18r14 10 14 z r:?-~ Q 63 SCHOOL TOTAL ~ ~ 48 11~ 68 14 9 341 65.98% 34.02% ,-.- 28 Oak Grove Elementary 6003108 PK* 21 ,\n./Cf 28 10 g 1 ..i/ 3 72 ,:::\n)~/4 K 28 14 2 9 1 1 55 1 20 19 8 7 0 0 54 2 14 21 6 2 1 0 44 3 20 9 6 1 0 0 36 4 13 15 8 3 2 1 42 5 6 17 8 8 1 0 40 6 12 18 6 5 1 0 42 SCHOOL TOTAL 134\n..1?141 54 ql 1.1. 7 I\"-' 5 385 74.55% 25.45% ....- (INCLUDING PK) -~ -- (f SCHOOL TOTAL 113 ~\"J, 113 44 -?1 35 6 ?5 2 -31-3- 74.76% 25.24% ......- Page 3 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male ~ TOTAL White Black 31 Robinson Elementary 6003110 K 17 11 5 4 3 3 43 1 18 26 7 6 2 4 63 2 21 20 12 8 4 3 68 3 18 21 12 13 2 0 66 4 26 14 8 7 4 0 59 5 24 O 14 11 101 .1l 1 1 65 SCHOOL TOTAL 124 ~ 106 56 51 16 p111 364 70.60% 29.40% ..,,,-- 34 Scott Elementary School 6003111 K 8 8 1 2 1 0 20 1 9 7 1 1 0 0 18 2 6 4 1 0 0 0 11 3 11 8 2 1 0 0 22 4 12 4 1 1 0 0 18 5 7 2 i J Q Q 14 SCHOOL TOTAL 53 Yll' 33 8 1!, 8 1 0 103 84.47% 15.53% -i..---- 37 Sherwood Elememtary 6003112 K 27 21 20 9 1 1 79 1 16 19 7 10 0 0 52 2 23 31 7 9 0 0 70 3 26 18 12 11 0 1 68 4 21 23 8 16 0 0 68 5 14 24 _ I ~ 1 ~ Q 56 SCHOOL TOT AL 127 .-1.,-:3135 ~ J/') ~ 64 2 2 393 67.94% 32.06%...,.... 39 Sylvan Hills Elementary 6003113 K 23 19 7 16 2 1 68 1 15 14 13 12 0 0 54 2 17 28 8 16 2 0 71 3 18 16 16 10 0 3 63 4 16 18 13 13 2 2 64 5 14 12 10 C 16 Q ~ J 55 SCHOOL TOTAL 103 JI0107 67 16 83 6 9 375 60.00% 40.00%  19 Jacksonville Middle School 6003116 6 92 88 80 66 4 4 334 7 99 87 78 67  J 339 191 ~ - SCHOOL TOTAL 175 158 ,,(' 133 9 \u0026amp; 7 673 -56-.76% 43.24% .....- 48 Jacksonville Jr High 6003117 8 97 97 66 74 6 5 345 9 86 d'/ 97 75 68 ~ J 333 SCHOOL TOTAL !Ef ~ 141 \" .\n,142 10 ,'g 8 678 58.26% 41.74% ......- Page 4 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL ~ Black 13 Fuller Middle School 6003120 6 60 54 57 65 4 2 242 7 62 56 70 67 1 1 257 8 45 J 47 52 52 ~ 1 200 SCHOOL TOTAL ~,?- lli 179 ~ 3184 8 ,~1 699 48.07% 51.93% ~ 40 Sylvan Hills Middle School 6003122 6 84 82 66 71 7 4 314 7 104 78 53 67 6 5 313 8 94 77 57 ~ 61 . ~ 298 SCHOOL TOTAL 282 ~a 237 ~? ~ 18 ~1 13 925 59.46% 40.54%  20 Jacksonville Sr High 6003123 10 81 103 60 68 0 0 312 11 89 67 48 52 0 0 256 12 69 65 55 58 Q Q 247 SCHOOL TOTAL 239 .\u0026gt; 235 -1,6 3 ~- 178 0 0 815 -58-.16% -41.84%- 47 Mills University High 6003125 9 65 63 89 82 3 1 303 10 51 61 59 59 0 3 233 11 45 42 63 60 1 3 214 12 54 \u0026gt;/ 43 52 54 i i 207 SCHOOL TOTAL 215 ,.,,... 209 263?-I 5 255 6 ,~ 9 957 45.87% 54.13% V 29 Oak Grove Jr/Sr High 6003126 7 62 38 23 29 2 2 156 8 41 32 28 29 3 1 134 9 61 41 34 17 1 2 156 10 37 37 20 19 1 2 116 11 49 34 22 16 2 1 124 12 44 ,...,4 6 20 15 ~ 1 129 SCHOOL TOTAL 2946,\"' 228 147 '11 125 12 \"'.) 9 815 66.63% 33.37% V 32 Robinson Sr. High 6003127 9 54 53 51 42 2 3 205 10 59 51 52 31 0 0 193 11 48 47 28 46 0 0 169 12 33 41 22 A 11 Q 1 114 SCHOOL TOTAL 194#192 153 ,\n'r\u0026gt; 136 2 ( 4 681 57.56% 42.44% ,._... 41 Sylvan Hills Sr High 6003128 9 98 73 76 81 12 4 344 10 93 70 56 66 9 3 297 11 87 71 56 56 3 6 279 12 71 87 38 37 1 i 236 SCHOOL TOTAL 349 (_/l 301 226\n., 1\"240 25 ,)f'i\u0026gt; 15 1156 59.69% 40.31 % V 45 Cato Elementary 6003129 Page 5 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male ~ Male Female TOTAL ~ Black K 22 11 6 4 0 0 43 1 12 22 7 8 0 1 50 2 25 27 9 9 1 2 73 3 23 20 5 7 2 1 58 4 18 20 8 11 1 3 61 5 14 -~ 19 8 ~ 1 .~1 51 SCHOOL TOTAL 114,?'i 119 43 q 47 5 8 336 73.21% 26.79% ....- 46 Pinewood Elementary 6003130 K 14 27 13 14 0 1 69 1 15 16 16 10 4 3 64 2 21 20 8 17 2 1 69 3 20 14 15 14 1 1 65 4 14 17 6 16 1 0 54 5 30 .is 1l 17 ,.., 1d Q Q 77 SCHOOL TOT AL ~ :)~ !!.! 75 1\"'\" 84 8 I\n6 398 60.05% 39.95% ....---- 08 College Station Elementary 6003135 K 7 3 13 10 0 1 34 1 1 5 10 10 1 0 27 2 6 3 5 5 0 0 19 3 12 11 6 8 1 39 4 16 10 15 9 1 52 5 7 1l 16 15 1 i 1 52 SCHOOL TOTAL 491~ 44 ~I 57 4 4 223 45.29% 54.71% ....- 49 North Pulaski High 6003136 9 85 67 55 38 4 4 253 10 63 64 33 34 6 5 205 11 68 52 47 39 6 2 214 12 83 49 26 33 1 5 197 SCHOOL TOT AL 299 _,.. 232 161 144 17 ~ 16 869 -64-.90% 35.10% '-' 27 Arnold Drive Elementary 6003137 K 18 20 12 4 4 1 59 1 14 18 7 9 5 5 58 2 20 18 5 9 1 2 55 3 15 15 6 14 2 3 55 4 16 20 7 4 3 4 54 5 11 1Q ~  1  40 SCHOOL TOTAL 94 101 45 a 45 16 2,l, 20 321 71.96% 28.04% Page 6 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 17 Oakbrooke Elementary 6003139 K 32 16 4 5 2 2 61 1 24 12 9 4 1 3 53 2 21 20 8 11 2 1 63 3 13 19 12 6 0 1 51 4 15 20 4 9 2 0 50 5 26 'g 20 10 ! 1 t?I  72 SCHOOL TOTAL 131 l~ 101 47 qi 44 8 13 350 74.00% 26.00% .....- 36 Northwood Middle School 6003140 6 78 77 31 40 3 1 230 7 76 55 42 24 7 2 206 8 81 J./0 78 36 ~ .ll 9. 19 .1 232 SCHOOL TOT AL 235 ~ 210 ~ ~t\u0026gt; 95 15 4 668 69.46% 30.54% i.--- 51 Murrell Taylor Elementary 6003141 K 17 15 14 20 2 0 68 1 16 14 15 12 0 1 58 2 13 11 14 13 0 0 51 3 14 13 11 16 1 2 57 4 16 12 15 8 1 0 52 5 22 10 1_ 20 1 1 72 SCHOOL TOTAL ~(/~~ fil (1 ~ fill ~ 4 ~ JM 50.84% 49.16% ........- 52 Pine Forest Elementary 6003142 K 29 32 5 11 2 80 1 35 26 11 10 2 2 86 2 35 34 10 6 2 0 87 3 29 24 14 5 0 1 73 4 32 34 7 7 1 2 83 5 20 17 7 7 0 0 51 6 35 18 8 ,r 14 1 r?-1 77 SCHOOL TOTAL 215 ~tfl) 185 62 /'d 60 8 7 537 77.28% 22.72% v- 50 Robinson Middle School 6003143 6 67 45 26 24 1 2 165 7 52 41 34 20 3 5 155 8 67 43 37 35 6 Q 184 SCHOOL TOTAL 186 r,\\~ 129 97 ,1~ 79 6 ,~ 7 504 65.08% 34.92% ..,...... Page 7 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 53 Bates Elementary 6003146 PK* 9 I 8 5 I 10 4 0 36 j,, ,?\" b K 24 22 28 18 1 0 93 1 18 24 23 20 1 1 87 2 29 15 28 17 1 1 91 3 19 20 21 24 2 2 88 4 29 19 21 20 2 2 93 5 16 19 23 21 l ~ 84 SCHOOL TOTAL ...,I- 144 \":l 127 149 ~ 130 13 ,i~ ! 572 51.22% 48. 78% I/\" (INCLUDING PK) - - -- 135 ?~119 t.?1 1~ SCHOOL TOTAL 144 J 120 9 9 -53-6 50.7 5% -49.25% _... Page 8 of 9 Date: 11/18/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL ~ Black TOT AL DISTRICT ENROLLMENT PK* 66 71 54 I 66 8 5 270 55.56% 44.44/c -- K 484 394 293 265 31 27 1,494 1 448 413 290 255 25 42 1,473 2 446 414 259 252 29 24 1,424 3 437 376 256 253 20 23 1,365 4 430 397 269 251 36 28 1,411 5 381 355 283 309 25 37 1,390 6 454 402 295 305 23 .11 1.493 ELEMENTARY 3,080 2,751 1,945 1,890 189 195 10,050 61.84% 38.16% TOTALS W/0 PRE-K ELEMENTARY 3.146 2,822 1,999 1,956 197 200 10,320 61.68% 38.32/c TOTALS WITH PRE-K 7 455 355 300 274 24 18 1,426 8 425 374 276 282 24 12 1,393 9 449 394 380 328 26 17 1,594 10 384 386 280 277 16 13 1,356 11 386 313 264 269 12 12 1,256 12 354 331 213 214 I 11 1,130 SECONDARY TOTALS 2,453 2,153 1,713 1,644 109 83 8,155 58.84% 41.16% DISTRICT TOTALS JO/' 11,'J? !j71.t 18,205 ~% ~%v W/0 PRE-K 5,533 4,904 3,658 3,534 298 278 DISTRICT TOTALS ~ 18,475 ~% ~0/4 ...,.- WITH PRE-K IMPORTANT NOTES: PK \"PRE-K\" CHILDREN ARE NOT INCLUDED IN THE STATE'S OCTOBER 1 ENROLLMENT COUNT FOR THE PULASKI COUNTY SPECIAL SCHOOL DISTRICT THE ALPHA ACADEMY WAS NOT REPORTED, BECAUSE THE STUDENTS WERE COUNTED AS PART OF THE SCHOOL WHICH THEY WOULD NORMALLY ATTEND. Page 9 of 9 Date: 11/18/2003 06/03/2003 10:04 501-4'30-1102 PCSSD PLAN DDPT PAGE 02 SUMMARY OF BUILDING CAPACITIES AND ENROLLMENTS Revised May 2. 2003 PULASKI COUNn' SPECIAL SCHOOL DISTRICT I (APRIL 28, 2003) I SCHOOL CAPAC In' RECOMMENDED f 2002-2003 INFORMATION SCHOOL CAPACITY ENROLLMENT (JAN. 7, 2003 SHEET) (APRIL 28, 2003 INFO) HIGH SCHOOLS JACKSONVILLE HIGH (10-12) 826 1,025 1,360 (FOR 9-12) I 1,127 MILLS HIGH 908 780 1,130 NORTH PULASKI HIGH I 826 900 1,050 OAK GROVE HIGH (7-12) 795 935 1,130 (FOR 9-12) I 537 ROBINSON HIGH I 594 556 770 SYLVAN HILLS HIGH 1,055 I 998 1,120 I I MIDDLE/JR. HIGHS FULLER MIDDLE I 664 I 945 1,360 JACKSONVILLE JR.. (8-9) I 620 800 990 JACKSONVILLE MIDDLE (67) 643 I 800 980 NORTHWOOD MIDDLE 651 964 1,030 J ROBINSON MIDDLE I 451 486 650 / SYLVAN HILLS MIDDLE I 901 925 1,080 /.,f) I I ,,,_I / ./ ? ELEMENTARY ADKINS I 216 370 I 526 ' ARNOLD DRIVE I 347 420 453 BAKER I 268 330 428 BATES I 612 800 863 BAYOU METO 460 660 697 CATO I 367 576 800 CLINTON I 615 833 I 840 COLLEGE STATION I 212 I 340 I 439 CRYSTAL HILL 757 I 820 I 870 DUPREE 310 I 465 498 HARRIS I 175 I 525 906 JACKSONVILLE I 487 I 785 850 LANDMARK I 306 568 711 LAWSON I 242 I 325 I 372 OAK GROVE I 385 I 476 626 OAKBROOKE I 309 500 553 PINE FORREST : 505 556 I 554 PINEWOOD I 410 523 677 f ROBINSON I 387 450 I 544 SCOTT 108 I 280 294 SHERWOOD I 355 I 460 I 561 SYLVAN HILLS 393 456 I 606 TAYLOR 348 450 566 ,, TOLLESON 342 570 561 / I -\n'.\nA. / 7 ,-, ~ ~ENROLLMENT INFORMATION BASED ON 3RD QUARTER / 11 2002-2003 ENROLLMENTD ATED MARCH 21, 2003 PULASKI COUNTY SPECIAL SCHOOL DISTRICT November 4, 2003 Ann Marshall, Federal Monitor Office of Desegregation Monitoring 124 West Capitol Suite 1895 Little Rock, Arkansas 72201 Dear Mrs. Marshall: NOV 7 21123 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 www.pcssd.org (501) 490-2000 Attached is the October 1, 2003, enrollment count for Pulaski County Special School District. Guidelines for racial balance for the 2003 - 2004 school years are: 20 - 47.5% at the elementary level and 20 - 51.5 % at the secondary level. Pre-K enrollment is not included in the elementary racial balance guidelines. The following schools are outside the racial balance guidelines: ...,AdkinsE lementary - 51.87% Clinton Elementary- 53.54 % \\-flarris Elementary- 82.38% '-:la cksonville Elementar - 5~ Lawson Elemen:t\u0026amp;Y- 19. 61 % ,,-Scott Elementary-15.53% vCollege Station Elementary- 54.71 % vfuller Middle - 51.93 % --Mills University Studies - 54.13% Sincerely, Karl Brown, Assistant Superintendent Equity \u0026amp; Pupil Services ac c Dr. Don Henderson Dr. Brenda Bowles Houston Yuille Sam Jones Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor Date: November 18, 2003 To: Brenda Bowles From: Ann Marsh~ Re: PCSSD 2003-04 Enrollment Numbers One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Via Fax As you know, we're in the process of collecting October 1, 2003 enrollment figures from all three local school districts for our annual report on enrollment and racial balance. Our recent conversations with you and others who gather enrollment data for the PCSSD reveal a problem that begs resolution before we can proceed further with our report. Last year, the district's pre-K students at Landmark and College Station initially were not included in the enrollment count provided to us, even though those students had been part of the count each previous year. Our inquiry revealed that the student assignment office had reasoned that children in HeadStart classes, which aren't funded by the district, shouldn't be included in the student tally. When I asked Dr. Henderson for clarification of the discrepancy last year, he made the decision to count the HeadStart students, so we again included them in our report. This year, we're aware that the numbers we've received from the PCSSD include the pre-K students at Landmark but not at College Station. I'm concerned about the apparent inconsistency in the figures provided us, not only among schools, but from one year to the next. The district is certainly free to change the way it counts its enrollment, but we ask that the superintendent be involved in making that decision. Please discuss this matter with Dr. Henderson, explaining your views of the pros and cons about including HeadStart students, since they affect racial balance as well as enrollment totals. If the district wishes to discontinue including HeadStart students in its count, we're perfectly willing to accept that decision and will simply make a note to that effect in our report. However, regardless of the district's chosen approach to counting students, I ask that it be consistent from one school to the next within any given year. Please notify us of your decision and provide us with recalculated numbers for all affected schools as soon as possible, as the lack of complete information is delaying our report. Thank you very much. cc: Karl Brown Don Henderson BG PULASKI COUNTY SPECIAL SCHOOL DISTRICT November 18, 2003 VIA FACSIMILE AND US MAIL Mrs. Ann Marshall, Federal Monitor Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Dear Mrs. Marshall: 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 www.pcssd.org (501) 490-2000 RECE\\'JED NO'Jz o 2003 OfflCEOf t)ESEGREGt,~\\O1\\t0Ut!4O i\\lKG Attached is a copy of our revised October 1, 2003 enrollment figures. After conversing with Dr. Henderson, the District's position is not to include Pre-K Headstart students or students in the District's Pre-K program in the enrollment report. If you have any other questions please call me. Sincerely, Dr. Brenda Bowles, Director of Equity and Multicultural Education cc: Dr. Don Henderson, Superintendent of Education Karl Brown, Assistant Superintendent for Equity and Pupil Services Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor Date: November 19, 2003 To: Brenda Bowles -From: Ann Marsha. Re: PCSSD 2003-04 Enrollment Numbers One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Via Fax Thank you for your prompt response to my request for clarification of the district's enrollment numbers in relation to pre-K students, specifically those enrolled in HeadStart, as well as for a consistent count from school to school and for appropriately revised numbers. The difference we note between the figures we received today and those previously provided is that the total number of students is 4 7 less than reported earlier: all 31 Pre-K students at Landmark no longer appear in the report and the count of pre-K students at Bates has shrunk by 16 (from 52 to 36). Your cover letter reads that, \"the District's position is not to include Pre-K Headstart students or students in the District's Pre-K program in the enrollment report.\" I've underlined the part of the statement that we find confusing, because the school-by-school figures still show the same pre-K enrollment at Adkins, Bates, Crystal Hill, Clinton, Harris, and Oak Grove elementaries. Do you intend to exclude all pre-K students or not? Do you consider that your October 1, 2003 enrollment is 18,205 or 18,475 (totals that appear on your latest set of figures) or some other number? Please furnish us the figures that accurately reflect the district's decision about its student count. Also, please briefly explain why the district has chosen to count--or not count--any or all pre-K students so we can make the appropriate notation in our report. Thank you. cc: Karl Brown Don Henderson 11/20/2003 17:23 5014901352 EQUITY PUPIL SERVICE PAGE 02/03 PULASKI COUNTY SPECIAL SCHOOL DISTRICT November 20, 2003 VIA FACSIMILE AND US MAIL Mrs. Ann Marshall, Federal Monitor Office of Desegregation Monitoring 124 West Capitol Suite 1895 Little Rock, Arkansas 72.201 Dear Mrs. Marshall: 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 www.pcssd.org (501) 490-2000 As stated in my previous letter, the District will not include Headstart students or PCSSD Pre-K students in the October 1 enrollment count. The total K-12 enrollment reported for October 1, 2003 is 18,205. The District receives no fu.nding from the state for Pre-K students. Therefore, those students are not included in the count provided to the Arkansas Department of Education. The Headstart program is not funded by the District. The staff, materialseverything needed to run the program-are funded by outside agencies. The only thing the District provides is building space. Therefore, those students are not included in the total enrollment reported to the state. The nine-page enrollment report, used for multiple purposes, identifies the total enrollment for grades K-12. Toe District Pre-K enrollment also appears on that report. You will note that the school's total including District Pre-K students is highlighted in yellow. The last line in each school section identifies the school total enrollment (Pre-K not included). Page nine is a summary of the District's student enrollment. Pre-K is again highlighted in yellow, for October 1, 2003. Please note the yellow highlight in ,the red framed box, which clearly states that Pre-K children are not included in the state's October 1, 2003 count. 11/20/2003 17:23 5014901352 EQUITY PUPIL SERVICE You raised questions regarding the changes in Landmark and Bates Pre--Kt otals. The Pre-K program at Landmark is not a District program\ntherefore, those 31 students are excluded from the revised report. Bates has two District Pre-K classes with a tot.al enrollment of 36 students. The 16 students excluded from the revised report are enrolled in a Headstart class. We appreciate your attention to the details of this report. Hopefully, this clears up any confusion regarding student enrollment. Sincerely, Dr. Brenda Bowles, Director of Equity and Multicultural Education cc: Dr. Don Henderson Karl Brown Sam Jones PAGE 03/03 f:!ulaski County Special School District Enrollment for 1 October 2003 School/Grade 01 Adkins Elementary PK* K 1 2 3 4 5 SCHOOL TOT AL 03 Baker lnterdistrict K 1 2 3 4 5 SCHOOL TOTAL 02 Crystal Hill Magnet PK* K 1 2 3 4 5 6 SCHOOL TOT AL White Black Male Female Male Female 6003090 4 ~ 2 6 /3 7 14 5 12 7 10 8 7 5 7 10 15 6 10 4 5 8 4 8 11 9 ~  ~ ~ ~IOI~ ~ //!~ 6003092 26 24 4 9 17 22 7 6 21 19 4 7 24 15 5 4 21 13 8 6 16 13 1 6 125\n?~/106 29 (s,138 6003093 14 .\n24, 12 12 ~\" 14 36 20 30 20 33 24 29 24 41 22 26 34 26 21 22 25 23 24 34 26 24 20 28 29 26 19 21 20 223\n:f.S 162 202 ~9-/192 05 Bayou Meto Elementary K 6003094 27 28 0 1 3 1 0 0 Q 1 2 3 4 5 6 SCHOOLT OTAL Page 1 of 8 41 28 33 35 40 35 33 36 31 36 0 1 205-\u0026gt;/o4 199 5 1/ RECEIVED NOV7 2003 OFFIOCFE DESEGREGMAOTNIOITNO RING Other GRADE Percentages Male Female TOTAL ~ Black 1 I o 0 0 0 0 0 0 0 0 0 0 Q 1 1 c:P----'! 5 4 2 3 1 4 1 0 1 0 0 2 10 ~~ 13 0 c\nl.. 2 1 0 1 1 3 1 1 1 0 4 2 3 i Q ~ _\nl\n)..g 20 \u0026lt;\n-5,,h\u0026gt; 38 30 38 27 32 29 V 214 48.13% 51.87% 72 57 56 49 49 38 321 79.13% 20.87%.__ 54 ..i/8?0 107 112 127 96 111 106 88 ....- 801 50.81% 49.19% Date: 10/29/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 42 Clinton Magnet School 6003095 PK* 16 .? 15 15 37 22 2 .,\nl. 0 70 ~~7. K 22 23 36 27 1 0 109 1 25 22 26 22 0 5 100 2 11 16 16 20 3 1 67 3 20 11 29 20 1 1 82 4 22 18 21 19 5 4 89 5 26 23 34 33 0 i 118 V SCHOOL TOT AL 142 ~10128 177_aJ./ 0 163 12\nP. 13 635 46.46% 53.54% 11 Dupree Elementary 6003099 K 21 8 16 10 1 2 58 1 19 22 18 7 1 2 69 2 16 11 11 7 0 0 45 3 14 16 8 7 0 0 45 4 13 19 11 10 1 0 54 5 17 11 8 14 2 3 55 ...... SCHOOL TOTAL 100 1\u0026amp;1 87 72 ,~1 55 5 ,~ 7 326 ~% 38.96% 15 Harris Elementary 6003102 PK* 2 6 6 u 4 0 ( 0 18 5t,?. K 3 2 13 21 0 0 39 1 2 3 19 14 0 0 38 2 4 2 11 13 0 1 31 3 6 0 5 11 0 0 22 4 2 1 16 11 0 0 30 5 1 1 14 15 1 Q 32 .... SCHOOL TOTAL 20 ~~ 15 84 /'?~ 89 1 ~ 1 210 17.62% 82.38% 18 Jacksonville Elementary 6003103 K 12 16 28 21 2 3 82 1 28 13 25 22 3 4 95 2 20 9 29 21 2 1 82 3 13 15 19 20 2 3 72 4 17 12 23 17 3 3 75 5 ~ 1. 23 ~ 26 1 i 76 SCHOOL TOTAL 99 11~ 80 147 J, 127 13 ~1 16 482 43.15% 56.85/.\n21 Landmark Elementary 6003104 PK* 7 (, 9 4 1-11/ 0 1 0 31 ~'\n\u0026gt;-7. K 18 17 14 9 0 0 58 1 10 14 13 13 0 0 50 2 14 6 11 12 0 3 46 3 11 16 12 11 0 0 50 4 8 16 10 14 1 1 50 5 9 12 10 11 Q 1 43 - SCHOOL TOTAL 11 J/$1 90 74 ,~~ 80 2 1 5 328 53.05% -46.95% Page 2 of 8 Date: 10/29/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 22 Lawson Elementary 6003105 K 20 18 3 6 0 0 47 1 26 19 3 5 0 0 53 2 17 18 5 3 0 0 43 3 15 17 7 3 0 0 42 4 21 12 3 4 0 1 41 5 10 o\u0026gt;t 11 4 1 Q Q 29 ...- SCHOOL TOTAL 109 ~ 95 2s ~o 25 0 1 255 80.39% 19.61% , 23 Tolleson Elementary 6003106 K 19 14 7 8 0 49 1 24 16 8 17 2 4 71 2 11 14 7 5 1 2 40 3 20 18 5 14 1 2 60 4 22 12 11 10 3 0 58 5 18 14 10 H. I Q 63 SCHOOL TOT AL 114\n..o~8 8 48 ,,l( 68 14 a:~ 9 341 65.98% 34.02-% 28 Oak Grove Elementary 6003108 PK* 21 ..l/1 28 10 Ii 9 1 .JI 3 72 ~,/4 K 28 14 2 9 1 1 55 1 20 19 8 7 0 0 54 2 14 21 6 2 1 0 44 3 20 9 6 1 0 0 36 4 13 15 8 3 2 1 42 5 6 17 8 8 0 40 6 12 18 6 5 0 42 .,.,, SCHOOL TOTAL ~,a1G !,!! 54 'f6 44 7 ,~ 5 385 74.55% 25.45% 31 Robinson Elementary 6003110 K 17 11 5 4 3 3 43 1 18 26 7 6 2 4 63 2 21 20 12 8 4 3 68 3 18 21 12 13 2 0 66 4 26 14 8 7 4 0 59 5 24 0 14 12 j]_ 1 1 65 - SCHOOL TOT AL 124 a.~ 106 56 ,01 51 16 ~1 11 364 70.60% 29.40% 34 Scott Elementary School 6003111 K 8 8 1 2 1 0 20 1 9 7 1 1 0 0 18 2 6 4 1 0 0 0 11 3 11 8 2 1 0 0 22 4 12 4 1 1 0 0 18 5 I f. f. J Q Q 14 - SCHOOL TOT AL 53 i~ 33 8 It., 8 1 0 103 84.47% 15.53% Page 3 of 8 Date: 10/29/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female ~ ~ Male Female TOTAL White Black 37 Sherwood Elememtary 6003112 K 27 21 20 9 1 1 79 1 16 19 7 10 0 0 52 2 23 31 7 9 0 0 70 3 26 18 12 11 0 1 68 4 21 23 8 16 0 0 68 5 14 24 ~ 9 1 \u0026gt;I Q 56 ...... SCHOOL TOTAL 127 ~'?\u0026gt; 136 62 1?J~ 64 2 2 393 67.94% 32.06% 39 Sylvan Hills Elementary 6003113 K 23 19 7 16 2 1 68 1 15 14 13 12 0 0 54 2 17 28 8 16 2 0 71 3 18 16 16 10 0 3 63 4 16 18 13 13 2 2 64 5 14 O 12 10 o 16 Q J 55 ~ SCHOOL TOT AL 103 ~\\ 107 67 ,~ 83 6 /? 9 375 60.00% 40.00% 19 Jacksonville Middle School 6003116 6 92 88 80 66 4 4 334 7 99 87 78 67 . J 339 SCHOOL TOTAL 191 lfa~175 158 d-11 133 9 I~ 7 673 -56-.76% 43.24/4 48 Jacksonville Jr High 6003117 8 97 97 66 74 6 5 345 9 86 97 75 68 1 J 333 ...... SCHOOL TOTAL 183 i1 1 194 141 \")i\"':\u0026gt;14 2 10 I~ 8 678 58.26% 41.74% 13 Fuller iddle School 6003120 6 60 54 57 65 4 2 242 7 62 56 70 67 1 1 257 8 45 ~ 47 52 52 J 1 200 ...... SCHOOL TOTAL .!EJ ill 179 ~~~ 184 8 ,~ 4 699 48.07% 51.93% 40 Sylvan Hills Middle School 6003122 6 84 82 66 71 7 4 314 7 104 78 53 67 6 5 313 8 94 77 57 ~ 61 . 1 298 282 ~\\~ 237 ~I ..... SCHOOL TOT AL 176 31 199 18 13 925 59.46% 40.54% 20 Jacksonville Sr High 6003123 10 81 103 60 68 0 0 312 11 89 67 48 52 0 0 256 12 69 ~ 65 55 58 Q Q 247 163 ~\n.JI1 18 ...... SCHOOL TOTAL -239 ~') -235 0 0 0 815 58.16% 41.84% Page 4 of 8 Date: 10/29/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Mfil!! Female TOTAL White Black 47 Mills University High 6003125 9 65 63 89 82 3 1 303 10 51 61 59 59 0 3 233 11 45 42 63 60 1 3 214 12 54 4 43 52 ~ 54 .f. .f. 207  SCHOOL TOTAL 215){, ~ 263 '- 1 255 6 15 9 957 -45.87% 54.13% 29 Oak Grove Jr/Sr High 6003126 7 62 38 23 29 2 2 156 8 41 32 28 29 3 1 134 9 61 41 34 17 1 2 156 10 37 37 20 19 1 2 116 11 49 34 22 16 2 1 124 12 44 46 20 15 1 1 129 v SCHOOL TOT AL 294~~E! -147 ~1~1-25 12 ~I 9 815 -66.63% ~% 32 Robinson Sr. High 6003127 9 54 53 51 42 2 3 205 10 59 51 52 31 0 0 193 11 48 47 28 46 0 0 169 12 33 41 22 17 Q 1 114 194 ]'6~192 153 .?g~ 136 ....... SCHOOL TOTAL 2 lA 4 681 ~%~% 41 Sylvan Hills Sr High 6003128 9 98 73 76 81 12 4 344 10 93 70 56 66 9 3 297 11 87 71 56 56 3 6 279 12 71 87 38 37 1 2 236 ....... SCHOOL TOTAL 349 t.,d' 301 226 4~~240 25 ~o 1s 1156 ~%~% 45 Cato Elementary 6003129 K 22 11 6 4 0 0 43 1 12 22 7 8 0 1 50 2 25 27 9 9 1 2 73 3 23 20 5 7 2 1 58 4 18 20 8 11 1 3 61 5 14 19 8 . 1 1 51 .,,, SCHOOL TOTAL 114 ~\":?)11! 43 9o 47 5 ,~ 8 336 -73.21% ~% 46 Pinewood Elementary 6003130 K 14 27 13 14 0 1 69 1 15 16 16 10 4 3 64 2 21 20 8 17 2 1 69 3 20 14 15 14 1 1 65 4 14 17 6 16 1 0 54 5 30 17 .1I ,~13 Q ,4 Q 77 -- SCHOOL TOTAL 114 ~~\n!11 75 84 8 6 398 60.05% -39.95% Date: 10/29/2003 Page 5 of 8 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 08 College Station Elementary 6003135 K 7 3 13 10 0 1 34 1 1 5 10 10 1 0 27 2 6 3 5 5 0 0 19 3 12 11 6 8 1 1 39 4 16 10 15 9 1 1 52 5 I .11. 1.. 15 1 1 52 .,,.-- SCHOOL TOTAL 49 q3 44 65 ),,~ 57 4 '3 4 223 45.29% 54.71% 49 North Pulaski High 6003136 9 85 67 55 38 4 4 253 10 63 64 33 34 6 5 205 11 68 52 47 39 6 2 214 12 83 49 26 33 1  197 .,,.-- SCHOOL TOTAL 299 ~~\\ 232 161 ac!\u0026gt;144 17 ~~ 16 869 64.90% 35.10% 27 Arnold Drive Elementary 6003137 K 18 20 12 4 4 1 59 1 14 18 7 9 5 5 58 2 20 18 5 9 1 2 55 3 15 15 6 14 2 3 55 4 16 20 7 4 3 4 54 5 11 10 8  1  40 --- SCHOOL TOTAL 94 19':2101 45 ~o 45 16 ,~ 20 321 71.96% 28.04% 17 Oakbrooke Elementary 6003139 K 32 16 4 5 2 2 61 1 24 12 9 4 1 3 53 2 21 20 8 11 2 1 63 3 13 19 12 6 0 1 51 4 15 20 4 9 2 0 50 5 26 ~ 20 10 g 1  72 .__ SCHOOL TOT AL 131 ,:~ 107 41 C:,I 44 i ~, 13 350 74.00% 26.00% 36 Northwood Middle School 6003140 6 78 77 31 40 3 1 230 7 76 55 42 24 7 2 206 8 81 78 36 \u0026gt;j 31  1 232  SCHOOL TOTAL 235 J/ 1210 109 ~\" 95 15 ,~4 668 -69.46% 30.54% Page 6 of 8 Date: 10/29/2003 Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL White Black 51 Murrell Taylor Elementary 6003141 K 17 15 14 20 2 0 68 1 16 14 15 12 0 1 58 2 13 11 14 13 0 0 51 3 14 13 11 16 1 2 57 4 16 12 15 8 1 0 52 5 22 10 1!! 20 1 1 72 ....... SCHOOL TOT AL i 1'73 ~ l ,1~ l ~ 9 ~ J.M. 50.84% 49.16% 52 Pine Forest Elementary 6003142 K 29 32 5 11 2 1 80 1 35 26 11 10 2 2 86 2 35 34 10 6 2 0 87 3 29 24 14 5 0 1 73 4 32 34 7 7 1 2 83 5 20 17 7 7 0 0 51 6 35 18 8 14 1 1 77 SCHOOL TOT AL 215 .\u0026gt;Jc$\u0026gt;1 85 62 ,._\n,.. 60 8 16 7 537 77.28% 22.72%- 50 Robinson Middle School 6003143 6 67 45 26 24 1 2 165 7 52 41 34 20 3 5 155 8 67 43 37 35 i Q 184 SCHOOL TOT AL 186 i15 129 97 (/~ 79 6 /?\nI 7 504 65.08% 34.92% 53 Bates Elementary 6003146 PK* 11\n).\n. 11 14\n:i.-5 11 4 ~ 1 52 ..\n?I. K 24 22 28 18 1 0 93 1 18 24 23 20 1 1 87 2 29 15 28 17 1 1 91 3 19 20 21 24 2 2 88 4 29 19 21 20 2 2 93 5 16 ~ 19 23 ~ 21 1~ ~\"? J 84 i.-- SCHOOL TOTAL 146 ~1 130 158 ,,.Y\u0026gt;1 31 10 588 -50-.85% 49.15% Page 7 of 8 Date: 10/29/2003 '  Pulaski County Special School District Enrollment for 1 October 2003 White Black Other GRADE Percentages School/Grade Male Female Male Female Male Female TOTAL ~ ~ TOT AL DISTRICT ENROLLMENT 15 ....- PK* 75 83 67 77 9 6 317 54.57% 45.43' K 484 394 293 265 31 27 1,494 1 448 413 290 255 25 42 1,473 2 446 414 259 252 29 24 1,424 3 437 376 256 253 20 23 1,365 4 430 397 269 251 36 28 1,411 5 381 355 283 309 25 37 1,390 6 454 402 295 305 23 14 1,493 ELEMENTARY 3,080 2,751 1,945 1,890 189 195 10,050 61.84% 38.16% TOTALS W/O PRE-K ELEMENTARY s, ,9 .....-- TOTALS WITH PRE-K ~ 2,834 2,012 1,967 198 201 10,367 61.62% 38.38/4 7 455 355 300 274 24 18 1,426 8 425 374 276 282 24 12 1,393 9 449 394 380 328 26 17 1,594 10 384 386 280 277 16 13 1,356 11 386 313 264 269 12 12 1,256 12 354 331 213 214 ?. 11 1,130 SECONDARY ..J,~t:\u0026gt;(p 3)351 I~\nl., - TOTALS 2.453 2,153 1.713 1,644 109 83 8,155 58.84% 41.16% DISTRICT TOTALS ~ 4,904 W/O PRE-K ~ ~ 298 278 ~ ~% ~% DISTRICT TOTALS WITH PRE-K 307 284 18,522 ~% IMPORTANT NOTES: PK PRE K' CHILDREN ARE NOT INCLUDED IN THE STATE'S OCTOBER 1 ENROLLMENT COUNT FOR THE PULASK COUNTY SPECIAL SCHOOL DISTRICT THE ALPHA ACADEMY WAS NOT REPORTED, BECAUSE THE STUDENTS WERE COUNTED AS PART OF THE SCHOOL WHICH THEY WOULD NORMALLY ATTEND. Page 8 of 8 Date: 10/29/2003 Ms Margie L Powell PULASKI COUNTY SPECIAL SCHOOL DISTRICT Sixteen Year Enrollment Prepared by the Office of Desegregation Monitoring The highlighting in this section indicates that a school is outside the ra,pa baa guidelines for the year: blue highlighting shows that the proportion of black students is above the maximum guideline, while yellow hig fighting show that the proportion of black students is below the minimum. According to PCSSD 's Pupil Personnel Department, the October 199 e rollmentfig res the district submitted to the Arkansas Department of Education were too high and, therefore, inaccurate. Despite asserti , the u bers repo tedfor October 1, 1992 remain the official tally for 1992-93. Beginning in 1994-9 5 for reporting purpos , the PCSSD counte tuden a result, the individual secondary school otals reflect more #ude s than tend g the alternative school in the student's home school enrollment. As ua y attended eaczh school. For the 1998-99 school year, the PC$S collected and reported its e rollme tin only two categories   ad of the three established categories (Black, White, and Other). he district also too!o its 1998- enrollment c nt on Octobe.l~E-im-temt7J}\"-f ~ The PCSSD reorganized the grade s-truc re at some ofi schools for the 1997-98 scho  In 1997-98, the district reorganized the 'ksonvil junior highs (grades 7-9). ac o 8-9, and Jacksonville Junior High orth be cam middle school, serving grades result, 6'h graders from seven elementary schools (Adkins, Bayou Meta, Dupree, Harris, Jackso  , inewood, and Taylor) were reas gne to Jacksonville Middle School.  In 2001-02, the district converted Fuller, Northwood, Robinson, and Sylv. Ji,' s j nior highs into middle schools, which moved most remaining elementary 6'h graders into middle schools and 9'h graders into senior highs. Some sc qols were not affected by the 2001-02 reorganization: Crystal Hill, Oak Grove, and Pine Forest elementaries continued serving grades K-6\nJacksonville Middle, grades 6-7\nJacksonville Junior, grades 8-9\nJacksonville High, grades 10-12\nand Oak Grove Junior/Senior High, grades 7-12. As a result of the reorganizations, some schools had population shifts in 1997-98, others changed in 2001-02, and a few schools were not affected at all by either reorganization. In the chart below, the symbol  denotes the year in which a school's student population was affected by the district's conversion to middle schools. School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 Adkins Elem Black 163 149 130 136 153 153 155 125 119 117 133 119 133 158 137 111 White 223 216 226 209 262 254 236 215 190 164 166 124 130 110 100 101 Other 6 4 7 5 4 6 3 3 2 3 3 3 9 2 Total 386 371 360 352 420 411 397 343 312  283 299 246 266 271 246 214 ./ % Blk 42 40 36 39 36 37 39 36 38 41 44 48 50 58 56 52  Page C-1 PCSSD Enrollment School I 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 Arnold Drive Elem Black 61 71 65 57 69 81 94 93 83 85 92 100 104 831 86 90 'white 310 306 338 346 310 253 263 281 296 298 300 270 303 247: 195 f--- 260 Other 10 8 5 11 14 18 6 2 8 26 33 37 29 36 ------\n- Total 371 387 411 408 390 348 375 380 381 391 392 396 440  380 362 --z9t- %Blk 16 18 16 14 18 23 25 24 22 22 23 25 24 22 24 28 Baker Elem Black 58 79 86 67 75 74 72 85 75 65 60 55 50 45 45 67 (lnterdistrict school) -- -- ~ White 248 215 205 201 208 220 231 232 239 250 275 280 269 227 219 231 -Other 0 0 0 0 0 1 --- 1 4 1 1 0 1 7 23 --+-- Total 306 294 291 268 283 294 304 318 318 316 335 336 319  273 271 321 301 I 241 I I 18 I ---j I % Blk 19 27 25 27 25 27 24 21 16 16 16 I 171 21 - Bates Elem Black 364 329 291 350 307 270 289 I 273 252 263 243 214 400 322 313 I 289 (Includes a specialty prog.) ,__. Whrte 379 358 3391 382 369 329 260 I 212 211 199 181 156 350 281 j 282 -.!-r9- Old Bates closed after ~ 1999-00\nt he new Bates, Other 11 8 5 4 0 1 0 1 4 1 5 14 I I 13 23 which combined the Total 743 698 638, 737 680 599 550 485 464 I 466 424 371 755  617 I 608 588 students from old Bates v and Fuller Elem, opened for %Blk 49 47 46 47 45 45 53 56 54 56 57 58 53 52 51 49 Bayou Meto Elem Black 15 11 14 10 8 7 7 10 16 16 15 12 15 18 12 11 f--- -- -- I Enrollment affected by I White 583 587 581 599 638 641 611 608~ 585 567 521 529 436 427 404 middle school conversion r--- beginning with 1997-98 ~ther 4 1 2, 2 \u0026lt; 21 1 17 10 13 51 12 18 12 23 when some 6\"' graders ~--598 I 614 I - 602 596 611 648 649 639 I 635 628 582 538 556  472 451 438 transferred to middle I I schools. % Blk 3 2 21 2 1 1 1 2 3 3 3 2 3 4 3 3  Cato Elem Black I 115 139 156 142, 136 125 121 119 I 118 116 I 141 I 149 136 90 103 90 White I 519 516 498 519, 510 443 I 399 431 I 415 406 369 I 361 362 297 263 233 Other I I 1 1 2 4 1 3 2 9 7 14 I 13 I 14 15 13 Total I 634 656 655 663[ 650 569 523 552 542 I 529 510 524 I 511 +401 I 381 I 336 %Blk I 18 21 24 21 21 22 23 22 22 22 I 28 28 27 I 221 27 I 27 Page C-2 PCSSD Enrollment School I 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 Clinton Elem ~ck I ! I 325 I 329 345 382 397 378 352 328 333 340 (lnterdistricst chool) - - White I 321 I 317 374 344 327 353 347 295 251 270 - ... - Opened for the 1994-95 Other i I 15 15 20 21 28 27 22 24 25 school year. 1--- -- I---- Total I 661 661 739 747 724 759 726  645 I 608 635 f----- + - I I ._ % Blk 49 50 47 51 55 50 48 51 55 54 College Station Elem Black 100 96 105 105 109 111 135 I 128 134 I 124 136 133 94 110 146 122 (Includes a specialty White 88 141 171 203 213 164 177 I 177 179 157 165 118 I 125 97 95 93 program) 21 41 10 : al : Other 5 31 4 2 4 9 8 10 7 8 I Total 188 242, 279, 310 326 277 316 309 323 289 301 260 227  217 248 I 223 I % Blk I 53 40 38 341 33 40 43 41 41 I 43 45 51 l 41 51 59 55 Crystal Hill Elem Black 307 321 352 367 359 365 369 382 354 372 360 394 (lnterdistricst chool) White  I  467 425 435 416 416 381 377 399 396 361 393 385 Opened for 1992-93 school --+ ~ +--- year. Other 2 0 4 7 3 3 8 6 11 11 22 Total 776 746 791 790 778 749 746 789 756 744 764 801 -- I % Blk 40 43 45 46 46 49 49 48 47 50 47 49 Dupree Elem Black 93 93 86 103 104 93 97 119 113 91 103 114 90 104 109 127 I--- - White 395 351 312 319 337 322 322 337 316 266 238 227 209 1-85 207 187 Other 26 16 9 17 13 16 6 9 13 18 17 14 13 12 +-- - Total 488 470 414 431 458 428 435 462 438  370 341 359 316 303 329 326 % Blk 19 20 21 24 23 22 22 26 26 25 30 32 28 34 33 39 Fuller Elem Black 354 334 314 308 298 296 248 216 222 237 210 230 - .. - - (Includes a specialty White 256 252 246 221 226 177 183 165 149 152 150 174 program) --+ + Other 1 0 0 0 0 0 0 4 4 5 Closed after the 1999-00 ----+--- -- school year\nstudents Total 610 587 560 529 524 473 431 381 375 393 360 409 - +- - !- reassigned to Bates. %Blk 58 57 56 58 57 63 58 57 59 60 58 56 Page C-3 PCSSD Enrollment School 88-89 89-90 90-91 91-92 92-93 93-94 I 94-95 I Harris Elem Black 220 197 200 205 216 226 144 Enrollmenta ffected by White 467 4331 413 395 327 253 I 185 middle school conversion beginning with 1997-98 Other 3 3 5 3 0 2 when some 6th graders Total 687 633 616 605 546 479 331 transferred to middle schools. % Blk 32 31 32 34 40 47 44 Jacksonville Elem Black 264 254 232 230 232 234 281 White 535 530 566 600 604 514 453 Other 12 19 14 11 15 25 Total 799 796 817 844 847 763 759 %Blk 33 32 28 27 27 31 37 Landmark Elem Black 294 264 260 231 240 228 213 (Includes a specialty White 333 298 306 291 278 270 286 program) Other 1 0 0 0 0 0 Total 627 563 566 522 518 498 499 % Blk 47 47 46 44 46 46 43 Lawson Elem Black 54 63 53 53 45 49 69 White 302 271 292 278 276 255 236 Other 0 0 0 0 0 0 Total 356 334 345 331 321 304 305 % Blk 15 19 15 16 14 16 23 Oak Grove Elem Black 65 69 79 69 111 107 94 White 490 503 493 445 358 331 338 Other 0 1 1 0 0 3 Total 555 572 573 515 469 438 435 %Blk 12 12 14 13 24 24 22 95-96 96-97 97-98 I 98-99 I 99-00 161 161 147 146 139 158 135 121 94 73 6 7 8 4 325 303 276 240 216 50 53 53 61 64 311 305 271 294 261 427 416 309 299 213 14 10 12 12 752 731  592 593 486 41 I 42 46 50 54 200 219 209 198 160 284 285 252 240 190 0 0 1 1 484 504 462 438 351 41 43 45 45 46 60 47 40 42 39 248 247 241 229 207 0 0 0 2 308 294 281 271 248 19 16 14 15 16 103 101 90 98 108 346 316 337 316 285 2 4 4 11 451 421 431 414 404 23 24 21 24 27 00-01 01-02 135 110 89 60 7 1 231  171 58 64 302 298 257 266 3 15 562 579 I 54 51 186 173 226 193 8 4 420  370 44 47 46 44 216 186 0 3 262  233 18 19 99 93 313 289 11 7 423 389 23 24 02-03 118 I 54 0 172 69 259 211 25 495 52 147 188 5 340 43 46 211 1 258 18 109 279 6 394 28 03-04 173 35 2 210 82 274 179 29 482 57 154 167 7 328 47 50 204 1 255 20 98 275 12 385 25   \\ Page C-4 PCSSD Enrollment School I 88-89 89-90 90-91 91-92 92-93 93.94 94.95 95-96 I 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 Oakbrooke Elem Black 161 1721 139 114 108 123 100 104 I 110 111 120 102 120 105 103 91 5201 I White 500 505 514 483 474 I 348 1 344 \\ 335 346 358 286 240 195 193 238 - ..__ l- I I I 11 I Other 1 0 1 3 1 7 8 11 2 2 6 10 21 Total 661 678 659 629 592 600 449 455 453 468 478 390 362  306 306 350 -- - --+ %Blk 24 25 21 18 18 21 22 23 24 24 25 26 33 34 34 26 Pine Forest Elem Black 83 90 97 98 104 91 88 102 98 95 111 115 96 96 110 122 White 511 - 534 579 559 414 343 I 3661 390 348 378 377 389 I 358 367 365 400 I I I Other 1 1 1 al 0 1 61 10 I 17 16 19 14 13 15 Total 596 625 6771 658 518 434 \\ 455 \\ 498 I 456 490 488 520 473 477 488 537 - % Blk 14 141 14 15 20 21 I 19 20 21 19 I 23 22 20 20 23 23  Pinewood Elem Black 158 168 169 173 188 178 160 177 191 169 156 151 159 164 155 159 -- White 519 443 447 452 408 394 376 385 340 279 274 256 249 232 234 225 - -- -, -- Other 3 3 6 23 8 13 17 12 12 9 10 17 12 14 --- Total 677 614 619 631 619 580 549 579 543  460 430 416 418 413 401 398 -- -- -- -- %Blk 23 27 27 27 30 31 29 31 35 37 36 36 38 40 39 40 Robinson Elem Black 95 97 97 100 104 98 84 96 80 94 86 72 102 82 101 107 f--- White 379 352 335 339 310 312 303 291 302 308 305 296 293 262 261 230 -- --- Other 1 1 4 6 1 ___2J 0 0 1 2 4 7 18 27 r -- --- Total 474 450 433 443 420 411 388 387 382 403 391 370 399  351 380 364 %Blk 20 22 22 23 25 24 22 25 21 23 22 19 26 23 27 29 Scott Elem Black 71 75 71 69 67 50 51 49 45 50 52 47 48 39 25 16 White 142 128- 136 136 123 97 107 87 82 67 87 95 94 90 96 86 Other 0 0 0 1 0 0 0 0 0 0 0 0 3 1 Total 213 203 207 205 191 147 158 136 127 117 139 142 142  129 124 103 %Blk 33 37 34 34 35 34 32 36 35 43 37 33 34 30 20 16 Page C-5 PCSSD Enrollment School 88-89 89-90 90-91 91-92 92-93 93-94 94.95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 Sherwood Elem Black 122 123 109 116 1161 115 108 126 106 97 113 115 130 93 115 126 I I I I White 444 395 339, 326 372 334 347 334 308 I 283 277 281 242 2231 223 263 I I I - Other 0 0 1 2 1 4 3 2 1 1 4 5 4 4 f--- - Total 566 518 448 443 490 450 459 463 416 381 390 397 376  321 342 393 - %Blk 22 24 24 26 24 26 24 27 25 25 29 29 35 29 34 32 V Sylvan Hills Elem Black 125 138 125 126 130 157 90 109 101 112 133 104 144 114 153 150 - ____, ...