{"response":{"docs":[{"id":"hbcula_rwwl_1647","title":"Skits Recorded for Parents Need To Know - A Presentation of SCLC/W.O.M.E.N., 1991","collection_id":"hbcula_rwwl","collection_title":"Digital Collection of Robert W. Wooodruff Library (AUC)","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Atlanta University Center Robert W. Woodruff Library"],"dc_date":["1991"],"dcterms_description":["This video features a presentation by SCLC/WOMEN including skits recorded for \"Parents Need to Know\". This video highlights scenarios of common concerns regarding teenager-parent relationships."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African Americans--Civil rights","African American teenagers","African American youth--Education"],"dcterms_title":["Skits Recorded for Parents Need To Know - A Presentation of SCLC/W.O.M.E.N., 1991"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/rwwl/id/1647"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All works in this collection either are protected by copyright and/or are the property of the Robert W. Woodruff Library, and/or the copyright holder as appropriate. To order a reproduction or to inquire about permission to publish, please contact the Archives Research Center at: archives@auctr.edu With the web URL or handle identification number."],"dcterms_medium":["videotapes"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_947","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":null,"dc_date":["1991-01/1992-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History","Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School discipline","School facilities","Student assistance programs","Gifted persons","School improvement programs"],"dcterms_title":["''Status Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/947"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"mum_civ-rights_pubs-14","title":"Struggling for Justice: Church Women United, Oxford, Mississippi 1962-1991","collection_id":"mum_civ-rights","collection_title":"Civil Rights Archive","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Speer, Lisa K."],"dc_date":["1991-01-01"],"dcterms_description":null,"dc_format":["application/pdf"],"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":["Publications"],"dcterms_subject":["Education--Mississippi","Mississippi--Race relations","Mississippi--Social life and customs","Civil rights movements--Mississippi","United States--Race relations","United States--History"],"dcterms_title":["Struggling for Justice: Church Women United, Oxford, Mississippi 1962-1991"],"dcterms_type":["Text"],"dcterms_provenance":["John Davis Williams Library. Department of Archives and Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["https://egrove.olemiss.edu/civ_pubs/14"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Images in this collection are for personal use only. These items may not be reproduced, re-posted or saved except under fair use, as stipulated by U.S. Copyright Law: reproduction is not to be \"used for any purpose other than private study, scholarship, or research.