{"response":{"docs":[{"id":"tws_oid16_33673","title":"Herman Seymour, 2008","collection_id":"tws_oid16","collection_title":"Crossroads interviews","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["2008-11-18"],"dcterms_description":null,"dc_format":["video/mp4","application/pdf","image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Memphis, Tenn. : Rhodes College"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["https://vimeo.com/278574660"],"dcterms_subject":["Interviews","Oral history","Memphis (Tenn.)","Civil rights","Segregation","Education","Race relations","African Americans"],"dcterms_title":["Herman Seymour, 2008"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Rhodes College"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.handle.net/10267/33673"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"kai_chm-oh_124","title":"I WAS THERE: Stephen Zucker","collection_id":"kai_chm-oh","collection_title":"Oral History Collection (Chicago History Museum)","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005","United States, Illinois, Cook County, Chicago, Grant Park, 41.87948, -87.61894","United States, Illinois, Cook County, Chicago, Lincoln Park, 41.9217, -87.64783"],"dcterms_creator":["Zucker, Stephen","Alter, Peter"],"dc_date":["2008-11-04"],"dcterms_description":["In 1968, Mr. Zucker worked for the City of Chicago as an assistant corporation counsel, a lawyer. He was involved in arrests and litigation surrounding the riots after Martin Luther King Jr.'s death, the Chicago peace march on April 27, 1968, the Democratic National Convention, and the Days of Rage in 1969. He negotiated between demonstrators and the police to avoid confrontation during the convention in Lincoln and Grant Parks."],"dc_format":["audio/mpeg","image/jpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Chicago, Ill. : Studs Terkel Center for Oral History, Chicago History Museum","Chicago, Ill. : Chicago History Museum"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Oral History Collection (Chicago History Museum)","I WAS THERE: The 1968 Democratic National Convention Oral History Project"],"dcterms_subject":["Democratic National Convention (1968 : Chicago, Ill.)","Oral history","Interviews","Riots","Elections","Political science"],"dcterms_title":["I WAS THERE: Stephen Zucker"],"dcterms_type":["Sound","Text","StillImage"],"dcterms_provenance":["Chicago History Museum"],"edm_is_shown_by":null,"edm_is_shown_at":["http://collections.carli.illinois.edu/cdm/ref/collection/chm_oh/id/124"],"dcterms_temporal":["1968"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["© 2015 Chicago Historical Society, all rights reserved","For permission to reproduce, distribute, or otherwise use this image, please visit https://images.chicagohistory.org or contact rightsrepro@chicagohistory.org."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio file: 48:49 minutes"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rogp_055","title":"Louise McBee, 03 November 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["McBee, Mary Louise","Short, Bob, 1932"],"dc_date":["2008-11-03"],"dcterms_description":["Related materials available in the following collections of this repository: M. Louise McBee Papers; M. Louise McBee Papers, Series VIII. Audiovisual Materials.","Mary Louise McBee was born on June 15, 1924, in Strawberry Plains, Tennessee. She holds degrees from East Tennessee State University, Columbia University, and Ohio State University. Prior to joining the University of Georgia, Dr. McBee taught English in the Netherlands as a part of the Fulbright Scholarship Program. McBee also taught physical education in Virginia for three years, and served as the Dean of Women at East Tennessee State University for two years before joining UGA in 1963. At UGA, Dr. McBee served as the Dean of Women, the Dean of Students, the Assistant Vice President for Instruction, and the Vice President for Academic Affairs. In 1968, she served as the Dean of Women for Chapman University's World Floating Campus program. In 1988, Dr. McBee retired from the University of Georgia and participated on an expedition to Mt. Everest. In 1991, McBee ran for a seat in the Georgia House of Representatives representing Athens-Clarke County. Representative McBee served on and chaired several committees, including the Appropriations Committee, the Retirement Committee, the World Congress Center Overview Committee, and the Women's Legislative Caucus. She was elected Head of the Education Committee and contributed to the beginnings of the HOPE Scholarship in addition to working on several House Bills related to higher education. McBee was also instrumental in supporting pension plans including the Teachers' Retirement System as well as advocating against the development of a landfill in Arcade, Georgia. After serving five unopposed terms, Representative McBee retired from the General Assembly in 2004. She has continued to serve the Athens-Clarke County community through her membership on several local organizations including the Athens League of Women Voters, the Athens-Clarke County Chamber of Commerce, the Athens-Clarke County Hospital Authority, the Salvation Army Board, the Youth Empowerment System of Athens, the Arch Foundation, and the Red Cross. She has been recognized and awarded for her services and accomplishments, such as the Outstanding Alumnae Award from Eastern Tennessee State University, the University of Georgia Blue Key Award, Athens Woman of the Year, and the Second Annual Eldridge McMillan Lifetime Achievement Award.","McBee describes her life before she moved to Athens, Georgia, when she lived in Strawberry Plains, Tennessee. McBee discusses being an educator at the University of Georgia during desegregation. She also recalls climbing Mount Everest. McBee discusses the development of her interest in politics, her election to the Georgia General Assembly, and the various committees on which she served. She specifically mentions topics such as the HOPE scholarship, vouchers, the Equal Rights Amendment, and No Child Left Behind. McBee discusses the education legislation she introduced in the General Assembly as well as her work on retirement legislation. She also discusses the importance of education in the home. She also talks about party politics, campaign finance, term limits, and female politicians in Georgia. McBee recalls interactions with Phyllis Barrow, Barbara Dooley, Tom Murphy, Zell Miller, Roy Barnes, and Cathy Cox.","Finding aid available in repository.","Interviewed by Bob Short."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["Georgia--General Assembly--House of Representatives","United States","Georgia's HOPE Scholarship Program","No Child Left Behind Act of 2001 (United States)","Women legislators--Georgia--Interviews","Women college administrators--Georgia--Athens--Interviews","Women educators--Georgia--Athens--Interviews","College integration--Georgia--Athens--History","Educational vouchers--Georgia","Equal rights amendments--United States","Educational law and legislation--Georgia","Political parties--Georgia","Campaign funds--Georgia","Women politicians--Georgia","Campaign funds","College integration","Educational law and legislation","Educational vouchers","Equal rights amendments","Political parties","Women college administrators","Women educators","Women legislators","Women politicians","Georgia","Georgia--Athens"],"dcterms_title":["Louise McBee, 03 November 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-055/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 055, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (69 min.) : sd., col."],"dlg_subject_personal":["Barnes, Roy E. (Roy Eugene), 1948-","McBee, Mary Louise","Miller, Zell, 1932-2018","Dooley, Barbara","Murphy, Thomas Bailey, 1924-2007"],"dcterms_subject_fast":null,"fulltext":"Louise McBee interviewed by Bob Short \r\n2008 November 3 \r\nAthens, GA \r\nReflections on Georgia Politics \r\nROGP-055 \r\nOriginal: video, 69 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\n \r\nDate of Transcription:  June 26, 2009 \r\n \r\nBOB SHORT:  Im Bob Short and this is Reflections on Georgia Politics sponsored by the Richard Russell Library at the University of Georgia.  Were honored today to have as our guess, Louise McBee, who is a former educator and six term member of the Georgia General Assembly.  Welcome. \r\n \r\nLOUISE MCBEE:  Thank you.  Good to be here. \r\n \r\nSHORT:  Its a long way from Strawberry Plains, Tennessee to Athens, Georgia. \r\n \r\nMCBEE:  Thats right. \r\n \r\nSHORT:  Please tell us how you got here. \r\n \r\nMCBEE:  Well, I had graduated from East Tennessee State University having been born in a little community called Strawberry Plains.  Graduated there, worked a couple years after I graduated and then went to  eventually to Columbia University and got a masters degree and then to Ohio State University and got a doctorate.  Came back to East Tennessee State and served for two years as the Dean of Women and then the Dean of Students from this institution, the Vice President for Student Affairs they were they called, came to Johnson City and wanted me to come to Georgia.  I finally agreed to do that and have been here ever since.  That would have been in 1963 and it was the best move I ever made and its been a happy life here. \r\nI was born in a little community, as I said, Strawberry Plains unincorporated.  My grandparents owned a farm there.  My father worked for American Zinc Company and I had two brothers.  As little children starting seven, eight, and nine years, we were close together.  We carried the paper for nine years in Strawberry Plains.   My dad insisted that we go up on the porch, put the paper behind the door.  We had our routes divided.  But we learned a lot of lessons.  We learned about people who pay you or people who would try to not pay you, learned to save our money.  We made 20 cents a week by carrying the paper every day to people, and in Strawberry Plains the houses were not in blocks.  You walked distances sometimes between a house for 20 cents a week.  It was in some ways, we did it for nine years, the best experience as a child you could have.  You learned to take care of your money, to save enough money to pay for the paper for the next week, thats what we had to do.  And then we would divide the  keep us a little kitty, we called it, to take care of things, but divided the money so that we could use the 10 or 15 cents a piece that we would make during the week a piece for ourselves.  We learned the people that would pay, the people who would try to avoid paying you, so on.  So it was a good experience.  We learned to take care of money and we did that, as I said, for nine years.   \r\nWe all went to school there. It was a country school.  There were 15 or 16 in my graduating class.  Only two of us went on to college out of that class.  It was not a thing that you just did then.  You elected and made preparation to do it.  I worked during the summer in Gatlinburg as a waitress in a hotel and then the next three summers I worked at Oak Ridge.  That was during the war.  You had to have college experience to work in the job.  I was with Carbine Carbon, worked all summer, lived out in Oak Ridge, and was there the nigh the atom bomb was dropped.  Having no knowledge of what an atom bomb was really, but they were selling papers as we came out of the midnight shift, saying that the atom bomb had been dropped. \r\n \r\nSHORT:  Did you know when you left for college that you wanted to be an educator? \r\n \r\nMCBEE:  Yes.  I got two degrees  I mean two certifications by my work.  I was certified to teach in elementary school.  They used to separate it.  They may do that now; I dont know, but I was certified to teach by law in the elementary school and in high school and ended up one year  I worked one year in a high school in Virginia and then came back to East Tennessee State.  They brought me back to the institution there to teach, and I stayed there three years and then went on to my masters and my doctorate.   \r\n \r\nSHORT:  What did you teach? \r\n \r\nMCBEE:  Physical education. \r\n \r\nSHORT:  Physical education.  Youre a prime example of what a good physical education  \r\n \r\nMCBEE:  Thats right.  Thats right.  \r\n \r\nSHORT:  -- major should look like. \r\n \r\nMCBEE:  Thats right.   \r\n \r\nSHORT:   You came to the University of Georgia after the crisis they had whether or not...  \r\n \r\nMCBEE:  To admit Charlene and  \r\n \r\nSHORT:  Yes. \r\n \r\nMCBEE:  Yes, that was all over and they had graduated, but the problems were not over by any stretch.  There was still some anger.  There were not many blacks on the campus, practically none.  The day I went to work I was in -- my office was in academic building that looked down on the Varsity, which at that time was a restaurant. The day I went to work the blacks, the African-Americans were marching around the Varsity because they were not allowed to go into eat, and I know being bothered by that.  And we continued to have demonstrations, small demonstrations on the campus and students on the campus  black students. \r\n \r\nSHORT:  Youve seen a lot of change here. \r\n \r\nMCBEE:  Lot of change.  Lot of change.  It was under my administration as vice-president I had put one of my assistant vice-presidents -- associate vice-presidents to work.  That was his job to try to bring more African-American students to the campus and he did. Not only the students but principally faculty, to find African-American faculty that could do the job on a college campus and try to  and I know we hired several under my administration.   \r\n \r\nSHORT:  You climbed the academic ladder here all the way to Vice-President of Academic Affairs.  \r\n \r\nMCBEE:  I did. \r\n \r\nSHORT:  That was before your campaign for the Georgia election. \r\n \r\nMCBEE:  Yeah.  Well I started  I came here as Dean of Women and then I was made Dean of Students, which is the top position in Student Affairs and has the other offices under it. I stayed in that a while and then the Vice-President for Academic Affairs asked me if I would like to come and work in his office.  We had just gotten through some of the demonstrations, the Vietnam War, Kent State killings, and I was ready to try something else having gone through that. So, having the opportunity open to me to move into Academic Affairs, I did it and stayed as an assistant and then an Associate Vice-President for Academic Affairs and then eventually Vice-President for Academic Affairs.   \r\n \r\nSHORT:  Well the academic ladder is not the only thing youve climbed.  Tell us about Mount Everest. \r\n \r\nMCBEE:  The year I retired, 1988, I had a student come to  that previous summer come to work with me in my yard to help me sod my yard and he said \"Will you help me get permission from the Chinese government to go to Mount Everest.\"  I knew he was a climber, a young guy who did a lot of climbing.  I said, Well, sure I will.  And he said, \"Well take you with us.\" I considered it just a light moment. But I did get permission for them to go to China.  It got in the paper that Dr. Sanford, who was the president, and I were going to go with them. So, without much thought  more thought about what it would be than that, we did indeed go. At that point, after we finished the climb, according to the records, I was the oldest woman who had ever gone to the base camp at Mount Everest, which was 18,000  about 18,000 feet.  It was a dangerous journey, one I never would have dreamed would be as difficult as it was, but I did okay and Dr. Sanford who was 20 years older than I was  or Im not sure of that  but much older than I was, he made it as well.   \r\n \r\nSHORT:  How did you get interested in politics? \r\n \r\nMCBEE:  My parents always voted; one was a Democrat and one was Republican and we used to  they talked about canceling out each others vote and we always knew voting  or was told it was important and that it was your public responsibility to do it and as soon as I was old enough I registered to vote   but you take on a new interest in it when you get into academic settings where the quality of legislators you get has a lot to do with the support for education. So, I had never had any intention of running but Lawton Stephens, who was in  well, was a legislator and lived here in Athens, was called to  what do you call it?  A judge. \r\n \r\nSHORT:  Superior court  \r\n \r\nMCBEE:  A judge.  And his sister called me that afternoon and told me  just she was calling about something else, that Judge Lawton had just been made a judge.  He was in the legislature and it had just happened. So I turned around, went to  as soon as I finished that conversation went to the telephone and called the paper and the radio station and said I was going to run for his office.  Some people had encouraged me to run for mayor of Athens.  They called it something else then.  City Manager or something.  But I was not interested in that. I had been out of my job at the university for a year or so. So, I just, on a whim, almost without really giving it much thought went and called and said I was going to run.   \r\nAnd then I called Phyllis Barra, who was a Democratic delegate to several of the conventions and so on, and was a friend of mine, and I called her and I said, \"Ive done this, what in the world do I do next?\"  She told me what to do.  She said \"Sit down now and call everybody you call this weekend and ask them to support you.\" It was going to be a nonpartisan election, which was good.   So, I did that.  I did exactly what she said and asked them to support me. So, I had a whole list and I set me up a committee.  Well, during the next week  to make things interesting, during the next week Barbara Dooley called me and said, \"Would you come over here and talk with me.\"  I knew just as well as anything that she was getting ready to run against me, but I went over there and she said that she had thought about it and she wanted to do that.  And she said, What do you think?  And I said, \"Well, of course Id rather you didnt but its your right and well have a good race.\" So, she got in it and so did Chester Sosbee, who was a well known, popular pharmacist at Hodgson's Pharmacy.  And so there were three of us in the race and I didnt think I had a clue -- the possibility of winning it, certainly not outright, maybe on a runoff with three people.  But I won the race with  won it without a runoff.  I got 60% of the votes, 61% of the votes. \r\n \r\nSHORT:  Thats the only time you had opposition. \r\n \r\nMCBEE:  I didnt have any opposition any time else.  And I served for 13 years. \r\n \r\nSHORT:  Thats a compliment to your service.  \r\n \r\nMCBEE:  Well, I hope so.  I really did  I gave it my all.  I enjoyed it thoroughly.  Speaker Murphy, I had heard about him and knew about him.  He was a wonderful man.  Unfortunately, not until he died did the papers and all the people who knew and admired him secretly and privately come forth.  He got criticized probably more than any politician I ever saw in the paper.  But he was a good, kind, honest man, and he was particularly sensitive to women being in the legislature and tried to help them. So, I went to see him when I first got over there.  I knew my main interest was going to be education.  He put me on the Higher Education Committee. So, I had 13 years of good service under Tom Murphy.  Well, not the last year I didnt, because he got beat.  He was defeated in his last run, the same time at my last run. \r\n \r\nSHORT:  I imagine with your background and education and your work here at the University of Georgia made you very important to the Speaker and to the leaders and the governor. \r\n \r\nMCBEE:  Well, I was only one of two at that  when I got there.  I think there may have been others later who were tied to higher education and just three or four who were actually teachers that came out of that background.  So, I was made eventually chair of higher education and certainly worked at a crucial period in higher education because it was when the HOPE Scholarship came along and we had to work with the provisions along with president  I mean Governor  who had been responsible for bringing it to bear.  You know, I cant think of the governor  \r\n \r\nSHORT:  Governor Miller? \r\n \r\nMCBEE:   Miller.  Governor Miller.  And so, it was a wonderful opportunity to work with him and later with Roy Barnes in developing and expanding and testing after each year the amount of money we spent and what we could continue to do to give students more assistance and so on.  The Hope Scholarship, in my opinion, was the best thing that happened to this state in that century.  Why?  It kept the better students in the state.  Because when they had good grades parents said \"No need for you to go to wherever, go here and go to the university, go to some college in the state.\" Secondly, it gave hope and promise to students who would have never seen it as an opportunity until -- they could make good grades but school was too expensive for them and they never saw it as an opportunity.  Once that opened up they and their parents saw it.  And so, higher education became a part of their aspiration.   \r\n \r\nSHORT:  Well since weve passed the lottery and since the people have approved it, weve spent a lot more funds on public schools  \r\n \r\nMCBEE:  Thats right.  \r\n \r\nSHORT:  -- than ever. \r\n \r\nMCBEE:  Thats right.  \r\n \r\nSHORT:  Are we getting our monies worth?   \r\n \r\nMCBEE:  Well, we still have a long way to go.  Theres some data that is really interesting to me.  It was Roy Barnes data but I expect its still accurate.  He says for every ten boys and girls that go to college  I mean that go to school, public schools, six of them finish the eighth  lets see, no  nine of them, ten of them finish the eighth grade, three of them go on to college  no, three of them go on to high school  I mean to college, and two of them finally get a degree.  \r\n \r\nSHORT:  Uh-huh. \r\n \r\nMCBEE:  So we still dont have a high percentage of  I mean they need to correct that data on it.  Ill look to be sure that Im right on that, but its one out  it amounts to about one out of ten.   \r\n \r\nSHORT:  We hear suggestions from time to time that the state should provide vouchers for students in order to attend the school of their choice.  Is that a good idea? \r\n \r\nMCBEE:  Well, in effect, they have a voucher, if they come out with a B average in high school they can go to any college in the state.  It costs more in some of them and some of the schools done admit them, but they can go somewhere in the state because private schools get it as well.  So theres no reason why if they have done the work in high school they cant go wherever they want to go and where the college will admit them. \r\n \r\nSHORT:  Ive been asked to ask you your position on ERA, Equal Rights Amendment.   \r\n \r\nMCBEE:  Well, I dont have any problem with it.  Georgia hadnt passed it yet.  Why not?  Why shouldnt there be?  Why?  Why not?   \r\n \r\nSHORT:  Lets go back for a minute to the composition of the Georgia Legislature when you were there.  According to my calculations, only 10% for the House of Representatives was female.   \r\n \r\nMCBEE:  Uh-huh.  Its a little higher now.  I think its maybe up 15, maybe  seemed like there were about 45 of us.   \r\n \r\nSHORT:  Uh-huh. \r\n \r\nMCBEE:  Forty or forty-five when I was there.   There are a few more now.  But not nearly enough.  But country wide I think its what?  About 23%.  So, aside from Arizona, we do about as well as anybody.  But its not high enough anywhere.  That was one of the things that I admired about Speaker Murphy.  He gave women leadership positions. He saw that they were listened to on bills, he put them on committees that they requested and had some expertise in, like children's and education and so on and tried to support them in their  and help them with bills.  He was a great help to women.   \r\n \r\nSHORT:  Tell us, if you will, your role in educational legislation while you were down in Atlanta. \r\n \r\nMCBEE:  Well I had four bills that are my picks for what I have  what I did while I was there.  Im going to get them so I can give you  even give you the numbers of them.  There are four that I take great pride in.  One was House Bill 202, which gave teachers credit toward retirement for unused sick leave.  No teacher in the state, man or woman, whatever, had got credit for unused sick leave when every other state employee did.  It took us two years to fund it, but Roy Barnes, Governor Barnes helped me get it funded by splitting it into two years.  But now teachers get retirement just like other state employees.  And that was something that I was really pleased to be able to do.   \r\nAnother bill was House Bill 424 which established a college saving plan.  Parents or grandparents can deposit monies, tax free, in a saving plan thats managed by the State Treasurers Office and when the student starts to college the money can come out interest free.  Theyve made interest on it but its theirs to use for that childs education. We encouraged parents and grandparents at the birth of a child, as we  as I worked for the bill, to do that, to put a little bit of money in each  into the childs plan that would be tax free so that they would be ready to go to college.   \r\nThe third bill was the one that  the work that I did with the Hope Scholarship after it had been in practice, we had used it for a while in the years that I was there, we thought it needed a study and I led the study commission bill on that.  And then a fourth bill that I worked on that not many people even knew about but probably did more for Athens than anything in terms of the environment of Athens, and it was one that  there was a person who tried to set up a landfill in Arcade.  The way it would have been there would have been a truck every three minutes coming from all over the country, brining in garbage to put in Arcade, 15 miles from Athens. I was able to work on it in the House, and with help in the Senate to stop that bill.  The bill that I wanted that  for which there was  I had the greatest disappointment was a bill that I had put in that would have put up dollar tax on every pack of cigarettes.  Why?  Because theres all kinds of data that show that the cost of the cigarette is a deterrent especially to young people.  The bill that beat it was one that the current governor had in that put a 25 or 50 cent  25 cents, I think, tax on it.  My bill would have produced over $600 million each year and could have been used for so many things, and in addition, kept young people  would have reduced teenage smoking.  So those were the things that I was  that I did in the legislature that I was most pleased with.  And I was on the Retirement Committee and on the Budget Committee and on Higher Education, and those were three that gave me an opportunity to work for the things that I knew the best and to try to bring funds into the thing that I knew the best.  \r\nThe Speaker was good in that he would try, if possible, to put you into committees where you could be the best advocate and the best sponsor and know the most about it.  And so, that was what he did for me and I feel like I did a lot for education when I was over there, and particularly for the teachers in terms of getting the same retirement that other state employees had always had, and that none of us who had worked for it got.   \r\n \r\nSHORT:  We hear a lot about our students average on the SAT scores and what is considered to be an awful dropout rate.  \r\n \r\nMCBEE:  Yeah. \r\n \r\nSHORT:  What can we do to improve those two and maybe bring them up to the national average? \r\n \r\nMCBEE:  Well, of course we all know that the best education the child gets is what he gets home starting at three years old when parents read to them, encourage them to read and start with books and keep them away from TVs and so on. So, a part of the job is to educate parents. We have particular difficulty I think with that where the parents both work and thats the situation generally in the poorest families.  Both parents work, mother has to come in, get supper, get the clothes ready for the next day and all the chores of a housewife, and not much time left to work with the children. Unless children are encouraged to read from the time  or are read to by the time theyre three years old, they say they never catch up.  Ive seen data on that.  I dont know it to be a fact but I assume since they put out as a fact that it is, that unless a child is read to starting at least by the third grade that theres a lapse there that never allows them to catch.  And when both parents work and particularly in the homes where theres not help and homes where the financial situation is not as good, thats the place where they dont get read to and they put them down in front of the TV set and they eat too much and get too much weight on them and dont learn the things that they need to learn to get through. \r\n \r\nSHORT:  How effective has Governor Millers pre-kindergarten program been? \r\n \r\nMCBEE:  Well I think great.  We know from all kinds of data that the better the student the earlier the start.  And unfortunately, at this point anyway, there are not enough of them.  Theres students in this state who are eligible for it who cant get to it, they dont have enough programs.  But the lottery money is there for it.  I dont know what the hold up on that is, but they say that there are still places that they dont have adequate pre-kindergarten. \r\n \r\nSHORT:  Going all the way back to Governor Herman Talmadge in 1948, every governor has called themselves the education governor.  Which one has come closest to being a true educational governor?   \r\n \r\nMCBEE:  Well, in my opinion, I was not here until in the 60s and I didnt know as much about it, but in my opinion, Zell Miller, because of the HOPE Scholarship.  I dont think there was anything in that century that did for this state what that did.  As I said a little earlier, it did two things.  One, it kept good students in the state.  They were going to Chapel Hill and Vanderbilt and places, but the HOPE Scholarship, when they were eligible for it, parents would say, well, you just stay here; you got that, you need to just stay here and then you can put the  money on your masters degree  and so on.   So it kept the better students in the state  good students in the state.  And secondly, it provided an emphasis and a feeling among the children who had not seen a higher education as a possibility.  It gave them hope that that was a possibility and opened the doors to more people. Theres no question about it.  Weve had  what is it now?  Over 900,000  maybe its over a million now whove gone to college on the Hope Scholarship.  And then it also encouraged students to make better grades.  The students who saw that as a way to get into college, to have help to get into college, to do well while they were in high school. \r\n \r\nSHORT:   Besides education, what were some of the other issues you were interested in when you were in the legislature? \r\n \r\nMCBEE:  Well I asked to be on the Retirement Committee because, as I said, teachers  I was the first one to get  I left the university without a retirement committee.  I was able to put that in and work for other benefits for people  teachers who were retiring.  Theres a thing going on right now that the governors behind that  its a terrible thing.  Hes trying to take that one and a half percentage that teachers get each six months, make it optional for them to get it.  Maybe you get it if theres money available.  Well, there is money in that fund.  Theres $50 billion in that fund right now.  Plenty in it but hes wanting to look at it for other things.  When its teachers money who have gone into that with that idea.  We have teachers now all over this state whove made $25,000 and $30,000; that was their salary.  Without that one and a half percent that comes in addition to their salary that comes now every six months they cant make it.  And I have  I just came here out of a meeting where we are encouraging them to write the committee thats making a decision on that, to keep them in that where they dont have  where that cant be taken away from them by the governor.   We have not had an education governor this time, unfortunately.  He has not  hes a Georgia graduate, and Im sorry I cant  I have to say that, but I must say it, that his greatest interest has not been in education. \r\n \r\nSHORT:  Getting back to your service in the House, who are some of the most effective members with whom you worked? \r\n \r\nMCBEE:  Dubose Porter, whos chair of  or he was chair of the  some of the large committees.  Bill Cummings, who himself was a teacher, the current Secretary of State -- right now his name slips me  who was in the house then and was Governor Millers floor leader.  Kathy Ash, who is still there.  Shes into her probably 18th to 20th year, Nan Orrock, those are some of the ones.  Now most of those are Democrats because I was there when the House was predominantly  House and Senate predominantly Democratic and certainly the leadership was Democratic.  Its not the case now and I dont  so I've had no opportunity to observe them in the same way that I did when I was there.   \r\n \r\nSHORT:  Did you have a mentor in the House? \r\n \r\nMCBEE:  I guess Bill Cummings.  He had been there 20 years.  He was a teacher.  He was chair of the Education Committee and I served as vice-chair of it with him.  He  and he particularly knew public education more than higher education. There were only  there were just two of us that were from higher education in the whole Senate, the whole House  the whole Senate and House.  There were just two people from higher education.  I was one and an African- American from Atlanta, who was at one of the black colleges. We were the only two that represented higher education.   \r\n \r\nSHORT: You were also on the Appropriations Committee. \r\n \r\nMCBEE:  Yep.  And I fought in that for education.  That was first and foremost my whole time over there was to do what I could for education.  And unfortunately, thats  that has slowed down some in recent years, and not to our credit.  Not to the credit of the  of the leadership.  Education is job one for  if were going to have a good state.  Its job one.  Were just not putting the money and the interest and the time on it that it deserves. \r\n \r\nSHORT:  The local school boards seem to be concerned about the governors order to spend 65%, at least, of the state appropriations in the classroom.  Is that a good idea? \r\n \r\nMCBEE:  Well, I would want to see the  I have not seen the details of it.  Im pleased that hes interested in putting more money and emphasis on education.  I have not been pleased thus far with what has been done under the current Secretary of Education, Cathy Cox.  I think  I dont know much  I dont know how much of it is interference from other areas but it doesnt seem to me that she has had the freedom and the energy, the direction or whatever is needed to move us forward in education.  We dont  were not graduating enough of the people who start in the first grade. Until we keep them through and graduated from high school, students  students who dont graduate from high school cant get jobs. We can never raise the level of this state without working with those people and more deliberately and putting enough emphasis on it that during their  around the 7th and 8th grade and freshmen is when we lose them. Theyll stay that long and then they pull out. We just cant  the state cant move up with its about  what?  Arent we about 45% black? A lot of that happens in the black community.  They drop out and go to work.  Ive just been in a meeting where weve been talking about that and where if we could keep them in the technical colleges where they could learn a trade or some way to make a good living.  Plumbers, electricians, those people make as much  make more than teachers. If we could keep those students in until they were eligible to get into the technical schools, they could go even though there are college  there are college level courses they can take now in the technical college, which I thought was a mistake.  But its done so its there.  But there are also the technical roots they can then take where they can learn to be plumbers and electricians in areas that dont demand high academic skills but where theres a good wage that goes with it when they get trained in those areas. \r\n \r\nSHORT:  Has the Federal No Child Left Behind pact been effective? \r\n \r\nMCBEE:  All Ive heard about it, it sounds good, but I dont know anything its done.  I have not seen any data that show its been effective.  \r\n \r\nSHORT:  Talking about the Appropriations Committee, are you familiar with The Green Door? \r\n \r\nMCBEE:  Well, I always heard about it but it was not one I was every behind or even knew where it was.   \r\n \r\nSHORT:  Really. \r\n \r\nMCBEE:  I heard Paul Broun was supposed to be on it and he was from Athens.  I dont know that I ever asked him about it.  I guess if I had he would have certainly told me.  I thought it was more kind of a charm and mystique or something than it was  I knew that there was a meeting after we did appropriations and so on and there was always one up in one of the large meeting rooms and anybody could go and sit around the edge and try to hear what they were talking about and what they were saying, and I use to do that, just to show them that I was there and that I was interested in what they were putting on higher education.   But if there is indeed any kind of a room  a green room where the final decisions are made I never saw it.   But it could be  I think its maybe another room  maybe has a different color now but they  still call it green because in the time I was over there I dont remember seeing any green door.  \r\n \r\nSHORT:  It seems that the General Assembly spends a lot of time on appropriations considerations. \r\n \r\nMCBEE:  They do. \r\n \r\nSHORT:  And you were on that committee.  Tell us how the State Legislature appropriates our money. \r\n \r\nMCBEE:  Well there are subcommittees that look at  you know, at different parts of it, that look at county governments and city governments and universities and public schools and different committees handle those and then it all comes back -- funnels back in later to a full committee. A lot of attention is paid to that because no one can  no one can know the full budget.  You have to put people  the chairs of those committees who know about it and can make wise decisions. Then they appear before the full committee and make their case and I dont have any particular problem with how those things are done.  I think sometimes its changed after its been put together.  I mean when you think its been put together it gets changed that I object to  or objected to the green door, glass door, green door, whatever kind of door it was that have final say.  And I remember the one who had a lot on that is now in prison. The guy from Augusta. \r\n \r\nSHORT:  Charles Walker. \r\n \r\nMCBEE:  Charles Walker.  He was the chair in the Senate and very powerful. What he said went and I remember that last year he was there and I was on the committee and how he would roar into the room and make pronouncements.  As it turned out, you know, he was not completely ethical in his own private life and he appealed to be let out early not too long ago but it was denied.  I think we have three in prison right now from the legislature.  Hes one of them.  The other guy was  I had his name in some of my notes  was from the same town. \r\n \r\nSHORT:  Robin Williams. \r\n \r\nMCBEE:  Robin Williams, thats one.  And then there was one that was put in this past year just as an  African-American from there in Atlanta. \r\n \r\nSHORT:  Ron Sailor. \r\n \r\nMCBEE:  Right. I knew all three of those. When things like that happen its  it puts a distrust in the larger population for the legislature whole when it mostly theyre good, honest people who want to do whats right. So, Im for locking them up and keeping them there.  Im angry enough at what they do to disillusion the public about it.  Because a lot of people who are on those committees work long and hard and are honest and want to do whats right.   \r\n \r\nSHORT:  How did you look at lobbyists? \r\n \r\nMCBEE:  Well, I knew a lot of good people were over there and gave  were able to give you good information and I went to some of them when I didnt understand things. They stayed  most of them anyway -- well informed about different bills and so on.  I didnt ever have one influence me.  Ive had some talk to me but not in an effort to persuade me to vote a certain way.  Theyve asked me why I took certain stands on it and would I consider doing something else and  but they were always  most of them were past students at the university. Thats what I found when I was in the legislature that most of them, they knew me and I knew them.  A lot of them called me Dean McBee because they had been students here when I was a dean.  It made it easier to work with them having known them as a student and there having known me and we respected each other and it was a large percentage of Georgia graduates in the legislature.   \r\n \r\nSHORT:  The university has been very fortunate over the years to have some strong representation -- \r\n \r\nMCBEE:  Thats true. \r\n \r\nSHORT:  -- over there, including you.   \r\n \r\nMCBEE:  Starting way  starting way back with  \r\n \r\nSHORT:  Chapel  \r\n \r\nMCBEE:  Chapel Matthews, and then of course with Paul Brown, who was there thirty  what?  33 years? Part of that was while I was there.  The one who now has certainly, in terms of years, a status is Keith Heard.  He doesnt live in Athens which limits his influence.  I thought you were supposed to live in the town where you serve but maybe thats not the rule.  I dont know.   \r\n \r\nSHORT:  In the district. \r\n \r\nMCBEE:  Or in the district.  Well  \r\n \r\nSHORT:  That brings up an interesting thing that to me at least is reapportionment. \r\n \r\nMCBEE:  Yeah. \r\n \r\nSHORT:  Weve had several reapportionments and each time theres always some sort of confusion and opposition. \r\n \r\nMCBEE:  Its the most political, in my book, degrading, dishonest thing that goes on.  What does it do?  For example, the smallest town in Georgia is Athens and it split it.  Ralph Hudgens did it.  Why did he do it?  I dont know.  Hes never given me a good explanation.  He said he thought it strengthened the city.  Well how do you strengthen it? He took the reapportionment away from Madison County, said it was not best for them, but then he divided Athens.  I thought it was so he could get tickets to the football game.   \r\n \r\nSHORT:  Is it fair to say that our legislative districts have been drawn to protect parties... \r\n \r\nMCBEE:  Thats right.  No question. \r\n \r\nSHORT:  ...and for racial reasons rather than binding communities together -- \r\n \r\nMCBEE:  No question.  \r\n \r\nSHORT:  -- that seem to be falling apart.  \r\n \r\nMCBEE:  Why would you split Athens for any reason other than to afford you a seat in it so it would give you leverage?  No reason at all.  A lot of the -- some states do it different.  Iowa is one state I believe that does it different.  I dont know whether I put in a bill  I think I maybe did put in a bill.  I wanted it so much to be some kind of a citizens committee that would work with the legislature.  I dont know -- I dont think the committee  Im pretty sure I had the bill drawn. Whether it ever got  it didnt get out of committee if I did.  But to stop that kind of unfair, unjust, wrong kind of things like splitting Athens, the smallest town in the state for no reason, for no reason other than political reasons. So, and Im sure there would be some that go on even if you had Citizens Committee, but I believe it would be limited.   \r\n \r\nSHORT:  Uh-huh.  Getting back to Louis McBee, you decided in 1994 not to run again. \r\n \r\nMCBEE:  Right.  Two reasons.  I had family problems in Tennessee where I needed to be free to go back there and see about them.  Then I saw that it was going Republican; I knew I would lose my chair, my position on higher education, and so, those were the two things that entered into it.   \r\n \r\nSHORT:  Now, speaking of going Republican, Id like to ask you a question or two about party politics.   \r\n \r\nMCBEE:  Okay. \r\n \r\nSHORT:  As we all know, the Republican party has now taken control of the legislature.   \r\n \r\nMCBEE:  Right. \r\n \r\nSHORT:  And the governors office.   \r\n \r\nMCBEE:  Right. \r\n \r\nSHORT:  What happened?   \r\n \r\nMCBEE:  Well, I really dont know.  But thats when I left dodge, as they say, because I knew that things were going to  going to turn and that I would lose my chair and not be able to do as much.  And as I said, and because of personal problems.  But I think were going to see a shift back to a more balanced party this next year.  I dont think the Democrats will take over but I think there will be more of them there.  I may be wrong.  Well know day after tomorrow.  But what interested me this year, and Ive asked several people and they have no explanation, why so few had opposition.  Not a one of ours had opposition.  Well I guess  I know Keith didnt and the other one didnt.  Well I dont think any of them did.  Yeah, Kauser, a womans running against him.  Thats right.  Kauser, you know, the senator had opposition, not formidable opposition I dont think, but opposition.  But why dont they run?   One, its costly.  When I ran the first time in 19-- was it 91 or whatever? I put up $15,000  well when Barbara Dooley got in it I knew she would raise a lot more money and I finally raised 35,000 but I didnt spend it all.  Now they tell you up front you got to raise a $100,000, got to have that to start with and it will take more than that.  Well a lot of people  and that means you got to ask people for money or put your own money up.  I know one senator over there, a woman, who put $500 -- $5,000 of her own money up.  Well, you got to want it a lot to do that kind of thing. So, that was one of the reasons I backed off.  Then I saw it was going Republican and I'd lose my chair and then I had some problems in Tennessee, so all of that together, I decided to back out.   \r\n \r\nSHORT:  Some people, Democrats, believe that Tom Murphy in the House of Representatives was the key to Democratic politics in Georgia.  Do you agree with that? \r\n \r\nMCBEE:  Thats probably  thats probably true, yeah. \r\n \r\nSHORT:  With Murphy as Speaker?  \r\n \r\nMCBEE: Yeah.  But also, a difference in population trends.  Atlanta grew rapidly. Whered they come from? They didnt come from south Georgia; they came from all over the country.  I think that new mass that moved into Athens  I mean into Atlanta and Georgia, and particularly Atlanta, came with Republican leanings, and its going to be interesting.  Some people are predicting Obama will take Georgia this time.  I dont much believe he will but I think it will be closer than it would have been a few years ago.    \r\n \r\nSHORT:  Now speaking of that, politics in Georgia certainly have changed, but perhaps not as much as politics in other areas.  What do you think the Democrats need to do to regain their majority in Georgia state government? \r\n \r\nMCBEE:  Well, I dont know.  They say  Ive talked to several of them.  They think theyll take back a few seats this time.  But if youve got a Republican contingency, I mean population around you, and youve got a governor who pours money into it and other people who support people in their races.  I noticed in yesterdays paper the man who owns the Falcons had given $65,000 and it listed a whole bunch of other people.  He just happened to be the name I recognized.  Did you see that?  Where theyd given $65,000 to candidates?  \r\n \r\nSHORT:  Yes. \r\n \r\nMCBEE:  When it gets that expensive it causes people to back off on running.  And Im sorry to see that happen because it restricts people who would be good legislators.  And it tends to turn it to the wealthy or the people who have influence and tend to leave out the  more moderate and the poorer people.  \r\n \r\nSHORT:  Some disenchanted Democrats believe the state Democratic party is too urban and too dependent on minority and labor support.  Do you agree with that? \r\n \r\nMCBEE:  Well, its probably pretty accurate. A lot of people are concerned about what Obama will do if hes elected in terms of the people who will have elected him and what the expectations there are from those people.  Some people, particularly Republicans, are very concerned about what will happen to the country with  Im  hoping he will have a proper perspective on it and wont be  try to make too many changes too rapidly.  But there are some people that thing that hell be -- that hes a risk because of that, because of his promises to make life better for people who are poorer and many of those, or in this state anyway, are the black, but well just have to wait and see on that.  \r\n \r\nSHORT:  Now many states require party registration to prevent cross over voting.  \r\n \r\nMCBEE:  Uh-huh. \r\n \r\nSHORT:  Should we do that in Georgia? \r\n \r\nMCBEE:  I dont have any problem with that.  I believe you ought to vote on  for what you consider to be the best person and make party less of an issue than it is.  I know that that doesnt sound like somebody whos run as a party person, because you have to, but I wouldnt have any problem with  and I vote  I cross party lines to vote.  I vote for Republicans as often as I do Democrats.  I voted for Republican presidents.  I try to vote for the person that I think is the best for the country and I know that thats not strong political ties but thats the way  thats the way I do it anyway. \r\n \r\nSHORT:  Do you believe in term limits? \r\n \r\nMCBEE:  Im torn on that.  Generally I do.  I think they should be lengthened maybe to  not just ten years.  You know, we got people  that guy thats been stealing us blind in  Washington that they just sent home, you know, has been up there 27 years or something.  Thats too long I think.  If you had a procedure where you didnt rotate them all out at the same time, I mean, youd have to get some kind of  pattern to keep the people with experience  some experience in, but I think that some limit on it might be good. \r\n \r\nSHORT:  But you agree theres power in incumbency? \r\n \r\nMCBEE:  Yeah.  Yeah, theirs is.  Theres no question.  No question.   \r\n \r\nSHORT:  Some people think that one reason the Republican party in Georgia has been successful is the quality of candidates.   \r\n \r\nMCBEE:  Well, maybe I look too hard but I dont have to look very far to find a few Republicans that I dont think were good choices.  I think our  of course, and hes the first Republican weve had in  the current governor is the first  Republican weve had.  I believe people will  there will be a Democrat the next time.   \r\n \r\nSHORT:  Uh-huh.  Well, back to Louise McBee.  Very wonderful, academic and political life.   \r\n \r\nMCBEE:  Well thank you. \r\n \r\nSHORT:  Did you ever think of seeking higher office? \r\n \r\nMCBEE:  No.  No.  No, I didnt.  No.  One, the cost of it, the  I look at Jim Martin whos a good friend of mine.  I sat in front of him for 13 years and on vote and policies that I was not sure on I discussed them with him.  Hes a good man.  He is really a good man.  I see the punishment hes had to take to be  have his life criticized when hes been so good.  Of course hes criticizing his opponent at the same time.  I never did have to do any of that when I was running and I dont think I would do it if I were running, but I dont like that part of it where they tell things about the other person that if theyre not untrue theyre certainly bordering on untruth, and where theyre so unkind to the other person.  Women do that less than the men I think.  I think women are going to be increasing their running for public office.  They make good candidates because theyre conscientious, theyre generally more honest.  If theres been any dishonest woman put out I dont know about it.  Has there been?  For taking money?   \r\n \r\nSHORT:  Not to my knowledge. \r\n \r\nMCBEE:  Not to my knowledge.  They certainly are more dedicated and theyre interested in things that we need to look at, like family, and home, and children, and strengthening the American fabric, and I think were going to increasingly see  its about 23% now across the country, about the same here in Georgia, of women in public office, but I think were going to see more than that going into public office and I think it will put a better quality on the total body for having them there.  Dont you? \r\n \r\nSHORT:  Yes, I do.  Yes.  If a young lady came to you today and asked your advice on getting into politics what would you tell her? \r\n \r\nMCBEE:  Well I would tell her that its a very challenging thing to do, its a costly thing to do.  It takes a lot of your time.  It sets you up for criticism that sometimes hurts.  But its a wonderful way to serve and that I hope they will consider it and do it, knowing that those things are part of the  a part of it.  Because I think where women have been elected they serve well and they perform well.  I dont think -- theres one exception to it right now that Im concerned about.  The Secretary of State, I think she has not  been as accommodating as she could have been in trying to help people get the vote.  I think its important for people that they want to vote and need to be able to vote.  And to wait 12 hours seems unnecessary to me.  She has, either because of the regulations in her office, but apparently just because of her own unwillingness to make any changes, has kept people who want to vote at very difficult circumstances, where they have to stand hours and hours and hours in trying to get other hours  the hours extended or an additional voting places.  It looks like to me that we could do that when people are wanting to vote.  \r\n \r\nSHORT:  Uh-huh.  Well, as you look back on you career, what has been your greatest accomplishment?   \r\n \r\nMCBEE:  Well I think probably in terms of public service, and all of it has been public service, whether its higher education or the legislature, in terms of the legislature, I think it was the three bills  four bills that, really three that I mentioned to you in the beginning, that I was most proud of.  Then in terms of higher education, I think it has been to have been in a position in a  primarily in a wonderful university where I had the opportunity to make it better, which I think I did in my 25 years and that I have been able to work with some of the leaders of this state and some of the best, finest young people in this state who now themselves have taken leadership positions in the state and its a source of great pride to me when I see students like Cathy Cox whos now the president of Young Harris and who was a very fine Secretary of State and then others who are over there now who  that I had an opportunity in their young life to have some influence.   \r\n \r\nSHORT: Your biggest disappointment? \r\n \r\nMCBEE:  Well, I dont know.  I think probably it was a piece of legislation that I failed to get through that I thought would have brought money into this state that could have been used in so many ways and would have stopped people from smoking.  That bill that I had put a dollar on a pack of cigarettes for tax.  I forget how much, just the 25 cent tax, how much money it made, but I think it was 600,000 a year maybe in tax money. Would one, stop students from smoking, young particularly who another dollar would just be too much for them, and so protect health but also provide money that could be used for education purposes, not be able to get that bill through. \r\n \r\nSHORT:  How would you like to be remembered? \r\n \r\nMCBEE:  As somebody who was honest, open, cared about people, and tried as best I could to do what was right. \r\n \r\nSHORT:  Well, thank you very much, Louise McBee, for being our guest today. \r\n \r\nMCBEE:  Well, thank you.  Ive enjoyed talking with you. \r\n \r\nSHORT: Good, thanks.  Anything we missed? \r\n \r\nMCBEE:  No, I dont think  \r\n \r\nSHORT:  Oh, theres one thing that I didnt ask you to do which I would like to ask you now if you will is tell us about some of your extracurricular activities that has resulted in your winning all kinds of awards.  Some are education, some are community. \r\n \r\nMCBEE:  Well I won the first Regents Award for Excellence where they take you to Atlanta and its called the Eldridge McMillan trophy, but I got the first one.  That was for my work in higher education.   \r\n \r\nSHORT: You were also a Fulbright Scholar. \r\n \r\nMCBEE:  I was a Fulbright Scholar in Holland for a year.   \r\n \r\nSHORT:  What happened over there? \r\n \r\nMCBEE:  Well I taught in a [Indiscernible] a high school  a higher school. Its a higher level student  women students who were going on to university.  I taught for a year there and then went to the Holy Land during the end of the year and then traveled in a car that I bought while I was there.  A friend came over and we traveled all over Europe that next summer.  So that has to be one of the highlights to have lived a year in Europe and taught in a wonderful school.  I lived in the home of the master  of the  he was the harbor master of Rotterdam, which is the largest  was then, I guess it still is the largest port in the world.  Then climbing to 18,000 on Everest is something that at least the data that I have seen, theres no woman beyond that high on Everest yet.   \r\n \r\nSHORT:  You still do a lot of physical activity. \r\n \r\nMCBEE:  Yeah, I do.  I do.  I was  I played tennis  I was still playing tennis on a team until when that car hit me and knocked me down in the shopping center.  It messed up my rotator cuff and I cant  I cant do it any more.  The doctor said it was too bad shape.  I cant raise my arm enough to hit a ball down.  But  \r\n \r\nSHORT:  But you do like  you do  \r\n \r\nMCBEE:  But I walk two miles every day and work in my yard. \r\n \r\nSHORT:  You like water canoeing. \r\n \r\nMCBEE: Yeah, well I  yeah, Ive gone several times down the Chattooga.  You ever done that? \r\n \r\nSHORT:  You know thats my home area. \r\n \r\nMCBEE:  Well, Ill tell you its exciting. \r\n \r\nSHORT:  Yes, it is. \r\n \r\nMCBEE:  Yeah, Ive gone down that half a dozen times.  Then I went down the Colorado River on a raft.  Ive traveled all over the world.  Really the only place I have not been is in the Middle East where they fight so much over there you cant find the time to go.  You know.  But other that that, Ive traveled all over the world.   \r\n \r\nSHORT:  Do you still maintain an interest in politics and -- \r\n \r\nMCBEE:  Oh yeah. Oh boy, you better believe. \r\n \r\nSHORT:  -- campaigning? \r\n \r\nMCBEE:  You ought to see how many times I contribute to their campaigns.  Thats one of the problems.  I try to help local people but the people that are running for office in Atlanta and for the legislature, they know that I was there and theyre still there so they want you to give money.  Well you can just give so much.  But yeah, oh, I stay interested in politics for sure.  I was going to look on this page that I was trying to think of things.  I think I mostly told you.  Ive had a good life. \r\n \r\nSHORT:  Well, youve certainly been successful.   \r\n \r\nMCBEE:  Had a good life.  Had a good life.  \r\n \r\nSHORT:  Youve done great things for the state of Georgia. \r\n \r\nMCBEE:  Had good parents and two good brothers and I got a lot more Im going to do.   \r\n \r\nSHORT:  Bless you. \r\n \r\nMCBEE:  Im not through.  You may want me back in five years. \r\n \r\nSHORT:  Yeah, of course.  Well youre very well respected and have done great things for the state of Georgia. \r\n \r\nMCBEE:  Well I appreciate it.  But the states been good to me.  When they wanted me to come to the University of Georgia I said no, and the guy that -- Dr. Sorrells came up there and he said well at least let us bring you down there one day.  You know why I got this on dont you? \r\n \r\nSHORT:  Yeah, you told us. \r\n \r\nMCBEE:  Yeah. \r\n \r\nSHORT:  Yeah.   \r\n \r\nMCBEE:  I said, \"Well I will come down there.\"  So I came and met all the staff and so on and  but when I went back I said I dont know, but I agreed to take it.  Well, after I got back I thought Im just not going to do it, I dont want to leave here. So, I had been meaning to call the paper and I mean say Im going to write up a reason why Im not, and it came out that I had been appointed and so I got to  and I cried all the way down here but the minute I got unpacked, from then on it was pure sunshine. \r\n \r\nSHORT:  Well that's wonderful.   \r\n \r\n[END] \r\n \r\n "},{"id":"bcas_bcmss0837_99","title":"Arkansas Department of Education's (ADE's) Project Management Tool","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":["2008-11"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"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/99"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["project management"],"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\nDr. T. Kenneth James Commissioner State Board of Education Randy Lawson Bentonville Chair Dr. Naccaman Will iams Springdale Vice Chair Sherry Burrow Jonesboro Jim Cooper Melbourne Brenda Gullett Fayetteville Sam Lerlbetter Little Rock Alice Mahony El Dorado Dr. Ben Mays Clinton Diane Tatum Pine Bluff - ur Capitol Mall ttle Rock, AR 72201 -1019 (501 ) 682-4475 ArkansasEd.org An Equal Opportunity Employer ARKANSAS DEPARTMENT OF EDUCATION November 26, 2008 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0 . Box 1510 LittleRock, AR 72203-1510 9NIH011NOW NOl1V93H93S30 ~O 33H~O 800Z T -- J.::: J 031\\13~31:1 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al., U.S. District Court No. 4:82-CV-866 WRW Everyone: By way of this letter, I am advising you that I am filing the Arkansas Department of Education's Project Management Tool for the month of November 2008 in the above-referenced case. Thank you for your attention to this matter. Please do not hesitate to contact me at (501) 682-4227 should you require additional information. Sincerely, ~C-~~ Jeremy Lasiter General Counsel cc: Mr. Scott Richardson, Assistant Attorney General ECEIVED [:: - 1 2008 OFFICE OF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. LR-C-82-866 WR\\V PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education (Department) hereby gives notice of the filing of the Department's Project Management Tool for November, 2008. Respectfully submitted, C. Lasiter, Bar No. 2001-2005 General Counsel Arkansas Department of Education Four Capitol Mall, Room 404-A Little Rock, AR 72201 (501) 682-4227 jeremy.lasiter@arkansas.gov CERTIFICATE OF SERVICE I, Jeremy Lasiter, certify that on November 26, 2008, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 LittleRock,AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones, III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol, Suite 1800 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. - IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of November 30, 2008 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued) 2. Actual as of November 30, 2008 - eafG lated:a ,f),cto.b~fj*2~fgij It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 ,_a~e\u0026lt;lontn~j r:i ,. [FY o uby. '~ ~ ~~~J~:11.!ELIB\u0026gt;:J G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of November 30, 2008 Auditor revision payments for FY 07/08 at September 3, 2008 were: LRSD - $342, 160 NLRSD - $185,648 PCSSD - $590,858 .e5Lcm)~J~nL(?rl1}a_tJ_~!JAVa~a_ 08/0%_ subject to c.adi 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of November 30, 2008 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of November 30, 2008 In September 2007, the Magnet and M-to-M transportation budgets for FY 07/08 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of November 30, 2008 In April 2008, General Finance was notified to pay the second one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the third one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the first one-third payment for FY 08/09 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of November 30, 2008 In April 2008, General Finance made the second one-third payment to the Districts for their FY 07/08 transportation budget. The budget is now paid out in three equal installments. At April 30, 2008, the following had been paid for FY 07/08: LRSD - $2,802,393.34 NLRSD- $819,833.10 PCSSD - $2,255,969.00 In September 2008, General Finance made the last one-third payment to the Districts for their FY 07 /08 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 07/08: LRSD - $4,460,451.00 NLRSD - $1 ,232,311.77 PCSSD - $2,948,764.22 In September 2008, General Finance made the first one-third payment to the Districts for their FY 08/09 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 08/09: LRSD - $1 ,428,235.67 NLRSD - $419,360.19 PCSSD - $1 ,114,952.61 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of November 30, 2008 5 I. FINANCIAL OBLIGATIONS (Continued) M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of November 30, 2008 (Continued) In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. School districts should receive payment by October 1, 1998 In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program. In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001 , paperwork was generated for the first payment in the 01/02 school year for the Magnet and M-to-M transportation program. In September 2002, paperwork was generated for the first payment in the 02/03 school year for the Magnet and M-to-M transportation program. In September 2003, paperwork was generated for the first payment in the 03/04 school year for the Magnet and M-to-M transportation program. In September 2004, paperwork was generated for the first payment in the 04/05 school year for the Magnet and M-to-M transportation program. In October 2005, paperwork was generated for the first payment in the 05/06 school year for the Magnet and M-to-M transportation program. In September 2006, paperwork was generated for the first payment in the 06/07 school year for the Magnet and M-to-M transportation program. In September 2007, paperwork was generated for the first payment in the 07/08 school year for the Magnet and M-to-M transportation program. In September 2008, paperwork was generated for the first payment in the 08/09 school year for the Magnet and M-to-M transportation program. 6 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of November 30, 2008 (Continued) In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD -14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD-6. Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD- 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD-6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001. The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two 47 passenger buses for $43,426.00 each and fourteen 65 passenger buses for $44,289.00 each. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001, the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898.  7 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of November 30, 2008 (Continued) In June 2002, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include five 47 passenger buses for $42,155.00 each, ten 65 passenger buses for $43,850.00 each, and one 47 passenger bus with a wheelchair lift for $46,952.00. The total amount was $696,227. In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the 65 passenger buses. In June 2004, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The price for the buses was $49,380 each for a total cost of $790,080. The buses will be distributed accordingly: LRSD - 8, NLRSD - 2, and PCSSD - 6. In June 2005, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses for the LRSD include 8 - 65 passenger buses for $53,150.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $52,135.00, and 1 - 65 passenger bus for $53,150.00. The buses for the PCSSD include 6 - 65 passenger buses for $53,150.00 each. The total amount was $849,385.00. In March 2006, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $56,810.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $54,990.00, and 1 - 65 passenger bus for $56,810.00. The buses for the PCSSD include 6 - 65 passenger buses for $56,810.00 each. The total amount was $907,140.00. In March 2007, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 4 - 47 passenger buses for $63,465.00 each, and 4 - 65 passenger buses for $66,390.00 each. The buses for the NLRSD include 2 - 47 passenger buses for $63,465.00 each. The buses for the PCSSD include 1 - 65 passenger bus with a lift for $72,440.00 and 5 - 47 passenger buses for $63,465.00 each. The total amount was $1,036,115.00. 8 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of November 30, 2008 (Continued) In July 2007, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1 ,036,115. In March 2008, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $66,405.00 each. The buses for the NLRSD include 1 - 65 passenger bus with a wheelchair lift for $72,850.00 and 1 - 47 passenger bus with a wheelchair lift for $70,620.00. The buses for the PCSSD include 2 - 65 passenger buses for $66,405.00 each, 2 - 47 passenger buses for $65,470.00 each and 2 - 47 passenger buses with wheelchair lifts for $70,620.00 each. The total amount was $1 ,079,700.00. In July 2008, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1,079,700. 0. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of November 30, 2008 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of November 30, 2008 Obligation fulfilled in FY 95/96. Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 9 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of November 30, 2008 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. 2. Projected Ending Date Payment due date and ending July 1, 1995. Actual as of November 30, 2008 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of November 30, 2008 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 10 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. (Continued) 2. Actual as of November 30, 2008 (Continued) Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01 . Distribution in August 2001 for FY 01 /02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. Distribution in July 2004 for FY 04/05 was $92,500. This was the total amount due to the Magnet Review Committee for FY 04/05. Distribution in July 2005 for FY 05/06 was $92,500. This was the total amount due to the Magnet Review Committee for FY 05/06. Distribution in July 2006 for FY 06/07 was $92,500. This was the total amount due to the Magnet Review Committee for FY 06/07. Distribution in July 2007 for FY 07/08 was $92,500. This was the total amount due to the Magnet Review Committee for FY 07/08. Distribution in July 2008 for FY 08/09 was $92,500. This was the total amount due to the Magnet Review Committee for FY 08/09. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of November 30, 2008 11 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring. (Continued) 2. Actual as of November 30, 2008 (Continued) Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01. Distribution in August 2001 for FY 01/02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. Distribution in July 2004 for FY 04/05 was $200,000. This was the total amount due to the ODM for FY 04/05. Distribution in July 2005 for FY 05/06 was $200,000. This was the total amount due to the ODM for FY 05/06. Distribution in July 2006 for FY 06/07 was $200,000. This was the total amount due to the ODM for FY 06/07. Distribution in July 2007 for FY 07/08 was $200,000. This was the total amount due to the ODM for FY 07/08. Distribution in July 2008 for FY 08/09 was $200,000. This was the total amount due to the ODM for FY 08/09. 12 II. MONITORING COMPENSATORY EDUCATION A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of November 30, 2008 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 13 II. MONITORING COMPENSATORY EDUCATION (Continued) ' A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee.  Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. 15 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) In May 1998, unannounced monitoring visits were completed, and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monitoring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed, b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SAT-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement. While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request. 16 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21 , 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001. The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 17 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On July 26, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11, 2001 in room 201-A at the ADE. On October 11, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11 , 2002 in room 201-A at the ADE. On April 11, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11 , 2002 in room 201-A at the ADE. 18 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual' as of November 30, 2008 (Continued) On July 18, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Dr. Charity Smith, Assistant Director for Accountability, talked about section XV in the Project Management Tool (PMT) on Standardized Test Selection to Determine Loan Forgiveness. She said that the goal has been completed, and no additional reporting is required for section XV. Mr. Morris discussed the court case involving the LRSD seeking unitary status. He handed out a Court Order from May 9, 2002, which contained comments from U.S. District Judge Bill Wilson Jr., about hearings on the LRSD request for unitary status. Mr. Morris also handed out a document from the Secretary of Education about the No Child Left Behind Act. There was discussion about how this could have an affect on Desegregation issues. The next Implementation Phase Working Group Meeting is scheduled for October 10, 2002 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from October 10. It will take place on October 29, 2002 in room 201-A at 1:30 p.m. at the ADE. On October 29, 2002, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings with the parties to discuss possible revisions to the ADE's monitoring plan will be postponed by request of the school districts in Pulaski County. Additional meetings could be scheduled after the Desegregation ruling is finalized. The next Implementation Phase Working Group Meeting is scheduled for January 9, 2003 at 1 :30 p.m. in room 201-A at the ADE. On January 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. No Child Left Behind and the Desegregation ruling on unitary status for LRSD were discussed. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from April 10. It will take place on April 24, 2003 in room 201-A at 1 :30 p.m. at the ADE. 19 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On April 24, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Laws passed by the legislature need to be checked to make sure none of them impede desegregation. Ray Lumpkin was chairman of the last committee to check legislation. Since he left, we will discuss the legislation with Clearance Lovell. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. On August 28, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The Desegregation ruling on unitary status for LRSD was discussed. The LRSD has been instructed to submit evidence showing progress in reducing disparities in academic achievement for black students and white students. This is supposed to be done by March of 2004, so that the LRSD can achieve unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2003 at the ADE. On October 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mark Hagemeier, Assistant Attorney General, discussed the Desegregation ruling on unitary status for LRSD. The next Implementation Phase Working Group Meeting is scheduled for January 8, 2004 at the ADE. On October 16, 2003, ADE staff met with the Desegregation Litigation Oversight Subcommittee at the State Capitol. Mr. Willie Morris, ADE Lead Planner for Desegregation, and Dr. Charity Smith, Assistant Director for Accountability, presented the Chronology of activity by the ADE in complying with provisions of the Implementation Plan for the Desegregation Settlement Agreement. They also discussed the role of the ADE Desegregation Monitoring Section. Mr. Mark Hagemeier, Assistant Attorney General, and Scott Smith, ADE Staff Attorney, reported on legal issues relating to the Pulaski County Desegregation Case. Ann Marshall shared a history of activities by ODM, and their view of the activity of the school districts in Pulaski County. John Kunkel discussed Desegregation funding by the ADE. 20 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On November 4, 2004, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The ADE is required to check laws that the legislature passes to make sure none of them impede desegregation. Clearence Lovell was chairman of the last committee to check legislation. Since he has retired, the ADE attorney will find out who will be checking the next legislation. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for January 6, 2005 at 1 :30 p.m. in room 201-A at the ADE. On May 3, 2005, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The PCSSD has petitioned to be released from some desegregation monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasability study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1 :30 p.m. in room 201-A at the ADE. On June 20, 2006, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. ADE staff from the Office of Public School Academic Accountability updated the group on all relevant desegregation issues. The purpose, content, and due date for information going into the Project Management Tool and its Executive Summary were reported. There was discussion about the three districts in Pulaski County seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 17, 2006 at 1 :30 p.m. in room 201-A at the ADE. 21 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On March 16, 2007, the ADE Implementation Phase Working Group met to review previous Implementation Phase activities. Mr. Willie Morris, ADE Lead Planner for Desegregation, reported that U.S. District Judge Bill Wilson Jr. declared the LRSD unitary and released the district from federal court supervision. It was stated that the ADE should continue desegregation reporting until the deadline for an appeal filing has past, or until an appeal has been denied. House Bill 1829 passed the House and Senate. This says the ADE should hire consultants to determine whether and in what respects any of the Pulaski County districts are unitary. It authorizes the ADE and the Attorney General to seek proper federal court review and determination of the current unitary status and allows the State of Arkansas to continue payments under a post-unitary agreement to the three Pulaski County districts for a time period not to exceed seven years. The three Pulaski County districts may be reimbursed for legal fees incurred for seeking unitary or partial unitary status if their motions seeking unitary status or partial unitary status are filed no later than October 30, 2007, and the school districts are declared unitary or at least partially unitary by the federal district court no later than June 14, 2008. Matt McCoy and Scott Richardson from the Attorney General's Office updated the group on legal issues related to desegregation. The next Implementation Phase Working Group Meeting is scheduled for July 5, 2007 at 1 :30 p.m. in room 201-A at the ADE. On July 12, 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out the syllabus of the U.S. Supreme Court ruling from June 28, 2007 about the Seattle School District. The court ruled that the district could no longer use race as the only criteria for making certain elementary school assignments and to rule on transfer requests. Mr. Scott Richardson from the Attorney General's Office said that an expert was going to study the Pulaski County school districts and see what they need to do to become unitary. The next Implementation Phase Working Group Meeting is scheduled for October 4, 2007 at 1 :30 p.m. in room 201-A at the ADE. 22 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On October 11 , 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the LRSD being declared unitary and the Joshua intervenors filing a notice of appeal to the 8th Circuit Court. The LRSD and the Joshua intervenors have asked that the appeal be put on hold while they pursue a mediated settlement. Mr. Scott Richardson from the Attorney General's Office said that the LRSD had until October 31 to respond to the appeal filed by the Joshua intervenors. He said that the NLRSD was trying to get total unitary status and the PCSSD was working on getting unitary status in their student assignment. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On January 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the districts in Pulaski County seeking unitary status. The Joshua lntervenors filed a motion with the 8th U.S. Circuit Court of Appeals to overturn the ruling that gave the Little Rock School District unitary status. The Little Rock School District filed its response to the motion by the Joshua lntervenors. After the Pulaski County Special School District sought unitary status, the Joshua lntervenors requested that school desegregation monitors do a study on the quality of facilities in the district, or on the district's compliance with its desegregation plan. Judge Wilson denied the requests by Joshua lntervenors. The North Little Rock School District asked for unitary status and Joshua lntervenors objected and asked for a hearing. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. 23 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On April 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. House Bill 1829 that passed in 2007, allowed Pulaski County districts to be reimbursed for legal fees incurred for seeking unitary or partial unitary status if they are declared unitary or at least partially unitary by the federal district court no later than June 14 of 2008. Act 2 was passed in the special legislative session that started March 31 , 2008. This extends the deadline for unitary status to be reimbursed for legal fees from June 14 to December 31 . Also discussed in the Implementation Phase meeting was the push by Jacksonville residents to establish a Jacksonville School District. On April 15, 2008, the PCSSD School Board voted 4-2 against letting Jacksonville leave the district. In 2003, U. S. District Judge Bill Wilson Jr., stopped an election in Jacksonville on forming an independent district. He said that taking Jacksonville out of the PCSSD would hinder efforts to comply with the court approved desegregation plan. A request by the PCSSD for unitary status is pending in federal district court. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On July 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out a news article that talked about an evaluation of the North Little Rock School District's compliance with its desegregation plan. The evaluation was done by the Office of Desegregation Monitoring (ODM), a federal desegregation monitoring office. ODM said \"NLRSD has almost no compliance issues that would hinder its bid for unitary status\". Another article said that ODM has proposed a 2008-09 budget that would allow for closing at the end of December 2008 if the school districts in Pulaski County are declared unitary before then. Each of the districts has petitioned U.S. District Judge Bill Wilson Jr. for unitary status. Another article was handed out stating that legislators, attorneys from the Attorney General's Office and representatives of the three school districts in Pulaski County have been conducting meetings to discuss ways to phase out desegregation payments. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2008 at 1 :30 p.m. in room 201-A at the ADE. 24 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of November 30, 2008 (Continued) On October 9, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings have been taking place to prepare for the possibility that the 8th U.S. Circuit Court of Appeals upholds the ruling that gave the Little Rock School District unitary status. The LRSD has requested that for the next seven years, the three school districts in Pulaski County continue to receive the same amount of desegregation funding that they will receive this year. The LRSD also asked for restrictions on new charter schools in Pulaski County, protection from sanctions if they are in fiscal or academic distress, and a new state-funded education service cooperative in Pulaski County. In a September 17 update on the status of the PCSSD implementation of its desegregation plan, the Office of Desegregation Monitoring (ODM) stated that in some PCSSD schools, black males have suspension rates above 50%. ODM stated that \"districtwide, discipline rates continue to climb\" and black males \"have discipline rates far out of proportion to their presence in the student body.\" Issues listed in the ODM report lead them to \"suggest that PCSSD is not presently in the posture to either seek or be awarded unitary status by the district court.\" The next Implementation Phase Working Group Meeting is scheduled for January 8, 2009 at 1 :30 p.m. in room 201 -A at the ADE. 25 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of November 30, 2008 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 To date, no action has been taken by the LRSD. 26 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. 8. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The information for this item is detailed under Section IV.E. of this report. 27 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of November 30, 2008 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 28 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation .. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed. 29 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11 , 2001 at 9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 30 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11 , in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 31 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of November 30, 2008 (Continued) On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 1748 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the NLRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. On October 27, 2003, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies. In July 2007, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 86th Legislative Session, and any new ADE rules or regulations. 32 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1 . Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 35 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 36 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in ADE's Monitoring Plan. In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process. The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement. The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 37 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions: (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement. In February, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied. The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also scheduled to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would: (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 38 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21 , 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 39 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and. its executive summary for the month of July. On September 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 40 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On July 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 10, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 12, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. 41 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued)  2. Actual as of November 30, 2008 (Continued) On September 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 18, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 14, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 11 , 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 8, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. 42 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On January 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 10, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 14, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 11, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 43 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On May 9, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 13, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 8, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 12, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. 44 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On August 14, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 17, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11 , 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. 45 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of November 30, 2008 (Continued) On November 5, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 15, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 21 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 14, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 11 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 8, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. QI} Nov~m,ber .3, 20Q8, the Ai'k'pnsas State ~oar of.\u0026amp;. ~he-PMT and ,ts executive suirimary fer themontflof 0 46 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase 11 - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31 , 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NGA/COE peer team visits. 47 VI. REMEDIATION (Continued) A Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of November 30, 2008 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. 48 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of November 30, 2008 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97/98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted. 49 VI. REMEDIATION (Continued) A Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of November 30, 2008 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 50 VI. REMEDIATION (Continued) C. D. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of November 30, 2008 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERi C search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of November 30, 2008 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 The information for this item is detailed under Section VI.F. of this report. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of November 30, 2008 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding train ing for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31 , 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing  achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the MEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21, 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff develo.pment program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACT MP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTMP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACT MP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACT MP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACTMP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACT MP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD personnel through a staff development training class. The workshop also covered the components of the new ACT MP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACT MP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACT AAP program , and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACT AAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding , ''The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training . Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training, Dr. Reynolds addressed the following: 1) how to use and interpret information obtained on the direct observation form, 2) how to use th is information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (i.e., parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACT AAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing . Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend. On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum. This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled \"Things you can do at home to support your child's learning .\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of November 30, 2008 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training. There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September 7, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, P.E. Teacher\nLis\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_1797","title":"Multiple court filings","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":null,"dc_date":["2008-11/2008-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)||History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education","Law","School integration","Race relations","Judicial process","History--Little Rock (Ark.)--2000-2009","School districts--Arkansas--Pulaski County","Crystal Hill Elementary School (North Little Rock, Ark.)","Arkansas. Department of Education"],"dcterms_title":["Multiple court filings"],"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/1797"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rogp_053","title":"Erwin Mitchell, 20 October 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, 39.76, -98.5","United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Mitchell, Erwin, 1924","Short, Bob, 1932"],"dc_date":["2008-10-20"],"dcterms_description":["Mitchell discusses his childhood in Dalton and how he became interested in politics though his father's involvement in Al Smith's campaign in Whitfield County. Mitchell recalls his experiences at the Citadel, the University of Georgia, and in the Army Air Corps as a fighter pilot before returning to UGA for law school. Mitchell discusses working for the solicitor's office, being elected a Superior Court judge, and running for the House of Representatives to represent the 7th district. He talks about his work on the original Committee on Science and Astronautics and discusses his votes regarding Hawaii's statehood, the National Defense Education act, and other bills which set him apart from the rest of the Georgia delegation. Mitchell explains his decision to leave Congress in favor of returning to practice law in Dalton. He recalls the turmoil of the integration issue, the Sibley Commission and his subsequent decision to run for State Senate. Mitchell discusses the Three Governors Controversy, the University System's loss of accreditation during the Talmadge administration, and the River-Arnall and Talmadge factions of the Georgia Democratic Party. Mitchell recalls his work with the Georgia Project and discusses the health of the carpet industry in Georgia. Mitchell mentions working with Phil Landrum, Richard Russell, Carl Vinson, M.E. Thompson, Prince Preston, Bob Shaw, and Prof. Victor Zuniga.","Finding aid available in repository.","Harlan Erwin Mitchell was born in Dalton, Whitfield County, Georgia, on August 17, 1924. He attended public schools in Dalton, Georgia, and attended The Citadel in Charleston, South Carolina. He received a LL. B. from the University of Georgia School of Law in 1948. During college, Mitchell was a member of the Gridiron Honorary Society, the Sigma Alpha Epsilon Fraternity, and Delta Theta Phi Legal Fraternity. During World War II, he served as first lieutenant in the United States Army Air Corps from 1943 to 1946 and again in the United States Air Force in 1951 and 1952. Mitchell received the Air Medal with two stars and Pacific Ribbon with two battle stars. He was admitted to the bar on April 17, 1948, and commenced law practice in Dalton, Georgia. He served as solicitor general for the Cherokee Judicial Circuit from January 1, 1953 to December 31, 1956, and from January 1, 1957 to January 8, 1958, he served as a Superior Court judge in the Cherokee Judicial Circuit. In early 1958, Erwin Mitchell was elected as a Democrat to the 85th Congress to fill the vacancy caused by the death of Henderson L. Lanham (7th District) in November 1957. In 1958, Mitchell was re-elected to the 86th Congress. In total, he served from January 8, 1958 to January 3, 1961. Mitchell served as the Chairman of the House Subcommittee on Patents and Scientific Inventions, with the Committee on Science and Astronautics, and as a member of the Veterans' Affairs Committee. Although Mitchell was not a candidate for renomination to the U.S. House in 1960, he was elected State Senator (Forty-Third District: Whitfield, Gordon, and Murray counties) to the Georgia General Assembly, serving from 1960 to 1961. He did not seek re-election, however, and resumed practicing law in Dalton. In 1996, Mitchell founded the Georgia Project, a teacher exchange program for Spanish-speaking teachers in Mexico and teachers from Dalton, Georgia. In 2001, Mitchell received the National Education Association's George I. Sánchez Memorial Award for his work with the Georgia Project.","Interviewed by Bob Short.","Related materials available in the following collections of this repository: Erwin Mitchell Papers."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["United States--Army--Air Corps","United States--Congress--House","Georgia--General Assembly--Senate","United States","Georgia--General Assembly--Committee on Schools","University of Georgia--School of Law","Citadel, the Military College of South Carolina","University System of Georgia","Democratic Party (Ga.)","Georgia Project","National Defense Education Act of 1958 (United States)","Legislators--Georgia--Interviews","Political campaigns--Georgia--Whitfield County","Race relations--History","Rug and carpet industry--Georgia","Legislators","Political campaigns","Race relations","Rug and carpet industry","Universities and colleges--Alumni and alumnae","Hawaii--History","Dalton (Whitfield County, Ga.)--History","College integration--Georgia--History","Georgia","Georgia--Dalton (Whitfield County)","Georgia--Whitfield County","Hawaii"],"dcterms_title":["Erwin Mitchell, 20 October 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-053/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 053, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (82 min.) : sd., col."],"dlg_subject_personal":["Mitchell, Erwin, 1924-","Preston, Prince H. (Prince Hulon), 1908-1961","Vinson, Carl, 1883-1981","Thompson, M. E. (Melvin Ernest), 1903-1980","Landrum, Phil M. (Phil Mitchell), 1907-1990","Russell, Richard B. (Richard Brevard), 1897-1971"],"dcterms_subject_fast":null,"fulltext":"Erwin Mitchell interviewed by Bob Short \r\n2008 October 20 \r\nDalton, GA \r\nReflections on Georgia Politics \r\nROGP-053 \r\nOriginal: video, 87 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\nBOB SHORT:  I'm Bob Short, and this is Reflections on Georgia Politics sponsored by the Richard Russell Library at the University of Georgia. Our guest is Erwin Mitchell, former member of Congress, former member of the Georgia State Senate, solicitor general of the Cherokee judicial circuit, and superior court judge in the circuit. Welcome, Mr. Congressman. We are delighted to have you. \r\n \r\n ERWIN MITCHELL:  I'm delighted to be here with you Bob. I've enjoyed our preliminary memories that we've shared together. \r\n \r\n SHORT:  Good. Well, you had a full and enviable career in Georgia politics, but before we get to that, I would like to start by having you tell us a little bit about Erwin Mitchell and growing up in Dalton, and how you got interested in politics.  \r\n \r\n MITCHELL:  Alright. I was born in Whitfield County. And my father was born in Whitfield County. My grandfather was born in Whitfield County. And my great-grandfather moved here but that was about 1818 and he was a Confederate veteran and is buried at the Mitchell cemetery, which adjoins the Conasauga River, which is the dividing line of Murray and Whitfield counties. So, my roots are all here and I've managed to stay here and love it for 84 years. My father was Dwight Mitchell, a lawyer. And my uncle was John Mitchell, a lawyer. And they both attended the University of Georgia as almost all of the Mitchells that have come along since, including my family. But I say I was born in 1924 and I think most people try to reflect as to what event you an can relate to an age that you were. And you say, \"Well, Bob, you asked me how did you get into politics?\" The first thing that I can remember that relates to my age, was being with my father at the old red brick court house in Whitfield County when they were tabulating the votes between Herbert Hoover and Al Smith.   \r\n And my father was the campaign chairman for Al Smith in Whitfield County. And of course, you know, Al Smith was a Catholic and you know how that was back in those days. But I was 4-years-old at the time, and my father and my Uncle John were active and my father only had one elective office. He was mayor at one period of time and that was back during World War II, and then was asked by Governor Ellis Arnall to come to Atlanta as a part of the attorney general's office, which he did. My Uncle John became solicitor general, district attorney, and also superior court judge. So, that's sort-of the background in which I grew up. I was fortunate that I didn't have to go through the agony that the majority of young people have in determining what they want to do with their lives. I'm getting to go to the court room, with my dad and my uncle, when I was probably 9 or 10-years-old, just absorbed by the atmosphere of the court room.  So, it was all that I ever wanted to do, was to become a lawyer. And that decision was made before I was in double-digits. \r\n And, so I went to the schools in Dalton and I played a little football, played a little basketball. That's the only athletic teams we had back in those days. We had intramural track but we didn't have baseball, we didn't have golf, we didn't have the other things because the high school at that time was probably about 300 to 350. And of course it was only the eighth through the eleventh grade. And, I graduated from Dalton High School in May of 1941. Before that time, from the time I was 9 or 10-years-old, my father had carried me to bulldog football games. We always went back to --- down to Columbus for the Georgia-Auburn game. If you'll remember old Memorial Stadium down there. I think it would seat about 15 to 20,000. But we'd make that trip every year. I remember one trip when I was just a kid! When Huey Long was Governor of Louisiana, and LSU had this huge -- I think maybe it had 300 or 350 member band that they'd brought up. And, LSU just beat the devil out of us that day. But I remember walking out of the stadium and my dad's friend that was with us, his name was Ed Strain, he was right in front of me and somebody back of us yelled, \"To hell with Huey Long!\" And somebody in front of Ed turned around and knocked him flat on his -- [Laughter] -- so that was another taste of strong political feelings -- that was demonstrated very vividly to me at that time.  \r\n My father was an ardent supporter of Dick Russell. My uncle John had been a classmate of his at the University of Georgia Law School. So, you know, Senator Russell had very little opposition when he became Governor and when he went to the United State' Senate. But, we were always strong supporters and admirers of his. Gene Talmadge came along and this was not my dad's and my uncle's and my mother's cup of tea. And so we never supported Eugene Talmadge, nor did we support Herman when he came aboard. So, there were political clashes in northwest Georgia, which my family was one of the leaders on one side and others on the other. Sometimes we won, sometimes we lost. Most times we won, until people started saying, \"Well, you're always supporting the loser!\"  So, we think maybe we better join the other side, because we're not getting a lot of the fruits that come from winning in state politics back in those days.  \r\n But, I digress and move way on to Washington, where I served when Herman Talmadge was the United States Senator and became a friend and very fond of Herman personally. And, I thought much of him personally. We still didn't have a lot of political agreements, but I'm very fond of him. But that's sort of the background of my history and how I got into politics. Because it was just almost preordained by my father's influence and my uncle's influence. I headed to -- I'll say I graduated from high school in May of 1941. Of course the British were already at war, and one of the things that our family always did was, righteously, with my father and my mother we'd listen to the evening news. Always, every one of FDR's fireside chats, I heard. And, I would hear about all of the aircraft being shot down. The British aircraft and the raids over Europe back in World War II. And, of course our ships were being torpedoed by the German submarines and it was clear in my dad's mind and therefore in my mind that we were going to go to war.  \r\n So, I really knew nothing much about the Citadel till Tom came to go off to college. I'd always said, \"I'm going to be a bulldog. I'll be over in Athens as soon as I can be there.\" But, I decided to go to the Citadel and was a freshman there at the time of Pearl Harbor. I was on our intramural basketball team and our covenant commander to the armory Sunday afternoon and told us that the Japanese had bombed Pearl Harbor. Well, I didn't know where Pearl Harbor was. But it was obvious that, you know, that everything changed. We had the old M3 rifles. They came and got our rifles so they could hand them out to the draftees that were going to be coming to parade for the army.  \r\n But as soon as I finished my freshman year, the love of my life who --- we began, I guess, steady dating. You really can't date when you're in seventh grade.  But she was my girlfriend from the seventh grade on and all the way through high school. And, we sort of planned to go to college together, except there weren't any girls at the Citadel. So, she went over to Shorter. But then after my freshman year I transferred to the University of Georgia so she could transfer and we could be at the University of Georgia together. And we were.  \r\n And, those were glorious gridiron days. Frankie Sinkwich, George Poschner, Charlie Trippi. Charley Trippi is still living and I'm sure you won't remember this, but I had an ROTC class with him. And I'd been to the Citadel, and I probably knew as much about the military as our instructor did.  Charley always sat next to me, and we had a lot of conversations. And of course I can very incorrectly claim that I got him through ROTC. But, I do remember him and I remember him very fondly. After Pearl Harbor and war was declared, I applied both to the Naval Air Corps and the Army Air Corps. And that's before we had an Air Force, it was the Army Air Corps. And heard first from the Army. I was accepted and so I went ahead and signed with them. Later heard from the Navy, I don't know what I would have done if it'd been reversed. I'm sure I would've gone with the Navy. \r\n But anyway, I was too young to serve, so they just put me in the --- I don't know what they called it then, but I was just on a waiting list to get old enough so I could go in cadet training. And I did the following February. But in the mean time I'd gotten enough undergraduate credits at the Citadel and the University of Georgia that --- this is before you had to have a graduate degree to enter law school --- so when I finally got out of World War II I could go straight into the University of Georgia Law School. But, I went on into the Army Air Corps. I was first called to, I think, Montgomery, Alabama, and then they sent me down to Biloxi, Mississippi, and then to San Antonio, and then to Fort Worth, and then to Winfield, Kansas, and then to Victoria, Texas, and Mt. Agora, Allen, Texas, where I was classified as a fighter pilot and that's where I transitioned and learned how to fly a very difficult airplane to fly, and that was the old P40.  \r\n Then, I spent a little time in Moody Air Force Base at Valdosta, and mainly just waiting for delivery of latest fighter that we had, and that was the P51D at Sarasota Army Air Base. And when the P51s arrived, and they sent 18 of us down there to transition in those air craft for, as they said, operational training. And we had no idea what they had in mind for us at that time. But I remember that in addition to the 18 of us that went down there, there were 2 Iranian pilots. They were captains of the Iranian air force. What a difference now. I doubt if we would have any Iranian pilots in the air force today. But when we completed that they put us on a Pullman, and for 5 days we were on that Pullman, going from Sarasota to Seattle, Washington. And of course when they said our destination was Seattle we knew we were going to the Pacific. Then, with our air craft loaded on an escort carrier, we headed out to Honolulu with our air craft aboard. And, when we got there, then our air craft went on to Guam, which we had already taken --- acquired Guam. And they flew us to Guam to join our air craft. Then from the there, the battle of Iwo Jima was about to take place. I was not involved in the -- this was a Navy and Marine operation, the battle of Iwo Jima. But we were there waiting for -- for Iwo to be secured so that we could move in as fighter groups to escort B-29s in their rage over Japan. And that's what happened. Now, you know, I just keep going on Bob, and I think your question was, \"How you got into politics? \r\n \r\n SHORT:  Right. \r\n \r\n MITCHELL:  And I'm talking about World War II. \r\n \r\n SHORT:  Well, that's history. That's what we want. But let's talk for a minute now about your --- after service you went to the Law School at the University of Georgia. \r\n \r\n MITCHELL:  Yeah, but one thing I've got to tell you -- because we've got some old bulldogs and other researchers that have an interest in flying, I'm sure, and World War II history. But I've got to tell you about this Georgia boy's first escort mission escorting B-29s over Japan. And it was over Tokyo itself. That was my very first mission. And, what we would do is the bomber's would be in a bomber stream, and we would just fly alongside of them to protect them from any air craft that might be coming. Of course, I looked down below and there was the city of Tokyo. \r\n At that time, in order for us to do these long-range missions, the ingenuity of the air craft mechanics had devised a 163 gallon external wing tank on each of the wings of the P-51. Now the P-51 was designed for only a 75 gallon tank, and that could be operated internally, switching tanks. The 165 gallon tanks, we were told, we had to manually switch. We had to keep time as to when you were going to run out of fuel and make a switch to the other tank. And if you didn't do that, if it ran out, you might fall in vapor lock, and your engine would shut off and never start again. And there I was flying over the city of Tokyo, and all of a sudden all of my other pilots were up here and I was going down there. And everything was quiet. And I realized that my engine had stopped. But I switched over and it caught back up. \r\n But I just couldn't resist telling that story. But that was my first experience. Anyway, I finished the air force and immediately came back after I was separated. And, as a matter of fact I was separated in February of 1946, I guess it was. And the next month I went right onto law school. \r\n \r\n SHORT:  Let's stop for a minute. I want to get your -- get your mouth a little there. \r\n \r\n MITCHELL:  Talking too much! \r\n \r\n SHORT:  No, you're doing good. You're doing good. \r\n \r\n BREADEN:  Great. \r\n \r\n SHORT:  Yeah. This is what we love. Okay, so now, we've got that. Now, I'm trying -- we're trying to get you back into Dalton from the University of Georgia. You did come back to Dalton after you finished the University of Georgia. \r\n \r\n MITCHELL:  I came back to Dalton. \r\n \r\n SHORT:  And practiced law.  \r\n \r\n MITCHELL:  Yeah, after finishing law school I came back and joined my father and uncle in practicing law. The firm Mitchell \u0026 Mitchell was founded the year of my birth, 1924. And, later my older brother, who served in the Navy during World War II -- he had gone to law school before Pearl Harbor, but when the war was over he came back. He had married, and got a job with Judge Jule Felton at the court of appeals. And went to Emory and got his law degree there. And he also joined us. So, that was the foundation I had in starting the practice of law.  \r\n I'd been practicing for about, oh, less than three years when -- when I separated from service. I say separated instead of discharged because I signed on in the inactive reserve. And, you know, all you did was just get something in the mail every now and then. You didn't have any meetings and you didn't have any responsibilities, but a lot of times I wouldn't even open the mail. But this time, this one looks sort of official and I opened it. And they said, \"Lieutenant, we want you to come to Montgomery, Alabama. You're going on active duty during the Korean War.\" And so, I was recalled and --- because I'd gone to law school instead of putting me in the exotic jets that I'd never flown, they said, \"Well, we need a legal officer up in Prescal, Maine. We're just going to make you a legal officer and send you to Prescal where they have two seasons: winter and the 4th of July.  And so that's what happened. They sent me up there and I said, \"My Lord, this is a Georgia boy in this kind of weather?\" And you know, I was married then and had children and I noticed the first thing was that the houses along the roads were all right next to the roads. And I said, \"Why would people do that because of all the traffic noise?\" Of course I realized it was because of the snow. \r\n But anyway, before my family could join me, they transferred me to Wilmington, Delaware, at the New Castle Air Force Base, where I stayed until I was separated from the service in the Korean War. I spent about 16 or 17 months in the Korean War, and during that time a very fine man who became a dear friend of mine was the current solicitor general. But people were unhappy with his service. And some people were prevailing upon me to give it a shot at running. And I was in the military now, keep in mind, and my dad said, \"Well, you know, we'll help, but you've got to come home now on weekends now and do your campaigning,\" and I did that.  \r\n And while I was in JAG at New Castle Air Force Base I ran and was elected solicitor general of the Cherokee circuit, which consisted of Murray County, Whitfield, Gordon County and Bartow. That's Cartersville, Calhoun, Chatsworth and Dalton. And I was released, I guess, probably in November, about a month before my time expired. And that's because my Uncle John contacted Senator Russell, and said, \"Erwin needs a little preparation time. Get him home.\"  And so Senator Russell got me home about a month early. And that's my beginning in politics. \r\n \r\n SHORT:  So then as I recall, Henderson Lanham passed away. He was a congressman. And you decided to run for Congress. \r\n \r\n MITCHELL:  Well, before that I spent 4 years in the district attorney's office, the solicitor's office. And, the presiding judge that I worked with announced that he was not gonna run for reelection. Well, I was only 31-years-old. And, folks would say, \"Well, look, this is time for you to run. And, you've been on the circuit for 4 years.\" And I said, \"Yeah, you think I can get elected?\" \"Oh, we'll help you, we'll help you.\" And so I did run and was elected Superior Court judge at the age of 31.  \r\n And, I enjoyed that service very, very much. But, after I'd only been on the bench for a little over a year, Henderson Lanham, who was the congressman from the seventh congressional district, was killed in an automobile-train collision. And, the seat in Congress came open. And here again -- and Bob, you know, the -- every person's got a right to say no. But, all of my adventures in politics were brought on by someone else encouraging me. Literally, it was not an ambition I had, because I had no thought. I'd gotten to know Judge Lanham real well. Had great admiration for him. We were supporters of him, and I was just saddened about his death and the loss to all of us. But the folks kept coming, including some folks over where he lived, in Rome, saying, \"We want you to run.\" And I did.  And, we really had a short but rather --- rather heated contest.  \r\n A very distinguished criminal attorney named Bobby Lee Cook was one of the candidates and Judge Manning from Cobb County was the other. So we had a 3 man race. At that time the Cherokee -- the 7th District was comprised of 14 counties: Murray, Gordon, Whitfield, Catoosa, Dade, Walker, Floyd, Gordon, Bartow, Douglas, Haralson, Polk, all the way down to the --- actually below Atlanta in Douglas County and Haralson. So, I ran and I was very fortunate in that election. And won 12 out of those 14 counties. This is a time of the county unit system, as you remember.  Of course, that's another story.  \r\n \r\n SHORT:  Yeah. \r\n \r\n MITCHELL:  But anyway, I went to Washington and without -- just as happy as I could be, sitting on the bench. I love the law. Still love the law. It's been my life. But somehow I always seemed to get entangled with the political adventures. And so I began my first term, which was during the Eisenhower administration, and served with people like Lyndon Johnson, who was the majority leader. Jack Kennedy, of course both of them were vying to become the Democratic nominee, you know. Of course Richard Nixon was the vice president. Probably the greatest speaker ever was Sam Rayburn from Texas. He was the speaker of the house at that time. And, Carl Vinson from Milledgeville was the Admiral. He was known as the Admiral of our country's Navy, because he was chairman of the House Armed Services Committee. And Dick Russell, Chairman of the Senate Armed Services Committee. And at that time, Senator Talmadge had been elected. So, those are the notables that I served with, including Phil Landrum, and he may have been your Congressman. \r\n \r\n SHORT:  He was. \r\n \r\n MITCHELL:  Yeah, and he was a dear friend of mine. \r\n \r\n SHORT:  Georgia back then had a Congressional delegation that had built up a lot of seniority. \r\n \r\n MITCHELL:  Oh yes. And that we miss so much today. Because all of the military facilities that we have relate back to the Talmadge/Vinson times. But they were, you know -- they were respected not only within the Congress, but they were respected everywhere for their knowledge and their service.  \r\n \r\n SHORT:  If I remember correctly, you were on the space program. One of your committees. And that was before we went to the moon! \r\n \r\n MITCHELL:  That was when --- if you remember it was announced that, \"We're going to go to the moon.\" And the 7 original astronauts came before the --- this was the House Committee on Science and Astronautics. As a matter of fact, right over your left shoulder is a photograph of that committee and us receiving our Congressional flag. But, we had Senator Glenn and all of the other astronauts came before us. They were just --- of course, I was a kid. I was 32-years-old at the time. But, John Glenn I guess was older than I was. But he and the other 6 came and were just unbelievable. It was a fascinating experience, because I -- Overton Brooks from Louisiana was Chairman of the Committee. And, even though I'd only been there a short time, I was the fourth-ranking majority member on the committee.  \r\n And I know a trip I'll never forget. He asked me to come down to Alabama to register my arsenal. And that was the time, if you remember, we had hypothecated the one who had designed and implemented the -- what were they called? Back in World War II? The unmanned bombers that were coming from Wernher von Braun. \r\n \r\n SHORT:  Right. \r\n \r\n MITCHELL:  Was there, heading the regular arsenal and preparing us for the boosters for the space committee. And, he was really a fascinating man, and if he was anything other than a scientist, I don't think he ever was a --- not saying he was just a scientist, and this was just part of his inner being. But yes, I was on the original space committee, and I still have that interest. But those were quite remarkable days, back in the beginning. \r\n \r\n SHORT:  So you were elected to fill out the term of a former congressman, and then you were reelected for another term.  \r\n \r\n MITCHELL:  I was reelected, you know, I'd had no Democratic opposition, but I did have Republican opposition. I just --- you'll have to explain why, but I always seemed to have opposition. But I was reelected. But now, this is an oral history of, not just me, but what I observed, what was going on in Washington and in Georgia and in the world. My antennas had been really --- although interested in politics --- had been directed toward the law. When I got up there, of course, it was all politics. And, I began quickly to find out that my philosophy was probably not the prevailing philosophy in the state of Georgia. And there were things that were coming up for our vote, that I was having a struggle voting for. But for a year I did that. And I didn't like it one bit, but I did it. After I was reelected I said, you know, one member of our delegation told me the first day I arrived. He said, \"Now Erwin, you just be quiet. Stay away from those damn newspapers. And you can be here as long as you want.\" And just voters and delegation votes.  \r\n But my second year that became harder and harder and I had some votes that were not earth-shaking, but yet --- they stirred a little --- a ripple or two back in Georgia. For example, when the statehood for Hawaii came up for a vote, I couldn't find any reason not to vote for Hawaii to become a state. But I was the only member of the Georgia delegation who did that. When the National Defense Education Act, which was, you know, sort of akin to the --- it was federal aid to education, and course I had benefited immeasurably by the GI Bill, putting me through law school with my dad's help. And I couldn't find no good reason to vote against it. I voted for it, but I was the only member of the Georgia delegation that did.  \r\n And then, my dear friend Phil Landrum sponsored with a Republican Congressman for a while named Griffin. Landrum/Griffin Bill, which was a labor bill, and it was one that never had any committee hearings on it or anything, and I this is probably the vote that bothered me the worst. Not because I voted against the bill, but because it had the name of my friend that I really admired and respected, Phil Landrum. But I voted against that and that caused all kinds of activity by the folks in Georgia who felt like that was a pro-union bill. I did feel like it was a pro-worker --I mean it was an anti-worker bill. It was not in the best interest of workers, but I thought it had nothing to do with unions. But anyway, I told you some of the things that began to cause people to be concerned about me and me be concerned about whether I was, you know, in tune with the people that sent me up there. But after the time passed with the Landrum/Griffin bill, people began to -- those that had not really agreed with me about my vote on that bill, were telling me, \"Well, you know, tomorrow's another day. You'll get seniority. You'll stay.\" But I didn't stay and didn't run for reelection. Whether I could've been reelected or not, I don't know. I think I could, because the friendships that I had built up throughout the district were good, strong friendships. But that's not why I didn't run.  \r\n I didn't run for two reasons. I had three children. Back at that time the Congress didn't stay in session from January till December. Usually broke about Labor Day. What I would do is I'd put my children in school in Virginia -- I mean in Georgia, and then in January move to Virginia and put them in school there. I had a son and 2 daughters. Son was the oldest. He really -- this was really bothering him badly. The girls were alright. My wife was alright. But it was really not a good situation. And besides that, when I ran for the Congress, we decided that I would break completely with my law firm. I thought that any conflict of interest questions wouldn't be possible, so I received absolutely no income from Mitchell \u0026 Mitchell. So there I was with a wife and three children, trying to maintain a home in Virginia, and one in Georgia, with 2 mortgages. This is mortgage time now, and a salary of 22,500 dollars a year. And, because of good friends at First National Bank in Dalton, I was able to borrow the money and I in fact subsidized myself from the time I was in Washington till we decided it was just a frugal thing to come on back and start practicing law. And that's what I did.  \r\n I had no intention of running for the Senate, the State Senate, initially. But, the last year that I was up in Washington, the integration situation was getting worse and worse as far as Georgia's concerned. Of course, the Supreme Court had already ruled. We were making very little headway in Georgia, as you remember. And so I was being very vocal on my feeling that this was the law and we didn't want the University of Georgia or the University system of Georgia or the public schools of Georgia being radically affected by the anti-integration forces that were prevalent in Georgia at that time. And, so I was invited and made speeches all over the state, advocating that we keep the public schools open. That we go ahead and comply with the law where the University was concerned. And, my dad said, \"Well, son, you know, the best platform to keep that going is just go to the State Senate and get elected.\" And I did. And I was elected to represent the senate district in Atlanta for 2 years back during the county unit system.  \r\n \r\n SHORT: Those were very historical times.  \r\n \r\n MITCHELL: Those were historical times, and you know, I look back at that and think about the folks that I joined in the state Senate. And, if you'll remember, and this certainly is your cup of tea, Bob. Of course, Governor Vandiver, who I admired, had great respect for, made that famous, \"No, Not One\" speech. Well, there was one bill in the state Senate that -- I can't remember what it was, but it involved the schools --- and it involved integration. There were only 4 no votes against it, and that was Zell Miller, myself, Ed McWhorter from Athens-Clarke County, and Charlie Brown from Fulton County. And back then Charlie Brown, you know, it was the old county unit, he was the only senator. In those days it was really serious, and you may remember the days of the Sibley Commission. The Sibley Commission had a tremendous amount to do with changing public opinion. And of course the business community said, \"We can't think about, you know, having tuition grants to our public schools. We can't think about the lack of accreditation, maybe, from our colleges and universities.\"  \r\n So almost overnight, Governor Vandiver changed his mind, and all of those wonderful people that I was serving with changed their minds too. And it really was an example that the people that were elected to serve, the majority of the people that were elected to serve in the general assembly of Georgia at that time, their heart was in the right place. They felt like that the constituents didn't really appreciate that. And as a consequence it sort-of put up a barrier to moving forward on the integration-segregation course. But as soon as they made that bill, I don't know of anyone that lost his seat by following the governor's lead, and the lead of Charlie Pannell who was the majority leader, and Carl Sanders. And others of course.  Carl Sanders became governor, and was an outstanding governor, as you know. \r\n And, but those were historic times. And, that stayed around for a while and at that time, because of -- I guess a certain notoriety that I'd achieved because of being the sole vote on a number of national legislative priorities, the news media and some influential individuals were advocating that I run for governor. And I'll tell you that I knew, there's no way that this fellow from Whitfield county, with a track record like mine, at that time in life, was going to be elected Governor. But it was a setting where my views, which I did not think were radical, could be exposed to all of Georgia. And I was invited to Albany, to Valdosta, to Gainesville, to Rome, Atlanta, Athens, where I would voice these views. And I say that they were simple things like, \"Keep our public schools open. Let's have a two-party system. Let's do away with the county unit system. It's absurd, it's ridiculous.\" \r\n And things of that nature, which a lot of people didn't like, but it turns out that all those things happened. And they happened for a reason because that was the right thing. And so I hope that my voicing those things, and the media picking up on those, caused some people to begin to think. You know, maybe it caused us to make those changes a little bit quicker than we normally would, but it was just going to happen. \r\n \r\n SHORT: Do you remember the three governors' fight? \r\n \r\n MITCHELL: Yes. \r\n \r\n SHORT: Tell us your memories of that.  \r\n \r\n MITCHELL: Well, they -- of course we were supporters of M. E. Thompson at that time. And as I remember Herman just took over the office. And M.E. had to find him someplace else. And, of course I think the courts finally ruled and that was accepted, but that was one of the trying times -- another trying time was back during the Gene Talmadge administration, where the university system actually lost its accreditation, because of the governor interfering with the board of regents. And I think that really was what brought Gene Talmadge down to earth, but here again it was the county unit system back in those days and south Georgia was ruling the roost.  \r\n \r\n SHORT: Well, in that year, 1946, Jimmy Carmichael actually outpoled Gene Talmadge, but the county unit system kept Talmadge. \r\n \r\n MITCHELL: Jimmy Carmichael from Cobb County. \r\n \r\n SHORT: Right. Right, he was a heavy choice of the modern thinkers in Georgia at the time. And quite an individual. \r\n \r\n MITCHELL: Yeah. And back at that time we were really laboring, and I say laboring under the illusion, that we only had one party. But we really had two parties back then. And, when I was in Washington, all of us were elected as Democrats, but we certainly didn't think alike, all of us. I felt my thinking to was more akin to Phil Landrum and Prince Preston who was down in Savannah if you remember, and J.L. Pilcher of Meigs, Georgia, and that's just about as south Georgia as you can get, down in Meigs. And he was a wonderful, wonderful man and a very progressive individual and a tremendous asset to Georgia. Yeah, those were interesting times. And with the two-party system, that I was such a strong advocate of, I didn't intend for the republicans to just take over. \r\n \r\n SHORT: Well, you know, it's said, and I believe that we actually had two parties all along.  \r\n \r\n MITCHELL: Oh yeah. \r\n \r\n SHORT: You had the Rivers-Arnall faction, and you had the Talmadge faction. And today, and I hope you'll agree, the Talmadge faction of that day would have been republicans.  \r\n \r\n MITCHELL: Yes. No question about it. No question about it. But I think the delineations between the parties is slowly becoming more defined, but we've got we've got religious issues involved that I don't think we had back in those days. There was no issues concerning, you know, gay marriage or abortion. And now, that seems to play a tremendous role in Georgia. And the evangelicals have a -- churches are so influential in Georgia politics. And the race issue is going to be very interesting in that regard in Georgia as well as nationally. \r\n \r\n SHORT: What do you think caused the, I won't say demise, but the loss of power by the democratic party in Georgia. \r\n \r\n MITCHELL: Well, you know, I don't profess to be an expert in that, but when the schools became integrated, that did not change the depth of feeling in a lot of Georgia. Civil rights movement and, of course, Martin Luther King is one of my heroes. I mean, really, what a wonderful person. But when I was coming along and had this great admiration for Martin Luther King, he was being demonized by a lot of prominent political figures in Georgia. He was a communist. And a man of bad morals. Just, a lot of bad things. So, that feeling has taken some generations to pass. And so, the civil rights activity in Washington with Lyndon Johnson -- and I had tremendous respect, and I think was a wonderful president. And I think he still could have been elected even because of Vietnam. I still think he could have been elected if he'd chosen to run.  \r\n \r\n*Break* \r\n \r\n MITCHELL: I'll tell you one thing that I didn't tell you that I haven't really told a few people in my life. But this is the Richard Russell Library, and --- \r\n \r\n SHORT: Do we want to get this? \r\n \r\n BREADEN: Yeah it's on. \r\n \r\n MITCHELL: The first year I was up there and I was just getting settled, and I say Senator Russell and his family, and the Mitchell family had already a long history. And I was elected, you know, what they termed a landslide, but I went up there. I've been a younger superior court judge in the state. The youngest prosecuting attorney in the state. And Senator Russell had the Georgia delegation in a little place up in the capital where we had a quail supper.  And, which was very enjoyable and I, of course, knew everybody, but I was really still getting to know them and feel my way around.  \r\n And he said to me, just the two of us. He said, \"Erwin, I expect you to succeed me when I retire.\" Now, you talk about a scared young man. I mean, that just absolutely blew the boots off of me. Dick Russell wasn't wrong very often, but he was wrong then.  It just wasn't my destiny to succeed him. I would've had to change a lot of what was within me to have continued to be reelected for the period of time it would've taken to succeed Senator Russell.  \r\n \r\n SHORT: Let's talk about one of your favorite projects of all time, and that is the Georgia Project.  \r\n \r\n MITCHELL: Okay. Now that is -- now we're really getting up to date right now. Back in the --- you know, I guess it was over 15 years ago in the early '90s, this area began to have an increase in the Latino population. My youngest daughter was a paraprofessional at a Roan Street school in the city of Dalton, and about 1993, she started -- literally, tears would come in her eyes, about what was happening. She said, \"We're getting all of these little Latino children who can not speak a word of English, and we have no teachers who can speak Spanish. And everybody's just wringing their hands and the school board's not doing anything. They're just acting like it doesn't exist.\"  \r\n And the truth of the matter, the school board was --- because this was such a strange thing to happen in northwest Georgia, they had no idea how to go about it, nor did anyone else. But they were sending people out to say, \"What do you do in a situation like this?\" Well, they weren't getting any answers. They weren't getting any Spanish-speaking teachers either. Then I would tell Leslie, my daughter, \"Well, this is horrible. Something really needs to be done. I'll talk to some of the school board people.\" But I'd say, \"I'm not an educator.\" \"Well, Daddy you can do something.\" And I know one of the media people asked my daughter, Leslie, \"Say, why did you think your Daddy could do something about it?\" She said, \"Well, he always did.\"  \r\n And, anyway, the next year it really got more pronounced, and she enlisted the aid of the teachers. Then the teachers started coming to me, and saying, \"You know, don't get me in trouble. Don't reveal what I'm telling you, but here it is. We've got a horrible situation. These kids keep coming into our school. They're wonderful little kids. They behave, they are not a problem, except we can't talk with them. And they can't speak with us. And it's just getting worse and worse. We're trying as hard as we can, but we're making no progress.\" And, so with that I just said, \"Well, let me think about it the last day in.\" And the editor of the newspaper, he was a friend who was sort-of a political ally, and I got him and about that time the chamber of commerce asked me to chair a committee that would be a group of us older guys, the mentors. And we would just gather together a group of mentors that could talk with young people about what we had learned through life and all of that and that was to be my project. And I turned it down. And then I was asked again if I would, and I said, \"Well, wait a minute. I'd accept that role if I could chose the project.\"  \r\n And so I told them my project is to try to do something about this influx of non-English speaking children in our public schools. And they said, \"Okay.\" So I got together a committee of just four people. But that gave us an aura of legitimacy, rather than me just getting a group of people and saying, \"Look, we want to go into the school system and find out what you all are doing wrong.\" That doesn't really make you welcome, you know. But since it sort of had the auspices of the chamber of commerce and I contacted them and the folks at Roan Street and they said, \"We're delighted to have you and we'll schedule where you can go in and with whom you can talk.\" And I told my folks. I said, \"We're not going to pay any attention to where they tell us to go or to whom we have the ability to talk. We're going to talk with anyone we want to.  \r\n And now that time, the teachers had told me some folks for us to talk with. And we went in, and our eyes --- I will never forget it. I've lived here all of my life. I had noticed more brown-skinned folks living in the community, in the automobiles and things. But I hadn't no earthly idea what was happening in Dalton, Georgia, in northwest Georgia, where you would see at that time, one out of every three children was brown-skinned. More brown-skinned than black-skinned. And, so this was really shocking. I began to write everyone. I wrote the governor. I wrote the chairman of the board of regents. And all of these people would reply to me. I wrote to the superintendent of schools. I wrote to the -- about that time Zell Miller had appointed Johnny Isaacson to the chair of the state board of education. I wrote and talked with Johnny Isaacson. And, all these folks got interested. Not that they really did anything to help.  But they thought this was a -- finally, and this was when superintendent -- what's her name -- Schrenko was the -- and she just passed it on down, but it got down to a person that really understood what I was talking about and she contacted me. And she sent me material to read and the people to contact throughout this country, which I did.  \r\n And we began to formulate an idea as to how we could do something to help the teachers and students in the public schools of Dalton. And there the enrollment and Latino rate was growing from one out of three to -- it finally got up to nine out of ten! Ninety percent Latino enrollment. And it's just unbelievable. But in the meantime we were making some progress, as that went along. And I was getting a lot of cooperation out of the leaders in the community, the industry, because certainly the industry was the reason these folks were coming -- to fill the jobs that were really critical at that time. Because the carpet industry was just running out of people, and they needed these people. And they were good workers. And with the rare exception were all, you know, model contributing members of the community.  \r\n So, finally, Bob Shaw, who is chairman of Shaw Industries and founded of Joy Industries,  lifelong friend of mine -- he and I would talk, and he was aware of what I was interested in and he asked me one day. He said, \"What are you doing?\" And I said, \"Well, Bob, we've finally reached a determination as to what we had to do. And that is we've got to get some teachers from Mexico or somewhere in Latin America, to come up here and work in our schools. Because these kids -- I mean, you could bring an Anglo-Spanish speaker, but they're not of the same culture. And that cultural aspect is absolutely a dynamite thing.\" And he said, \"Well, you know, I've got a partner down in Monterrey, Mexico, he's connected with some school down there. Would you like for me to contact him?\" I said, \"Go get it!\" And to his everlasting credit, I don't think that Bob's partner was all that enthusiastic about it, but I think Bob was very tenacious and stayed after him.  \r\n And finally, out of the clear blue, I got a letter written by Dr. Victor Zuniga from the University of Monterrey. It told me that he had been designated as the Mexican director of the Georgia Project. Not our name. It was their name. And that he wanted to begin communicating with me. And that started a communication, and that was back in about 1995 -- or '94. Anyway, we kept saying, \"You've got to come up here and see what this situation is.\" He'd say, \"You come down here.\" I said, \"No, it's not down there, it's up here! This is where this has to be addressed.\" \"You come down there. You come down to us.\" And so finally, they prevailed, and I took the superintendent of schools, the chairman of the board of education, a teacher or two, and some of the people that were working with me.  \r\n And we went down and met with people at the University of Monterrey. The first day that we got there, they put us in a little room that'd be just half the size of this office. But we had a good meeting. And so, we got a call the next morning at the hotel to say, \"Okay, we're changing locations. We came about three times as far and about three times as many people. By the third day we were almost a ballroom of folks at the university who were listening to what we had to say. And now, one of the folks that I've continued to work with, who's now a professor at UCLA, and written a number of books about the Georgia Project. I asked him. I said, \"Hernandez, tell me. Why is that you all insisted that we come down here, rather than you all come to Dalton?\" He said, \"We wanted to find out if you were real. We have.\"  \r\n And so, just a couple or three weeks later, they came to Dalton, and the project was well underway. The funniest thing, is the folks down at the University of Monterrey, I think they felt that the carpet industry was going to fund us and pay the bill. Of course, the carpet industry hadn't promised us any money at all. Nobody'd promised us any money. But we had done this elaborate planning, and we had a plan and force that we were going to put into operation, the fall of 1996. And we didn't have one dime to fund it. And this was the spring of '96. Well, you know, this is oral history and you don't need an old man not telling you the truth. Out of the blue, the city of Dalton, composed of five folks. And I kid them, they were all bright and intelligent, and I'd say, \"Here you got five fellows who can't speak good English!\" Say, look here, we're going to give the Georgia Project $750,000 over a three-year period to get you off the ground. And that was just like manna from heaven.  \r\n And believe me, we had kept them informed after everything. We kept the whole community -- and the newspaper. This is why I have such respect for being open with the news media to let people know what's going on. They came to our aid and we got that $750,000 plus we got about half a million dollars from the federal government, plus we were beginning to get, through Max Cleland and Paul Coverdell, federal funding. And we continued to get it, to a lesser degree, through Johnny Isaacson and Saxby Chambliss, till it got to be such a hot issue that I -- and it just ran its course in the money. But, what we had done during the 10 years, over 10 years we had operation -- we had brought 60 some odd teachers. These are graduate teachers, experienced teachers in Mexico to work in Georgia schools. Now, it's not just working with the immigrant non-English speaking kids, but what these teachers did, was to teach Spanish to Georgia teachers. But they taught them the little gimmicks that what only one of the same culture has, to where they could take an Anglo teacher and say, \"Now, in this culture, this is the way kids will react.\"  \r\n So they have been a tremendous help to our -- as much help to our teachers as to both the English-speaking and non-English speaking. And through a connection that we made with the Center for Prime Linguistics in Washington, we've provided staff development for several hundred English-speaking teachers. Teaching them the tricks of the trade to teach immigrant children. And that's a book in itself to tell you how we've made contact with them and how that developed. We took that money and we provided scholarships to Georgia graduates from high school who are bilingual, and gave them two years of full scholarships to Dalton State College.  \r\n And later on, we went to South Georgia, and did the same thing at ABAC. And we had teachers down in Colquitt County, and of course had them in Chatsworth and Dalton and Calhoun,  but it was a very expensive project. And we did get considerable volunteer funding by local businesses and individuals. But it was too big to be funded by the community chancellor, or whatever you call it now. Because it was a million-dollar operation. The local schools that we worked with, would have had to put up half a million dollars a year, and we would get half a million dollars a year to help provide this program. But the beauty of it -- why it's really sort of been the love of my life -- is that although we're, theoretically and in reality, non-functional, we still continue to operate, because we've got at our local school districts, teachers that we've brought from Mexico that are still there, and will be there. They have become citizens, or they have married. And what we've taught the American teachers, has been taught by those American teachers to other American teachers, to other American teachers, to other American teachers. We've got those kids that have got scholarships from us, that have gone through school, and are now becoming graduate teachers. And they've gone into the school system teaching. They've gone into Georgia Tech and become engineers. They've become architects. They've become bankers. They've become contributing members of society.  \r\n So, all of my life, as you know, if you've ever had sort of a prominent role in your community, people are going to call on you to do public service things. Well, public service to me is -- anyone who goes into public service is automatically my hero. Because it is a wonderful undertaking. But anyway, I did a lot of things in the community that I've never, in my eighty-four years, ever had one thing that I saw produce results as quickly as the Georgia Project. When we brought that first teacher into the schools of Dalton, it changed the whole attitude of the school. I told you about the meeting, me taking four folks to go to Roan Street. It was a sour atmosphere. There were no smiles. The children weren't smiling. The teachers weren't smiling. It was just like,  this is sad, this is pathetic, this, you know, it made you feel bad. As soon as we got the first teacher and those brown-skinned kids saw that person of their culture, that told them that my white-skinned teacher, and my white-skinned principal, she respects us. They're going to get somebody here to help us. And it wasn't a couple of months later that you'd go there and see the whole atmosphere in the school had changed. Both the Anglo teachers, Monterrey teachers, the administrators, and, in particular, the kids. \r\n \r\n SHORT: Is the project still alive? \r\n \r\n MITCHELL: The project is alive only in that respect. But we have no funding. I'm sure it's alive in part, in many parts of the country, because we had so many inquiries as to how to do it, you know, and we were happy to share what we did. We won many national awards. And, you know, not that that necessarily means it was that great, but it was because I'm telling you it was. I saw it. And, it just helped so many people. And continues to. \r\n \r\n SHORT: What is the health of the carpet industry today. \r\n \r\n MITCHELL: Carpet industry is having tough times, very tough times. As about all industries are. And it's probably a mature industry now. I think we've seen our growth. I think the carpet industry is going to stay right here in the center of it. Of course, it's diversified solely into all kinds. It's not really the carpet industry anymore, it's a floor covering industry. You've got laminates. You've got woods. You've got acryllic. You've got everything, besides carpet. And all of the majors have gotten into those things. But I say it is a mature industry. It hasn't tended to go overseas, like so many industries. I can't ever say that won't happen. But it's so situated with all these service industries that supply the carpet industry at hand, that it might be difficult, and I think their shipping costs rise and makes it more difficult for the Chinese to, you know, we can still compete because of certain costs.  \r\n \r\n SHORT: As you look back over a very illustrious career, what is your proudest accomplishment?  \r\n \r\n MITCHELL: Oh, my proudest accomplishment! And I'm sure everybody says this, but I can't say it with any more sincerity than me. It's my wife and children. And grand-children. And great-grandchildren. That the wife and I had three children and I'm proud of the fact that they all had some identity at the University of Georgia. My son, he graduated from the University of Georgia. Well, I did have a daughter who lives in Atlanta now, that she went to Queens College in Charlotte. But she's a Bulldog, through and through. And my grandchildren all went to the University of Georgia. Now my great-grandchildren are coming along, and my first one is graduating from Lovett this year, and she's applied. And I'm sure that the rest of them are too young to be thinking about college, but she'd be the first of my great-grandchildren to go to the University.  \r\n \r\n SHORT: What about your biggest disappointment? \r\n \r\n MITCHELL: Looks like I could come up with something like that. I feel like George Bush when they asked him what his greatest failure was and he couldn't think of one. Ah. Gosh, Bob, that's a wonderful question, and I wish I had an answer that I could give you. Honestly, it would take some -- I've had, you know, many disappointments. Last Saturday in Baton Rouge was not one. I loved that!  And I don't want to be disappointed in Jacksonville this Saturday. \r\n But I've been very fortunate with the health of my family, the success of my family. Well, I guess one of the great disappointments of my life was losing my boyhood friend who stayed my very best friend until the time of his death when he was on in his early '40s. You know, this is a man whose son owns this building now. He was a lawyer. His son is. But this Ray Bates, we started school together and, you look at every school picture, from the first grade on, and I didn't realize it till a couple of years ago with people bring out these pictures -- we were always side by side. But we did everything together. And, he is as close to me, I guess, as a brother can be. And I hated losing him so early in life. \r\n \r\n SHORT: If you had your life to do over, would you do anything differently? \r\n \r\n MITCHELL: Oh, heavens yes. I mean, I would have to think of the many things I would do differently. Do I think my philosophical view would be different? No. I think so many of us are a product of our environment and our upbringing. And I'm a product of my mom and my dad. I mean, they involved me and all their children in everything that was going on. And, when you've got kids sitting around listening to the evening news with their parents. When they're listening to Fireside Chats with FDR with their parents. When they're listening to Amos \u0026 Andy on the radio with their parents.  \r\n You know, I feel like I was taught that honor was something that was important and truth was something important. My mother, she was -- and all of us, the whole family, my dad too. We were all Methodists. We were Methodists since John Wesley came, practically, I guess. But, she told me, \"Don't ever call anyone a liar. That's just not the right thing to say.\" And I've remembered that all my life. And I know somebody was talking about McCain on the stump and some things he was having to say about Obama. And I just said, \"You know what, my mama told me never to call anybody a liar, but that fellow is testing my upbringing.\"  \r\n \r\n SHORT: Well, Erwin Mitchell, on behalf of the Russell Library, and the University of Georgia, and Bob Short, I'd like to thank you for being our guest. \r\n \r\n MITCHELL: Well, Bob, thank you. Thank you for having me. I hope there's something in there that can be of some use to scholars as they dig into it in the years to come. because I love the University of Georgia, and it's just getting better and better and better.  \r\n \r\n SHORT: For some reason, I observed that. "},{"id":"gych_rogp_052","title":"Jim Minter, 06 October 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Minter, Jim","Short, Bob, 1932"],"dc_date":["2008-10-06"],"dcterms_description":["Minter discusses his childhood in Inman, Georgia, during the Depression, and his mother's family, the Harps. Minter talks about his education, his work at The Red and Black student newspaper, and about being a sports reporter for college football. Minter discusses his career at the Atlanta Journal and Constitution. He mentions troubles with in-house unions. Minter discusses the political influence of the Cox Family, owners of both the Journal and the Constitution. Minter explains that the Constitution was meant to be more liberal while the Journal was meant to be conservative. He discusses the powerful influence of the newspapers' converage of politics and the state capitol. He discusses how the editorial board decided which political candidate to endorse and what role the newspapers played in the Civil Rights Movement. Minter also discusses Reg Murphy's kidnapping and subsequent ransoming. Minter recalls working with John Pennington, Mike Edwards, Ray Jenkins, Dan Magill, Ed Pope, Eddie Barker, Guy Tiller, Bill Fields, Reg Murphy, Harold Raines, Bill Shipp, Hal Gulliver, and Zell Miller.","Finding aid available in repository.","Related materials available in the following collections of this repository: Reflections on Georgia Politics Oral History Collection 004, Bill Shipp; Reflections on Georgia Politics Oral History Collection 147, Bill Shipp.","Interviewed by Bob Short.","James G. \"Jim\" Minter was born in Inman, Georgia, in 1930. He attended North Georgia College, and graduated with a degree in journalism from the University of Georgia. He worked as a sportswriter for UGA's The Red and Black newspaper, and then went on to the Atlanta Journal and the Atlanta Constitution, working with Lewis Grizzard, Bill Shipp, and Reg Murphy. He was appointed executive editor of the newly combined Atlanta Journal-Constitution. He retired from the vice presidency of Cox Enterprises in 1988."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["University of Georgia","Red and black","Atlanta journal and constitution","American newspapers--Georgia--History","Journalists--Georgia--Interviews","Press and politics--Georgia--History","Civil rights movements--Georgia--History","American newspapers","Civil rights movements","Journalists","Kidnapping","Press and politics","Universities and colleges--Alumni and alumnae","Inman (Ga.)--History","Georgia"],"dcterms_title":["Jim Minter, 06 October 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-052/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 052, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (82 min.) : sd., col."],"dlg_subject_personal":["Murphy, Reg, 1934-","Gulliver, Hal, 1935-2016","Miller, Zell, 1932-2018","Minter, Jim","Cox family","Harp family","Magill, Dan","Shipp, Bill"],"dcterms_subject_fast":null,"fulltext":"Jim Minter interviewed by Bob Short \r\n2008 October 6 \r\nAthens, GA \r\nReflections on Georgia Politics \r\nROGP-052 \r\nOriginal: video, 80 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\nDate of Transcription:  June 24, 2009 \r\n \r\nBOB SHORT:  I'm Bob Short and this is Reflections on Georgia Politics.  We're happy to have as our guest, Jim Minter, well known author and former executive editor and editor of the Atlanta newspapers.  Welcome, Jim. \r\n \r\nJIM MINTER:  Well, Bob, I'm glad to be here.  I remember when you were a great journalist.  As a matter of fact, I take responsibility for you being in politics because I'd been in two colleges, North Georgia College, the University of Georgia, School of Journalism with Sam Caldwell.  And then I was in one army with him, it was the American Army, the same regiment at Camp Rucker, Alabama.  And Sam and I were well known to each other.  As a matter of fact, when we were at North Georgia College that newspaper was The Cadet Bugler and we both ran for office.  And I beat Sam by one vote.  Sam had not perfected his political skills at that time.   \r\nAnyway, Sam called me one day and says, \"I'm getting another job,\" and he was in the state wildlife commission or whatever it was called, Game and Fish Commission.  And he said, \"Wouldn't you like to have my job?\"  And I said, \"What does it pay?\"  And it was about a $5 raise, maybe about $65 a week, and I said, \"Sam, let me think about it.\"  I thought about it and then I told my friend, Bob Short, I said, \"You might be interested in this,\" and is that a correct story? \r\n \r\nSHORT:  That's true.  As far as I know, yeah. \r\n \r\nMINTER:  And you've had this distinguished political career and I'm proud of you. \r\n \r\nSHORT:  Well, thank you, Jim.  I'm proud of you also.  You've not only been a great journalist but you have been a great author, and I have read your books with great interest and with a smile on my face. \r\n \r\nMINTER:  Well, my book didnt exactly make the New York Time bestseller list, but a few of my friends read it.  Like my friend, Lewis Grizzard said, it's sort of a book of columns and so forth.  Said they make nice gifts because you don't have to read them.   \r\n \r\nSHORT:  Inman, Georgia. \r\n \r\nMINTER:  Inman, Georgia's in Fayette County.  The tag number used to be 112 and before that it was less than that.  Remember when they numbered the tags by the size of the county? \r\n \r\nSHORT:  Mmhmm. \r\n \r\nMINTER:  But Inman, Georgia was a farming community.  It had a railroad until 1938 when they took the railroad out because the business was not that good.  I remember my dad telling a story that they got a group of people from Fayette County to drive to Atlanta before court.  The judge, it was a hearing, some sort of a hearing, I don't remember that he knew exactly what it was.  But anyway, he said there were two car loads that went up there for the hearing about not doing away the railroad.   \r\nAnd the presiding judge or whatever listened to them to say that we just can't do this because we'd have no way to get to Atlanta to the doctor, would have no way to go to shop and so forth, that this is our way to Atlanta.  And daddy said at that point the judge went down the list.  \"Mr. Minter, how did you get here today?\"  \"Well, I drove.\"  That was short, and he said that he knew that their protest was over.  But Inman was a farming community.  It had gin, a gin house, and of course there was a railroad station, which incidentally I restored and have a little office there, and two or three stores.  It was getting smaller by the time I grew up, but the main thing I remember about it was it was sort of, the roads, the way they ran it really made sort of a square circle, do you know what I mean, a rectangle.   \r\nWell, we lived here.  Had an aunt who lived here, my grandmother was here, another aunt lived here.  And I loved to eat.  They were great cooks so I would sort of go around and sniff and if I smelled fried chicken, I'd stop here and eat.  If I smelled something that was down the road -- but we ate well, but of course I grew up in the Depression.  There was no money.  My dad had planned to come to the University of Georgia to be a county agent.  He had made one trip over here to scout the place out and so forth, but then his dad died.  That was about 1929 and so he had to stay home and run the farm at 17-years-old, and then the Depression and so forth, and so he wound up losing our land to taxes and so forth.  He was very proud that he didn't go bankrupt as a lot of people did.   \r\nBut Bob, after he died I was going through his desk and I would see what he would do.  He'd go to the bank in Fayetteville and borrow $50 for a plough.  A plough was one crop, you know, and I think he had about 13 families living with him.  So he had borrowed $50 for each family to raise their crop -- sharecroppers.  And then when the bad times really hit, that little note he borrowed for $50 from the bank in Fayette would be sold to somebody in Atlanta, and then pretty soon it'd be sold to somebody in New York, sort of like the crisis we're going through with the banks now in 2008.  But there was no money, I mean there was no money at all.  And I remember, I think it was about 1936 that my dad kept a ledger, and I was an only child.  My mother was a schoolteacher but she was not getting paid, and that year our total cash expenditures not counting fertilizer, and clothes, and all that stuff, the total was $60, most of that being for Prince Albert tobacco, my dad smoked.  He smoked Prince Albert during the week and rolled his own, and smoked Camels on Sunday.   \r\nBut it was a great place to grow up.  I mean, you knew everybody.  The black family next door, my great treat on Sunday morning was to go out and eat Sunday breakfast with them.  They had smoked link sausage and I used to do that, and I remember that when I was growing up, we took the Atlanta Georgian.  My grandmother Minter took the Atlanta Journal.  My grandmother Harrell took the Atlanta Constitution.  Well, I read all three to the finish and the Georgian had great funnies but they went out of business, and -- but this tenant family that lived across the road from us had papered the house with the colored Georgia comics, and for several years I guess I would go out there and see my old comic friends on the wall out there from the Georgian that was extinct. \r\n \r\nSHORT:  Tell us about your mother's family, the Harps. \r\n \r\nMINTER:  Well, the Harps came around in here behind the Indians, and as a matter of fact we had traced it back and one of our Harp ancestors probably was an Indian agent, very likely might have been married to an Indian woman.  But, because that went back before the Treaty of Warm Springs.  But my mother's family, the Harps have been in Fayette County since about 1820.  My great grandfather Harp, his name is on the cornerstone of the Fayette County Courthouse, which for many years was the oldest operating courthouse in Georgia.  It's now a chamber of commerce building.  But anyway, they've been there a long time and they were saw millers, farmers, and so forth.  And my uncle Harry Harp was quite a character.  He had a lot to do with, he was the one who went around the county signing up people for the OEA when the electric lights came through here.  