---- White 611 607 669 621 598 518 329 331 310 297 277 248 282 206 210 210 --t Other 10 8 8 7 10 5 4 11 4 6 9 16 14 15 I---- ~ Total 736 755 802 755 735 685 424 444 422 413 410 358 435  336 377 375 f--- %Blk 17 18 161 17 181 23 21 25 24 27 32 29 33 34 41 40 Taylor Elem ~ck 112 107 130 112 1081 122 141 149 165 155 132 124 139 141 165 176 3o81 I White 329 346 3371 306 264 266 I 270 230 I 261 218 230 212 192 I 186 173 '-- I I I I I I I Other 2 11 5 4 2 2 1 2 1 1 2 3, 11 9 I I I I I I I Total 441 455 4681 423 420 388 409 420 I 397  417 350 355 353 3361 362 358 35 I 42 l - %Blk 25 24 28 26 26 31 34 37 38 35 39 42 46 49 Tolleson Elem Black 84 83 126 137 136 127 124 I 115 128 120 124 86 101 92 121 116 I -+- White 457 442 4261 418 425 405 374 429 402 347 338 283 286 2481 202 202 rther I 8'. 53: i .,\nI ---\u0026lt;\" I 271 141 11 01 0 27 I 23 26 23 I 16 23 I +--- I Total 541 5521 566 566 569 544 530 494 462 392 413  363 339 341 \u0026gt;-- 161 I ---t % Blk 15 22 24 24 24 25 21 24 24 27 22 24 25 36 34 Sub Total - Elem Black 3,231 3,201 3,1341 3,111 I 3,471 I 3,436 3,642 I 3,726 3,693 3,621 3,704 3,509 3,535 3,2141 3,371 3,453 I -- White I 9,0221 8,729 8,774 8,679 8,8241 7,992 7,752 7,715 7,443 I 7,028 6,804 6,315 6,377 I 5,558 j 5,397 5,262 Other 125 92 89 1151 75 1471 121 141 I 183 208 229 I 265 278 367 Total 12,253 12,0551 12,0001 11,879 12,4101 11,503 11,541 11,562 I 11,211 I 10,832 I 10,508 10,032 10,141 9,097 9,046 9,082 %Blk 261 271 261 26 281 30 32 32 I 33 33 35 35 35 I 36 37 38 Page C-6 PCSSD Enrollment School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 Alpha Academy - Black 16 17 16 16 22 21 * 36 63    Secondary White 50 48 39 31 26 27 46 70 Opened for 1992-93 school year. Relocated and Other 0 0 0 0 1 0 4 4 renamed during the 1998- Total 66 65 55 47 49 48 86 137 99 school year. % Blk 24 26 29 34 45 44 42 46 Fuller Middle Black 375 398 404 411 425 410 424 432 384 381 358 343 345 340 372 363 (Includes a specialty White 452 462 428 440 497 530 485 444 446 467 449 355 383 341 316 324 program) Other 5 5 12 13 9 9 7 13 13 9 7 9 4 12 Total 827 865 837 863 935 949 918 883 843 861 807 707 735  690 692 699 % Blk 45 46 48 48 45 43 46 49 46 44 44 49 47 49 54 52 Jacksonville Middle Black 128 142 181 172 184 182 195 201 244 257 273 247 271 284 281 291 Reorganized from grades 7- White 439 463 534 444 458 401 414 434 399 477 449 383 392 374 375 366 9 to grades 6-7 beginning Other 10 15 10 12 11 10 0 10 7 7 8 14 18 I 16 with 1997-98. Total 567 615 730 626 654 594 619 635 653  741 722 637 671 672 674 I 673 Blk 23 23 25 27 28 31 32 32 37 35 38 39 40 42 42 43 Jacksonville Junior Black 174 166 156 180 202 202 186 181 200 307 309 I 275 300 278 269 283 Reorganized from grades 7- White 486 444 420 403 381 355 338 323 318 453 487 447 402 390 359 377 9 to grades 8-9 beginning with 1997-98. Other 10 10 17 19 9 10 8 11 15 5 1 4 12 18 6601 I Total 620 586 600, 602 566 534 512 529 775 I 796 727 703 672 640 678 261 I % Blk 27 27 30 34 36 35 35 38 40 39 38 43 41 42 42 Jacksonville High Black 266 237 283 282 296 290 327 368 322 314 325 341 306 340 348 341 (Includes a specialty White 920 821 817 743 727 660 641 614 642 648 626 I 559 551 542 502 474 program) I Other 23 50 26 0 17 24 16 14 17 I 20 14 15 7 0 Total I 1,1861 1,081 1,150 1,051 1,023 967 992 998 I 978 979 951 920 871 I 897 I 857 815 % Blk 22 22 25 271 29 30 33 37 33 32 34 37 35 38 I 41 42 * At the time the district collected its October 1998-99 enrollment data, no students were assigned to the alternative school because the district was in the process ofrelocating it. **According to PCSSD data, the district did not report the number of students enrolled in the Alpha Academy because the students were counted as part of the school which they normally attend.  / Page C-7 PCSSD Enrollment School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 Mills High Black 322 309 300 291 279 276 333 359 (Includes a specialty White 463 397 3831 344 342 289 351 383 program) Other 4 2 4 61 6 10 10 I--- Total 785 710 685 639 627 571 694 752 %Blk 41 44 44 46 44 48 48 48 North Pulaski High Black 145 146 154 170 182 178 215 206 White 721 666 634 647 640 647 601 599 - Other 10 11 11 15 13 28 11 - Total 866 822 799 828 837 838 844 816 '-- 171 I 191 25 I I % Blk 18 21 22 21 25 Northwood Middle Black 168 183 191 214 236 221 230 232 White 746 772 7421 729 690 711 731 736 f--- I I Other 10 7, 10 13 16 14 15 +--- Total 914 965 940 953 939 948 975 983 %Blk 18 19 20 22 25 23 24 24 Oak Grove Junior and Black 116 160 223 210 215 217 213 244 Senior High White 820 822 801 715 695 652 622 I 643 ~ 11 31 1 51 0 7 12 I I I 1,027 1 869 I 899 I Total 936 9831 926 915 842 -- I I %Blk 12 16 22 23 23 25 25 27 Robinson Middle Black ! 88 126 115, 108 110 132 I 133 111 I White 395 4261 353: 323 3011 353 I 339 356 I Other I I 0 0 0 0 0 0 1 Total 4831 5521 468 1 I 431 4111 485 472 468 I % Blk I 18\\ 23 251 25 211 27 28 I 24 I 96-97 97-98 98-99 99-00 00-01 400 366 321 264 216 425 391 395 368 305 11 9 11 70 836 766 716 643 591 48 48 45 ' 41 37 202 206 186 183 197 570 601 547 546 441 15 14 20 30 -,. 787 821 733 749 668 I 26 25 25 24 29 218 189 189 201 211 678 617 604 576 554 22 25 29 26 918 I 831 793 806 791 I 24 23 24 25 27 226 204 203 209 212 681 661 644 614 623 -----4 12 15 10 13 919 880 847 833 848 25 23 24 25 25 113 136 138 104 144 321 I I 323 332 I 348 333 I 1 0 1 31 435 I 459 470 453 480 26 I 30 I 29 23 30 01-02 437 I 499 1 30  966 45 275 ~ 655 38  968 28 221 I 509 22  752 I 29 233 606 I 15 8541 27 159 I 341 I 51  505 I 31 I 02-03 03-04 467 518 447 424 14 15 - 928 957 - 50 54 273 305 568 531 41 33 882 869 -+-- 31 35 201 204 477 445 19 19 697 668 - 29 31 243 272 - 553 522 I 20 21 816 815 30 33 143 176 - 300 315 8 13 451 504 32 35 V / Page C-8 ' . PCSSD Enrollment School I 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 I 01-02 02-03 03-04 Robinson High ~ck 95 93 1101 105 113 871 81 90 I 122 122 I 118 123 I 1131 1871 207 289 I I I I White 352L 363 356 306 294 267 244 270 316 298 I 316 297 332 430 403 386 f-- -I-- Other 1 0 1 1 o' 0 1 1 3 2L- 41 21 2 6 ~ 447 457 466 412 408 354 325 361 439 423 434 422 449  619 612 681 +--- 1/oB lk 21 20 24 25 28 25 25 25 28 29 27 29 25 30 34 42 Sylvan Hills Middle Black I 218 219 227 199 229 243 224 255 289 257 315 284 331 372 344 375 White 781 762 7201 749 694 669 616 592 577 606 622 592 l 567 518 506 519 - I I I I Other I 1 95~1 5 9 7 8 11 I 5 al 11 15 201 28 31 - 999 1 Total 982: 953 932 9191 848 858 I 871 871 937 887 913 +910 I 878 925 - 25 1 26 I --\n-t % Blk 22 22 24 21 26 30 33 30 34 36 41 I 39 41 Sylvan Hills High Black 163 170 212 198 192 209 219 225 217 211 207 207 199 320 389 466 (Includes a specialty White 785 724 741 698 678 584 583 571 581 563 516 526 513 728 704 650 program) --+-- -t- Other 6 4 5 4 5 11 11 12 11 3 0 7 17 40 r Total 948 900 957 901 874 798 813 807 810 785 723 736 712  1,055 1,110 1,156 l--- %Blk 17 19 22 22 22 26 27 28 27 27 29 28 28 30 35 40 Sub Total - Sec. Black 2,258 2,349 2,556 2,540 2,679 2,664 2,780 2,904 2,937 2,950 2,942 2,817 2,908 3,446 - 3,537 3,883 White 7,360 7,122 6,929 6,541 6,447 6,166 5,965 5,965 5,954 6,105 5,987 5,657 5,466 5,933 5,510 5,333 \u0026gt;--- j--- Other 81 112 102 97 93 131 103 127 137 I 132 195 181 190 224 r--- Total 9,618 9,552 9,597 9,183 9,223 8,923 8,876 8,972 9,018 9,192 8,929 8,606 8,569 9,560 9,237 9,440 ~ %Blk 23 25 27 28 29 30 31 32 33 32 33 33 34 36 38 41 Grand Total Black 5,489 5,550 5,690 5,651 6,150 6,100 6,422 6,630 6,630 6,571 6,646 6,326 6,443 6,720 6,908 7,336 White 16,382 15,851 15,703 15,220 15,271 14,158 13,717 13,680 13,397 13,133 12,791 11,972 11,843 11,491 10,907 10,595 - Other 206 204 191 212 168 278 224 268 320 340 424 446 468 591 - Total 21,871 21,607 21,597 21,062 21,633 20,426 20,417 20,534 20,295 20,024 19,437 18,638 18,710 18,657 18,283 18,522 %Blk 25 26 26 27 28 30 31 32 33 33 34 34 34 36 38 40 Page C-9 -~v ~ I . ) /)/4 ' l .,,Jr__ /?~~ -\n.r. / / .) /J7 ~-/\u0026gt; 1 2/7:5 - 7 /J-- /-:J --\n}D~ / ' ~ I 1~1? - /4C:77 ~,~~ 11 I l j I 11\n, 14\nt,~ -t: 9o.~ /~ e\u0026gt;?5 I I' t!?':/4 ~?.. d . ~ I lfl I I ill i II ., I I I I I l  - - J --- - I JAN-08-0W3 E0D4 :2b PM I-AXN O. SCHOOL CAPACITY INFORMATION PULASKI COUNTY SPECIAL SCHOOL DISTRICT January 7, 2003 HlGH SCHOOLS SCHOOL CAPACITY 1025 Jacksonville 780 Mills North Pulaski 900 Oal\u0026lt; Grove Jr./Sr. 935 Robinson (2additional classrooms) 556 998 Sylvan Hills JUNIOR HIGH/MIDDLE SCHOOLS SCHOOL CAPACllY 945 Fuller Middle Jacksonville Middle 800 Jacksonville Junior 800 Northwood Middle 964 Robinson Middle (2-rooms devided) 486 300 Alpha Academy Sylvan Hills Middle 925 ELEMENTARY SCHOO\\\n SCHOOL CAPAClTY 370 Adkins 420 Arnold Drive 330 Baker 800 Sates 660 Bayou Meto 576 Cato 833 Clinton 340 College Station 820 Crystal Hill 465 nupree 525 Harris 785 Jacksonville 568 Landmark 325 Lawson 476 Oak Grove 500 Oakbrooke 556 Pine Forest 523 Pinewood 450 Robinson 280 Scott 460 Sherwood 456 Sylvan Hills Murrell Taylor 450 570 Tolleson P. 02 J.(csi ,,I 0110:\nJOJ 1-----m------------ - I PULASKI COUNTY SPECIAL SCHOOL DISTRICT RECEIVED November 13, 2003 NOV1 7 2003 OFFIOCFE DESEGREGMAOTNIOITNO RING Ann Marshall, Federal Monitor Office of Desegregation Monitoring 124 West Capitol Suite 1895 Little Rock, Arkansas 72201 Dear Mrs. Marshall: 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 RECEIVED NOV1 7 2003 OFFIOCFE DESEGREGMAOTNIOITNO RING Sylvan Hills Middle School, Sylvan Hills High School, and Robinson High School are not available options for M-to-M transfers for the remainder of the 2003- 2004 school year due to capacity concerns. Secondary M-to-M school options include: Jacksonville Middle School, Northwood Middle, Robinson Middle, Jacksonville Junior High, Jacksonville High, North Pulaski High, and Oak Grove Jr./Sr. High. Thank you for your continued cooperation. Sincerely, Karl Brown, Assistant Superintendent for Equity and Pupil Services 0~~~ Dr. Brenda Bowles, Director of Equity and Multicultural Education From:-=/('---'---'---Return D Keep or Toss~ ( Post-ii\" 7668 C3M 1993\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1077","title":"\"Little Rock School District Board of Directors' Meeting\" agenda","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2003-10"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School board members","School boards","School improvement programs","School superintendents"],"dcterms_title":["\"Little Rock School District Board of Directors' Meeting\" agenda"],"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/1077"],"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   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nRECEIVED OCT 2 2 2003 OFFICE OF DESEGREGATION MONITORING Agenda Little Rock School District Board of Directors' Meeting October 2003 (\") -0 .\u0026gt; m\ntJ rr--r-..\n3: Oz o\u0026gt; E5~ m..,\ntJ C: -z\non o,--5\u0026lt; r-z (\")\u0026lt;J\u0026gt; \u0026gt; F :E\n::: m -o ,-\ntJ no On 3m: mo -c: ~~\ntJ ,- cl ~\ntJ::::I ~m z\no (\")\u0026lt;J\u0026gt; m :E m h= 0,- 3:\ntJ mm --o u,0 ..\no C: ... ooo ~...\nij ~ ~8\noz cl :3\noo ~il\nz (\") m\ntJ \u0026gt;m  -0 \u0026lt;J\u0026gt;O C:\ntJ -0 ... =-\"'!!? (\")\nti =Im \u0026gt;(\") ~g Oz ~::! fl 0 z \u0026lt;J\u0026gt;\ntJ ma, ~ -\nti -0\n,_\u0026gt; \u0026lt;J\u0026gt;~ ..,.,z\ntJm O\no :I: \u0026lt;J\u0026gt; (\")\n=I -0 ,-.oo m z \u0026lt;J\u0026gt; I. 11. 111. IV. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS REGULAR MEETING October 23, 2003 5:30 p.m PRELIMINARY FUNCTIONS A. Call to Order B. Roll Call PROCEDURAL MATTERS A. Welcome to Guests B. Performance - Western Hills Choir REPORTS/RECOGNITIONS/PUBLIC COMMENTS: A. Superintendent's Citations B. Partners in Education - New Partnerships Chicot Elementary School - Douglas Harrison \u0026amp; Jane Harkey UAMS College of Nursing - Dr. Cheryl Schmidt Dunbar Magnet Middle School - John Bacon Fellowship Bible Church - Rachel Morse, Patty Evans, Ray Williams Fulbright Elementary School - Rita White, Deborah Mitchell Arvest Bank - Cathy Harville LRSD Middle and High Schools - Marian Lacey Positive Atmosphere Reaches Kids (PARK)- Kareem Moody \u0026amp; Tamra Patterson Woodruff Elementary School - John Callahan, Janice Wilson Wildwood Park for the Performing Arts - Ginny McMurray, Ann Chotard \u0026amp; Mary Smith C. Remarks from Citizens (persons who have signed up to speak) D. Little Rock Classroom Teachers Association E. Joshua lntervenors REPORTS AND COMMUNICATIONS: A. Remarks from Board Members B. Student Assignment Report C. Budget Update n-.:, .) \u0026gt;:m:0 ,,-, --\u0026lt; 3: Oz o\u0026gt; ::o::0 o-\u0026lt; m-n ::0 C: -z ::on o--\u0026lt; r-0 Z n U\u0026gt; \u0026gt; F :E\n= m-.:, ,- ::0 no On 3m:mo - C: ~~~ 0 J= ::o:::l J=m Z::0 n U\u0026gt; m :E m h= 0,.... 3: ::0 m_.m., u,0 --\u0026lt; ::0 C:--\u0026lt; OS!! m::o Zm --\u0026lt; n ~8 ,, z o::! ::00 J=~ z n m ,f,) ma, J= . ::0..,\n._\u0026gt; en~ -nz ::Om 0\nc\ncen n\n=,.., p::\nen mz en Regular Board Meeting October 23, 2003 Page2 V. D. Construction Report: Proposed Bond Projects E. Internal Auditors Report F. Technology Update APPROVAL OF ROUTINE MATTERS: A. Election of Officers B. Minutes: Regular Meeting - September 25, 2003 Special Meeting - October 9, 2003 C. Resolution in Support of the City of Little Rock Bond Election D. Personnel Changes E. Annual Report: 2002-03 VI. ADMINISTRATIVE SERVICES DIVISION: A. Federal Award: Emergency Response Crisis Management Grant B. First Reading: Policy Revisions ACBB - Equitable Student Assignment JC - School Attendance Zones JCA - School Choice VII. SCHOOL SERVICES DIVISION A. Revisions to the District's Drug Testing Program VIII. BUSINESS SERVICES DIVISION: A. First Reading: Policy DGA - - Authorized Signatures B. Resolution Authorizing the Issuance of Refunding Bonds C. Donations of Property D. Financial Report IX. CLOSING REMARKS: X. XI. Superintendent's Report: 1. Dates to Remember 2. Special Functions EMPLOYEE HEARINGS ADJOURNMENT \u0026gt;n -c . m\no ......... ...-... _,\n1: Oz o\u0026gt; ~~ m..,\no C: -z\non o-\u0026lt; I= ~ n en \u0026gt; I= ~\n= m-c .....\n:c no On\nl:m mo - C: ~~\n:c ..... oJ\nJ:cm =1 z\n:c n en m ~ m h= 0,...\nr:\n:c m_..m,, enO -\u0026lt;\n:c C: .... ~~ z\n:c .... ~ ~8 :Oz .., =I 0 J~ zn m\n:c \u0026gt;. m..,, en o .C.,,: .\n.:.c. :-\u0026lt;!!! n\n:c =Im \u0026gt;n :::l8 Oz ~~ r\u0026gt; 0 z en\no ma, i \no \"C\n,,\n\u0026gt; en~ \"T'IZ :Cm O\no\nr: en n= =I \"C ,::::\nen mz en I. PRELIMINARY FUNCTIONS CA.LL TO ORDER/ ROLL CALL II. PROCEDURAL MATTERS WELCOME / PERFORMANCE 111. REPORTS/RECOGNITIONS WELCOME / STUDENT PERFORMANCE Ill. REPORTS/RECOGNITIONS A. SUPT. CITATIONS B. PARTNERSHIPS C. REMARKS FROM CITIZENS To: From: Through: Subject: Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 October 23, 2003 Board of Education Debbie Milam, Director, ViPS/Partners in Education ~ Morris L. Holmes, Interim Superintendent Partners in Education Program: New partnerships The Little Rock School District Partners in Education program is designed to develop strong relationships between the community and our schools. The partnership process encourages businesses, community agencies and private organizations to join with individual schools to enhance and support educational programs. Each partnership utilizes the resources of both the school and the business for their mutual benefit. The following schools and businesses have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives. We recommend that the Board approve the following partnerships: Chicot Elementary School and UAMS College of Nursing Dunbar Magnet Middle School and Fellowship Bible Church Fulbright Elementary School and Arvest Bank LRSD Middle and High Schools and Positive Atmosphere Reaches Kids (P.A.R.K.) Woodruff Elementary School and Wildwood Park for the Performing Arts !\" 5 \":r' C \u0026gt; !D \"...' C 0 m .z. . \u0026gt; \"\"'' ~ z\nc .~.. f\u0026gt; a, C 8 !!l C \"0\" ~ m !== a, r Oi z (J o-\ng e o.... r= me (\"):z ~~... C\n,: Partners in Education Proposal Chicot Elementary School and UAMS College of Nursing Chicot Elementary School and UAMS College of Nursing have formed a partnership designed to enhance the education and health of the students at Chicot as well as the education of the UAMS nursing students. Chicot commits to the following partnership activities:  Help promote nursing as a profession to Chicot students.  Help UAMS College of Nursing meet its goal of community service.  Acknowledge UAMS College of Nursing as a Partner in Education in school publications.  Help UAMS College of Nursing students meet their learning contracts.  Help junior nursing students have a positive hands-on learning experience with children.  School nurse will spend time with nursing students who are interested in the area of school nursing. UAMS College of Nursing commits to the following partnership activities:  Provide clerical help in organizing school nurse's files.  Help at registration with immunizations.  Help with student physicals.  Donate clothing for students.  Help with translation when possible. !\" \u0026lt;a \u0026lt;J) :r C:  !l' !!l C: 0 m :!:i \u0026gt; \u0026lt;J) \u0026lt;J) ~ z\nc ~.... f\u0026gt; CD C: 8 m.... .C,,: 0 ~ m != CDC\" oc ~~ .,,:i:\n:oC or ffi~ C') :z ~~ \"t C\n, PARTNERSHIP BETWEEN DUNBAR MAGNET MIDDLE SCHOOL AND FELLOWSHIP BIBLE CHURCH - 2003-04 Dunbar Magnet Middle School may: 1. Have students from the Seminar class teach international games and provide international snacks to the home school elementary age students during their instruction time during Women's Bible Study on a weekday (or another group of Fellowship's choice). 2. Give individual students, representing a variety of cultures or a Dunbar advanced choral group, the opportunity to speak or perform for a gathering at the church (not on a Sunday morning). 3. Have members of the Garden Club, under the supervision of adult sponsors, weed and or plant in a designated garden area of the church to add beauty. 4. Have members of Y-T eens, under the supervision of Ms. Greenlee, participate in a service project at FBC (ex. cleaning out closets, baking, etc.). 5. Recognize Fellowship Bible Church as a Partner-in-Education in monthly school newsletters and at school functions. Fellowship Bible Church may: Building Use Support: 1. Make an area of the church available to the staff for their beginning of the year teambuilding, half-day meeting at no charge (Thursday, August 7 - 8:00- 12:30). Members of the church will also provide lunch for the staff that day, as well as a small gift (survival kits) for each staff member to express the value placed on them and the job they do. 2. Allow the mentors and mentees to use the FBC gym for several hours in January during their annual \"Fresh Start Field Trip\". Volunteers will be provided to assist with games and walklimbing, as well as to provide lunch. Mentoring/Teaching Support 3. Try to provide at least 15 mentors for students at the school. These mentors will hopefully include many who participated during the 2002-03 school year, as well as new mentors. Each mentor will make a commitment to meet with one student for 1 hour weekly to assist in tutoring, encouragement, accountability, and modeling a positive lifestyle. Experienced Fellowship mentors, in conjunction with VIPS (Volunteer's in Public Schools), will train and facilitate the mentors throughout the year. Recruitment and sign-up will be in August/September, the 2-hour training session will be in September, and mentoring will begin in October for new mentors and September for returning mentors. 4. Request that members of international short-term missions teams from the church speak to Social Studies and International Studies classes following their trips abroad, whenever possible. 5. Try to provide at least 10 counselors for the Abstinence-Based Education Program that will take place for 1 week during the school year. Volunteers will be small group leaders for a 1 %-hour session on 3 days. 6. Provide support and training for the fathers of Dunbar students, in conjunction with the Dads of Dunbar. This might be accomplished by small practical \"give-aways\" to dads during their monthly come-t~lunch dates and through 1 or 2 \"Dads of Dunbar nights\" at the schoo! where a 1 or 2-hour seminar on manhood o, fathering is provided by a teache, !D \".....'. C 0 m .z... .. \u0026gt; c\"\":'''i z\ni: mz ...... f) a, C 8 .m..... C \"0 ~ m from Fellowship, coupled with the PTA offering practical options for ways to become involved with your children. Physical Labor/Materials Support 7. Challenge members of the church to participate in several smaller-scale physically intensive projects chosen by the Dunbar administration during the SHAREFEST weekend in November. PARTICIPATION IN SHAREFEST IS YET TO BE DETERMINED, BASED ON THE ONGOING RENOVATION OF DUNBAR AND PRIOR SHAREFEST COMMITMENTS MADE BY FBC. 8. Participate in ongoing support throughout the year as small needs are transmitted (ex. food staples for the nurse, etc.) !\" \u0026lt;- 0 ~ c:: )\u0026gt; !D .u..,. c:: C m ~ )\u0026gt; u, u, c:\nz 3: .zm.. . r\u0026gt; a, c:: g .m... .c.:.:, ~.... m S@p 11 03 04:31p SEP-11-2003 15:47 Mart~~ R1t~ Whit@ ARJ EST BAH~ 501 - 36 7- SlSO Partnership Proposal Ar\"t'est Bank and Fulbright Elementary School Arn~t Bank commits to the following partnership :Activities:  MeJttoring/T\\ltoring - dedicatu,g 10- 5 employees or .:r,ore to a,me :o Fulbright once a week to help reentor and/or tutor siutJcnts  Job S'nadowU\\i  Career Da.y Speakers  VIPS Reaaing Day  41h Grace Benchmark Celebr.1t:oo - 500.00 donation  5\"' Grade Celebration - proVlde hot dogs/buns and large cooker and 110l ur.teers  provide popcorn machine and volunteers fur Fall Carn\nval  provide pizza for [irS\\ honor roll  pro.,\nde ice cream fof se::ond honor ro U  help with e,cpenses or bcation fo\n\u0026gt;kate party -:or mcrd honor roll  Accelerated Reader progi:am  'l'coV\\de ipr:akcrs for parent worlcfaops on topics such as ~vini for c:olleGC Fulbright Elementary School commits to the following partnership activities:  Acknow:edge A.rvest 9ank as~ Partner 11\\ E:i\\lcat1on  lnvne the ':\u0026gt;ank to school e\"cnts  lnvi e the b~\\\n. to sh.a.re inforroatio:i about their services at dc:signatec. PT A meetings _}'. 3 f'  C CTR P.32 !\" '- 0 \"::c' C: \u0026gt; !JI ~ C: C m z... . \u0026gt; \"\"'' c:5 z 3: .zm.. . ~ CD C: 8 .m... C: \"0 .~... m SEP-22-200$ 12 :47PM FROM-P .A.R.K ~1 ,niitmi i50156258'7 M22 P 003/003 F-110 Partners in Education Agreement P.A.R.K. gives/Schools receive:  Tutoring for 250 stu\u0026amp;.\u0026gt;nts  Positive after school environment  Academic support  Scholarships for 250 students  College \u0026amp; workforce preparation  ACT preparation  Mentors  Leadership opp01tuniries  Provide student incentives (le: high grades and improvement in clusses rewarded)  6-weck Summer Enrichment Program  Recognition of Teachers, Counselors and Staff  Community Service hours of250 students  Offer opporrunities to students for creative expressions (le: Art work, poetry, singing, talents)  Approved facility use for school faculty Schools give/P .A.R.K. receives:  Student information (le: grades, behavior, progress)  Access to statistical information  Access to test scores  Cumculum \u0026amp; Curriculum training  ACT packets  Training  Transportation support !'\" \u0026lt;a (/) :r C: \u0026gt; !ll (/) -\u0026lt; C: 0 m ~ \u0026gt; (/) (/) G'i z 3: m z -\u0026lt; r\u0026gt; tD C: 0 G) m -\u0026lt; C: \"C ~ m Partners in Education Proposal Woodruff Elementary School and Wildwood Park for the Performing Arts Woodruff Elementary School and Wildwood Park for the Performing Arts have formed a partnership through a 21 st Century Community Learning Center grant designed to enhance the education of the students at Woodruff. Woodruff commits to the following partnership activities:  Provide student artwork and projects for display.  Allow older students to usher at events.  Promote Wildwood's activities to the Woodruff community.  Gardening class will provide assistance during intercession. Wildwood Park for the Performing Arts commits to the following partnership activities:  Students and community members will be invited to attend dress rehearsals or performances of Wildwood Festival productions, including Gilbert and Sullivan's Patience and Verdi's Rigoletto in May and June of 2004. Singers involved with the productions will discuss the show and provide a backstage tour.  Young Artists will present an informance at Woodruff Elementary in the spring of 2004.  Serve as a field trip site for students and community members. Volunteer garden docents will be available to give tours of the gardens and discuss the plants.  Consult with Woodruff as needed on other arts activities that are a part of the grant program.  Display student artwork and projects. !==' ....\nc n \u0026gt; rn \u0026lt;- 0 ~ C: \u0026gt; !1' !!l C: .m0z. . \u0026gt; \"i\":'''i z 3: m .z. . ,, a, C: 8 .m.. .C.,,: 0 .\u0026gt;.. m ~n Individual Approach to a World efKnowledge\" DATE: October 23, 2003 TO: fDirectors FROM: onald M. Stewart, Chief Financial Officer Morris L. Holmes, Interim Superintendent of Schools PREPARED BY: Bill Goodmanffe SUBJECT: October 2003 Construction Report - Bond Projects Bids were received on October l 0th for the additions to Parkview Arts/Science Magnet High School. The low bidder's price was within the budget, and the otice of Intent To Award letter has been sent to the contractor. This project consists of a seven-classroom addition, a cafeteria addition and a new athletic field house. Bids were received on October 15th for the five-classroom addition to Brady Elementary. The bids are under review by the Director of Facility Services and the Director of Procurement. The drawings and specifications are to be completed in the ovember- December time frame for the modification, renovation and addition to Mitchell Elementary. Please call me at 447-1146 if you have any questions. 810 W Markham  Little Rock, Arkansas 72201  www.1rsd.k12.ar.us 501-324-2000  fax: 501-324-2032 !\" .z... m\n,\n, ~....  c:: C ::\n0\n,\n, :,-, .... C') :zc 0  -\u0026lt; c:: ~ m  ' \u0026lt; m r-\n,\n, mo C'\u0026gt;c:: :o::!--\u0026lt; z~ ~~ ~ =l \"Tim i\"i\n,\n, men\n,\n, en C') !\"' !I:: z c..:.:. emn :\nln ~~ r- m ::o en a, i\n2 Oc:: :Z:--\u0026lt; Ci5\n:z: en cm:: CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS UNDER CONSTRUCTION I I I Est. completion Facility Name Project Description Cost Date Baseline Renovation ___ ____ $953,520 Jul-04 Central 7Renovation - Interior $10,200,266 . Dec-05 ,_D_u_n_b_ar -------~R_en_o_v_a_tion_/addition $6,161 ,950 Aug-04 6 classroom addition \u0026amp; cafeteria/music J_. A_. F_air ________ ,__ dd' . $ Ir_o_om_ a_ ItIon ___ _______ 3,155,640_ __ Forest Park R eplace window units w/central HVAC $485)5-8 -- Feb-04 Oct-03 Mabelvale MS Renovation ____ ______ $6,851 ,621 Dec-03 Mann Partial Replacement ______ $11~500~000 --- McClellarl ---Classroom Addition $2,15f622 - Parkview - -.Addition -- $2,121,22~ Pulaski Hgts. Elem Renovation - --- $1,193,259 Pulaski Hgts. ~ - Renovation - - - ---- $3,755,041- Souti,west ~----_ ~dition ___ __-_-_-__ $2,000,000 Tech Ctr/ Metro Renovation Addition/Renovation - Phase -II - -~- $2,725,000- Wakefield -- Rebuild -- --- ___ $5,300,000-- Williams Renovation ____ _ ____ $2,106,,.4..:.9=-=2=----- :::~~~s ~~~~=-~~:~k~~~t~:~::~~:on -- $1~\n:\n:\nBOND PROJECTS CONSTRUCTION FALL/ WINTER 2004 Dec-03 Jul-04 Jun-04 A~g-04 Aug-04 Aug-04 ~-04 Jul-04 Jun-04 Jun-04 Nov-03 I I I EsT. -Completion Facility Name Project DescriPtion Cost Date Bra\u0026lt;:!L__ ___ Addition/renovation ___ $973,621 Jun-04 Mitchell Renovation -- $750,000---- Auq-04 BOND PROJECTS PLANNING STARTED CONST. DATE TO BE DETERMINED I I I t:sT. -Comp1etIon Facility Name Project Description Cost Date Pulaski Hgts. MS Energy monitoring system installation -~- ___ Unknown Rightsell Renovation -- ____ $660,000 _ Unknown Wilson _ __ Energy monitoring system insta.liation --+- Unknown Woodruff ParkinQaddition $193,777 Unknown Facility Name Administration Administration Administration BOND PROJECTS THAT HAVE BEEN COMPLETED I I I Est. CompTeT1on Project Description Cost Date Asbestos abatement $380,495 Mar-03 Fresh air system --$55,000 Aug-03 --i=Tre alarm ___ --1- $32,350 Aug-03 Administration Annex Energy monitoring system installation I ~ May-02 Alternative Learning Ctr. ~rgy monitoring system installation ' $15,160 Oct-01 Alternative Learning Ctr. Energy efficient lighting --1- ~.ooo Dec-01 Badgett -- ~ Partial asbestos abatement I $237,237 Jul-01 Badg~ --~ ~re alarm ___ _ _ ~-- $18,250~ Aug-02 Bale ---aassroomaddition/renovation ___ $2,244,524-- Dec-02 Bale ___ ~ ~ nergy monitoring system --- I Mar-02 :::: _ _ ~~~~ roof replacement ---+ $:::/:\n7 _ ~:~:~~ !\" z --\u0026lt; m\n,:, z \u0026gt; r- \u0026gt; C: 0\n::l\n,:, =\" ci ::c z 0 8 -\u0026lt; .C.,: 0 ~ m \u0026gt; ' \u0026lt; m rm- :oc (\") C: :o::!--. z~ Qs\nQ::1 -nm c'5\n,J m\"'\n,:, en (\") !%' !I: z C: --\u0026lt; m en ~(\") Q~ ,-m :c (I) a,:\n2 0 C: Z--\u0026lt; 05\nz (I) C: m CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I Project Description I Cost I Est. Completion Date Booker Energy efficient lighting $170,295 Apr-01 Booker 'Energy monitoring system installation $23,710 . Oct-01 Booker Asbestos abatement i $10,900 Feb-02 Booker Fire alarm I $34,501 I Mar-02 Brady Energy efficient lighting i $80,593 Sep-02 Brady Asbestos abatement I $345,072 Aug-02 Carver Energy monitoring svstem installation I $14,480 May-01 Carver Parking lot I $111,742 Aug-03 -- Central Parking Student parking I $174,000 Aug-03 -- Central/Quigley - Stadium light repair \u0026amp; electrical repair I $265,000 Aug-03 Central/Quigley Athletic Field Improvement $38,000 ~~ Central/Quigley Irrigation System $14,500 1 Aug-03 -- Central Purchase land for school Unknown Dec-02 Central Roof \u0026amp; exterior renovations $2,000,000 Dec-02 Central - Ceiling and wall repair I - --$24,000-- Oct-01 -- - I Fire Alarm System Design/Installation i $80,876 I -- Central Aug-01 -- -- -- - Central Front landing tile repair I $22,4~ Aug-01 -- Cloverdale Elem. Energy efficient lighting __ $132,678 Jul-01 Cloverdale MS Energy efficient lightin_g_ I $189,743 Jul-01 --- Cloverdale MS Major renovation \u0026amp; addition I $1 ,393,822 Nov-02 -- $90,665 _ Dodd _Energy efficient lighting I Aug-01 Dodd _!\u0026gt;.sbestos abatement-ceiling tile I ---m-6,29_9 __ Jul-01 Dodd _Replace roof top HVAC _!?15,570___.__ Aug-02 -- - T Facilities Service Interior renovation $84,672 Mar-01 Facility Services - -- -- Fire alarm I $12,0~ - Aug-03 Fair Park - HVAC renovation/fire alarm $315,956 Apr-02 - - Fair Park Energy efficient lighting_ Aug-01 ~ $90,162 - - - $59,310~ - Fair Park Asbestos abatement-ceiling Aug-01 J. A. Fair Energy efficient lighting ~ 77,594 Apr-01 - --$10,784 - J. A. Fair Press box Nov-00 J. A. Fair - Security cameras $12,500 Jun-01 -- - $38,000 - J. A. Fair Athletic Field~provement - Jul-03 J. A. Fair Irrigation System $14,000 Jul-03 - -- J. A. Fair - - Roof repairs $391 ,871 - Aug-03 Forest Park Diagonal parking $111,742 Aug-03 Forest Park --- - ---+ - $119,788 May-01 - Energy efficient lighting Fulbright Energy efficient lighting $134,463 Jun-01 Fulbright -- Energy monitoring system installation --- $11 ,950 Aug-01 -- - -- Fulbright Aug-02 - Replace roof top HVAC units $107,835 Fulbright - Parking lot ~0~000 Sep-02 Fulbright ---- Roof repairs - - $200,000 - Oct-02 - Franklin - Renovation $2,511 ,7~ Mar-03 - ---- ----- Gibbs Energy efficient lighting $76.!.447 Apr-01 --- ---- -+-- - Gibbs Energy monitoring system installation $11 ,770_ Jul-01 --- Hall Major renovation \u0026amp; addition $8,637,709 - Sep-01 - --- -- Hall Asbestos abatement $168,222 Aug-01 Hall - --- $42,931 Jul-01 -- Energy efficient lighting - - Hall Energy efficient lighting - $296,707 - Apr-01 Hall Infrastructure improvements $93,657 Aug-01 - - - Hall Intercom ~- Feb-01 -- Hall Security cameras $10,600 Jun-01 Henderson Energy efficient lighting $193,679 Jul-01 - --- Henderson Roof replacement gym $107.!.83_5_ ~-01 - Henderson Asbestos abatement Phase I $500,000 Aua-01 2 r1\" z --t m\no z ,\u0026gt;- \u0026gt; C: 0 ~\no :,-, c=l :,: z 0 8 -\u0026lt; C: \"C 0 ~ m \u0026gt; ' \u0026lt; m ,-\no mo (\") C: ::!--t oz~ ~~ ~ =l -,,m i\"i\no men\no en (\") ::\n!I' le z C: --t m en -\u0026lt; (\") ~~ ,- m\no en CD g 0 C: Z--t 05 (i\nZ en C: m Facili Name Henderson IRC Jefferson Jefferson Laidlaw Mabelvale Elem. Mabelvale Elem. CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Proect Descri tion Asbestos abatement Phase 2 Energy efficient lighting Asbestos abatement Renovation \u0026amp; fire alarm Parking lot Energy monitoring system installation Replace HVAC units Asbestos Abatement Est. Completion Cost Date $250,000 Aug-02 $109,136 Jul-02 $43,639 Oct-01 $1,630,000 Nov-02 $269,588 Jul-01 _.c..$..1_2.c,..1 .._50 ___A ug-01 $300,000 . Aug-02 Mabelvale Elem. Mabelvale Elem. Mabelvale MS Mann --- Energy efficient lightin-g - $107,0_0_0__ Aug-02 Mann Mann Mann Mann McClellan McClellan McClellan $106,598 Dec-02 Renovate bleachers ---- $134,793-:- Aug-01 Asphaltwa~ Walkway canopie_s ______ _ The total $1 .8 million is what has been -~Boiler replacement used so far on the Fencing~-_-_-_-_-_-_-_-_-______ projects listed ~ial demolition/portable classrooms completed for Mann. Athletic Field Improvement $38,000~ Irrigation System $14,750 Dec-01 Dec-01 Oct-01 Sep-01 Aug-01 McClellan ----- Security cameras $36,300 Energy efficient lighting $303,614 Jul-03 Jul-03 Jun-01 May-01 Aug-01 Feb-02 Feb-01 Aug-02 McClellan McClellan McDermott McDermott Meadowcliff Meadowcliff Meadowcliff Metropolitan Metropolitan Metropolitan Mitchell Mitchell Mitchell Oakhurst Otter Creek Otter Creek Otter Creek Otter Creek ~ Stadium stands repair--- - $235,000 Intercom ----===-_ $46,000 __ ~::~\n~ee:~~et~~i~~\n~ units -- -+ -- $:\n::~~~ - - - Fire alarm -+- $16,1~ Asbestos abatement - .,. -- $253,412 Engergy e-ffic- ien-t -lig-hting --+---- $88,2_9_7~- Replace cooling tower - $37,203--- Replace shop vent system ~ - $20,000 - Energy monitoring system installation --$17,145 Energy efficient lighti~ $103,642 -Energy monitoring system installation $16,695 Asbestos abatement $13,000 _ --- --+----'-- HVAC renovatio_n_____ _ ___ _\n$_237,237 Energy monitoring system installation $10,695 Energy efficient lighting - --- $81 ,828 Asbestos abatement -=_-=_-=._-=.__ $10,000 Otter Creek --- Parking lot ----+- $138~_02~ 6ciassroom addition 1 $888,778 Otter Creek-Parkview Parkview Parkview Parkview Parkview Parkview Procurement Procurement Pulaski Hgts. Elem Rightsell Rockefeller Rockefeller Rockefeller Parking lmp-r-ov_e_m_e_n-ts_ ______ __. - ~ 42~541 HVAC controls -~~----=-::::::::::::::::::::_--,--_ $210,000 Roof replacement $273,87~ Exteriorlights $10,784 HVAC renovation \u0026amp; 700 area controls $301 ,938 Locker replacement $120,000 Energy efficient lighting $315,000 ~ rgy monitoring system installation $5,2~ -- Firealarm -.------$25,000 Move playground _,__I $17,00~ ___ E_nergy efficient lighting $84,898 Energyefficient lighting- ----.-- $137,0~ Replace roof t-op-=H-V_A_C,,,_ _____-~ _:1 - $539,175 Parkin addition $111 ,742 Jul-01 Aug-02 Dec-02 Dec-00 May-01 Aug-01 Apr-01 Jul-01 Jul-01 Aug-01 May-01 Apr-01 Aug-02 Aug-02 Oct-02 Aug-03 Jun-02 Sep-01 Nov-00 Aug-01 Aug-01 Jun-01 Jun-02 Aug-03 Dec-02 Apr-01 Mar-01 Aug-01 Au -02 3 !Tl .z.... m\n,:, z ~ \u0026gt; C 0 :::. 0\n,:, :n ..... 0 ::c z 0 8 -\u0026lt; C \"C 0 ~ m \u0026gt;' \u0026lt; m  r-\n,:, mo Oc ::!--1 ozili ~ f,: ~=l \"Mm c'5\n,:, m\"'\n,:, \"' !I\" !I: z .C... . m \"' CONSTRUCTION REPORT TO THE BOARD OCTOBER 23, 2003 BOND PROJECTS THAT HAVE BEEN COMPLETED Facility Name I I I Est. Completion Project Description Cost Date Romine Asbestos abatement $10,000 Apr-02 Romine Major renovation \u0026amp; addition $3,534,675 Mar-03 Security/Transportation I Bus cameras $22,500 Jun-01 Southwest -=====----:--Ac-scb-e-s-to_s_ab_a-te_m_en_t--------1---,---$\"\"2'c-8:-, 1,--3-:c-8:- 1I -------A=u--g- --o=--0=-1 Southwest New roof , $690,000 Oct-03 S-:o-_u.t,,h.._w_e_s-t,- --_______E~ n.:..:e.:..r:.\"g\"yL..::e...f:.f.:ci1cc::ice::.n:..:.t.:..:l.:i.g.s\"h-'ct:i:n:.:g\nI $168,719 Jan-02 Southwest Drainage/ street widening I $250,000 I _ Aug-03 Student Assignme~ Energy monitoring system installation ' $4,830 _ Aug-02 Student Assig~n_m_e_n_t ____Fi re_ al_arm ________  ___ $9,000 _ Aug-03 Tech Center Phase 1 Renovation ---~ 1 $275,000 Dec-01 Technology Upgrade - Upgrade phone system \u0026amp; data ' -~- _ Nov-02 Terry- - -- ~ rgy efficient lighting I $73,850 Feb-01 Terry Driveway \u0026amp; Parking ___ ~ $83,484 Aug-02 Terry Media Center addition $704~ __ ~p-02 Wakefield __ Security cameras 1 $8,000 Jun-01 Wakefield Energy efficient lighting ________ $74,776 Feb-01 Wakefield Demolition/Asbestos Abatement I $200,000 Nov-02 Washington - Security cameras - $=1=-,-g=-o=-0=----------:-- Washington --E nergy efficient lighting -____ $165,281--=- Jun-01 --- Watson Energy monitoring system Tristallation -----=-c $8,530 Watson--- Asbestos abatement $182~,2_4_1 __ _ Watson Watson Watson - Western Hills Western Hills Western Hills Williams Wilson Woodruff - Energy efficient lighting__ _ _-=- $106,~ -- Asbestos abatement _____ $10,000 - Major re~ vation \u0026amp; addition -- $800,~ - Asbestos abatement -- - ,_ $191 ,946 __ Intercom $7,100 _ Energy efficient lighting $106,000 Energy efficient lighting $122,719 - - - Parking Expansion - ----= $110_._000 Renovation $246,419 Apr-01 - Jul-01 Aug-01 Aug-01 Aug-02 Aug-02 Aug-02 Dec-01 Jul-01 Jun-01 Aug-03 Aug-02 4 :,,- rn z -\u0026lt; m\no z ,\u0026gt;- \u0026gt; c:: 0 ::\n0\no 71 M ::c z 0  -\u0026lt; c:: ~ m m \u0026lt; ,-\no mo C\"\u0026gt;c:: :o:! --\u0026lt; z~ ~~ ~ =1 -.,m ('\n::O men\no en C\") ::\n!