\""],"dcterms_medium":["publications (documents)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1506","title":"\"Students Placed in the Gifted Program,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1991/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Little Rock School District","Educational innovations","Education--Standards","Educational statistics","School improvement programs","School management and organization","Student activities"],"dcterms_title":["\"Students Placed in the Gifted Program,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1506"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["91 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_724","title":"SWAT visits","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School facilities","Education--Evaluation","Educational statistics"],"dcterms_title":["SWAT visits"],"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/724"],"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\nInformal school visits and reports made by the Office of Desegregation and Monitoring\n0 3 Z 0 6  1 9 ? 1 11 rRQM JOHN W.UflLKER P.fl. TO 3'10100 P . 02 MBMORAMDUM to\nMR. JOHN W. WALKER FROM: MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER re: LRSD V. PC38D - New Construction within the LRSD date: MARCH 5, 1991 On site visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year. August, 1991. Mr. Herman visited Woodruff and Western Hills. Cloverdale and Geyer Springs, as follows: I visited Our findings at the locations were CLOVERDALE ELEMENTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have 21\" classrooms (3 sections each of K-6) The construction will consist of t 5 tr additional classrooms, a new playground, office, nurse's station and a cafeteria to be shared with Cloverdale Jr. High School. Final student capacity (after construction)\nstudents 492 i I I03Z0B/1991 11:33 FROM JOHN U.UBLKER P . fl. TO 3710100 P. 03 i i ! I I I I PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room. High has several Cloverdale Jr. portables, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SPRINGS ELgHSKTARY Principal\nEleanor Cox (black female) Current student capacity\n200 students 76% black 24% white Current number of classrooms\n9 After construction, the school will have 23\" classrooms. The construction will consist of \"14\" new classrooms, a new playground and a new parking lot. Final student capacity\n400 Anticipated capacity next school year\n325 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs construction has been set at 1 1/2 million dollars. WESTERN HILLS BLEMSNTARY Principal\nMargie Puckett (white female) Current student capacity\n336 students 63.7% black 35.8% white ,5% other The construction will consist of \"10\" classrooms. additional I Iaszeszigai 1 1 ! 39 FROM JOHN U.USLKER P.fl. TO 3T10100 P . 