And he was Senator Russell's Fayette County campaign manager when Senator Russell ran for governor.   \r\nAnd after -- this is a story my daddy told me -- and after Russell was elected in the governor, youngest in the state and so forth, was that 1932? \r\n \r\nSHORT:  '32. \r\n \r\nMINTER:  Yes, but anyway daddy said Uncle Harry was invited to go to Winder  to sit on the rostrum, the podium or whatever at Russell's speech, the celebration of the victory.  So Uncle Harry was a terrible driver, so he asked my dad who was not related to him but married to my mother to drive him to Wynder.  So dad said he'd drove him over there and on the way they stopped to get a Coca-Cola, and remember in those days at little country stores, you sat on nail kegs.  And Uncle Harry started drinking his Coca-Cola sitting on a nail keg which had a little nail in it, and when he got up he tore his pants right in the seat of his pants.  And daddy said, \"Well, Harry,\" he said, \"Now when you're up there on the podium with Senator Russell,\" he said, \"just keep your feet on the floor and nobody will see.\"   \r\nAnd according to my dad, Russell was introducing his guests and he said, \"Now, my great friend from Fayette County, Harry Harp,\" and he said Uncle Harry was smoking a [indiscernible] cigar, put the cigar in his mouth, crossed his leg and said everybody giggled, he showing his underwear.  Uncle Harry got to be mayor of Fayetteville and he was always into something, but I've always said if he hadn't tore his pants that time he might have been elected to statewide office.  But anyway, when I had graduated from Fayette County high school, and of course I went through Fayette County high school during World War II.  At the time, we had seven and a half miles of paved road in Fayette County.  It was Highway 52, went from Jonesboro to Mr. Charlie Redwine's [ph] place of business.  You know who Mr. Charlie was. \r\n \r\nSHORT:  Mr. Charlie, yes.  Well, let's tell folks who he was. \r\n \r\nMINTER:  He was for many years president of the Senate and when the -- and I think it was the year when Gene Talmadge ran against Senator George  that year, Mr. Charlie Redwine ran for governor.  He got beaten pretty badly, but anyway, he was very powerful in state politics.  So the paved road came to his house and it stopped, and there were no other paved roads in the county.  But anyway, I was saying that the Fayette County high school, because there were no paved roads and the train had been taken out, and I guess we had maybe you could ride the mail bus to Atlanta, but during World War II we couldn't get any teachers because they didn't have any gas to come to Fayetteville and there was no way to get there.  So we had housewives.   \r\nSo my education was pretty skimpy, increased by the fact that when I got old enough to go to school, we lived about a mile from the bus stop and my dad thought I was too scrawny to start school.  I was only five years old, you know how it works in those days.  So my mother taught me at home my first year.  So I only had ten years of schooling when I graduated from high school.  What I'm getting around to, my Uncle Harry who said he was a great friend of Senator Russell drove down to our house right after I graduated from high school and said, \"I saw in the paper where they're making appointments to the naval academy.\"  And said, \"I called Senator Russell,\" and he said, \"I can get you an appointment at the naval academy if you would like it.\"  And I said, \"Well I appreciate it but I don't think I'd last very long up there.\"  So I don't know whether I could have gotten -- whether Senator Russell would have given me an appointment to the Naval Academy or not, but I know one thing, if he had I would not have lasted long. \r\nSo I went to North Georgia College, which was a great place. \r\n \r\nSHORT:  And then transferred to the University. \r\n \r\nMINTER:  Transferred here after two years and one quarter at North Georgia College. \r\n \r\nSHORT:  When did you decide to become a journalist? \r\n \r\nMINTER:  Well, we had a great teacher in high school, Ms. Francis Carter who's been deceased about two years from Union Point.  And she was -- she came to Fayetteville I guess when I was in about the -- right after the war, and she started the school paper called The Fayette High Times, done on an old mimeograph machine, which was a mess cutting those stencils and so forth.  And she made me editor of that paper and she told me that I ought to go to journalism school, so I said, well, I guess, you know, I had no idea what to do, you know.  So I said I'll go to journalism school.  And my mother and daddy judged that the University of Georgia was both too large and too expensive, and I think the enrollment was approaching 6,000 with a big boost from the veterans coming home. \r\nSo for some reason, I went to North Georgia College.  For one reason, you got free uniforms and you didn't have to buy clothes, and I remember my mother wrote the dean of admission, Dean Will D. Young, a great man, North Georgia, and said, \"My son wants to study journalism.  Can he learn journalism at North Georgia College?\" And Dean Young wrote back and said, \"We are starting a department of journalism next year,\" which was an outright lie.  So I went to North Georgia to study journalism and of course there was no journalism there.  But after I beat Sam Caldwell for the editorship of the Cadet Bugler and served in that capacity for one quarter, I decided to transfer over here.  And my mother and my daddy said, \"No, we can't afford it.  We just -- you just stay where you are.\"  So I transferred myself and went home that Christmas and told them I had transferred, which incidentally was the time that Dean Drewry got shot and I had to wait for a while to be in his course.   \r\nBut anyway, you know, North Georgia was a school of about 600 and over here it was about 6,000.  And I never had -- I was pretty naive and got a room in Joe Brown Hall, and my two roommates were from New York State, and they were veterans of the 101st Airborne at Bastogne, and they brought liquor to the room, and women to the room and everything, and I was terrified.  And so as soon as I could, I managed to get transferred out to a room with my friend Ray Jenkins from Camilla.  And Ray was a journalism student, and he went on to be an assistant to Jody Powell in the White House.  He was on the staff of the Columbus Ledger when they won the Pulitzer with the Phenix City investigation, and of all, I've never believed it, but he wound up in H.L. Mencken's chair at the Baltimore Sun.  As editor there, Reg Murphy hired him, and so anyway I've had a checkered career.   \r\n \r\nSHORT:  You were on the Red and Black here? \r\n \r\nMINTER:  Oh, yeah.  My one great experience, I transferred from the Monitor over the Christmas holidays and I was assigned, really my ambition was to be a political writer, but at the Red and Black they assigned me on the sports staff.  And it came time for spring practice, football, which I was to cover.  And of course I had never seen a college football -- well, I had, but, you know, I'd never been anywhere I didn't know anybody.  So I introduced myself to Coach Butts and then saw him a couple of times.  And then Frank Leahy from Notre Dame was coming down to observe the Georgia practice and study Coach Butts' famous passing game.  And Leahy was, well I guess, Touchdown Jesus -- know that he was next to God at least at that time.   \r\nAnd so I was assigned to go down and talk to Frank Leahy and get a story about him, and I was terrified.  So I went down in the stadium and I'm sort of backed up in the hedge because I was really nervous, you know.  Anyway, Coach Butts who barely knew me, walked over to me and says, \"Frank and I are going to watch this from the stands.  Would you like to go up and sit with us?\"  And I did, but that was a great thing about Coach Butts, he could be so nice and, you know, not many coaches would have done that to a little, old scared kid, you know.  But he was helping me out.   \r\n \r\nSHORT:  Who were some of your contemporaries on the Red and Black at that time? \r\n \r\nMINTER:  Well, let's say, of course there was John Pennington, you know, who discovered -- played a big role in Jimmy Carter's getting in the legislation, getting elected and so forth.  John was our star.  He had been on the Stars and Stripes and the Pacific, I believe.  And then there was Mike Edwards who went onto the National Geographic, and of course there was my roommate Ray Jenkins was not on the Red and Black.  He was the editor of the Pandora, which we thought was a pretty lowly job compared to being on the Red and Black.  And then my great friend, Glen Vaughn who became the editor and publisher of the Columbus Legend-Enquirer, and also with Claude Williams started the Athens Daily News here in Athens.  But Glen has had a distinguished career.   \r\nThen there was a guy named Dick Brooks who was a correspondent for Stars and Stripes in Korea and made quite a name for himself over there.  And of course, one of our stars was a guy named Dewey Benefield who really never got into the newspaper business after he went through law school and wound up a key player at Sea Island with the Jones Family.  And gosh, before me there were other people like William Atierson [ph] and they were just running up.  It was a good bunch of people that came along.  They did well. \r\n \r\nSHORT:  And you caught the eye of the Atlanta Journal. \r\n \r\nMINTER:  I caught the eye of Dan McGill who was the PR person for the Georgia Athletic Association.  He worked through Guy Tiller who was the assistant to Ed Danforth, and arranged for me to be hired, and this was in the -- after I graduated from here in 1951, I was waiting to be called in the army.  And the deal was, I'd go work there for the summer because I was going to be called in about September, and because of the rule you had to get your job back if you were called in service.  So I knew I'd have a job when I came back.  So anyway, Dan got me that job and pretty soon after I got that, Danforth called me in and says, \"Son, you know what's the matter with you?\"  And I said, \"No, sir, Mr. Danforth.  What is it?\"  He said, \"You're suffering from acute youth.\"  He was right, but I've been cured. \r\n \r\nSHORT:  You worked with some mighty good people, Ed Pope. \r\n \r\nMINTER:  Ed Pope was my boss for a time, the greatest boss I've ever had.  Bob Christian who, we didnt get along too well while we were working together, but became great friends after when he became a vice president for Eastern Airlines.  Your friend, Eddie Barker, well he was on the other paper though, wasn't he?   \r\n \r\nSHORT:  Eddie was on the Journal. \r\n \r\nMINTER:  Oh yeah, that's right.  Yeah, but now, Eddie was writing a column for a while too, after he got out of sports. \r\n \r\nSHORT:  Syndicated column, syndicated. \r\n \r\nMINTER:  And of course, Ed Miles, that was the great golf writer, and of course Guy Tiller was the -- was probably the finest reporter I ever knew, and Guy liked to drink a little, and he -- I remember when he died, I think there were more women that showed up in black since Major John Pelham from the Confederate Army, and I think Tiller held the record until Lewis Grizzard died, which you know I hired Lewis four times. \r\n \r\nSHORT:  Had a good relationship with Lewis. \r\n \r\nMINTER:  Oh, yeah.  He was a wonderful person. \r\n \r\nSHORT:  Great writer. \r\n \r\nMINTER:  Great writer. \r\n \r\nSHORT:  Big Georgia fan. \r\n \r\nMINTER:  Great Georgia fan, but the thing about Louis was, he probably had the best newspaper mind that I've ever known.  I wouldn't say he was the best newspaper man I've ever known, but he had the best mind on how to get it started, what people wanted to read and so forth.  And he was -- he was offered the job as editor of paper in, I think, North Carolina, maybe Greensboro or somewhere.  He was offered the job as editor of the Cox paper in Austin, Texas, which is a good sized newspaper in the capital city in Texas, good job.  And then in one of his sabbaticals from the Atlanta Journal- Constitution, he went to Chicago, and he was about to be made managing editor of the Chicago Sun-Times, which he felt like he had to commit to being there a while, so he called and said that he didn't really want to be in Chicago, and so he came home to write the column, which he had never really done before. \r\nBut I thought when we brought him -- when I brought him back to Atlanta to write the column that I had no idea that I knew he would be okay.  I didn't know he would be great, but I thought we were really bringing him back for an editor's job, and I told him, I said, when he started writing the column and it got sort of successful, I said, \"Lewis, you know, you can't do this forever.  You can do it ten years at the most.  You'll have to do something else or you'll just burn out.\"  So in his last days when I was visiting Lewis at Emory Hospital every day, he was in his hospital bed and had his typewriter beside the bed, because every day he was going to feel like resuming his column and be able to write one tomorrow.   \r\nSo I went by one day and he had his typewriter, and he said, \"Well, I think I'm going to be able to write one in the next couple of days.\"  \"You know,\" he said, \"You told me when I started this column that I could only do it about ten years and I'd burn out and have to do something else, and I just wanted to remind you it's been over ten years and I'm still at it.\"  And I said, \"Lewis, that's amazing, how do you do it?\"  And he said, \"I got a secret.\"  \"What's that, Lewis?\"  He said, \"I remember a lot of things that never happened.\"  He was the best. \r\n \r\nSHORT:  Tell us about now ascending up the ladder into a big management position with the, at the time, both newspapers.   \r\n \r\nMINTER:  Well, I never really thought that I would go into management.  I thought that I might be sports editor when Furman Bisher retired.  Good thing I didn't count on that because he still has it, but I thought I would have about ten years writing the sports column after Furman had retired, but that didn't work out.  But anyway, I don't know exactly why that they decided to move me from sports to the Constitution, except really I do know.  We had a union movement at the Journal and it was pretty tight, and of course the management was not in favor of a union.  Well, the Journal's sports department was unanimous against the union, and so they said, well this guy must be pretty good, take him to the Constitution where they had a little in-house union that they wanted to get rid of.   \r\nI imagine that, just between us, I was probably sent to the Constitution probably to bust the union, which was no trouble to do because there was not much of a union anyway.  Just had to treat people a little better because the union, when they negotiated for a contract, because the Constitution had a union, they made sure that the Journal people got paid more than the union people.  So all you had to do was just start paying them the same thing the non-union people were making and the union's gone.  But anyway, it was a great experience.   \r\nOne thing sort of bad about it was that the editorial page where they carry who's who, you know, well, it said Reg Murphy, editor.  Well, and the way it worked, Reg Murphy was not really the editor.  He was editor of the editorial page.  Had no control over the newsroom and so he answered to the publisher.  I, the managing editor of the newspaper, answered to the executive editor, who was Bill Fields, and by the way, the most underestimated, underappreciated journalist in the state of Georgia ever.  And so I answered to him, and I had -- the managing editor had nothing to do with the editorial page.  The editor had nothing to do with the rest of the newspaper, but the public didn't know that.  So, you know, the people were always calling Murphy wanting him to do this and do that, and Murphy didn't want to -- couldn't say, \"Well I had nothing to do with that.\"  So anyway, Murphy and I, well at the time, bitter enemies and didn't get along at all.  And it was too bad because, you know, Reg went on to a great career, and if Reg and I had had the gumption and had the help from other people there to have formed an alliance, Reg brought a lot to the table.  He knows how to deal with people and he's a good salesman, which I'm not, and I think if Reg had stayed there that maybe the Dayton takeover could have been fended off and the history of the newspapers, and even the history of the state of Georgia might be a lot different.  But it didn't happen that way. \r\n \r\nSHORT:  Let's talk for a minute about the newspapers.  They finally merged, but the newspapers were owned by the Cox Family, Governor Cox of Ohio, who ran for president. \r\n \r\nMINTER:  Ran for president with Franklin D. Roosevelt as his running mate, right. \r\n \r\nSHORT:  And his heirs have continued to run the newspaper. \r\n \r\nMINTER:  Right. \r\n \r\nSHORT:  What sort of political influence do they have with the management of that newspaper now? \r\n \r\nMINTER:  I don't really know.  I know this, while I was there, see when I was first there, Jim Cox Jr., who was a good newspaper man, ran the -- Jack Tarver answered to him.  And I only met him once.  Anne Cox Chambers, who lives in Atlanta, who is listed as, I think she's officially the president of the Atlanta newspapers or something, that's all legal, corporate stuff.  I never got a telephone call from her the whole 40 years, the 10 years, the 20 years I was in management, I never got a call from her.  She didn't recognize me if she met me somewhere, you know.   \r\nSo I got nothing from the family.  And then Jim Cox. Jr. died and the funeral was in Dayton. I remember Tarver coming home from the funeral, stopped by my office and he said, \"Well, this is probably the end of it\".  And I said, \"Why is that?\"  He said, \"Well, you know, the two sisters who -- \" Governor Cox had left it so that the two sisters would have no say so in the management of the company, only Jim.  And then with Anne Cox's neighbor, the great lawyer, Buster Kilpatrick, they -- and some of the family, they decided to break the trust and will or whatever it is.   \r\nBut anyway, they wanted to take the newspapers over from their brother, who was -- did have a drink now and then, and fooled around with women and so forth, lived in Miami, and they wanted to declare him incompetent, and take over.  Gene Patterson, who was then the executive editor of the Journal-Constitution, they tried to enlist him.  Well, when they did, he instead went to Tarver and told him about the palace revolution.  Tarver went to Jim Cox, and they had a big meeting, and Tarver said he was there and Jim, and his sisters, and so forth, and Tarver said, \"I said to the sisters, 'I said, girls, your brother knows more about newspapers drunk than you all do sober.' \"   \r\nAnd now the brother's gone, and so Tarver says, \"Well, I think I'm in trouble.\"  And sure enough, then Barbara Anthony lived in Hawaii, and her husband came in and was made the -- took Jim Jr.'s place.  And pretty soon Tarver was gone.  I mean, he officially retired, but he didn't, and then things changed.  Now, the Dayton people who had been subservient to the people in Atlanta, Tarver had been their boss, they were always jealous of Atlanta.  Dayton's really sort of a hayseed town, but I remember we had a meeting at the Commerce Club.  The editors and the Dayton people were down.  The guy who was publisher of the Dayton paper at the time was with us.  We had a big room and Tarver was the host.  Waiter comes around for you to order drinks and so stopped somebody over here, [indiscernible] said, \"What will you have?\"  Said, \"I'll have a scotch on the rocks,\" and gets to the Dayton publishers, and he says, \"I'd like a scotch too, but make mine Chivas Regal.  I don't want the bar scotch,\" and the waiter said, \"Sir, Chivas Regal is a bar scotch at the Commerce Club.\"  There was a lot of that, you know. \r\n \r\nSHORT:  Let's talk for a minute about Tarver.  As I recall, Tarver was a pretty heavy hitter in the Atlanta business -- \r\n \r\nMINTER:  Big time, big time. \r\n \r\nSHORT:  -- and political community. \r\n \r\nMINTER:  Yeah, Tarver was, he sat at the table with, I don't guess mules sit at a table, but he shared the story what they call the big mules, you know, Mills Lane, and Richard Rich, and bank people, and so forth.  Yeah, Tarver was really locked into state politics and he was in a meeting, I remember.  He told me, when the bankers and some of the money people invited Carl Sanders over to talk about running for lieutenant governor, and they met with him an hour or so, talked with him, and after he left, they said, \"Well, you know, this guy probably ought to be governor.\"  So they called Carl and said, \"No you're not running for lieutenant governor, you're running for governor.\"  So that's kind of -- that's the way they played, and of course Mr. Woodruff, you know I never met Mr. Woodruff.  He's the one person in my era that somehow I just never -- didn't know him.  Ivan Allen was a great one.  He and Tarver were the, I guess they were the closest of anybody. \r\n \r\nSHORT:  What happened when Tarver left? \r\n \r\nMINTER:  When Tarver left, they made Tom Wood, incidentally he and Dick Nick Smith had gone into the community newspaper business and probably the greatest newspaper story of the last decade, and they were just tremendously successful, brought Tom in, but they didn't make him publisher, they made him president.  And then they moved Cox Headquarters from Dayton to Atlanta with Chuck Glover as head of Cox Enterprises.  Well, they immediately wanted to start running the Atlanta papers, which they couldn't do when Tarver was there.  I mean, they couldn't even touch them.  As a matter of fact, Tarver rode them pretty hard.  So it was a little bit of get even here, you know. \r\nAnd, but what they could not understand about the Atlanta newspapers was that we had all these people over at the capitol, and that we sent reporters and photographers out in the state, and that nobody was interested in politics.  It was dull.  Of course, they weren't interested in it.  They didn't know anything about Georgia politics, and of course they had grown up in Dayton, which Dayton is not a capital city, and there's a difference in a capital city newspaper and one that's not.  So anyway, that's when they began to fiddle with the Atlanta newspapers, and when you would -- I did not ever get a call from Jim Cox Jr., I did get one, but I can't tell about it.  [Laughter]  Has to do with some -- might come out a little racist.   \r\nBut anyway, well at my level there was never any contact with the Cox family.  There got to be a great deal of contact with the family through Garner Anthony, nobody else but him.  And because he had his ideas about what a newspaper ought to be and so forth, and didnt really understand that, for example, a Cox news release, he would say you want to run it exactly as it's delivered to you.  That would never happen in the old days, but anyway.  So they began to, first thing, they considered us all to be terribly racist.  I mean, we were just Southern racists, and then they considered the readers wanting to read about Hollywood stars, and music, and entertainment, and not politics.   \r\nSo that's when the papers began to change.  But at the end of the Tarber-Woods regime when I was there, the Journal-Constitution grew to the largest newspaper in the South, exceeding the Miami Herald.  And our after tax, our pre-tax revenues were tremendous, around $20 billion a year, and now I think they're about zero.  Of course, a lot of that has to do with internet, but it's like one of my newspaper friends in Nashville told me, said recently a newspaper can survive the internet and it can survive bad management, but it can't survive both at the same time, and I think that's what's got it finally.  Terrible management, which is surprising to me because Jim Kennedy, the grandson, is a great fellow and I don't know why this has happened, but Jim is a -- he's in the tradition of his grandfather and his uncle.  But Cox Enterprises is making tons of money, at least it was until the current crisis.  But I think it's obvious to everybody that the newspapers have changed a great deal, and it's not all due to the internet. \r\n \r\nSHORT:  There's been a public perception over the years that the Constitution is a very liberal newspaper and the Journal is a very conservative newspaper.  Was that by design? \r\n \r\nMINTER:  By design, yes, and of course in many ways if you look back to the Constitution, it's never been as liberal as it was said to be, and the Journal has never been as conservative as it was thought to be.  But yeah, you had to have a liberal editor for the Constitution.  We didn't necessarily have to have one as liberal as Tom Teepen, whoever they've got now, which I guess we're talking about Cynthia Tucker who is editor of the editorial page, and of course has no influence over the news guiding operation.  But yeah, it's picked that way, and of course McAllister who was the Journal editor was picked to be, of course he was not especially a liberal, but he certainly was not conservative.  But it's sort of a phony house arrangement. \r\n \r\nSHORT:  When did the Atlanta Journal-Constitution change from the days when Marvin Griffith called them \"those lying Atlanta newspapers\"? \r\n \r\nMINTER:  I don't know.  It's not been too long because when I was there, there was still a lot of -- you still heard that from time to time, and I remember, Bob, when we were going to South Georgia to cover sports, you know, used to have those staff cards with the name Journal-Constitution on there.  You know, I didn't care too much about going to [indiscernible] with one of those cards.  Did you? \r\n \r\nSHORT:  No, I really didn't.  I really didn't. \r\n \r\nMINTER:  But the strange thing is, my son who works there now said that he was covering something, the road race in Atlanta last week and he said, one of his colleagues is a photographer.  Not necessarily from around here, was -- said he was surprised to hear the photographer complain that, \"Gee, you know, it's getting as hard to interview people because people don't like us because the paper's so liberal.\"  Well, you know, that's not new.   \r\n \r\nSHORT:  Let's talk for a minute about covering the capitol.  Did you have an overall plan of how you would cover politics and the state capitol? \r\n \r\nMINTER:  Oh, yes.  Of course, you know, first we had a political editor who was really about the, in-house, about the third ranking person on the paper.  You know, Bill Shipp was a political editor, and my friend Tyler Raines who is another story.  Charlie Pew, remember him? \r\n \r\nSHORT:  Charlie Pew. \r\n \r\nMINTER:  And they were the chief political writers and wrote a column.  And then you had people assigned to the House, several of them, people assigned to the Senate, the Governor's office.  And I guess even when we had a very small staff back in the '70s and early '80s, we probably had, maybe the two papers had maybe as many as 15 people every day over there, plus covering the state courts and so forth, and everything.  And maybe we did over-cover a little, but to be a successful paper that makes money and has circulation.  There's also this thing called power.  I mean it's got to have a stick.  The Dayton people didn't understand that, that you've got to have a stick.  And for example, when I was editor of the Constitution, of the Journal-Constitution, you know, I wasn't in great shakes, but I had that job.  And if I wanted to call the Governor, I mean he'd pick up the phone.   \r\nThey tell me that doesn't happen now and, you know, they pay attention.  I remember when George Busby and Tom Morland made the deal with the Feds to get a lot of extra money that was laying around for the highway program, I mean he comes over, wants a meeting with the editorial boards.  He comes over and he wants to, before he does that, he wants to explain what he's doing and get you on his side.  They don't do that anymore, but gosh, it was -- the newspaper was a powerful influence at one time.  You know, I've always said the governors come and go but the newspaper stays.  Well, it's probably not staying anymore, but it was a -- the Atlanta Journal Constitution was almost a third branch of government, and another thing, the other papers pretty much followed their lead on a lot.  I mean, not totally, but particularly on news coverage and so forth, they dominated.  \r\nAnd had great statewide circulation.  Remember the Journal Predate?  The Journal Predate was like today's Journal -- it came out and then we would go into composing and change a little and chip off the datelines and send it to the people in South Georgia.  It was a morning paper and it had a circulation of 40,000 and then our accountants who didn't understand what they were doing said, \"You know, look, let's get rid of this paper.  And we will resell those 40,000 in the Atlanta paper.  It would be cheaper, would be more attractive to our advertisers and we'll have more circulation, and have more money.\"  And so in one day we lopped of 40,000 newspapers, the Journal Predate.  Know what that was, Bob? That was the third largest newspaper in Georgia. \r\n \r\nSHORT:  Gee, whiz. \r\n \r\nMINTER:  And our geniuses in the circulation department, in the business department had no success in getting those papers resold in the Atlanta area.  So it's -- but when we began pulling out of the state, I think the papers just lost a lot of their clout and changed a lot of things. \r\n \r\nSHORT:  Let me ask you this question speaking of this big stick and power, how did you decide which political candidates you would endorse? \r\n \r\nMINTER: Well, I really never played much a part in that.  The editorial board, of course the Journal had one and the Constitution had another, presided over the editorial pages, and at that time I think it included a cartoonist and two or three other writers.  Well, they pretty well decided that by themselves.  I'm sure they might talk to Tarver a lot and see how they were leaning, but only one time did Jim Cox ever mandate that somebody would be endorsed. He ordered his newspapers to endorse Richard Nixon over McGovern and that's when our friend Greg Favre resigned in protest in West Palm Beach. But the Journal and Constitution both endorsed Nixon. But that's the only time to my knowledge that the ownership ever played any role in endorsement other than, you know who the ownership is and why you're working here and so forth.  And I guess that has some influence, but actually the Cox operation was a great one, I thought, and very open, and let people do their job. \r\n \r\nSHORT:  Do you think those endorsements are effective? \r\n \r\nMINTER:   Not anymore.  I think they might be -- I think they might be effective to endorse the school of superintendent of Raybun County or something like, I mean of your county, but not that that's wrong.  But I'd say one of the minor offices in Fulton County , the Dekalb County where people don't know, they might just pick it up and read it.  But as far persuading anybody, they may even hurt.   \r\n \r\nSHORT:  What was the role of the Atlanta newspapers in the Civil Rights Movement? \r\n \r\nMINTER:  I'd say it was a large role and not particularly in the Civil Rights Movement, but it was a large role in making Atlanta sort of an oasis and keeping the violence out of Atlanta.  That's what it did.  I think the main [indiscernible] truthfully was protecting Atlanta, because I'm not sure that, you know, those like Tarver and Ivan Allen at that time, and Mr. Woodruff, and all those people, I don't think they were great liberals.  I don't think they were on the cutting edge of change.  But I think they were -- I think it was pretty much a protective thing.  They wanted to keep business in Atlanta, safe, and moving ahead, and they did.  But Ralph McGill and Gene Patterson, they were -- and that relationship with Dr. King, they played quite a role.   \r\nGot a lot of criticism, Tarver did for not covering the Selma march, and of course that led to a lot of trouble in the future and Gene Patterson particularly was very critical of it.  He was -- because Tarver did not -- told him whether to not go, well they just should have gone.  One thing about Tarver, I was at home at Inman one day putting up a pasture fence and Tarver liked for you to work seven days a week, and I might have had Saturday night off, after working Friday night, but about eight o'clock got a call from Tarver Saturday morning.  He says, be at the paper at ten.  He says, Jimmy Carter's coming by, and of course Carter was running for governor.  So we all go up there ten o'clock and meet Carter who's all by himself.   \r\nGo down and sit down in the library and Bill Shipp is there, and Shipp's got his tape recorder, and Murphy is there.  Murphy won't speak to Carter.  And of course, Tarver didnt like Carter either.  So we go in and sit down, and Carter essentially says this.  Says, \"Look, you know\", says, \"I'm running for president, as you know.  Got a lot of things going for me.\"  Says, \"I can win this election.\"  Says, \"There's one thing that I desperately need and he says, I need somebody from my hometown newspaper covering my campaign.\"  He says, \"If the Journal-Constitution would put somebody on the road with me, I could wrap this thing up.  I could be president and so forth.\"  And of course, he was a next door neighbor of Anne Cox Chambers, you know, had been when he was governor.  And she was his principal financial backer, and so, but that didn't phase Tarver.   \r\nSo Tarver turned around and says, \"Well, governor,\" he says, \"I'll tell you something.\"  He says, \"I don't think you've got a chance to win,\" he said, \"but if that changes and if I see where I think you are a real candidate,\" he said, \"I'll put somebody on the road.\"  He said, \"Meanwhile, we're just not going to do it.\"  And you know Carter, you know that look he gets.  I knew then we were about to be up the creek.  So anyway, also at that meeting Carter was talking about some issues and Shipp turns and faces Carter and says, \"Well, governor, you said this then, then you said this then.  How do you explain the difference?\"  It was an awful, awful meeting.  I mean, it was embarrassing and so at the time we had a rule that you had to get Mr. Fields' permission to send a reporter out of state.  But Carter, next week he was going to Chattanooga to talk to Jody Powell and so I was feeling sorry for the little son of a gun.   \r\nBut, you know, I called in Rex Granum and I said, \"Rex, go up to Chattanooga just across the border, and cover Carter's speech up there.  So he went to Chattanooga and covered the speech, came back and wrote the story, and I was waiting for Tarver to come down on me.  It never happened.  Rex Granum stayed on him for the rest of the campaign and Tarver never said a word.  That's the way he was.  If he knew he was wrong, he would -- he would not admit it but he just wouldn't say anything about it.  But so that's how we got a -- how Carter got somebody from the Journal-Constitution to cover his campaign. \r\n \r\nSHORT:  Jim, if you will, let's talk for a minute about some of your prize pupils.  You mentioned Hal Raines.   \r\n \r\nMINTER:  Well, that's an interesting story at least to me.  We had a TV editor named Paul Jones and a movie editor.  Paul was a character, but in those days, we didn't have a TV guidebook, and the TV editor, who was also the movie editor, had to call the station every day and find out what was going to find out what was going to be on every night and so forth and everything.  Well, Paul was not very good at details, complicated by the fact that Jack Tarver was a great TV addict.  So every morning, Tarver would come in just raising hell about the TV clock that Paul had gotten wrong.  \r\nSo we had a guy named Dick Greene who was -- who had been working in Alabama, an old friend of mine.  He walked in one day and Dick was [indiscernible] and he said, \"I know how you can get that TV clock fixed and get Tarver off your back.\"  And I said, \"For God's sakes, tell me how\".  He said, \"There's a TVmovie that's in Birmingham that I worked with in Tuscaloosa named Harold Raines.  He's a smart boy.  He'll fix it for you.\"  So I called Hal Raines, asked him to come over to be interviewed and he came on the fourth of July which, the newspaper is closed down.  So I picked Harold up at the airport, drove into the office, we had a long talk and as soon as I found out that he was not going to be a union organizer, we started talking about a job.  And I said, \"Harold, the standard question, what's your big ambition in this business?\"  He says, \"I want to be the nation's premier gossip writer.\"  He said, \"I want to do Hollywood stuff and so forth.\"  I said, \"Well that's fine, and in the meantime, would you be the political editor.\" \r\nSo I was still, you know, I hadn't entirely made up my mind.  And he asked a question that really wrapped it up for me.  He says, \"If I come to Atlanta, do you know where I can keep my bird dog?\"  And I said, \"Well, my, you're one of us.\"  So we had a great relationship and when my, our friend Harold Gulliver was leaving the paper, I took Hal to lunch at the Ritz Carlton downtown, and that's so many years ago.  And I offered him -- at the time, Harold was, I think he was a bureau chief of the New York Times in Atlanta, and I was trying to persuade him to be the editorial page editor of the Constitution.  And he said, \"Well, you know, I appreciate it,\" but he said, \"I've got a good crack of being editor of the New York Times.\"  And I said, \"Harold, you know, \" I said, \"I'm sure you do.  To burn that bush is a pretty good ways off.\"  And he said, \"I really think I've got a crack at it.\"  He says, \"I'm going to go for it.\"  \r\nSo anyways, some years later when he got the job I sent him a note and I said, \"You know, Babe Ruth called his shot and you called yours.\"  But he was -- Harold Raines, my second best hire.  I put Lewis first, Harold second.  He was quite good and it's too bad what happened to him at the New York Times. \r\n \r\nSHORT:  You mentioned Reg Murphy. \r\n \r\nMINTER:  Yeah, Reg, you know, it's turned out Reg was fortunate to get kidnapped because --  \r\n \r\nSHORT:  I was going to ask you about that.  That's a great, great, great story.  Tell us that story. \r\n \r\nMALE SPEAKER:  Can we pause before we tell the story?   \r\n \r\nSHORT:  Yeah, you okay?  You having fun? \r\n \r\nMINTER:  Am I doing all right? \r\n \r\nSHORT:  You're doing great. \r\n \r\nMALE SPEAKER:  Here's a some water right there. \r\n \r\nMINTER:  Yeah, I need a little shot.   \r\n \r\nSHORT:  -- this stuff is to people.  Yeah, I do that class up at Young Harris College.  Sill, this is where this started and I used to have people come up.  Poor old Matt Mattingly drove all the way from St. Simon's to Young Harris just to do a little program and drove all the way back, and I said, well hell, that's just too much.  We're going to put him on -- record him.  And so I use these at the class up there now and these people go crazy over this. \r\n \r\nMINTER:  I was talking to Earl Leonard this morning.  He was talking about going up to be interviewed by you.  \r\n    \r\nSHORT:  Yeah, Leonard did a Russell thing. \r\n \r\nMINTER: He's a good talker, isn't he?    \r\n \r\nSHORT:  Oh, yeah. \r\n \r\nMINTER:  He's great.   \r\n \r\nSHORT:  Yeah, Leonard.  He's something. \r\n \r\nMALE SPEAKER:  We're ready when you are. \r\n \r\nSHORT:  Let me take another sip.  Where are we?  Do I need to ask the question again? \r\n \r\nMALE SPEAKER:  Yeah, go ahead and ask the question again.  Be careful when you raise your left hand because when you raise it too much it goes in the frame.   \r\n \r\nSHORT:  Okay, show my ears. That's what somebody said to me.  He said -- of course, I love George Busby.  Somebody says to me, he says, \"How'd you get along with George Busby?\"  I said, \"You know, George Busby to me has been one of our most effective governors.\"  But you know, I like him for another reason and that is when George Busby walks by, people look at me and say, look at that guy with those small ears.  \r\n \r\n[Laughter]  \r\n \r\nMINTER:  I got big ears.  Somebody told me that that's because I probably -- come from the south of London.  Says, people from the south of London have big ears.  That's what one of my friends told me. \r\n \r\nSHORT:  Okay, where are we? \r\n \r\nMINTER:  They grow though as you get older. \r\n \r\nSHORT:  I have said, you know, you mentioned Reg Murphy.  Can we pick it up there and let you go about the story?   \r\n \r\nMINTER:  Well, the Reg Murphy kidnapping, which you know a little about, Bob.  But anyway, it was during when Patty Hearst was kidnapped.  One afternoon a special agent in charge of FBI from Atlanta came by the office and wanted to meet confidentially with Murphy and me.   And he says that we have arranged to recover Patty Hearst, that she's going to be picked up, we can pick her up at the Atlanta airport tomorrow night.  But first we've got to have a classified ad in the paper to notify the people we're dealing with and it's got to say, \"Pat is okay\" in capital letters, and it can't be anything else but that.  And so, he says you can't tell anybody about it. \r\nSo of course he left and we told Tarver, and it was agreed that we'd put the ad in the classifieds section, and it was agreed that I would stay throughout the evening to see that nothing was changed and it came out, \"PAT IS OKAY\", exactly like the FBI agent had it.  So the ad ran and we expected the FBI to recover Patty Hearst.  It never happened.  We never heard any more from them.  So that was out there, you know.  And then about a week later we had a nine o'clock news conference in my office.  I'm then managing editor of the Constitution.  Reg is the editorial page editor.  I get a call from Murphy.  He says,  \"I've been kidnapped.\"  I said, \"Well Reg, you're in a hell of a fix because nobody would pay no ransom for you,\" and he screamed.  He says, \"But I'm in the trunk of somebody's car.\"  And then this voice comes on and says, \"We'll be in touch.\" \r\nSo people at the conference said, \"Well, what was that about.\"  I said, \"I think Murphy and Gulliver are out drinking again,\" and so then they left.  And George Tysinger was our copy desk chief.  Baldy was our cartoonist.  Well, Baldy was a great cartoonist but he couldn't spell and he always had something wrong with his cartoons.  So I said, walked down there and said, \"George, call Murphy's house and just be sure he's there,\" and I said, \"if Virginia answers, just don't alarm her, just tell her that you were trying to get in touch with him about the nightly correction to the Baldy cartoon.\" \r\nSo George calls and Virginia, Reg's wife, said, \"I'm concerned, he left with a man about some heating oil who had got some heating oil for the Atlanta school system,\" which there was a shorting of heating oil. And said, \"he's been gone about two hours and I haven't heard from him.\"  And then about that time we got a call from the television station that the man had called there.  The colonel in the American Revolutionary Army, and so anyway, at that time, I called Tarver.  Tarver says, call the FBI.   \r\nI did and the FBI swarmed down to the newspaper and put a recorder on my phone and everything, and they had guns on and so forth.  And we had a news editor named Glenn McCutchen, and so one of the FBI agents walked over to the newspaper and said, \"We need a picture of Mr. Murphy to send out on our -- \", you know, wherever they send them.  He said, \"Where can I get a picture of Mr. Murphy?\"  Well, we've probably got a file of them down in the reference room, but our news editor says, \"Well there's a lot of them on his wall in there in his office.  Go in there and get one of those.\"  So anyway, the special agent goes in there and there's a picture, a framed glass picture with Murphy and Lyndon Johnson, and Lyndon has got his arm draped around Murphy and says to Reg, to my good friend, Reg Murphy, Lyndon Johnson.  So the special agent takes his shoe, cracks that glass with his heel, takes his pocket knife and cuts Reg's face out of the picture.  Reg blamed it on me, never forgave me, and that was Reg's great picture with Lyndon Johnson. \r\nBut anyway, so there are a lot of telephone calls back and forth, and the guy rode Reg around for about two or three days, and also the calls to discuss ransom and so forth, and everything.  And finally it comes down to a call relayed through a little girl, a high school girl who was working part time in a lawyer's office, that the instructions that were to -- how the ransom was to be delivered -- the $700,000, which also insulted Murphy.  He thought he was at least worth $1 million, but anyway, in the meantime the instructions were to deliver it up here on 400 and 400 was desolate countryside then, to drive an open jeep, and to wear tennis shoes and a short sleeve shirt. I don't know that why was necessary, but he did.  And to have no bugs and no surveillance.  If that happened, then Murphy and I both would be eliminated.   \r\nAnd so of course I was elected, I had to drive the jeep, which was disappointing to me because I had been going over to this FBI building.  They had an automobile over there that I was to drive and I was to drive that car, and they would have an FBI agent with a machine gun in the back.  And we practiced that.  He had a compartment back there, and so -- but instead, I had to go it alone and it was sort of a cold, rainy day.  But anyway, drove it up there and saw the man.  Got to the place where we were going.  Dropped the money out and had two suitcases.  One had a $500,000 in twenties.  The other one had $200,000.  They got wedged in there and I couldn't get the damn thing out, and so I thought, this is going to be embarrassing.   \r\nIn the meantime, Reg and the kidnappers are waiting for me down the road to get it out.  And I tried to get that thing tugged out from under the seat, and I finally got it out, and anyway, just as I was about to get it out, this airplane comes down the middle of the median, you know, flying down the road obviously, looking over the situation.  The guy threatened to kill us, and I looked over to across the road and there's a guy out there, old farmer, trying to catch a horse, had the bridle chasing around.  And of course, the next day they was no farmer and no bridle and there was a cab that was broken down there.  We found out later we were covered by high powered rifles.  They were everywhere, you know.  So, but the FBI had already found out who the kidnapper was from a source in Miami and they just followed the guy home and got all the money back except $20 that his wife had spent for groceries.  And Terry Adamson who became one of Griffin Bell's lieutenants in the justice department was a law student at Emory who had worked some with the Constitution.  He picked Murphy up and took Murphy home and it all came out, we all lived happily ever after.  We only had a few problems.   \r\nI remember Tarver walked in and told Tom Wood who was then our business manager, said, \"Tom, call down to Murphy's house and tell his wife that if there's anything we can possibly do, we'll do it.  And just let us know.\"  So he called out there and came back in the room, and Tarver said, \"Does she need anything?\"  He said, \"Yes, said there was a lot of family and there was a lot of extra people there.  They were running out of toilet paper.  Could we bring over some toilet paper.\"  So we took care of that.   \r\nAnd then I'd been up forever and gotten no sleep and so forth, but then they had a press conference after I got back from my jeep ride and Murphy had been recovered in the lobby of the Journal-Constitution building. And I had no idea and -- what was going on really down there.  But Bill Fields comes to me and says, \"You got to go down to be interviewed at this press conference.\"  So I went down there and people were, you know, just full of folks, you know.  I had no idea, scared me.  But anyway, Aubrey Morris comes up with his microphone and he says, \"How did you feel heading out of town in an open jeep, in a short sleeved shirt and $700,000 in the car.\"  And I said, \"Well Aubrey, I felt sort of like Furman Bisher headed for spring training.\"  Because, you know, he always got a convertible from somebody else, and the expense account, and left.  But the happy ending to that story was that because of Patty Hearst being in captivity, Reg having been captivity even for a short time, Patty's father and mother got in touch with Reg.  You know, Randy Hearst worked here when Hearst owned the Georgian and then Patty's mother is from Atlanta.   \r\nSo they got to know Reg talking about the kidnapping thing, you know, what she was going through and so forth.  And since Reg didn't like me very well and had a great offer in San Francisco, he went to the San Francisco Examiner to be editor of Hearst's paper, and did a good job, and then got to be publisher.  And then Hearst made him publisher of the Baltimore papers.  That's in the newspapers worth a lot and Hearst sold the Baltimore paper to the Los Angeles Times Company. And the Wall Street Journal had a story that said that Murphy said that stock was $14.5 million.  So I sent him a wire.  I said, \"Next time you get your behind kidnapped, don't call me, write a check.\"  But Murphy and I have patched that all up and I say I admire him very much. He's had a great career and I just wish that we had -- I wish that he had stayed in Atlanta. \r\n \r\nSHORT:  So you retired from the newspapers, but you're still very active in journalism. \r\n \r\nMINTER:  No. \r\n \r\nSHORT:  You've stopped writing? \r\n \r\nMINTER:  I don't write anything except checks.  I am wrote out. \r\n \r\nSHORT:  You're wrote out.  I remember you telling me one time about, I think it was you, that when you became a journalist working for the newspapers that you told your mother that since you turned pro you didn't write home free.   \r\n \r\nMINTER:  No, you know, I've never -- writing has never been real easy for me.  I'm happy enough not to write.  I've never considered myself a writer.  I just was, I don't know, I really enjoyed the editing part of newspaper more than I did writing. \r\n \r\nSHORT:  But you established a lot of friends.  You were good friends with Senator Talmadge, for example.   \r\n \r\nMINTER:  Yes, he was -- Herman may be the smartest man I've ever known.  But it's amazing he didn't hold grudges -- a great line of his, he told me that he never really got angry with anyone at the Journal-Constitution except Bill Shipp and Hal Gulliver -- and he had reason to.  He said, \"If all I knew about myself is what I read in the Atlanta Constitution, I'd have voted against myself.\"  I don't know whether -- I guess you all can cut these things if you want to, but have you heard that story about our reporter who asked Herman what he really thought of Zell Miller?  You know they had that nasty campaign against.  Said, \"Well, Senator, well what do you really think of Zell Miller?\"  \"Well, I knew his daddy.  He too was a son of a bitch.\"   \r\nBut like I say, I used to go and eat breakfast with Herman when we were both out of office and he cooked breakfast.  I went over there one morning.  He was sitting there in his coveralls with his spittoon over there and chewing tobacco, and reading the Carl Sanders book that Carl had written.  I had read the book and so I said, \"What do you think of Carl's book?\"  He said, \"In his book, Carl comes up well ahead of Thomas Jefferson,\" but Herman was quite a character.  He was -- but he would talk nice about Zell and what the great things Zell had done with the Hope Scholarship.  He'd talk nice about, I forgot who he was going to talk nice about, but -- Carter.  Carter with these homes he's building and so forth and everything.   \r\nAnd I asked him one day, I said, \"Senator, of all the people you've served in the United States Senate,\" I said, \"who were the ones you really admire and respect?\"  He thought and he said, \"I would have to pick Ted Kennedy near the top of that list.\"  He said, \"He did his homework, he was a good senator.  I'd have to put him near the top of that list.  I told Rogers Wade about that.  Rogers said, \"I don't believe he said that.\"  But Herman was different.  I said, \"Well what do you consider your greatest accomplishment?\"  He said, \"I'd have to say that one of my greatest accomplishments was the establishment of the Georgia Forest Commission.\"  And he ticked off, when he started it and how much it had grown and so forth, and everything, and of course he had his own forest.   \r\nAnd we'd go out and we'd eat breakfast, and we'd go out and feed his bird dogs, and we'd get in his old, beat up pickup truck and we would go out there and cruise his timber.  He'd say, \"when I planted these pines back in 1948 I thought they might be useful at some time.\"  He said, \"now they are,\" but he sold a bunch of timber.  We'd go out and he knew how we would look at the top of the tree and take so many steps out, and look, and then we'd measure how tall the tree was by where were standing and we would count the trees in circle and he would figure out how much money he had -- he had a lot.  But he was a very, very -- I just liked him a lot. \r\n \r\nSHORT:  He also had served on the board of trustees at Young Harris College with Zell Miller. \r\n \r\nMINTER:  Yeah.  Well, Zell and Lewis and Lee Walburn and I used to go to the country music thing in Nashville.  And I remember coming back after I guess he ran against Herman, we were driving back and Zell said he was going home and getting out of politics.  He was fed up and he was going to get out and go teach at Young Harris and he was not going to be in politics anymore.  That didn't work out, but one time we went up there and Zell had had a speech in Kentucky or somewhere.  So he came through there and was going to ride back to Atlanta, and got back to the building in Atlanta.  He had his bag in my car and we pulled up alongside of the building.  Took his bag out.  I did.  Put it on the sidewalk. Zell hopped out and got in his driveway and left for the capitol.   \r\nAbout 30 minutes later I was in my office cleaning up my desk, my secretary says, \"They want you downstairs in the lobby.\"  Said, \"There's a bomb in the lobby.\"  And I said, \"There's a bomb in the lobby?\"  Well, then of course, Colonel Ortega from Nicaragua had been visiting with Andy Young had come by.  