\"' !:: z c:: m-\u0026lt; en -\u0026lt; C\") ~~ ,-m\no en a, g Oc:: ~g\nz en C: m Date: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR.KANSAS October 23, 2003 To: Board of Directors From:@sandy Becker, Internal Auditor Re: Audit Report - October This is the forty-eighth communication regarding status of the current year projects and reviews. Activity Funds a) Working with two middle school and one elementary school to resolve financial issues in their activity funds. b) Reviewing monthly financial information for all schools and assisting in resolving balance issues. c) Training school staff at schools on financial processes by request. Activities Advisory Board (AAB) a) Working with the new Activities Advisory Board to develop plans for the new school year and beyond. b) Assist the Activities Advisory Board in its mission to strengthen the effectiveness and viability of activities in the District. c) Working with the Activities Advisory Board to provide ways to assist the different Booster groups in our schools. Board Policy and Regulation a) Coordinating development of payroll guidelines with Financial Services as part of Financial Services Section of the District Operations Manual. Technology a) Monitoring technology plans to determine how use of technology will improve and streamline the workflow for staff persons. Training a) Served as a trainer for financial portion of Nuts \u0026amp; Bolts, Bookkeeper \u0026amp; Secretaries Training, Security Guard Training, individual school in-service meetings, and others as needed. Working to facilitate best means to improve financial processes and increase accountability for resources. Training new bookkeepers on bookkeeping procedures as requested. .!=.,' m\n:o \u0026lt;J) 0 z z m I'\"\" :,-, ..... C') :c z 0 I'\"\" 8 -\u0026lt; .C. , C ~ m  'm \u0026lt; r-\n:o mo g~ ozZm ~~ ~=l -.,m c'i\n:0 mtJ\u0026gt;\n:o \u0026lt;J) C') ?J\nr:: z .C... . m \u0026lt;J) ~C') ~~ ,-m\n:otJ\u0026gt; CDO oE z-, 05 in z \u0026lt;J) C m Audit Report - October 2003 Page 2 of 2 b) Placed training material, smart worksheets, and other helpful items on the Teachers Lounge section of the Little Rock School District web page. c) Coordinated guidelines and aids to inform and assist new activity sponsors of specific tasks relating to each activity. Added new checklist for spirit sponsors and smart spreadsheet for fundraiser reconciliation. This information is now in the Teachers Lounge section of the District web page. d) Developed skills test for financial positions. Implementing in coordination with Human Resources. Audit Area Sampling and Review of Financial Procedures Other a) Pulling samples of district expenditures to test for accuracy, accountability, and compliance with District policies. Reviewing district payroll processes for compliance, economy and efficiency, internal controls, and cost control. Working with Financial Services Payroll on internal control and processing issues. b) c) d) e) f) g) h) a) b) Working with Financial Services on internal controls and rules for payroll processes and implementation of a new interface system. Monitoring other selected risk areas for efficiency, cost effectiveness, and compliance with District policies. Reviewing grant programs. Working with Child Nutrition on implementation of streamlined information processing system with Information Services and Child Nutrition Staff. Working with Information Services on streamlining of data processes regarding SIS reporting. Monitoring cost reduction efforts in the District. Monitoring payroll for compliance with board direction and internal controls. Reviewing leave accountability system. (New). Provided technical assistance to school staff on grant writing. Served as co-chair of Strategic Team One - Financial Resources. Problem Resolution a) I have made myself available to help resolve financial issues, assist in improving processes, and help find solutions to questions that arise. Please let me know if you need further information. My telephone number is 501-447-1115. My e-mail is sandy.becker@lrsd.org. p \"ti m :x, en 0 zz m r- :n rl ::c z 0  -\u0026lt; C: \"ti ~ m \u0026gt; ' \u0026lt; m  r- :x, mo nc: :::j .... ozili ~f ~=I 'Tim 1'5:X, men :x, en n !l' ll: z .C..:. rn :\njn ~~ ,-m :x, en a, f2 0 C: Z-\u0026lt; 05\nz en C: m LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: October 23, 2003 TO: Little Rock School District Board of Directors FROM: Lucy Neal, Director Technology and Media Services John Ruffins, Director Computer Infonnation Services THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject Summary Objectives Expected Outcomes Population/Location Budget Amount Managers Duration Long Range/Continuation Other Agencies Involved Technology Report  The next round of computer replacements for schools will be ordered the first week of November.  Proposals for the distance learning center equipment at the new Technology Center were received on Tuesday, October 21. The proposals are currently under review.  Teachers registered for October 20 professional development activities online for the first time. The District is part of the state group of educational cooperatives that use the product.  EETT (Enhancing Education Through Technology) funds have been received by the District and we are moving forward with the online course development. Teachers should be able to begin the online classes by December 1.  Staff from both Computer Infonnation Services and Instructional Technology continue to be involved in construction projects that relate to technology and library improvements. To provide an update to the Board of Directors on the status of technology projects To continue to implement the approved technology plan NIA IA Lucy Neal - Instructional John Ruffins - Technical September 25, 2003 to October 23, 2003 Technology Plan is approved from 2003-2006. NIA !.=.,' m ::c :g zz m,- !,\".' zz C,.: ,:: c m.., 0 ~ ,. 'm \u0026lt; ,- ::c mo C') C: ~o .... z~ gf\ng:::1 -.,m lm\"i:e:Cn ::c en !Jl 31: z C: -m\u0026lt; en LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Date: October 9, 2003 To: From: Board of Education Morris L. Holmes, Ed. D. Interim Superintendent Re: Resolution Supporting City of Little Rock Bond Election At the Board's request, a Resolution in support of the City of Little Rock's 2003 Bond Issue is attached for your review and approval. bjg .!:,:\u0026gt;, m\na is z z m r-r\"  z z C: .\na .m,, 0 ~\n,-~ c\n,,\nan C: :c ~8 ~ ..... --\u0026lt;m en Z\na Cl:5 -Cc-,\nam ~ en RESOLUTION WHEREAS, the City of Little Rock and the Little Rock Public School District are partners in working together for the welfare of all youth\nand WHEREAS, the City of Little Rock recognizes the importance of quality education to the economic development of the Central Arkansas region\nand WHEREAS, the City supports the Little Rock School District in its mission to provide a quality education to all students in a safe and nurturing environment\nand WHEREAS, pedestrian safety around Little Rock School District schools is of paramount importance to the citizens of Little Rock\nand WHEREAS, the City of Little Rock will hold a Bond Election on November 4, 2003 for the purpose of capital improvements within the City of Little Rock\nand WHEREAS, upon passage of the 2003 Bond Issue, the City of Little Rock will upgrade sidewalks around eight of the Little Rock School District's elementary and middle schools\nNOW, THEREFORE, the members of the Board of the Little Rock School District support the renewal of the capital bond issue and encourage the patrons of the district to join in this effort. IN WITNESS THEREOF, I have hereunto set my hand and caused the seal of the Little Rock School District to be affixed on this 23'd day of October, 2003. President .,:,:,, m\nc ~ z z ,m... !,.\" z z ,,C....:\nc m\ng\n..c. DATE: TO: FROM: THROUGH: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS October 23, 2003 Board of Education ,Beverly Williams, Director, Human Resources Dr. Morris Holmes, Interim Superintendent of Schools Personnel Changes It is recommended that the following personnel changes be approved at the indicated positions, salaries and classifications. In accordance with A.C.A. 6-17-1502, it is recommended that one additional year of probationary status is provided for all teachers who have been employed in a school district in this state for three (3) years. Teachers with an effective date of employment after August 18, 2003 are considered intern teachers. rn \u0026gt;z z ~ r\n: o m \"D 0 .\n.:.o. -\na,\n:o  ~~ zo C)-\u0026lt; \u0026gt;\n:o nm a, s a,(/) -o '-z ~(/) lo\n\u0026gt; Personnel Changes Page 2 October 23, 2003 NAME Dockett-Wilson, Tammi Reason: Personal Downing, Nancy Reason: Accepted Another Position Fall, Libasse Reason: Cert. Expired Moreland, Hillary Reason: Personal Mueller, Melanie Reason: Personal Tucker-Redam, Holly Reason: Personal Brown, William POSITION SCHOOL START DATE END DATE SALARY CLASS Resignationsff erminations Certified Employees Lang. Art 8-24-87 6-17 CLOVERDALE EL. 9-29-03 TCHlO Elem II 8-21-89 3-18 McDermott 11-3-03 TCH925 Spanish I 8-7-03 1-02 CENTRAL 10-9-03 TCH925 Elem III 8-7-03 1-01 STEPHE s 9-19-03 TCH925 Speech 8-9-03 62-09 TERRY 10-30-03 SPE925 Elem I 8-14-00 1-04 WILSO 10-1-03 TCH925 New Certified Emplovees Math 9-10-03 1-12 CE TRAL TCH925 ANNUAL SALARY 48650.00 46015.00 27056.00 26546.00 41148.00 28588.00 36756.00 annual 32352.94 prorated .).\u0026gt;, s ,... Oa, ,- C: c\"i en .-\u0026lt;. -z ~~\nc en ~ c=i ~~ C) 0 C) )\u0026gt; rn )\u0026gt; z z C: )\u0026gt; r\nc m ~ =: Personnel Changes Page 3 October 23, 2003 NAME Cherepski, Donald Holley, Marsha ONE ONE POSITION SCHOOL Multi-Medi MCCLELLAN Literacy Coach RIGHTSELL START DATE END DATE 9-24-03 9-10-03 Certified Promotion Certified Transfer SALARY CLASS 6-06 TCH925 4-19 TCHll Resignationsfferminations on-Certified Employees Amos,Revem Reason: one Given Beard, Kenneth Reason: Retired Bradley, James Reason: None Given Child utntJon 8-11-00 CLOVERDALE MID. 9-8-03 Child utrition 9-16-88 CHILD NUTRITIO 11-15-03 Custodian 8-16-99 HALL 6-5-03 1-04 FSH5 52-20 AN12 1-02 CUS925 ANNUAL SALARY 37419.00 annual 30987.61 prorated 48389.00 annual 45616.83 prorated 7476.00 42396.00 10737.00 !\"' \u0026gt;z z C: \u0026gt; r-\nJO m 't, 0 .\nJ.O..\n,:,,~ ...,\u0026gt; me o\nc m- ~z ..... ~ C)\nJO ~~ .z...m (/) -!la:,\n,a  ~~ Or- zn C)-\u0026lt; \u0026gt;\nJO nm a:, s 0:,(/)\n:o nZ -\"' ~ \u0026gt; Personnel Changes Page 4 October 23, 2003 NAME Brown, Monica Reason: None Given Blue, Kyla Reason: None Given Clark, Demetrius Reason: None Given Diffee, Dawn Reason: None Given Edwards, orma Reason: None Given Enoch, Maria Reason: one Given Foust, Vicki Reason: Health Guyton, Marcia Reason: Personal Harshaw-Cross, Roberta Reason: Personal Love, Tawanna Reason: one Given Martinez, Deborah Reason: None Given POSITION SCHOOL Care CARE Instr. Aide FULBRIGHT Custodian CHICOT Child Nutrition CENTRAL Care CARE Child Nutrition GEYER SPRINGS Child Nutrition MCCLELLAN Bus Driver TRANSPORT ATIO Security Officer START DATE END DATE 2-9-01 9-26-03 8-14-00 10-14-03 1-22-02 9-25-03 8-29-00 1-9-03 8-17-00 9-26-03 9-2-97 10-2-03 4-29-88 9-29-03 2-18-02 9-25-03 8-17-98 SAFETY SECURITY 11-7-03 Child utrition 4-7-03 MCCLELLAN 10-7-03 Care 8-15-03 CARE 9-26-03 SALARY CLASS 1-05 CARE 1-03 INA185 1-03 CUS928 1-03 FSH5 2-16 CARE 1-06 FSH5 1-14 FSH5 3-04 BUSDRV 28-13 AN950 3-01 FSH550 1-07 CARE ANNUAL SALARY 6.68 11635.00 11201 .00 7448.00 8.70 7532.00 7756.00 11296.00 16800.00 5751.00 6.97 ,rn. z z ,C.: r- \".m..', 0 \"...'.\n,\u0026gt;~ .., ,. mo 0m3-: ~z r- ~ C)\"' ~~ zm .... U\u0026gt; -!la:, ::o  !~ Or- zo C)-\u0026lt; ,. \"' nm a:is a:, U\u0026gt;\n: 6 nZ -c.... U\u0026gt; ,n. .\u0026gt; \u0026lt;= o\n,, \"'n C: ::c ~8 m r- !-!lm en Z,:, c,s ...,n ::om ~ U\u0026gt; Personnel Changes Page 5 October 23, 2003 NAME Muhammad, Kaye Reason: None Given Rucker, Elnora Reason: None Given Seawood, Ruthie Reason: Health Terrell, Laura Reason: None Given Wells, Judith Reason: one Given Simmons, Lakisha Barber, Mae Bland, Anthony POSITION SCHOOL Instr. Aide MEADOW CLIFF Custodian FRANKLIN Child Nutrition BRADY Child Nutrition FULBRIGHT Child Nutrition MCCLELLAN START DATE END DATE 10-18-00 9-22-03 4-21-03 9-24-03 3-18-02 10-1-03 9-10-01 9-23-03 1-10-03 9-29-03 SALARY CLASS 1-03 INA185 1-02 CUS928 1-01 FSH5 1-03 FSH5 1-02 FSH5 ew Non-Certified Employees Care 10-6-03 1-03 CARE CARE Custodian 9-18-03 1-11 OTTERCREEK CUS12 Instr. Aide 8-18-03 1-05 CHICOT INA925 ANNUAL SALARY 11635.00 10737.00 7392.00 7448.00 7420.00 6.43 18844.00 annual 17801.57 prorated 12481.00 annual 12076.21 prorated !\"' \u0026gt; z z C: r\u0026gt;- ::c m \"D 0 .:.:.c.\nr-~ -n\u0026gt; me mc:1:-: ~~ r- m C, ~ ~n zm .... U) -!l a, ::c  ~~ crzo C,-\u0026lt; \u0026gt;n:m:C a, s a, U)\n: 6 nZ _u, c.... n \u0026gt; Personnel Changes Page 6 October 23, 2003 NAME Bluford, Jacqueline Brown, Johnny Brown, William Bunting, Devona Cotton, Kotto Fuller, Grady POSITION SCHOOL Child Nutrition OTTERCREEK Custodian KING Custodian SOUTHWEST Custodian FULBRIGHT Instr. Aide FRANKLIN Custodian SOUTHWEST START DATE END DATE 9-18-03 9-24-03 9-25-03 9-8-03 9-29-03 9-24-03 SALARY CLASS 1-01 FSH5 1-01 CUS928 1-11 CUS12 1-01 CUS925 1-02 INA925 1-01 CUS12 ANNUAL SALARY 8130.00 annual 7019.35 prorated 10329.00 annual 8532.65 prorated 18844.00 annual 14273.33 prorated 5164.50 annual 4575.07 prorated 11106.00 annual 9064.90 prorated 13399.00 annual 10206.05 prorated !'\" \u0026gt;z z C: ,\u0026gt;-\no m ~ 0\no -\u0026lt; ?\"'~ .,,\u0026gt; me c\ni:: m- ~z ,-~ C)\no ~~ zm -\u0026lt; \u0026lt;J\u0026gt; -\na,\no . ~~ c~ z o C)-\u0026lt; m~~s a, \u0026lt;J\u0026gt;\n: 0 oz _\u0026lt;J\u0026gt; .... C') \u0026gt; Personnel Changes Page 7 October 23, 2003 NAME Gibson, J annetta Hammonds, Lisa Harvell, Lola Howard, Kathy Jones, Rhonda Lambert, Danielle Lopez, Juan McManns, Cary POSITION SCHOOL Custodian START DATE END DATE 9-8-03 CLOVERDALE MID. Child Nutrition 9-22-03 CENTRAL Care 9-29-03 CARE Care 9-15-03 CARE Care 9-15-03 CARE Care 10-6-03 CARE Custodian 9-24-03 SOUTHWEST Security Officer 9-12-03 MABELV ALE MID. SALARY CLASS 1-01 CUS925 1-01 FSH5 3-08 CARE 1-09 CARE 1-05 CARE 2-01 CARE 1-01 CUS12 36-11 SOFR9 ANNUAL SALARY 5164.50 annual 4575.07 prorated 8130.00 annual 6974.93 prorated 7.82 7.24 6.68 6.67 13399.00 annual 10206.05 prorated 14065.00 annual 12287.55 prorated )\u0026gt;  \u0026lt; ..,\n= Om ..... c c'\u0026gt;(/) -..\u0026lt; z- _m !l~\n,o(/) ~ c5 0(1) z  C\u0026gt; 8 )\u0026gt; !'T1 )\u0026gt; z z C )\u0026gt; .....\n,o .m., 0\n_,o,\n,,,\ns .., )\u0026gt; mo m03:-: ~~ rm C\u0026gt; ~ ~n _z, m(/) \"=m\n,o  ~~ Or- zn C\u0026gt;-\u0026lt; )\u0026gt;\n,o nm mm(s/)\n:o nZ -(/) c.... 0 )\u0026gt;\n,,,\na o\n,,\n,on C:r ~8 m.- ~(/) z~ C\u0026gt; s -on\n,om ~(/) Personnel Changes Page 8 October 23, 2003 NAME Molden, Keith Morrison, Michelle Ochoa, Socora Osborne, Linda Quick, Theresa Robertson, Lany Robinson, Lucille POSITION SCHOOL Custodian START DATE END DATE 9-16-03 CLOVERDALE MID. Instr. Aide 8-21-03 STEPHENS Custodian 9-24-03 KING urse 9-8-03 HALL Care 9-15-03 CARE Instr. Aide 9-16-03 CLOVERDALE EL. Child utnhon 9-15-03 MCCLELLAN SALARY CLASS 1-01 CUS925 1-05 INA925 1-01 CUS12 1-07 NURSES 3-17 CARE 1-01 INA925 3-01 FSH550 ANNUAL SALARY 5164.50 annual 4406.67 prorated 12481.00 annual 11873.82 prorated 13399.00 annual 10206.05 prorated 6330.20 annual 5637.83 prorated 9.15 10577.00 annual 9090.50 prorated 8130.00 annual 7152.62 prorated !\" \u0026gt;z z C: ,\u0026gt;-\nJJ m.., 0 .\nJ.\n,,,~ ..,\u0026gt; mo o\nc m- ~z ,-~ C,\nJJ ~~ z_,m en -!l a, :,:,  ~~ 0 ,- zo C,-\u0026lt; \u0026gt;\nJJ nm a, s CD en\n:o -,-,z (/) ~ \u0026gt;\n,,,~ ~~ C::::z: ~8 m,- ~~ Z\n,:, .c.,,,s.,\nJJm ~en Personnel Changes Page 9 October 23, 2003 NAME Ryan, Laverne Simms, Jeanette Stewart, Marcus Thomas, Sylinda Williams, Ardelia POSITION SCHOOL Child Nutrition BASELINE Child Nutrition TERRY Care CARE Child Nutrition PARKVIEW Care CARE START DATE END DATE 9-22-03 9-15-03 9-29-03 8-19-03 9-15-03 on-Certified Promotion SALARY CLASS 1-01 FSH5 1-01 FSH5 4-01 CARE 1-01 FSH5 1-17 CARE ANNUAL SALARY 9601.00 annual 8236.92 prorated 8130.00 annual 7152.63 prorated 6.25 7392.00 annual 7270.82 prorated 8.33 Marilyn Jones from 5 hr Child Nutrition Worker at Jefferson to Manager Trainee at Child utrition Admin. Paul McDonald from Regular Security Officer to District Wide Security Officer. Bert Gatlin from Regular Security Officer to District Wide Security Officer. on-Certified Transfer ONE r\"' z\u0026gt; z C: \u0026gt;r ::0 .m.,, 0 :..:.0..\n,-\ns -n\u0026gt; mo o\ni: m- ~z r~ C, ::0 ~~ zm ..... (J) -M ~ a, ::a  ~~ Or zo C, -\u0026lt; \u0026gt;n:m:0 ms a, (J)\n:o c-,Z _u, \u0026lt;- 0 \u0026gt; ~n Individual Approach to a World ef Knowledge\" Date: October 23, 2003 To: From: Through: Re: Little Rock Board of Directors  1ams, Director of Human Resources Recommendation to implement the Exception in Hiring Practice for Mr. Roy Percy Pursuant to the Little Rock School District Employee Handbook, Section 5, the attached request from Doug Eaton, Director of Facility Services, with regard to hiring Mr. Roy Percy is being made to the Board of Directors. 810 'v:. 1arkham  Little Rock, Arkansas 72201  w,~1v\n.lrsd.org 501-447-1000  fax: 501-447-1001 .\u0026gt;\u0026lt; c3\n::: ,- CD l\") C .-\u0026lt;. !z!? _m !I eenn\n:c en ~~ i~ C) 0 ~ rn \u0026gt;z z $,..\n.\n:c .m., 0 ~ ?-\n: o\n,,\n:c(\") C:r :!g m,- ~-men Z\n:c C) s ..,(\")\ncm ~en 10/20/2003 11:15 --- - --- -- .2Jl4475251 FACILITIES SERVICES PAGE 02/07 MEMORANDUM FACIUTY SERVICES DIRECTORATE DATE: September 24, 2003 TO: Or. Morris L. Holmes, Interim Superintendent THROUGH: ~' ewart, Chief Financial Officer FROM: ~~f Facility Services SUBJ: Exception to t-liting Policy: Roy Percy This Directorate is asking for an exception to our current hiring-policy in order for us to hire Mr. Roy Percy at Level 49, Step 15. Facility Services Directorate has a very complicated financial organization. Our personnel are responsible for maintaining our operational budgets, grant budgets, dedicated. millage budgets, and bond monies. At the start of the funding-cycles for the bond and the dedi.cate\u0026lt;l millage, we were given authority to hire additional financial persons to assist in the tracking of these large accounts. We interviewed a number of applicants\nbut, because we were unable to offer the salary that was necessary to secure a highly qualified person for the position, we went down our priority list and hired someone who appeared to be qualified. Within 10 months, this person resigned because of her inability to understand and execute the complexities of the District's funding-system. We recently re-advertised for this position. Since that re-advertisement, we have been successful in receiving forty~four applications\nand, after a lengthy review and intervi.ewprocess, we narrowed that number down to six. Our number-one-choice applicant 1s Mr. Roy Percy, whose resume' is attached. As may be seen by Mr. Percy's resume', be bas a Bachelor's and Master's degree in Business Administration. Be has an extensive accounting background\nand, through personal interviews, scrutiny of his resume', and limited background checks that we have conducted with persons with whom he is acquainted, we have found him to be extremely qualified. However, because of his background, and the extent of his experience, it is not possible for us to offer him a position that he would be willing to consider at the District's roaxnnum hire-level of 49-12. I feel that, in order for us to hire Mr. Percy, we must be able to offer him 49-15. I ask that you review his resume' and for your concurrence in our being able to make this offer to Mr. Percy. DE:cg Cc: Beverly Williarns, Director of Human Resources Attachment HalmcsP~Y !\"' \u0026gt;z z C: \u0026gt;.\na m c3 ~ 10~2~.{_2003 11:15 5014475251 FACILITIES SERVICES PAbt. l:'.J.::!/ t'.l 1 August 22, 2003 Janet Rector, Budget Assistant Little Rock School District, Facility Services 3601 S. Bryant Street Little Roe~ AR 72204 Dear Janet: My track record in preparing budgets and payroll make me an ideal candidate for the Budget Assistant position advertised in the .Arkan.~ Democrat Gazette. I am enthused., detailed- minded and a \"people\" person. l have a deep understanding of comminnent and the accuracy needed to produce results that meet and/or exceed expectations. I would like to hear from you soon. My-interest and enthusiasm is backed by:  Over 14 years of accounting experience.  8 years of payroll preparation.  6 years of budget preparation for presentation to Board of Directors.  Over 12 years of customer services, public relations and fund raising experience with a high volume of personal contact and phone contact.  Strong analytical and problem solving skills \u0026amp; experience in handling multiple taSks.  Excellent oral and -written communication skills, which include over seven years of classroom management, presentation \u0026amp; facilitation skills and over 16 years writing letters, memos, etc.  Excellent interpersonal skills, 1 am a .. people\" person with a strong sales personality and a team player.  Over 7 years experience with MS Office, Word \u0026amp; Excel.  Powerful motivation skills and vay self-motivated to exceed expectations and inspire co-workers and the people around me to do the same. In addition, I have obtained a BBA degree and MBA degree with 8ll emphasis on business administration and management. I have enclosed my resume for your review. Again. I look forward to hearing from you real soon and can be reached at 565-3812. I look for,vard to discussing the position of Budget Assistant with you in more detail. Tbanlcs Janet! Sincerely, ~:~ Encl. \u0026gt; \" \u0026lt; ~\n::: 0 tD r- C: i\"i en .-\u0026lt;. -z _m !I eenn ::o en g\n! c5 Ozen G) ~ !\" z\u0026gt; z: C: \u0026gt; r- ::0 m c3 ~ -!I tD ::o g\n!\ng CrZO G)-\u0026lt; \u0026gt;:\u0026gt;:J om g:~ ~o oz - en ~ \u0026gt; __ 10/~/2003 11:15 5014475251 FACILITIES SERVICES PAGE 04/07 ROY PERCY 5001 W. 65th Street, A-117 Little Rock, AR 72209 RESUME OF QUALIFICATIONS PH: (501) 565-3812 (H) E-mail: roypercy@juno.com EDUCATION: QUALIF1CATIONS: No. of yrs. in () MASTER OF BUSINESS ADMINISTATION (MBA) University of Central Arkansas\nConway, ~ BACBEWR ofBUSINESS ADMINISTRATION (BBA) University of Central Arkansas\nConway, AR M'.ajor:_ Business Administration, Minor: Management H\u0026amp;R BLOCK TAX CERTIFICATE (Fllll Tax Course) MANAGEMENT  Manager for department wi1h over $24 million in receivables, (4).  Supervisor for dept. with over $17 million in annual sales/ receivables, (5).  Assistant Business Office Manager, (4).  Hnman Resource Administration, (4).  Fund-Raising Administrator, (3). ACCOUNTING  Accounting Mgr., ( 4) License Section Spvsr (5). AsSt. BusineSS Office Manager, ( 4).  Full-charge accountant, (6).  Prepared annual budgets for board review and approval, (6).  Payroll prepanni.on and all federal \u0026amp; state tax reports, (8).  Firumcial Statements (monthly, qum1:erl:y, snnual), (1.2).  Accounts Payable/ Receivables, General Ledger, Subsiclim:y Ledgers, (12).  Grant accounting, grant management end preparation, ( 6).  Inventory management and control, (6).  Tax Aocountixi.g, prepared tax. returns for business and individuals, (2).  Ten key calculator, (20). CUSTOMER SERVICES/ PU'BLIC RELA.'TIONS / coMMUNfCAUON Coordinated and handled customer services for 1000 License Agents (Businesses) and over one million license purclla..scn which involved a high volume of phone \u0026amp; personal contact in a f.ast paced environment., (7). Classroom management., presentation and iaciliration\nprepared organized and conducted classroom training for potential License .Age11ts (Businesses)\n     demonstrllled ability in public spea.Jcing, (7). Fund Raising Administrator with high volume of persoual contact and phone contact, (1 )\ntelem!IJ'kcting, (2). Excellent oral and vmtten communicaiion skills, -prepared outgoing correspondence (letters. memos, ete), (16). Wrate feature articles for news publicatioo, ( l )  COMPUTE\u0026amp; LITERACY  Microsoft Excel, (7)\nMicrosoft Word,.(7)\nMicrosoft Access (Class 1 \u0026amp; II).  Peachtree Accounting, (1 ).  Compurerized Accounting and Payroll software, PC, (6)  Accuity accounting software, geo.eral ledgf'l', (2mos.). !'\" z\u0026gt; z C .\u0026gt;... ~ m 23 ~ __10/20/2003 11:16 ROYPERCY APRIL2000 Present DEC2002 APR2003 MAY 1991 MAR2000 OCT 1988 MAR 1991 MAR 1982 MAY 1988 JAN 1981 DEC 1981 5014475251 FACILITIES SERVICES PAGE 05/07  Pagc2- PROFESSIONAL IDSTORY SELF-EMPLOYED/ Accounting \u0026amp; Management Consultant Assisted businesses on contractual basis by assessing \u0026amp; preparing accounting records, payroll, financial s1l!tements and tax accounting records\nprovided managerial consultation and handled temporary accounting assignments on contra.etual basis. H\u0026amp;R BLOCK/ Tax Associate Prepared income taxes for individuals \u0026amp; business according to fed.em! \u0026amp; state tax laws, provided tax advice, answered t.ax questions, handled customer services on a daily basis. ARKANSAS GAME \u0026amp; F1SH COMMISSION, LITTLE ROCK, ARK. Liceuse \u0026amp;Accounting Manager/ (July 1996 - Mar 2000) Supervised \u0026amp; evaluated accounting section with receivables over $24 million, supervised. mai.lroom, handled accounts payables \u0026amp; receivables fur 10 regional offices, performed weekly \u0026amp; monthly reconciliation of revenues, monitored credit card accounts, prepared \u0026amp; performed classroom training for prospective license agentS. License Section Supervisor/ (May 1991 - June 1996) Supervised, hired, trained \u0026amp; evaluated unit of 11 employees with annual :receivables over $17 million, coordinatro \u0026amp; handled customer services for over l 000 license agents \u0026amp; over one million license purchasers, reconCJ1ed accounting records, handled and implemented inventory control, developed section policies \u0026amp; procedures, trained prospettive license agents in classroom setting. Transferred to above position. OLSTEN SERVICES, LITTLE ROCK, ARKANSAS (Two Assignments) Assistant Payroll Accounourt / Coca Cola Bottling Company, (12/89 - 3/91) Assisted with payroll preparation for over 500 employees at eight locations, calculated time cards, posted payroll date utili.zmg computer spreadsheets. Accounts Rtteivnble Clerk/ Mid coast Aviation, (10/89 - Dec 89) Prepared accounts receivable reports, a-edit reports and accounts receivable invoices relating to jet fuel sales for a multitude of accounts. URBAN LEAGUE OF ARKANSAS, LITTLE ROCK, ARKANSAS Assistant Business Office Mauger/ Staff Accowitant Supervised office in maru1:,att's absence, sa-ved as full charge accountant, handled gr.rots management\nprepared general ledger, financial statemeots, prepared annual budgets, payroll and all federal \u0026amp; state tax reports\nhandled payroll deductions / human resources. GYST HOUSE, INC / CRISIS CENTER OF ARKANSAS, LITTLE ROCX, ARK. (The Urban l.ea,,\"110 of Arbnsas sponsored GYST House \u0026amp; GYST House sponsored OisL~ Orntcr of Arksnsas. The two jobs below represent velum= work performed wbile working full.time al the Urban League:. of Arkansas from Mm-ch 1982 to May 1988). Staff Accollntant / CCHUlScior, Crisis Center of Ark, (VOLUNTEER) (1/83 - 11/86) Prepared monthly financial swcmems and pn:sented smus to board of directors\nc:ounseled crisis c:i.11= concerni~ suicide, drug addiction. cnx.iecy and various needs. Fund Raisillg Administrator/ Counselor, GYST Bouse (VOLUNTEER) (3/84 - 11/86) Implemented \u0026amp; coordinated telemarketing fund raising dept. for GYST Howe drag center, counseled chemically dependent clients (group \u0026amp; individually). COMMUNTIY CONSULTANT NEWSPAPER, HELENA. ARKANSAS \"Business Representative/ Area Reporter Coordirurted. fund raising, coo.tacted CEO' s in person and by phone to raise fimds for community enhancement programs, wrote feature articles for newspaper. !'\" z\u0026gt; z ~ r:,::, m \"D 0 .:,.:.:., 10/20/2003 11:15 5014475251 FACILITIES SERVICES PAGE 05/07\n.. ROY PERCY REFERENCES PROFESSIONAL: Christina Pilkington, Controller, Perfect 10 Satellite Distributing Company PERSONAL: 3901 Progress Street North Little Rock, AR 72114 (501) 955-0033 (W) Mike Boyd, (Former Assistant Chief ofFiscal, Arkansas Game \u0026amp; Fish) Assistant Chief Fiscal Officer Arkansas State Highway \u0026amp; Transportation Dept. 10324 lnterstate 30 (501) 569-2411 (W) Daryl Bassett, (Former Business Office Manager, Urban League of Ark.) Commissioner, Public Service Commision 1000 Center Street Little Rock, AR 72201 (501) 683-5000 (W) Charles Parker, (Former Payroll Accow:rtant. Coca-Cola Bottling Co.) Payroll Supervisor Little Rock School District 81 0 West Markham Street Little Rock, AR 72201 (501) 324-2069 (W) Carolyn Sims 4801 North Hills Blvd., Apt. 804 North Little Rock, AR 72116 (501) 753-7097 (H) Bobby Bonner, Jr. 8304 Leatrice Dr. Little Rock, AR 72227 (501) 565-1857 (W) (501)223-8331 (H) Kenneth Lowe 17321 Raines Road Little Rock, .-'\\R. 72210 (501) 455-8247 (W) (501) 455-4946 (H) !'\" \u0026gt;z z ~ r\n: a .m.., 0 ~ 1a,\na  ~\ng OrZO G)-\u0026lt; \u0026gt;nm\"' a, :s a,\"' -5 \u0026lt;-z ~\"' l'\u0026gt; \u0026gt; DATE: TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 23, 2003 Little Rock School District Board of Directors Suellen Vann, Director of Communications THROUGH: Morris L. Holmes, Interim Superintendent Title/Subject: 2002-03 Annual Report Summary: Arkansas Department of Education (ADE) Rules Governing Standards for Accreditation of Arkansas Public Schools, Standard 7.02.2, requires each school district to publish an annual report \"in a newspaper with general circulation in the district before November 15 of each school year, a report to the public detailing progress toward accomplishing program goals, accreditation standards, and proposals to correct deficiencies.\" Further, Standard 7.03.3.1 requires each school board, prior to November 15, to hold a public meeting to review and discuss its annual report. Objectives: To provide a summary of the information that will be included in the published 2002-03 annual report. Expected Outcomes: Budget Amt.: To raise public awareness of the district's activities and performance during the 2002-03 school year and to comply with ADE directives. Cost of publishing the annual report is about $8,600. Additional copies are printed for district use as a recruitment tool and information brochure during the school year. The summary of the annual report is provided. Major information categories in the report include academic performance and student discipline\nboth areas have been previously reported to the Board. Other information included relates to program/grant information and achievements/honors. \u0026gt; \"\u0026lt; .,,\n= Oa, r c: .-n\u0026lt;. \"-z' ~~ ::0(1) ~?i CCI\u0026gt; z  C) C C) \u0026gt;\n:o a, m  -n\n:o c: m Qz\"o' zr C) C: a,:::! oo ~?:= (/)\nto,~ c\n,, ::On C: :,: c,o -m-\u0026lt;or !!l(/) -m Z\n:o c,s \"\"o ::Om ~(/) Annual Report 2002-03 Superintendent's Message to the Community This is the fifth annual report that the Little Rock School District has prepared as an insert to inform the community about the highlights of the prior school year. Despite many challenges, the 2002-03 school year was successful in terms of growth in many academic indicators. Student learning is, and will always be, the primary focus in our schools. Teachers continue to monitor closely student performance on key state and national achievement tests. Under the federal No Child Left Behind Act, schools analyze student performance data based on specific subgroups, including race, limited-Englishproficient, free/ reduced lunch qualification and special education. While many schools experienced double-digit growth on the state Benchmark Exams, in some cases a subgroup performance might have resulted in a school being placed on school improvement. In other cases, if a school made its required improvement during the year, it remained on the school improvement list because two consecutive years of mandated growth are required for a school to be removed from the list. We are working diligently with schools that are on school improvement in order to provide the necessary resources for teachers and administrators to improve students' academic achievement. Construction continues at schools throughout the city. Many major projects, such as Hall High, are complete, while others, such as Williams, are just beginning. Students, teachers and parents have been patient as they have \"lived through\" renovations in their buildings. Entire classes have been relocated during the process at some campuses, but the end result is worth the disorder as upgraded facilities contribute to a more appropriate and functional teaching and learning environment. The declaration last fall by U.S. District Judge Bill Wilson that the Little Rock School District is unitary in all areas except program evaluation was appealed to the Eighth Circuit Court of Appeals. Oral arguments have been held, and the district awaits the court's decision. Work continues in the final area in which the district must comply with its Revised Desegregation and Education Plan. That piece, program evaluations, is being finalized and will be submitted to Judge Wilson in the spring of 2004. The district has updated its Strategic Plan. This work, done by more than 100 community residents working in six major areas, will help to guide the district's direction in the next five years. I look forward to assisting district staff, business and civic leaders, parents and others this school year. The challenges facing our students are great and cannot be overstated. However, I believe that this community has put its support into our schools, and teachers, staff and students will benefit from knowing that public education is highly valued in our city. Morris Holmes, Ed.D. Interim Superintendent\n,o a, m -n\n,o c:m Zen !20 zrc, C: a,~ 00 ~\na\n: en ?-~ o\n,,\n,o(\") C: ::z:: c,o m-\u0026lt;,o- -~m en z\n,o C) s ~(\")\n,om ~en Academic Achievement One of the primary issues facing school districts across the state and nation is student academic achievement as measured by accepted examinations. There are two types of exams administered to students-\u0026lt;:riterion-referenced exams and normreferenced exams. Criterion-referenced exams measure student achievement on a specific curriculum or base of knowledge. In the case of students in the Little Rock School District, the Arkansas Benchmark Exam is the criterion-referenced test that students take. It measures how well students are learning the mandated Arkansas standards. As of the 2002-03 school year, the Benchmark Exam was required for students in grades 4, 6 and 8. It also is required as an End-of-Course test for students who take Algebra and Geometry, and all 11 th grade students must take the End-of-Course Literacy Benchmark Exam. LRSD students recorded some significant increases at many schools on the Benchmark Exams. Benchmark results presented here indicate the percentage of students who perform at the proficient and advanced levels. There are no national comparisons on the Benchmark Exam since it an Arkansas-developed and -administered test. Grade 4 Literacy African-American White LRSD 53 90 Arkansas 46 77 Grade4 Math African-American White LRSD 35 82 Arkansas 38 76 Grade 6 Literacy African-American White LRSD 13 49 Arkansas 14 37 Grade 6 Math African-American White LRSD 8 54 Arkansas 12 50 Grade 8 Literacy African-American White LRSD 28 68 Arkansas 25 57 Grade 8 Math African-American White LRSD 4 52 Arkansas 5 33 Algebra African-American White LRSD 15 60 Arkansas 18 54 Geometry African-American White LRSD 17 63 Arkansas 11 47 11 th Grade Literacy African-American White LRSD 20 71 Arkansas 19 57 ~?I ..,\n,o c: m ZCJ\u0026gt; !20 zrC\u0026gt; C: a,::::! 00 z~ C (/) Norm-referenced exams compare student academic performance to that of a national \"norm group\" of students who took the same test. This allows a district to see how its students are doing compared to others, regardless of the specific curriculum taught in school. Students in Arkansas must take the Stanford Achievement Test, ninth edition, as a norm-referenced exam. Stanford Achievement Exam results are stated as a percentile. For example, a percentile rank of 72 means that these students did as well or better than 72 percent of the students in the norm group who took the same exam. African-American students in the LRSD were within 1 or 2 points of their counterparts in the state at every grade level. White students in the LRSD scored 9 - 17 percentile points ahead of their peers on the Stanford Achievement Test. Grade 5 African-American White LRSD 35 72 Arkansas 37 62 Grade 7 African-American White LRSD 35 73 Arkansas 37 64 Grade 10 African-American White LRSD 30 72 Arkansas 31 55 Another exam that allows comparisons with students across the nation is the ACT college entrance exam. The district's composite ACT score climbed from 19.0 in 2001-02 to 19.5 in 2002-03. Disaggregated scores are: LRSD Arkansas Nation African-American 17.1 16.7 16.9 White 23.0 21.1 21.7 Students in the LRSD showed significant progress in many areas of all of these exams in 2002-03. When scores are disaggregated and comparisons made both within Arkansas and to other students nationally, LRSD students perform quite well. Looking at the scores for the district, state and nation on all three exams, there is an achievement gap that can be accounted for, in part, by poverty. With more than 50 percent of its students who qualify for the free and reduced lunch program, the LRSD continues to focus on methods to help students who are not performing well on standardized exams. Academic achievement remains the LRSD's top priority.