04 PAGE THREE March 5, 1991 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Sills has been set at 1 million dollars. WOOPSPP? ELEMENTARY Principal\nPat Higginbotham (white female) Current student capacity\nunknown 80% black 20% white The construction will consist of \"10 new classrooms and expansion of the cafeteria. There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. I I Please let us know if additional information is needed. I ( i I I I i i ! i I03zafi^l'?91 11:37 FROM JOHN U.UHLKER P.A. TO 3710100 p.ai JOHN w. Walker, P.A. Attorney at Law i?a Broadway Little Rock. Arkansas tjsob Telephone (5O1) 374-\ni758 FAX (501) :3744187 JOHN W. WALKER RALPH WASHINGTON \u0026gt;L\\RK BURNETTE WILEY A. BRANTON. JK. Abo iximitwd io Practiw io n*nr^ \u0026amp; tb Din.nct uC CUwAib)*. FACSIMILE COVER I-AZAR M. PALNiCK LAW \u0026amp; FINANCE SLTx\nSUITE 1002 129 roURTH AVENiiL PmSBURGH. PA i52.S 1412) 28.?-?220 TO: 2^ CblAA/^ Y'KY. NO. : FROM: hr QlD DATE: RE: U^S) ptfjz. THIS FAX CONSISTS OF IF YOU DO NOT RECEIVE PAGE(S), INCLUDING THIS COVER PAGE. PAGE(S), PLEASE CALL AT THE NUMBER LISTED ABOVE AS SOON AS POSSIBLE. I TO: FROM: THROUGH: SUBJECT: Little Rock School District January 29, 1992 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for J' CT Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Educational Equity Monitoring Schedule Please find attached the Educational Equity Monitoring Schedule for the third nine weeks. 810 West Narkham Street * Little Rock, Arkansas 72201  (501)374-35611 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EDUCATIONAL EQUITY MONITORING THIRD VISIT SCHEDULE 1991-92 SCHEDULED DATE Wed., 01-22-92 SCHOOL Western Hills Elem. SPECIALISTS Dunbar, Tadlock Thu., 01-23-92 Jefferson Elem. Tadlock, Dunbar Mon., 01-27-92 Washington Maonet Dunbar, Tadlock Tue., 01-28-92 Booker Maqnet Tadlock, Dunbar II II Fair High Hobby, Smith Wed., 01-29-92 Central High Smith, Hobby II II Fulbright Elem, Dunbar, Tadlock Thu., 01-30-92 It It Geyer Springs Elem. Mabelvale Jr. High Tadlock, Dunbar Hobby, Smith Fri., 01-31-92 Caryer Magnet Tadlock, Dunbar Mon., 02-03-92 Williams Magnet Dunbar, Tadlock Tue.. 02-04-92 Mabelvale Elem. Tadlock, Dunbar Wed., 02-05-92 Badgett Elem. Davis, Brooks It It Mann Magnet Smith, Hobby Thu.. 02-06-92 Bale Elem. Davis, Brooks Fri.. 02-07-92 Woodruff Elem. Dunbar, Tadlock II II Hall High Smith, Hobby Tue.. 02-11-92 Metropolitan Vo-Tech. Smith, Hobby Wed.. 02-12-92 Baseline Elem. Davis, Brooks Thu.. 02-13-92 II II Brady Elem. Gibbs Magnet Davis. Brooks Tadlock, DunbarLRSD PRE DEPT. EDUCATIONAL EQUITY MONITORING THIRD VISIT SCHEDULE 1991-92 PAGE 2 SCHEDULED DATE SCHOOL SPECIALISTS Fri., 02-14-92 Chicot Elem. Dunbar, Tadlock Mon., 02-17-92 Cloverdale Elem. Davis, Brooks II If McDermott Elem. Tadlock, Dunbar Tue.. 02-18-92 II fl II II Wed., 02-19-92 II II II If Thu.. 02-20-92 II II II II Mon., 02-24-92 II II II II Tue.. 02-25-92 II II II It Fri.. 02-28-92 II II Tue.. 03-03-92 II II Wed., 03-04-92 II II Cloverdale Jr. High Dodd Elem. Terry Elem. Fair Park Elem. Dunbar Magnet Meadowcliff Elem. Forest Park Elem. McClellan High Watson Elem. Otter Creek Wakefield Elem. Pulaski Heights Jr. High Parkview Magnet Pulaski Heights. Elem Wilson Elem. Romine Elem. Southwest