So they thought that it was the reason the bomb got down there.  And I got down there in the lobby and there was this suitcase sitting in the middle of the lobby and they had everybody backed up, and our chief of security had a stethoscope that he got out of medical gear.  And he was listening to the bag, and [indiscernible].  And the bomb squad was on the way, and the bomb squad got there and they were about to open the suitcase and I said, \"You know, don't do that, it's the lieutenant governor's suitcase, we'll see his dirty underwear.\"  And they didn't take my word for it, but about that time Zell's driver drove back up and got his suitcase, but it caused a big commotion.   \r\nWe had great trips on that, and -- but one time I was in my -- sitting in my office which was sort of down at the end of the hall and there got to be a loud noise out in the -- shouting out in the newsroom.  My secretary comes in.  She said, \"Something's going on out in the newsroom.  You'd better go out there.\"  And Bill Shipp had a little glass office off to the side.  Zell was lieutenant governor.  And I got out there and Shipp was sitting in his office not saying a word, and Zell was out there, had his fist up, red in the face.  You know, and when Zell gets made he reverts to his mountain twang.  And Zell was shouting, \"Come on out, come on out, I'll whoop your ass, I'll whoop your ass.\"  And I got so tickled, I was doubled over laughing.  And anyway, they got him quieted down and I guess they probably went off and had a drink together.  But they fought one day and were friends the next. \r\n \r\nSHORT:  Love hate relationship. \r\n \r\nMINTER:  Yeah, uh-huh. \r\n \r\nSHORT:  Jim, looking back over, what do you think is your greatest accomplishment? \r\n \r\nMINTER:  I'd say my greatest accomplishment, what I'm most proud of, I thought I brought -- I really thought with some help from Bill Fields and a lot of good folks, I was lucky to have a great, great staff at the Constitution, I thought that I had a big hand in making the Constitution a lot better newspaper than it had been.  And the one thing I guess I'm really proud of -- when I got to the Constitution, Bob, I found out that those folks wasn't making any money at all because they had that little in-house union.  As the executive sports editor of the Journal I was making considerably more than the news editors and the key people on the Constitution.  And so I just went down and asked for more money and I got it, and I often wondered why McGill and Patterson, with their prestige, didn't do the same because the newsroom payroll is not the big expense of a newspaper.  It's newsprint and a lot of other things. \r\nBut I was pretty successful in raising the payroll of the Atlanta Constitution, and therefore raising the quality of the newspaper, and I guess that's what privately I'm most proud of. \r\n \r\nSHORT:  You have a son in the newspaper business. \r\n \r\nMINTER:  Sort of.  They've cut back, you know.  They -- he was covering NASCAR, so now they have not -- they're not covering NASCAR anymore.  They do cover the Atlanta race, but for example, this past weekend they think it's better to cover the Road Atlanta than Talladega.  Now, you a little about readership.  You know a little about people, you know, who you think's going to read the most.  Does Road Atlanta have the most readers or Talladega? \r\n \r\nSHORT:  Oh, Talladega by a big margin. \r\n \r\nMINTER:  Yeah. \r\n \r\nSHORT:  Yeah. \r\n \r\nMINTER:  So he is -- he actually is a contract writer now.  They're not covering really anything like that out of state except maybe the Falcons and pro football team. \r\n \r\nSHORT:  Well, he must have the Minter genes.  He's a very good writer. \r\n \r\nMINTER:  Well, thank you.  I'll pass that onto him.  He'll be pleased to hear that. \r\n \r\nSHORT:  Please do.   \r\n \r\nMINTER:  Yeah. \r\n \r\nSHORT:  Jim Minter, thank you very much for being our guest.  We could sit here and talk forever, but we've enjoyed it and thank you very much. \r\n \r\nMINTER:  Well, thank you.  I'd like to interview you.  You've had a great career and somewhat varied, I must say. \r\n \r\nSHORT:  Snaky, I'd call it.  \r\n \r\n[END] \r\n       "},{"id":"gych_rogp_051","title":"Betty Vandiver, 03 October 2008.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Vandiver, Betty Russell","Short, Bob, 1932"],"dc_date":["2008-10-03"],"dcterms_description":["Vandiver recalls growing up as part of the Russell family in Winder, Ga. She talks about meeting Ernest Vandiver and their early courtship. She recalls moving to Atlanta so Ernest could work for Governor Herman Talmadge's campaign, and Ernest's subsequent appointment to Adjutant General. Vandiver discusses her tenure as first lady of Georgia, including governor's conferences, campaigning around the state, and moving into the Governor's mansion. She recalls Ernest Vandiver's struggles with integration in Georgia and their conversations regarding the topic. Vandiver recalls her work in establishing the Central State Hospital in Milledgeville, Georgia, including her work with fundraising, establishing a church on the hospital grounds, and her personal friendships with the patients. She also discusses her work with the Mayor's parade in Milledgeville as well. Vandiver talks about Governor Vandiver's experiences working for Senator Richard Russell's campaign for President, and his disappointment in not being appointed to succeed Senator Russell. Vandiver recalls her husband's 1966 run for Governor and his 1972 race for U.S. Senate. Vandiver recalls working with Billly Bower, John Greer, David Walker, Bobby Kennedy, Bobby Baker, Lyndon Johnson, Carl Sanders, John Sibley, and Jimmy Carter. Vandiver discusses her children and extended family as well as Ernest's other work in prison reform, infrastructure, and the port authority.","Related material available in the following collections of this repository: Reflections on Georgia Politics Oral History Collection, ROGP 013 Betty Vandiver and Jane Kidd on Ernest Vandiver; Reflections on Georgia Politics Oral History Collection, ROGP 107 Betty Vandiver; Reflections on Georgia Politics Oral History Collection, ROGP 108 Jane Kidd; S. Ernest Vandiver, Jr. Papers.","Finding aid available in repository.","Interviewed by Bob Short.","Sybil Elizabeth \"Betty\" Russell Vandiver was born in Atlanta, Georgia, in 1925. The niece of Richard B. Russell, she grew up in Winder, Georgia. In 1947, she graduated from the University of Georgia and married Samuel Ernest Vandiver of Lavonia, Georgia, with whom she had three children. She helped him campaign successfully for lieutenant governor, a post Vandiver was elected to in 1954. In 1958, Vandiver was elected governor of Georgia. As first lady, Betty Vandiver was instrumental in setting up Milledgeville's Central State Hospital, Georgia's first mental institution. Ernest Vandiver's subsequent campaigns for governor (1966) and U.S. Senate (1972) proved unsuccessful, and the Vandivers retired from politics. They remained active in the business and community affairs of Lavonia."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["Central State Hospital (Milledgeville, Ga.)","Georgia Ports Authority","Governors' spouses--Georgia--Interviews","Governors--Georgia","Political campaigns--Georgia","College integration--Georgia--History","Prisons--Law and legislation--Georgia","Infrastructure (Economics)--Georgia","College integration","Governors","Governors' spouses","Infrastructure (Economics)","Political campaigns","Political participation","Prisons--Law and legislation","Race relations","Georgia--Race relations--History","Georgia"],"dcterms_title":["Betty Vandiver, 03 October 2008."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-051/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 051, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (98 min.) : sd., col."],"dlg_subject_personal":["Kennedy, Robert F., 1925-1968","Carter, Jimmy, 1924-","Sanders, Carl, 1925-2014","Vandiver, Betty Russell","Johnson, Lyndon B. (Lyndon Baines), 1908-1973","Russell family","Talmadge, Herman E. (Herman Eugene), 1913-2002","Vandiver, S. Ernest (Samuel Ernest), 1918-2005","Sibley, John A. (John Adams), 1888-1986","Baker, Bobby, 1928-2017","Russell, Richard B. (Richard Brevard), 1897-1971"],"dcterms_subject_fast":null,"fulltext":"Betty Vandiver interviewed by Bob Short \r\n2008 October 3 \r\nLavonia, Ga. \r\nReflections on Georgia Politics \r\nROGP-051 \r\nOriginal: video, 98 minutes \r\n \r\nsponsored by: \r\nRichard B. Russell Library for Political Research and Studies \r\nUniversity of Georgia Libraries \r\nand \r\nYoung Harris College \r\n \r\nDate of Transcription:  June 23, 2009 \r\n \r\nBOB SHORT:  Im Bob Short, and this is Reflections on Georgia Politics, sponsored by the Richard B. Russell Library at the University of Georgia.  This is a special program in our salute to Georgias first ladies, and our guest today is Mrs. Betty Vandiver, wife of former Governor Ernest Vandiver.  Welcome. \r\n \r\nBETTY VANDIVER:  Welcome to yall.  Im glad to have you in Lavonia. \r\n \r\nSHORT:  You have had a very interesting and exciting political and personal life, and we are anxious to hear about it.  So lets begin by asking you to tell us a little bit about your early life and growing up in the Russell family. \r\n \r\nVANDIVER:  Goodness, you got more time than I have.  Anyway, Bob, I appreciate yall being here, and I think this is a great idea actually, to have the first ladies and the history that they bring to it, because weve had some real interesting ladies.  Weve had people that are -- have got -- we -- so diverse that you cannot believe it, really.  But now, back to the Russells, thats -- of course, to me, it was a great experience.  I look back on it and I think how fortunate Ive been, because I grew up in a political family.  It was -- and I always swore I would never marry a lawyer and I would never marry a politician, because it was a different kind of life and I just thought, well, Im not going to do that.  But anyway, thats another story.  But I was born in -- actually born in Decatur at Emory University, and I -- we lived in Atlanta for several months before Daddy went back to Winder to practice law.  And he was studying law, which is interesting, under his father.  He was his clerk and a student, and back then if you did that and you took the bar exam and passed it, you were a lawyer.  So Daddy passed the bar, and my brother, Bob, and I were the children at the time, and we moved to Winder, and we lived in the weaning cottage, which by itself is an interesting story.  It was a house next to Grandmother and Granddaddys -- Papas.  And anybody who didnt have a place to live, or anybody who wanted to get started in Winder could live in the weaning cottage.  So we lived in the weaning cottage until, well, Richard was born, and I guess it was about 1932 or 3 -- we built our house on the other side of Papa and Grandmamma.  So therefore, I was fortunate in being able to run in and out and see my grandmother and grandfather.  Also, my mothers mother and father lived in Winder, and so I could visit with them.  So it was wonderful, I had four grandparents and -- because we were all -- you know how grandchildren are.  Theyre special, well, so you just kind of had this great love, and Daddy was busy and Mamma was busy, but you always had your grandmammas.  So that was a good feeling, and I had 36 first cousins.  And every summer they all came to visit Grandmamma.  And so I got to know my cousins up to a point, then I got too old to play with the babies, but the first 13 were pretty special.  Thats about where we stopped, and we laugh about it all the time, because lucky or unlucky, there were 13 of us until the babies started coming.  And you have to understand, Mamma and -- Grandmamma and Papa had 13 children.  So at the time that I was, like, 15, my younger aunts and uncles were at an age that I could almost -- I could almost duel with them, because I was 15 and they would be like 21.  And so, I mean it was close enough so your aunts and uncles were more -- just like your friends.  Anyway, we played all summer, and then I would always be hurt because I couldnt spend the night with Grandmamma, because I lived next door, but they were here for two weeks and so I -- but they spent the night.  But anyway, growing up in Winder was just great.  My school experiences.  I still have dear, dear friends that I went through school with.  I go back to reunions.  Winder was a great place to grow up.  It was one of those, if you do it, you're going to get caught, so you knew you didnt do -- everybody was watching out for everybody else, and my Mamma was looking after my friends, and their mammas were looking after me.  So it was a great place to grow.  And -- now let me see.  Thats really that.    \r\nNow, can you think -- well, I guess you want me to get into politics.  At the time I was growing up, Uncle Dick became Governor, and then I got to go visit Grandmamma in the summers because she was living in the mansion. \r\n \r\nSHORT:  She was the first lady. \r\n \r\nVANDIVER:  She was the first lady, and -- alright, here I go with another side story.  Youll have to get me back on track.  But at the family reunion this year -- we always have an auction and people bring things that belong to them that they would give up for other people -- anyway, its a good way to keep the cemetery going -- but anyway, they had Grandmothers cookbook, and its Ms. Ina Dillard Russell, 205 The Prado, which was when she was in the mansion.  And so I just -- we just had a -- well, wed have a silent auction, so I just flat closed them all out so I could get the cookbook that Grandmother used when she was in the mansion.  And Im sure she was a lovely hostess.  I dont remember much except playing at the mansion.  She took one room and put in double decker cots so the grandchildren could come and they could be there all the time, and see, that was Grandmamma, so its just a -- I have so many good memories of the mansion and playing around the round thing.  And dont remember much about Uncle Dick, of course, but I remember they dedicated the Ina Dillard Russell Library at GSCW, which was GENI and is now Georgia College in Milledgeville.    \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And I remember the ice was on the driveway, and I can remember looking out the back of the car and seeing men holding the car back so it wouldnt slide down the hill there at the mansion, and thats just one of those memories, you know, that sticks out with you.  So, dont remember the dedication, but I remember those men holding the car back.  And then, lets see, from Uncle Dick going -- oh, I remember the night he was elected, and I was just a little girl.  I have a picture of me with my bangs and all that kind of stuff, with Papa in the middle of town.  They put a platform under the one red light, and had a huge celebration when he was elected Senator.  Now, see, I can remember that, but thats all I remember, is just a crowd of people and Im hanging onto Papa in that picture, so I probably was a little bit scared.  But anyway, after that, I just finished high school and I went to school -- my daddy believed in girls going to a girl school for two years, so I went to Sullins in Bristol, VA, and loved every minute of it.  I loved that -- it was during the war, and I think now its because it was just -- the girls were so close because everybody had somebody they -- in service. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Either daddy or brother or sweetheart or something.  And it was just a closeness there that I had never had with that many people before.  But it was a great experience, and I still keep up with five or six of them.  We get together -- or try to -- were getting thinner.  Our groups are getting probably fatter, but thinner.  We dont have as many people anymore, but we get together, and so thats another segment that I really enjoyed.  Sullins, its there -- its not there anymore.  They made lots of different things out of the building, but the school is not there. \r\n \r\nSHORT:  Then you transferred to the University of Georgia. \r\n \r\nVANDIVER:  I transferred in 1945. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  I finished Georgia in 47. \r\n \r\nSHORT:  How did you meet S. Ernest Pinkney Vandiver? \r\n \r\nVANDIVER:  Oh, throw that Pinkney in there, he would shake.  *Laughter* That was always something we -- S.E.P.V. is what it turned out, and I was S.E.R.V., see?  So we always -- *Laughter* yes, that was one of my jokes too.  But, well, actually Im glad you asked me that, because when I was a senior in high school, Ernie came to Winder to practice law, waiting to be -- he had -- he was going in the service, but he had, like, four months before he was going to go, so he came to Winder to just kind of intern with Joe Quillian, who was a lawyer there in town.  And I eyed him and he eyed me, but he said, The judge would have shot me if Id asked you for a date.  Thats his excuse for not asking.  But anyway, he would come to the basketball games, and I was a cheerleader, and so we -- and he would -- I dont know.  We knew each other, but we didnt know each other, you know. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But that was our first encounter.  And then he went off to the service, and I went off to Sullins, and then I came back and went to Georgia.  And the -- oh, Bob, you will remember this.  The summer we had the 16 people running for governor?  Okay.  Well, that was the first date I ever had with Ernie, and he was such a staunch Talmadge man. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Well, of course, you remember that in 36, Uncle Dick and Talmadge had run against each other, so therefore I had this little feeling about the Talmadges, and he had this little feeling about the Russells.  So -- but that night, the 16 people running -- I had decided I was going to be for Hoke O'Kelly, because I could stay out of it that way, *Laughter* and he was the Bluebird man, remember him? \r\n \r\nSHORT:  Yes, yes. \r\n \r\nVANDIVER:  Well, okay, the Bluebird man, I decided, well, rather than get into this discussion of 16 people -- and plus, they were all pretty good people, if you think about it.  Can you imagine that many people now running for Governor? \r\n \r\nSHORT:  Uh-uh.  Uh-uh. \r\n \r\nVANDIVER:  Anyway, I think it was 16, wasnt it?  I think it was 16, because it was Hope Willis, and Hoke O'Kelly, and Fred Hand, and all those old people that -- \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  -- People that -- really anyway, too many people.  But I decided I was going to be for Hoke O'Kelly, because that was just simple.  And so we fought that night.  He tried to convince me that I should be for Talmadge, and I -- back then, I would not have ever been for Talmadge, because it was -- that was an ugly name in my family.  So anyway, that was our first date, and then we didnt see each other again for -- I guess it was about a year and a half, I guess.  Then he came back to Winder to practice law when he got out of the service.  Then he was Mayor over here for a year, and then he moved to Winder, because he had to take the bar.  He never got to take the bar before he left for service.  So, he moved to Winder, and the rest is history.  I think -- I do think its funny, because he called me.  Daddy and I were sitting in front of the bank building and he came out, and I didnt know he was in town.  And I kind of nodded because he kind of nodded, and Daddy said, Who is that?  And I said, Oh, thats the new young lawyer in town.  And Daddy said, Well, hes a nice-looking fellow.  And I said, Yeah.  And about two days later, Ernie called and asked me to go out to supper with him.  Well, my brothers gave me the hardest time.  Nobody had ever invited me to go out for supper in Winder, Georgia, because we only had one little restaurant, and it wasnt -- I mean, it was nice, but we didnt go because Mamma -- we cooked and ate at home.  So anyway, when he asked me out for supper, the boys just gave me a hard time.  But anyway, we went and we had fun, and I said I never told my grandchildren this, but I have, of course.  But it was -- it could -- it must have been love at first sight, because -- I dont advise this for anybody but me.  But we had our first date on May the 1st.  I got my ring on June the 8th, and we married on September the 3rd -- there in that little thing of time.  And it worked.  I mean, it was just fine.  It was wonderful.  I dont regret a day of our life together.  And I miss him terribly, of course.  And, but anyway, we got married, and we were practicing law -- he was practicing law in Winder, and I thought we was going to be there the rest of our lives.  I really did. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And the -- I guess it was -- I dont even know.  We married in September, and I guess it was about December that Herman Talmadge called him and asked him to manage his campaign for Governor. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And, well, I guess that would be the 48 campaign. \r\n \r\nSHORT:  48, 1948, Uh-huh. \r\n \r\nVANDIVER:  48 campaign.  And so, we moved to Atlanta and we rented this little house out on Piedmont Avenue which was just almost a dull street back then, and we rented this house, and we lived there all summer.  And I will say, I was pregnant and I had said, I am not going to have my baby in Henry Grady Hotel lobby, Ill just tell you.\"  So, thats why we rented the house, because I really didnt want to be down there with all the things that were going on. \r\n \r\nBOB SHORT:  Yes. \r\n \r\nVANDIVER:  And so we stayed there, and our lease was up on August the 31st, and Chip was born the 1st of September.  Went to the hospital that night.  And, by George, I just -- I didnt have that baby in the lobby.  I went down a lot, but I didnt -- I just didnt want to live down there that summer. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But anyway, Chip was born, and now its the joke in the family.  Gosh, I dont know.  Anyway, it used to be that Chip would have his birthday on September the 1st and we would have our anniversary on the third.  So he grew up thinking his birthday was two days before Mamma and Daddy got married.  That was just -- and so we laugh about that now. *Laughter* \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  Is that he was born two days before Mamma and Daddy married, but it was not.  It was a whole year around there, but anyway, thats one of our family jokes that we love.  So then, after that we moved to Atlanta and we lived out in Colonial Homes Apartments, and made a lot of good friends there, because we all had babies and we would stroll together and wed play together and they would play out in the playground.  And so you made a lot of good friends, and of course, so many of the young married people -- the couples -- were people that Ernie or I had gone to Georgia with, so it was just kind of like a -- you know, a homecoming, because you were with friends that youd been with. \r\n \r\nSHORT:  At that point, as I recall, Governor Talmadge had asked Governor Vandiver if he would like a position in his administration, and he chose Adjutant General. \r\n \r\nVANDIVER:  He chose Adjutant General, and you know, when you look back on it, it was a good thing, I think.  They built 26 armories during Ernies term, and I -- well, anything Ernie did, he just did so well.  I mean, he did completely, and it was things like -- well, I'll get to the trade schools, because thats one of my favorite things, but he did.  He did a good job.  He got to be -- I wish I had one of my little folders in front of me, but he was President of the National Guard Association.  At that time, we were talking about civil defense terrible, you know, that duck and cover?  He was head of the Civil Defense and was the National Chairman of the Civil Defense.  So as I said, anything he did, he did just completely.  You know, he did everything that was supposed to be done, and did it well.  But anyway, he was civil defense.  He was Adjutant General, and he was that for six years, because you remember, Herman was reelected for the fourth term -- four-year term.  And so we were in Atlanta for six years, bought our first little house, had another -- had two more children, and -- Beth and Jane.  And we loved that life, because we were real fortunate in that Herman and Betty would take the Adjutant General to all the Governors conferences.  So we had some wonderful trips, and I -- we were young enough to enjoy them, and I just felt like I was -- it was great, because you did get to go to all these wonderful places for the Governors conferences.  And then in 53, we -- or he -- was -- we were running for Lieutenant Governor. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And that was another experience, because theres something about going into every county in Georgia, making that your aim.  And Ernie did that.  He said we were going to hit every county in Georgia.  Well -- oh, gosh.  The memories I have about that trip.  Theres no air conditioning.  Fuzzy hair.  And it was so hot you could not stand it.  So we got so we traveled at night, because it was just so hot in the daytime.  So wed travel at night and get up the next morning where you were supposed to be, rather than come flying in there, you know, in the -- running late.  So it worked out fine.  It was, like I say, no air conditioning.  I can remember very well the first air conditioning -- first air conditioned car we had, and it was one that was a military car.  And they had -- out at the  shop -- they had improvised an air conditioning unit.  And I didnt ride in that car much, but when I did, it was making ice up there where the air came out, and the ice was being made.  Now, that makes me feel old.  I hadnt thought about that in a hundred years either, but I do remember that, and I -- it was better than no air conditioning, I will put it that way. \r\n \r\nSHORT:  At the completion of Governor Talmadges second term, Governor Vandiver had a decision to make about running for higher office. \r\n \r\nVANDIVER:  Uh-huh. \r\n \r\nSHORT:  And as I recall, Governor Talmadge was a great friend of his and a great supporter of his, and he suggested that he run for Lieutenant Governor rather than Governor. \r\n \r\nVANDIVER:  I think thats probably right, Bob.  I dont know.  You know, Ernie was a -- Im sure he probably got some advice from different people, and I think that Herman would have had a big influence on what he did.  And of course, Lieutenant Governors, there hadnt been but one other, or maybe two other, I believe.  Melvin Thompson-- \r\n \r\nSHORT:  Melvin Thompson. \r\n \r\nVANDIVER:  He was Lieutenant Governor, and then-- \r\n \r\nSHORT:  Marvin Griffin. \r\n \r\nVANDIVER:  Marvin Griffin and then Ernie.  So see, I mean, it was practically a new office-- \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  --at that time, because -- and then of course, they had had all that mess-- \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  --with Thompson. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And so, I mean, it wasnt like a pretty -- it wasnt something that -- I dont think everybody knew about Lieutenant Governors back -- well, of course, it -- well, there hadnt been any until -- but anyway, thats -- Im sure he got advice.  But we -- and mine too, come to think of it.  But anyway, it just worked out nicely.  \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  It was a good stepping stone.  And he had the National Guard behind him solid. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  That was the year he had been elected one of the five young Georgians -- what is it -- by the Junior Chamber of Commerce. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And he had made so many good friends. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And he had a good background to run for something. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And of course, he ran -- we ran hard.  We ran hard. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Everybody did.  I remember Billy Bower and John Greer. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  I believe those-- \r\n \r\nSHORT:  Those were the main opponents.  Right. \r\n \r\nVANDIVER:  Those were the main -- Uh-huh. \r\n \r\nSHORT:  Well, Governor Vandiver swept that election very easy. \r\n \r\nVANDIVER:  Yes, that was -- that was the beginning, and gosh, that was wonderful, because it was a hundred -- no, I dont know how many he did in that, but I know it was such an overwhelming victory.  I know in the Governors race, he carried all the counties but three. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And we always could count on who they -- who would -- we counted on them.  In fact, let me just throw in something.  I ran into -- Ive been trying to clean out closets and give stuff to the Richard Russell Library, because Ernies papers are there. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And I have just been finding things over the house that are just -- really all over, but I found a speech -- you remember Shel Hartley? \r\n \r\nSHORT:  Very well. \r\n \r\nVANDIVER:  Okay.  Shel used to send us everything out of the Tifton paper. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And everything that he could get his hands on, he would send us a copy of it.  And I ran into a letter the other day from Frank Branch to Ernie, and he had made a speech on the floor of the House to say that Tift County was one of the three counties that did not go for Ernie.  And he had never known the difference, that Ernie had been just as fair to him as he was to any county.  And I just thought, doesnt that -- you know, that really says something, because so many Governors do take out after you or dont give you that road you want, or whatever there.  But he made a speech on the floor saying that Ernie had never shown any favoritism. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And I just thought that was -- and I just ran into that.  Im trying to fill up a box and I might send it back with yall today, because I just -- Jane said, Mamma, just do it and Ill take it.   \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But thats -- anyway, I got off the track, but I did think that meant a lot to me for Frank to realize that Ernie did not ever show -- he didnt show any difference from a county that was carried and a county that wasnt. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And of course, we had Tift, Worth, and -- whats Bainbridge?  Ive forgotten. \r\n \r\nSHORT:  Decatur. \r\n \r\nVANDIVER:  Decatur.  Decatur, Worth and Tift -- are the three counties we didnt carry. \r\n \r\nSHORT:  Well, and you had opposition from a citizen there, and Bainbridge-- \r\n \r\nVANDIVER:  Well, thats right.  We did.  He was completely -- but anyway, thats another -- we could go off on that.  Thats another story. \r\n \r\nSHORT:  Yes.  So he gets elected Governor and you move into the mansion. \r\n \r\nVANDIVER:  Yes. \r\n \r\nSHORT:  I imagine it was difficult to make that move. \r\n \r\nVANDIVER:  Well, I dont know.  You -- well, it was, because the children were in school.  Well, see, my baby was starting kindergarten.  She started kindergarten at Spring Street, and the other children were in the third and fifth grade, and -- but thats funny.  I found kind of a little diary I kept about the first two weeks, and I didnt do it after that.  I couldnt do that and write a diary too, but anyway, I was talking about how Jane went into kindergarten, and I talked about how Beth named Miss -- oh gosh, I remembered it the other day.  Anyway, I had the teachers listed and all that kind of stuff, and it really -- I dont know why, but I just think -- I think we were just meant to be there.  I really do.  I just think I -- it wasnt that hard.  We took a cat and two dogs and left, and the children -- and this book I was writing, is -- we stayed at the Henry Grady for three days so we could get the children in school before Ernie was even sworn in.  We had to get the children in school, so we lived at the Henry Grady and took the children to school every morning, and at that time my Daddy was ill too.  And so, I mean, its -- just the whole thing was a funny time.  Oh, in the meantime -- no, thats the Senate race.  Well get to that.  But anyway, no, it really wasnt, and the children just adapted so well, and it was a whole different time, Bob.  Its not like it is now. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  You lived out there and you didnt -- it was just like home.  But we worked it, having it as home. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  We -- I took the children to school everyday.  I was in a carpool.  I bought the groceries.  I helped cook, because we didnt have it.  We didnt have a staff.  We had a cook that would come out every -- theyd bring him, because he was in jail.  And of course, he ended up being one of our best friends, David Walker.  I have to -- hes so dear.  He loved us and we loved him, and he was paroled while we were up there.  And so he just stayed.  He moved in the garage and stayed with us, and then when we came home, David came home.  And he came to Lavonia, he got to know everybody, he was -- and he got elected President of the PTA and he didnt even have a wife and children.  He just -- but over -- where he was living, thats what you do.  You just elect the finest man you can get to be the President of the PTA.  So David was President of the PTA, and of course, we were so proud of him.  But anyway, thats another story too.  But anyway, it was a different time completely, and thats something that, in thinking, you know, you would get around to asking me this, so Im just going to throw it out.  When youre with the other Governors wives and they had lived in the mansion -- the mansion now -- and they talk about all the dignitaries that visited and so forth, and what they served, and what they had to do -- we had supper at home every night -- almost, unless Ernie had to go make a speech or I was somewhere.  We had supper together as a family.  And because -- its dawned on me in the last two or three years -- is the reason that we didnt have all of that, is because Ernie had the first trade mission, and he went over and broke the ground to have dignitaries coming and the ambassadors and the Presidents of big companies over there and that kind of thing, because -- and I think its because Ernie did it, but I know anybody that had started trade missions and so forth, it would have done the same thing to Georgia, because weve got such good ports and so forth.  But I think its that first trade mission-- \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  --That got -- that put Georgia on the map.  Now, we had lots of company.  I remember Bob Kennedy -- Bobby Kennedy came by one night and Bobby Baker.  Do you remember Bobby Baker? \r\n \r\nSHORT:  Bobby Baker. \r\n \r\nVANDIVER:  Well, Bobby Baker and Lyndon -- President Johnson came by.  We had people that we knew, so we were entertaining, but we werent -- its not like it is, and of course now, theyve got that staff that they can throw dinner for a thousand, and you know, its alright. \r\n \r\nSHORT:  And they have the room and the space. \r\n \r\nVANDIVER:  They have the rooms, and you know, when we used to have the legislative dinners, it was -- move all the furniture upstairs, bring in all the tables and the chairs, and you had to divide it up into two nights because there were so many of them, and you would have the legislative dinners, we called them.  So we entertained, but it wasnt like it is now, that there's something going on every night.  I had luncheon -- I could go speak at a luncheon for cerebral palsy or Red Cross or something, and then still be home and go by and pick up my children.  I mean, that was what -- we tried so hard to have a normal home life. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And I think we did pretty good.  Ive got three of the -- I love -- Ive got the best children in the world. \r\n \r\nSHORT:  Uh-huh.  Lets talk for a minute about the administration.  A very, very tough time for any Governor.  And that Governor happened to be Ernest Vandiver.  All the decisions regarding the change in America at that time fell right during his term in office.  How did that affect him? \r\n \r\nVANDIVER:  Well, as I've said, he is -- and I know Im prejudiced, but -- oh, Im sorry I hit this thing.  I hate that thing.  Im prejudiced, but I really believe Ernie was the man at the time.  I do believe that Ernie -- I think its almost providential that he is -- was governor, because we -- Georgia didnt have any of that -- I mean, didnt have all that discussion standing in the door and just defying the federal Governor.  He -- he just always did what he thought was absolutely right and honest, and if anybody else had been there, there might have been more hedging.  In fact, this is interesting.  They just got through dedicating a dormitory to Ernie over at the University.  They did that last Friday, and it was such a great day.  In fact, Adams, bless his heart, he just read the book -- well, he had read the book before, he said, but he just reread two chapters that proved to him what a great man Ernie was, and one was the way he handled that situation.  I remember one thing -- gosh, I guess -- but one time they were going to be marching through Georgia and Ernie sent the patrol to South Carolina line and said, Escort them right through, if they -- because they were on their way to Alabama, but, anyway, he just knew what to do at the right time.  Ive just always feel like he was supposed to be there.  He had a lot of sleepless nights.  We did -- he thought about it so much because it was coming, and everybody had been saying for twenty years it was coming, and of course, it hit under Ernies administration. \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  So, of course, its -- and he knew that was -- he said it was suicide as far as his political future.  \r\n \r\nSHORT: Now, we're talking now -- just for the benefit of our listeners, about school integration in Georgia, and particularly at the University, where we had -- he had to make a decision whether or not to keep the university open, or close it, as he was required to do by the state laws. \r\n \r\nVANDIVER:  And federal. \r\n \r\nSHORT:  And federal laws, yes. \r\n \r\nVANDIVER:  Well, at that time, but then the federal law had changed. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And said that our laws were outlawed, and they had gone into every court, all the way up to Supreme Court to -- remember Eugene Cook?  I hadnt thought about him in -- \r\n \r\nSHORT:  Gene Cook?  Yes. \r\n \r\nVANDIVER:  But he was the-- \r\n \r\nSHORT:  Attorney General. \r\n \r\nVANDIVER:  Attorney General at that time.  And he -- and of course it was a losing battle.  You knew it, but it just -- everybody had just kind of kept putting it off.  Everybody went as far as they could go, and then they would get knocked down and so theyd get up some more walls, and that would get knocked down. And I remember the night that Ernie -- it was the first night session that Georgia had ever had, and back then television was pretty new, but he wanted to go out to the people of Georgia.  So, his legislative session that night was on television and it was the first night session, and he asked the House and the Senate to repeal all-- \r\n \r\nSHORT:  Seventy-seven. \r\n \r\nVANDIVER:  All of them.  And thats how many-- \r\n \r\nSHORT:  Seventy-seven statutes. \r\n \r\nVANDIVER:  I didnt realize it was -- I mean, I didnt -- I dont know that Ive ever heard that number, but he asked them.  And I have to back up just a minute now and say that this is in great opposition, and -- because he had had 50 of the leaders out to the mansion on Sunday beforehand, and went around the room and asked each one what should he do, because the Civic Committee had come back and they were not unanimous, but they did think that we had to do something to preserve the schools, but it was certainly not unanimous, and they had gone into all ten districts of Georgia and asked the people, and they had had open forums.  They had people come in and they -- for or against, whatever.  But Mr. John Sibley, I got to tell you, that man, he knew what he was doing, he was a Georgian that everybody knew that -- they respected him.  But back to the Sunday meeting.  There were 50 of them out on the porch, and Ernie asked them what they thought they should do.  And all but two said close the schools.  And Carl Sanders and Frank Twitty.  You remember Frank? \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  Anyway, Frank and Carl -- \r\n \r\nSHORT:  He was the Governors floor leader in the House. \r\n \r\nVANDIVER:  Yes he was.  But some of his other leaders were there also, saying close the schools.  I mean, it was a terrible -- nobody can believe that now because everything has happened so well, and everything -- you know, everybody gets -- it doesnt even come up.  But it was a time of great turmoil back then, but anyway, just the two of them said weve got to save education in Georgia.  And Ernie just deliberated and thought and prayed, and he did what was right, just like I knew he would.  But I didnt know what -- but anyway, I was proud of him. \r\n \r\nSHORT:  Hes been called the most courageous Governor in modern Georgia history. \r\n \r\nVANDIVER:  Well, see, Im for that.  I think he was.  I also think he made so many good changes in the government.  You know, that was truth and honesty.  It was one of his best -- is to get it down so that the state couldnt trade with any of the Representatives and that kind of business. \r\n \r\nSHORT:  Well, there had been corruption in the previous administration. \r\n \r\nVANDIVER:  Well, we certainly thought so.  Im sure they didnt think so, but we thought so. \r\n \r\nSHORT:  Well, there were several convictions and-- \r\n \r\nVANDIVER:  Uh-huh, yes. \r\n \r\nSHORT:  So he had that to contend with, and-- \r\n \r\nVANDIVER:  Well, and of course, he had a hard -- they were so against him when he ran for Governor -- that faction -- that its a wonder he did as well as he did, except that the state -- the people in the state, they got, you know, they got good sense. \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  Smart Georgians. \r\n \r\nSHORT:  Smart Georgians.  I want to go back for a minute, if you will, to 1958, when Governor Vandiver campaigned for Senator Russell for President. \r\n \r\nVANDIVER:  Isnt that funny?  Im -- see, wed just gotten through with this convention, and -- both conventions -- and I sat and watched in just awe, because theres no comparison from the way we did it, and the way its done now. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But back then, that was one of the most fun -- and I was trying to tell my children that this is not the way it usually is, that the way it is, is that you go out there and you dont know whos going to be the one that gets the most votes, because you dont know until you count them on the floor. \r\n \r\nSHORT:  Right. \r\n \r\nVANDIVER:  And it was a whole new world.  Ernie did.  He took an absence -- a leave of absence, and he went out west in Arizona -- I believe it was Arizona -- I got to stop.  That goes -- I got to go to the church for just a minute. \r\n \r\nSHORT:  Okay.  Thats fine.  Thats good. \r\n \r\nVANDIVER:  During the campaign -- \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  -- Of Uncle Dick when Ernie took -- \r\n \r\nSHORT:  What year was that?  I think I might have-- \r\n \r\nVANDIVER:  52. \r\n \r\nSHORT:  Yeah, okay, youre right.  \r\n \r\nVANDIVER:  I was pregnant with Jane.  We were just talking about Jane, and the Arizona committee came every morning to find out what Ernie wanted them to do.  And back then, of course, you were going to have the demonstration.  You were trying to see if you could talk other people into being for your candidate.  And Im sure Uncle Dick knew he could not ever be President, I mean because its just -- his stand on certain things and so forth.  He could not.  And then he had several people say if you were from anywhere except Georgia-- \r\n \r\nSHORT:  Yeah. \r\n \r\nVANDIVER:  -- or the South -- \r\n \r\nSHORT:  Harry Truman said that. \r\n \r\nVANDIVER:  Yes. Said he would be if he was anywhere, and of course, that was an exciting time, and the Arizona committee would come to the room every morning to find out what Ernie wanted them to do, because they had -- really, he had gotten them.  They were all pledged to Uncle Dick.  I think they stayed with him.  I think some of them stayed with him. I ought to look that up sometime, because Im sure Ive got that somewhere, but I think a few of those Arizona boys just could not leave Ernie.  I mean it was just one of those things.  \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But -- and how impressed I was with that.  And but that was the most exciting time, and I remember we all had our hats and our flags and our whistles and so forth, and when Georgia nominated -- I dont even remember who nominated him, but anyway, who -- when his name came up, well, you were supposed to put on the biggest show you could put on. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And gosh, our cousins had come from all over everywhere to help Uncle Dick and we all had our noisemakers and our hats and our flags, and we marched around the Chicago -- was it the livestock arena or whatever, where they had the convention? \r\n \r\nSHORT:  I dont remember that. \r\n \r\nVANDIVER:  That year, I think it was -- that is the livestock area, because we ate supper there at the wonderful restaurant every night.  And gosh, that steak was good. *Laughter*  But anyway, that was quite a time, and Uncle Dick, of course, we were all so proud of him.  And he had worked hard too, you know, he really had, but you know, we knew that it wasnt going to happen. \r\n \r\nSHORT:  You had a special relationship with him, didnt you? \r\n \r\nVANDIVER:  I did.  Well, see, there again-- \r\n \r\nSHORT:  What did he call you? \r\n \r\nVANDIVER:  Lady Betty. \r\n \r\nSHORT:  Lady Betty, yes. \r\n \r\nVANDIVER:  But see, he would come home and Im living next door, so I was the one he saw.  Now, every niece thinks they were his favorite, because he treated all of us so regally and so great, but everybody thinks that they were his favorite, but I know I was.  I wasnt.  I really wasnt, but I just know we did have a very special relationship. \r\n \r\nSHORT:  Lets talk for a minute about your duties, I'll call them, as first lady.  You did some wonderful things, particularly in the area of mental health. \r\n \r\nVANDIVER:  Well, that probably is one of the most rewarding things Ive ever done, because you could see it happening just every time I went down there, and gosh, I got so I was going down once every two weeks-- \r\n \r\nSHORT:  Up to the mental hospital in Milledgeville. \r\n \r\nVANDIVER:  Uh-huh, in Milledgeville.   \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And -- because I got so close to so many of those people, and some of the patients -- I was it.  And all of a sudden, they felt like they had a friend, and they really had not felt like they had friends.  And anyway, thats the most rewarding thing I think Ive ever done, and it worked out and it ended up taking the whole state of Georgia to complete -- what weve tried to do there. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Bob, when we got there, they -- it was awful.  I can still see the smells *Laughter* -- smell the smells and see those poor patients sitting on the floor holding little dolls and patting and-- \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Just the smell, the -- everything was just -- it was just a mess.  Just a horrible mess.  And of course, you have to say that for 12,000 people, and they had something like 20 doctors, and very few nurses, then those poor people -- the people that did it, they were doing the best they could. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But you just couldnt take care of 12,000 people. \r\n \r\nSHORT:  Right. \r\n \r\nVANDIVER:  I mean, thats more than Lavonia.  Lavonia -- six times more than Lavonia has, and they were all in these houses.  They had patients cooking for patients.  The flies -- gosh, I remember the flies.  It just was the worst situation I had ever seen, and I remember, Ernie and I, it was just something we couldnt believe, and I remember one thing Celestine said when I went behind the door and cried together, because you could not look at this without -- it just was -- nobody can understand it.  So, you know that we just knew we had to do something, and the time was right, there again.  The time was right because the doctors that were there, as we said, were good.  They were doing all that they could, but they couldnt do it.  They didnt have the right supervision.  Nobody knew exactly where to go.  They were just doing what they could where they were.  And so Ernie got Dr. MacKinnon.  I think he was from Kansas out there with Miniature Clinic or something like that, and Dr. MacKinnon came.  No, maybe he was in New York -- it doesnt matter.  He came and took over the administration of the hospital, and then, at the right time, there again, Cuba was having a worse situation.  And doctors were leaving Cuba, mad, just get out.  And theyd leave everything they had at home and get out if they could.  And so they came to -- they wanted work, of course, and so I guess at one time we had 20 or 25 Cuban doctors that were well-trained in psychiatric care, because they had to -- they were leaving Cuba and so they heard about us and so they came to Georgia.  And I guess a lot of them are still down there.  I dont know.  Gosh, no, theyve probably all died by now, *Laughter* but I forget how long its been.  But anyway, at one time there were a lot of them, and then they decided to make the smaller regional hospitals rather than one central. \r\n \r\nBOB SHORT:  Uh-huh. \r\n \r\nBETTY VANDIVER:  And so, now, theyre all over Georgia, and thats probably better.  But at the time, it just wasnt feasible.  But I think that those doctors down there figured that was the best thing -- was to get them closer to home, so maybe family would come see them and they wouldnt be so alone.  So anyway, we did that, but then -- Ill get back to Mr. John Sibley again.  He and I were chairmen of raising a million dollars.  It sounds easy, but it wasnt, because back then -- were talking about 45 years ago.  But every little church had envelopes, and we had building -- had blocks, bricks, and of course this was all ad group, but it worked.  Everybody was going to build a brick for Milledgeville.  Buy a brick, buy a brick, and everybody did, and we raised a million dollars, and its the most beautiful -- we -- the people of Georgia, Mr.Sibley and I just worked and you would know the advertising agency.  Im not sure that I can get all that name together, but they -- Hess.  You know that woman that was so good?  Anyway, the people of Georgia and the big industries got into it and the big -- I remember the other night I ran into a picture of Little Joe.  Was that the Cartwright boy? \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Little Joe Cartwright.  He came to Albany, and Jim Grey, who owned the TV station, put on a telethon.  And I went down, and Little Joe and I ran into that -- see, Im trying to get everything up where -- Im finding things I had forgotten about completely, but Little Joe and I had -- we were together at the telethon in ALB or WALB, I think it is.  And JBG, whatever, anyway, it was an all-night telethon.  It went on and on and raised thousands of dollars.  I mean, it took things like that and thats what I would do if somebody wanted to have a fundraising.  I know I did not ever make speech -- talks until that came up, and then I started making talks just asking for money, is what it was, for the chapel.  And its a beautiful, beautiful chapel, and still there and being used, because those people didnt know the difference between a church and a basketball game, because they didnt have a church.  They had religious services in the basketball court.  And so they didnt really know the difference between a church or a basketball game, a lot of them.  And of course, they were so pitiful.  And so when they had that church, when they had a church, they came to that surroundings, not a basketball court.   \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  So anyway, it was a great experience, yes.  And the people of Georgia were so great, because they helped every way they could.  And we started the chaplaincy program.  Then every chaplain -- then, I guess they still do -- have to have a quota or a semester, whatever, at Milledgeville, so that pastors can recognize people in their church who might need--  \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  -- Some psychiatric care or some help in that line.  So I mean, it was a rippling effect really, because it got preachers involved all over Georgia who could recognize people who needed help. \r\n \r\nSHORT:  Youre also responsible for the Mayors parade in Milledgeville. \r\n \r\nVANDIVER:  Yes, *Laughter* in fact, you know, thats the funniest thing.  Last week I had an interview with this girl -- you may know her -- but Lynn came over, and this is never -- this is the 50th year -- I must not have turned it off, please excuse me.  Oh, I dont have to do anything now.  Yes, it is,  and we -- thats something that is just amazing.  Shows you what good people Georgians are, is what it really proves, because that was the first year after we went down there, they -- we had the mayors would -- wait a minute, Im -- anyway, gosh, Betty, you are -- we went down there and asked -- well, the mayors did it, they started it, but I think we probably helped them because Elmer George -- you remember Elmer? \r\n \r\nSHORT:  Oh, yes. \r\n \r\nVANDIVER:  He was the GMA man and he decided that was a good idea, well get the cities involved, and so he got out all those press releases, got the Mayors all excited.  And all the Mayors tried to outdo the others in seeing how many gifts they could get.  And actually the people who had jean factories -- the blue jean factories in their town, they got -- everybody had to give blue jeans and everybody gave sweaters and blankets and throw rugs, the carpet people -- you know, and then the little towns, they were wrapping gifts.  And I tell you, I saw a picture the other day -- it's somewhere around here, because I borrowed it and showed it to Lynn -- of us sitting in all those gifts.  And it was just a mound of gifts, and they didnt ever get all the boxes unloaded for the celebration because there were so many.  