\n:o 0:, m .,,\n:o c: m !z2 \"0 ' zrc, C: 0:, ::::! 00 z~ C \"' -~ 0:,\n:o ~\ng Cr- ZO C)-\u0026lt; ),,\nJ0 nm 0:, s -\"o\"' '-z ~\"' ~ \u0026gt; What About Schools on the School Improvement List? Readers of the local newspaper may wonder why, with LRSD student scores ahead of the state and nation in many areas on required exams, there are several schools on the state's school improvement list. There are several answers to this question. There are some schools in the LRSD which have shown significant improvement on the Benchmark Exam, but they have not reached the level of improvement (Adequate Yearly Progress, or \"A YP\") required by the state. Not only must the entire school meet the A YP, but subpopulations, such as limited-English-proficient students, students who qualify for free/reduced lunch and special education students, must meet the same A YP as all other students. Also, once a school is on the school improvement list, it must meet A YP for two consecutive years to be removed from the list. Some LRSD schools did meet A YP this year, but remain on the list until they meet A YP for a second year. All schools on school improvement, indeed all LRSD schools, continue to look closely at test results to determine areas in which to concentrate lessons in order to help students learn the necessary course material and to improve academic performance in the future. What steps are being taken to assist students in schools on the school improvement list? Under the federal No Child Left Behind Act, students in schools on school improvement receive supplemental services and school choice options, depending on which year of school improvement the school is placed. The LRSD offers supplemental services, which consists of tutoring by a provider selected by the Arkansas Department of Education, to students in year two of school improvement. All schools in alert status or on the school improvement list develop their school improvement plan to include proven strategies to help students build skills and knowledge in literacy and mathematics. Professional development activities in these schools are geared toward improving teacher preparation to address identified student needs. Principals of LRSD schools on the improvement list are encouraged to work with principals of schools that have scored well on the Benchmark Exam in order to duplicate successful strategies. Advanced Placement Enrollment In order to improve academic achievement, the LRSD encourages students to take challenging courses. One way to do this is through enrollment in Advanced Placement (AP) classes at the high school level. AP courses are very rigorous and meet national guidelines in terms of curriculum and college preparation. Students in AP classes may take the national AP exams in the spring. Those students who earn at least a 3 on the national AP exam may, in most cases, earn college credit for these classes. The LRSD has worked with teachers, counselors, students and parents to increase student enrollment in AP classes. To that end, we have been successful. The accompanying chart shows the increase in AP class enrollment in LRSD high schools during the past few years. Since the 1997-98 school year, there has been more than 20 percent annual growth in the number of students enrolled in AP classes and a total growth during that time of more than 100 percent. We expect these students to demonstrate  \u0026lt; ,, := 0 a, r- C: c\"icn .-\u0026lt;. -z ~ ~\no en 'il!~ Cz u. , C\u0026gt; g  ~pn ..,\no C:m Zu, !20 zrC\u0026gt; C: a, ::j oO ~?!' en higher levels of academic performance based on the more challenging courses they talce, and their success in high school should continue at the college level. Foundation Provides $100,000 in Teacher Grants It wasn't Ed McMahon delivering the Publishers' Clearing House grand prize, but it was just as exciting for many teachers and principals in the Little Rock School District. April 2 was the day the Public Education Foundation of Little Rock delivered 32 grants totaling nearly $100,000 throughout the district. Foundation members, donors, city dignitaries, LRSD School Board members and others boarded three school buses to personally deliver balloon bouquets and grant checks to surprised teachers! Each grant met certain criteria, whether it was targeting student achievement, parent involvement or improving teacher quality. Honors and Achievements Katherine Wright Knight was named Arkansas' 2003 Teacher of the Year and received the national NEA Foundation Award for Teaching Excellence. Sharon Boyd-Struthers of Rockefeller Elementary\nTimothy Eubanks of Parkview High\nRuth Eyres of J.A. Fair High\nCatherine Koehler of Baseline Elementary\nand Judy Meier of Rockefeller Elementary earned National Teacher Certification from the National Board for Professional Teaching Standards. National Board Certification is a credential attesting that a teacher has been judged by his or her peers as one who is accomplished and malces sound professional judgments about student learning. Gillian Glasco and Earnest Sweat, seniors at Parkview Magnet High School, were elected to office at Boys and Girls State. Gillian was elected Governor at Arkansas Girls' State, and Earnest was elected Lieutenant Governor at Arkansas Boys' State. Five students from Central High School were Semifinalists this year in the Siemens Westinghouse Competition in Math, Science \u0026amp; Technology. The Siemens Competition recognizes remarkable talent all over the country and fosters individual growth for high school students who are willing to challenge themselves through science research. The students were Daniel Liu, Satish Mahalingam, Mark Mazumder, Ananth Ranganathan and Xiazhong (\"Jeff') Wang. Mark Mazumder also was named a Regional Finalist and competed against nine other entrants in the Southwest Region at the University of Texas at Austin. Additionally, Mark also was named a National Semifinalist in the Intel Science Talent Search, one of only three Arkansas students to achieve this distinction this year. Often considered the \"junior Nobel Prize,\" the Intel Science Talent Search recognizes America's brightest students for excellence in science and math. Jeff Fuell and Kenneth Patterson, students at Parkview Magnet High School, had artwork selected for use on commemorative stamps that were issued in 2003 by the U. S. Postal Service celebrating the life of civil rights leader Daisy Bates. Dr. Linda Brown, principal of Parkview Magnet High School, was named 2003 Principal of the Year by MetLife and the National Association of Secondary School Principals. Nineteen LRSD students were named National Merit Semifinalists in 2002-03, two were named National Achievement Semifinalists, and three were named National Merit Commended Students. The National Merit Semifinalists are: Kyla Achard, Adva Bi ton, Fredrick Brantley, Kevin Burns, David Gutierrez, Catherine Keisler, Daniel Liu, \u0026gt; \"\u0026lt; \"'t:I?= Oa:, ,- C: n(J) .-.\u0026lt; z- _m ~~ ::O(J) ~~ 0(J) z C) 0 ~ :\noa:, m \"Tl:\no C:m Z\u0026lt;J\u0026gt; !:!o zrc, C: ID ::j oO i ?i' (J) -!la:, ::o  ~~ Or- ZO C)-\u0026lt; \u0026gt;n:m:O \u0026amp;l~ ~o nZ -(J) ~ ?\"~ o\n,, ::On C: :r c,o m-\u0026lt;,o- ~\u0026lt;J\u0026gt; -m Z:\no c,s \"0n ::om ~(J) Mark Mazumder, Colin McAlister, Joseph McDonnell, Stephanie Nielson, Nadia Patel, Rachel Rouby, Brennan Taylor and Benjamin Wells, all from Central High School, and Alison Boland, Benjamin Carson, Jessica Lovelace-Chandler and Lorinda Peoples from Parkview Magnet High School. The National Merit Commended students are Annie B. Bauman and Mary Orsini from Central High School, and Dori Scallett from Parkview Magnet High School. The National Achievement Semifinalists are Everette Callaway from J. A. Fair High School and Lorinda Peoples from Parkview Magnet High School. The MathCounts team from Pulaski Heights Middle School captured the state championship. Team members were: Sho Maymia, Miles McCullough, Albert Speed, Corina Oprescu and their coach Trela Cook. Each team member also placed individually in the top ten. The J.A. Fair basketball team captured the Arkansas state 4-A championship. Team members were: Seniors: Melvin Fisher, Vincent Hunter, Earnest Maxwell and Quen Spencer\nJuniors: Lonnie Henry, Shaun Reynolds, Larry Porter and Dwight Watkins\nand Sophomores: Quincy Googe, Charles Hayes and Parris Pattillo. The Head Coach was Charlie Johnson, and the Assistant Coaches were Tom Poole and Erik Jackson. The Central High chess team earned the title of Chess Association of Arkansas Schools State Champions for the 3A-5A Division. Teams are limited to four players at the state level, and Central's team consisted of Victor Harris, Joe Liu, Shep Russell and Johnson Wong. Other team members included David Gutierrez, Daniel Krupitsky, Elizabeth Richardson and Shannon Rodgers. The team's coaches were Joe Gray and Chuck West. A Central High sophomore scored a perfect 36 on the ACT exam. Yang Dai was one of only three students in Arkansas, and 58 nationally, who achieved this distinction. Thirty-nine students were recognized by the Duke Talent Search State Recognition program. The seventh graders took either the SAT or the ACT assessment to qualify for recognition (the same exams administered to college-bound high school students). Students listed were recognized at the State Ceremony\nand students denoted with an asterisk also were recognized at the Grand Ceremony-they scored in the top 2 percent of all participating students in the nation. Dunbar Magnet Middle School: Aska Amautovic, Melody Chang, Dylan Frost, Megan Jackson, Scotty Lankford, Peter Liu*, Linsey Miller, Cameron Murray, Melissa Nichols, Hannah Roher, Hannah Smith, Russell Viegas, Samuel Whitehorn, Anne Ye* and Elaine Zhou. Forest Heights Middle School: Jamie Coonce, Stacy Coonce* and Sasha Ray. Henderson Magnet Middle School: Geoffrey Jackson and Sarita Robinson. Mabelvale Magnet Middle School: Kelicia Hollis and Victoria Kreie. Mann Magnet Middle School: Cyrus Bahrassa, Jillian Carroll, Samuel Clark, Maura Conder, Elizabeth Cox, Abigail Dobson, Patricia Graves, Dillon Hupp, Grace Nam and Jillian Petersen. Pulaski Heights Middle School: Sarah Ball, Ellen Barber, Colton Koehler, Miles McCullough, Colin Rockefeller, David Steward and Kathryn Tull. The Dunbar PT A was one of only three schools in Arkansas to receive the Certificate of Excellence from the National PT A, and it was named the Arkansas PT A Outstanding Local Unit. Students at Metropolitan Career-Technical Center took away 26 medals from the 2002 Skills USANICA competition in Hot Springs. Students earning medals and state\n,o a, m  .,,\n,o cz : m V, !20 zrc, C: a,~ 00 ~:2:' V, -!la,\n,o ~\ng CrZO C)-\u0026lt;  ::0 nm a, :S a, V, ~o oz _v, ~ honors were: Matt Davidson, JeffMerks, Fabian Marks, Nick Spear, Rolonda Foreman, Veronda Lee, LaToya Jacko, Danyell Boyd, Mary Katherine Knight, Dale Jackson, Georgina Pena, Tonya Bums, Shamika Walker, Lynzzie Cash, Tabitha Clark, Bessie Haygood, Megan Moody, Andrea Sanders, Danny Aaron, Jermond Booze, Steven Spencer, Dustin Ashley, Jeremy Baker, Jason Bredlow, Tim Lingo, Ben Royer, Greg Fundyler, Jordan McElrath, Cole Cawthron, Chad Ellis, Ashley Kelly, Tara Womack and Tiffany Neam. Central High School's Fed Challenge team bested the defending two-time champion to win the state Fed Challenge championship. The Fed Challenge involves researching the status of the national economy and making recommendations for actions as if the team members were the actual Board of Governors for the Federal Reserve System. Team members were Kevin Luneau, David Mitchell, Jessica Marshall, Chris Burks, Shep Russell and Daniel Liu. Their sponsor was Sam Stueart. The Central High School Lady Tigers varsity women's soccer team won the women's 5-A state soccer championship. The team members were: Anne Claire Allen, Caroline Allen, Jamie Bandy, Lindsey Barron, Kate Burnett, Lauren Cloud, Camille Cook, Allison Corbin, Sally Cunningham, Riley Duke, Sheffield Duke, Stephanie England, Lizzy Gray, Elizabeth Harrell, Marissa Hayes, Cara Janton, Elizabeth Jones, Jessica Jones, Whitney Maloney, Kendall Polansky, Stephanie Rogers, Megan Russell, Lindsey Short, Rosalind Smith, Becca Vehik, Robin West and Claire Wetzel. Their coach was Keith McPherson, the assistant coach and manager was David Duke, and the team's physical therapist was Bill Bandy. Dariane Mull, a 5th grade student at Terry Elementary, won the 5th grade category of the U.S. Rice Producers Association Essay Contest. The contest was open to students in grades 4 to 12 in the rice-producing states of Arkansas, California, Louisiana, Mississippi, Missouri and Texas. The Central tennis team won this year's state 5-A state title. The women's team compiled an impressive record of 5-A conference and state championships in 200 I and 2003. The men's team has been 5-A conference and state champs every year from 2000 to 2003. The women's team members were Ashley Batchelor, Dovie Dockery, Ashley Driver, Barrett Jones, Lauren Karney, Jessica Marshall, Holly McGetrick, Nancy Mitchell, Collins Speed and Presley Thomas. The men's team members were Matthew Angulo, Scott Bacon, Nick Clifford, Andrew Crone, Alex DePriest, Brock Dial, Andrew Humphrey, Daniel Krupitsky, Kevin Luneau, Sam McSpadden, David Mitchell, Jay Murphy, Blake Ross, John Shults and Peter Thomas. The team coach was Joy Thompson, and the team manager was Megan Heard. Five LRSD teachers and two students were honored with the 2003 Stephens Award. Jackson T. Stephens and the late W.R. \"Witt\" Stephens formed this program in 1985 to provide scholarships to outstanding students and cash awards to exceptional educators in Little Rock. The award-winning students were Mark M. Mazumder and Nadia A. Patel of Central High School. The outstanding teachers were: Kimberly Dade, Kirby Shofner and Amy Snodgrass of Central High\nVannessa Pace-Hampton, Parkview High\nand Hosea D. Malone, Hall High. Anne Ye, a ?1h grade student at Dunbar Magnet Middle School, won the Arkansas state spelling bee championship and represented Arkansas in the National Spelling Bee in Washington. .\u0026gt;\u0026lt; ,,\n= 0 a, re: \u0026lt;\"\u0026gt;Cl) .-.\u0026lt; z- _m ~ gi ::0(/) ~ ~ 0(1) z C') 0 ~\no a, m ..,\no \u0026lt;=m ZCI) !z2 0rC') C:: a, :\nj oO ~\na\n: Cl) -!la,\no. ~ ~ Or- ZO C')-\u0026lt; \u0026gt;n:m:O a, :s a, Cl) -o '-z ~Cl) ~ \u0026gt; David Simmons Henry, an 8th grade student at Dunbar Magnet Middle School, received the John W. Harris Leadership Award from the National Beta Club. Only 50 students nationwide (25 senior high and 25 junior high/middle school) are recognized each year. Central High seniors Adva Biton, Fredrick Brantley and Stephanie Nielson received Achievement Awards in Writing from the National Council of Teachers of English. They were judged as being among the best student writers in the country. Grants The Little Rock School District is committed to having all of its students reading at or above grade level by the end of the third grade. The district received a three-year Arkansas Reading First grant from the Arkansas Department of Education in the amount of $4,412,184. This grant money will be used to implement a comprehensive, researchbased reading program in 12 elementary schools that were determined by 1999-2002 literacy data and other factors to have the greatest need. The Reading First project will build on the district's current literacy plan and will provide human and financial resources to more fully implement that plan. Other new grants implemented in 2002-03: Hall High and Henderson Middle School received 21 st Century Community Learning Center grants to establish after-school and summer academic enrichment programs for the next five years. The schools will share a total of up to $1 million over five years. The U.S. Department of Education selected the LRSD to receive funding under the Professional Development for Music Educators Program in the amount of $706,785 over three years to provide ongoing professional development support for LRSD music teachers. The LRSD received the Teaching American History Grant in the amount of $995,953 over a three-year period. The district and its partners will provide professional development for all American history teachers in grades 5, 8 and 11. Adult Ed Celebrates Milestone The Little Rock Adult Education Center marked 25 years of service to the community. During the past 25 years, the Little Rock Adult Education Center has served nearly 65,000 adults with over 7,000 receiving their Arkansas GED diplomas. The main center and its 18 satellite programs serve over 2,500 adults a year. Classes offered include refresher courses in reading, math and English\nGED preparation\ncomputer-assisted instruction\ncomputer literacy\nfamily literacy\nand English as a second language. SREB Training The Little Rock School District was selected from an elite group of ten urban districts across the nation by the Southern Regional Education Board (SREB) to be the first to participate in a new national leadership initiative. The goal of the SREB Leadership Initiative is to prepare school and teacher leaders to lead a comprehensive school improvement effort that will result in increased student achievement. All five LRSD high schools as well as four middle schools (Cloverdale, Henderson, Mabelvale and Southwest) are participating in the program. The leadership initiative will provide ~!ll \"\"\n,:, Cm Zen !20 zrc, c CD:::! 00 z?\n0 en ~ ~ CD\n,:, ~~ 0 rz o C) -\u0026lt; \u0026gt;\n,:, nm CDS CD en ~o _neZn ~ \u0026gt;\ni:,,~ 0~\n,:,(\") C:c ~8 m r- -~m en Z:,:, C) s \"ti(\")\n,:,m ~en school leadership teams an intensive three-year curriculum program beginning with the 2002-03 school year. Construction Progress at LRSD Schools Improvements continue on many LRSD schools, thanks to the millage increase approved by Little Rock voters in 2000. While work wraps up on a few schools and continues on some, it is just beginning on others. During the summer, Wakefield Elementary held a groundbreaking for a building to replace the school that was accidentally destroyed by fire in 2002. Things are progressing rapidly at Mann Magnet Middle School where students will be in the new multi-story building next semester. Central High School's exterior renovations are complete. The interior refurbishment of classrooms and offices continues. Major construction work continues at Williams Elementary and Mabelvale Middle School. Construction has begun at Dunbar, while Hall High's new gymnasium and classrooms are complete. \u0026gt; \" \u0026lt; -0\n= Oa:, r- C: \u0026lt;'5v, -. .\u0026lt; z- _m !I gi\nn V) g\n!\u0026lt; en z~ C) 8 \u0026gt;\nn a:, m  ..,\nn \u0026lt;=m Zv, S!o zrc, C: a:,=! 00 1?\n: V) LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM LITTLE ROCK, AR 72201 DATE: To: OCTOBER 23, 2003 Board of Education From: Dr. Morris L. Holmes, Interim Superintendent Prepared By: Linda Austin, Director of Planning and Development Margo Bushmiaer, Coordinator of Health Services Bobby Jones, Director of Safety and Security Subject Summary Objectives Expectations Population Budget Amount Manager Duration Other Partners Federal award: Emergency Response Crisis Management Grant The District has been selected to receive funding under the Emergency Response Plans for School Safety Initiative Program from the U.S. Department of Education. 1) To establish collaborative partnerships with community leaders to develop and maintain the Little Rock School District Emergency Response/Crisis Management (ER/CM) Plan 2) To revise, update and distribute the LRSD Emergency Response/Crisis Management Plan 3) To provide in-depth ER/CM training 4) To develop a comprehensive communication plan for both internal and external communication with staff and families 5) To equip schools with emergency supplies and equipment 6) To ensure administrative leadership support for LRSD EM/CR Plan An updated comprehensive crisis management plan that meets the safety needs of students and staff. District wide $250,000 Margo Swanson, Project Director October 1, 2003 through April 1, 2005 City of Little Rock, Little Rock Fire and Police Departments, MEMS, Arkansas Department of Health, Centers for Youth and Families ,.  \u0026lt; \"ti\n:: 0 a, re \u0026lt;\"len -..\u0026lt; z~~ ~en ljl\n! c5 Oen z  C) ,g. ~ a, .m.,~ Cm Zen 2o zr C)C a,=! oO 1 ?:= en !\"' 0 0 z ~ 0z en -\na, ~ - g\n!\ng Or- Zn C,.)~-\u0026lt; nm a, s a, en\n:a nZ _en ,~. LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 TO: Board of Directors FROM: Junious Babbs THROUGH: Compliance Committee OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501) 447-2950 E-Mail: jcbabbs(tistuasn.lrsd.kl 2.ar .us Dr. Morris Holmes, Interim Superintendent SUBJECT: DATE: Background First Reading - Revisions to Policy ACBB\nJC\nJCA October 9, 2003 On September 13, 2002, the District Court granted LRSD partial unitary status finding that the District had substantially complied with the Revised Desegregation and Education Plan (\"Revised Plan\") in all areas except  2.7.1. The Revised Education Plan is referenced in existing policy and incorporates a number of student / school assignments that are race-based. Since LRSD has been declared unitary with regard to student assignment, revision is being recommended. Attached are copies of the proposed revised policy. Recommendation It is recommended that the Board approve on first reading proposed revisions to policies ACBB: Equitable Student Assignment, JC: School Attendance Zones and JCA: Student Assignment / School Choice. (Attachment) : a, m.., :  c: m Zu, !20 zrc\n, C: a, :::! oo z~ 0 (J) fl 8 z ~ 0z (J) ?\":ii o\n,, :\u0026gt;:in C: ::r:: ~8 m,- !!lrn -m Z:,:, c.\u0026gt;s .,,n :m ~(J) LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to maintain diversity in Little Rock School District schools to the extent practicable, recognizing that there is no requirement that every Little Rock School District school be racially balanced. Revised: Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBD, JC and JCA\no a, m \"Tl\no c: m Z(I) !20 zrC) C: a,::! oo z~ C (/) !\"\u0026gt; C 0 z \u0026gt;.... 0 z (/) ?-~ c\n,, :On C: ::c C)o m--\u0026lt; ,o- ~\"' -z m\no C) s \"0 C') :Om ~(/) LITTLE ROCK SCHOOL DISTRICT NEPH CODE: JC SCHOOL ATTENDANCE ZONES School Attendance zones will be established by the Board of Education and all modifications or alterations in zone boundaries will be approved by the Little Rock School Board. The basis for LRSD student assignments is the geographic attendance zone which ties each residential street address within district boundaries to a specific elementary, middle and high school. Student assignment priority will be given to the Attendance Zone student. Recommendations to establish, modify or alter attendance zone boundaries will include consideration of the operational needs of the school system. Any recommendation for establishment or alteration of boundaries will include an analysis and justification based on these factors. Revised: Adopted: May 25, 2000\na a:, m \"T1\na c:m Zen S:!o zrc\n, C: a:,::! oo i~ en fl 0 0 z ~ 0 z en LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JCA SCHOOL CHOICE It is the policy of the Board of Education to implement student assignment programs and procedures designed to ensure that students may benefit from attending a school other than the one serving their neighborhood attendance zone. The Student Assignment Plan includes attendance zone school precedence and educational choice options that maintain student diversity to the extent practicable. Providing students and their families with school choice is a key component of the assignment plan. School Choice is viewed as a healthy method of providing opportunity for students to take advantage of unique curriculum offerings, special emphasis and program activities. Procedures will be established that enable students to make application to enroll in a school outside of their designated attendance zone. Initial registration begins during a two-week open enrollment period scheduled the first two months of the calendar year. Parents and students will be informed of available options. ATTENDANCE ZONE SCHOOLS - Students are assigned to the designated attendance zone school by their recorded residence. During the open enrollment period, priority will be provided to attend the attendance zone school site. STIPULATION/ ORIGINAL MAGNET SCHOOLS were created in 1987. Seats are reserved for students in the Little Rock School District, North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). Each district conducts an application process and assigns students to these schools. SPECIAL TY MAGNET SCHOOLS with \"themed\" or \"specialty\" programs have coursework that supplements the regular curriculum. They are available to students seeking school options or choices outside of their attendance zone schools. These specialty programs are sited at schools that also serve as attendance zone schools. Students from PCSSD may participate in these specialty programs as M-to-M transfer students. If the number of out of zone applicants exceed the number of program seats available, a weighted random assignment process will be used to identify those students who will be assigned. Criteria indicators considered in the weighted random process include the student's race, achievement test performance and economic status indicated by eligibility for free and reduced lunch. M-to-M Transfer program is a collaborative effort between the LRSD and PCSSD, which allows students school choice across district boundaries if certain criteria are met.\n:o a, m -n\n:o c:m ZC/\u0026gt; Sz!ro C) C: a,:::! 00 z?\nC C/) 0 C 0 z ~ 0z C/) c\n,,\n:o(\") C: :z: ~8 m,- !!lC/\u0026gt; -m Z\n:o C) s \"'0(\")\n:om ~C/) LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JCA ( continued) NCLB Transfers available to students in schools identified by the Arkansas Department of Education as \"low-performing\". Staff Preference Transfers allow students who live in the LRSD to attend the schools in which their parents are employed. Act 624, Act 762 and Act 609/School Choice Transfers are Arkansas statuts' which are available to students who wish to transfer across school district boundaries. Transfer No Transportation (TNT) Transfers permit students to attend a school other than their attendance zone school if space is available after a certain number of seats are set aside or \"reserved\" for attendance zone students and if the parent / guardian assumes responsibility for the student's transportation. If demand exceeds available space, the priority will be to promote diversity. Revised: Adopted: May 25, 2000 Cross References: Board of Education Policies AC, ACB, ACBB, ACBD and JC 2 \"m'a , .., \"' C:m Zen !:!o zrC'l C: a,~ oO 1~ en !\"' 8 z )\u0026gt; --, 0 z en\nz,,~ C en \"'n C:r: ~8 m,- ~-men Z\n,c C'l s \"'0C') \"'m ~ en LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Date: October 23, 2003 To: From: Through: Re: Board of Education Robert Jones, Director of Safety \u0026amp; Security Beverly Williams, Director of Human Resources Sadie Mitchell, Associate Superintendent - School Services Morris L. Holmes, Ed. D. Interim Superintendent Revisions to the District's Drug Testing Program The attached proposed changes in the drug testing program are submitted for board review and approval. The only cost involved will be the reprinting and distribution of procedures manuals. bjg ::0 a, m \"'::o C:m z en !:20 zrc, C: ~5 ~ ?i' en r, 0 0 z ~ iz5 en LITTLE ROCK SCHOOL DISTRICT II Safety and Security Department  3615 West 25th Street  Little Rock, AR 72204 Telephone 501-447-2075  Fax 501-447-2076 TO: Beverly Williams, Director, Human Resources FROM: Robert Jones, Director of Safety and Security DA TE: September 16, 2003 SUBJECT: Amending the Employee Drug Testing Program Effective immediately I recommend that Section 5 of the Drug Testing Program be amended to read as follows: V. Employee Testing for Cause (reasonable suspicion) A. An LRSD administrator who has a reasonable suspicion that an employee under his or her supervision is guilty of abuse and/or untimely use of alcohol or abuse and/or untimely use of controlled substances and/or drugs may require the employee to undergo a drug and/or alcohol test. Reasonable suspicion may be based, among other things, on an employee's observed behavior which is indicative of drug or alcohol use, reports from a reliable source of suspected drug use of possession, or the employee's admission of possession or use of drugs and/or alcohol. B. The administrator will follow the following process in cases where the administrator reasonably suspects abuse and/or untimely use of alcohol or abuse and/or untimely use of controlled substances and/or drugs: 1. Solicit an explanation from the employee for any behavior which creates a reasonable suspicion of a violation of this program. 2. If the employee cannot satisfactorily explain the behavior, the supervisor may request that the employee undergo drug and alcohol tests.\n,ca, m ..,\no Cm z en 52 o zrc, C a,::::! 00 z?:' lil r\u0026gt; 8 z )\u0026gt; --\u0026lt; 5 z en 3. If the employee agrees to be tested, he or she will complete the Waiver form and a specimen will be obtained. 4. If an employee is to be tested for drugs and alcohol, the employee will be taken to the testing site by the Safety and Security Department or an individual designated by the employee's Principal or Director. 5. After testing, arrangements will be made to transport the employee home or back to work depending on the outcome of the tests. 6. If the tests are negative, the employee will be transported back to the work assignment. 7. If a test is positive, arrangements will be made to transport the employee home. 8. If the tests are unknown, arrangements wi 11 be made to transport the employee home. 9. Procedures set forth in Section VII will apply to employee testing for cause. 10. If the employee refuses to undergo all required tests or refuses to complete the Waiver Form, he or she will be advised that such refusal constitutes a ground for immediate termination. If the employee still refuses to cooperate, he or she will be relieved of duty pending appropriate disciplinary action. 11. If the employee confirmation test is positive for abuse and/or untimely use of alcohol or abuse and/or untimely use of controlled substances and/or drugs, he or she shall be tem1inated. 12. If the employee is found not to have violated this program and is otherwise medically fit for duty, the employee will be returned to duty. RJ:dm \u0026gt; \u0026lt; ~\n= Ca, ,- C: c\"\nrn .-\u0026lt;. -z ~~\n,:,rn lj'\n!~ Cm z  C) C C) \u0026gt;\n,:, a, m -n:,:, c:m Zrn S!o zr- C) C: a,::::! co z~ C rn f\u0026gt; C 0 z \u0026gt;.... 5 z rn !=' ~ \u0026gt; z (\") ,\u0026gt;-\n,:, m ~ .\n.,.:., rn ?\u0026lt; ,(.\".). 0rn z C)\n,:, i :,:, ::I\u0026lt; WAIVER FOR DRUG AND ALCOHOL TESTING The Little Rock School District has a reasonable suspicion to believe that you are guilty of the abuse or untimely use of alcohol and/or controlled substances (drugs). You are being requested by your supervisor to submit to drug and alcohol tests to be conducted at the Arkansas Baptist Hospital. Should you refuse to take the drug and alcohol tests, it will be presumed that you are under the influence of drugs and/or alcohol, and the refusal to take all required tests may lead to disciplinary actions up to and including termination. Should your test show positive for alcohol or drugs, you may at your own expenses have a second test conducted on your sample at any laboratory certified by the US Department of Health and Human Services or College of American Pathology. I have read the above statement and consent to a drug and/or alcohol testing. Employee's Signature Date and Time Witness Witness\noa, m .., ::0 c:m Zv, !:!o zrc, C: Ill:::! oo ~~ \"' r\u0026gt; C 0 z ~ 5z \"' '/1n Individual Approach to a World of Knowledge\" October 23, 2003 TO: Board of Directors FROM: Morris L. Holmes, Interim Superintendent of Schools PREPARED BY ~ald M. Stewart, Chief Financial Officer SUBJECT: First Reading of Revision to Board Policy DGA: Authorized Signatures Act 671 of2003 amended Arkansas Code 6-13-618 requiring the signatures of the Superintendent as Ex Officio Financial Secretary and the primary, or alternate, Board disbursing officer of the District on all checks. It is recommended that the Board of Directors approve Policy DGA as revised and attached to comply with State law. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fax: 501-324-2032 AIOI m  .., Al c:m Z\u0026lt;JJ 5! 0 zrQC: ID~ oO ~:i\n: U\u0026gt; !\"\u0026gt; g z ~ 5z U\u0026gt; LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DGA AUTHORIZED SIGNATURES The facsimile signatures of the Superintendent of Schools, in his/her capacity of Ex Officio Financial Secretary, and the President of the Board, as the primary board disbursing officer of the District, are required on all District checks. The facsimile signature of the Vice President of the Board, as the alternate board disbursing officer of the District, will be required in the event that the President of the Board's signature cannot be used. Revised: Adopted: March 24, 2000 Legal References: Arkansas Code 6-13-618, as amended Act 671 of 2003 .m~., ~tD c:m Zen S!o zrc, C: tD :::! 00 ~:\":= !\"' 8 .$..'.\n. 15 z en .!=.=,I ~ zn \u0026gt;.... Rl c3 ~ en ?\u0026lt; .n.. . 0 en z C) I ~ \"' '\n4.n Individual Approach to a World of Knowledge\" DATE: October 23, 2003 TO: Little Rock School District Board of Directors THROUGH: PREPARED BY:  SUBJECT:  Summary  Objectives  Expected Outcomes  Population/Location  Budget Amount/Source  Manager  Duration  Long Range/Continuation  Other Agencies Involved  Expectations of District eeded Staff  Comments  Recommendation RESOLUTIO AUTHORIZING THE ISSUANCE OF REFUNDING BONDS Under separate cover you have received the complete Resolution package to authorize the issuance of $6,385,000 in refunded bonds. To sell bonds. To reduce District debt by $356,000 over the life of the bonds. IA IA Donald M. Stewart, CFO NIA IA IA IA IA one Approval of the Resolution Authorizing the Issuance of Refunding Bonds as provided under separate cover. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.k12.ar.us 501-324-2000  fa...'C: 501-324-2032 r\u0026gt; 8 z ~ 0z en .~., ~ z n ii! Rl i3 :a -e\u0026lt;n CERTI FICATE I , the undersigned, Secretary of the Board of Directors of the above Di strict , ce r tify the foregoing to be a true copy of a Reso l uti on d uly a dopted by the Board at a regular ( regular or s pecial ) meeti ng of the Board held on the 23 day of October , 2003. The Resolution appears in the official minutes of t he meeting which are in my custody . At the time of the meeti ng the duly e l ected (or appoint ed) , qualified and serving members of the Boar d and their respective votes on the adoption of the Resolution were as follows : Director R. Michael Daugherty H Baker KJJTTJJS Larry Berkl1q Dr. Katherine Mitekell Tony Rose Bryan Day Sus Strickl,md Vote (Aye , Nay , Abstain or Absent) I further certify that the meeting of the Board was duly convened and held in all respects according to law\nthat to the extent required by law due and proper notice of the meeting was given to the members of the Board and to the public\nthat the meeting was open to the public\nthat a legal quorum was present throughout the meeting\nthat all other requirements and proceedings under the law incident to the proper adoption and passage of the Resolution have been duly fulfilled , carried out and otherwise observed\nand that I am authorized to execute this Certificate . CERTIFIED under my hand and seal of the District this 23 day of October 2003 . (SEAL) Secretary 27 fl 0 0 z ~ 0z \u0026lt;J\u0026gt; LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 DATE: TO: October 23, 2003 Board of Education FROM: ~Darral Paradis, Director of Procurement and Materials Mgmt. THROUGH: Morris L. Holmes, Interim Superintendent of Schools SUBJECT: Donations of Property Attached are requests to donate property to the Little Rock School District as follows : School/Department Item Donor Central High School $400.00 cash to the Dr. Randal Hundley Central High School Debate Team Central High School $1,000.00 cash to the Mr. Robert Fain, President Central High School ofRCF Corporation FBLNBusiness Dept. Forest Heights $2,500.00 cash to be Forest Heights PT A Middle School applied toward the purchase of a school marquee' Forest Park $50.00 cash Frances Jane Cranford Elementary School Forest Park $200.00 cash Charles \u0026amp; ancy Vines Elementary School Jefferson Elementary Decorative butterflies, Lyda \u0026amp; Tom Samuels School valued at $110.00, for of Et Cetera Accelerated Reader Program theme !=' ~ )\u0026gt;, z n ~ ~ .:cx.3., \"' ?