Jr. High Franklin Elem. Henderson Jr. High Forest Heights Jr. High Garland Elem. Hobby, Smith Davis. Brooks Dunbar, Tadlock Davis, Brooks Smith, Hobby Tadloc}'., Dunbar Davis, Brooks Hobby, Smith Dunbar, Tadlock Brooks, Davis Tadlock, Dunbar Hobby, Smith Hobby, Smith Brooks, Davis Dunbar, Tadlock Davis, Brooks Smith, Hobby Brooks, Davis Hobby, Smith Smith, Hobby Brooks. DavisLRSD PRE DEPT. EDUCATIONAL EQUITY MONITORING THIRD VISIT SCHEDULE 1991-92 PAGE 3 SCHEDULED DATE Thu., 03-05-92 SCHOOL Ish Elem. SPECIALISTS Brooks, Davis Mon., 03-23-92 Mitchell Elem. Brooks, Davis Tue., 03-24-92 Riqhtsell Elem. Brooks, Davis Wed., 03-25-92 Rockefeller Elem, Brooks, Davis Thu., 03-26-92 Stephens Elem. Brooks, DavisLittle Rock School District TO: FROM: THROUGH: SUBJECT: April 1, 1992 Ann Brown, Office of Desegregation Monitoring RECEIVED APR 7 1992 01iic3 of Desegregation Won'itorina James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Educational Equity Monitoring Schedule - Fourth Visit Please find enclosed the District's schedule for the fourth monitoring visits to all schools. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LRSD PRE DEPT. EDUCATIONAL EQUITY MONITORING FOURTH VISIT SCHEDULE 1991-92 PAGE 2 SCHEDULED DATE Mon., 05-04-92 II tl Tue., 05-05-92 II II II II Wed., 05-06-92 II II II II Thu., 05-07-92 II II It II Fri., 05-08-92 Mon., 05-11-92 It II Tue., 05-12-92 II II It tl Wed., 05-13-92 II It tt II Thu., 05-14-92 II II II II SCHOOL Bale Elem. Fulbricfht Elem. Baseline Elem. Gever Sorinas Elem. Metrooolitan Vo-Tech. Bradv Elem. Cloverdale Jr. Hiqh Williams Maanet Cloverdale Elem. Mabelvale Elem. Pulaski Heiqhts Jr. Hiqh Mann Maqnet Dodd Elem. Woodruff Elem. Fair Park Elem. Gibbs Maqnet Southwest Jr. Hiqh Chicot Elem. Forest Park Elem. Henderson Jr. Hiqh Forest Heiqhts Jr. Hiqh McDermott Elem. otter Creek SPECIALISTS Davis, Brooks Dunbar, Tadlock Davis, Brooks Tadlock, Dunbar Smith, Hobbv Davis, Brooks Hobbv, Smith Dunbar, Tadlock Davis, Brooks Tadlock, Dunbar Hobbv, Smith Smith, Hobbv Davis, Brooks Dunbar, Tadlock Davis, Brooks Tadlock, Dunbar Smith, Hobbv Dunbar, Tadlock Davis, Brooks Hobbv, Smith Smith, Hobbv Tadlock, Dunbar Brooks, DavisSCHEDULED DATE Mon., 04-06-92 Tue., 04-07-92 II 11 If 11 Wed., 04-08-92 II II tl II Thu., 04-09-92 II II II II Tue., 04-28-92 II tl Wed., 04-29-92 II 11 tl II Thu., 04-30-92 II II II It Fri.. 05-01-92 tl II It II LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EDUCATIONAL EQUITY MONITORING FOURTH VISIT SCHEDULE 1991-92 SCHOOL Franklin Elem. Carver Magnet Fair High Garland Elem. Central High Ish Elem. Western Hills Elem. Jefferson Elem. Mabelvale Jr. High Mitchell Elem. Hall High Rightsell Elem. Parkview Magnet Rockefeller Elem. Washington Magnet Booker Magnet McClellan High Stephens Elem. Badgett Elem. Dunbar Magnet Wilson Elem. SPECIALISTS Brooks, Davis Tadlock, Dunbar Hobby, Smith Brooks, Davis Smith, Hobby Brooks, Davis Dunbar, Tadlock Tadlock, Dunbar Hobby, Smith Brooks, Davis Smith, Hobby Brooks, Davis Hobby, Smith Brooks, Davis Dunbar, Tadlock Tadlock, Dunbar