People came -- trucks came with loaded -- now they ask you to take it to the units, you know, that are closest to you and that kind of stuff, and the Mayors still do that. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But isnt that wonderful that thats -- you know, that was the first year we did that.  And those people were so happy.  They were like little children to get a gift.  Gosh. \r\n \r\nSHORT:  Getting back for a minute to the integration situation in Georgia, I want to read you a quote and I want you to respond to it for me. \r\n \r\nVANDIVER:  Okay. \r\n \r\nSHORT:  It came from the -- Governor Vandivers biography regarding school integration.  And the quote is, He also turned to his wife, who he admitted to have great influence on him as he struggled with his decision.  And thats the end of the quote.  What advice did you give him? \r\n \r\nVANDIVER:  You know what?  I dont really remember advice.  He and I just talked about everything, and I think we both -- I wanted him to do the right thing, because I'm so proud -- I was so proud of everything hed done.  Still am.  And I just -- I think we both knew, because he had told me, Its coming.  We had talked about that, we knew that.  We knew -- but you know -- well, there again, we old people -- all of us old folks grew up differently.  It was a way of life we didn't even think about.  We played with them all -- played with the -- I dont know.  Now, theyve changed the name, so to find a name, but we played with little colored children, is what I played with. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  I didnt call them anything but little colored children, and they were my best friends because we lived out in the country.  And as a matter of fact, I was a member of the black and white football team, and the other team were the white boys.  And I played -- I was the white of the black.  Anyway, I mean, we grew up together, we played together every afternoon after school.  Never occurred to me that there was anything different.  But -- and Ernie was more so than that, because he worked with them.  His father was a believer in working, and he picked cotton and he had an acre that he had to take care of by himself.  I mean, he knew -- we both just grew up with them, so it wasnt anything to us until it got to be made an issue, and Ernie always felt like, leave it alone, it will happen sooner or later by itself, without all that dissention.  I dont know that we -- I advised him.  We talked about it.  He knew how I felt, I guess, which might have -- might have something to do with how he felt, and he knew I felt.  No, but I think deep in my heart, I knew what Ernie was going to do, because we had talked enough.  We discussed it.  I think deep in my heart I knew what he would do.  But I dont know that I ever advised him do or dont do.  I just think we had talked about it so much that I felt like he was -- I knew he was going to do what was right.  But I wasnt sure, you know, that's a hard decision.  I mean, when you start talking about closing schools and children in the streets and that kind of stuff, and I dont think I -- I dont know that I would call it advice.  I would say that we certainly counseled and we discussed. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But I wouldnt call what I said advice so much as just that closeness we had.  We just discussed everything.  So I dont know.  I dont think it was advice. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  He was his own man.  As one of my children said at that dedication the other day, Mamma, oh I wont say it right, but she said something to the effect of that, Mamma was the only person Daddy would listen to, *Laughter* and thats about it.  He was his own man, and she said that Mamma was the only person he listened to.  So maybe that -- he didnt listen, we just talked. \r\n \r\nSHORT:  Uh-huh.  After his term ended, of course he couldnt succeed himself. \r\n \r\nVANDIVER:  Couldnt. \r\n \r\nSHORT:  Thats right. \r\n \r\nVANDIVER:  See, nobody knows that now.  They always wonder -- wonder why he didnt run again, or well, did he get beaten?  And I dont want anybody to think Ernie ever was beaten. \r\n \r\nSHORT:  Yeah. \r\n \r\nVANDIVER:  Except once.  But he could not run again, and thats important that that -- I believe George Busbee did that, didnt he?  Uh-huh. \r\n \r\nSHORT:  George Busbee changed the Constitution. \r\n \r\nVANDIVER:  George Busbee fixed it so -- I mean, during his term it became-- \r\n \r\nSHORT:  Right.  Right.  What did he do between that point and when he ran for Governor again in 1966? \r\n \r\nVANDIVER:  He practiced law in Atlanta, and he went in on Monday and came home on Tuesday and went back on Thursday and came back on Friday.  And so we --  there again, we were not -- it wasnt a long-term thing or something.  He came home and did with the children, planned it around their games too. \r\n \r\nSHORT:  Uh-huh.  And then in 1966, he announced he would run for Governor. \r\n \r\nVANDIVER:  Uh-huh.  And you know, I know he would have gotten elected, because of just the things people have said since then. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And I just know he would have, but its funny, we went to -- tell you everything.  *Laughter* I told you I would.  But we went to a powder puff game over at the grammar school, over at the high school.  And one of our girls was playing football, and I dont know whether yall know about a powder puff game or not, but the girls were playing the girls.  And we went to that game and had a good time, and on the way, we had to kind of come up a hill at the stadium.  And when we got to the top, Ernie said, Im having trouble.  And he had -- now, we have to remember, he had had a heart attack in 1960 while he was Governor.  And so we knew he had that possibility, and he had been having some angina, but only when it was a strenuous something he was doing, and -- you know, I dont know what.  I cant remember.  But we would have to take his nitro from time to time, and that night he took his nitro and it didnt stop.  And so we came home and it kept up, and so I called family.  Back then we didnt have 911.  You called your funeral home person who had the ambulance and Freddie came and we went to Athens.  And there he was having -- he was having -- I dont know that he was having a heart attack, but he was having such angina that I guess he was -- I dont know -- you know, dont even want to think about things like that.  And so, after he got -- they sent us home two days later and they said he was fine and so forth.  But he kept having that nag.  So we went back to Dr. Carter Smith in Atlanta, who is supposed to be the best, and had a real good exam, and Dr. Smith said, Well, if you want to see your children grow up, I believe I would not try the race.  And of course it broke our hearts because there were so many things Ernie wanted to finish, and so many things he wanted to do.  But thats a pretty good indication you better get out, if somebody tells you it might kill you. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And it was going to be strenuous, you know, it would -- theyre always strenuous.  You dont get enough sleep.  You get on, they say, the ham and pea circuit, and it is the truth.  You eat English peas and ham, and its really good, but thats what you -- you dont eat right, you dont sleep right, you stay up.  Just running is not that easy.  And so he made that choice that he just couldnt do it, and I will say this, because I think this is an interesting story.  Ernie sent back every check that had been sent to him.  Ive got the book upstairs, and thats another thing that Jane said, Well, Mamma, give it to the library.  Well, I dont know whether they want all that kind of stuff or not, but its the checkbook where he was writing, you know, just sending back at least part -- of course, he had some expenses, and so he had -- he had it all figured out that -- pro rata -- pro rata -- he could -- he sent everybodys money back that he could. \r\n \r\nSHORT:  After he left the race, did he take any part in it? \r\n \r\nVANDIVER:  Now thats a hard question.  He did.  I remember several of the candidates right now.  Bob, youre going to have to -- is that the first year? \r\n \r\nSHORT:  That was-- \r\n \r\nVANDIVER:  Tell me who ran in 66? \r\n \r\nSHORT:  Ellis Arnall. \r\n \r\nVANDIVER:  Uh-huh. \r\n \r\nSHORT:  James Gray. \r\n \r\nVANDIVER:  Uh-huh. \r\n \r\nSHORT:  Lester Maddox. \r\n \r\nVANDIVER:  Uh-huh. \r\n \r\nSHORT:  Jimmy Carter. \r\n \r\nVANDIVER:  Uh-huh. \r\n \r\nSHORT:  Garland Byrd. \r\n \r\nVANDIVER:  Gosh, Id forgotten about all that. \r\n \r\nBOB SHORT:  And of course, Bo Callaway ran. \r\n \r\nVANDIVER:  A lot of them jumped in after Ernie got out. \r\n \r\nSHORT:  Thats right. \r\n \r\nVANDIVER:  Because they thought -- I think they all really thought Ernie would win. \r\n \r\nSHORT:  Yeah. \r\n \r\nVANDIVER:  It says so in the papers and from what I-- \r\n \r\nSHORT:  Yeah.  Well, he was -- he was by far the favorite, no question. \r\n \r\nVANDIVER:  Uh-huh.  But you know, I remember Jimmy Carter coming here.  Somebody -- we had a man here in town who was really for Jimmy, and he flew Jimmy up here, and I remember sitting in the breakfast -- we had lunch, and I remember Lester coming, and of course, Jimmy -- well see, a lot of those people were Ernies -- he couldnt have taken sides because there were too many of them that had been too important to him.  Jimmy Gray was Chairman of the Democratic Convention -- he was Chairman, wasnt he? \r\n \r\nSHORT:  Chairman of the Democratic Party, yes. \r\n \r\nVANDIVER:  Yes, uh-huh.  He was chairman, and then all those people -- Garland Byrd had been the Lieutenant Governor when Ernie was Governor.  I mean, it just was -- Im sure he didnt take part, except these people who came and asked advice or wanted to ask him for his vote and that kind of stuff.  But I dont believe he endorsed anybody.  I bet he didnt.   \r\n \r\nSHORT:  So he withdrew from the race and what happened then? \r\n \r\nVANDIVER:  It was a hard time for him.  He really -- I mean, it was a disappointing thing, and I guess any man who got the sentences that youre not able to do what you want to do. I've never thought about it this way, but if you get a sentence of you cant do what you really want to do or feel like you should do, then I guess that does hurt you.  But he went through a time of, I guess, feeling like he wasnt as strong or as -- gosh, I dont know.  Ive never thought about this.  But he did, he had a hard time after that.  It didnt last long.  It was just disappointment that he couldnt do what he wanted to do.  And Id never thought about it. \r\n \r\nSHORT:  Theres one question that I really want to ask you, and Im not sure youll want to answer, but there was a great feeling that when Uncle Dick died, that Governor Vandiver should be appointed to the Senate.   \r\n \r\nVANDIVER:  Oh, I will not -- oh boy, turn me loose on that.  No, I never -- you know, there was an understanding between Governor Carter and Ernie.  And I dont have the words, but I have the fishing trip that it happened, and because -- Im bitter about that, and Ernie was bitter too, because Uncle Dick -- I think Uncle Dick really wanted Ernie to succeed him, and he knew he was not long.  I mean, he knew he was a sick man, and Bob, that week was something that was a blur.  My Jane was Miss Junior Miss from Franklin County, one of the 12or whatever of the finals.  Uncle Dick had died.  Of course, we thought -- I mean, we expected it, and we were in the motel because Jane was -- had to go and perform for Miss Junior Miss, and the funeral was going to be -- and that week is something that you just cant believe, but it seems like thats the way it goes.  But anyway, I was very disappointed for Ernie, because -- and this is in that book, anybody thats read the book, Im repeating.  But when he was a little boy -- I mean, well, not a little boy, 15 or 16, his daddy got him to sit down and make a list of things he thought he might like to accomplish someday.  And so, Ernie at -- I guess sure he was 15 or 16, he put down that he wanted to graduate from Lavonia High School, he wanted to go to the University of Georgia, he wanted to be a member of the honor societies, and he wanted to be a leader.  He had put that.  And he wanted to be President of his fraternity.  He wanted to be the Governor of Georgia, and he wanted to be a Senator of the United States.  And this was a young man who had just -- his daddy had probably trained him thats the way -- you know, I dont know.  But anyway, he wanted to be Senator, and he thought he would be, and I think Uncle Dick thought he would be.  But then when it came out that he wasnt, of course, that was a big disappointment, and it happened in the middle of all this other stuff with Jane going -- all this stuff.  And it was -- it just compounded and it was a bitter pill to swallow, thats all. \r\n \r\nSHORT:  But you say there was an agreement? \r\n \r\nVANDIVER:  I say there was an agreement.  I know theres a difference of who said what, when, why.  But Ernie thought there was an agreement, because of just -- I dont know that there was -- I know it was nothing written down.  I dont know whether it was --  Ernie would -- is not the type of person to take -- just to make up something like that.  So, he either heard what he thought he heard, or he didnt hear what he thought he heard. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And thats what it gets down to, because he came home from that fishing trip with the understanding that if and when and so forth the Senator, that he would be-- \r\n \r\nSHORT:  Appointed. \r\n \r\nVANDIVER:  And now see, Ernie would have known how to hedge around that question.  And you said, I may not want to answer it.  Im a person of many words, and sometimes I say too much, but that was Ernies understanding when he came back from the fishing trip, and as I say, I just -- thats all I needed, you know, to think that thats what happened. \r\n \r\nSHORT:  Uh-huh.  But he later ran for the Senate. \r\n \r\nVANDIVER:  Uh-huh. \r\n \r\nSHORT:  He got in the race, and did well, but didnt win. \r\n \r\nVANDIVER:  Yes.  Didnt win.  No, but you know, that was funny, because we did it again.  He -- as we laugh and said from 72 on, well, we ran an old-fashioned race in a time you dont run old-fashioned races.  Because you could have stayed in Atlanta and talked on television every night of the week, and you would have hit more people than you would going to every county.  We went to every county in 1972, just like we did in 1954, 58.  And we met a lot of good people and we saw a lot of the same people we saw before.  But it just wasnt the same as running against television.  And Sam Nunn, we were always together, you know, at rallies and so forth, and so, Ernie and Sam, we really got to be good friends, and it was a matter of running against Gambrell, actually, both of them.  And it was, if you win, Ill -- if its a runoff and youre in it, Ill be for you. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And so Sam and Ernie kind of agreed that whichever won, one would help the other one. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And I think it was 1 and 1-1/2 percent difference or something between Sam and Ernie. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But Ernie was glad to help -- to do for him what he could. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But it was, there again, you just -- it really was -- I think it was worse than getting out of the 66 race, just because it was something he wanted to do. \r\n \r\nSHORT:  Well, that was the end of his political career, but not the end of his life. \r\n \r\nVANDIVER:  Oh, no. \r\n \r\nSHORT:  So what happened then? \r\n \r\nVANDIVER:  Well, you know, Ive always said the Lord works in funny ways, and Im kind of Presbyterian when it comes down to that -- that its the best thing that ever happened to us.  I dont think Ernie could have gone to Washington and lived through the Nixon thing, because he never could believe that a president of the United States would do something like that.  He really didnt, and by -- I had a couple -- I had a child or two that just believed every word of what they were saying about him.  From the very beginning they thought he had done wrong.  Well, Ernie would not -- would never -- he just could not believe that a President of the United States would lie to the people and would do something dishonest.  That just wasnt his nature.  I mean, it -- and he could not believe it, and I dont know -- the child that was so adamant, she never -- that child never said, I told you so.  But it was a thing around here for a while, that when he said he was a crook, or it came out he was -- or he said he wasnt one, but I remember that he must have known he was not telling the truth.  Anyway, he just couldnt believe that a -- and I think being up there in the middle of that, Im really not sure he could have stood it.   \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  I think it would have crushed him, and he might have had a heart attack, and then, you know, that would -- *Laughter* Id have blamed Nixon, so its just as well that he didnt go.  Like I always said, I just thought it was the best thing in the world that he didnt win.   \r\n \r\nSHORT:  So he came back to Lavonia. \r\n \r\nVANDIVER:  Uh-huh. \r\n \r\nSHORT:  And I guess, practiced law? \r\n \r\nVANDIVER:  No, well, he didnt really.  His daddy had had quite a bit of land and a business and so forth, so Ernie kind of took over that.  Then he became the -- he and this other man bought the bank business that -- Mr. Walter sold it -- was selling it, and he and this other man bought it, and then he was Chairman of the board, and he was real active in banking for several years -- many years.  And then -- and he was President of Georgia National -- Georgia Independent Banks for two years, I guess, however long that term was.  And so then, he -- let me see.  Well, he mainly took care of the farm and business, and then the bank, and then, well, we kind of retired and we started going fun places and Ernies always has been a kind of a trader and a swapper, and hed swap one place for another, you know, and do all this messing around.  And we had a lot of fun.  We played a lot of golf.  We -- and our children were all either in college or out of college, so Chip was in Alaska for ten years practicing law. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And so we had several trips to Alaska, great trips.  And we just kind of kept on the move, doing what we wanted to. \r\n \r\nSHORT:  Whats your handicap? \r\n \r\nVANDIVER:  *Laughter* You wouldnt ask that.  Its been a long time since I played golf, but -- well, I wont tell you that.  I will tell you one time Ernie, I think he got down to about a 20 or 21.  *Laughter* We dont have good handicaps.  We just played a lot.  I was not a good golf widow, and around here, there were very few people who could take off at 1 oclock in the afternoon and go play golf.  And we played -- he played some in Atlanta and trained Chip at the Ansley Golf Club.  Theyd go over there in the afternoon and play nine holes and -- and we bowled a lot.  You know, we did things that people do that are not Governors when we were up there.  But we had -- weve had a good life. \r\n \r\nSHORT:  Has Chip ever considered public office? \r\n \r\nVANDIVER:  Not at all.  And Beth, my middle child, she wont -- she doesnt even like to get in a room more than four or five people.  So it really didnt hit her, but it hit Jane.  Shes got it all.  I mean, shes all political, and -- \r\n \r\nSHORT:  Shes been in the House of Representatives. \r\n \r\nVANDIVER:  Yeah, yeah, and represented -- \r\n \r\nSHORT:  Chairman of the Democratic Party. \r\n \r\nVANDIVER:  Yes. \r\n \r\nSHORT:  Very active politically. \r\n \r\nVANDIVER:  Oh boy, she is active.  You know, I think she does more than -- I think she goes and -- she goes to Atlanta every other day from Athens. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  So shes full-time and she goes -- she calls me when she gets in the car.  Thats when I talk to her, and she calls, and the other night she was leaving Rome at 9oclock coming back to Athens.  Well, you know, that doesnt suit mammas very well for her to be out on the road at night like that, but shes -- doesnt bother her. \r\n \r\nSHORT:  Well, youve had a very wonderful political life. \r\n \r\nVANDIVER:  I really have, and gosh, youve brought up so many good memories, Im trying to -- youve sent me off on a couple of trails I havent been on in a long time.  But lately its been interesting, because -- like with the dormitory -- its brought back a lot of memories, and then the GMA having an anniversary that they want to celebrate a little bit, its brought back some great times.  Because I really did -- because, you know, you have to think about when Ernie was AG -- we talked about this -- but we got to go to all those lovely places, and then it just kind of continued, and then we just kind of ebbed down, but it was a wonderful life.  I feel like theres so much I need to tell you, because I dont want anybody to forget what kind of Governor and what kind of man Ernie was.  I really -- Ill do anything to carry that on, and I feel like I missed something, Bob.  I feel like theres something I need to tell you that I -- because I cant -- I dont know.  I just feel like theres so much that needs to be said.  Because do you know -- can I just mention a few things that I think he did that never gets down into footnote?  But you know, he really took care of the roads of Georgia, because thats what he really got in, was when Marvin Griffin had that -- the road fight, we call it.  Weve got that bill framed, who voted for what.  He did -- oh, we were going to talk about the -- there were two industrial technical schools.  They called them industrial back then, but they had two technical schools in Georgia.  He added 24.  There are now 26 technical schools all over Georgia in different places so people can go and be used and get that education and get to work.  His jail -- his prison reform was something that -- I remember Bob Balcombe, but they really reformed -- they did so much with the prison system, and of course, his truth and honesty in government is one of the biggest things.  That was when he went in to get rid of that, and he had good people.  He said he was the kind of hands-off people.  If you appoint good people, people you trust and you know will do a good job, then you just kind of leave them alone.  Because you dont meddle if theyre doing a good job.  If you dont, you get rid of them.  That was his theory.  He had some of the finest men in Georgia in his administration, and you think about them and you look at that list, and it really is a Whos Who of honest, good, efficient government.  They didnt blow -- toot their own horn all the time.  They just did the job, and you look about -- Bill Bowdoin, he took over the finances, and just got it all taken care of.  Dixon Oxford was the revenue man, and he really straightened that out, now, I mean, he -- was he a Senator then? \r\n \r\nSHORT:  He had been. \r\n \r\nVANDIVER:  Later?  Or had been? \r\n \r\nSHORT:  Had been. \r\n \r\nVANDIVER:  Anyway, he did -- Mr. Jim Gillis, boy, straight as an arrow, and get out of his way if you didnt like which way he was going.  But -- and he just -- theres so many people.  I was thinking about the Industry and Trade.  You remember Jack Minter? \r\n \r\nSHORT:  Very well. \r\n \r\nVANDIVER:  Well, Jack was the first Industry and Trade, and then Abit Massey who now has just gone on, and his good friend, Bob Norman was Chairman of the-- \r\n \r\n \r\nSHORT:  Ports Authority. \r\n \r\nVANDIVER:  -- Ports Authority.  And what progress was made in that Ports Authority.  And then the trade mission started bringing -- helping the ports, and now, my gosh, I think its Brunswick.  They bring in something like -- how many thousand cars do they bring in -- and when I get the Anchor Age, because they keep Ernie on the list, and I read all these things.  But the Ports Authority is just something you cant believe -- the change, and thats a funny story. Somebody sent a picture of the Ports Authority being something, and I'm standing there and the people -- they said that the people couldnt believe Bob and Ernie were so young, that they couldnt believe that I had on high heels and a hat, and there I was with a dress on, of course, and high heels and a hat.  When you wore high heels and a hat all the time.  *Laughter* Look at those heels.  And we just had such good times, and Im trying to think, because he did so much for so many different things that you just dont know, and a lot of that is that good leadership.  If you get people who can do good and who know what to do, and do it right, then you dont have to worry about it.  You know its going to get done.  The State Patrol, Billy Trotter, he was so good in his job, and he knew how to handle it, and the education, gosh, the -- or a lot of those education leaders that were so good.  And then I think about all these different people that we knew and how fortunate we were.  And just -- its just been a good time. \r\n \r\nSHORT:  He was also a good steward of state finances. \r\n \r\nVANDIVER:  Oh.  He was. \r\n \r\nSHORT:  Im sure he was that same way with-- \r\n \r\nVANDIVER:  Well, no, he -- no, thats the difference, see?  Well, he was with all of us as far as wastefulness, but the children, they just-- he was a good daddy.  He -- they will tell you he was strict and he was firm, and if he said no, he meant no.  Now, Mamma might flex a little bit, but if Daddy said no, then it might as well go no further, because it was -- *Laughter* we were careful what we asked him.  Oh, but he was a good daddy, and a real perfect husband, really.  He was always conscientious to take care of all of us, and we came first.  And we knew that, and well, he came off first with us, so I mean, it didnt -- Daddy was boss. \r\n \r\nSHORT:  Do you know -- you remember Bill Shipp? \r\n \r\nVANDIVER:  Oh, gosh, yes. \r\n \r\nSHORT:  Bill Shipp who had very few kind things to say-- \r\n \r\nVANDIVER:  About many people. *Laughter* \r\n \r\nSHORT:  Well, he called Ernie Vandiver the best governor of modern Georgia, and I think thats true. \r\n \r\nVANDIVER:  I think.  Thank you.  Have you seen his new picture? \r\n \r\nSHORT:  No. \r\n \r\nVANDIVER:  His new picture on his article? \r\n \r\nSHORT:  Oh, of Bill Ship? \r\n \r\nVANDIVER:  Yes. \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  Hes got a new picture. \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  Ive been meaning to get in touch with him about that.  Because, well, you know, thats something too.  Let me tell you -- I dont know whether yall want all this mess or not, but the reason we got to be -- well, not the reason surely.  But Ernie had good press, and of course, at first it was thats what was good. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  But he had good press, but we had a relationship with the press that I dont believe anybody else ever had, and it would be a good idea, except now its all changed.  But back then, they were -- the Journal and the Constitution were pretty much in competition all the time.  Well, we had a bird supper.  We had -- every year we had a bird supper, and we had it once at the Piedmont and several times at the Henry Grady and places, but we would have the press, and we would have the birds and the wild rice and that kind of stuff, but we got to be such good friends, and I mean friends, pals, with all those boys.  And now so many of them have gone on and making such big names of themselves.  But they were young -- I think about Reg Murphy, all that crowd, they were young fledglings *Laughter* -- really young reporters, and we all got to -- you could ask any of them.  We had more fun at the bird suppers, and all that competition was forgotten, and I know Celestine used to write articles about it every year -- every time we would have one.  And of course, we kept it up when we got in the mansion, and they were -- that was one of those things that we did that we just thoroughly enjoyed, because it got to know them as people, and they got to know Ernie as a person, rather than somebody that they --  you know, Ernie even turned one room of the capitol over when TV got to be such a big deal.  But youll remember how they all used to have to walk around with their tripods and the cameras. And let me tell you, Craig, that tripod looked like a steel crane compared to that thing you have there with those big, heavy, wooden things, and they were heavy.  And all this equipment was carried like this, and they just would come in there for the press conference on every Tuesday, I think it was.  Ernie finally found a room in the capitol that had not been used, and set it up for the TV boys, *Laughter* because the press people could get the news back to the office before they could get their cameras all put into boxes and gone.  So Ernie found a room for them in the capitol, and then after that it was the press room and you just -- they could set their cameras up and leave them if they had that many.  But back then they didnt really have that many, if you think about it.  I remember Chip used to sit and watch the test pattern, you know, from 4:30, because thats when TV came on.  And I see Craig over there, boy, he just doesnt remember that.  *Laughter* No, you didnt sit in front of a test pattern and get it just right at 4:30 so Howdy Doody would come on.  Anyway, thats back -- I remember the first TV Ernie walked in with, and it was the ugliest piece of furniture I had ever -- it was bent over like this.  You couldnt surround it.  You couldnt do anything with it.  It was just there.  And Im not the biggest TV fan yet.  I just got Jeopardy and a couple that I really like, and not much more.  But its been a great life.  Golly, Pete, I have really felt like I have been really blessed, because Ernies family was always so good to me and for me, and my family loved Ernie -- just -- and it was a big one -- when we had the reunion, see?  We still have it every year.  We meet over in Winder, and weve gotten -- my sister and I have a lasagna supper every Thursday night for the out-of-towners, and its gotten to be over a hundred people.  And then we -- Friday night we do barbecue -- hot dogs and hamburgers -- and on Saturday we do a memorial service up on the hill.  Have you been at the cemetery? \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Isnt it beautiful? \r\n \r\nSHORT:  It is. \r\n \r\nVANDIVER:  Anyway, we have a service up there on Saturday morning and have barbecue and silent auction.  I mean, its the same thing every year, but its just wonderful.  And we have like 200 people on Saturday.  And -- did you ever know Uncle Fielding?   \r\n \r\nSHORT:  He was a professor-- \r\n \r\nVANDIVER:  At Georgia? \r\n \r\nSHORT:  At the college I attended. \r\n \r\nVANDIVER:  Georgia Southern. \r\n \r\nSHORT:  Yes, and he was one of my professors. \r\n \r\nVANDIVER:  He was -- thats his first and only job. \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  He went there when he finished. \r\n \r\nSHORT:  Yes.  And I turned out to be a sportswriter for the Atlanta Journal, and I-- \r\n \r\nVANDIVER:  I remember that. \r\n \r\nSHORT:  --give great credit to him for encouraging me to write. \r\n \r\nVANDIVER:  Isnt that great?  I wish -- Ive got a daughter that needs to write.  She needs to write, and you know, she doesnt -- anyway, Uncle Fielding was one of our favorites.  And Uncle Fieldings family still has a blueberry pancake supper -- a breakfast on Sunday, and thats the last thing, and then everybody departs.  But Uncle Fielding -- well, thats another thing.  How amazing it is to be surrounded by so many uncles and aunts when youre growing up, and they didnt have children.  Because see, I remember when Uncle Bill -- well, I remember when some of them got married and started having children, so thats that difference in the first 13 and the rest of them, because the ones that -- Uncle Jedd and Uncle Alex and Uncle Bob, they were young people.  Mamma used to call them the little boys, because they were so young -- so much younger than Daddy was.  And I remember -- but to have all those people -- it was -- it had to influence you to have that many people loving you and looking at you.  You know, because youre just not supposed to do wrong if everybodys looking. \r\n \r\nSHORT:  That was a very distinguished family. \r\n \r\nVANDIVER:  Well, I think so.  Thank you.  Grandmother and Papa must have done -- have you read that Roots in Evergreen?  You would love it.  I see Craig there.  He has.  But it really is.  Its the book -- my Grandmother Russell wrote letters, and how she had this houseful of children, when the oldest ones started going off, but she wrote letters to all of them, and I dont know how the mail got to be so good back then, but she could -- except it got on the Silver Comet, but she could mail a letter in Winder and it would be in Washington two days later, sometimes one day.  But anyway, she -- its -- then she would tell what the littlest ones were doing, you know, the ones that were still at home, and it must have just been something, and of course, Papa was an individual in himself.  Papa Russell was a -- if you -- well, Sally has written a book about him too, but he really was a pretty much amazing man, and he raised all these -- helped Ms. Ina -- and my Mamma and Daddy, of course, dont get me off on them because I just think they were the finest people in the world. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  Because Daddy died so young that -- he was 55, and -- but he was already on the Court of Appeals.  Theres no telling.  You know, you dont know.  And then Bobby.  We didnt get off on Bobby. \r\n \r\nSHORT:  Bobby, yes, we need to talk about Bobby. \r\n \r\nVANDIVER:  Oh, thats my big brother.  Yeah, Bobby is -- bless his wife, Betty Ann, is my -- shes the one I call my sister, but shes the one, we had the lasagna supper together.  But she was left with five small children, and of course, we all feel like we helped her raise them because we missed Bob.  But Bob was 40 when he died. \r\n \r\nSHORT:  I remember. \r\n \r\nVANDIVER:  And oh, that was just a -- \r\n \r\nSHORT:  A very, very intelligent man. \r\n \r\nVANDIVER:  Well, you know, hes another one that theres no telling, because he and Lyndon Johnson were really -- Lyndon -- President Johnson would have Betty Ann and the children up there at the White House because he loved Bob so. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  He thought Bob had the sharpest, quickest mind he had ever seen.  And he was.  He was -- and of course, he was one of Ernies best advisors.  I remember he and Ernie decided, when the Governor asked Ernie what he would like, as you mentioned before. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  I remember he and Bob got out the red book that has the different offices and the different things that you could be or you could ask for, and they were sitting out on Mamma's porch, and he was probably after Ernies college friends, which he had so many wonderful, wonderful -- and those were the people that were in the administration that he went to school with and he had seen how they operated.  They were all leaders of whatever they were doing.  They knew how to do and when to do and so forth.  But after those bunch, then Im sure Bob was his closest friend.  He missed Bob so much.  Let me show you something, and then Ill quit talking.  Oh dear.  I mean, I think its going to do, but I was thinking, in talking about these old friends -- oh, and heres that picture.  I knew I had it out for that girl and Id forgotten it.  But there we are with -- sitting there with all the gifts. \r\n \r\nSHORT:  And all the Christmas presents to the -- \r\n \r\nVANDIVER:  Yes.  That was the first year. \r\n \r\nSHORT:  -- Patients.  Yes. \r\n \r\nVANDIVER:  Yes.  Isnt that wonderful? \r\n \r\nSHORT:  That is.  Yes. \r\n \r\nVANDIVER:  But anyway, this is what I got up to show you, is when we got through in -- well, it was presented in 66, so that must have been when they -- this is all his college friends who paid his entrance fee. \r\n \r\nSHORT:  Oh, really? \r\n \r\nVANDIVER:  Every year -- every time he ran for something. \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And this was in 66 when he didnt run, and they all signed this.  Bob, you see -- you would -- you know all of these people.  Jim Owens -- \r\n \r\nSHORT:  Jim Owens. \r\n \r\nVANDIVER:  Buster Matthews. \r\n \r\nSHORT:  Oh yes.  Yes. \r\n \r\nVANDIVER:  Louis Sohn.  Howell Hollis. \r\n \r\nSHORT:  Howell Hollis from Columbus. \r\n \r\nVANDIVER:  Yes, Tom Green from Macon. \r\n \r\nSHORT:  Tom Green, yes, from Macon. \r\n \r\nVANDIVER:  Dean Covington, Rome. \r\n \r\nSHORT:  Rome. \r\n \r\nVANDIVER:  Robert Troutman. \r\n \r\nSHORT:  Bobby Troutman.   \r\n \r\nVANDIVER:  Griffin Bell.  You know, hes not well. \r\n \r\nSHORT:  I hear. \r\n \r\nVANDIVER:  You cut out whatever you want, Craig.  Hes not well. \r\n \r\nSHORT:  Governor Sanders told me the other day that he wasnt expected to make it. \r\n \r\nVANDIVER:  No, but I got a letter from him a couple of days ago and he said, Im still losing weight and weak as a kitten, but Im not hurting.  So see, thats a blessing right there. \r\n \r\nSHORT:  Thats a blessing.  Thats right. \r\n \r\nVANDIVER:  Bob Norman.  Now, do you remember Bob? \r\n \r\nSHORT:  I remember Bob Norman. \r\n \r\nVANDIVER:  John Langdale. \r\n \r\nSHORT:  John. \r\n \r\nVANDIVER:  Jim Dunlap. \r\n \r\nSHORT:  Gainesville.  Bubba. \r\n \r\nVANDIVER:  Bill Jenlat -- Bubba. \r\n \r\nSHORT:  Bubba Dunlap. \r\n \r\nVANDIVER:  Bubba.  You know Bubbas gone.  All these people are gone.  Bill Jenlat, did you know him?  He was not in state government. \r\n \r\nSHORT:  Yeah, I knew Bill Jenlat. \r\n \r\nVANDIVER:  And Walter Rylander from Americus, do you know him?   \r\n \r\nSHORT:  Yeah, yes. \r\n \r\nVANDIVER:  He never was in state government.  \r\n \r\nSHORT:  Well, but I-- \r\n \r\nVANDIVER:  He couldnt leave his Ford business. \r\n \r\nSHORT:  Yeah, he was a-- \r\n \r\nVANDIVER:  You know, some of them, it really is a sacrifice to work for the government.  At least it used to be.  Do you know Ernies salary was $12,000.00? \r\n \r\nSHORT:  Uh-huh. \r\n \r\nVANDIVER:  And now its up to like, what?  187 or something like that? \r\n \r\nSHORT:  Yes, 200. \r\n \r\nVANDIVER:  Harry Baxter, do you remember him?  He was a lawyer in Atlanta. \r\n \r\nSHORT:  Yes, Atlanta. \r\n \r\nVANDIVER:  Cook Barwick.  Bob Jordan. \r\n \r\nSHORT:  Bob Jordan, thats-- \r\n \r\nVANDIVER:  Never a finer man. \r\n \r\nSHORT:  Good fellow, yes. \r\n \r\nVANDIVER:  Bill Trotter and Gordon Jones. \r\n \r\nSHORT:  Gordon Jones. \r\n \r\nVANDIVER:  Scoot Scruggs.  Now, I know you know Scoot Scruggs. \r\n \r\nSHORT:  Very well. \r\n \r\nVANDIVER:  Yes, from Valdosta. \r\n \r\nSHORT:  Yes. \r\n \r\nVANDIVER:  And then Bob Heard. \r\n \r\nSHORT:  Scoot worked up there in the capitol. \r\n \r\nVANDIVER:  Yes, well, he was there after us.  He was a photographer. \r\n \r\nSHORT:  Yeah. \r\n \r\nVANDIVER:  For the -- oh, he died -- anyway, and Bob Heard.  All these people that were so dear and such good friends.  Well, I got off the subject.  We were talking about Bob, but these were the ones that were his just dearest friends all the way through school, college, anything he ever wanted to do. \r\n \r\nSHORT:  They all were fine, fine Georgians. \r\n \r\nVANDIVER:  They really are.  We were very fortunate to have so many good friends.  Walters still there, and some, you know, some -- there are very few of these actually that are still living.  Griffins still living, and hes not very well, but I dont know, I just think Ive lived a charmed life.  I wouldnt change anything -- if I could just get Ernie back, that would be alright.  But thats about it.  Its -- Ive really had a charmed life all my life.  I would consider myself very, very fortunate. \r\n \r\nSHORT:  Well, were very fortunate to have had you as our guest, and we appreciate it. \r\n \r\nVANDIVER:  Well, thank you for coming.  Ill talk about Ernie anytime.  Come back.  Oh gosh.  \r\n \r\n[END] \r\n \r\n "},{"id":"bcas_bcmss0837_47","title":"Arkansas Department of Education's (ADE's) Project Management Tool","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":["2008-10"],"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":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"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/47"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["project management"],"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\nScott P. Richardson Assistant Attorney General Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 RECEIVED 11ov -3 200a THE ATTORNEY GENERAL OFFICE OF ST ATE OF ARKANSAS DESEGREGATION MONITORING DUSTIN MCDANIEL October 30, 2008 Direct dial: (501) 682-1019 E-mail: scott. richardson@arkansasag.gov Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al. U.S. District Court No. 4:82-CV-866 WRW Dear Gentlemen: By way of this letter, I am advising you that I am filing the Arkansas Department of Education's Project Management Tool for the month of October 2008 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, Scott P. Richardson Assistant Attorney General 323 Center Street Suite 200  Little Rock, Arkansas 72201 (501) 682-2007  FAX (501) 682-2591 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFE DA TS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for July, 2008. BY: Respectfully Submitted, DUSTIN McDANIEL Attorney General ~-~ SCOTT P. RICHARDSON, Bar. No. 01208 MATTHEW B. McCOY, Bar No. 01165 Assistant Attorney General 323 Center Street, Suite 1100 Little Rock, AR 72201-2610 (501) 682-1019 direct (501) 682-2591 facsimile Email: scott.richardson@arkansas.gov ATTORNEYS FOR STATE OF ARKANSAS AND ARKANSAS DEPARTMENT OF EDUCATION CERTIFICATE OF SERVICE O\"\" r. /,-1.,.. I, Scott P. Richardson, certify that on~ 30, 2008, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones, III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol, Suite 1800 Little Rock, AR 7220 I ~~- Scott P. Richardson I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued) 2. Actual as of October 31 , 2008 ~~\n.? f,fi=:~-.::~,94 -~f)!~m~L3 . .:.::,,,,i::\n.z\n,.=:.=-::,\"\"\" .,........,..........,.s\"\"\". It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of October 31 , 2008 G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of October 31, 2008 H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of October 31, 2008 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of October 31, 2008 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of October 31 , 2008 In September 2007, the Magnet and M-to-M transportation budgets for FY 07/08 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of October 31 , 2008 In April 2008, General Finance was notified to pay the second one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the third one-third payment for FY 07/08 to the Districts. In September 2008, General Finance was notified to pay the first one-third payment for FY 08/09 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of October 31, 2008 In April 2008, General Finance made the second one-third payment to the Districts for their FY 07 /08 transportation budget. The budget is now paid out in three equal installments. At April 30, 2008, the following had been paid for FY 07/08: LRSD - $2,802,393.34 NLRSD-$819,833.10 PCSSD - $2,255,969.00 In September 2008, General Finance made the last one-third payment to the Districts for their FY 07/08 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 07/08: LRSD - $4,460,451 .00 NLRSD - $1 ,232,311.77 PCSSD - $2,948,764.22 In September 2008, General Finance made the first one-third payment to the Districts for their FY 08/09 transportation budget. The budget is now paid out in three equal installments. At September 30, 2008, the following had been paid for FY 08/09: LRSD - $1 ,428,235.67 NLRSD-$419,360.19 PCSSD - $1 ,114,952.61 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of October 31, 2008 5 I. FINANCIAL OBLIGATIONS (Continued) M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of October 31, 2008 (Continued) In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. School districts should receive payment by October 1, 1998 In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program. In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001, paperwork was generated for the first payment in the 01/02 school year for the Magnet and M-to-M transportation program. In September 2002, paperwork was generated for the first payment in the 02/03 school year for the Magnet and M-to-M transportation program. In September 2003, paperwork was generated for the first payment in the 03/04 school year for the Magnet and M-to-M transportation program. In September 2004, paperwork was generated for the first payment in the 04/05 school year for the Magnet and M-to-M transportation program. In October 2005, paperwork was generated for the first payment in the 05/06 school year for the Magnet and M-to-M transportation program. In September 2006, paperwork was generated for the first payment in the 06/07 school year for the Magnet and M-to-M transportation program. In September 2007, paperwork was generated for the first payment in the 07/08 school year for the Magnet and M-to-M transportation program . In September 2008, paperwork was generated for the first payment in the 08/09 school year for the Magnet and M-to-M transportation program. 6 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of October 31 , 2008 (Continued) In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001 . The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two 47 passenger buses for $43,426.00 each and fourteen 65 passenger buses for $44,289.00 each. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001 , the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898. 7 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of October 31 , 2008 (Continued) In June 2002, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include five 47 passenger buses for $42,155.00 each, ten 65 passenger buses for $43,850.00 each, and one 47 passenger bus with a wheelchair lift for $46,952.00. The total amount was $696,227. In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the .65 passenger buses. In June 2004, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The price for the buses was $49,380 each for a total cost of $790,080. The buses will be distributed accordingly: LRSD - 8, NLRSD - 2, and PCSSD - 6. In June 2005, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses for the LRSD include 8 - 65 passenger buses for $53,150.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $52,135.00, and 1 - 65 passenger bus for $53,150.00. The buses for the PCSSD include 6 - 65 passenger buses for $53,150.00 each. The total amount was $849,385.00. In March 2006, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $56,810.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $54,990.00, and 1 - 65 passenger bus for $56,810.00. The buses for the PCSSD include 6 - 65 passenger buses for $56,810.00 each. The total amount was $907,140.00.  In March 2007, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 4 - 47 passenger buses for $63,465.00 each, and 4 - 65 passenger buses for $66,390.00 each. The buses for the NLRSD include 2 - 47 passenger buses for $63,465.00 each. The buses for the PCSSD include 1 - 65 passenger bus with a lift for $72,440.00 and 5 - 47 passenger buses for $63,465.00 each. The total amount was $1 ,036,115.00. 8 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of October 31 , 2008 (Continued) In July 2007, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1 ,036,115. In March 2008, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $66,405.00 each. The buses for the NLRSD include 1 - 65 passenger bus with a wheelchair lift for $72,850.00 and 1 - 47 passenger bus with a wheelchair lift for $70,620.00. The buses for the PCSSD include 2 - 65 passenger buses for $66,405.00 each , 2 - 47 passenger buses for $65,470.00 each and 2 - 47 passenger buses with wheelchair lifts for $70,620.00 each. The total amount was $1 ,079,700.00. In July 2008, 16 new Magnet and M-to-M buses were delivered to the districts in Pulaski County. Finance paid Central States Bus Sales $1 ,079,700. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of October 31 , 2008 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of October 31 , 2008 Obligation fulfilled in FY 95/96. Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 9 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of October 31, 2008 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. 2. Projected Ending Date Payment due date and ending July 1, 1995. Actual as of October 31 , 2008 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of October 31, 2008 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 10 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. (Continued) 2. Actual as of October 31 , 2008 (Continued) Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01 . Distribution in August 2001 for FY 01/02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. Distribution in July 2004 for FY 04/05 was $92,500. This was the total amount due to the Magnet Review Committee for FY 04/05. Distribution in July 2005 for FY 05/06 was $92,500. This was the total amount due to the Magnet Review Committee for FY 05/06. Distribution in July 2006 for FY 06/07 was $92,500. This was the total amount due to the Magnet Review Committee for FY 06/07. Distribution in July 2007 for FY 07 /08 was $92,500. This was the total amount due to the Magnet Review Committee for FY 07/08. Di-stribution in July 2008 for FY 08/09 was $92,500. This was the total amount due to the Magnet R~view Committee for FY 08/09. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of October 31 , 2008 11 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring. (Continued) 2. Actual as of October 31 , 2008 (Continued) Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01 . Distribution in August 2001 for FY 01/02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. Distribution in July 2004 for FY 04/05 was $200,000. This was the total amount due to the ODM for FY 04/05. Distribution in July 2005 for FY 05/06 was $200,000. This was the total amount due to the ODM for FY 05/06. Distribution in July 2006 for FY 06/07 was $200,000. This was the total amount due to the ODM for FY 06/07. Distribution in July 2007 for FY 07/08 was $200,000. This was the total amount due to the ODM for FY 07 /08. Distribution in July 2008 for FY 08/09 was $200,000. This was the total amount due to the ODM for FY 08/09. 12 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of October 31, 2008 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 13 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31, 2008 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by. the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97 /98. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31, 2008 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. 15 11. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31 , 2008 (Continued) In May 1998, unannounced monitoring visits were completed , and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monitoring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed, b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SAT-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are . finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement. While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request. 16 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31 , 2008 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21 , 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for Februal)' 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001 . The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 17 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31 , 2008 (Continued) On July 26, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Will ie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11 , 2001 in room 201-A at the ADE. On October 11, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11 , 2002 in room 201-A at the ADE. On April 11 , 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11 , 2002 in room 201-A at the ADE. 18 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31 , 2008 (Continued) On July 18, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Will ie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Dr. Charity Smith, Assistant Director for Accountability, talked about section XV in the Project Management Tool (PMT) on Standardized Test Selection to Determine Loan Forgiveness. She said that the goal has been completed, and no additional reporting is required for section XV. Mr. Morris discussed the court case involving the LRSD seeking unitary status. He handed out a Court Order from May 9, 2002, which contained comments from U.S. District Judge Bill Wilson Jr., about hearings on the LRSD request for unitary status. Mr. Morris also handed out a document from the Secretary of Education about the No Child Left Behind Act. There was discussion about how this could have an affect on Desegregation issues. The next Implementation Phase Working Group Meeting is scheduled for October 10, 2002 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from October 10. It will take place on October 29, 2002 in room 201-A at 1 :30 p.m. at the ADE. On October 29, 2002, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings with the parties to discuss possible revisions to the ADE's monitoring plan will be postponed by request of the school districts in Pulaski County. Additional meetings could be scheduled after the Desegregation ruling is finalized. The next Implementation Phase Working Group Meeting is scheduled for January 9, 2003 at 1 :30 p.m. in room 201-A at the ADE. On January 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. No Child Left Behind and the Desegregation ruling on unitary status for LRSD were discussed. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2003 at 1:30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from April 10. It will take place on April 24, 2003 in room 201-A at 1 :30 p.m. at the ADE. 19 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31, 2008 (Continued) On April 24, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Laws passed by the legislature need to be checked to make sure none of them impede desegregation. Ray Lumpkin was chairman of the last committee to check legislation. Since he left, we will discuss the legislation with Clearence Lovell. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. On August 28, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The Desegregation ruling on unitary status for LRSD was discussed. The LRSD has been instructed to submit evidence showing progress in reducing disparities in academic achievement for black students and white students. This is supposed to be done by March of 2004, so that the LRSD can achieve unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2003 at the ADE. On October 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mark Hagemeier, Assistant Attorney General, discussed the Desegregation ruling on unitary status for LRSD. The next Implementation Phase Working Group Meeting is scheduled for January 8, 2004 at the ADE. On October 16, 2003, ADE staff met with the Desegregation Litigation Oversight Subcommittee at the State Capitol. Mr. Willie Morris, ADE Lead Planner for Desegregation, and Dr. Charity Smith, Assistant Director for Accountability, presented the Chronology of activity by the ADE in complying with provisions of the Implementation Plan for the Desegregation Settlement Agreement. They also discussed the role of the ADE Desegregation Monitoring Section. Mr. Mark Hagemeier, Assistant Attorney General, and Scott Smith, ADE Staff Attorney, reported on legal issues relating to the Pulaski County Desegregation Case. Ann Marshall shared a history of activities by ODM, and their view of the activity of the school districts in Pulaski County. John Kunkel discussed Desegregation funding by the ADE. 20 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31, 2008 (Continued) On November 4, 2004, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The ADE is required to check laws that the legislature passes to make sure none of them impede desegregation. Clearence Lovell was chairman of the last committee to check legislation. Since he has retired, the ADE attorney will find out who will be checking the next legislation. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for January 6, 2005 at 1 :30 p.m. in room 201-A at the ADE. On May 3, 2005, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The PCSSD has petitioned to be released from some desegregation monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasability study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1 :30 p.m. in room 201-A at the ADE. On June 20, 2006, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. ADE staff from the Office of Public School Academic Accountability updated the group on all relevant desegregation issues. The purpose, contemt, and due date for information going into the Project Management Tool and its Executive Summary were reported. There was discussion about the three districts in Pulaski County seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 17, 2006 at 1:30 p.m. in room 201-A at the ADE. 21 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31, 2008 (Continued) On March 16, 2007, the ADE Implementation Phase Working Group met to review previous Implementation Phase activities. Mr. Willie Morris, ADE Lead Planner for Desegregation, reported that U.S. District Judge Bill Wilson Jr. declared the LRSD unitary and released the district from federal court supervision. It was stated that the ADE should continue desegregation reporting until the deadline for an appeal filing has past, or until an appeal has been denied. House Bill 1829 passed the House and Senate. This says the ADE should hire consultants to determine whether and in what respects any of the Pulaski County districts are unitary. It authorizes the ADE and the Attorney General to seek proper federal court review and determination of the current unitary status and allows the State of Arkansas to continue payments under a post-unitary agreement to the three Pulaski County districts for a time period not to exceed seven years. The three Pulaski County districts may be reimbursed for legal fees incurred for seeking unitary or partial unitary status if their motions seeking unitary status or partial unitary status are filed no later than October 30, 2007, and the school districts are declared unitary or at least partially unitary by the federal district court no later than June 14, 2008. Matt McCoy and Scott Richardson from the Attorney General's Office updated the group on legal issues related to desegregation. The next Implementation Phase Working Group Meeting is scheduled for July 5, 2007 at 1 :30 p.m. in room 201-A at the ADE. On July 12, 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out the syllabus of the U.S. Supreme Court ruling from June 28, 2007 about the Seattle School District. The court ruled that the district could no longer use race as the only criteria for making certain elementary school assignments and to rule on transfer requests. Mr. Scott Richardson from the Attorney General's Office said that an expert was going to study the Pulaski County school districts and see what they need to do to become unitary. The next Implementation Phase Working Group Meeting is scheduled for October 4, 2007 at 1 :30 p.m. in room 201-A at the ADE. 22 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31 , 2008 (Continued) On October 11 , 2007, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the LRSD being declared unitary and the Joshua intervenors filing a notice of appeal to the 8th Circuit Court. The LRSD and the Joshua intervenors have asked that the appeal be put on hold while they pursue a mediated settlement. Mr. Scott Richardson from the Attorney General's Office said that the LRSD had until October 31 to respond to the appeal filed by the Joshua intervenors. He said that the NLRSD was trying to get total unitary status and the PCSSD was working on getting unitary status in their student assignment. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On January 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out news articles about the districts in Pulaski County seeking unitary status. The Joshua lntervenors filed a motion with the 8th U.S. Circuit Court of Appeals to overturn the ruling that gave the Little Rock School District unitary status. The Little Rock School District filed its response to the motion by the Joshua lntervenors. After the Pulaski County Special School District sought unitary status, the Joshua lntervenors requested that school desegregation monitors do a study on the quality of facilities in the district, or on the district's compliance with its desegregation plan. Judge Wilson denied the requests by Joshua lntervenors. The North Little Rock School District asked for unitary status and Joshua lntervenors objected and asked for a hearing. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. 23 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31 , 2008 (Continued) On April 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. House Bill 1829 that passed in 2007, allowed Pulaski County districts to be reimbursed for legal fees incurred for seeking unitary or partial unitary status if they are declared unitary or at least partially unitary by the federal district court no later than June 14 of 2008. Act 2 was passed in the special legislative session that started March 31 , 2008. This extends the deadline for unitary status to be reimbursed for legal fees from June 14 to December 31 . Also discussed in the Implementation Phase meeting was the push by Jacksonville residents to establish a Jacksonville School District. On April 15, 2008, the PCSSD School Board voted 4-2 against letting Jacksonville leave the district. In 2003, U. S. District Judge Bill Wilson Jr. , stopped an election in Jacksonville on forming an independent district. He said that taking Jacksonville out of the PCSSD would hinder efforts to -comply with the court approved desegregation plan. A request by the PCSSD for unitary status is pending in federal district court. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2008 at 1 :30 p.m. in room 201-A at the ADE. On July 10, 2008, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. He handed out a news article that talked about an evaluation of the North Little Rock School District's compliance with its desegregation plan. The evaluation was done by the Office of Desegregation Monitoring (ODM), a federal desegregation monitoring office. ODM said \"NLRSD has almost no compliance issues that would hinder its bid for unitary status\". Another article said that ODM has proposed a 2008-09 budget that would allow for closing at the end of December 2008 if the school districts in Pulaski County are declared unitary before then. Each of the districts has petitioned U.S. District Judge Bill Wilson Jr. for unitary status. Another article was handed out stating that legislators, attorneys from the Attorney General's Office and representatives of the three school districts in Pulaski County have been conducting meetings to discuss ways to phase out desegregation payments. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2008 at 1 :30 p.m. in room 201-A at the ADE. 24 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of October 31 , 2008 (Continued) 25 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of October 31, 2008 Ongoing. All Court pleadings are monitored monthly. 8. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of October 31 , 2008 To date, no action has been taken by the LRSD. 26 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of October 31, 2008 The information for this item is detailed under Section IV.E. of this report . . B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of October 31, 2008 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of October 31, 2008 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 The information for this item is detailed under Section IV.E. of this report. 27 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of October 31, 2008 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 28 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of October 31, 2008 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed. 29 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of October 31, 2008 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11 , 2001 at 9:00 a. m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 30 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. . Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of October 31, 2008 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11 , in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-B at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001 , the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 31 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of October 31 , 2008 (Continued) On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 1748 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the NLRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. On October 27, 2003, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies. In July 2007, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 86th Legislative Session, and any new ADE rules or regulations. 32 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31, 2008 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the biasreview study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMTwas the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 35 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project ManagementTool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 36 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31, 2008 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in ADE's Monitoring Plan. In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process. The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement. The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 37 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions: (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement. In February, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied. The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also scheduled to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would: (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 38 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31, 2008 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21 , 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 39 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 20Q0, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 40 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) On July 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 10, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 12, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. 41 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) On September 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 18, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. , On April 14, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 11 , 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 8, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. 42 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) On January 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 10, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 14, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 11 , 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 43 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31 , 2008 (Continued) On May 9, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 13, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 11 , 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 8, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 12, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. 44 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31, 2008 (Continued) On August 14, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11 , 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 17, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11 , 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 9, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. 4 5 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of October 31, 2008 (Continued) On November 5, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2007, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 15, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 21 , 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 12, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 14, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 11, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 8, 2008, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. a 46 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31 , 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. 47 VI. REMEDIATION (Continued) A Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of October 31 , 2008 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. 48 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of October 31 , 2008 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97 /98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted. 49 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of October 31 , 2008 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 50 VI. REMEDIATION (Continued) C. D. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of October 31 , 2008 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of October 31 , 2008 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 The information for this item is detailed under Section VI.F. of this report. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of October 31, 2008 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31 , 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of October 31, 2008 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of October 31, 2008 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21, 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff development program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of October 31 , 2008 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing , Assessment and Accountability Program (ACTAAP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACTAAP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACT AAP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACT AAP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD persqnnel through a staff development training class. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACTAAP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of October 31 , 2008 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACT AAP program, and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action ,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding , \"The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of October 31 , 2008 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training, Dr. Reynolds addressed the following: 1) how to use and interpret information obtained on the direct observation form , 2) how to use this information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (i.e., parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACTAAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing. Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend. On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum. This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled \"Things you can do at home to support your child's learning.\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of October 31 , 2008 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training. There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September 7, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, P.E. Teacher\nLisa Poteet, Speech Language Pathologist\nJane Harkey, Principal\nKathy Penn-Norman, Special Education Coordinator\nAlice Phillips, Occupational Therapist. On September 15, 2000, the Governor's Developmental Disability Coalition Conference presented Assistive Technology Devices \u0026amp; Services. This was held at the Arlington Hotel in Hot Springs. Bryan Ayres was the presenter. On September 19, 2000, Autism and Classroom Accommodations for the LRSD at Jefferson Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Melissa Chaney, Special Education Teacher\nBarbara Barnes, Special Education Coordinator\na Principal, a Counselor, a Librarian, and a Paraprofessional. On October 6, 2000, Integrating Assistive Technology Into Curriculum was presented at a conference in the Hot Springs Convention Center. Presenters were: Bryan Ayers and Aleecia Starkey. Speech Language Pathologists from LRSD and NLRSD attended. On October 24, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On October 25 and 26, 2000, Alternate Assessment for Students with Severe Disabilities for the LRSD at J. A Fair High School was presented. Bryan Ayres was the presenter. The participants were: Susan Chapman, Special Education Coordinator\nMary Steele, Special Education Teacher\nDenise Nesbit, Speech Language Pathologist\nand three Paraprofessionals. On November 14, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On November 17, 2000, training was conducted on Autism for the LRSD at the Instructional Resource Center. Bryan Ayres and Shelley Weir were presenters. 58 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of October 31, 2008 (Continued) On December 5, 2000, Access to the Curriculum Via the use of Assistive Technology Computer Lab was presented. Bryan Ayres was the presenter of this teleconference. The participants were: Tim Fisk, Speech Language Pathologist from Arch Ford Education Service Cooperative at Plumerville and Patsy Lewis, Special Education Teacher from Mabelvale Middle School in the LRSD. On January 9, 2001, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. Kathy Brown, a vision consultant from the LRSD, was a participant. On January 23, 2001 , Autism and Classroom Modifications for the LRSD at Brady Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Beverly Cook, Special Education Teacher\nAmy Littrell, Speech Language Pathologist\nJan Feurig , Occupational Therapist\nCarolyn James, Paraprofessional\nCindy Kackly, Paraprofessional\nand Rita Deloney, Paraprofessional. The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcast on February 5, 2001 . Presenters were: Charlotte Marvel, ADE\nDr. Gayle Potter, ADE\nMarcia Harding, ADE\nLynn Springfield, ASERC\nMary Steele, J. A. Fair High School, LRSD\nBryan Ayres, Easter Seals Outreach. This was provided for Special Education teachers and supervisors in the morning, and Limited English Proficient teachers and supervisors in the afternoon. The Special Education session was attended by 29 teachers/administrators and provided answers to specific questions about the alternate assessment portfolio system and the scoring rubric and points on the rubric to be used to score the portfolios. The LEP session was attended by 16 teachers/administrators and disseminated the common tasks to be included in the portfolios: one each in mathematics, wri\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_202","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":["2008-10-01"],"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/202"],"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,,a(,,/\"\" :\nt\n:' /..\u0026amp;,,,, ,,0,J.../1 D\n:/.?o. .-1/c\nn zro.~\u0026lt;c ~\" ~ ~ - ~Q.- AOI,, 9092 - .,N,J..L ~~(c,L Q STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL r 001 - CENTRAL -------- GRADE AF AM BF BM HF HM NF NM WF WM TO~A~l 19 15 239 201 J 8 0 0 135 125 745 ------- 9 7 181 147 3 7 144 104 604 7 13 169 129 9 4 0 0 107 120 558 10 7 161 105 7 7 0 0 99 107 503 ~ \\) 45 42 750 582 22 26 l 485 456 2,410 -i\"5l- 1-,r~ -3_9 /31 '7-'// AF AM BF BM HF HM NF NM WF WM TOTAL I 2 153 156 19 JO 0 13 12 387 J J 226 149 21 36 0 19 19 477 3  I 154 ISO 21 23 0 13 10 376 2 2 93 79 9 II 0 0 6 5 207 l'-11..n..L,A'Vl\"l~L, 9 8 626 534 70 100 z SI 46 1,447 I, (-I\" J'l/7 f/ )\"('\")/4 1003 - MANN MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL' 06 3 5 79 70 14 9 0 60 50 291 07 3 77 69 5 6 0 0 57 61 279 08 3 5 70 72 8 6 2 0 64 51 281 TOTAL FOR: MANN MIS 9 11 226 211 27 21 2 181 162 851 ~..:.3 3 -.:2 5 --  ----k-- !oos-PARKVIEW GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I ---------- .. 09 4 84 78 22 9 59 53 312 -------------------- - _.....,._ _ ---------- 10 2 4 80 72 14 2 0 66 44 286 ------- - .. ------ -- --- ----- --- ll 4 4 82 58 7 8 0 0 72 49 284 ------------- - - . -- ... - 12 2 69 so 0 47 48 231 ---------- - - ---- --------------------- TOTAL FOR: PARKVIEW 9 13 315 258 51 24 4 I 244 194 1,113 ~- v .,,,.. ------ .. - - -- COMPUTER INFORMATION SERVICES DEPT Monday, October I 3, 2008 Page I of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL f 001 - CENTRAL ---------- GRADE AF AM BF BM HF HM NF NM WF WM TO~A~i ----- 09 19 15 239 201 3 8 0 0 135 125 745 -------- 10 9 7 181 147 3 7 144 104 604 II 7 13 169 129 9 4 0 0 107 120 558 ------ 12 10 7 161 105 7 7 0 0 99 107 503 TOTAL FOR: CENTRAL 45 42 750 582 22 26 1 485 456 2,410 l,.,3~a.- /31 7// :s5lo fo2-HALL ----H -- GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 09 2 153 156 19 30 0 13 12 387 ---- 10 3 3 226 149 21 36 0 19 19 477 II 3 I 154 150 21 23 0 13 10 376 12 2 2 93 79 9 11 0 0 6 5 207 TOTAL FOR: HALL 9 8 626 534 70 100 2 51 46 1,447 go\n,,:, 1,/?0 J90 z 003 -MANNM IS GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 06 3 5 79 70 14 9 0 60 50 291 07 3 77 69 6 0 0 57 61 279 08 3 5 70 72 6 2 0 64 51 281 TOT AL FOR: MANN MIS 9 11 226 211 27 21 2 181 162 851 -~1 ___. __'I/_ ~3 --:5/ ~ !oo-sP ARKVIEW GRADE AF AM BF BM HF HM NF NM WF WM TOTALi ----------- I 09 4 84 78 22 9 59 53 312 ---- -----. ---- -- ---- - ----- ,-- --------- 10 2 4 80 72 14 2 2 0 66 44 286 ---------- ---- ------------- ...... -------- --- --------- II 4 4 82 58 7 0 0 72 49 284 ------------- 12 2 69 50 8 0 47 48 231 --- --------------. -- -- ----- ----------------- *'\"\". TOTAL FOR: PARKVIEW 9 13 315 258 51 24 4 l 244 194 1,113 j'-::: /C'_\n_, ~'ii -51/: - ... ------ - ---- .. COMPUTER lNFORMATION SERVICES DEPT Monday, October 13, 2008 Page I of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL loo~-B OO~ER ----- GRADE AF AM BF BM HF HM NF NM WF WM TOTAL' ------- 01 0 0 31 24 4 0 0 l7 13 90 02 0 0 27 28 4 10 0 26 16 112 03 0 22 37 20 15 103 -----~-- 04 0 0 30 29 0 24 14 100 OS 0 0 27 26 3 0 0 24 18 99 K 0 28 25 3 4 0 0 14 13 88 TOTAL FOR: BOOKER 165 169 13 25 2 2 1_25 89 592 ~.3 ... ..,jl c5}1..\n/ Et:/4 007. DUNBAR MIS GRADE AF AM BF BM HF HM NF NM WF WM ..TOTAL I 06 4 0 115 100 5 6 0 0 12 18 260 07 2 95 100 3 9 0 0 20 19 249 08 0 0 109 101 4 9 0 0 13 22 258 TOTAL FOR: DUNBAR MIS 6 319 301 12 24 0 0 45 59 767 C::,::\n,o ...3. /' 3/): 1 008 -FAIR GRADE AF AM BF BM HF HM NF NM WF WM ~~T~~ L 09 2 0 128 134 8 11 0 II 12 307 10 0 80 129 7 5 0 8 6 237 11 0 108 92 2 3 0 0 4 3 213 12 0 79 69 4 2 0 0 3 12 170 TOTAL FOR: FAIR 2 3 395 424 21 21 I I 26 33 927 ___f._L C/. .\"'' \u0026lt;j__ _______~_\u0026lt; j ?t\n/4 ioo9 - FORST HTS MIS  -- - -- GRADE AF AM BF BM HF HM NF NM WF WM TO~~~I I --- -- ----- ---------- 06 2 2 82 105 6 3 0 0 11 20 231 ...... _____ ------- ------- - -- --- --- - 07 2 65 74 4 5 0 16 16 184 -- ----- - -  H ----- - . ---------- -. ------ 08 0 92 82 5 6 0 14 14 217 . -- - - . -- ----- ----- TOTAL FOR: FORST HTS MIS 3 7 239 261 IS 14 0 2 41 so 632 -\u0026gt;-rr ., I  '1/4 I' I ------- --------------- COMPUTER [NFORMATI0N SERVICES DEPT Monday, October 13, 2008 Page 2 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL 0 - PUL HTS MIS E ------ GRADE AF AM BF BM HF HM NF NM WF WM TOTALJ 06 0 3 55 80 0 73 65 279 07 3 60 64 0 0 71 51 252 08 2 2 71 72 0 49 60 259 ---------- TOTA L FOR: PUL HTS MIS 5 6 1-86y o2~16 2 2 3 193 176 7~0 .-,,\n7,. 19 ~t\u0026lt;t_ 1012 - MCCLELLA GRADE AF AM BF BM HF HM NF NM WF WM T~~~ 09 0 0 143 134 8 17 0 4 5 312 IO 0 118 112 15 4 2 0 2 3 257 11 0 0 92 65 5 2 0 0 2 5 171 12 0 0 78 49 2 7 0 0 4 2 142 TOT AL FOR: MCCLELLA 0 431 360 30 30 3 0 12 15 832 711 t-! _\n27 \"-JDX 1013 - HENDERSN MIS I GRADE AF AM BF BM HF HM NF NM WF WM TOTAL[ . - __J 06 2 0 117 121 11 13 0 10 g 283 07 0 118 99 12 23 0 8 10 272 08 2 2 119 99 10 9 0 0 8 252 ---~----- - TOT AL FOR: HENDERSN MIS 5 2 354 319 33 45 2 0 21 26 807 t-?3 ~? --7- --j ~/4, lots- CLOVR MIS GRADE AF AM BF BM HF HM NF NM ' WF Wr.~-~~~:L 06 0 0 89 101 16 21 0 0 230 .... ---- --------------- .. -------- ----- 07 0 0 101 79 15 17 0 0 2 8 222 ------ - ------ ------- --- --- 08 0 78 94 25 27 0 0 4 4 233 ----------- - ---- .. ----------- ----- TOTAL FOR: CLOVR MIS 0 268 274 56 65 0 0 7 14 685 -5-1/\"\nl, /__\n),\n).\n)/ --I?~ I- -----~ .. ---- --, l016 -MABEL MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ------- . ---------------. -. ----------.-::J 06 0 0 100 84 9 10 0 9 5 218 . -------- ------- 07 3 0 73 99 9 10 0 0 12 9 215 08 102 97 10 8 0 0 Ii II 243 TOT AL FOR: MABEL MIS 4 3 275 280 28 28(11/ 0 32 25 676 ~7\n.:1155 :51 COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 3 of 15 c:---- 1017 - BALE TOTAL FOR: BALE 018- BRADY TOT AL FOR: BRADY Jo20 - MCDERMOT STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I ------------------------ ------ 01 0 16 22 0 3 51 ------------------------------- 02 03 04 05 K p 2 0 0 0 s 2 27 32 0 24 14 2 0 30 26 0 20 23 3 0 16 31 3 0 9 0 2 14.2 , 156 II 0 0 0 0 0 0 0 0 0 0 0 lZ 2 2 2 0 4 2 2 2 2 4 0 14 14 ...) 68 43 64 55 58 20 359 GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 18 15 2 0 0 2 2 42 02 0 0 22 16 0 0 0 0 42 03 0 2 18 IS 0 0 2 44 04 0 0 15 19 4 0 0 3 45 05 12 18 0 0 0 2 36 K 0 0 19 14 2 2 0 0 s 44 p 0 0 15 13 0 3 0 0 3 37 3 119 110 12 17 0 0 ti 17 2!\u0026gt;0 'i GRADE AF AM BF 8-~--\n\n--~ ~-~:F_ _- NM ~~-=~~~~~ 01 02 03 04 05 K p 0 0 0 0 22 17 17 0 0 0 2 25 24 21 22 21 14 8 13 22 25 16 ----------- ---. 6 4 3 5 4 3 2 3 0 0 0 7 4 5 8 62 62 -- . ------------- 0 0 0 5 4 ---------- 2 0 6 57 48 48 56 80 6 2 8 0 0 0 0 4 8 17 4 ---~--------- -. - ------- TOTAL FOR: MCDERMOT 5 4 152 115 23 28 3 I 49 33 413 ------ --- -- ----- -- - ---- .. -- .. -- -- ,. COMPUTER INFORMATION SERVICES DEPT Monduy, October 13, 2008 Page 4 of 15 5 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL !021 - CARVER ---- -------- GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 2 22 24 3 4 0 0 9 II 76 -------- 02 2 20 22 0 ll 22 81 03 0 0 20 19 0 0 12 15 68 04 29 20 0 0 15 15 83 05 2 18 27 2 2 0 0 12 17 81 K 21 20 0 0 0 10 14 70 p 7 2 2 0 0 0 5 2 20 TOTALF ORC: ARVER 7 8 137 134 10 12 0 74 96 479 ~,,./ 38\" /?'u c57,Z 022 - BASELINE GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 13 15 9 13 0 0 0 2 52 02 0 0 14 15 2 10 0 0 45 03 0 0 12 16 8 8 0 0 46  --------- --- 04 0 0 8 15 6 10 0 0 3 43 ------ 05 2 0 12 15 7 6 0 0 2 45 K 0 0 12 20 10 5 0 3 54 p 0 0 11 10 7 7 0 0 39 ----- TOTALF ORB: ASELINE 2 0 82 106 49 59 2 1 10 13 324\ngz //3 ~3 ,\n5'8\"~ 1023 - FAIR P~K ------ --- --------- GRADE AF AM BF BM HF HM NF NM WF WM TOTALI p 5 . 4 33 40 2 3 2 43 47 180 ---------- TOTALF ORF: AIRP RK 5 4 33 40 2 3 2 43 47 180 ,.,a / '/ \"10 ~//. ' / COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 5 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL !024 - FORS~ PK -  GRADE AF AM BF BM HF HM NF NM WF WM TOTAL : ---- - 01 0 3 g 5 0 2 0 0 19 30 67 ------ 02 7 4 0 0 0 30 20 64 03 7 3 0 0 0 0 23 33 68 04 0 7 5 0 0 30 26 71 05 0 2 9 6 0 0 0 20 23 61 K 0 0 2 2 0 0 0 22 33 60 p 0 3 0 0 0 20 14 40 TOT AL FOR: FORST PK 3 8 41 28 2 4 164 179 431  ? \"1- /?/4 1025 - FRANKLIN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 0 35 33 0 0 0 0 0 69 02 0 0 26 17 0 0 0 0 0 2 45 03 0 0 22 33 0 0 0 0 0 56 04 0 0 21 23 0 0 0 0 0 0 44 OS 0 0 23 17 0 0 0 0 0 41 K 0 0 25 19 0 0 0 0 0 45 ---------- p 0 0 IO 9 0 0 0 0 0 20 TOTAL FOR: FRANKLIN 0 0 162 151 0 0 0 3 3 320\n?J/2 / . ---------. -----------1 F-GIBBS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL -------- ---------- 01 2 0 13 IO 0 2 0 0 9 9 45 ----- - . - -- - ----- ----- .. --------- - ------ --- -- 02 13 9 2 0 0 0 7 7 44 ---- ---------. - -------- - ---- ------ 03 0 IO 13 0 0 2 7 10 44 - ------ --------- --- 04 2 II 12 0 0 0 g 12 47 ------- 05 0 10 13 4 0 0 0 12 44 K 2 0 6 16 0 0 9 5 40 ------ ---- ----- p 15 14 0 0 3 JS --- --- ... - ------- --------- TOTAL FOR: GIBBS II 6 78 87 9 6 0 2 45 58 302 -:55/2- . . - - ----- -- ---- COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 6 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL ~-------- ... ---------- TOTAL! 1 028 - CHIC~~ __ GRADE AF AM BF BM HF HM NF NM WF WM 01 0 51 76 22 29 0 0 5 186 02 0 0 62 46 17 15 0 0 3 9 152 K 0 67 73 26 27 0 4 4 203 p 0 0 75 66 20 30 0 5 4 20l ----- -- TOTAL FOR: CHICOT 0 2 256 261 85 101 0 2 17 18 742 70/4 I :::? \\029 - WEST HIL GRADE AF AM BF BM HF HM NF NM WF WM TOTALi 01 0 0 16 22 0 0 3 4 49 02 0 0 10 18 4 3 0 4 2 42 03 0 0 15 18 0 0 0 2 37 04 0 0 12 18 0 0 2 35 05 0 0 20 12 4 0 0 0 5 3 44 K 0 0 17 20 3 0 0 4 48 p 0 0 8 4 2 0 0 2 3 20 TOTAL FOR: WEST HlL 0 0 98 112 16 11 0 21 16 275 j\n' --7C~ 1030 - JEFFRSN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 0 7 3 0 0 0 16 17 44 ------- -- 02 0 0 5 8 0 0 0 0 25 33 71 03 0 9 4 0 0 0 0 23 34 71 04 0 0 9 7 0 0 0 0 24 22 62 - ---- -------- . ---------- 05 0 10 It 0 0 0 0 21 25 68 --------- ---- . --------- K 7 6 0 0 0 0 31 28 74 p 2 0 4 0 0 0 0 II 21 39 -- --------- -------- --. ------ -------- ----- TOTAL FOR: JEFFRSN s I SI 40 I 0 0 0 ISi 180 429 '7 ~'i\u0026gt;) d/)o COMPUTER INFORMATIONS ERVICES DEPT Monday, October 13, 2008 Page 7 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL ~-------------- --- 1 032 - DODD GRADE AF AM . BF BM HF HM NF NM WF WM TO~~z1 01 0 0 19 15 10 5 0 0 2 4 55 02 0 0 16 16 7 10 0 0 8 6 63 03 0 0 II 8 5 2 0 0 3 4 33 04 II 6 7 0 0 3 3 33 OS 9 12 6 2 0 0 4 4 39 K 13 10 14 6 0 0 5 5 55 p 0 13 10 2 3 0 0 4 2 35 TOTAL FOR: DODD 3 4 92 77 SI 29 0 0 29 28 313\nr-l D 5 033 - MEADCLIF GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 21 14 4 3 0 0 5 4 51 02 0 0 24 21 2 10 0 0 5 3 65 03 0 0 24 26 5 0 0 5 2 63 04 0 0 16 25 2 5 0 0 4 3 55 05 0 0 21 14 4 3 0 0 2 2 46 -------- K 0 0 25 18 8 2 0 3 2 59 p 0 0 16 II 2 2 0 0 3 3 37 TOTAL FOR: MEADCLIF 0 0 147 129 23 30 0 27 19 376 7~/4 r 0~ _ M L-KI~G GRADE AF AM BF BM HF HM NF NM WF WM TOT~~ --------- 01 0 36 35 0 0 4 5 83 ------- 02 0 0 36 42 0 0 0 2 3 84 -- ---- - --- - - 03 0 0 37 29 0 0 0 3 12 82 -------- 04 0 34 40 0 0 0 12 10 98 ---- --- ------ -- 05 0 0 38 37 0 0 0 0 10 92 ------ - --- --- K 0 2 34 46 0 0 0 0 8 5 95 p 3 0 37 30 0 0 0 0 5 4 79 ---- ------ ---- TOTAL FOR: ML KING 4 3 252 259 I 2 44 46 613 /?- ,...,\"' ?if\"\" - - . - -- --- --------- ... - - -- ----- -- - --- COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 8 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL GRADE AF AM BF BM HF HM NF NM WF WM 01 02 03 04 05 K 0 0 0 0 0 0 0 0 28 23 0 17 16 0 21 15 0 24 17 0 24 21 20 29 33 33 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 -------------------- TOTALFOR:ROCKFELR 0 2 167 IS4 3 3 0 r-----------:01 I 0 0 0 0 0 0 1037  GEYER SP GRADE AF AM BF BM HF HM NF NM 01 0 0 22 02 0 0 17 03 0 0 13 04 0 0 21 05 0 0 13 K 0 0 20 0 0 17 15 2 0 19 II 2 19 3 18 12 18 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 TOTAL FOR: GEYER SP O O 123 112 14 1S O 0 ~--- -- .. --------- ------ - -- . - - I __ ~---- I 1 038 - PUL HT E GRADE AF AM BF BM HF HM NF NM --------- --- ----- --------- 01 0 02 0 10 9 6 17 0 0 0 0 0 2 2 2 2 19 18 JO 34 WF WM 0 0 0 0 0 0 0 0 2 4 3 1 WF WM 10 21 8 ----- ---------- .. -- --- -- ---------- II 14 10 TOTAL FOR: PUL HT E 03 04 05 K 2 0 0 6 15 II ') 62 14 II 21 10 79 0 0 0 0 -. 2 0 0 3 0 0 0 0 0 0 0 0 0 0 15 18 9 II 23 71 87\n..r TOTAL I 54 41 43 46 50 54 106 394 40 42 31 47 34 38 39 271 49 50 62 49 51 54 . .. 315 -- .. -- ----- - - .. -- ----  __._., - --. - --- .. ----- --- ---- -- COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 9 of 15 rl\" STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL r~~~~~INE GRADE AF AM BF BM HF HM NF N.M WF WM TOTAL 01 0 0 27 19 4 2 0 0 2 3 57 02 0 0 34 25 6 0 0 2 69 03 0 13 20 5 2 0 0 0 42 -------- - 04 0 0 22 18 5 5 0 0 0 0 50 05 0 0 19 16 4 0 0 46 K 0 26 22 5 6 0 0 0 3 63 p 0 0 21 26 3 4 0 0 2 57 ----------- TOTAL FOR: ROMINE 1 I 162 146 27 28 0 0 s 14 384 J ~C\u0026gt; ~ 041 - STEPHENS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 24 31 0 0 0 2 59 02 0 0 37 34 0 2 0 0 0 74 03 0 0 35 34 0 0 0 0 71 04 0 0 31 35 2 0 0 0 0 69 05 0 0 32 26 0 0 0 0 0 59 K 0 0 2) 21 0 0 0 0 0 45 ------- -- . p 0 0 14 10 3 0 0 0 0 2 29 TOTAL FOR: STEPHENS 0 0 196 191 7 5 0 0 0 7 406 1\n,/2 ------!-- -- ... ~-~-~~SHNGTN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL I ---------- --------- ------- ------- _ _J 01 0 0 30 49 2 0 85 ------ ----- 02 0 51 41 2 0 0 0 0 2 97 03 0 0 48 43 0 0 0 94 ---- - --- ------- --------- 04 0 39 40 2 0 2 87 - --- 05 0 41 50 4 5 0 0 2 4 107 - -- ---- ---------- -- K u 4J 37 2 2 0 2 89 p 3 0 52 55 0 2 0 0 4 117 -  - -~------- ------- - ------- TOTALfOR:WASHNGTN 4 3 304 315 10 14 2 II 12 676 ::9:..J ?\nJ.2 - ----- ... - ... - - - ---- --- ---- COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 10 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL ~--- -- j043 - WILLIAMS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL[ ! : ____ -- OJ 2 3 19 17 3 0 0 10 10 65 02 4 12 20 0 0 0 16 10 64 03 5 7 23 15 0 J 0 9 10 73 ------- --- ., ... - 04 2 5 33 17 2 0 0 0 21 16 96 -------- 05 5 7 31 13 2 0 0 17 II 87 ---- K 2 2 13 17 0 0 0 0 13 12 59 TOTAL FOR: WILLIAMS 20 25 131 99 4 9 0 86 69 444 ~7o .\n)~O J ,,~s jo44- WILSON GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 01 0 0 16 16 7 0 0 4 45 02 0 18 17 0 2 0 0 0 0 38 03 0 17 23 3 0 0 0 46 04 0 0 21 17 3 0 0 0 0 42 05 0 14 21 0 0 3 0 41 K 0 0 14 20 3 3 0 0 0 41 p 0 0 13 18 2 3 0 0 2 39 TOTAL FOR: WILSON 2 113 132 9 27. 0 0 10 3 292 g-y\n? ~.5 --~i J.S 1045 - WOODRUFF GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! : ------ OJ 0 0 18 17 0 0 0 38 -------- -------- .. - .. -------- 02 0 0 26 12 0 0 0 0 2 41 ------- ..... , .. - ---- - .. - ------- 03 0 19 13 0 0 0 0 0 34 --------  ---------- --- ---------- 04 0 0 9 10 0 0 0 0 2 22 ____ , ________ -~----- 05 0 0 13 17 0 0 0 0 0 31 ----- --------- - . ., _________ ------------- - . K 0 0 17 18 0 0 0 0 37 - . ---- --------- I' 0 0 II 23 0 0 0 2 0 37 ------------------------- . - ----- . .. TOTAL FOR: WOODRUFF 0 1 113 110 2 2 0 0 7 5 240  ~ -5 /~ 9~/4 - - - .. COMPUTER INFORMATION SERVICES DEPT Monday, October l3, 2008 Page 11 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL ,------ !046 - MABEL EL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL1 01 0 0 20 21 4 2 0 2 53 02 0 0 20 18 2 4 0 6 4 55 03 0 0 35 28 5 5 0 0 2 3 78 04 0 0 27 26 2 0 0 5 64 05 0 0 18 46 3 0 0 7 3 78 ----- K 0 0 22 18 7 3 0 0 5 7 62 p 0 0 13 15 3 3 0 0 2 37 TOTAL FOR: MABEL EL 0 0 155 172 26 19 0 2 28 25 427 _, ,,\n- ,\n1 \"?o 1047-TERRY GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 01 5 4 38 33 3 6 0 3 13 II I 16 02 3 4 35 31 2 6 0 0 12 14 107 03 0 5 21 27 3 6 0 13 13 89 04 35 35 3 2 0 0 7 7 91 05 4 32 39 6 4 2 0 14 6 108 K 7 5 35 30 II 5 0 0 10 19 122 p 4 4 12 16 3 4 0 0 9 60 TOTAL FOR: TERRY 24 24 208 211 31 33 3 3 78 78 693 ,/ 'c, ~ ,.. 1\n~FU--LB-RIGH _ _.J_ --  ---- . -. --- --------1 GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 4 17 19 0 0 0 51 60 153 - ----- ------ -- 02 5 9 14 3 0 0 50 45 128 ------- 03 2 II 12 2 4 0 0 49 36 117 -------- -------- -- -- . - - --- 04 3 4 22 13 2 0 0 43 30 118 ------------ - -- ------------------ - ----- 05 2 7 17 5 0 26 38 98 K b 4 12 2 0 3 0 0 49 42 118 --------- -- --- .. - . - .. --- ---- TOTAL FOR: FULBRIGH IR 16 78 77 8 IS 1 0 26R 251 732 ,,..- ~ --?Ir,, / 7 .. . COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 12 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL r_- OTTER~~----G~DE AF AM BF BM HF HM NF NM WF WM TOTAL_] ----- 01 2 2 22 32 4 7 0 0 10 84 02 23 43 4 5 0 0 5 15 97 03 2 33 29 2 4 0 0 6 10 87 04 3 38 26 3 4 0 0 5 3 83 05 3 13 35 4 6 2 8 9 82 K 25 25 2 5 0 0 12 9 80 p 0 0 10 17 2 5 0 0 2 4 40 TOTALFOR:OTTERCR 9 10 164 207 21 36 2 48 ss S53 ~7/\nJq J .3 ~Jf. jost- w AKE FI~~ GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 01 0 0 32 25 6 13 0 0 0 4 80 02 0 0 32 37 9 9 0 0 2 2 91 03 0 0 31 34 11 13 0 0 3 93 04 0 0 36 27 6 10 0 0 81 05 0 25 34 13 6 0 0 0 80 K 0 0 21 28 16 10 0 0 0 76 p 0 0 19 12 5 3 0 0 0 40 --- TOTAL FOR: WAKEFIEL 0 196 197 66 64 0 l 8 8 541 /~~ le,, ?~?,, ios2-WATSON ------- - ----------- ---- ... - --- . -------------------- - GRADE AF AM BF BM HF HM NF NM WF WM TOTAL] ' 03 0 0 55 73 15 22 0 4 4 174 --------- 04 0 45 60 16 10 0 0 2 2 136 -- . -------- 05 0 0 50 61 14 13 0 0 3 2 143 ----- ........ --- -- ------ -. ---- ---- TOTAL FOR: WATSON I 0 ISO 194 45 45 0 9 8 453 ~~ I --7 11/ 7~,/4 COMPUTER INFORMATlON SERVICES DEPT Monday, October 13, 2008 Page 13 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL E-FELDER ALC -- _,_. _____ , GRADE AF AM BF BM HF HM NF NM WF WM TOTALI 07 0 0 2 3 0 0 0 0 0 0 5 --- 08 0 0 5~0 10 0 0 0 0 0 ro 15 /ff!'~ t\"\u0026gt; .,r\nI 09 0 0 5 18 0 0 0 0 0 24 17,~\"' 10 0 5 18 0 0 0 0 0 0 24 }- II 0 0 3 5 0 0 0 0 0 0 8 f)O~p 12 ~3 0 0 0 0 0 0 1e1rJ'.7\u0026gt;,.' .,, 0 0 I GobV ,,.. ,:J!) TOTALF OR:F ELDERA LC 0 21 S7 0 0 0 0 0 80 1-~'1? 1711 - HAMILTON AC GRADE AF AM BF BM HF HM NF NM WF WM TOTAL! 06 0 0 0 8 0 0 0 0 0 9 07 0 0 6 19 0 0 0 0 0 2 27 08 0 0 55{0 0 I 0 0 0 -\u0026gt;-/I 27 ...... 3 1?7'J 09 0 0 25 60 2 0 0 3 6 97 /_~Ir 10 0 0 29 30 0 3 0 0 64 W ).._,I't ?( J' ,n II 0 0 18 32 0 0 0 0 0 2 52 _$ f\\-Cf -- ------ -- ----- 12 0 0 Ao-l 0 0 t~ 0 0 0 r:i/.I .. ~_\n)\nl.. '7//0 TOTALF OR:H AMILTONA C 0 0 83 177 2 5 0 0 4 14 28S .. - COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 14 of 15  I STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2008 ENROLLMENT REPORT WITH AGENCY STUDENTS FINAL l7~5~ ALT AG~~- GRADE AF AM BF BM HF HM NF NM WF WM TOTAL1 ! )-~p ./:5,IP 01 0 0 0 0 0 0 0 0 0 02 0 0 7 0 0 0 0 0 9\nj! ufY ov /,c') 03 0 0 0 6 0 0 0 0 0 7 /1--c\"fP r t',/, .. -- ------ -- ---- f-:v i I 04 0 0 6 0 0 0 0 9 f/J~ l)~~fo 05 0 0 J 0 0 0 0 0 7 (v (' 06 0 0 2 9 0 0 0 0 0 12 /-~~ -:}P 07 0 0 6 0 0 0 0 0 2 9 (],pt -------  --------- ,)- l\nJ ,:p'~ 08 0 0 5 5 0 0 0 0 2 13 09 0 0 4 11 0 0 0 0 17 )}-so 10 0 0 2 3 0 0 0 0 3 9 II 0 0 2 9 0 0 0 0 IJ 12 0 0 0 0 0 0 0 0 0 K 0 0 0 0 0 0 0 0 0 2 -- TOT AL FOR: ALT AGCY 0 0 21 6(i 0 l 0 0 4 17 109 1767-ACC~ ----- GRADE AF AM BF BM HF HM NF NM WF WM TOTAL\\ 10 0 0 3 0 0 0 0 8 II 0 0 2J 2J 0 0 2 9 59 ----------- - 12 0 44 59 0 4 0 0 3 12 123 -------------- --- . ----- ..... ,g-\n.7o TOTAL FOR: ACC LP 0 70 s s7 0 0 6 22 190 / J?5 GRAND TOTAL: 236 233 8908 8775 951 1062 41 37 2842 2825 25,910 D cJ./ .7 0 0 0 0 0 I 8D 1 ,)J~ fY I  D 0 -11- 17 Jdj D 0 .\n)} ~4- 0 ~5 ~ ~~~~ ~(p,S~ 9'\n:J /0(,/ .111 37 ~'8~'8 ~'\"PP?.\n6, 7\n)./ 11\n.5I~ ~1~68 5,'.1./5 e,i7o COMPUTER INFORMATION SERVICES DEPT Monday, October 13, 2008 Page 15ofl5 Oct 12008 HIGH SCHOOLS B CENTRAL . 1332 FAIR V 819 HALL 1160 MCCLELLAN V 791 PARKVIEW  573 ACC ~ 155 HAMITLO N/SWLA V 202 .i.ELDE0 ra A~lES 0 SUBTOTAL 5125 ~O~.\nl.. MIDDLES CHOOLS CLOVERDALE 542 DUNBAR 620 FORESTH EIGHTS 500 HENDERSON 673 MABEVLA LE 555 MANN 437 PULASKHI EIGHTS 402 HAMITLO N/ SWLA 58 , __, -- 20 Atl,AGENGIES- \"'28 SUBTOTAL 3835 31?7 ELEMENTARY \"alc.r BALE .,. 1 ~ BASELINE 188 BOOKER 334 BRADY 229 CARVER 271 CHICOT 517 DODD 169 FAIR PARK 73 FORESTP ARK 69 FRANKLIN 313 FULBRIGHT 155 GEYERS PRINGS 235 GIBBS 165 JEFFERSON 91 KING 511 MABELVALE 327 MCDERMOTT 267 MEADOWCLIFF 276 OTTERCREEK 371 PULASKHI EIGHTS 141 ROCKEFELLER 321 ROMINE 308 STEPHENS 387 TERRY 419 WAKEFIELD 393 WASHINGTON 619 WATSON 344 WESTERHNI LLS 210 WILLIAMS 230 WILSON 245 WOODRUFF 223 AU:eAGENGfES.' ar SUBTOTAL 8725 GRANDT OTAL 17685 w 941 59 97 27 438 28 14 -8 1613\nr\no\"/ 21 104 91 47 57 343 369 4 0 - il 1042 ,o~i ~~~ LRSDO FFICIAEL NROLLMENT 2008-09v s.2 007-08 Octobe1r , 2008 Oct 12007 0 TOTAL 'loBLK B 137 2410 55.3% 1250 49 927 88.3% 900 190 1447 80.2% 1204 64 882 89.7% 805 102 1113 51.5% 575 7 190 81.6% 185 6 222 91.0% 237 ..60 -98.oi- 93 0 42-84:0% ... 35 555 7293 70.3% 5284 S-55 7/91 ..~. 7o 122 685 79.1% 610 43 767 80.8% 642 41 632 79.1% 511 87 807 83.4% 693 64 676 82.1% 547 71 851 51.4% 450 19 790 50.9% 413 1 63 92.1% 84 0 20 100.0% 13 0 3,4 82.4'4 ,- 24 448 5325 72.0% 3987 '~ .!\n').'/ ~,. /00~ ,\ni~  'tll, 28 ,:B .al! 359 83.3% 286 23 113 324 58.0% 204 214 44 592 56.4% 327 28 33 290 79.0% 275 170 38 479 56.6% 281 35 190 742 69.7% 507 57 87 313 54.0% 157 90 17 180 40.6% 79 343 19 431 16.0% 58 6 1 320 97.8% 368 519 58 732 21.2% 169 7 29 271 86.7% 281 103 34 302 54.6% 161 331 7 429 21.2% 111 90 12 613 83.4% 472 53 47 427 76.6% 315 82 64 413 64.6% 295 46 54 376 73.4% 289 103 79 553 67.1% 348 158 16 315 44.8% 145 64 9 394 81.5% 400 19 57 384 80.2% 310 7 12 406 95.3% 408 156 118 693 60.5% 438 16 132 541 72.6% 378 23 34 676 91.6% 651 17 92 453 75.9% 369 37 28 275 76.4% 204 155 59 444 51.8% 212 13 34 292 83.9% 275 12 5 240 92.9% 204 --.. .. vv - 28 3012 1555 13292 65.6% 9005 ~oc\n.,:- 1::\u0026gt;.::i~J (~ \"' 5667 2558 25910 68.3% 18276 w 0 TOTAL 'loBLK 987 120 2357 53.0% 77 47 1024 87.9% 115 181 1500 80.3% 33 57 895 89.9% 464 91 1130 50.9% 27 8 220 84.1% 10 3 250 94.8% 4 2 99 93.9% 8 0 43 81.4% 1725 509 7518 70.3% 38 125 773 78.9% 188 47 877 73.2% 83 46 640 79.8% 63 88 844 82.1% 66 55 668 81.9% 375 63 888 50.7% 312 19 744 55.5% 9 3 96 87.5% 1 0 14 92.9% 4 0 28 85.7% 1139 446 5572 71.6% 28 35 349 81.9% 16 101 321 63.6% 248 32 607 53.9% 40 44 359 76.6% 197 35 513 54.8% 46 146 699 72.5% 63 88 308 51.0% 89 10 178 44.4% 346 16 420 13.8% 12 0 380 96.8% 527 53 749 22.6% 8 25 314 89.5% 115 32 308 52.3% 308 8 427 26.0% 122 21 615 76.7% 55 49 419 75.2% 92 61 448 65.8% 41 58 388 74.5% 127 58 533 65.3% 153 20 318 45.6% 77 13 490 81.6% 22 56 388 79.9% 11 10 429 95.1% 174 131 743 59.0% 18 114 510 74.1% 23 35 709 91.8% 17 74 460 80.2% 31 19 254 80.3% 162 66 440 48.2% 18 31 324 84.9% 22 5 231 88.3% 8 0 36 77.8% 3216 1446 13667 65.9% 6080 2401 26757 68.3% ' \\ SCHOOL CAPACITIES - - - - - .. - .. - ', ) BUILDING ENROLLMENl . , ... - TOTAL CAPACITY PORTABLES HIGH SCHOOL CAPACITY 10/1/2008 Difference With Portables CENTRAL 2276 2410 -134 2776 20@25 = 500 J.A. FAIR 1200 927 273 1350 6,,1,2s 1 'iii HALL 1754 1447 307 1754 0 MCCLELLAN 1440 882 558 1440 0 PARKVIEW 1200 1113 87 1300 4@25 = 100 Subtotal 7870 6779 1091 8620 7 ~!] MIDDLE CLOVERDALE 885 685 200 885 0 DUNBAR 888 767 121 988 4fi'i\\25 - 100 FOREST HEIGHTS 780 632 148 780 0 HENDERSON 960 807 153 1060 4~25 = 100 MABEL VALE 681 676 5 881 8~25 = 200 MANN 900 851 49 900 0 PULASKI HEIGHTS 858 790 68 858 0 Subtotal 5952 5208 744 6352 400 ELEMENTARY BALE 488 359 129 488 0 BASELINE 360 324 36 360 0 BOOKER 645 592 53 695 2~25= 50 BRADY 528 290 238 528 0 CARVER 556 479 77 581 1~25 = 25 CHICOT ~: 742 7 i}(jlj S ,j 2'i ,'\n,' DODD 271 313 -42\n*ii(i!'\n.. FAIR PARK ECC 304 180 124 304 0 FOREST PARK 400 431 -31 450 21nl25 = 50 FRANKLIN 532 320 212 532 0 FULBRIGHT 565 732 -167 865 121nl25 = 300 GEYER SPRINGS 358 271 87 358 0 GIBBS 472 302 170 472 0 JEFFERSON 471 429 42 471 0 KING 715 613 102 715 0 MABEL VALE 443 427 16 443 0 MCDERMOTT 453 413 40 553 4~5-100 MEADOWCLIFF 358 376 -18 358 0 OTTERCREEK 537 553 -16 637 425=100 PULASKI HEIGHTS 350 315 35 350 0 ROCKEFELLER 481 394 87 481 0 ROMINE 507 384 123 507 0 STEPHENS 646 406 240 646 0 TERRY 575 693 -118 875 12@25 = 300 WAKEFIELD ,:\n/ 541 66 fi('..l 0 WASHINGTON 836 676 160 836 0 WATSON 591 453 138 891 121n'l25= 300 WESTERN HILLS 320 275 45 320 0 WILLIAMS 585 444 141 585 0 WILSON 340 292 48 340 0 WOODRUFF 314 240 74 414 4@25 = 100 Subtotal Elem. 15846 13259 2587 ~ r/D ,'2.v Subtotal Mid. 5952 5208 744 G3:_., Subtotal H.S. 7870 6779 1091 8620 ~~ Hamilton ,.........-g12 _) 285 627 q1:J.~ - Felder 162 80 ~,.'-'Tl ACC at Metro 250 190 - -~ SCHOOL CAPACITIES !Alternative Students I I 109 I I !Grand Total I 30992 I 25910 I 5oa2 I 32493 I 11/13/2008 17:55 5014472951 LRSD SRO PAGE 02/02 Capacity WITH Capacity WITHOUT Early Childhood Early Childhood School ProQram(s) Proqram(s) Bale 395 375 Baseline 350 310 Booker 665 N/A Brady 350 310 Carver 576 556 Central 2200 NIA Chicot 766 558 Cloverdale Middle 885 N/A Dodd 384 344 Dunbar 750 N/A Fair Park Early Childhood 180 0 Forest Heiqhts 780 NIA Forest Park 484 444 Franklin 370 350 Fulbriqht 797 NIA Geyer Sprinqs 342 302 Gibbs 318 278 Hall 1600 N/A Henderson 960 N/A Fair Park Earlv Childhood 1200 N/A Jefferson 488 448 Kinq 704 624 Mabelvale Elementary 440 400 Mabelvale Middle 675 N/A Mann 900 NIA McClellan 1440 NIA McDermott 477 397 Meadowcliff 437 397 Otter Creek 588 548 Parkview 1200 NIA Pulaski Heiahts Elementary 347 N/A Pulaski Heiqhts Middle 858 N/A Rockefeller 444 321 Romine 432 .372 Stephens 425 395 Terrv 774 --- 714 Wakefield 488 448 Washinqton 728 596 Western Hills 342 322 Williams 400 N/A Wilson 342 302 Woodruff 278 238 ~7\n5 ..Y / * Community Based Instruction (CBI) Special Education Classrooms are not included in these totals SCHOOL CAPACITIES -- - - . - BUILDING ENROLLMENI -- I 1~-1-\"\"'\" TOTAL CAPACITY PORTABLES HIGH SCHOOL CAPACITY 10/1/2008 Difference With Portables CENTRAL 2276 2410 -134 2776 2025 = 500 J.A. FAIR 1200 927 273 1350 625 = 1350 HALL 1754 1447 307 1754 0 MCCLELLAN 1440 882 558 1440 0 PARKVIEW 1200 1113 87 1300 425 = 100 Subtotal 7870 6779 1091 8620 1950 MIDDLE CLOVERDALE 885 685 200 885 0 DUNBAR 888 767 121 988 4(@25 = 100 FOREST HEIGHTS 780 632 148 780 0 HENDERSON 960 807 153 1060 4@25 = 100 MABEL VALE 681 676 5 881 8(@25 = 200 MANN 900 851 49 900 0 PULASKI HEIGHTS 858 790 68 858 0 Subtotal 5952 5208 744 6352 400 ELEMENTARY BALE 488 359 129 488 0 BASELINE 360 324 36 360 0 BOOKER 645 592 53 695 225= 50 BRADY 528 290 238 528 0 CARVER 556 479 77 581 1@.25 = 25 CHICOT 509 742 -233 884 1525 = 375 DODD 271 313 -42 421 625 = 150 FAIR PARK ECC 304 180 124 304 0 FOREST PARK 400 431 -31 450 2(@25 = 50 FRANKLIN 532 320 212 532 0 FULBRIGHT 565 732 -167 865 12(@25 = 300 GEYER SPRINGS 358 271 87 358 0 GIBBS 472 302 170 472 0 JEFFERSON 471 429 42 471 0 KING 715 613 102 715 0 MABEL VALE 443 427 16 443 0 MCDERMOTT 453 413 40 553 425=100 MEADOWCLIFF 358 376 -18 358 0 OTTER CREEK 537 553 -16 637 4(@25=100 PULASKI HEIGHTS 350 315 35 350 0 ROCKEFELLER 481 394 87 481 0 ROMINE 507 384 123 507 0 STEPHENS 646 406 240 646 0 TERRY 575 693 -118 875 1225 = 300 WAKEFIELD 482 541 -59 482 0 WASHINGTON 836 676 160 836 0 WATSON 591 453 138 891 12(@25 = 300 WESTERN HILLS 320 275 45 320 0 WILLIAMS 585 444 141 585 0 WILSON 340 292 48 340 0 WOODRUFF 314 240 74 414 425 = 100 Subtotal Elem. 15481 13259 2222 16842 1850 Subtotal Mid. 5952 5208 744 7264 Subtotal H.S. 7870 6779 1091 8620 Hamilton 285 Felder 80 ACC at Metro 190 Alternative Students 109 SCHOOL CAPACITIES I Grand Total 29303 32726 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE l SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 090 Homer Adkins Elem. School RECEIVED PK 32 21 23 20 2 l 99 Tot. Including PK 32 21 23 20 2 l 99 53.54\\- 46.46%- NOV- 6 2008 School Tot. 0 0 0 0 0 0 0 %- %- --J-\n-------1-- OFFOICFE 092 Baker Interdistrict Elem. ::\u0026gt; DESEGREGMAOTNIIOTNO RING K 11 12 97 1 6 8 73 2 7 13 66 3 8 14 67 4 9 8 72 5 4 8 66 School Tot. 45 63 441 24.49%- 75.51%-  \u0026lt;'\nD -------- -------- 093 Crystal Hill Magnet Elem. ~ PK 12 10 39 K 19 15 /yC7 1 108 18 19 116 2 26 15 106 3 17 30 115 4 25 26 119 5 25 26 107 Tot. Including PK 142 ,.. s\u0026gt; 141 710 39.86\\- 60.14\\ School Tot. 130 131 671 38.90\\- 61.10%- -------- -------- 094 Bayou Meto Elementary PK 0 0 13 7 0 0 20 K 3 0 33 41 1 0 78 1 l 1 26 25 1 2 56 2 1 0 29 29 1 0 60 3 1 2 28 31 1 3 66 4 2 0 22 23 0 2 49 5 1 1 21 20 4 3 50 ~ 0 Tot. Including PK 9 3 4 172 ~t 176 8 '{ 10 379 3.43\\- 96.57\\- School Tot. 9 4 159 169 8 10 359 3.62\\- 96.38\\\u0026gt; -------- -------- -------- 095 Clinton Inter. Magnet Sch PK 15 27 11 21 3 4 81 K 26 34 25 21 4 5 115 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 1 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 090 Homer Adkins Elem. School RECEIVED PK 32 21 23 20 2 1 99 Tot. Including PK 32 21 23 20 2 1 99 53.54\\- 46.46% NOV- 6 2008 School Tot. 0 0 0 0 0 0 0 \\- % -------- --J-.:\n-------1-- OFFOICFE 092 Baker Interdistrict Elem. ~ 13 DESEGREGMAOTNIIOTNO RING K 11 12 27 25 9 13 97 1 6 8 18 21 8 12 73 2 7 13 11 21 6 8 66 3 8 14 17 13 7 8 67 4 9 8 27 18 8 2 72 5 4 8 20 13 12 9 66 School Tot. 45 63 120 r1-11- -- 50 52 441 24.49\\- 75.51%  1o\ni:.::,_ __ -------- -------- -------- 093 Crystal Hill Magnet Elem. ~ PK 12 10 5 10 0 2 39 K 19 15 40 29 2 3 108 21 2168 1159 2394 4312 22 2 116 I 3 2 106 17 30 37 28 2 1 115 4 25 26 32 31 3 2 119 1 5 25 26 27 27 1 1 107 Tot. Including PK 142 ,,.8 '::,1 41 204 198 12 5 13 710 39.86% 60.14\\- School Tot. 130 131 199 188 12 11 671 38.90\\- 61..10\\- -------- -------- -------- 094 Bayou Mete Elementary PK 0 0 13 7 0 0 20 K 3 0 33 41 1 0 78 1 1 1 26 25 1 2 56 2 1 0 29 29 1 0 60 3 1 2 28 31 1 3 66 4 2 0 22 23 0 2 49 '7 5 1 1 21 20 4 3 50 Tot. Including PK 9 3 4 172 176 8 8 10 379 3.43\\- 96. 57%- School Tot. 9 4 159 169 8 10 359 3.62% 96.38% -------- -------- -------- 095 Clinton Inter. Magnet Sch PK 15 27 11 21 3 4 81 K 26 34 25 21 4 5 115 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 2 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 1 35 31 32 22 4 6 130 2 28 40 31 16 6 6 127 3 30 30 22 16 2 3 103 4 27 34 20 20 5 1 107 - 5 29 28 20 14 3 2 96 Tot. Including PK 190 224 161 fi 130 27 27 759 54.55\\- 45.45% ..l _. School Tot. 175 197 150 109 24 23 678 54. 87\\- 45.13% -------- -------- -------- 099 Dupree Elementary K 11 18 12 11 1 2 55 1 8 13 4 10 4 2 41 2 16 8 14 11 1 4 54 3 12 11 8 10 2 4 47 4 8 10 14 12 1 1 46 5 10 12 9 9 0 1 41 School Tot. 65 72 61 ~ 63 9 c::93 14 284 48.24\\- 51.76\\- -------- -------- -------- 102 Harris Elementary PK 6 13 0 1 0 0 20 K 15 19 2 0 3 0 39 1 16 15 3 1 0 0 35 2 17 12 2 1 1 0 33 3 23 13 3 2 1 2 44 4 8 11 1 2 1 1 24 ,... 5 15 18 3 1 0 0 37 Tot. Including PK 100 101 14 8 6 7 3 232 86.64% 13.36% School Tot. 94 88 14 7 6 3 212 85.85% 14 .15% -------- -------- -------- 103 Jacksonville Elementary K 37 16 13 11 8 8 93 1 27 24 13 11 11 4 90 2 31 22 12 11 5 5 86 3 28 22 5 9 4 4 72 4 35 19 19 15 7 5 100 ~ 5 29 27 12 13 8 7 96 School Tot. 187 130 74 70 43 ?G_-_=_= - 537 59.03\\- 40.97% -------- -------- -------- 104 Landmark Elementary PK 9 7 10 12 1 1 40 K 8 8 16 17 6 2 57 1 10 17 15 18 4 3 67 2 18 13 15 9 2 1 58 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 3 SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE 3 11 6 17 17 2 0 53 4 10 15 11 6 1 3 46 5 12 17 9 12 0 5 55 Tot. Including PK 78 83 93 91 16 I 15 376 42.82\\- 57.18\\- School Tot. 69 76 83 79 15 14 336 43.15\\- 56.85\\- -------- -------- -------- 105 Lawson Elementary PK 1 2 6 10 1 0 20 K 2 4 15 18 0 2 41 1 2 7 10 17 3 3 42 2 6 2 17 21 0 0 46 3 5 6 24 16 1 3 55 -\n4 6 6 18 13 2 3 48 ...,-- - 5 8 8 8 15 1 0 40 Tot. Including PK 30 ~ 35 98 110 8 ? ,,_, _ 11 292 22.26% 77. 74% -9ehee-l-'l'ot . 29 33 92 100 7 11 272 22.79\\- 77.21%- -------- -------- -------- 106 Tolleson Elementary PK 5 4 12 14 1 1 37 K 9 6 31 15 2 3 66 1 5 5 17 17 3 2 49 2 6 16 17 11 6 0 56 3 10 7 17 14 3 2 53 ,,.1: . 4 14 9 10 9 2 2 46 5 12 7 14 11 4 2 50 \"' Tot. Including PK 61 54 118 0 91 21 12 357 32.21% 67.79\\- School Tot. 56 50 106 77 20 11 320 33.13'1' 66.88\\- -------- -------- -------- 108 Oak Grove Elementary PK 7 8 15 20 5 3 58 K 7 1 16 17 3 5 49 1 9 5 12 9 4 2 41 2 5 5 16 21 5 3 55 3 8 3 21 17 2 2 53 - 4 7 2 10 13 3 1 36 ...... ~ - 5 5 6 17 9 1 2 40 Tot. Including PK 48 1 30 107 -i/ 106 23 V/ 18 332 23 .49% 76.51\\- School Tot. 41 22 92 86 18 15 274 22.99\\- ?7.01%- -------- -------- -------- 110 Joe T. Robinson Elementar 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 4 SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE PK 3 0 9 4 1 3 20 K 4 3 16 8 3 1 35 1 2 8 18 11 0 1 40 2 7 3 12 21 2 1 46 3 7 8 11 14 1 3 44 4 6 5 19 14 2 4 so 5 5 5 10 15 1 1 37 Tot. Including PK 34 32 95 0c 87 10 14 272 24.26\\- 75.74\\- ohooJ. \"l'ot. 31 .32.. -$6 83 9 :n 252 25.00\\- 75.00'1\n-------- -------- -------- 111 Scott Elementary PK 2 3 10 4 0 1 20 K 5 2 17 9 2 0 35 1 6 3 9 12 1 0 31 2 3 6 4 12 0 0 25 3 1 2 15 17 1 0 36 4 4 3 5 8 1 0 21 5 2 4 8 6 0 0 20 6 3 3 5 7 0 0 18 . Tot. Including PK 26 26 73 75 5 c\n1 206 25.24\\- 74.76\\- achoo 24 :2-3 63 71 5 0 186 25.27t 74. 73\\- -------- -------- -------- 112 Sherwood Elementary PK 1 1 7 8 3 0 20 K 8 11 12 26 1 4 62 1 10 11 20 15 2 1 59 2 16 11 18 14 3 1 63 3 11 13 17 14 2 0 57 4 12 16 19 21 0 1 69 5 11 15 24 14 1 0 65 Tot. Including PK 69 H' 78 117 112 12 I? 7 395 37.22\\- 62.78\\- 68 77 110 104 375 11.67.t. GJ., 3\\- -------- -------- -------- 113 Sylvan Hills Elementary PK 2 5 7 5 0 1 20 K 16 12 25 13 2 2 70 1 10 13 20 11 0 1 55 2 13 16 17 18 1 3 68 3 15 14 16 17 5 0 67 4 18 22 20 15 0 2 77 5 12 24 11 16 2 2 67 -'I? Tot. Including PK 86 106 116 95 10 11 424 45.28\\- 54. 72\\- 9.\nL ., I 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT PAGE s 11:11:50 SEX/RACE TOTAL BY LEA ID#: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALi\n: MALE FEMALE MALE FEMALE TOTALS BLACK WHITE oh\u0026lt;x\u0026gt;l t. 84 101 109 9-0 10 1-0 404 45\".