\u0026lt; Board of Education October 23, 2003 Page 2 Schoo I/Department Mitchell Academy Mitchell Academy Mitchell Academy Pulaski Heights Elementary School Rightsell Academy School supplies, valued at approximately $150.00, for needy students $100.00 cash to be used to purchase food items for an upcoming field trip School supplies, valued at approximately $500.00, for needy students Services of an art teacher, art supplies and materials, valued at $20,601.00, for the 2003-04 school year School supplies, valued at approximately $500.00, to be distributed to students with specific needs Donor Probation and Parole Officers' Association Mr. Jimmy Morris, member of Omega Phi Psi Fraternity, Inc. St. Paul United Methodist Church Pulaski Heights PT A United Parcel Service (UPS) It is recommended that these donation requests be approved in accordance with the policies of the Board. LittCe Xock Centra{ J-fflJli Sclioo{ 1500 South Park Street Litt[e 'Rock, .'A.rkansas 72202 Phone 501 -447-1400 :fax 501-447-1401 DATE: 9/19/2003 TO: DARRAL PARADIS, DIRECTOR OF ~fPCUREME T FROM: A CY ROUSSEAU, PRI CIPAL 7~~ SUBJECT: DO ATIO Dr. Randal Hundley of 5515 Country Club Blvd. Little Rock, AR 72207, has graciously donated $400 to the Little Rock Central Debate Team. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. ... . ,.) ' - .,.. I,.. .. ... 1. ?\u0026lt; \u0026gt;\u0026lt;m :-~ \u0026gt;,- ~Q Om c: m !ll::r:: 31:~ ~~ --\u0026lt;Z c\n, VJ iitt{e 'Rock Centra{ J-if:Jli Sclioo{ 1500 South 'Park Street Litt[e 'Rocle, .'Arkansas 72202 Thone 501-447-1400 :fax 501-447-1401 September 18, 2003 To: Darral Paradis, Director of Procurement From: Nancy Rousseau, Principal c(J~.4~ Re: Donation Mr. Robert Fain, President ofRCF Corporation at 5 Shackleford Plaza, Suite 200 Little Rock, AR 72211, donated $1,000 to the Central High School FBLA/Business Department. It is my recommendation that this donation be accepted in accordance with the policies of the Little Rock School District. ?\u0026lt; ,x... m5 \u0026gt; ,o o \u0026lt;...-\u0026lt; Om c: m\n,o :x: ~~ mz\n, o -\u0026lt; z C\u0026gt; \"' ?\u0026lt; (\") ,- 0 \"~'\n,o m ~ \"' FOREST HEIGHTS MIDDLE SCHOOL To: From: Date: RE: Mr. Darral Paradis Director of Procurement Elouise J. Hudson .1~ Principal September 9, 2003 Donation Forest Heights PT A wishes to donate $2500.00 toward the purchase of a marquee' for Forest Heights Middle School. It is recommended this donation be approved in accordance with the policies of the Little Rock School District. Thank you for your consideration. , . i. 5901 Evergreen Street  Phone (501) 447-2700  Fax (501) 447-2701  Little Rock. Arkansas 72205 October 1, 2003 TO: From: Darral Paradis, Director Procurement and Materials Management \\J 'heresa Ketcher, Principal Forest Park School SUBJECT: Donations The following donations have been made to Forest Park Elementary School. $50.00 from Frances Jane Cranford $200.00 from Charles and Nancy Vines It is recommended that these donations be approved in accordance with the policies of the Little Rock School District. 1,  I. ... I ?\u0026lt; (\") 5 en z Cl\n,o m f\n,o :\u0026gt;\u0026lt;: '\\ ~------------z~ fl ~~ \\ J EFFERSON ELEMENTARY SCHOOL ~\\ J:. :': .-::.~ .... September 19, 2003 To: Darral Paradis, Director Procurement and Materials Management From: Roberta Mannon, Principal \"'' Jefferson Elementary School Subject: Donation The following donation has been made to Jefferson Elementary School: Lyda and Tom Samuels\nEt Cetera\n4924 Kavanaugh Boulevard\nLittle Rock, AR 72207: Decorative butterflies for Accelerated Reader Program theme. Value $110.00 It is recommended that this donation be approved in accordance with the policies of the Little Rock School District. . - 2600 N McKinley Street Phone 671-6281 Little Rock, Arkansas 72207 September 15, 2003 MITCHELL ACADEMY 2410 South Battery Little Rock, AR 72206 501-447-5700 TO: FROM: Darral Paradis, Director of Procurement and Material Mgmt. Darian L. Smith. Principal -~ ~th SUBJECT: Donations Please accept the donation of school supplies to Mitchell Academy from the Association of Probation \u0026amp; Parole Officers. These supplies will be used for students who need assistance in purchasing supplies. The estimated value of these supplies is $150.00. We recommend that these donations be accepted in accordance with the policies and procedures of the Little Rock School District. ?\u0026lt; (\") 5 (/) z C\u0026gt; ~ ~\n,:J\n,:\nSeptember 15, 2003 MITCHELL ACADEMY 2410 South Battery Little Rock, AR 72206 501-447-5700 TO: Darral Paradis, Director of Procurement and Material Mgmt. FROM: Darian L. Smith. Principal /lhi-\u0026gt;1-\u0026lt;1.J\\ SUBJECT: Donations Please accept the cash donation of $100.00 to Mitchell Academy from Mr. Jimmy Morris, a member of Omega Phi Psi Fraternity, Inc. Pi Omicron Chapter. This donation will be used to purchase food items for an upcoming field trip. We recommend that these donations be accepted in accordance with the policies and procedures of the Little Rock School District. ! .. .,. : ?\u0026lt; 0 5 Cl) z C) ~ !E :,0\n,,\nSeptember 15, 2003 MITCHELL ACADEMY 2410 South Battery Little Rock, AR 72206 501-447-5700 TO: Darral Paradis, Director of Procurement and Material Mgmt. FROM: Darian L. Smith. Principal SUBJECT: Donations Please accept the donation of school supplies to Mitchell Academy from the St. Paul United Methodist Church, 2223 Durwood Road, Little Rock, AR 72207. These supplies will be used for students who need assistance in purchasing supplies. The estimated value of these supplies is $500.00.  We recommend that these donations be accepted in accordance with the policies and procedures of the Little Rock School District. ?\u0026lt; xm :-~ ,- E~ Om c: m\n:c:c ~~ ~-:,:!z:! Cl \u0026lt;J) PULASKI HEIGHTS ELEMENTARY SCHOOL TO: Daryl Paradis, Director of Procurement FROM:/\u0026amp;- Lillie carter. Principal DATE: September 9, 2003 RE: Donation The Pulaski Heights P.T.A. wishes to donate the seruices of an art teacher, art supplies and materials for the 2003-2004 school year. The cost is $20,601.00. It is recommended that this donation be approued in accordance with the policies of the board. .~., z :,,. nz ~ ~ m\ng .~... Cl\u0026gt; TO: FROM: DATE: RE: Darral Paradis, Director of Procurement Eunice M. Thrasher, Principal f)rnJ\" Rightsell Academy September 29, 2003 Donation The donor listed below has generously donated school supplies in the amount of approximately $500.00 to be distributed to students with specific needs: United Parcel Services (UPS) 5501 Fourche Dam Pike Little Rock, AR 72206 Contact Person: Dorothy Bledsoe It is recommended that this donation be approved with thanks in accordance with the policies of the Little Rock School District Board of Directors. Thank you for your consideration. Thank you for you consideration. Little Rock School District Financial Services 810 West Markham Street Little Rock, AR 72201 Phone: (501) 447-1086 Fax: (501) 447-1158 DATE: October 23, 2003 TO: Little Rock School District Board of Directors THROUGH: Donald M. Stewart, Chief Financial Officer Morris L. Holmes, Interim Superintendent PREPARED BY~Mark D. Milhollen, Manager, Financial Services  Subject  Summary  Objectives  Expected Outcomes  Population/Location  Budget Amount/Source  Manager  Duration Financial Reports District funds are reported for the period ending September 30, 2003 . To report the District's financial status monthly to the Board of Directors. The Board members will be informed of the District's current financial condition. IA IA Mark Milhollen, Manager of Financial Services IA  Long Range/Continuation Financial reports will be submitted monthly to the Board.  Other Agencies Involved one  Expectations of District N/ A eeded Staff /A  Comments None  Recommendation Approval of the September 2003 financial reports. We recommend that the Board approve the financial reports as submitted. ?\u0026lt; C'l 5 (J) z C\u0026gt; :,0 m ~ :,0\n,:: LITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED SEPTEMBER 30, 2002 AND 2003 APPROVED RECEIPTS % APPROVED RECEIPTS 2002/03 09/30/02 COLLECTED 2003/04 09/30/03 REVENUE-LOCAL SOURCES CURRENT TAXES 58,550,000 10,362,818 17.70% 57,547,800 11,111,439 DELINQUENT TAXES 8,000,000 786,728 9.83% 10,100,000 807,595 40% PULLBACK 29,400,000 29,600,000 EXCESS TREASURER'S FEE 187,000 210,000 DEPOSITORY INTEREST 385,000 180,000 REVENUE IN LIEU OF TAXES 135,000 150,000 MISCELLANEOUS AND RENTS 340,000 109,759 32.28% 380,000 198,1 37 INTEREST ON INVESTMENTS 275,000 41,798 15.20% 200,000 43,822 ATHLETIC RECEIPTS 160,000 34,210 240,000 42,599 TOTAL 97,432,000 11,335,314 11.63% 98,607,800 12,203,591 REVENUE - COUNTY SOURCES COUNTY GENERAL 24,000 5,094 21.23% 21,000 5,420 TOTAL 24,000 5,094 21.23% 21,000 5,420 REVENUE - STATE SOURCES EQUALIZATION FUNDING 54,867,630 10,037,637 18.29% 53,226,139 9,677,479 __f3EIMBURSEMENT STRS/HEAL TH 7,590,000 8,300,000 VOCATIONAL 1,340,000 119,652 8.93% 1,400,000 266,989 HANDICAPPED CHILDREN 1,700,000 1,675,000 ....ARLY CHILDHOOD 273,358 68,340 25.00% 273,358 68,340 J'RANSPORTATION 3,685,226 3,875,562 1,243,841 ._INCENTIVE FUNDS - M TO M 3,265,000 3,900,000 368,422 ~ADULT EDUCATION 1,006,014 109,000 10.83% 920,337 8,417 ~OVERTY INDEX FUNDS 658,607 329,297 560,545 267,486 ~EARLY LITERACY LEARNING 120,000 .]AP PROGRAM 285,271 142,636 50.00% 285,245 142,623 ~ RISK FUNDING 650,000 360,000 ....... TOTAL 75,441,106 10,806,562 14.32% 74,776,187 12,043,596 ~EVENUE - OTHER SOURCES .2_RANSFER FROM CAP PROJ FUND 620,000 770,000 ~NSFER FROM OTHER FUNDS 1,126,233 13,857 1,350,000 18,519 .!_RANSFER FROM MAGNET FUND 1,664,438 1,632,430 -- TOTAL 3,410,671 13,857 0.41% 3,752,430 18,519 -- !QTAL REVENUE OPERATING 176,307,777 22,160,828 12.57% 177,157,418 24,271,126 ~ENUE - OTHER !gQERAL GRANTS 25,152,981 1,927,579 7.66% 24,075,790 2,160,329 ~DICATED M\u0026amp; o 3,980,000 4,000,000 21 ,884 ~NET SCHOOLS 25,065,942 1,017,552 24,689,351 2,282,885 -- TOTAL 54,198,923 2,945,131 5.43% 52,765,141 4,465,099 -- .!2:IAL REVENUE 230,506,700 25,105,959 10.89% 229,922,559 28,736,225 % COLLECTED 19.31% 8.00% 52.14% 21.91% 17.75% 12.38% 25.81% 25.81% 18.18% 19.07% 25.00% 32.09% 9.45% 0.91% 47.72% 50.00% 16.11% 1.37% 0.49% 13.70% 8.97% 0.55% 9.25% 8.46% 12.50% ?\u0026lt; n r- 0 en z Cl\n:o m ~\n:o\n,o\nLITTLE ROCK SCHOOL DISTRICT COMBINED STATEMENT OF REVENUES, EXPENDITURES AND CHANGES IN FUND BALANCE FOR THE PERIOD ENDED SEPTEMBER 30, 2002 AND 2003 APPROVED EXPENDED % APPROVED EXPENDED 2002/03 09/30/02 EXPENDED 2003/04 09/30/03 EXPENSES SALARIES 100,865,586 13,329,738 13.22% 100,684,982 12,825,743 BENEFITS 24,838,361 3,240,288 13.05% 26,483,772 3,473,524 PURCHASED SERVICES 19,795,774 1,685,201 8.51% 19,719,297 2,914,009 MATERIALS \u0026amp; SUPPLIES 8,347,098 1,372,971 16.45% 8,185,459 2,284,946 CAPITAL OUTLAY 1,616,991 105,548 6.53% 1,575,580 91 ,687 OTHER OBJECTS 8,508,680 148,261 1.74% 8,384,567 69,173 DEBT SERVICE 12,217,048 4,880,555 39.95% 12,098,342 4,705,779 TOTAL EXPENSES OPERATING 176,189,538 24,762,561 14.05% 177,131,999 26,364,861 EXPENSES-OTHER FEDERAL GRANTS 26,148,726 2,121 ,360 8.11% 26,056,193 2,515,820 DEDICATED M\u0026amp; O 3,980,000 493,783 12.41% 4,000,000 1,235,893 MAGNET SCHOOLS 25,065,942 2,315,477 9.24% 24,689,351 2,491,447 TOTAL 55,194,668 4,930,621 8.93% 54,745,544 6,243,159 TOTAL EXPENSES 231,384,206 29,693,181 12.83% 231,877,543 32,608,020 INCREASE (DECREASE) IN FUND BALANCE (877,506) (4,587,223) (1 ,954,984) (3,871 ,796) BEGINNING FUND BALANCE FEDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 1,645,440 1,877,196 3,558,580 3,558,580 _9PERATING 8,557,652 8,489,087 9,026,855 9,026,855 ENDING FUND BALANCE ...EDERAL, MAGNET \u0026amp; OED M\u0026amp; 0 649,695 (108,295) 1,578,177 1,780,520 -OPERATING 8,675,891 5,887,354 9,052,274 6,933,120 ....!_OTAL 9,325,586 5,779,059 10,630,451 8,713,640 % EXPENDED 12.74% 13.12% 14.78% 27.91% 5.82% 0.83% 38.90% 14.88% 9.66% 30.90% 10.09% 11.40% 14.06% ?\u0026lt; n 5 V\u0026gt; z Cl ::0 m ~ ::0\n,:\nLITTLE ROCK SCHOOL DISTRICT BOND ACCOUNT FOR THE PERIOD ENDED SEPTEMBER 30, 2003 PROJECT BEG BALANCE INCOME TRANSFERS EXPENDITURES ENCUMBRANCES 07-01-03 2003-04 2003-04 2003-04 2003-04 $6,200,000 BOND ISSUE FAIR 33,282.90 MCCLELLAN 77,219.02 CONTINGENCY 0.00 SUBTOTAL 110,501.92 0.00 0.00 0.00 0.00 $136,268,560 BOND ISSUES ADMINISTRATION 32,802.37 15,698.50 NEW WORK PROJECTS 18,614,545.40 23,441 .00 4,451,048.00 11,724,008.39 SECURITY PROJECTS 42,273.97 LIGHTING PROJECTS 29,869.56 7,679.00 MAINTENANCE \u0026amp; REPAIR 2,768,579.81 1,517,001.00 1,453,314.69 972,789.70 RENOVATION PROJECTS 31 ,306,506.59 166,300.00 6,306,600.30 12,503,973.73 TECHNOLOGY UPGRADES 2,335,019.24 596,507.76 58,711 .57 SUBTOTAL 55,129,596.94 0.00 1,706,742.00 12,830,848.25 25,259,483.39 REVENUES PROCEEDS-PROPERTY SALE 444,618.31 1,000.00 DUNBAR PROJECT 5,266.71 PROCEEDS-BOND SALES 22,074,599.23 (1,706,742.00) PROCEEDS-QZAB SALE 1,293,820.97 INTEREST 7,288,776.89 314,688.33 SUBTOTAL 31 ,107,082.11 315,688.33 (1 ,706,742.00) 0.00 0.00 GRAND TOTAL II ~:lZ l!IQ l!Z\nm 1111 aa ~ l~ IIJQ 11:111 ~:i ~:i ~:ill :illJ Jll END BALANCE 09-30-03 33,282.90 77,219.02 0.00 110,501 .92 17,103.87 2,462,930.01 42,273.97 22,190.56 1,859,476.42 12,662,232.56 1,679,799.91 18,746,007.30 445,618.31 5,266.71 20,367,857.23 1,293,820.97 7,603,465.22 29,716,028.44 :111 :iZ~ :iJZ  ?\u0026lt; \u0026gt;\u0026lt;m ,-~ c\u0026gt; or- \u0026lt;O-m-\u0026lt; c:m ::C:x: ~~ mz:,-:, -,z .C,\u0026gt;, ?\u0026lt; n re en z C\u0026gt; :,:, m ~ :,,\nPROJECT ALLOCATIONS PROJECT CATEGORIES THRU 09-30-03 ADMINISTRATION 586,846.55 NEW WORK PROJECTS 35,342,501.80 SECURITY PROJECTS 265,814.17 LIGHTING PROJECTS 4,883,405.13 MAINTENANCE \u0026amp; REPAIR 12,750,611.51 RENOVATION PROJECTS 51,655,707.04 TECHNOLOGY UPGRADES 11,735,611.78 UNALLOCATED PROCEEDS 21 ,661 ,678.20 TOTAL 138,882,176.18 )IMVW3M DNISOl::\u0026gt; 'XI LITTLE ROCK SCHOOL DISTRICT BOND ISSUE PROJECT HISTORY THRU THE PERIOD ENDED SEPTEMBER 30, 2003 EXPENSE EXPENSE EXPENSE EXPENSE ENCUMBERED 2000-01 2001-02 2002-03 THRU 09-30-03 1 THRU 09-30-03 889,772.32 (485,325.77) 149,597.63 15,698.50 443,467.00 4,589,606.29 11 ,671,442.11 4,451 ,048.00 11,724,008.39 113,930.47 109,609.73 2,641,482.13 1,832,392.06 379,661 .38 7,679.00 791,385.63 4,218,294.40 3,455,350.67 1,453,314.69 972,789.70 I 397,615.34 4,119,045.21 15,666,239.90 I 6,306,600.30 12,503,973.73 575,016.53 4,325,201.40 4,500,374.61 596,507.76 58,711 .57 5,852,669.42 18,708,823.32 35,822,666.30 12,830,848.25 25,259,483.39 ENDING ALLOCATION SUBTOTAL 09-30-03 569,742.68 17,103.87 32,879,571 .79 2,462,930.01 223,540.20 42,273.97 4,861,214.57 I 22,190.56 10,891,135.09 , 1,859,476.42 38,993.474.48 I 12,662,232.56 10,055,811 .87 I 1,679,799.91 21,661,678.20 98.474.490.68 I 40,407,685.50 lN3WNMnorov 'IX SDNIMV3H 33AOldW3 x LITTLE ROCK SCHOOL DISTRICT SCHEDULE OF INVESTMENTS BY FUND FOR THE PERIOD ENDED SEPTEMBER 30, 2003 Fund Purchase Maturity Institution Interest Rate Date Date Operating 06-09-03 12-08-03 Regions 1.090% Operating 07-19-03 01-19-04 Regions 0.945% Operating 04-08-03 12-05-03 Pulaski 1.290% Operating 09-30-03 TFN Bank of America 0.930% Total Food Service 09-19-03 TFN Bank of America 0.660% Total Activity Fund 09-16-03 TFN Bank of America 0.740% Total Bond Account 09-08-03 03-08-04 Regions 1.094% Capital Projects Fund 01-17-03 01-16-04 Metropolitan 1.930% Capital Projects Fund 01-17-03 01-16-04 Bank of the Ozarks 2.250% Capital Projects Fund 02-14-03 10-15-03 Bank of the Ozarks 1.440% Capital Projects Fund 01-29-03 01-29-04 Bancorp South 2.000% Capital Projects Fund 01-17-03 01-16-04 Superior 2.250% Capital Projects Fund 02-14-03 11-14-03 Superior 1.900% Capital Projects Fund 05-15-03 08-16-04 USBANK 1.420% Capital Projects Fund 01-22-03 01-16-04 Bank of America 1.240% Capital Projects Fund 05-15-03 05-14-04 Bank of the Ozarks 1.360% Capital Projects Fund 08-01-03 12-01-03 Bank of the Ozarks 1.220% Capital Projects Fund 09-15-03 03-15-04 Bank of the Ozarks 1.430% Capital Projects Fund 09-29-03 TFN Bank of America 0.890% Total Deseg Plan Scholarship 06-11-03 12-04-03 Bank of America 0.920% Total Rockefeller Scholarship 06-24-03 01-15-04 Bank of America 0.760% Total Risk Management Loss Fund 10-16-03 TFN Bank of America 0.700% \u0026gt;4MVW3M !\u0026gt;NISOl:\u0026gt; 'Xl Type Money Market I Money Market Money Market Repo Repo Treasury Bills CD CD CD CD CD CD CD CD Treasury Bills CD CD CD Repo Treasury Bills Treasury Bills Repo Principal 20,000.00 20,000.00 10,000.00 14,335,000.00 14,385,000.00 750,000.00 750,000.00 948,000.00 948,000.00 400,000.00 1,000,934.31 5,116,598.09 10,000,000.00 2,058,896.90 2,500,000.00 11,000,000.00 11,000,000.00 5,299,646.43 9,000,000.00 3,048,218.28 10,221,001.82 3,740,000.00 74,385,295.83 664,995.48 664,995.48 250,909.40 250,909.40 500,000.00 500,000.00 1N3WNMnorov 'IX S!\u0026gt;NIM\\/3H 33AOldW3 x\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"noa_sohpcr_u-0012","title":"Oral history interview with Barry Nakell, October 1, 2003","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Nakell, Barry","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, Robeson County, 34.64009, -79.10353"],"dcterms_creator":["Maynor, Malinda M."],"dc_date":["2003-10-01"],"dcterms_description":["This interview offers a look at efforts by the economically and politically disenfranchised Lumbee Native Americans to assert themselves in Robeson County and, to some extent, white North Carolinians' efforts to sabotage those efforts. Barry Nakell, a professor of law at the University of North Carolina at Chapel Hill, remembers traveling to Robeson County in the mid-1970s to help the Lumbees, and a splinter group, the Tuscarora, save a historic building and strike down so-called double voting. Double voting allowed city residents in Robeson County to vote for both city and county school board, giving city elites unusual control over county schools, where most Native American children studied. Nakell succeeded in defeating the system before a United States Circuit Court. He believes that once Native Americans took more control over their education system, their most prominent citizens were freed to agitate for more rights and protections. Nakell's intervention sparked an interest in legal solutions to civil rights issues, and a steady stream of Lumbee Native Americans began earning degrees at the UNC School of Law so they could return home and advocate for other Native Americans.","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":["Lumbee Indians--Civil rights","North Carolina--Race relations--20th century","Robeson County (N.C.)--Race relations","Civil rights--North Carolina","Lawyers--North Carolina","Civil rights movements--North Carolina--History--20th century","Civil rights movements--North Carolina--Robeson County","Indians of North America--North Carolina--Robeson County","Indians of North America--Civil rights--North Carolina--History--20th century","Robeson County (N.C.)--History--20th century","Civil rights--North Carolina--Robeson County","Lawyers--North Carolina--Robeson County","Lumbee Indians--North Carolina--Robeson County","Tuscarora Indians--North Carolina--Robeson County","Indians of North America--North Carolina--Robeson County--Ethnic identity--20th century","Indians of North America--Civil rights--North Carolina--Robeson County","African Americans--North Carolina--Robeson County--Relations with Indians--20th century"],"dcterms_title":["Oral history interview with Barry Nakell, October 1, 2003"],"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/U-0012/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 June 5, 2007).","Interview participants: Barry Nakell, interviewee; Malinda Maynor, interviewer.","Duration: 01:03:57.","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":["Nakell, Barry"],"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_becu_17","title":"Voice of the Wildcats Newsletter, October 2003","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["2003-10"],"dcterms_description":["The student newsletter of Bethune-Cookman College, now Bethune-Cookman University, highlighting student voices, campus and community activities, and current events."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","African American students","Campus life","College student newspapers and periodicals","Civil rights movements"],"dcterms_title":["Voice of the Wildcats Newsletter, October 2003"],"dcterms_type":["Text"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/17"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. https://www.cookman.edu/library/index.html"],"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_305","title":"Oral history interview of Rudolph Valentine Archer","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Guam, 13.47861, 144.81834","Japan, 35.68536, 139.75309","Korea, 37.663998, 127.978458","Marshall Islands, Enewetak Atoll, 11.5141037, 162.06439324194528","Marshall Islands, Kwajalein Atoll, 9.1257934, 167.5740472","U.S. Outlying Islands, Wake Island, 19.28012, 166.64828","United States, California, City and County of San Francisco, San Francisco, 37.77493, -122.41942","United States, California, Santa Barbara County, Vandenberg Air Force Base, 34.7483, -120.51817","United States, Florida, Escambia County, Pensacola, 30.42131, -87.21691","United States, Florida, Hillsborough County, MacDill Air Force Base, 27.8472, -82.50338","United States, Florida, Okaloosa County, Eglin Air Force Base, 30.45907, -86.55026","United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","United States, Georgia, Fulton County, Fort McPherson, 33.70733, -84.43354","United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, Indiana, Jackson County, Freeman Field, 38.9160257, -85.89181891749742","United States, Michigan, Wayne County, Detroit, 42.33143, -83.04575","United States, New York, Onondaga County, Syracuse, 43.04812, -76.14742","United States, Ohio, Franklin County, Lockbourne Air Force Base","United States, Texas, Wichita County, Wichita Falls, 33.91371, -98.49339","United States, Wisconsin, Milwaukee County, General Mitchell International Airport, 42.94668, -87.89675"],"dcterms_creator":["Roseman, Malcolm","Archer, Rudolph Valentine"],"dc_date":["2003-09-25"],"dcterms_description":["In this interview, Val Archer describes his experiences in the Army Air Corps at the close of World War II. He recalls the prejudice he and other black men experienced as the Air Force was desegregated by President Truman. He also describes the origins of the organization known today as the Tuskegee Airmen, and his life and education after his retirement from the Air Force.","Val Archer was in the United States Air Force in the Pacific following World War II."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Kenan Research Center, Atlanta History Center, 130 West Paces Ferry Rd., Atlanta, GA 30305"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center","Veterans History Project oral history recordings"],"dcterms_subject":["B-47 bomber","Civil rights movement","Pitot tubes","Thunderbolt (Fighter plane)","U.S. Atomic Energy Commission","United States. Air Force. Fighter Group, 332nd","United States. Air Force. Composite Group, 477th","Tuskegee Airmen, Inc.","United States Military Academy","United States Civil Service Commission","United States. Air Force. Strategic Missile Squadron, 395th","United States. Civil Service Reform Act of 1978","Geiger Field"],"dcterms_title":["Oral history interview of Rudolph Valentine Archer"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/305"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","VHS (TM)"],"dcterms_extent":["1:28:12"],"dlg_subject_personal":["Davis, Benjamin O., Jr., 1912-2002","Young, Coleman A.","Lewis, John, 1940-2020"],"dcterms_subject_fast":null,"fulltext":"9/25/2003 Val Archer interview, Atlanta History Center He is president of the Atlanta chapter of Tuskegee Airmen Veterans group. Transcribed 10/2003 by Frances Westbrook. NOTE: I have not tried to check spelling of the military bases he mentions. Interview with Mal Roseman, volunteer from the AARP. Side 1 MR: I'm Malcolm Roseman in Atlanta, Georgia, on September 25, 2003. I have the honor of speaking with Val Archer, also from Atlanta. Val, let's begin by just telling me where you were born and when, and a little bit about your early years. VA: OK. I'm Val Archer. I was born in Chicago, Illinois, on my grandmother's birthday, in 1929, on April 13. I attended elementary school at Betsy Ross, and I recently heard in the news it's still around and having probably more difficulties today than they were having then. As my family moved from one neighborhood to another, I transferred to different schools. I eventually graduated from [summer?] school, at a school called Charles Cominsky[?], which was over on the far east side of Chicago, I believe, from the 8th grade. I didn't go to high school, sort of dropped out then. My mother passed when I was 12, and I guess I didn't have the type of supervision that was necessary to compete with my peers at that time. My environment. I joined the service in 1945. Because I was out of school I associated with some fellows who were a few years older than I, and I sort of followed them when they went into the service, and it was my plan to follow them, and so on. MR: You were quite young when you went in. VA: Yes, I was. But I was sort of caught up, as I think many people were, with what we know as propaganda now, the way the war was described through the mass media and throughout the community, in every kind of institution. We were sort of bombarded with information about the enemy and the Axis and so on, and Uncle Sam needs you, and the USO, and the news reels, and so on. And in my young mind, I was caught up very much in that. And I figured that, I think I estimated that since I wasn't very productive at that time in any case, being in the military service would not be a bad thing for me. So I tended to follow in the footsteps of some of the older guys and I tried to enlist. I think, first in the Marine Corps and then the Navy and then the Maritime Service. And that went on, in fact, for a couple of years. And, one day another, a friend of mine and I were passing a recruiting station and decided we'll just go in and heckle these guys, ‘cause they're not going to take us anyway. As it turned out, I think, on that particular day, I've since deducted that probably that recruiting sergeant didn't have his quota at that time, because Freddy West and I both wound up being processed straight through, and finally loaded onto the back of a six-by-six and shipped out to Fort ____, Illinois, where we were inducted and sworn in and so on into the service. From there, it was a short trip, a short time before moving on into basic training in Wichita Falls, Texas, and so on. My early years in Chicago, I think, as I look back, everything seems to be sort of normal in my own terms. Perhaps it would not be normal for someone else who was observing that as I observe young people today. Some of their experiences are extraordinary and I think probably some of mine were as well. I had two brothers and one sister. One of my brothers recently passed a couple of years ago. Both my brothers sort of followed me into the service. Of course, they went to high school and graduated. MR: Were you the oldest? VA: I was the oldest. And ….let's see… MR: Well, let's go back to your military. You're now in Texas in basic… VA: Yeah. As I recall, that was quite an experience. And as I look back at it, some of it, I find some humor in it. Growing up in Chicago as I did, and I had, I did my time with gangs and so on. And as I came into the service I sort of brought myself into that picture and I obviously came into conflict with people from other backgrounds. I recall an incident with a wrestler from Oklahoma who was, I think, I guess he was probably about 200 pounds and I think I was probably about 130 pounds. And one day, he had decided that since our organization at the time was very close to his home, from Texas to Oklahoma was just a short trip for him, he had figured out that if he managed to get our training set back, then he would have an additional amount of time out near home, and so on. So, I thought that was kind of silly and kind of selfish on his part, and so did another kid from Detroit who was probably about my size, who said something to this guy, and he got smacked. And I thought, if he can get away with that, smack this kid and get us to go back and do that, then I'd have to try my luck with him. So, we were on the second floor of this barracks and so almost immediately we were tumbling down the stairs. And that lasted for I think a good 20 minutes or so, maybe longer than that. But I, I rather enjoyed it, and looking back at it, to be bloody or have that kind of physical engagement was not unusual for me. And I think probably fortunately for me it was, because it was not for the wrestler. So we both wound up going to the hospital. And I just always find some humor in that, in recalling that experience. MR: I have to stop you and ask you a question, because I think it's germane. You went into a segregated army, and my knowledge of the segregated army at the time was mostly officers, maybe all the officers that were around, tended to be, they were white. [Yeah.] How did you feel about all that? VA: I guess I had some feelings about it, but as I was incorporating all this new experience, I didn't know anything about, anything about the military, about the officers corps, the enlisted corps, or any of that. That was something that I had to learn. But I very quickly learned that some of our white officers were quite racist in their outlook and their expectations. And with my attitude as I was describing with the altercation with this wrestler, I would have had the same propensity to deal with them in the same way. I guess I was fortunate in a way that I received a few reprimands and had a lot of extra duty but I never punched one of them. And I therefore managed to stay out of serious, serious problems with them. But I fairly quickly became aware of the fact, and it was not, it was a kind of a group learning experience. It wasn't just that I was learning this myself but I was learning it from the other guys who were in the organization, and their attitudes, some of which I adopted, some of which I rejected, and so on. But I managed to keep a perspective over my feelings of individuals that I was involved with, and I met some pretty rotten white officers, and I met some very good officers that I later learned what a good officer was, and how he performed. And I quickly learned the difference, I think. MR: So you did the six weeks of basic? VA: Yeah, it seemed to have been longer than that, but it may have been six weeks. MR: Then what? VA: Well, from that I went to an aviation squadron, that's what they were called at that time, because when I enlisted, I had an opportunity to indicate which organization I wanted to belong to, and I checked the air corps, not knowing much about it other than what some people had told me. And I didn't have any expectations one way or another at that time. It didn't matter which branch you were in, you were still a soldier. And all of the appearances for the uniform and the attitudes and the values and so on were still that of a soldier, which was Army. I later on learned that being a part of this aviation outfit [was different?], though I didn't know at the time that there was an effort to develop this all-black outfit which was still going on since 1941 and 1942. MR: Before you go further, you put that down, to join an air group. Was there something that triggered that thought in your mind? I recognize that they were all part of the Army, and they were all soldiers, but still, I mean, going up in a plane, you know that whole thought, for somebody who grew up in a Chicago neighborhood, that's pretty extreme. I mean, what …. Were you a risk-taker? VA: Oh, big time. Yeah, I would take any risk at that time, although I did not perceive that as a risk. What I knew about airplanes at that time was, now I know that they were DC-3's that used to fly very low over Chicago, and you would hear them comin' for days. And of course by any stretch of the imagination they were slow, you know, because you could see them if you were in an area where the buildings were not very tall, you could actually see this DC-3 just flying over on its way. And I thought, boy, that would be great to do that. My exposure to anything to do with aviation was kind of fantasy stuff that I read in comic books and I think there was a radio serial at that time, I think it was Buck Rogers in the 25th Century or something to that effect. And that was sort of, I read a lot, and that was one of the things that I knew just a little bit about. So, when I had a choice of being in the army, I thought, OK, marching, carrying a weapon on my soldier, or flying in an airplane, whatever they did in the airplanes, I didn't know anything about fighters and bombers and stuff like that at that time. But I thought it was a pretty good choice. And I really didn't expect to get it, I just thought, OK, I'm going through this stuff. And I was psychologically geared to a kind of a racist culture that I could not articulate at that time. But my expectations were that, you're going to get the short end of the stick anyway, so just put down whatever you think you can get away with it, and go for it. MR: All right, so you moved into this, to where, at this point? VA: My first stop after basic training at Wichita Falls, Texas, was a place called Geiger Field at Spokane, Washington, and I went there. That was a fairly pleasant experience, you know, being out of the city, and out of Texas, which is another world by itself. To go up into the mountains, and it was cold and pristine, and a new experience, and I was excited about it. I went to, I think it was a demolition school, to learn how to blow up stuff, which was not inconsistent with my character at the time. But when I completed the training, I was very quickly put on a train with orders going to join this 332nd fighter group in Columbus, Ohio. And that's where I went to spend the next, a little more than three years until the integration occurred. MR: And so, you were in Columbus, Ohio, for three years at that point? VA: That was my base. Of course, I left here for training at different places, at Chinault [sp?], Scott, Keesler, Mississippi, short training. MR: At least for the World War II piece you were always in the states, you were stateside. [Yeah.] What were you trained for in Columbus? VA: Well, when I got to Columbus one of the first assignments that I had was as, to work on B-47s as assistant crew chief. And initially I was a gofer but that was called on-the-job training or OJT, which I became involved in. First in aircraft engine mechanics, and then I sort of gravitated to instrument specialist, where I worked with the instruments and related component parts like the—the instrument doesn't operate just by itself, it operates on some principle that's related to something else. Like the air speed indicator for example. In those days we had what was known as a peto-static tube [?] where that would register the pressure of the forward motion and that would be registered into this air speed indicator that would do that. Then there were engine instruments, manifold pressure gauges and tachometers and indicators and so on. MR: At this point, you were 17, 18, 19 years old…. VA: 16. MR: Even younger. 