Hobby, Smith Brooks, Davis Davis, Brooks Smith, Hobby Dunbar, TadlockLRSD PRE DEPT. EDUCATIONAL EQUITY MONITORING FOURTH VISIT SCHEDULE 1991-92 PAGE 3 SCHEDULED DATE Mon., 05-18-92 If H Tue., 05-19-92 It fl Wed., 05-20-92 SCHOOL Pulaski Heights. Elem Terrv Elem. Meadowcliff Elem. Romine Elem. Watson Elem. SPECIALISTS Brooks, Davis Dunbar, Tadlock Tadlock, Dunbar Davis, Brooks Dunbar, Tadlock Thu., 05-21-92 Wakefield Elem. Tadlock, Dunbar\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1505","title":"\"Syracuse City School District Strategic Plan\"","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, New York, 43.00035, -75.4999"],"dcterms_creator":null,"dc_date":["1991/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Standards","Educational statistics"],"dcterms_title":["Test data"],"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/748"],"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\nState Benchmark Exams 1998-99 through 2000-01 Mathematics and Literacy Grades 4 and 8J. ^'i 'Aiiaf i r^iiiv.^ri~i\u0026amp;\u0026lt;tA'^*'ftito 4 /i Grade 4 Mathematics !. (-i- 4 r Pefcent fiwfident and Advanced In 1998-99 In 1999-00 In 2000-01 ' (. State 34% 41% * 48% i' *  'r\u0026lt; K\u0026gt; 4 . s S: LRSD PCSSD NLR 22% 30% 30% w ??% 43% 'W w '  '- tS 'if' J?' } s^i w* ? '-5 jtA ) 1 a as\u0026gt;ni 'U \u0026lt; 4 s Wj Ml V \u0026gt;*  5^'J' f* Grade 4 Mathematics \u0026gt; X  4-w  Percent PfOficiefit and Advanced -i. .f in 1998-99\n-In 1999-00: in 2000-01:  State Black LRSD White Black White 9% 14% 1. 18% Ho 44% 49% 57% k. 8% 15% 16% rW s. JS^ V 53% 61%  3 A  I * '  \u0026lt;\"J. ij i i i ! 1 4. Grade 4 Mathematics Highest Perforttiihg 3^\nMost Impfoved \" ' iX / , t i I 1. ? Jefferson 64% Baseline +23 Forest Park 57% Bale +19 Fulbright 53% Williams 52% Terry Gibbs, Carver 48% 46% ***   ' 44% 'i'. McDermott 44%  Fair Park +18  Franklin +14  Fulbright +11 Tejry +10 Badgett +9 Booker ,4 :fr' 1 * ' ^1 T \"1^! .1  't \u0026lt; 4 I Grade 4 Mathematics Below Basic f/- -'S.'.i .\u0026lt;.4UI^ 1998-99 1999-00 2000-01 f I''*' \u0026gt; { 59% 55% 51% A*- Z''. v\n4 y-^ '\"A' .f 5 ,  ?5- 'tiLf e e r Grade 4 Mathematics Below Basic Xi* fi ,5 Lowest Percent .--'-'A. --. '''.''f :x A,  I  ' i Most Improved !r\u0026lt; ::  \u0026lt; [ f' Jefferson  Fulbright  Gibbs  Williams  Terry 14% 26% 29% 30% 33% .1  Bale  Fair Park  Baseline  Cloverdale Jefferson 36 28 22 21 17 6 3 i. .iiZ Ci if-X 'kJ } Grade 4 Literacy Percent Proficient aiid Advanced 't'y'.' -.t- - In 1998-99 - In 1999-00\n- In 2000-01: State 44% 47% 43% LRSD PCSSD NLR 32% 42% 35% ??% 34% ??% ??% 41% I.. m^2.4,. rlix.\n: * 79: ' i 4 ] 1 4 irt. jlb*..' Grade 4 Literacy r\u0026lt;r\".rrr JPefcefit Prc^ci^ntiajid Adviced ?/' i. V 'fr\u0026lt; . \u0026lt;' .i -In 1998-99: -In 1999-00: In 2000-01 State Black White 21% 51% 26% 21% a. 53% 51%   LRSD Black White 20% 30% V 23% 5- 62% 66% .'A ' 63%  x- -ia * S  .-4  -A- ? ^5 8 sA.'    -I.. in. \u0026gt; f .t' A 1 Grade 4 Literacy Ai 'S\u0026gt; r^J Highest i s\u0026lt; fl ''!t\n^iji' ^1 .4 Mfti r' \u0026lt;* .