~ 54. :nt- -------- -------- -------- 116 Jacksonville Middle Schoo 6 0 55 0 46 0 6 107 7 0 64 0 42 0 2 108 8 0 82 0 60 0 3 145 - School Tot. 0 201 0 .Jlf 148 0 I/ ll 360 55.831- 44.171- -------- -------- -------- 118 Jacksonville Middle Boys 6 66 0 73 0 4 0 143 7 74 0 39 0 3 0 116 8 52 0 40 0 s ~ 0 97 School Tot. 192 ,. 0 152 ~~ 0 12 .,~ 0 356 53. 93\\- 46.07% -------- -------- -------- 120 Fuller Middle School 6 53 59 36 40 ll 4 203 7 62 49 53 34 9 7 214 ..... 8 56 49 37 52 9 s 208 School Tot. 171 a 157 126 126 29 5 16 625 52 .481- 47.52\\ -------- -------- -------- 122 Sylvan Hills Middle Schoo 6 61 63 55 49 s 3 236 7 67 53 58 59 4 3 244 '7 8 54 45 33 46 2 7 187 School Tot. 182 161 146 90t. 154 ll f 13 667 51.42%- 48.58\\- -------- -------- -------- 123 Jacksonville High School 9 109 74 72 80 19 2 356 10 86 92 63 43 7 s 296 11 41 47 48 47 6 3 192 ...,- -- 12 51 40 46 55 s 6 203 School Tot. 287 5-1\n.l -3 253 229 225 37 16 1047 1.58\\- 48.42'1\n-------- -------- -------- 125 Wilbur Mills High School 9 96 56 so 37 8 13 260 10 84 75 37 32 8 3 239 11 58 75 30 33 4 6 206 12 62 78 35 31 4 1 211 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 6 SEX/RACE TOTAL BY LEA ID lt: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE School Tot. 300 284 152 133 24 23 916 3.76\\- 36.24\\- I -------- -------- -------- 126 Oak Grove High School 9 26 27 25 38 2 2 120 10 35 21 24 24 1 1 106 11 25 21 23 25 2 4 100 12 17 18 36 17 2 1 91 School Tot. 103 87 108 104 7 ~ 8 417 45. 56% 54. 44\\- -------- -------- -------- 127 Joe T. Robinson High Scho 9 47 26 45 32 5 1 156 10 40 20 46 22 2 4 134 11 26 19 41 26 3 2 117 12 20 21 21 29 3 2 96 School Tot. 133 /7 86 153 , 109 13 9 503 43.54\\- 56.46\\- -------- -------- -------- 128 Sylvan Hills High School 9 77 54 56 68 7 4 266 10 53 59 52 60 5 7 236 11 37 46 63 52 0 4 202 12 35 51 55 57 5 7 210 ... School Tot. 202 210 226 237 17 22 45.0~\\- 54.92\\- -------- -------- -------- 129 Cato Elementary School PK 2 5 6 7 0 0 20 K 8 7 29 17 0 2 63 1 7 6 10 14 1 0 38 2 11 6 15 17 0 1 50 3 11 8 23 18 0 0 60 4 3 7 21 15 3 3 52 5 14 13 22 13 1 1 64 , Tot. Including PK 56 ,A 52 126 'l 101 5 /. 347 31.12\\- 68.88\\- School Tot. J\n4 -47 120 94 5 327 30.89\\- \u0026amp;9.11\\- -------- -------- -------- 130 Pinewood Elementary K 17 18 13 16 1 2 67 1 16 15 17 15 2 1 66 2 21 23 14 11 1 3 73 3 16 17 11 11 4 1 60 4 17 20 11 24 1 3 76 5 19 23 13 17 1 1 74 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 7 SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE ,:-- School Tot. 106 :\n),)J16 79 na 94 10 ~I 11 416 53.37\\- 46.63% -------- -------- -------- 135 College Station Elem. PK 7 8 3 1 1 0 20 K 13 9 3 1 1 0 27 1 13 8 5 2 0 0 28 2 15 9 4 1 1 0 30 3 14 16 5 6 0 0 41 4 12 16 6 9 0 0 43 5 16 20 7 11 1 0 55 Tot. Including PK 86 33 31 4 0 244 72 .13\\- 27.87\\- S~t,.. 78 30 0- 3 224 71. 88% ZS.::11.t -------- -------- -------- 136 North Pulaski High School 9 54 51 73 68 9 2 257 10 52 45 70 63  4 3 237 11 30 34 53 66 3 3 189 12 24 35 57 42 4 3 165 School Tot. 160 165 253 239 20 I 11 848 38. 33\\- 61.67\\- -------- -------- -------- 137 Arnold Drive Elementary PK 4 1 14 15 2 3 39 K 4 5 29 12 2 3 55 1 3 8 18 11 3 5 48 2 11 4 7 7 2 1 32 3 2 4 10 10 1 3 30 _,/-2. 4 12 2 9 4 3 2 32 5 4 2 6 5 3 1 21 Tot. Including PK 40 26 93 64 16 -i7 18 257 25.68% 74.32% School Tot. 36 25 !J,3 14 15 218 27,98% 72.02% -------- -------- -------- 139 Oakbrooke Elementary PK 5 7 12 12 0 4 40 K 17 10 28 18 1 1 75 1 12 21 37 20 0 0 90 2 20 11 20 26 2 1 80 3 18 12 16 25 0 0 71 4 17 13 20 28 1 0 79 f?. 5 15 16 24 13 1 0 69 Tot. Including PK 104 ~ 90 157 1( 142 5 I) 6 504 38.49% 61.51% 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 8 SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE \"Ssh 99 1-+5- ~ 2 464 39.22\\- 6'0.78\\- -------- -------- -------- 140 Northwood Middle School 6 38 47 58 43 9 8 203 7 54 27 66 57 6 5 215 8 42 38 76 55 5 3 219 School Tot. 134 ~I~_:::_20 0 155 20 16 637 38.62\\- 61.38\\- -------- -------- -------- 141 Murrell Taylor Elementary K 25 19 10 21 1 0 76 1 22 17 19 15 0 1 74 2 26 25 17 9 1 1 79 3 14 21 17 10 3 1 66 4 19 19 7 12 1 2 60 -, 5 17 17 7 10 1 0 52 School Tot. 123 I 118 77 77 7 5 407 59.21\\- 40.79\\- -------- -------- -------- 142 Pine Forest Elementary Sc K 8 16 28 28 4 1 85 1 9 17 24 38 3 2 93 2 16 15 33 31 2 3 100 3 13 10 32 32 4 1 92 4 15 20 24 19 3 2 83 I. 5 12 11 28 25 1 1 78 School Tot. 73 ~ 89 169 173 17 1 10 531 30. 51\\- 69.49\\- -------- -------- -------- 143 Robinson Middle School 6 30 21 46 37 7 2 143 7 23 9 36 30 5 1 104 ?_ 8 28 30 46 32 6 3 145 School Tot. 81 60 128 99 18 .. 6 392 35.97\\- 64. 03\\- -------- -------- -------- 146 Bates Elementary PK 7 9 12 5 4 3 40 K 12 13 21 10 5 6 67 1 16 17 13 17 4 7 74 2 22 17 26 13 1 4 83 3 20 21 16 9 6 4 76 4 24 19 12 15 2 2 74 .,,' 7. 5 20 11 22 8 8 7 76 Tot. Including PK 121 107 122 t'fr 77 30 ~3 33 490 46.53t 53.47\\- 10/30/08 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 11:11:50 PAGE 9 SEX/RACE TOTAL BY LEA ID #: racecnt BLACK WHITE OTHER PERCENTAGES MALE FEMALE MALE FEMALE MALE FEMALE TOTALS BLACK WHITE School Tot. n 'I 26 30 45 0- 47.lH 52.89% -------- -------- -------- 149 Maumelle Middle School 6 46 48 67 55 4 4 224 87 4576 3545 4624 3663 48 16 126488 ~2 School Tot. 149 t 137 173 ,. 1/ _: =~- 16 1 ___ ::_ 640 44.69% 55. 3H -------- -------- -------- 150 Chenal Elementary K 13 17 40 24 1 1 96 1 10 12 27 32 5 1 87 2 13 13 23 18 0 3 70 3 10 12 24 36 0 2 84 54 1104 118 2157 1115 10 10 62 ,\nr.., '?,., 51 School Tot. 70 73 .. 156 136 7 /, 8 450 31.78% 68.22\\- -------- -------- -------- 10/30/08 11:11:50 PK K 1 2 3 4 5 6 Elementary W/0 PRE-K BLACK MALE FEMALE 120 131 298 275 273 301 355 305 305 302 324 310 307 330 297 296 2159 2119 PULASKI COUNTY SPECIAL SCHOOL DISTRICT SEX/RACE TOTAL BY LEA WHITE OTHER MALE FEMALE MALE FEMALE TOTAL DISTRICT ENROLLMENT ************************* 175 176 24 27 501 408 63 66 421 405 65 58 403 381 51 51 412 392 54 47 382 361 50 44 359 308 56 47 340 277 40 27 2818 2532 37Q 340 PAGE 10 ID#: racecnt PERCENTAGES TOTALS BLACK WHITE 653 38.44\\- 61. 56\\- 1611 1523 1546 1512 1471 1407 1277 41.17\\- 58.83\\- 10347 41.35\\- 58.65\\- ------ _]_____ ------- ------ , ------ -------- ____ T___ -------- =============================--====== ==========~===d= ==========================..=..=--====- ~====================== Elementary With PRE-K 2279 2250 2993 2708 403 367 ~1000 41.17\\- 58.83\\- 7 336 257 316 285- 31 24 1249 8 279 278 274 281 35 22 1169 9 409 288 321 323 50 24 1415 10 350 312 292 244 27 23 1248 11 217 242 258 249 18 22 1006 12 209 243 250 231 23 9 20 976 48.42% 51.58\\- Secondary Totals 1800 1620 1711 1613 184 135 7063 48.42% 51.58% -------- --------~ -------- --Bi-s Tot. W/O PRE-K 95 3739 :.~ 4145 563 475 17410 44.22% 55.78% , -------- -------- -------- -===============/==~ -:0========c=======~===================== Dist. Tot. With PRE-K 4079 3870 4704 4321 587 502 18063 '44.01\\- 55.99% 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 LEARNING ACADEMY WAS NOT REPORTED, BECAUSE THE STUDENTS WERE COUNTED AS PART OF THE SCHOOL WHICH THEY WOULD NORMALLY ATTEND. PULASKI COUNTY SPECIAL SCHOOL DISTRICT October 31, 2008 Margie Powell, Federal Monitor Office of Desegregation Monitoring 124 West Capitol, Suite 1895 Little Rock, AR 72201 Dear Ms. Powell: 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 www.pcssd.org (501) 490-6215 RECEIVED NOV- C 2008 OFFIOCFE DESEGREGMAOTNIOITNO RING Attached is an updated copy of the 2008-2009 October 1 Enrollment Count to replace the copy you received earlier this month. Please note that two data points had percentage changes recalculated. The number of students did not change. If you have any questions please feel free to contact me. Brenda Bowles, Ed. D Assistant Superintendent for Equity and Pupil Services C Sam Jones, Attorney w u H \u0026gt; er ~ _J H ~ \u0026gt;fH 5 w N LO [l') .-1 ~ 01 'st .-1 ~ LO ~ [l') LO .-1 (X) ~ ~ N ....... .-1 N ....... .-1 .-1 . :,_ PR\u0026amp;K flRS.T Cap.cit/ _,P U,!./~ ~~Ulf r Y ::\nPJ:C_IAL-~Cli5C)0llLS,~: J~T _  :.-\nSASJ.TOTAJC. 0UllT: End ar Flm.Qlllr!flr Odobir. 1, 'MDII SECOM) TltlID fOtlRTii Flf\"llf -, SIXTl1 .... :._!: ... TOTAL El.EMEN. IAtn EUII.EltTARY 8Cft00LS (Rrnu,d) 00c NII TOT Bk NB OT Bl\\ NB TOT B\u0026gt;\u0026lt; rm TOT Bill ~8 TOT Blk ,:a ror l!lk :e T01 Bk NB OT Blk % rfon-Bi.u:1\u0026lt; annn1 Amn/dDJ C:lm\\lJ cu,1.o11 =l!olffil DUDl'f8  .,_,.EJ\u0026lt;m Landmut ___DMm . OukGf'IWW Dok!uooll4 PMfaast f\"tfl8'~ Robh10n r~ TdleMJn . , jTolalEhm SEC!lt.'OfflY SCHOOI.S FubrP.Udtnei Jn:M\"lddl~- JaxMldlllo OM\u0026amp; tlo~M~. 01ltOnn-oJn'Sr ,,,.,  ...,,,,10 Robl\"..sonHllh  ~- 52'. ~4\"} : . 463 6 3 39 B '6 53 11 ~ 48 15 16 31 \u0026amp; 22. 2a H 18 SS o 1\u0026gt; 4211 o ___ o. .o :ii 73 . ei 14 -59: .,, .211  5 os - Z1 -46 fa -i? .55. -12 -12 .-64 18 24 \"' ZI  2 OQ 3  2 76 :18 tt eo 41 37 78 43 31 74 31 45 .Wl . O _- 20 \":2() t . .\"75 /.-78 . 2 .\"61 S5 1 81 \u0026amp;2 '3 -63  iii 11 ,47 .- ,  9 c\"i --~ 800 7 13 20 15 '8 53 13 24 \u0026gt;1 11 32 (i 10 41 60 ID t2 _, 2:7 37 Q  0 .  I 23  \"M   .B4 22  6,4  :--ill : ., . : 4 70 :2l! . 6'l _- 82  \"1 40  81 1'  30 4IQ t 30 81 60 66 116 66 6-4 I~ 68 ~ 121 511 4S 102 62 44 108 '8 30 _-~99 :.1  ,s 20 22 -~ .-.21 21_.1-2t_--_24 .. s-. ,._,1 11 -., n._1s .. ,2 -3' --19 t?O 23 17  O 33 75 toe 16 81 117  I 63 lot 46 81 116 SO H 111 ~, !II o -o _.o -_ 21 28 _.-6, - 21 , -le _..,, - :N _ ,1 ' .os 2l -2 .7    11 ,21 . \" . 24 - ,_., 905 1\u0026amp; , 1fl ~a 4 37 30 4 s. ~ 4 34 ,e 1  3 20 24 33 .c .--~-- O _-b 63. 41 ~4- 112 )II ,\n-91 -51 .32 --~ - ... --24. \"Ill W.0 102 03 \"3ll 18 \"88 :G S 110 31 711 1 24 40 1\u0026amp; 40 Iii 21 41 88 \u0026gt;I 11 5' 11 ~ bl 1t 22 6 ZI 24 53 .m - - 21 !Iii - ,1 -  o.:i :1  a sa- 4'--11 ~  55 12.se  t:1s -24 ---~ 62e I\u0026amp; 4  o 8 a8 7 ,, 27  I 10 '6 56 I I 40 61 9 24 36 II 28 611 554 0 O 24 60 1M 2S 6/ f\u0026lt;I 30 89 9' 21 l\n6 ~ 34 48 A, 2l 64 11 871 O -.o . .-1 _35 __ ., -tn.N S B'.l ~-:za 71:311,::,.i:g1,,'r\n,e-_i, - ,-Oil .11 ~ J 11 11 I 2111 ,. ,. 30 \u0026lt;O 10 316  6 \\6 29 4  12 y\n51 9 21  5 15 . 21 , 7 21 S o 22 . \u0026gt;I II 1 -. 2 . a '3  \"36 7 14 :ti _ 6 .14 2() e1 18 \"\" ta  e.:- 20 8 88 1li 36 61 24 3J 67 11 ,1 so :,1\nl9 -,.80fl 7 1, 20  ..,. 2 __,, 2, _., ,511 -30_37 -,u .30 -~ \"81 - O SB iii 311 ,, -10 ... 0 0 a 42 30 78 is :Iii 73 52 29 \u0026amp;I SI 34 G5 3'J ~ ., 35 18 ~ - - 29  14 \u0026amp;2 '\" 10 \"t7 ---  7 ---22 _.,, .-.,..... 11 S5  M :2' _:22 . 5 _1  ._.. 61 IMO 249 405 M lffl 1040 1600 610 941 1617 66!i 818 15!3 !m IOI mo 130 836 ,.... 631 766 1195 - . . .. _... ... _ - PULAS\u0026lt; I-COUNTYS fEC!AL $CH00L-OISTRICT   -  ~ SA.SlTOTAL:COUrNiiTd :o f flnt Quu1ar Oc.1.obe1l'6 MOC\u0026amp; S1XTI1 SEVEITTH EIGHlli Nltffii TENTH TVIE\\fltt ~~~~m-oom-~~~Mm~oooo-~m-  11 O II IJ 5 18 32 9 41 25 33 7 2 g I TIO !lio -es H 193 112 10, 2!5 10 105 ~ a C O a \u0026lt; 0 G D O 6 Tt 1  i : 1$ _ 42 117 - 62 6 \u0026lt;n . 0 o O O O c D O O  o . 0 -0  1080 1130 5'l 108 82 45 107 1i 6l '\" 0 0 O O O O O O O 0 o _ o -o o ---o. o -o ,o n5 -169 . ..., m 119 - 2 _ ss  _ 11, 11 112 ..,. _ 129 223 110 \"1 241 If 15 1.. 0 0 ~ 0 0 0 -0 0 0 I\u0026gt; 0 0 , a . , o -. o .. o  -o - o - o - ,\u0026lt; i!O 10$ 2\"' 160 n 2.37 1a:i . 73. \"\"\" 1:i\u0026amp; -11 . 210 - O O O D O O o \u0026lt;O!I 151 201 95 \u0026lt;41 2.S S4 124 188 511 105 164 8\u0026amp; 1'9 2(1\u0026lt; 86 --\n112 :tt7 78 U1 2:19 0 0 , D D - -0  O O ' O - 0 .... 0 n G O O O \u0026lt; 0 r SI 6-!I tt ~ S2 106 41 ~ - 101 3' 5\u0026amp; 91 52 91 - 1 3 .a2 .-n \"'' sa a,\n1\" o -o o o -o o . o . -.o  o o  .-o _ _ -0 O c O -0 O I 0 I 71 82 IS3 58 7l 131 40 10 118 3'!I 5B 97 111 . 2!1 121 121 2 - 01 u , ,es ,.-.-.Q --o ,,,o -.::o --.--o. .. -., a _... ,o .~o. -. - -- .... o - o o o o o m 1S \"\"' 110 m 2!1 a2 121 200 -. 122 ~ IS,580) Ull 889 ,~, 57 8SI ,~, 5 0 t13 llt21 6U N1 1291 MBl 515 12331 M 6401 gs,el 447 !l2 971 N.o.t. : /IJJ\nt!Aa\u0026gt;dlrlf 1, \"\"1odedI n 1lul 1a1oolo l 1\u0026lt;100r\u0026lt;\u0026lt;lS'sa 1aha!!Pi. tl\u0026gt;K coonlsa nt nollndudad by tho $\\alef or p..-po .. , G/1 1:!caal 'l.otaUlll'\\. 6 12 ,_':i1 ....- .~.-. - Blk 111 195 U4 215 671 324 1A9 117 142 \" 115 l'.887 M --47 :41'lt, ,Ill 64 2691 111:\u0026gt; 74% 14B 108  _--:.z~ S31 - .7511, _ 43t Z30 47% 28:l 53\\\\ U3 -t3 , - - 31\\ 36\u0026lt;1-  . ,..  ,_.J 77 IDB Jl'll 'Zn 69% l45 , 138 31% . , 304  e,g,. - \"44l (12 651,1 34:i 45\\\\ 156 .:11\u0026amp;, 72'1\\ ---6!1 28'!\\_. -- ._... 282  O'll 430 60% 712 - .-. t38 -48% -j51 52w\n-tu 200 ea11 za 1211 ua '3t8 \"511% _ - m - -.41'11  --M1 167 4291 214 58% 371 -:65 ~ _- --:nG 78!1. . - - - .Zit n 2 % 16() 7611 3H 196 3911' --= 601\" -\"\"\" 158 300\\ 356 70% \u0026amp;24 ,218 - 63% . -  ,190 _-4,-,,, 4011 tf/ 251,1 206 7511 273 .50 2~' lfi:l :-- 75'!1 2113 142 36'!1 2 9 64% 3!1-1 199 -46% -230 --- 4ZII m 51i. 11s c11 ,11 113 , 32.% 20. E1M1 JI 11 --.-\ni :1__.9\ni1,a\nt---iairt--\"-----~.r'.,m:f----\n::m~--~1.1:ffo-~ ---.. -._:.\n, ~ a,r 601 . 184  8411 32$ 3\u0026amp;% 521 AA\\\\ . . ffl . 43~ U3 -322  98 10, ... , 481!, :48lli -48'1l. !i6% TOTAL UA 823 356 Mt 414 - -. :391 498 e,2.111 17,$82 Offl.c,,\u0026lt; I ErucoJ!of18A1 o:x\u0026lt;rtMJI~/. lf'/snivi,io, ~finladan 10/27J,Jm a'.b:J'3Frd. 11/21/2008 15:30 5014901352 EQUITY PUPIL SERVICE PAGE 01/02 I ----1 -------------~ To: Margie Powell Fax#: ,--------------,----------------------- ------- --- From: Re: Yolanda Richards Class Capacity Date: ______ , ___ --------- ------------------ 371-0100 11/21/08 1 _P_a_g___e _~s--:~ --- ..- ----- ..- -------------- ..- ----------i ----~-u_r~e_n_t _____ F_o_r_R_ev_ie_w __ .  Pl~ai\ne C~mme~- Please R~ply  Pleai\ne Recycl~-- __ \\ i f--------------------- Attached is a copy of the End of First Quarter enrollment numbers that have the class capacity included. Yolanda Richards _____ ., ___ --- ------------------------- --- LEA: 6002050 PUPIL ENROLLMENTB Y SCHOOLF ORM PAGE: 1 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: AMBOYE LEMENTARYS CHOOL I GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! sal 11 61 211 111 sl 21 ol 01 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 oj oj 01 oj oj oj oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 54j 9j 21 lSj 211 3j 4j oj oj oj 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 11 11 01 oj 01 oj oj oj oj 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! Slj 21 101 221 111 21 4j oj oj oj 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! oj oj oj oj oj oj oj oj oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 3 ENROLLj 4 8 j 4 j 7 j 1 7 j 14 j 3 j 3 I O j O j O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEj oj oj oj 01 01 01 01 01 oj 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI so j 6 j 8 j 15 I 16 I 1 j 4 j O I O j O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 1j oj oj 01 11 oj oj oj oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! s11 al 41 19j 1al 2j oj oj 01 oj o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 oj oj oj oj 01 01 oj oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLj O j O j O j O j O j O j O I O j O j O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! oj oj oj ol oj oj oj oj 01 oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLLI O j O j O j O j O j O j O j O j O j O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEj oj oj oj oj oj ol oj oj oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLLI O I O j O j O j O j O I O j O j O j O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEj 01 oj oj oj oj ol oj oj oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3121 36j 37j 109j 97j 16j 17j oj oj oj 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- et!O'!CEf 2 j ..1 I OI j 1 I O j O j O j O j O j 8 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: AMBOYE LEMENTARYS CHOOL RUN: 10/16/2008 07:39 !GRADEi TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV I MF MF MF MF MF ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLLj 2 0 I 3 I 2 j 4 j 8 j 2 j 1 j O j O j O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002053 PUPIL ENROLLMENBT Y SCHOOLF ORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BELWOODE LEMENTARYS CHOOL PAGE: 3 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV I M F I M F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 21 I 1 I O I 8 I 12 I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I ol 01 ol ol 01 ol 01 01 oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 16 I 1 I 1 I 7 I 7 I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! oJ oJ oJ oJ oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLJ 3 0 J 1 J 1 J 12 J 14 J 1 J OJ 1 J OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! oJ oJ 01 oJ 01 01 01 01 01 oJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 25J 2J ol 12J 91 2J oJ 01 oJ oJ o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ O I O I OJ O I OJ O I OJ O I OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI 321 2J 11 10J 101 oJ 11 01 oJ oJ o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 oJ oJ oJ ol oJ ol ol oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 5 ENROLLI 3 0 J 3 J 1 J 7 J 18 J O I O I O I O I O J 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I oJ ol oJ 01 01 01 ol 01 01 01 o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLJ O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! oJ 01 oJ 01 01 01 oJ 01 01 oJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLJ OJ OJ OJ OJ O I O I OJ O I O I OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI O I O I O I O I O I O I O I O I OJ O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 oJ 01 01 01 oJ oJ 01 01 o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 1541 101 41 641 101 31 11 11 01 oJ 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE J OJ O I O I O I O I O I O I OJ OJ OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002054 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 5 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BOONE PARK ELEMENTARY SCHOOL I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 561 11 11 291 221 11 11 OI OI 11 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 571 21 31 261 241 OI 11 11 OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 541 OI 21 251 261 11 OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 1 I O I O I O I 1 I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 561 lj 11 301 231 OI 11 OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI Oj OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 421 11 11 201 201 OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 401 11 OI 151 221 11 11 OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 oj 01 oj 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL j O j O I O j O j O j O I O I O I O I O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! OI OI OI Oj OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL j 3 0 5 I 6 I 8 I 14 5 j 13 7 j 3 j 4 I 1 I O I 1 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- c ,,.. -, -1tt--..i-- 01 01 oj ..a+ o~ ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: BOONE PARK ELEMENTARY SCHOOL RUN: 10/16/2008 07:39 I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV MF MF M FIMIFIMIF ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL! 541 11 OI 241 241 2j 21 11 01 OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002055 PUPIL ENROLLMENT BY SCHOOL FORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: CRESTWOOD ELEMENTARY SCHOOL PAGE: 7 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 !GRADEi TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV I M F I M I F I M F I M F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 65I 19I 29I 101 71 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 13 I 6I 71 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I 70 I 27 I 25 I 8 I 5 I O I O I 1 I 21 11 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 6I 11 3I 11 01 01 01 01 01 01 1 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 78I 25I 32I 121 71 01 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! O! O! OI DI OI OI OI DI O! O! 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 76I 201 201 SI 101 21 21 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! so! 21! 211 121 111 11 o! o! 21 o! o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! O! O! O! O! O! OI OI OI O! OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLI 62I 201 23I 101 Bl 01 01 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 11 OI Ii O! OI O! O! O! OI O! 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! DI O! OI O! DI OI O! DI O! O! 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I DI DI DI OI DI DI DI DI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 4 31 I 14 6 I 16 4 I 5 7 I 4 8 I 3 I 4 I 3 I 4 I 1 I 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- -GH0i@BI !6I 71 nr I 01 01 I 01 E\u0026gt;! 01 1\"\" ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- -la/ LEA: 6002056 PUPIL ENROLLMENTB Y SCHOOL FORM PAGE: 9 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: GLENVIEWE LEMENTARYS CHOOL I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M I F I M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 371 21 21 201 111 11 11 Oi Oi OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! oJ oJ 01 oJ 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 261 31 OJ 12J llJ OJ OJ OJ OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ Oi OJ OI Oi OJ Oi Oi OJ Oi 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 291 31 OJ 15J llJ OJ OJ Oi OJ Oi 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oi OJ OJ OJ OJ OJ OJ Oi OJ Oi 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLJ 26 I OI O I 11 j 15 j O I OI OI OJ OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! OJ OJ OJ OJ OJ OJ OJ Oi OJ Oi 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI 24 I 2 I 1 I 5 j 14 I O I 2 I OI OJ OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 11 OJ OI Oi 11 OJ OJ Oi OI OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLJ 22 J 2 J OI 10 J 10 I OJ OJ OI O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oi Oi OJ OJ Oi OJ OJ Oi OJ Oi 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLJ OJ O I O I OJ O I OJ OJ OJ OI OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ Oi OJ OJ OJ Oi OJ OJ OJ OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI OJ OI OJ OJ OJ OJ OJ OJ OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! OJ OJ Oi OJ OJ OJ OJ OJ OJ OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLJ OJ OJ OI OJ OJ OI OJ O I OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! OJ OJ OJ OJ OJ Oi OJ Oi OJ OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL J 164 J 12 J 3 J 73 J 72 J 1 J 3 J OJ OJ O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHoi.GEJ ' v 1 0- nl OJ of- OJ Of ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: GLENVIEWE LEMENTARYS CHOOL RUN: 10/16/2008 07:39 ----------------------------------------------------------------------------- I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV I I M F I M I F I M I F I M I F I--~--,--\n------- ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLLI 19 J 1 J OJ 11 I 7 I OJ OI OJ OJ OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA\n6002057 PUPIL ENROLLMENTB Y SCHOOL FORM COUNTY, PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT, N. LITTLE ROCK SCHOOL DISTRICT SCHOOL\nINDIAN HILLS ELEMENTARYS CHOOL PAGE, 11 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 !GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLj 98j 38j 35j lOj lOj 2j Oj Oj lj lj 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 33 I 16 I 141 11 01 01 01 01 11 11 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I 8 4 I 3 5 j 3 0 I 8 I 8 I 1 I O I 1 I O I 1 j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 16j 9j 7j Oj Oj Oj Oj Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 881 281 271 1s1 131 21 11 11 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 7j 3j 2j 2j Oj Oj OI Oj Oj OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLj 92j 33j 28j 9j 14j Oj Oj 3j 4j Oj 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 2j 11 lj Oj Oj Oj Oj Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLj 91 I 3 6 j 3 3 j 11 I 8 j 1 j Oj 2 j Oj O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I sj 21 3 I ol oj oj oj oj oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 107j 42j 36j 91 lSj lj 3j lj Oj OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE j 12 j 5 j 7 j O j O j O j O j O j O j O j 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLj Oj Oj O j Oj O j O j Oj Oj Oj O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Oj Oj Oj OI Oj OI Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLj Oj OI Oj Oj Oj O j Oj OI O I Oj 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj OI OI Oj Oj Oj OI OI Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLj Oj O I Oj O j Oj O j O j Oj Oj O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj OI Oj OI Oj OI OI Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLj 5 6 0 I 212 j 18 9 j 6 2 j 6 8 j 7 I 4 j 8 j 6 j 2 j 2 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- -CHOI@! %.j- ~-6.j-.J4j 3j Oj Oj Oj Oj lj lj 0 -- ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002058 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 13 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LAKEWOOD ELEMENTARY SCHOOL I GRADEI TOTAL WHITE BLACK I ASIAN/ I AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV MIFIMIFIMIFIMIFIMIF ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 601 221 241 61 SI 01 21 01 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 12 I 5 I 7 I O I O I O I O I O \\ 0 I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 741 291 241 101 61 OI 31 ll ll OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 6 I l I 4 I O I O I O I l I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 671 241 191 161 sl ol 21 11 o\\ 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I ll 11 OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 3 ENROLL\\ 71 I 2 2 \\ 3 0 \\ 7 I 7 I 2 \\ 0 I 2 I l \\ 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 751 18\\ 361 s1 1s1 01 01 01 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 83\\ 211 381 Bl 121 01 2\\ 11 1\\ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 1 I l I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI O\\ OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLL I O I O I O I O I O I O I O I O \\ 0 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL I O I O I O I O I O I O \\ 0 I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 4301 1361 1111 s21 sol 21 91 sl sl 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ~ I \"' 04 01 ol I 01 ol o\\ ~ ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- C\u0026gt; LEA: 6002060 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 17 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LYNCH DRIVE ELEMENTARY SCHOOL I GRADEI TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 491 31 11 241 211 OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 411 41 OI 201 141 21 11 OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 411 11 OI 191 211 OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 3 ENROLL I 4 7 I O I 3 I 2 7 I 1 7 I O J O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 45J 01 01 23 I 201 01 11 01 01 01 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 381 OI OI 231 15J OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLL I O I O I O I O I O I O I O I O I O I O J 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLL J O I O I O I O I O I O I O J O I O J O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 2611 Bl 41 1361 1081 21 21 OI OI OI 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHO.I.CE.j--o~ ~ -1- Q~ ..Q.-j,-----6-f ..Q,f O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: LYNCH DRIVE ELEMENTARY SCHOOL RUN: 10/16/2008 07:39 I GRADEI TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL I 3 9 I 1 I 1 I 16 I 19 I 2 I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 1 1  LEA: 6002061 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 19 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: MEADOWP ARK ELEMENTARYS CHOOL I GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 391 61 21 161 131 0I 11 0I 0I 11 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0i 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 291 11 31 101 121 21 11 0I 0I 0I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 251 0I 0I 121 111 21 0I 0I 0I 0I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 311 0I 0I 151 161 0I 0I 0I 0I 0I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 221 21 0I 101 91 0I 11 0I 0I 0I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 341 41 0I 141 141 11 0I 11 0I 0I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 1001 131 sl 771 1s1 sl 31 11 01 11 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOWBI- -\u0026amp;+--.{)I oj !---iH--+---\u0026amp;-1--- I ol g ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+--------- SCHOOL: MEADOWP ARK ELEMENTARYS CHOOL RUN: 10/16/2008 07:39 !GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL I 21 I 0 I 1 I 10 I 9 I 0 I 1 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- /// II LEA: 6002063 PUPIL ENROLLMENTB Y SCHOOLF ORM PAGE: 21 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NO. HEIGHTS ELEMENTARYS CHOOL / GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 721 71 61 201 161 91 141 OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 761 61 41 241 231 101 91 OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 11 OI OI 11 OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I 59 I 7 I 5 I 16 I 18 I 10 I 3 I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 741 SI 41 201 231 91 131 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! s21 sl 61 191 101 41 al ol 01 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! sal 21 sl 221 141 111 41 01 01 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI O I OI OI O I OI O I OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLLI O I OI OI O I OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLLI O I OI OI O I OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3911 321 301 1211 1041 531 Sll OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Ho.I.CE~ 11 OI O l.t OI O-j -O-j OI OI '11 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: NO. HEIGHTS ELEMENTARYS CHOOL RUN: 10/16/2008 07:39 / GRADEi TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV MF MF M FIMIFIMIF ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL I 3 9 I 1 I 2 I 9 I 10 I 10 I 7 I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- I LEA: 6002064 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 23 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PARK HILL ELEMENTARY SCHOOL I GRADEi TOTAL WHITE M BLACK F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL[ 60[ 11[ 12[ 18[ 6[ 8[ sf of of of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE[ of of of of of of of of of of o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL[ 56[ 4[ 9[ 18[ 16[ sf 4[ of of of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+----~+-----+-----+---- CHOICE[ 1[ of of of 1[ of of of of of a ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 2 ENROLL f 3 4 f 6 f 6 f 7 f 5 f 6 f 4 f O f O f O f 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE[ of of of of of of of of of of o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL[ 48[ 12[ sf 13[ sf 2[ 7f 1[ of of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I of of of of of of of of of of a ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL[ 51[ 6[ 10[ 9[ 12[ 10[ 4[ of of of 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE[ 1[ of of of 1[ of of of of of o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 5 ENROLL f 4 8 f 14 f 8 f 9 f 14 f 1 f 2 f O f O f O f 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE[ 1[ of of 1[ of of of of of of o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLL I o I a I o I o I o I o I a I a I o I o I a ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE[ of of of of of of of of of of o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I o I a I a I o I o I a I o I o I o I o I o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE[ of of of of of of of of of of o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL I a I o I o I o I o I o I o I o I o I o I a ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE[ of of of of of of of of of of o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL[ 297[ 53[ so[ 74[ 61[ 32[ 26[ 1[ of 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ~ICE1 31 ~l 04 I ~ 01 o+ -I- oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: PARK HILL ELEMENTARY SCHOOL RUN: 10/16/2008 07:39 I GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL f 2 0 f 2 f 1 f 5 f 3 f 7 f 2 f O f O f O [ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002065 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 25 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PIKE VIEW ELEMENTARY SCHOOL I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV F I M I F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL I 59 I 3 I 5 I 19 I 26 I 5 I O I 1 I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I ol 01 01 oJ 01 oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 621 91 sJ 191 221 1J 1J 21 oJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! oJ 01 oJ 01 oJ 01 oJ oJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 60J sl 4J 291 nl 11 2J 2J 11 oJ o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 0I 0i 0i 0i 0i 0i 0i 0i 0i 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 681 61 91 311 161 21 31 0i 11 0i 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 0i 0i 0i 0i 0i 0i 0i 0i 0I 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 691 61 61 271 231 21 31 11 lJ 0i 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0i 0i 0i 0i 0i 0i 0i 0i 0j 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 561 71 51 171 211 31 21 11 ol 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0i 0i 0i 0i 0i 0i 0i 0i 0i 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 J 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0i 0i 0i 0i 0i 0i 0i 0i 0i 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0i 0j 0i 0i 0i 0i 0i 0i 0i 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLL I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0i 0i 0i 0i 0i 0i 0i 0I 0i 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 3741 391 371 1421 1211 141 111 71 31 0i 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ' CHQJCBI ----- oj ''-I o..1- I \"04 r of oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: PIKE VIEW ELEMENTARY SCHOOL RUN: 10/16/2008 07:39 I GRADEi TOTAL WHITE I M BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV F I M I F I M I F I M F I M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL! 3BI 51 31 Bl 1s1 01 21 11 11 01 o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002067 PRESCHOOL ENROLLMENT BY SCHOOL PAGE: 14 SIS: rpt455 CYCLE: 10/15/2008 RUN: 10/16/2008 07:39 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: REDWOOD PRE-SCHOOL !GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL J 2 3 3 J 1 7 J 9 J 9 5 J 9 0 J 8 J 13 J 1 J 0 J 0 J 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002069 PUPIL ENROLLMENTB Y SCHOOL FORM PAGE: 29 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: SEVENTH STREET ELEM. SCHOOL I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M I F I M I F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 661 OI Oj 291 361 OI Oj OI lj OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI Oj OI OI OI Oj OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 4 7 I O I OI 18 I 2 7 I 2 I OI OI O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Oj Oj OI OI OI Oj Oj Oj OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 48j Oj Oj 23j 251 OI OI OI Oj OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 11 OI OI 11 OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLj 57j lj 11 23j 321 OI OI OI Oj OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Oj OI OI Oj Oj OI OI OI Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 531 lj OI 211 30j lj OI Oj OI Oj 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI Oj OI OI Oj Oj Oj Oj OI Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLj 441 Oj lj 241 18j lj Oj OI OI Oj 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI Oj Oj OI OI Oj Oj OI Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLj O I O I OI OI OI O I OI OI OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI Oj OI OI Oj Oj OI Oj OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI OI OI OI OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI Oj OI OI OI OI OI Oj OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3151 21 2j 1381 1681 41 OI OI lj OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- -OW~CEI 11 01 -o 1 ~-~- t ~ 01 oj -------------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SCHOOL: SEVENTH STREET ELEM. SCHOOL RUN: 10/16/2008 07:39 I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M I F I M I F I M F I M I F I M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLLI 4 0 j O I O I 19 I 21 I OI OI OI O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002070 PUPIL ENROLLMENT BY SCHOOL FORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LAKEWOODM IDDLE SCHOOL PAGE: 31 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M I F I M I F I M I F I M F I M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 3 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I 362 I 123 I 98 I 53 I 69 I 7 I 7 I 2 I 3 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 3421 971 941 6sl 621 101 71 sl 21 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 11 0I 0I 0I 11 0I 0I 0I 0I 0I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 7041 2201 1921 1101 1311 171 141 71 SI 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- \u0026lt;.Jio.ic.I- ~ ol ol 11 ol 0I 0I 0I 0I -n--- ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+--~ LEA: 6002059 PUPIL ENROLLMENT BY SCHOOL FORM PAGE: 15 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: POPLAR STREET MIDDLE SCHOOL I GRADEi TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL I O I O I O I O I O I O I O I O I O I O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI Oj OI Oj OI OI OI Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I O I O j O I O j O I O I O I O j O I O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI Oj OI Oj Oj OI OI OI OI Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 2 ENROLL I O j O j O j O I O I O j O I O I O j O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI Oj Oj Oj OI OI Oj Oj OI Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 3 ENROLL j O I O j O j O I O j O I O I O j O I O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Oj Oj Oj Oj OI Oj Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 4 ENROLL I O j O I O I O j O I O I O I O I O I O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj OI OI OI OI Oj OI OI OI Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL j O I O j O I O I O I O j O I O j O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Oj Oj Oj Oj OI Oj OI Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I 574 I 95 I 84 I 194 j 152 j 19 I 20 j 7 I 3 j O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI OI OI OI Oj Oj OI Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLL I O I O I O I O I O I O I O I O j O I O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj OI Oj OI OI OI OI Oj Oj OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLL I O j O I O j O I O j O I O I O j O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI Oj Oj OI Oj Oj OI Oj Oj OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 5741 951 84j 194j 1521 19j 201 71 3j OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CllOICE I a I -Ill --0 I o I o I o I o I -0 J-.o--1 -...o I ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002702 PUPIL ENROLLMENTB Y SCHOOL FORM PAGE: 39 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: RIDGEROAD CHARTER MIDDLE SCHOO I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL I O I O I O I O I O I O I O I O I 0 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I ol ol ol 01 ol 01 01 01 01 oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL I O I O I O I O I 0 I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL I O I O I O I O I O I O I O I O I 0 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI 2191 101 101 831 1051 71 41 01 01 ol o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oi Oi Oi Oi Di Oi Oi Oi Oi Oi 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI 2nl 101 nl s21 921 al 71 ol 11 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 4301 201 211 1651 1971 151 nl ol 11 01 o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CfillICE 1- s 1 81 oi.i---fl-1--i,--~o-,-or O i-o\n0 I e- ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002077 PUPIL ENROLLMENTB Y SCHOOLF ORM PAGE: 37 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: ROSE CITY MIDDLE SCHOOL IGRADEI TOTAL WHITE BLACK M F M F I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL I O J O J O J O J O J O J O J O J O J O J 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ oJ oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLJ OJ OJ OJ OJ OJ OJ O J OJ OJ O J 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ oJ oJ oJ oJ 01 oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 2 ENROLL J O J O J O J O J O J O J O J O J O J O J 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ oJ oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLJ OJ OJ OJ OJ OJ OJ OJ OJ OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ oJ oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLJ oJ oJ o I oJ oJ oJ oJ oJ oJ oJ  o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ oJ oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLJ OJ OJ OJ OJ OJ OJ OJ OJ OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ 01 oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLJ 10 J 1 J OJ 8 J OJ 1 J OJ OJ OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ oJ oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 79J 4J 3J 38J 32J 21 oJ oJ oJ oJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ 01 01 oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLJ 83J 21 4J 42J 32J 21 1J oJ oJ oJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEJ oJ oJ oJ oJ oJ oJ oJ oJ oJ oJ o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 172J 7J 71 88J 64J sl 1J oJ oJ oJ o ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Sl!O,Wi:J 0J oJ ot oJ oj oJ oj oJ oJ oJ - ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002075 PUPIL ENROLLMENTB Y SCHOOLF ORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NLR HIGH SCHOOL-EAST CAMPUS PAGE: 34 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 !GRADEi TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F M F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 9 ENROLLj 711 I 13 0 j 13 3 j 18 7 j 214 j 2 3 j 14 j 4 j 4 j 1 j 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 3j 01 oj 11 21 oj oj oj 01 oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL! 730! 1261 159! 1971 1891 221 211 SI 71 41 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 41 0i 0i 0i 41 0j 0j 0i 0i 0i 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I oj oj oj oj oj oj oj 01 oj oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI 0 j 0 j 0 j 0 j 0 j 0 I 0 I 0 j 0 j 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I ol oj ol oj ol ol oj oj oj ol o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLj 0 I 0 I 0 I 0 I 0 j 0 I 0 I 0 j 0 j 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLj 0 j 0 j 0 j 0 j 0 j 0 j 0 I 0 j 0 j 0 j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLj 0 j 0 j 0 j 0 j 0 j 0 j 0 j 0 j 0 j 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I oj oj oj oj oj oj oj oj oj ol o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL I 0 I 0 j 0 j 0 j 0 I 0 I 0 I 0 j 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 0j 0j 0j 0j 0j 0i 0i 0j 0j 0j 0j ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 14411 2561 2921 3841 4031 451 351 91 111 SI 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Cl!OIGB I 7 I 8 j 8 j -tj- '\"\"67 0 j 0 j 0 j 0 j 0 j 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 1/ Has your district voted to participate in School Choice? ********************************************************************************  LEA: 6002076 PUPIL ENROLLMENT BY SCHOOL FORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NLR HIGH SCHOOL-WEST CAMPUS PAGE: 36 SIS: rpt404 CYCLE: 10/15/2008 RUN: 10/16/2008 07:38 I GRADEI TOTAL WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC PACIFIC ISL ALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLL j 93 j 7 j 6 j 55 j 24 j 1 j O j O j O j O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Oj Oj Oj Oj Oj Oj Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLj 142j 2lj 7j 59j 46j 4j oj lj 2j 2j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj Oj Oj Oj Oj Oj Oj Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLj 657j 139j 137j 154j 186j 13j 16j 7j 2j 3j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 41 01 01 2 I 21 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLL! s0oj 1211 12sl 1291 1681 141 131 21 sl 21 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 21 OI Oj 11 11 OI Oj Oj OI Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLL j O j O I O I O I O I O I O j O I O j O j 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OI OI Oj OI Oj OI Oj Oj Oj Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLL I O I O I O I O I O I O I O j O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLL I O I O I O I O j O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I Oj OI OI Oj Oj OI OI OI OI Oj 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- s S ENROLL I O I O I O I O I O I O I O I O I O j O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 oJ oJ 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I 14721 2881 2751 3971 4241 321 291 101 91 71 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICRI GI el el 31 sl oj ~ o oJ -oj o ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Has your district voted to participate in School Choice? ******************************************************************************** 0 .... - n~\\.#lal Y ._., NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas NOV1 7 2008 RACIAL COMPOSITION OF SCHOOLS OFFIOCFE Including Kindergarten DESEGREGMAOTNIIOTNO RING October 1, 2008 Black Total White Total Other -Y:otal School Enrollment M F M F M F Amboy 312 # 109 97 206 36 37 73 16 17 33 % 34.94% 31.09% 66.03% 11.54% 11.86% 23.40% 5.13% 5.45% 10.58% Belwood 154 # 64 70 134 10 4 14 4 2 6 % 41.56% 45.45% 87.01% 6.49% 2.60% 9.09% 2.60% 1.30% 3.90% Boone Park 305 # 145 137 282 6 8 14 5 4 9 % 47.54% 44.92% 92.46% 1.97% 2.62% 4.59% 1.64% 1.31% 2.95% Crestwood 431 # 57 48 105 146 164 310 7 9 16 % 13.23% 11.14% 24.36% 33.87% 38.05% 71.93% 1.62% 2.09% 3.71% Glenview 164 # 73 72 145 12 3 15 1 3 4 % 44.51% 43.90% 88.41 % 7.32% 1.83% 9.15% 0.61% 1.83% 2.44% Indian Hills 560 # 62 68 130 212 189 401 17 12 29 % 11.07% 12.14% 23.21% 37.86% 33.75% 71.61% 3.04% 2.14% 5.18% Lakewood 430 # 52 50 102 136 171 307 7 14 21 % 12.09% 11.63% 23.72% 31.63% 39.77% 71.40% 1.63% 3.26% 4.88% Lynch Drive 261 # 136 108 244 8 4 12 2 3 5 % 52.11% 41.38% 93.49% 3.07% 1.53% 4.60% 0.77% 1.15% 1.92% Meadow Park 180 # 77 75 152 13 5 18 7 3 10 % 42.78% 41.67% 84.44% 7.22% 2.78% 10.00% 3.89% 1.67% 5.56% North Heights 391 # 121 104 225 32 30 62 53 51 104 % 30.95% 26.60% 57.54% 8.18% 7.67% 15.86% 13.55% 13.04% 26.60% Park Hill 297 # 74 61 135 53 50 103 33 26 59 % 24.92% 20.54% 45.45% 17.85% 16.84% 34.68% 11.11% 8.75% 19.87% Pike View 374 # 142 121 263 39 37 76 21 14 35 % 37.97% 32.35% 70.32% 10.43% 9.89% 20.32% 5.61% 3.74% 9.36% Seventh Street 315 # 138 168 306 2 2 4 4 1 5 % 43.81% 53.33% 97.14% 0.63% 0.63% 1.27% 1.27% 0.32% 1.59% Elementary Total: 4174 # 1250 1179 I 2429 I 705 704 I 1409 I 177 159 I 336 % 29.95% 28.25% I 58.19% I 16.89% 16.87% I 33.76% I 4.24% 3.81% I 8.05% ...- Black Total White Total Other Total School Enrollment M F M F M F Poplar Street Middle 574 # 194 152 346 95 84 179 26 23 49 % 33.80% 26.48% 60.28% 16.55% 14.63% 31.18% 4.53% 4.01% 8.54% Lakewood Middle 704 # 118 131 249 220 192 412 24 19 43 % 16.76% 18.61% 35.37% 31.25% 27.27% 58.52% 3.41% 2.70% 6.11% Ridgeroad Middle 430 # 165 197 362 20 21 41 15 12 27 % 38.37% 45.81% 84.19% 4.65% 4.88% 9.53% 3.49% 2.79% 6.28% Rose City Middle 172 # 88 64 152 7 7 14 5 1 6 % 51.16% 37.21% 88.37% 4.07% 4.07% 8.14% 2.91% 0.58% 3.49% Middle School Total: 1880 # 565 544 I 1109 I 342 304 I 646 I 70 55 I 125 % 30.05% 28.94% I 58.99% I 18.19% 16.17% I 34.36% I 3.72% 2.93% I 6.65% Black Total White Total Other Total School Enrollment M F M F M F NLRHS-East Campus 1441 # 384 403 787 256 292 548 59 47 106 % 26.65% 27.97% 54.61% 17.77% 20.26% 38.03% 4.09% 3.26% 7.36% NLRHS-West Campus 1472 # 397 424 821 288 275 563 49 39 88 % 26.97% 28.80% 55.77% 19.57% 18.68% 38.25% 3.33% 2.65% 5.98% Total Hi~h School: 2913 # 781 827 I 1608 I 544 567 I 1111 I 108 86 I 194 % 26.81% 28.39% I 55.20% I 18.67% 19.46% I 38.14% I 3.71% 2.95% I 6.66% Black Total White Total Other Total School Enrollment M F M F M F District Total: 8967 # 2,596 2,550 I 5146 I 1,591 1,575 I 3166 I 355 300 I 655 % 28.95% 28.44% I 57.39% I 17.74% 17.56% I 35.31% I 3.96% 3.35% I 7.30% J t.  ------ .A-5~ ~ Arkansas Division of Public School Academic Facilities and Transportation Capacitv Calculator For District Use K-5 Elementa!Y Kindergarten thru 5th Grade # General # S(!ecialtv Student 08-09 % Classrooms Rooms Net Ca(!acitv Enrollment Ca(!acit~ Amboy 22 6 16 400 332 83 Belwood 15 8 7 175 157 90 Boone Park 31 11 20 500 359 72 Crestwood 29 10 19 475 431 91 Glenview 17 9 8 200 183 92 Indian Hills 34 9 25 625 560 90 Lakewood Elem 22 4 18 450 430 96 Lynch Drive 29 11 18 450 300 67 Meadow Park 13 4 9 225 201 90 North Heights 31 10 21 525 430 82 Park Hill 24 9 15 375 317 85 Pike View 25 8 17 425 412 97 Seventh Street 28 10 18 450 355 79 Total 5275 4467 85 Redwood Pre-K ~~-1 233 I__- ~ Pre-k - 5 total _,,,,,~-- ... 4700 I 'C/ Arkansas Division of Public School Academic Facilities and Transportation Capacity Calculator For District Use 6-12 Secondary 6th Grade thru 12th Grade # General # of Student 08-09 I % I Classrooms Students Capacify Enrollment Capacify ,,,_\u0026lt;{, West Campus 65 30 1657.5 Jl 17' 1478 90 East Campus 60 30 1530 ,'Y1448 95 Lakewood Middle 33 30 841.5 '-6 ,,- 705 84 Ridgeroad Middle 28 30 714 430 61 Rose City Middle 16 30 408 172 43 Poplar Street Middle 31 28 737 574 78 Secondary Total .588Z,....- 4807 82 ,t\n\"(\",-v 9 ArQenta Alternative -- a..-, .. District Total 11162 9507 86 Seconda 6th Grade thru 12th G ade - --- ,., ~\" \"\"~\"y.llU111m NITORING # General C assrooms # of Students Student Capacitv 08-09 Enrollment % Canacitv West Campus 65 30 1657.5 1478 90 East Campus 60 30 1530 1448 95 Lakewood Middle 33 30 841.5 705 84 I Ridgeroad Middl I 28 I 30 I 114 430 61 Rose Ci Middle 16 30 408 172 43 Po lar Street Midtlle 31 28 737 574 78 Secondarv Total 5887 4807 82 Argenta Altemati 'e I DistrictT otal 111162 19507 Canacitv Calculator For District Use K-5 I I I Elementarv I Kinder11arten thru 5th Grade I Ambo 22 6 83 I Belwood 1 15 [8 [7 I 115 I 151 90 I Boone Park 1 31 I 11 120 1500 I 359 72 I Crestwood I 29 1 10 I 19 I 475 I 431 91 I Glenview I 11 [9 \\8 I 200 I 183 92 I Indian Hills I 34 /9 I 25 I 625 I 560 90 I Lakewood Elm 122 14 I 18 I 450 430 96 I Lynch Drive I 29 1 11 I 18 I 450 I 300 67 I Meadow Parki 113 14 19 1225 201 90 I North Height I 31 1 10 121 I 525 430 82 I Park Hill I 24 19 I 15 I 375 I 317 85 I Pike View I 25 18 I 17 I 425 I 412 97 I Seventh Street I 28 1 10 I 18 I 450 355 79 I Total I I I 15275 14467 85 I Redwood Pre!K I I I 233 I Pre-k -5 total I I I 14700 Determinina Caoacitv for Elementarv and Secondarv Grade Levels Manv districts have 30 or more students in elementarv classrooms whereas other districts are strivinq for 20 or fewer. The most common averaae class size that is used for planninq purposes is 25 students at the Elemenatrv qrade level and 30 at the Secondary grade Level. Definina A Classroom Arkansas School Facilitv Manual submits that for Pre-Kindergarten and Kindergarten the classroom square footaqe is 1 000 S.F., and for qrades 1-5 the classroom size is 850 S.F.. For specialty rooms the classroom size is 850 S.F. I Also, note that classrooms\n:,:550S .F. and are used for instructionalp urposes are counted as General Classrooms. I The Standards and Guidelines submit that for Secondary classrooms, the square footage be 850 S.F., with\n:::650S .F and are used for any instructional space should be considered General Classrooms. Special Education ... t -J S ecial Education instruction occurs at various levels of need, va in class sizes, and in various locations. Art and Music Soaces Art and Music instruction is an important part of a well-rounded elementary curriculum. Therefore, s aces students, these proqrams may need to be combined into one space. Comouter Labs Even thouah the future solution is to have computers inteqrated into all instructional spaces, the current practice is to have designated computer labs in elementary schools. Science Classrooms State proficiency testinq has placed an increased emphasis on science curriculum at the elementa level. Current! , science instruction is limited to what can be done in the re ular classroom. Districts will need to I decide whether to provide separate classrooms for science or to include it in the regular classroom. Soecial Proarams Most school districts provide special proarams for at-risk students such as Title I and other ifted students. If these ro rams are to be rovided, s ace needs to be allocated for these When determinin the ca acit of a school, the number of s ecial classrooms should be a reflection of the enrollment of the buildinq. The simplest procedure for determining capacity would be to count the total number of classrooms and subtract the number for special purposes and then multiPlv the remainder by 25 fnumber of students]. The following table on the Elementarv Paae, illustrates this method of calculation, based on 25 students er class. Note: These calculators are school buildin to be utilized I 100% of the day, the set number of specialty rooms is already configured in the followin table. Seconda is based on a utilization factor of 85%. Districts can in ut the number of classrooms the have Page 1 of 1 From: Greg Daniels [danielsg@nlrsd.k12.ar.us] Sent: Monday, December 08, 2008 10:50 AM To: paramer@odmemail.com Subject: NLRSD M-to-M's Cycle 3 LR= 0.00 PCSSD =756.48 12/8/2008\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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