16, when you first went in. You never went to high school, here you are getting a whole education. How did you feel about all that? VA: I thought it was a real challenge. I enjoyed every minute of it, including all the other altercations that I got involved with. The thing I did not enjoy is I did an awful lot of KP, washing pots and pans, reporting to that at like 3 o'clock in the morning and working on that until 7 or 8 o'clock at night before, you know, getting off. MR: They taught you discipline. VA: Yeah. I can tell you some stories about [laughter]. I had some pretty creative first sergeants. But I managed to not spend a lot of time in the guard house. I did get to know most of the guys over there on a first name basis. MR: Well, we don't need to go into all the details on that… VA: No. MR: Tell me, so you were in Columbus for the most part until 1948? VA: '48…'49. MR: '49. Now, I believe Truman integrated the services in… VA: '48. MR: '48. How did that affect you? VA: Well, that, in terms of segregation, that really brought that home to me. You know, from my growing up in the civilian community was in Chicago. And it was not like growing up in Georgia or Mississippi or someplace like that, so I had a whole different kind of learning thing to get a grip on. It occurred to me when I left this all-black outfit, that was the only kind of military experience that I was aware of. In fact one distinction we briefly mentioned earlier about the white officers corps, when I finished my training and went to Lockborn, that was the end of my white officer experience. Our officers were all black, and in my estimation, far more professional and qualified in every way than those white officers that I had met prior to that time. And they were good mentors. Some of those guys I met back in those days who decided that they would take an interest and teach me some lessons, which they did, a lot of them, I still know those guys who are still surviving. And we can recall some interesting experiences from those days. But as far as the integration was concerned, that was my first experience with segregation from a different sense, because I was moving from an all-black community that had its own social and political and other kinds of dimensions into an all-white installation where there may have been 2,000 white troops there and three black troops. The black troops who were already serving on those installations were in the food service jobs and motor pool and what were considered unskilled jobs at that time. Now when I hit, my first assignment was at Bowling Field [?], headquarters of USAF. And when I reported in there, although I'm sure it was well publicized that, you know, you're going to get some black troops coming in here, and probably that they are skilled and qualified people, when I went to first report in to the flight line, I was told, well, I was a sergeant at that time, and I was told that, well, you can't supervise anybody here, we can't have you supervising any white troops, so we'll have to find something else for you to do until we get a white person who will come in and be over this shop, or this position. So I wound up being sent off to tech school, and spent more time in tech schools, and then I decided I would try and play football there, although I didn't weigh very much, but I was fast and I liked the game. So I did that for a season, in fact I did that until the Korean War. My first experience, initial, with that was, I had orders to go to Korean on assignment. And I was shipped out to a base, point of debarkation I think it was called in the San Francisco area, it was an Army base. And when I got there, I stayed around with a bunch of other guys who had come in from different places, and we were going to be on this joint assignment, I guess, leaving together anyway. MR: The war in Korean had already begun? VA: Oh, yeah. And so while I was there waiting for my direct orders, saying ok, you report to this base, I can't think of the name of it now, and then with further travel to…either K-6 or K-9 or something like that. In any case, when we finally got our orders to move out and board the ship, I remember that the name of the ship was the General Altman, which was a troop carrier. I wound up on this thing for, I think for about 30 days we were on that boat, just weaving in and out of the Pacific, sick as a dog. But we were told that that was necessary and the reason that you're going on this route is because of submarines and you know the whole, kind of scary stuff. In fact, what happened was that I wound up being dropped off on an island after we left Wake Island and we went to Quadulan [??] and then from Quad another few days after that wound up at Antiretoch [?], which was another island in the Marshall Atoll. MR: This is the first time you've ever left the country, at that point. VA: Uh, yeah. As a matter of fact it was. And I was glad not to have to go in that mode of transportation again. That troop ship, I think we were stacked up about 13 high in this place and you know, it's always the guy on top who gets sick first. And trying to find a place where you can breathe, you know, to get up on deck, that was a whole routine, getting permission and so on. MR: Were you part of a unit at that point, or you were unassigned? VA: I was assigned to a unit and didn't know it. I was assigned to a special task force, I remember that, it was called Task Force Number 3.4.1, was our designation. And I think there were, how many of us, got off, I think there were seven who got off, were dropped off on this island at that time, and the ship moved on and went to its next destination, which may or may not have been Korean, I don't know. But anyway I wound up there and this project turned out to be a nuclear project to test an atomic device, which was a whole other kind of experience. And some of the training that I received there was interesting as well. That whole experience was interesting. MR: When you say training, what were you training for? VA: Well, we were, our mission was to fly these drones through an atomic cloud after the weapon was detonated, and then the drones would come back and be examined, or all the checking that was done. The Atomic Energy Commission guys were there. We had Navy and Air Force, I know were there in this joint operation. MR: Your role in all this? VA: My role, I was assigned there as an instrument specialist. There were two of us assigned to that mission. I'll never forget this guy, a guy named Dolan, a white guy who was a kind of senior instrument guy. He had been, I think Dolan had his 20 years in at that time. And he taught me a lot. The two of us, we, you know when you're on an island that size, and practically nothing to do except work and read and so on, which we all did a lot of, I think. The other thing was to booze and fight. I did a little bit of that. But Dolan taught me a lot about instruments, instrumentation and so on. And we had, through our briefings we had a pretty good idea about testing devices which were going on at that time, mostly [?]. We heard about what was happening in New Mexico, and other places in the States at that time. MR: So, when one of these devices was tested, were you able to at least see the… VA: Well, you could…Understand that the device is detonated either on or near an island called, I think it was ___, I think it was 35 miles from where we were, on _________. That was what the report was, but, yeah, we experienced the whole thing, the detonation from that distance…as I recall our instructions were to lay on the ground. And we had some special eye protection and other stuff and we lay on the ground and covered our face, facing the opposite direction of the blast. I'm not sure that that made a lot of difference, because when it went off it was the most brilliant light, almost like you could see it going through your body and through the ground and everything else. And I'm trying to recall which was, if we felt….the island was sort of moving back and forwards, like that, at least that was the sensation. MR: You felt the pressure from the slight movement…. VA: Yeah. And of course the sound was, I think the sound may have been first, no, I don't know whether the sound was first or the flash was first, from that distance. They were separated by a distinct period of time, and it lasted for quite a while. The detonation was early in the morning, maybe 2 or 3 o'clock in the morning, and so on. And we were sort of experiencing that way after dawn the next day. And then of course we were busy again with our separate operations. MR: How long were you on the island doing this? VA: I think for, it was less than a year, maybe eleven months or so. I recall that it was less than a year. [What next?] Next I came back intact with that organization, for the most part, and I was assigned to Eglin Field to a proof test wing, and when I got back there I sort of picked up right where I left off with the base in Washington. “We don't have a spot for you on the flight line.” And I'm sure I was offered, “Would you like to work somewhere else, would you like another job somewhere?” I recall going off to some more tech school at that time. MR: So you're getting a heck of an education at this point. VA: Well, I got some technical training but it was not really an education. I knew what was going on, it was pretty obvious. No one tried to conceal the purpose or the reason for any of this at that time. I had been to Eglin Field before because while stationed at Lockhorn [?] we had our gunnery training there at one of their auxiliary fields where we went every year. We went to, I think there were several auxiliary fields there, and different years we went to different ones, to do training, you know, for the pilots to go out and get their gunnery stuff in. And, of course, we had to support that, those operations. So I was sort of familiar with that. What really went on at that time was some more, that was my first sort of exposure to the south, and what all that meant in terms of being a black soldier. The segregation, the kind of places that we were allowed to go, when we were permitted to go. I remember going to a movie once in Pensacola and being told that blacks had to go, I think into the balcony, but you had to go up the back stairs like the fire escape, that was the entrance to the [unclear]. And there was a place, kind of like a section of seats that we were allowed to sit in. I think that was the only time I ever went to a movie off base. MR: You're about [19]52, '53? VA: No, this was back in the ‘40s. So when I came to Eglin after the nuclear assignment, I was somewhat familiar with that installation so I sort of knew what to expect there. I did have friends, young friends who were married, that I knew, and in Washington, who were assigned there, and they were living in an area called Skunk Hollow, which was at the bottom end, the swampy end of the base, in segregated housing on base. MR: Now let me make sure I understand this. The Army was integrated but the housing was not? VA: Well, it hadn't caught up, the integration. Well, the integration was going on. What was happening, we had black troops on the same base as white troops. That was the first step of the integration. How it unfolded from there was pretty slow, and in fact that's where the real abuse came, in such subtle and unsubtle ways, like the kind of housing again that my friends lived in. Just because they were married and they were allowed to have their families accompany them, they lived in this area called Skunk Hollow. And there were, I'm not sure what kind of housing that was, exactly. It was like, like shacks, but it was like a community of shacks on this installation. And I remember one family in particular had an infant child and they would, the deer would walk up, you know, they were very sort of domesticated almost. And the baby would crawl around on the ground among these fawns that were out there. But it, you know, was so basic and so crude. There was no, I don't recall what it was like there in the winter, I don't recall visiting them during the winter months, which could be quite cold and damp. MR: What were you doing at this point? What was your role? VA: At that point I was, most of my time was waiting for school assignments, so I had some time on my hands. MR: I have to ask this question, because you're now, it looks like you're making it a career. I mean, at some point in your head, did you ask that question of yourself, “Do I want to make the Army a career?” VA: No. I don't think that was ever really, that came later, much later. And I had, you know, we got…in 1950 unless you were at the point of completing your tour, at some point you got an additional year hung on, it was called a Truman Year. And that was I think because of the Korean War. And so, actually by that time, I think in 1953, I think it was 1953 or 1954, when I had an opportunity to get out, I took it. I separated. MR: 1954. VA: Yeah, I think it was 1954. I think it was after I had gone, I went to, yeah, I went to McGill in Tampa, Florida, to B-47 school. Prior to that I had gone to an ______ course. That was crazy stuff. Back at Chanook. And then I went to another course at Scott Field. I don't know what that was about, I don't remember that. But I came back and was kind of excited about this B-47, which was a whole new system, and jet bombers, and really it was a neat, neat system at that time. But I knew after I finished that, it was going to be some other thing, so I just decided, OK, I'll take my marbles and go home. And that's how I got involved, I think, with the Reserves unknowingly. I was carried on the rolls for the Reserves, although I was given an honorable discharge. And I think I'd been out for six or eight months or so and I got this letter saying that, “Report to…,”some base or something, I don't recall the details of it. But, “You've been recalled to active duty.” And, I thought, well, I've been discharged… MR: And the Korean War is over at this point. VA: Well, yeah, '54, it was over. MR: Eisenhower became president in '52. VA: That's right. So I said, well, it's got to be some mistake, you've got the wrong, maybe somebody else with the same screwed up name or something. And I think I contacted whoever the authorities were at that time, and they said, “No, you've been recalled.” And they didn't explain very much as you know oftentimes bureaucrats don't do. And they didn't feel any compunction about, in other words, you're AWOL if you don't, if you're not here, so you don't deserve an explanation. So my attitude was, Come get me. So then I moved to New York to Brooklyn and worked on the docks for, I think, about a month before, I don't know how they tracked me, but I got a letter again saying, “Report to someplace.” And I left again, and I went to Chicago, and I think I was there for six months or so and I got another one of those. And so I left and went to….I don't think, I wasn't really running from them, but in one sense I didn't feel that I owed them any explanation the same way they didn't feel they owed me one. And so, we were having a little standoff there. Anyway, finally, some really official guys who came, I think, in black suits and stuff, and they said, “You're…we're escorting you to your new assignment.” And they gave me two hours or something like that. One of them stayed and the others left. And then they came back. And so, went off to Mitchell Field in Milwaukee. MR: Before you go on, what year…. VA: This was, I think this was in '55. MR: So, you'd been out for a little over a year. VA: More than that. It must have been '53… MR: That you went out… VA: Yeah. Because it was over, no, it was more than a year, because I was bouncing from…as a matter of fact, Eisenhower was president, I think, then. And I remember how interesting it was that every time you turned on the news for something all you would get is how popular this guy is. And at the same time, you couldn't buy a job. There were people in soup lines, you know, and I thought, “What the hell's going on?” With people starving and they're talking about how popular and what a good job, that I didn't. I was not political at all, didn't have any interest, no knowledge of it and so on. But I did think that was pretty strange stuff. MR: OK, so now you're in Mitchell Field in Milwaukee. VA: Yeah. And I think I was there for a few hours and I met this colonel who also had an attitude at that time. I don't know if somebody had done something to him, but in any case, he had this attitude like, “We don't owe you any explanation. Here are your orders…you go next door and get your orders” or something. And I wound up at Geneva, New York. I forget the name of the base, in the dead of winter. And I stayed there for, I was there for I think a couple of months and there was some question about whether or not they were going to give me a grade adjustment or if I was going to have to be a private, which ultimately was the case. They never gave me a grade adjustment. MR: Because you left as a sergeant. [Yeah.] And then you've coming back as a private. VA: Yeah. So I was told that, that the authority for that whole operation was something called the Universal Military Training Act. And the fact that I was not old enough to be out of that category. Now this is what I was told, and I never got a straight answer about it actually. So it really didn't matter all that much. You know, there was no way I could get out of it without going to jail. And they made that clear. So, I sort of started off all over again. I didn't have to go through basic training or any of that, but I did, I think I was offered a chance to go to be a flight engineer, but without the pay. I would be a private on that. And so I thought, well, that's not, you know, we can do better than that. So, I said, you know, give me, send me somewhere else. And so they sent me to a different school again. I spent a lot of time in tech schools. Eventually, well, let's see, after that I was assigned overseas again. I did a tour on Guam, and from Guam I did a consecutive tour in Japan, and I had some assignments in Korea, brief, TDY periods. And then back to Japan, and I got married in Japan at that time. There was, that was a whole other story, it would take two hours to describe that to you. MR: You met your wife in Japan. VA: Yeah. And then I was assigned from Japan to a missile squadron, ICBMs, 395th Missile Squadron at Vandenberg Air Base in California. There was another interesting place where they were no, there was no housing at that time. I think that was a new base, a new facility, a new program and so on. I was assigned to the Titan. Also on that base we had the Atlas. MR: Now, when you say you're assigned, what was your job with respect to that? VA: By this time, I was in training. My job was, I was an instructor, and I did, mostly management training and then some technical stuff from time to time. But mostly I had an opportunity to work with some of the contractors, like Aerojet General and General Dynamics and so on, at night, learning to write technical data. And so that was a good experience, I had an opportunity to do that for a couple of years. MR: Now what years are we… VA: Now we're in 1958 to 1960, almost 1961, November of 1960, when I got another overseas assignment. MR: But at this point, you're in the Army, I mean, you're, you've kind of made the decision to stay? VA: Yeah. Well, by this time it was dawning on me that I was past the halfway mark for some retirement and I was still thinking that at some point, and I think I had given up on the grade adjustment thing. MR: But you're still very young, I mean you're 30, 31 years old in 1961. VA: Yeah, well, I think I felt pretty old at that time. [laughter] Anyway, I had some good experiences, some good training, military training, I think I was one of the most trained people in the military. And I had the opportunity to move into different career areas and learn that. And at some point I got wised up enough to go to night school, and I continued those, attending night school throughout the period when I was in California and then overseas. And I got my undergraduate degree, my education with the University of Maryland. MR: So, you finished, you got your high school diploma, equivalent [yeah], and then you went on to college and got your undergraduate degree. VA: Well, yeah. I didn't do it in that order. I normally didn't do things in a proper sequence. I was, I think I was on the Dean's List for two years, and someone decided that OK, you have, before you go onto the next category, whatever that is, you have to have proof of your high school stuff. So, I faked it, no one had ever challenged me on that before, and I said, well, I went to the school that my brother went to, in Chicago. And it took them about another semester to catch up with that, and they said, Well, they don't have any record of your attending there. So then I was given the option of taking the GED, which I did… MR: You'd been on the Dean's List in college and now you're taking your GED for high school so you can get the piece of paper that says you did it. VA: Anyway, after I left there, that was a long story… MR: Before you go on, what was your degree in, at Maryland? VA: In Maryland, economics and psychology. And that was primarily because at my last year and a half there, because of other people rotating out, and my having the most time remaining there, I became the education officer. So I hired the faculty to teach the off-duty courses for the University of Maryland. And the two best instructors that I had were a young guy, Dr. Lou Everstein [?], who was at Oxford, I think he was doing, he was reading philosophy there, and an economics [instructor] from the London School of Economics. And these were the two best guys that I had. And then, I got another economics professor who had been at West Point, and he was back at Oxford getting his masters in it. So I had these guys consistently over, and… MR: But you're still not an officer. Doing all this and you're not an officer. VA: No. Well, that didn't bother me as much as just not having enough, not having enough money to support my family. But then there were occasions when I had an opportunity to work a part-time job at the Officers Club or the NCO Club, or something like that. MR: But with all this knowledge and background, there was no way of you going into an Officers Candidate situation? VA: No, no way. MR: Was that in part because of the racial issues of the time, or…. VA: Yeah, I think so, because… MR: Even in the ‘60s. VA: Oh, yeah, because I had, I did apply for a program known as Bootstrap, to go away to get your final semester, to get your degree, and that was put off. In fact, when I got my undergraduate degree I was already taking graduate courses. And, because I had more than enough to graduate, except that you had to do one year, your final year had to be at the institution that you got your degree from. MR: So after that, where did you go next? VA: Well, I came back to the states, and I was assigned to Syracuse, New York, where, again, I was the education officer. I didn't have the grade, but I was the only person that they had to do that. And I did, part of my graduate stuff I did at night again at Syracuse. And then I got a fellowship to finish up my masters, and another one to begin my Ph.D. studies. And I was moving, I changed my field from education to political science and public administration. And I wound up with my doctoral studies in inter-disciplinary social sciences shortly after, and I retired there. I put in for retirement in 1968, and at that time I was offered an opportunity, the way it was put to me was something like, If you'll sign on for ten more years, there's this officer program that's in place now. But it was something, the way I understood it was that it was like a ten-year enlistment. You'd sign up for this program and possibly you can come out of it with an O-5 by the end of that ten years. And the sales pitch was, well, look at what you'll be earning ten years from now, compared to what you're doing now. And I had, fortunately I had some good counsel at the university and they said, well, that would be peanuts compared to what you might earn if that's the only consideration. MR: Now, in '68, Vietnam's obviously going on. Your involvement at all?….You never went over there? VA: Just TDY, temporary duty. I had gone over for, I went over for, well, a classified thing for, just for a month, less than 30 days. In fact, I did sign up to go there, to put in a tour, and there was no opening for my career field at that time. And I wasn't serious enough, I wasn't worried about it enough to, you know, to really pursue it. MR: Plus, the war really heated up in '68 when you were really getting out. VA: Yeah. MR: I should shut this off. [They pause to check time remaining on tape.] Side 2 MR: OK. Val, I'd like you to kind of tie together the whole Tuskegee Airmen as it affected you and if you could explain the relationship that you had with it and the benefits and a little bit about the organization. VA: Well, I'm glad to have this opportunity to share some of that. My experience with the organizations that were known, became known, as the Tuskegee Airmen, had—that experience was pretty profound, the impact on me. When I first joined the 332nd and the 477 compadre [?] group at Lo____ in Columbus, Ohio, I was just briefly removed from the whole different perspective and direction that my life was taking. I think that my experience at that installation was probably the most profound in my life because it has influenced the direction that I've taken since that time. To share a little of the background of that organization, it's important to know where they came from, to know where I come from. At that time, I quickly learned that this was a unique organization, it was the only black organization in all of the military services at that time that were engaged in actual military aviation, flying airplanes and everything that goes with that, the entire operation, the entire support function, ground support, operations support, everything. It was like a black city. It had all of its own resources, and all of its own specialists, who performed all of their activities. In my brief experience in the military at that time, that was the organization that had all black officers. We didn't have a single white officer on that installation. I think perhaps there was an occasional TDY person there, but not assigned. What some of those guys went through, they shared with me in a very positive way. The experiences that they had, the frustrations that they had, being trained to maintain the airplanes and then to fly them and then the other, for the fighter pilots, that was the first group that began. The Tuskegee Airmen started off as one squadron, the 99th Pursuit Squadron, which later on became a fighter squadron. It was the first black organization, flying organization, to go overseas. That was a real, they faced real challenges just accomplishing that. This was an organization that wanted to get into the fight. They were skilled, qualified, they had met all of the demands and requirements to be engaged in combat, and they wanted to go and contribute their performance to that. It started off, I think, there were five graduates in the first class. And it was headed at that time by ________ Davis, Jr., captain, West Point graduate. ___ spent four years at West Point, his complete tour there, receiving the silent treatment without anyone speaking to him outside of official duties. A guy who had to go and ask permission as a cadet if he could have a meal at the table of other cadets and would have to get permission to sit down. And often, as I understand the story, was not given permission until the meal was over and then it was back into the drill, and so on. So, some of the kind of harassment, the ugly, unnecessary experiences that this guy had there was, created the kind of discipline in him that as he became the first commander of this all black squadron, as the captain, and eventually—his promotions came quite rapidly—to catch up with his classmates from West Point. He graduated in the top numbers at West Point in his class. Despite all of the difficulties that he had there. MR: Was he the first black soldier at West Point? VA: No. No, he was not the first. There were, I can't give you the names right off now, but there were several. His father was the first black general in the Army. And, but that did not ease his path at all at the Academy. Anyway, when he came out of that, the kind of discipline that he had to develop, the kind of self-discipline to move through that experience, made him the kind of commanding officer to take over this first black flying organization. Now, to get his training along with four other guys who graduated from that, I think there were more than that but I don't have the numbers at my fingertips. So, anyway, going into taking this organization overseas into combat. And at first the numbers of cadets who washed out at Tuskegee where this training was established, it was the only training station for black pilots at that time. Subsequently, a few years later, when we were given the opportunity to fly bombers, B-25s, we received training from several other different locations at that time, different bases where we went for navigation training, places for gunnery and bombadiers and all the crew places, the different kinds of armament training that was required. And we had people to do that as well. Unfortunately, what happened, at different times we didn't have a home, a home base after returning from overseas. We had people who were assigned to Selfrage Field in Michigan, that was part of the organization. And the reason for these different locations…we had personnel at Walterboro, South Carolina, _____ Field, Kentucky, S____ Field in Michigan, and I think there may have been a couple of others. Until we all finally wound up with a base, a home base, at Columbus, Ohio, which was Lockborn. And that's when all the components from different places would pull together. Freeman Field in Indiana, there was a very famous incident there where the base commander, in order to prevent the blacks from using the Officers Club, designated all the black officers as trainees and then established the order that trainees were not permitted to use the Officers Club. And there was a, like a sort of mutiny. What happened was that 101 of these guys decided that they would not comply with that order. They went into the Officers Club. And they were threatened with court martial if they did not comply with that order. The last guy who was finally exonerated from that, and at great personal sacrifice to his career, both in and out of the service, received, I forget the word for it now, but President Clinton forgave his court martial. MR: So, were 101 actually court martialed? VA: Not all of them. But some, as a result of that, though, many of them decided that, OK, I will not remain in the service, because this is already on my record, I'm not going to go anywhere, every opportunity that would accrue would be put down by this court martial thing that was considered to be like a mutiny. We still have at least one of those guys right here in Atlanta, in the Atlanta Chapter. But the kind of discipline that we had to develop, and in my relationship as I came along and joined this organization at the time that I did, and with the experience and everything that was going on in their environment and their lives at that time, was a kind of conditioning process. And for those of us, the black troops who were brought into that organization, we were just sort of sucked into it. And fortunately for us, for the most part, these guys were smart enough and dedicated enough so that they said now, the training that they passed on to us, is that you better not fail at anything. If you fail, we're going to take care of you. And it's going to be worse than [laughter], and I think we got the picture. But, it was that kind of commitment, that kind of dedication and sacrifice that gave us the strength I think, that prepared us to go in and integrate this Air Force, this Army Air Corps. The kind of racism that I personally encountered, and I know that other people encountered the same way, was mostly kind of humiliating experiences for the most part. As being abused mostly, well entirely, verbally, of course. In fact there was some stereotyped stuff about black guys being like Joe Lewis, who was in fact a role model in many ways because he was a champion, and we had him to sort of respect, and that kind of thing to look up to. Fortunately or unfortunately, I think we had the reputation of every black guy is a prize-fighter, and you don't want to engage them in physical combat, but you screw ‘em every other way that you can. And there are thousands of ways to express that kind of racism. Most prominently it had to do with promotions, where on any number of occasions I did, and I experienced it with other people, where we would actually train some white troops who came in, and in a very short time they would replace us with the promotions and all. So, that kind of humiliation and not only the humiliation of it, but the actual loss of money, which was important in trying to maintain a family, and after being involved as long as some of us were, you reach a point where you have to, you've got to finish off the job. And that could be anywhere from wherever you make that decision, and depending upon what your circumstances were at that time, anywhere from, say, 10 years to between 10 and 20 years, and that was the time that you had to stuff that stuff up. And that's a long time. And it creates some very powerful feelings, I think, that kind of deprivation and that kind of vicious ugly stuff. MR: So the Tuskegee Airmen organization really becomes your support group. VA: We were our own support group, yeah. And, as important as it was to go out, to move out and turn the entire military around, and that's happened to a very large extent right now, as important as that was, it was done at great sacrifice, at great expense to many people. And I feel abused by that myself to a certain extent. But I think not enough to stop me from where I want to go, my direction has changed. MR: Now, this organization, you are president of the Atlanta Chapter. VA: Right. MR: So, this is an ongoing organization? VA: Yeah, established in 1972 in Detroit. Some of the guys got together, Coleman Young was one of our pilots at that time who got out of the service and developed a political career. It was under his watch as mayor at that time in Detroit where the organization started. Not that Coleman was the leader or the sparkplug for it, but there were many people who came together. In fact, as in the case I think with a lot of military organizations, where there are friendships that go beyond the active duty part, and together they make contributions to their communities. MR: Is it only veterans, or at-home service… VA: No, membership in the Tuskegee Airmen has always been open. Race, gender, it's open to anyone who agrees to work with the directions and the goals and objectives of the organization, which is to a large extent to help young people, especially minority kids get through some of the barriers and meet some of the challenges that they have to meet that many of us have gone through and are no longer intimidated by them. MR: So there are active servicemen part of the organization. VA: Oh, yeah. MR: It's ongoing. How many members are in Atlanta? VA: Atlanta at the moment has about 50 members, which is a very low count compared to other metropolitan areas of similar stature. We should probably have at least 200 members. That will be my primary responsibility. MR: How long have you been president? VA: Three months. MR: Oh, so it's recent. VA: Yeah. MR: I'm going to take you back a little bit. We're going back to 1968 when you left the Army. Let's talk about the rest of, the sequence… VA: Well, you probably recall that in 1968 was nearing the end of a very violent racial situation in the country. At that particular time I was in graduate school and I was teaching some classes while I worked on my doctorate. MR: In Maryland? VA: No, this was in Syracuse. [Oh, in Syracuse, sorry.] And typically on I think most campuses in the country, particularly in large, predominantly white campuses—our numbers, I think there were two other black guys in my graduate school at the Maxwell School at that time. I think we didn't face a kind of discrimination after getting in and being accepted, we had the same challenges as anyone else. But what was going on on the campus at that time, there were militant undergraduate students and they were agitating for their rights and positions. And we had to some extent an intransigent administration. We did not have…I think black faculty at that time were practically non-existent, and trying to adjust in that situation of kind of racial disparities and so on, while the city wasn't burning down around us, it was very close to it. There were riots with the police and so on. While I was attending school before I got my fellowship, I had worked for the city, actually for the mayor on the human rights commission, and so I was sort of exposed to a lot of that. In fact, my physical condition at that time, I was going to school full time and I was working full time, and I was working with the police on one hand, and several other organizations, and also trying to keep the community focused instead of the actual combat and burning the place down. So I didn't get a lot of sleep and I didn't get a lot of taken care of myself at that time. And as a result of that, I wound up having a heart attack. MR: You were young at this point. VA: I can say that now. I feel now I was young, but at that time I felt pretty old. MR: You were forty? VA: Yeah, somewhere about that. MR: In '69 you would have been 40 years old. VA: Yeah, that's right. Well, in any case… MR: The good news is you survived. VA: Yeah, I survived. Unfortunately, I had, I didn't complete my dissertation, which was a real, it seems like I've had two major blocks in my life. I didn't get a commission from the service, and I didn't finish my doctorate. Those are my two huge disappointments in my career. But it's not over. MR: OK, so you convalesced, you got better. Then what did you do? VA: Well, then I was offered another kind of a challenge, to work for the government again, and I took a job as a training officer with the Civil Service Commission. After about a year of teaching, kind of a normal continuation of my management and leadership studies that I taught… MR: Where was this? VA: This was Syracuse, started off in Syracuse, then it moved to New York. I was offered an opportunity to work with the Carter administration on the Civil Service Reform Act, a special task force again, which I did in 1967 [corrects to 1977]. MR: Carter was president from '76-'80. VA: Right. When I completed that I was given an assignment to teach at the Executive Seminar Center at King's Point in New York. I did that for a while and then I was recruited by one of my students to be the director of training for the Department of Defense Logistics ____ Agency. So I did that, and I subsequently had a friend who was at, who did his mid-career training at Syracuse as an O-6, as a colonel. At that time, he got his second star here at Fort McPherson. I had been out of touch with him for a while. And anyway I was offered a chance to come down and work with him on a special kind of efficiency review study that was going on. That turned into another major, major project, designing a new kind of military light infantry division which was, in fact, it's been operational now in, not Vietnam but… MR: Iraq? VA: Iraq, yeah. At the time it was designed to do combat kinds of operations at FORSCOM and Alaska and other places, but the concept was the one that I worked on. And that was with FORSCOM. And I got another offer from there after completing that assignment. And I got some big awards and stuff for that. And I was offered a chance to work with an organization that John Lewis had established, and it was called, it wasn't a Peace Corps, the Peace Corps was a part of it at the time he did it. But it was called…Action was the name of the organization. MR: He wasn't in the government at this point. I mean, was he a congressman? VA: No, you know I'm not sure what John was doing at that time. I think it was before he went into Congress, though. I think he was doing something else. In fact John was, John had been the first director, the first national director, for this agency [unclear]. In any case, I think he was in some political [?] by the time I got there. And I think since it's been converted over to another kind of operation. But it had, it was an all-volunteer agency working with young children and with seniors and communities and so on, directing volunteers. MR: And where was this? VA: Southeast Region, the headquarters was here in Atlanta. MR: Is that how you wound up coming to Atlanta? VA: No, I came to Atlanta to work with Mike Brown out at Forces Command. And then after completing that assignment Mike was shipped out to Germany again and I worked for the chief of staff for a while, and then he shipped out to Europe and I decided OK, there's nothing else for me to do here. So, I took the other assignment. And I retired from that and I just decided I've had enough. MR: And you retired when? VA: Hmm. '89 or '90. MR: I know you have two children. VA: Yeah. Alicia and Portia [sp?]