\u0026lt;- ? .+,i' ' i '\u0026gt; fij rA\u0026gt;\ni***' V'  Jefferson 95%  Fulbright 74% Forest Park 71%  Williams 52% Jefferson +24 Fair Park +14 Wakefield +11 e': V '-'.\\ *n': Terry 49% McDermott 47% Booker Baseline Bale + 9 + 4 *  ? \u0026lt; a' /  r?'. y'\u0026gt; (jibhs Vv' .k 1^1. 45%^ T, /A *7 Rockefeller 45% 'W I  [ Y\nX\nJ 'A' sJi 'i?- vS/Vt\nr- i k-'.yz'- nsgH1 . J Grade 4 Literacy BelbW Basic V.L. 4\n.A?f V'.'' .V 1 1998-99 1999-00 2000-01 t I r. I-  . 41% 28% 32% 10 V 4, 'Ji s ' 3' -^4Grade 4 Literacy Below Basic .V'' .4 J'' 1 A Lowest Percent Jefferson Fulbright Forest Park McDermott Gibbs\nS.\\ Williaths Rockefeller L'\"- 0% 7% 9% 12^ i' 13% 14% f Most Improved Wakefield Wilson Jefferson Cloverdale Mabel vale '* 'h iH' v7 Booker 3 17 15 14 13 9 'tr?' i 8 11 r \u0026gt;ry' 3^ Ma a J i t Grade 8 Mathematics A  Percent Proficient and Advanced .t. ^z - In f^99-00: - In 2000-01: ,i State 21% LRSD PCSSD NLR 9% 17% ??% 14% ??% 15% f A- f, I 'n .f' 12 Jl*t 1 ) i I Grade 8 Mathematics \u0026gt;5^ Percent Proficient and Advanced State Black White i' LRSD Black White 1111999-00 In 2000-01\ny/' V: H' \"j c n, 3% 4% -4r* X h' k'l 19% 27% 2% 4% jiy 28% 45% ti 'J: {'\"i h . '.4*I 1 Grade 8 Mathematics ft- V li! LV'' \u0026lt;* Highest Performing J: Most Improved / J !*\u0026lt;\u0026gt; Pulaski Heights 32% Pulaski Heights 4-22  . Mirt,'.\n:.i \" *.'*7  ' '1. ' 'AiPF' ' Mann Dunbhr 29% 23% Mann Dunbar +12 + 9 \u0026lt; .y A, -'i-u I' t ' 14 'i. ,',  i-- 2:'AX\ng'.1 i 1 J Grade 8 Mathematics BelbWBasic  1999-2000 2000-2001 58% 55% tl '* t r? J r 'i\nr Lf- V'. u'-.-i. jf'W ?' i 15 : j-^ -j .j' Grade 8 Mathematics 1 Below Basic '1  'rr'-e 1- Lowest Percent Most Improved Mann 31%  Pulaski Heights -11 V. Pulaski Heights 42% Cloverdale 6 A \u0026lt;w ^j3\ni\nf t-- VI .1 .t ^55'^ 4 f j.' ' 16 '5^\nI 0 'i I Grade 8 Literacy Percent Proficient and Advanced State LRSD PCSSD NLR 5? 1999-2000 2000-2001 ??% 37% 15% 31% ??% 26% ??% 26%  V- C'r f k T. J'. 7, itet\n-V. i'T- I ft.' I, i'A r' i- V''^'5 t- A 7 \u0026gt; ' - 8^ 4 .. I j ! Grade 8 Literacy I- a Percent Proficient and Advanced \u0026gt; j. *7? -In 1999-00: -In 2000-01: State Black White 9% 16% 29% 44% LRSD Black White 4: 1. 8% 18% 32% 61% J:. 18 vlU.. r f. Grade 8 Literacy Highest Perfouning Most Improved Forest Heights 48% Pulaski Heights 45%  Forest Heights +31  Pulaski Heights+26 M' Mann \u0026lt;Sr' 7 -A- 44% t,- Dunbar Mabelvale V -f- +23 +21 X # \u0026gt; 'at.Grade 8 Literacy B^ldWBasic  / .  'J 5l( iS 'r.  1999-2000  2000-2001 5? 46% 33% I 'O* ViL f - ! 'Mr'' i.i- *f' I 1 20 0 i . -  \u0026lt; :I J I Grade 8 Literacy Helbw Basic r Lowest Percent Most Improved  Mann 17%  Forest Heights 25%  Pulaski Heights 27%  Mabelvale  Dunbar -26 -24 Mabelyale L)unbar r- V .'.hi 4 HdhdersPh 1 % 31% 32% ' J.'.'.*- ' Forest Heights -18 Hhhdersori -11 t-\n'5' .r.-v -* .1. \u0026gt;\u0026lt;e \u0026gt;' '.x f 21. \u0026lt; l^,Jli^'U. J 4i i.- tp j W Grade 4 Mathematics 'A*\n' 1* 'V' Highlights 'f**' ?}.? \u0026gt;\u0026gt; rc* 'r\u0026gt;- ii i-i '. J I- Percelit Proficient/Advanced did not 'm'- .