. MR: And they have children, you have grandchildren? VA: Alicia has two boys, Sam and Jack, who are teen-agers. Sam is 17 and a fairly brilliant kid like his mom, but he decided that he's not interested in higher education, at least not at this time. His younger brother Jack, who is very much like Alicia's younger sister, Portia, who sort of decided that he does want an education. And he's preparing, his goal is Yale. And he's in his sophomore year at high school now. He's an A student, and an athlete and a scholar, and so on. MR: They all live in Atlanta? VA: No, no, they live in Brighton, in Massachusetts, right out of Boston. MR: Val, is there anything else you want to add? VA: Well, I have a grand-daughter who's four years old, who's taken over the family. This is Portia's daughter in Rochester, back in New York. One last thing, since I was divorced and married again, I have a wife here, Victoria, and I'll say 12 years to be on the safe side in case she's watching this. [laughter] MR: OK, Val, it has been a pleasure speaking with you. Thank you very much. VA: Thank you, Mal, I've enjoyed it."},{"id":"geh_vhpohr_338","title":"Oral history interview of Corbett Ward Clark","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["Philippines, Luzon, 18.5530638, 121.1246109","United States, Florida, Clay County, Camp Blanding, 29.94686, -81.97324","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Fulton County, Fort McPherson, 33.70733, -84.43354","United States, Georgia, Richmond County, Augusta Regional Airport, 33.36986, -81.96428"],"dcterms_creator":["Pace, Hayden","Clark, Corbett Ward, 1921-"],"dc_date":["2003-09-10"],"dcterms_description":["In this interview, Corbett Clark recalls his Army career. In high school, he was a member of the school's ROTC and later joined the National Guard because he liked the experience and all his friends were joining as well. He became a section chief on a 155mm howitzer and was sent to the Pacific. He also functioned as a forward observer, placing smoke shells on target for supporting aircraft. He describes what it was like to be a forward observer, incidences of friendly fire, and Indians working with police dogs. He also worked with native Filipinos to negotiate a surrender with the Japanese. He sustained a non-combat injury and was sent back to the United States, recovering at Oliver General Hospital in Augusta, Georgia, and Welch Army Hospital in Daytona Beach, Florida. He learned Russian in the Army Language School, and later taught Russian at Gordon High School in DeKalb County, Georgia.","Corbett Clark was an Army officer for 20 years and fought in the Pacific during World War II.","CORBETT WARD CLARK WWII Oral Histories September 10, 2003 Atlanta History Center Interviewer: Hayden Pace Transcriber: Joyce Dumas [Tape 1, Side A] Interviewer: All right. This will be the recorded history of Corbett Ward Clark. It's taken by Hayden Pace on September tenth at approximately 12:10 in the afternoon. Mr. Clark, how are you doing today? Clark: Fine. Interviewer: Great. If I could get you to give me your full name. Clark: Corbett Ward Clark. Interviewer: And Mr. Clark, when were you born? Clark: August the sixth, nineteen twenty-one. Interviewer: Where were you born? Clark: In Atlanta. Interviewer: Have you lived in Atlanta your entire life? Clark: Well, I lived there before I went into the service in World War Two and then after the war I came back here to live. Interviewer: So the only time you've been out of Atlanta is for your service in the war. Clark: Twenty years in service. Interviewer: Twenty years. Are you married? Clark: Yes. Interviewer: What's your wife's name? Clark: Sara Louise Morgan Clark. Interviewer: And when did you get married to Sara? Clark: What was the date? Mrs. Clark: When we got married? Clark: Yes. Mrs. Clark: April the eleventh, nineteen forty-eight. Interviewer: And do you have any children? Clark: Yes, we have three. Interviewer: What are their names? Clark: It's Nancy Lee Cook, [inaudible] Clark. She's married to a Cook. And Margaret Ann Fitzgerald Clark and Susan Jane Meredith Clark. Mrs. Clark: It's Clark Meredith. Clark: Clark Meredith, I'm sorry. Mrs. Clark: Clark Fitzgerald. Clark: She married a Meredith. Interviewer: Well, let's go back to the point at which you started your service with the Army. What were your parents doing at the time? Were they employed? Clark: My father had passed away when I was thirteen and my mother was unemployed. Just a housewife. Interviewer: And how old were you when you entered into the service? Clark: Seventeen. Interviewer: What led you to do that? Clark: Well, I joined the Atlanta National Guard I guess for two reasons. I'd been in ROTC in high school and I kind of liked it. And it paid a little bit of money, which money was awfully scarce in those days. So, that's two reasons. And all of my friends were joining up, you know. The war in Europe was going. Everybody anticipated that we'd be getting into the Army [sic] and so…and those reasons. Everybody I knew my age was joining, either joining service or going into the National Guard, which I joined. Interviewer: Is this ROTC program in high school, was this in place even before the war had begun? Clark: Yes, it started at Fulton High School. I think Fulton High School in Atlanta was the only…the first high school in the country to have ROTC. We had a good ROTC unit and I was an officer in the ROTC. Interviewer: How many fellas were in the ROTC unit at your school? Clark: Oh, we must have had four or five hundred. Several companies. Interviewer: Wow. And out of those four or five hundred, how many of those ended up serving abroad? Clark: Oh, I would say a good part of them. I don't know what percent, but [inaudible]. A large number in my class were killed in the war. Interviewer: When did it become a guarantee that you were going to go abroad? Clark: Well, I guess…we mobilized…the government mobilized the National Guards before Pearl Harbor. We knew that the war was coming and we knew…everybody knew that the United States would be involved in it before it was over. And when…I was already on active duty when Pearl Harbor came and we knew, of course, then we'd probably all be going overseas. And most of us did before it was over with. Interviewer: What were you doing in your active duty prior to going overseas? Clark: I was in field artillery, Hundred and Seventy-ninth Field Artillery Regiment. And I was a section chief of a hundred and a fifty-five millimeter howitzer in the unit. Interviewer: Was that here in Georgia? Clark: Yes. Well, we were at Camp Blanding, Florida. See, we mobilized and we had gone to Camp Blanding, Florida. That's where we were when Pearl Harbor came. Interviewer: And a howitzer is a tank, right? Clark: No, no. It's artillery. Interviewer: Just an artillery. Clark: It's a…see, it's approximately six inch diameter artillery. Interviewer: How many men does it take to operate that? Clark: It took nine. It took seven cannoneers and a gunner and section chief, which I was sergeant section chief. Interviewer: How long were you on active duty prior to being sent abroad? Clark: I went on active duty in February, forty-one, and I didn't go overseas till forty-four. Interviewer: So almost three years [inaudible]? Clark: Yeah, about…forty-two, forty-three, forty…yeah. Interviewer: Did you have friends who were going abroad? Clark: Yeah. They would go to different things. They'd call in and say, “We need people who'd formerly worked for the railroad” and they'd form railroad battalions and they went to North Africa and then sometimes they formed military police units and they'd call for people who'd been policemen and all that type duty. And they'd break out from the unit. Then we'd keep getting replacements into the unit to make for them. And then finally, they split our battalion, the whole field artillery into two units. And I formed, my unit was the Six Ninety-fourth Field Artillery Battalion. That's when we went overseas in August, forty-four, I guess. Went to New Guinea. Interviewer: Maybe you can describe for me the general mood or feeling of the active service troops as they were preparing to go abroad and knowing that they were gonna go. Was it excitement or fear or…what was it? Clark: Well, we knew…everybody wanted to go and get it over with, but you didn't anticipate it as being something that was gonna be pleasure, you know. You'd say, “Well, we know we're gonna have a lot of risks and all, but until it's all over we can't go back home.” We had gone into active duty for one year. They mobilized the National Guard for one year. Then when Pearl Harbor came, they extended everybody's enlistment to the duration plus six months to stamp the service records. So, we knew we weren't going to get out until the war was over or six months after the war. So, we were ready to go, but nobody was anxious to go. I guess you might put it that way. Interviewer: And you heard stories of what was going on over there? Clark: Oh sure, you know. They had…Hitler was going all over Europe and England was about to…on the verge of surrender, really. We knew if you didn't stop them, we'd all be under dictatorship, probably. But in the Pacific when Japan hit Pearl Harbor, over in the Philippines and all the islands over there, they just about controlled the Pacific. So, we knew we had to go and get the thing over with. Interviewer: So you were in active duty was Pearl Harbor was bombed? Clark: Yes, I was. Interviewer: Do you remember when you first learned that it had been bombed? Clark: Yeah. I came back from…just finished lunch and the kitchen came back and said, “Japan bombed Pearl Harbor”. “Oh, good,” everybody says, “we'll whip them in three months.” [laughs] They were wrong there. Word came out that the Japanese had wooden bullets and that their ships were easy to sink and all that stuff, you know. That didn't turn out right either. Interviewer: Went you went abroad, where did you first go? Clark: We went to New Guinea. We went to Hollandia, New Guinea. That's where General MacArthur had his headquarters. Interviewer: What was it like arriving in New Guinea with these other troops? Clark: Well, it was hot and it was raining. They had just built a highway. The engineers and the Seabees had just built a highway seventeen miles from…it was Humboldt [phonetic] Bay in Hollandia, New Guinea, back to the old Japanese airport. And they said it was the envy of the world that they had built it through the jungle in just a few days. They had a hundred battalions working on that thing. And we landed and they took us by truck up through there. I remember the first night. We spent the night in the high grass and we had to put our helmets way up off the ground to keep the rats, they said, from biting you. Fleas on the rats, I guess, is what they're talking about. Then we would worry about the Japanese. They said…you're in that hammock and they come…bayonet you. They told all kind of stories. I was scared to death to sleep in the hammock up off the ground that way. But anyway, I remember that quite well. Interviewer: What was the average age of the troops that had just been sent up in New Guinea? Clark: I'd say about twenty-two, twenty-one or twenty-two, something like that. Interviewer: And how were you divided up? Ten of you in a group and those groups form larger groups or how was that done? Clark: Well, we were in sections. By then I was in charge of the survey section, so I had…and survey, wire and communication; radio, wire and instrument. We surveyed targets, you know. And I had about thirty to thirty-five men and we usually operated as a group. And then we were sub-groups of a survey section, which I usually stayed with. We would survey targets, locate the targets for the artillery to fire on the infantry. And that's where we stayed…stayed in groups. The battery would work together. We'd have one common kitchen for the whole battery of a hundred men. But then, we would also be sectioned off for specialized training and that's what…like I say, about forty men, thirty-five, forty men. And then little sections from that. The wire section would run the wire, the telephone wires and the radio operators with their other little section. But I had all three of these sections: wire, radio and survey. Interviewer: So your job, initially upon arriving in New Guinea, was to survey for potential targets? Clark: Yep, that's what we did. Interviewer: How long did you do that for? Clark: Well, I did that all till the war was over. And mainly though, in combat, we didn't do too much survey. We [inaudible] set me up with the infantry unit to convey fire commands to the battery for the targets and also for the airplanes when we had air support, to put these shells on the target so that the planes could come in and bomb and strafe the enemy. In my book, there is a chapter about when our planes strafed us, too. So they had plenty of ammunition for that. Interviewer: Now you've mentioned your book. I see you've got that on the desk. Can I get you to hold that up for the camera? From Hell to Surrender, Corbett Clark. When did you write that? Clark: I wrote it the last couple of years. I kept a diary during the war. During the combat [inaudible] the part of the book that's…my part in the combat is directly from the diary that I had during the war. The rest of it was just telling about from the time…the training that we went for overseas, before we went and then the combat and then in the end, when the Japanese surrendered. I've got it in here where I was, went down back behind the enemy lines to negotiate the surrender of the Philippines, of the Japanese soldiers in the Philippines. And that's kind of the story of this book here, From Hell to Surrender. Interviewer: We'll return [to] that book. You had mentioned that you were a forward observer. Did that place you on the front lines? Clark: I was right up with the infantry the whole…the whole during the war. Interviewer: What was that like? Clark: Well, that…right there where they were doing all the shooting and go out on patrols sometimes, you know. And some of the time, if the infantry is attacking, we'd put the…fired on the target that the infantry, the lieutenants or captains, company commander would tell us about what targets he wanted to fire on, what kind of ammunition to fire on ‘em. And I would do my best to get the right [inaudible] to hit the targets that they wanted. And sometimes on a counter attack, we'd have to bring the artillery in real close to the infantry. And luckily, we never did hit our own people. But sometimes the artillery would fall short and hit our own troops. But luckily, that didn't happen where I was at. You had a lot of things to take into consideration. Ammunition was short a lot of times. They'd [inaudible]…they'd say…they'd down the guns. They'd say, “The guns have no chow in them.” They didn't have any ammunition. [inaudible] [laughing] Instead of having high explosive shells to shoot, they'd give us armor-piercing, the solid shells that you use for tanks. And we'd try to hit the target with that one shell. And that's all the ammunition we had. We used what we had. But they were always short of ammunition because they were saving it for the invasion of Japan, which never happened. But they had all kinds of ammunition. Another thing, they had to bring it up a mountain trail. Took about sixty to a hundred miles to bring it up and they'd bring it up one way, one time, come up one day and go back the next. One-way streets. And when it rained sometimes the trucks loaded with ammunition would slip on the road and turn over down into the valley. One time a truck loaded with beer turned over and for months after that, every time a truck would go back they'd stop and go down and bring some of that beer up. Interviewer: As a forward observer, how far in front of the rest of the infantry were you? Clark: I was with the infantry. I didn't get in front of them. Nobody got in front of them. But we were right there with them where they could call in and sometimes they'd have a patrol of ten or fifteen men to go out and find out some information. And I'd go out with them so if they got pinned down we could call in artillery so they could go back. Interviewer: What was it like being a part of these patrols? Clark: Well, that's the worst part cause you get cut off you can't get back. There'd be a small number of people and you just…you're not out to [inaudible] run into combat, you're supposed to…you'd withdraw. But sometimes you'd be pinned down. You couldn't withdraw. And that was the worst part. But the easiest way to get yourself killed was going out on patrol. But I was lucky. I didn't get myself killed, so. Interviewer: How many patrols do you think you went on? Clark: Oh, fifteen maybe. Probably as many as fifteen different combat, at different times. Sometimes you'd go out two or three days. You wouldn't and then they'd say…you go out on maybe just a two-hour patrol, just try to find out where the enemy was located. And as soon as you figure out where they are, where the machine guns are, then you pull back and then the company can do whatever they want to, to bring in air support or artillery barrage. And we had…we really had a unique thing in our field artillery cause the United States had the best field artillery in the world. Excuse me. No country compared. We masked our fires. If I could fire on a battalion, on a target, then another battalion could use those same coordinates that we used and put their guns on it and we'd have guns all over the place firing at the same time at the same target. And we had that timed fire, which the fuse…the shell would burst about twenty feet off the ground, so it would just scatter the area with shrapnel. So, it saved the infantry. It saved many, many lives by destroying the targets before it even reached there. They never could kill them all, but they would weaken them so that they could do what they had to do. Interviewer: Do you remember any specific patrols more than others? Clark: Yeah, I remember all of them. Yeah, we ah…they ah…very few times you'd go out that you don't get some…get into some problem. But usually you can get back. We always made a rule that we'd never leave a wounded man out there. That was the number one thing we said when we always went up there. We'd never leave a wounded man. We never did leave a wounded man out. But some…a lot of times, one of the people were left out and the Japanese were very cruel to them sometimes, which I guess that's war. But it's hard to understand. Interviewer: How did they determine who went out on the patrols? Clark: Well, the infantry company commander would say, “I need…I'm going to send a patrol out. I need artillery support.” They'd come get me. I had four men in my section, but I was the only one who would convey the fire commands. They would carry the radios and do the other things. Help dig foxholes and things like that. There were three men. But the infantry company commander, the lieutenant…wherever… sometimes it'd be a lieutenant with about fifty men on a little hill or something. He'd say, “I gotta have some artillery support.” So, I'd go with them for that reason. I'd have a least a couple of men with me to carry the radio. We'd radio back our fire commands and that was the main things. Pretty heavy radio. It was a . . the batteries themselves were heavy. So, that's what…that's how they selected patrols. Interviewer: Now you've moved up the ranks. You're currently a major or a retired major.[inaudible] What steps along the way? Clark: Well, I went in the Army as already a sergeant by the time we mobilized. When we moved forward overseas I was promoted to Staff Sergeant, put in charge of this radio and survey and wire section. When we got into combat, it's supposed to be lieutenants up there doing this forward observing, but we ran out of lieutenants. So they called me one day and said, “We'll send you up with the Philippine Army.” Cause the Philippine Army…was responsible for artillery support. So, the rest of the war I was forward observer. I'd gone up one time. We had a lieutenant with us. After that they sent me up and I was [inaudible] the war. And that's when we went behind enemy lines to negotiate the surrender. I was the only American on the hill at the time. They said, “We want an American to go with the…go back there.” So after the war, I ran into the lieutenant colonel that had been an advisor, Lieutenant Colonel John P. Oday, and he'd been an advisor to the Philippine Army and he knew…he'd been up to the front lines and he knew what I'd been doing. He said, “I thought you were an officer.” He said, “I put in for lieutenant”. And I said, “Well.” I'd got in a wreck and broke my leg and they sent me back right after the war and I never heard anything. So, he wrote me a letter and about two weeks later I had a commission. And so after that, I worked on up to…stayed in the Army and I got promoted to first lieutenant and captain, then major. And then retired as a major. So I spent ten years enlisted man…enlisted service and ten years as an officer. That's the story of that. Interviewer: You said you were the only American working with this Philippine Army? Clark: I was the only one on the hill the day that…well, there was a couple of my [inaudible] party with me, but they wanted…what happened is the…it was the twentieth of August, nineteen forty-five and the Japanese had…they'd surrendered over in Japan, but they hadn't surrendered in the Philippines, I guarantee. And they were supposed to have ceased firing, but they were still shooting. The war was still going on, so this Philippine…I mean, this uh…well first, an American officer came up from Intelligence Service and was gonna go behind the enemy lines to negotiate and we had a flag of truce and he got about two hundred yards away and they…the Japanese shot through the legs. And he fell and we sent somebody out and brought him back. And then, the same day, they came back…the Japanese officer came back to our lines with a flag of truce, great big old…looked like a half of sheet on a long stick. And he said they wanted an American, wanted somebody to come to their headquarters. And so, they asked for volunteers so…I volunteered, I guess. And the Filipino major, Eduardo Bouy [phonetic] was his name. He went with us and a sergeant, a Philippine sergeant. And we went with that Japanese officer back across the line and we saw the guns and the men all over the place. And we got there, there was a big white horse and they had a big ditch dug out and he was in there. And the Japanese officer was there. And they said, “Take off your shoes”. And we went in that cave…went in that cave and there were railroad crossties all around to support it. And we sat down on the floor barefooted there and the Japanese officer was there. What would it take or how could we stop the fighting and all? And we said, “First, they've got to quit attacking.” They'd attack at night. “Cut out your attacks and cut out your mortars.” Mortars were the worst. “Any firing at us.” And then we would stop all fighting. We'd stop. And they said, “We're all hungry.” And they needed medical care. We promised them we'd get some food. They wanted some rice and medical care. And they were worried about walking back. Cause it's sixty miles down through a real mountainous dirt road to walk. They remembered the Bataan death march, the Japanese marched our men sixty miles or so and so many of them were killed and they were afraid we were gonna do the same. So we…we said that…the well would walk and the wounded would be sent on trucks. That's what we told them. Told them they'd have rice and medical care. So they said, “Well, we'll let you know.” Said that you'd get a message back from Japan. And sure enough, they accepted it and the war was over. I came right after that, they were leaving me and I went back from a that job back to the battery position. And I got involved in a truck…my truck turned over and broke my leg and they sent me on back to the States. There's a picture in my book about…where I broke my leg. Interviewer: When you went to negotiate with the Japanese, did you have authority to be making promises like escorting them down the mountain and providing trucks for their injured and things like that? Clark: I was told that the United States would do that, would do it and they were doing exactly that. When I left they were bringing big old long open-body trucks. The Japanese were standing up. Bet there was a hundred and fifty in there, standing up just packed solid and they were coming down that mountain trail in those trucks. Interviewer: Did you have any experience negotiating? Clark: No, I didn't have any. No, not that I know of. No. Interviewer: Were you nervous when you were there in the cave? Clark: Oh, God, yeah. Yeah. Because we didn't know what they were gonna do. They were nice. They offered us tea. We drank tea. Sat there drinking hot tea. Interviewer: Who did they have speaking with you? Was it a translator or was it? Clark: No, they had somebody in English…one of the officers spoke English. I think there were four of them there at a table. And they were sitting down. They stood up and…two or three of them…the one was speaking English, spoke English very fluently. And I think he said something about he had been to the States. Interviewer: And you mentioned that the decision to surrender was obviously straight from Japan. Clark: Yeah. Japan had to give the surrender…had to give the order. But the…they had…but Japan had instructed them to make contacts to try to surrender. Interviewer: The battle that you were involved in in New Guinea . . . Clark: No, in New Guinea we didn't do any fighting. We just…the Japanese had gone into the jungle and they tried to keep them in there. They didn't try to go in there and get them out. Interviewer: Oh, I'm sorry. Where was this that took place with the cave and the hill and the battle? Clark: At Luzon, North Luzon. Mountain province. They gave me the Silver Star for it. It's in this book here. There's a chapter in there. The order to give…Silver Star order is in here verbatim. Interviewer: While all this was going on, while you were a forward observer going on the patrols and during the negotiations, were you keeping in touch with family and friends back home. Clark: You always write letters, yeah. Interviewer: How often would you write a letter or receive one? Clark: Well, in combat you didn't write too much. There wasn't much time to do it, you know. Sometimes people…wonder, I guess, “How come I hadn't got a letter lately?” But you then get that back to the people that send it back. Then they had to…they photocopied it. You know how they did that? They photocopied them and send the photo back, then they reproduce it and they call it “V mail,” I think. But the process was long. Letters were kind of getting short. I mean, you don't get too many letters. And then sometimes you get everything at one time, you know. Interviewer: Were you continuously in combat or did you take breaks periodically? Clark: I was in continuous combat. The field artillery don't get breaks. The infantry gets the breaks. They say the artillery is always on line. Of course, they're not…the cannoneers and all the crews…they're not busy all the time. So it's kind of…and they are kind of away from the lines. They get mortars from artillery fire on them, but it's not like up at the infantry. But they don't give relieved like the infantry does. They pull back the infantry regiment to rest and bring another one up, because they can't stand it too long at one time. But, no. I was up there with them most all the time. Different units, whoever needed artillery support. The main combat that I did was when I went up with the Philippine Army, Hundred and Twenty-first Infantry Regiment of the Philippine Army. Interviewer: [inaudible] like that. Clark: Yeah, all that when we went behind enemy lines with the Hundred and Twenty-first Infantry Regiment of the Philippine Army. Interviewer: Did you witness sort of a psychological impact of the sustained combat? When the field artillery isn't getting breaks, did that affect the troops? Clark: Well, yeah. They get tired. They get tired. But that's the way it was. They couldn't afford to pull them back. They had to have it all up there. Interviewer: Did you interact much with foreign nationals that were involved in combat, like civilians when you were abroad? Clark: No. The Philippine Army was very good to work with. They were excellent. They had…their native carriers who brought up food and ammunition every night, mostly women. I never dealt with them because they had their own people in charge. But every night there'd be a hundred carriers, a long line bringing in everything from food, clothing and ammunition. Everything you needed. And you'd call in and…between those carriers and the Filipino troops, they kept…saved a lot of our own people from having to be in combat. Interviewer: So you didn't interact much with civilians? Clark: No, I didn't myself. Interviewer: When you did have this rare opportunity to take a break, was there any socializing or sports or anything that you guys would do? Clark: Well, the Red Cross was real good. They had these Red Cross stations different places. They'd be a few miles away. But any opportunity, we'd go down to the Red Cross. You could get a shower and you could get something to eat, to drink, letters, stationery, toilet articles, all that stuff. And everybody liked to go down there any time you'd get the chance. That was about the only recreation that there was. I played cards and all, things like that. Interviewer: I assume you made a number of friendships as a result of this action? Clark: Oh, yes. They still come see us. We have friends from Indiana and Florida. The colonel I had been a captain under, he's come down to see me. Comes down. Lives in New Jersey. Colonel Luther B. Arnold. I was a captain. [inaudible] made contact with one in Florida that I was…tells in my book about he and I were in the same foxhole during an attack one night. We talk about things sometimes. Interviewer: Like what? Clark: Well, about things that happened, you know. We got overrun that night. Talk about infantry, I'd talk about [inaudible] infantry more than them artillery. We got attacked. It's called the Battle of Twin Peaks. And the Japanese came in with the bayonets. And this infantryman shot a Jap that was coming about two feet from me with a bayonet. And I give the infantry a lot of credit for that. And this Eugene Whitcomb is the one in Florida I was talking about. He was in the same foxhole with me. And we talk about it. Interviewer: Do you know the infantryman who shot this Japanese soldier? Clark: No. He was a part of the Thirty-third Infantry Division that I was up with at the time. That's the first trip I went up on. First…Twin Peaks. It's…two mountains came up and they overlooked the objective. We went too far is what we did. The infantry company had advanced too far and they got in the middle of too many Japs. So they came in at night. So after that, we had enough artillery and all to get rid of them and they brought in the air support and the P-58s, P-38s and P-51s came in and bombed and strafed the Japanese. They took off and went on further up. When I left the hill it was all clear and all, I guess. Wasn't any fighting going on. Interviewer: So the Battle of Twin Peaks was successful? Clark: Oh, yeah. Very successful. And they had Indians up there with police dogs and boy, they could smell the Japs. They knew when they were coming. Two police dogs up there. Interviewer: What do you mean by Indians? Native Americans? Clark: Native American Indians. Had two attached to each company with police dogs. Interviewer: And their job was to [inaudible]? Clark: Oh, they could smell. They could smell those Japs. When they're coming in they could hear them, you know. In fact, one dog was killed up there, but I don't know how he got killed. One dog was killed on that hill. Interviewer: Did you know any of the native Americans? Clark: No, I didn't know them. Interviewer: Other than this situation in the foxhole, that one friend, are there any other stories of your involvement with particular friends of yours? Clark: Yeah. There's a corporal, Gallagher. Eugene Gallagher. G-A-L-L-A-G-H-E-R. He…we got… on a trail going up to the front lines and we got…mortar shells started coming in. He rolled down the bank. His arm was bleeding. His left arm, I think, was bleeding real bad. He rolled down the hill and they questioned whether or not he got hit by a mortar or whether he just…a rock or something. But anyway, they gave him a Purple Heart and I think a mortar shell fragment hit him cause they just go everywhere. The shell hit real close to us anyway. And that was the first casualty I saw in the war. And they shipped him on back to the States. I never heard from him until I saw in the paper where he had died. That's several years back. Interviewer: Now you received the Silver Star? Clark: Yes. I got a Bronze Star. I didn't know it till they surveyed my military records for a disability compensation and they found that in the records. It was supposed to have been destroyed by the fire back in some time and they found those records and they were real brown, scorched, looked like it'd been scorched by the fire. And the VA had a big stack about six inches high. Those records had it in there for conducting fire…artillery fire, under fire is what I got that for. But I never did get the official medal. I need to get the Army to get me that thing issued one of these days. Interviewer: Any other awards? Clark: Just simple things that everybody gets. All kinds of ribbons for being in theater of operation and American defense and Good Conduct medal that all enlisted men got if they didn't get in jail, I guess. They're nice to have, but there wasn't anything being heroic about it to get them, you know. You get a chest full of ribbons… [Tape 1, Side B] Clark: One man got the Silver Star for conducting…for radio…he climbed out on the end of the peak and under fire he transmitted some orders, fire commands that kept us from getting overrun, really, during the night. All night long…hand grenades, the Japanese had a little a hand grenade about as big as a snuff can and they you blow that thing a country mile. They'd just throw them off against the steel helmet to active it and you could hear them tap it and then they'd throw it. They were pretty accurate, you know. One of them came in the foxhole with a guy and he was, trying to get out of the way. And he jumped out of that thing, hole, and laid down and that thing exploded and threw dirt all over everybody. Yeah, let's see. We had a sergeant that brought his gun; he was a section chief. Sergeant Crisp was his name, Joseph Crisp. Brought it to the…into the…exposed the gun up and knocked up an enemy artillery unit. He was decorated, I think, with the Silver Star. He was an old-time regular Army sergeant. And that's the only ones who got any decorations that I know of in my unit. The three of us, I think. Might have been somebody I didn't know about. There were a good many Purple Hearts and we had some killed, several killed. Mostly when they went out on patrols with the infantry. That's where you get yourself killed is getting out there. We were strafed on by our own planes and we almost got killed one time. That was the P-38s. They mistook us for Japanese troops and we stopped them just in time cause they were just shooting those fifty caliber machine guns, just spraying. I was in a hole right next to a great big pine tree and they were knocking those limbs off. They were falling all over us, hitting the ground. But this Colonel Oday I told about, John P. Oday, lieutenant colonel; he was there and I was trying to get them to stop and they weren't listening to me. And he said, “Bring the radio to me.” So I got out of my foxhole and came over to him. He got on them and when he started talking they finally stopped strafing. Then they…they rolled them P-38s, you know, the twin-engine, they rolled over back to “victory road,” they called it. But we showed them the victory road that day. Just the opposite. But that's…things happen and nobody said anything about it. And they never did fix blame for anybody. I guess it's just an act of…couldn't be avoided. Communications. Interviewer: Were there any Americans injured in that? Clark: No, a lot of Filipinos. They all got out of a foxhole and the guy, Filipino, got a bullet right through his neck. And the first aid man came and got him and took him out. But he died. I don't know if I'd stayed in that hole whether they were hitting me or not. So, maybe the colonel calling me up there into his foxhole saved my life, I guess. Interviewer: You mentioned that a lot of the fighting was conducted during the night. Clark: Japanese…one night I did. We never did attack at night. The Japanese attacked at night. They were…that was their specialization, attack at night. Interviewer: Did you find that they were better trained for night fighting than the Filipinos? Clark: Oh, boy. There were, yeah. Oh, yeah. They were better trained than anybody in night fighting. Interviewer: What was it like to fight at nighttime? Clark: Well, you couldn't see, you know. You'd see something out there, looking. And you look like…maybe it's somebody around, maybe wandering, finding…maybe they show up. And when they come in, they come in like crazy. And one time, they…we had that Concertina wire, that barbed wire that stretched all around like round circles. And we had it all around the unit, the infantry did. The Japanese come in there and the Americans, the infantry just shot them up. In the morning, they said there were Japanese all over that barbed wire. They just didn't have any sense of safety or anything. When they were gonna come in, they decided to come, they were gonna come in there. See, they'd had amazing success when the war started, the Japanese had. Everywhere they went, they won. They overran the British and the Americans all over the place and they captured the Philippines, Singapore, all those islands over there. That's what their tactics were. Just go in there and just catch everybody by surprise. Interviewer: You left the service and returned to the United States as a result of an accident with a truck flipping over? Clark: Yes. My truck…the fact is I was going down to the Red Cross when it happened after the combat, gone back to the rear area where the artillery was. Several of us wanted to go down to the Red Cross, so I checked out a three-quarter-ton Dodge truck and we were going down to the Red Cross on a real narrow Filipino road. Went to cross a bridge and this big army, two and a half-ton truck rammed us in the rear. I was driving. Hit first and blew out our tire. Seemed like the left-rear tire. And I just about had it under control and he hit us again. When he hit me again, I couldn't…going across this narrow bridge and the truck tried to go around, is what happened. He was going too fast to stop and he hit me. And just as I left the bridge, he hit me again and we went over the bank and landed upside down in a rice paddy, water. And I thought I was all wounded or shot, there was blood and all. Water was coming all off my head and somebody was pulling me out of the truck. It was a major. He pulled me out of the truck and they had a…by then they had a whole line of people up there looking and they had an Army ambulance took me over to a big tent, field hospital. And that night, they didn't find anything wrong with my leg and it kept hurting and it was big, swelled up. So the next morning they X-rayed it and said I had a broken right knee. So had to put it in a cast and in a few days I was on the USS Hope, hospital ship, coming back to the States. Interviewer: What was it like to arrive back in the United States? Clark: Well, it was nice. The hospital ship was great. They treated us nice and we took a long time to get there because we went into San Francisco. They had a band…yeah, they had a band playing. And then they put on a plane and took about three days, I think, to fly me from the west coast to Amy hospital in Augusta. We stopped every time you turned around. Wasn't any through trips, I guess, back then. Stopped at air bases overnight, three or four nights. Took four nights to get there. And we got to the hospital, went into the main big hospital. It used to be a hotel, I think, there. And the nurse came back there and said, “Any enlisted men here?” I was the only enlisted man. She said, “This is an officer's hotel.” So they shipped me over to…Bush Field was the barracks, some kind of short…it was a one-story building, I think. They put us in there. And stayed there for a few days. And then I went on down to convalescent hospital in Daytona Beach, Florida. Stayed in that hospital till May, from November some time to May, with that leg. And finally got out. I don't know why I stayed in the Army, but I did. I stayed in. I'm glad I did. But everybody else was getting out. And people wondered why I was staying in. But the main thing, I stayed in because my leg was bothering me and I'd say, “Well, I'm gonna stay in and see if this leg straightens out before I get out.” So I stayed in another year and then I already had about six years in and I got a commission. So, I stayed in, which is…I'm glad I did. It works out good now cause I've good insurance in case…get good medical care and a lot of people don't have it, I know. So. Interviewer: Well, what was the transition like from combat to being over here? Clark: Well, I didn't sleep much at night for a long time, I tell you. That's about the worst part. Just anxiety, I guess. Just winding down, maybe. I don't know what. They call it something else now. They didn't use to recognize anything…combat being any problem, but I think they do now more, much more so than they used to. What do they call it? Stress…what is that they call it? I forgot. Interviewer: Post-traumatic stress? Clark: Yeah, that's what it is. Yeah, they recognize it now. But they didn't do…they didn't use to recognize it. Interviewer: How long did you have sleepless nights? Clark: Oh, for years. I don't know. For years. I don't know if I ever got to where I could just sleep all night without nightmares or something like that. Interviewer: You still find yourself suffering? Clark: Sometimes I do. Yeah, I do. Yeah. It's…sometimes. Well, you know I do. Interviewer: So you were with the Army for twenty years? Clark: Yes. Interviewer: Did you do anything after…after leaving the Army? Clark: Yes, I went to work. I taught school. While I was in the Army, I learned Russian. There's an Army language school in [inaudible], Germany. And I came back, after I got out, I taught Russian in Gordon High School at DeKalb County for a year. I had two classes of Russian language. And I enjoyed it. But it didn't make enough money, I guess. So I got a job with civil service and wound up being training officer for Fort McPherson for the civilians and for the military and for the reservists. And I retired from that. And after I retired from seventeen years civil service, kind of did some independent real estate work. Just as a hobby and to make a little extra money, too. So that's been about the story. Interviewer: Well, I'm through with my questions. I know we have only touched on, I'm sure, a fraction of the stories that you've got. Are there any stories that you feel are important for us to have recorded today or do you think we've got a good slice of it? Clark: I think, I'll tell you what. This battalion I was in, the Six Thirty-fourth Field Artillery Battalion, the commander was a major, Major Charles Pershing Brown, from Oklahoma. And he was probably the most outstanding officer that I ever served under. And he got promoted to lieutenant colonel while I was over there after a big fight we had, a big artillery barrage thing that he had been responsible for defeating the Japanese. And he became a major general and one of the very few field artillery officers to have reached that rank. So he was…I served under Captain Luther D. Arnold, he comes…he still comes to see me. He's a retired full colonel. He was [inaudible]. But he wasn't in combat. He was also an outstanding officer. He was a West Point officer. But this general was not a West Point officer. Interviewer: It was a pleasure to serve under these two men. Clark: A pleasure to serve. I don't know where another officer is. There's a Captain Nicholas D. Stafford, who's an outstanding officer. He's a fine commander in combat. Interviewer: I think we're done. I just have one last question. What is harder? Doing patrols or teaching Russian to kids in Georgia? Clark: Russian was easy. Patrols were the hardest, yeah. Interviewer: Thank you very much, Mr. Clark. And again, if there's anything else you'd like to say. Clark: I think I've enjoyed it. I hope that…I hope these young men now don't have to go through what we did. But, I am afraid they are. Interviewer: Thank you, sir. [end of tape]"],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["Silver Star","V-mail","World War, 1939-1945--Personal narratives, American","Clark, Sarah Louise Morgan, 1927-2012","O'Day, John P.","Boyer, Eduardo","Whitcomb, Eugene, 1920-2012","Gallagher, Eugene","Crisp, Joseph","Brown, Charles Pershing, 1918-1998","Arnold, Luther D., 1915-2012","Stafford, Nicholas T., 1920-2010","Atlanta National Guard","United States. Army. Reserve Officers' Training Corps","United States. Army. Field Artillery Battery, 694th","United States. Army. Field Artillery Regiment, 179th","American Red Cross","United States. Army. Infantry Division, 33rd","Hope (Hospital ship)","Colonel John P. O'Day","Eduardo Boyer of the Filipino Army","Augusta Regional"],"dcterms_title":["Oral history interview of Corbett Ward Clark"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Atlanta History Center"],"edm_is_shown_by":null,"edm_is_shown_at":["http://album.atlantahistorycenter.com/cdm/ref/collection/VHPohr/id/338"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material is protected by copyright law. (Title 17, U.S. Code) Permission for use must be cleared through the Kenan Research Center at the Atlanta History Center. Licensing agreement may be required."],"dcterms_medium":["video recordings (physical artifacts)","mini-dv"],"dcterms_extent":["1:02:46"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tnn_npldl_crohpberry1aclip1","title":"Excerpt 1 from oral history interview with Mary Frances Berry, 2003 September 05","collection_id":"tnn_npldl","collection_title":"Nashville Public Library Digital Collections Portal: Civil Rights","dcterms_contributor":["Egerton, John","James, Carolyn"],"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["Berry, Mary Frances"],"dc_date":["2003-09-05"],"dcterms_description":["An excerpt from an oral history interview with Nashville Civil Rights Movement participant Mary Frances Berry, conducted on 5 September 2003 by John Egerton as part of the Nashville Public Library's Civil Rights Oral History Project. 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The complete interview, as well as a transcript, is available in the repository."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Excerpted from:  CROHPBerry audio cassette recording(s) converted to mp3 format in 2006.","Civil Rights Oral History Project, Special Collections Division, Nashville Public Library."],"dc_relation":["Forms part of online collection: Civil Rights Online Collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Buva College Rescue Home and Training School for Negro Children","African Americans--Social conditions","African Americans--Civil rights--Tennessee--Nashville","Civil rights--Tennessee--Nashville","Civil rights workers--Tennessee--Nashville","Civil rights movements--Tennessee--Nashville","African Americans--Segregation--Tennessee--Nashville","Orphanages--Tennessee--Nashville","Nashville (Tenn.)--Race relations","Nashville (Tenn.)--History","Nashville (Tenn.)--Social conditions","Twelfth Avenue North (Nashville, Tenn.)"],"dcterms_title":["Excerpt 1 from oral history interview with Mary Frances Berry, 2003 September 05"],"dcterms_type":["Sound"],"dcterms_provenance":["Nashville Public Library (Tenn.). Special Collections Division"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.library.nashville.org/u?/nr,218"],"dcterms_temporal":null,"dcterms_rights_holder":["U.S. and international copyright laws protect this digital content, which is provided for educational purposes only and may not be downloaded, reproduced, or distributed for any other purpose without written permission.  Please contact the Special Collections Division of the Nashville Public Library, 615 Church Street, Nashville, Tennessee, 37219. Telephone (615) 862-5782."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["audio/mp3 (1.69 MB; 1 min., 51 sec.)"],"dlg_subject_personal":["Berry, Mary Frances--Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"tnn_npldl_crohpberry1bclip1","title":"Excerpt 2 from oral history interview with Mary Frances Berry, 2003 September 05","collection_id":"tnn_npldl","collection_title":"Nashville Public Library Digital Collections Portal: Civil Rights","dcterms_contributor":["Egerton, John","James, Carolyn"],"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["Berry, Mary Frances"],"dc_date":["2003-09-05"],"dcterms_description":["An excerpt from an oral history interview with Nashville Civil Rights Movement participant Mary Frances Berry, conducted on 5 September 2003 by John Egerton as part of the Nashville Public Library's Civil Rights Oral History Project. Berry discusses the day that the Brown v. the Board of Education of Topeka decision came down and her reaction to it. The complete interview, as well as a transcript, is available in the repository."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Excerpted from:  CROHPBerry audio cassette recording(s) converted to mp3 format in 2006.","Civil Rights Oral History Project, Special Collections Division, Nashville Public Library."],"dc_relation":["Forms part of online collection: Civil Rights Online Collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Topeka (Kan.). Board of Education--Trials, litigation, etc.","African Americans--Social conditions","African Americans--Civil rights--Tennessee--Nashville","Civil rights--Tennessee--Nashville","Civil rights workers--Tennessee--Nashville","Civil rights movements--Tennessee--Nashville","African Americans--Segregation--Tennessee--Nashville","Segregation in education--Law and legislation--United States--History","Discrimination in education--Law and legislation--United States","Race discrimination--Law and legislation--United States--History","Nashville (Tenn.)--Race relations","Nashville (Tenn.)--History","Nashville (Tenn.)--Social conditions","Brown, Oliver, 1918- --Trials, litigation, etc."],"dcterms_title":["Excerpt 2 from oral history interview with Mary Frances Berry, 2003 September 05"],"dcterms_type":["Sound"],"dcterms_provenance":["Nashville Public Library (Tenn.). Special Collections Division"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.library.nashville.org/u?/nr,219"],"dcterms_temporal":null,"dcterms_rights_holder":["U.S. and international copyright laws protect this digital content, which is provided for educational purposes only and may not be downloaded, reproduced, or distributed for any other purpose without written permission.  Please contact the Special Collections Division of the Nashville Public Library, 615 Church Street, Nashville, Tennessee, 37219. Telephone (615) 862-5782."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["audio/mp3 (3.97 MB; 4 min., 20 sec.)"],"dlg_subject_personal":["Berry, Mary Frances--Interviews","Brown, Oliver, 1918-1961"],"dcterms_subject_fast":null,"fulltext":null},{"id":"geh_vhpohr_148","title":"Oral history interview of Clar W. Cukor","collection_id":"geh_vhpohr","collection_title":"Veterans History Project: Oral History Interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Houston County, Dothan, 31.22323, -85.39049","United States, Georgia, 32.75042, -83.50018","United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383","United States, Georgia, Lowndes County, Moody A F B, 30.97849, -83.21646","United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, North Carolina, Guilford County, Greensboro, 36.07264, -79.79198","United States, Texas, Bexar County, San Antonio, 29.42412, -98.49363"],"dcterms_creator":["Palmer, Janet","Cukor, Clar W., 1925-"],"dc_date":["2003-09-03"],"dcterms_description":["In this interview, Clar Cukor recounts his time in the U.S. Air Force at the end of WWII. He had been a college student when he enlisted, partly \"on a lark\" and because everyone was being patriotic. While he was in basic training to become an aviation cadet, the Air Force realized it had too many pilots and closed pilot training. The Army wanted the trainees, but the Air Force didn't want to let the Army have them, so they were first sent to a college training detachment, and then sent for line training. Their commanding officer met the train and asked if anyone could type, and Clar raised his hand; he immediately became Cadet Colonel. He goes on to describe the relationship between the cadets and the CO, and the ensuing (high jinx) on the part of the cadets. After the war, he went back to school.","Clarence \"Clar\" Cukor was an aviation cadet in the USAAF during World War II.","CLARENCE CUKOR VETERANS HISTORY PROJECT ATLANTA HISTORY CENTER Interview Date: September 3, 2003 Interviewer: Janet Palmer Transcribed by: Stephanie McKinnell JANET PALMER: Today is September 3, 2003. My name is Janet Palmer, and my interview is with Clarence Cukor at the Atlanta History Center for the Veterans History Project. Mr. Cukor, will you please state your name and spell it. CLARENCE CUKOR: My name is Clare Cukor, given name is Clarence. First name is, I use Clare because I was raised on the southwest side of Chicago, and Clarences do not last long there. So Clare became protective coloring 60, 70 years ago. JP: And what was your date and place of birth. CC: September 28, Detroit, Michigan. 1925. JP: During which war did you serve? CC: World War II. JP: And what was the branch of service that you were in, and what was your unit number? CC: Aviation cadet. I was inducted as an aviation cadet, and I was discharged as an aviation cadet. Which alone is kind of unique. JP: Tell me a little bit about your background and what you were doing prior to going into the service. CC: Prior to going into the service, I was attending the University of Chicago. I had done my first year and I had just turned 18. Obviously I wasn't going to take the chance on going into the infantry, so I volunteered for the air force. And in my group, we were mostly 18 year olds. There were a few older members of the group, and we'll hear more about them as we talk later. JP: How did you feel about going into the service? CC: Well, of course, you know, it was all, big lark. The feelings were running high because of Pearl Harbor. Naturally we were all very big _. JP: When was that, when did you join? CC: September, October of '43. JP: And after you joined, where did you go for basic training? CC: Basic training, we went to Greensboro, North Carolina. What was rather interesting, towards the end of basic training, a clerk at Maxwell Field in Alabama literally looked behind his desk and found a list of 250,000 pilots the air force forgot they had. So they literally shut down pilot training at that point. Now all of us were destined to be pilots, but now with pilot training closed, the high command saw this big mass of raw material and they wanted to get their hands on it. The air force wasn't about to let that happen. We could pass air force physicals so they decided that they were going to hide us and keep us from the hands of the high command is literally what it amounted to. They, first thing they invented was so called college training detachment. So they packed us up and sent us to Davidson, North Carolina, for, two do the first year of college. Which of course for me was a snap. Most of the other 18 year olds had not been to college, so this was useful for them. This occupied us for about six months. Now it wasn't a total waste of time. We had a history professor who lived in the Piedmont, and his forebears for five or six generations lived in the Piedmont, so he took it upon himself as his basic mission in life to teach us Civil War history from the southern point of view. And it was well done. The man was superb. An interesting, and again, Davidson is a church related school, and their top student in their, in the civilian end of things, also happened to be the white lightening running and would make run up into Tennessee every couple of weeks to take care of our libation needs. After college training detachment, they sent us off to Moody Air Force Base for so called on the line training. Moody Air Force Base is in Valdosta, Georgia. The man that was running Moody Air Force Base was the colonel that had been running Hickham Field when the Japanese hit at Pearl Harbor. He had been demoted to his permanent rank of colonel, and of course he was now running Moody Air Force Base. My introduction to him was cute. A train arrived in Valdosta. I literally had one foot off the train. The colonel was standing out in front and simply said, can anybody type. At that time I hadn't learned the lessons about volunteering quite yet. So I could type. He walked over, pinned cadet colonel bars on your shoulder, said, they're yours, and he walked off. Literally. I now had a trainload of fellow aviation cadets. We had to find a place for them to stay, had to find the supply room, and on and on and on. Which we did. He regarded us as a labor pool. Moody Air Force Base had a contingent of German POWs. And the German POWs ran all the KP at the base. That is until we arrived. When we arrived, the German POWs were allowed to luxuriate. And we were given the opportunity to learn mess management, which is the air force way of handling KP. Since I was the cadet colonel, it was my duty to assign various of my friends to jobs. So we learned very early in the game how to make the game work for us. Now sick call in the air corps is typically around 8 o'clock in the morning. I ran my sick call at 7 in the morning. For some strange reason, all the people that were on sick call always wound up with the dirtiest jobs, which meant that they never got done. Now, the colonel didn't have much of a regard for cadets. He regarded us as raw material and that's all. We wanted to change his mind, so one day we ran a little competition. We had the top mechanic on the air field, an old line master sergeant, disassemble a P-47 radial engine. One of my crew did the same, except he didn't _ it, the master sergeant. After that, things eased up a little bit at the field. The young man who did this had been working at LaGuardia air field, and he was one of the top mechanics at LaGuardia prior to his induction in the service. We had some other interesting people in our group. One young man had come out of the merchant marine. This young man had made the run to Mermansk something like ten or eleven times, and he never got to Mermansk. Every ship he was on was torpedoed. The last one was torpedoed in the north Atlantic in the middle of winter. This young man was saved by a flotilla of ships that came by 30 days after the sinking. He survived 30 days in a little rubber raft in the north Atlantic. To this day, he doesn't know how he survived. He didn't have any frost bite. It was just an amazing occurrence. He was our front man. Every time we got ourselves into trouble, we'd push him up front. And of course it was very difficult for retribution to rain very heavy upon us in the face of all these ribbons that he wore. The field was run by, as I said, the colonel who had been in charge of Hickham Field. He was not very highly regarded by us. This man had a Nash as a staff car. His staff car was equipped with cameras. His avowed mission in life was to make every WAC on base. We learned about this because I had one of my boys who was very interested in photography. So I got him assigned to the photo lab. Naturally when the colonel got his set of pictures, we got a set. Finally after a year in the service, we did manage to get some leave. JP: What did you do when you were on leave? CC: Well, I went back to Chicago, obviously, which was home for me. Chicago at that time was marvelous. Because if you wore a uniform, there was no way you could spend money in Chicago. Didn't matter what. If you got into a cab, the fare was picked up. We went to eat in the finest restaurants in Chicago, you went to the Blackhawk, the bill was paid. It was a lovely place, a lovely town to have a leave. Eventually they decided they were going to transfer us from Moody to Dothan, Alabama. Now our colonel of our field had a pet cannon which he fired off every night when they took the flag down. He knew that we were going to do something as a parting gesture as we left Moody, so he put armed guards on the cannon. We staged a fight, managed to pull the guards off the cannon, and then very gently lowered it into the bottom of the swimming pool. That was our parting gesture to him. Eventually we found our way to Dothan, Alabama. JP: When was that, when did you go to Dothan? CC: Dothan would have been probably late '44. And Dothan, as far as I'm concerned, and to this day I consider a hell hole. My first view of Dothan was every single yard in the city of Dothan had a sign that said dogs and soldiers please keep off the grass. This was during World War II, and this is my memory of Dothan. The air field at Dothan was a fighter rebuilding center. So it was a very active field. It was interesting because it had six or seven messes. It was so big that it had three or four civilian messes. It had an officer's mess; it had a cadet mess. And of course it had a, several enlisted men's messes. The messes were run by an old master sergeant who was beyond the age of retirement, but he had come back to serve during the Second World War. His claim to fame was he was Hap Arnold's crew chief in World War I. Needless to say, the messes at Dothan, Alabama, were well run and well supplied. Now the CO at Dothan was a West Point _, and he had been careful to make sure that the Dothan, Alabama, air field had a 15,000 seat stadium, concrete stadium was built just so they could hold maneuvers every Saturday. They would shut down the entire field and everybody there was supposed to show up and participate in this showpiece. And of course there's not much going in Dothan, Alabama in 1944, so all the citizenry would come and view the goings on. Our group was kind of interesting. One of the members of our group was an old line master sergeant from the infantry. And he taught us how to march. We could put on a show if we felt like it. Weapons were tough, but we'd put on a good show. While we were there, our mental attitude was pretty bad. We had repeatedly tried to get out of the air force, but the air force wasn't having any of that. They kept us, and made damn sure that we couldn't get away. And so, now cadets normally wear an officer's uniform except wherever the uniform has officer's insignia on it. The air force uniform would have a propeller and wings on it. The shoulder patch would be a typical air force shoulder patch. Down on the forearm, we would repeat this propeller and wings thing. This was typical cadet uniform. We commissioned this patch, had it made, and essentially it says ‘thou shall not fly'. We of course, made a point of replacing our propeller and wings with the ‘thou shall not fly' patch. Well, we were just about ready to introduce it to the world, we hadn't done it officially yet, and I had sent out a crew to clean out a barracks. One of the crew came back to me and said, “Clare, you've got to come and see this. This is unbelievable, you've got to come see it.” Well this barracks had been closed since World War I. they were full of hats. And it had the old World War I hat. You know the kind of hat that sits flat on your head and has a peak and has a lanyard, the whole thing was full of hats. _ I assembled all the troops, ran them down, and issued new hats. Now typically, in the cadet uniform, you'd have an officer's hat and you'd have a gold propeller and wings like this in the front of the hat. So we took all the propeller and wings off, put them on these World War I hats. Almost at the same time, this was within minutes of this happening, one of my other friends came rushing back and said, now this was, this young man was in the message center. He was an interesting young man because in civilian life he worked for the mob in Chicago. And he lived in a house that was across the street from the Hawthorne racetrack. Typically he would sit up in the attic where he could see the Hawthorne racetrack, and he would run race results with Morse code, and he was a master with Morse code. He could send and receive something like 50, 60 words a minute, some horrendous number. That 30 second advantage that they got because of his activities were a big deal in Chicago gambling circles. Needless to say, when we got in the service, getting him assigned to the message center was child's play. This meant that I got the colonel's orders before he did. And of course, he comes running into me this day and says “look, the inspector general is coming down tonight. They're going to pull a surprise inspection on us in the morning.” OK. So at 4 o'clock in the morning, they pulled the surprise inspection. My group falls out in class A uniforms, World War I hats flat on our heads, propeller and wings, and of course, the ‘thou shall not fly' label on the forearm. The inspector general was just bursting with laughter, you could tell. He managed to control himself, but he was beside himself. Anyway, they finally assigned us back to our barracks and thought they'd give us a little bit of a review. One of the things he decided he was going to do is run a white glove inspection. Now for those of you that have never served in the service in the south in World War II, the barracks buildings were not very well made. The insides were never finished. The 2x4's were not even planed properly. They were just simply rough cut. So there was no way you could run a white glove inspection and pass it in this kind of construction. We didn't fall off the turnip truck that morning either. What we had done the night before was liberated some 50 gallon drums of lye, emptied out the barracks and sprayed all the barracks with lye and fire-hosed them down. So of course when the colonel ran his white glove inspection, we passed it. We were the only barracks in the south that could do it, but we passed it. This was an interesting time. From here, we were eventually transferred to San Antonio, yeah San Antonio airfield. And we did finally get some honest to gosh preflight training. We finally did get to see an airplane, we finally did get to fly one. We were just up to the point of soloing. JP: When was this that you went to San Antonio? CC: This would have been early in '45. Now we had gone through some of this training. By now it was close to, well it was late summer of '45. And the war was winding down. So the general assembled all of the cadets and he started out by saying, you know, we're going to discharge everybody according to the point system. We had men coming from overseas that had 150 and 200 points, that kind of thing. We had 20, 24 points. We'd been in the service 2 years. So he said, you have some options. Option number one: I hereby resign from the cadets and volunteer for the air corps for four years. Option number two is equally odious, three and four were no better. And so I said, general, that's, and I introduced myself and I said I'm not interested in any of these. He said, you will sign one of them. I said, I will? I said OK, I'll be happy to. I signed it, and over my name I put down ‘signed under duress'. Immediately all the cadets did the same thing. Well, the general went berserk; he just went crazy. They immediately ran us back to the barracks and put us under armed guards and so on. Along came another one of my friends. This young man was from Oklahoma. His grandfather had been in the great Oklahoma land rush, remember when they fired the gun and all the settlers ran out and claimed their land. Well, he was in that. And he was an attorney. In fact, he was the only attorney in the Oklahoma territory. So as he lived his life and as he functioned as an attorney, he got paid off in chickens and vegetables and occasionally a piece of land. To make a long story short, he wound up with pieces of land all over the state of Oklahoma. Eventually they found oil. Naturally he was sitting on lots of it. His grandson, who was in my group, every month, would get a check from Exxon for 10 to 12 thousand dollars for his share of the royalties coming from the land. So he had money. OK, here we are in the San Antonio barracks, we're confined to quarters. He and a couple of his friends sneak out that night, get past the guards. They go into town, and in the next two days, full page ads appear in major newspapers scattered around the country. He had the money; he had the resources to do this. Within a week we were all at discharge centers. That's the sum total of this story. JP: Where did you go after you were discharged? CC: Back to the University of Chicago to finish my education. JP: Did you use the GI Bill? CC: Yes, I did, yes I did. JP: How did you deal with this _ affected the rest of your life as far as being in the service? CC: Well, yes. Because prior to that, remember that when I went into the service, I was an 18 year old book worm. I had no idea in the world what the world was like. And I was totally insulated from all that. Well, here I had two years of growing up. And I had some good teachers. It was a marvelous experience. The GI Bill was fantastic. It's the best thing this county ever did for its citizenry. And why we've never done that since is beyond me. That should be a right of passage for every single high schooler in the nation. JP: Are you a member of any type of veterans group? CC: No, I've not been active with the veterans. JP: Keep in touch with the _? CC: No, no, not really. I have been active with high schoolers since my retirement. We, well, basically, something like ten years ago, we took four high schools in Georgia and matched them up with four high schools in Scotland. We allowed the senior economics classes to set up operating export companies. And they export to each other. Now in ten years we've gone from four, to there's something like 250 schools involved worldwide. We ran out of schools in Scotland. We're growing, I mean we're now in Ireland and Wales. Last year we added Germany, South Africa, and Ghana to the mix. This year, we've added Japan, Norway, Russia and Siberia and Spain to the mix. So essentially this is my give back activity if you will. JP: Are there any experiences or anything about your time as a veteran that we didn't discuss that you'd like to. CC: No, I think this would be… I don't know if this little vignette makes any real sense to you, but there were a couple of hundred thousand of us who lived this life. It did accomplish one purpose, it did put a little age on us, gave us a little bit of outside experience if you will. JP: Do you remember when the war was over how you felt, how the group was, how they felt and so on? CC: Well obviously we were ecstatic about the whole thing. I think the, when we dropped the bombs on Nagasaki and so on, I think those were more interesting times for me anyway. JP: Thank you very much. CC: Appreciate it."],"dc_format":["video/quicktime"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Veterans History Project oral history recordings","Veterans History Project collection, MSS 1010, Kenan Research Center, Atlanta History Center"],"dcterms_subject":["Thunderbolt (Fighter plane)","World War, 1939-1945--Personal narratives, American","United States. Army Air Forces","University of Chicago","Davidson College. 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