*\n- \u0026gt;J fl. - . '{: vJviA^\nX'r decline\n8 points above baseline year. Percent Below Basic went down 4 points in one year and 8 points in two years. 18 schools improved. 1 7 i' S' \u0026gt; 't'  ' t.tf ^'. ' v-^\nh A- 22 \u0026gt;1'4 1 1 j Grade 4 Literacy Hishlights if. ....-, iSj.\nEVenjthoUgh'doy^^  Bistiict is still S^pdirits ahead of baseline year, compared to state s decline of one point since baseline year. percent performing Below Basic down 9 points since baseline year, compared to 6 5 for state !.-r-h .\u0026lt;V' XV .!\u0026gt;, 'f H-j. i.'-^l f. ,11 '\u0026lt;fc :*! 8 schools impfoyed\n3, stayed the s^ihe  'st \"i-.'r/ Jefferson scored 95%! ! i / iW' '3 M f  r 323, v1 Grade 8 Mathematics 4 Xtju \u0026gt;' '-Is !^,i X\n'm' B XsS-ii-''\" Sdoresw^^eilt up 8 points^ cOii^ sWs the state 7 of the 8 middle schodls improved t ek rtf- District out-performed NLR and PCSSD. ' 7 * Percent Below Basic went down 3 points 9 compared to 0 ppiutS for the State r!'.vV 2 \"I, u t * -'U, ? \u0026gt; V a\u0026gt; J 24 7 ^4^ A aJ Grade 8 Literacy Highlights \u0026lt;: I J A District improved 16 points^ comp^ed to ? 13 for the state. This area most improved of four tests All 8 middle schools improved. Percent at Below Basic declined 13  W-V- .f.' points, as compared to 9 for M ERSDdht pdrfoffled^ 4 V. PCSSD t' \"I j .1:\n1 '1 vi-25  t' .'fkir Grade 4 Mathematics .'/.^7CVr' ff Plans for Improvement Si Si :k V. ^4 Classfoom and homeWrk practice Sets S .k' '^i-Uk? aligned with Benchmark items have already been developed and distributed to schools it' .* for use in grades 3-5 rM *t .\u0026gt; WM tl V. Parent packets have Been developed arid I-'/v disseminated to each elementary school to ,f' x provide information and include activities forparehts to hefothieir children. t^, \u0026gt;* fp- * !# s,*' 26 W' 't r I L i iv^ K?3^ -^os  r'^5 ) i Grade 4 Mathematics Continued V j- L*\u0026gt;4 A \u0026lt; e t 3' -Lead teachers will facilitate after-school study groups to deepen teacher understanding of curriculum and to plan -f'- collaboratively A Mathematics staff will work collaboratively with principals to deyeloj) pl^S fbf - 4 itnproved .achievement\n, including plans for Content training for teachers. t SWiO'V ) -.4 Grade 4 Mathematics G ontinued iw fr-f 5\" ' '1^'' ^4^ - End-of-^module ctiteHon-referenced tests win be given after each mathematics modotile to keep track of student achievement on on-going basis. \u0026gt;- :r'AV.  yfi'' f^: \u0026lt; V- Students in grade 4 m 2001-Q2 will 'h^ RS'-y  .4 '\u0026gt; .'4- experienced the new curriculum for two yearS\"iirst timesb we should see gaitis 28. 25^:ni. Grade 4 Literacy J plans for ImproYement \u0026lt;*? 9.9^!^. Identify present 3^^ grade students who perforttied below grade level on the DRA(at the end of last 1 'v'ii' year) Identify present 4* grade students who are below grade level in reading (based upon combination of ALT score, classroom performance, and teacher V- i .1 '. .-.J  -i input) l\u0026gt;j' f i... :^- \u0026gt;\u0026lt; rain all grade^eaehers on adriimistfhddn oftheDRA .e - .t\" /\u0026gt; Ji  ' :i s.\"t -b i\n..Jt *\u0026gt; 5V.^\u0026lt;\u0026lt;Sfe V t  ' ih ^\n.W\n-i .1 .** 1 ! i\ni*. t Grade Four Literacy Plans for Lnrprover^ iAAM\u0026lt;Ua^adMUU*J\u0026lt;at2t r Administer the DRA40 all identified 3S1\u0026amp; 4*^\ngrade Students z--, ci- *y\u0026gt;' \u0026amp; Using those results, teachers write SAIPs on all students below grade level on the newly administered DRA. SAIPs would include providing instruction in guided reading, comprehension and writing - .y -y t Provide fiaining on guided reading, / bompreheh^idhahdCOtih^^^ grade teachers, beginning with teachers who have not ? k, had Effective Literacy 30 O I tV. J Grade F our Literacy Bitf irrthitii^ *1 \\4'' i-^ rc\u0026lt;i\u0026lt; FlausTfbrdmprovement 'Wt 't Pfoviae^training Monitor for Implementation 1. Develop Literacy Checklist 2. Continue classroom visitations and teacher demonstrations 3 aiS '?\u0026gt;/\u0026lt; c A\n.v ** .b t \u0026gt;*:'V mI dohtihhe dh-site ihdivii^uaii^ed grade level staff f development \" ' XJi V *K Provide all 3*^**, 4*, and 5^ grade teachers with six\nthemes of reading and writing prompts with iruhrics tailored to our reading program and correlated to the State Benchmark Exam \u0026gt;- f i y -- K* ? i*- Ji .!H. i KiX ,r f^* i * j_A-----?y . \u0026gt; - --- - -\u0026lt;---I Grade Si^atliematics 5'' Plans for^mprovemenh:, ^4f \"/S-vf. }\u0026gt; \u0026gt; # C\u0026gt; 'i-''i\u0026amp;V a! VT\u0026amp; 2. Developed and disMbuted for grades 6-8 '.V\u0026gt; classroom and homework practice sets aligned with Benchmark items. j- S Assigned two lead teachers to middle schools to provide support. OK  K ?' v' i. aV- I K' a Developed pacing guides for grades 6-8 to ensure\n?cp^er^ge- ofcriticalcontent r-tl \u0026lt; , Jt.' ..V' -All rH,' 32, i ,i.s' 1 1 Grade 8 Matnematics Gontinued - i J:  \\ End-Of-module diiterion-teferehced tests will be given after each module to keep ftack of student achievement on on-goihg y basis i \u0026gt; \u0026gt;- t-\n' VK Students taking the Benchmark in 2002 mil have had three years of Connected Mathemeities orie year in J). 4 a 2001) I F * \u0026gt; 1 IJ t jbgj \u0026lt;d* . y 33 fti-. i .1' i :jiiw 3'^ i * i*lJ. r* '' '^l-- .aaJMh ' -\" v'jyv*' *5^ iiirifaniitfcifatkr j^tos^foij^pro^ Af' -%\u0026gt;}. I-\n:*\"- \u0026gt;v. 'V ' Oi \u0026lt;*,'4!^: iOfeS Develop stratfegi\u0026lt;^lati\u0026amp;fbf  \u0026lt; I each school. Develop strategic plans for improvement for \u0026gt;-. ,f=' vA  'V W' ' fc - - iy- identified teachers Conduct quarterly check-point sessions at  , ' ' '\"i each school. Provide teacherded workshops on /hi Practices 99 Vx Best 34 K* -tr  t Iy b ( Grade 8 \"Literacy J Gontinued A,: i^ \u0026lt; '1 il^ 'Sv v T'acilitate interschool and intraschool collaboration and fearii teacliihg. e ' ' M '*i*?*i. *\n .A J: jk\u0026gt; ^\n'W''K Implement comprehension strategies in Mosaic of Thought Continue training in Mosaic of Thought Strategies throughsummer2002 \"nt'\nf 'i\" Jt' *  A  \" 'i rA i' ^T* i:. II?' :iSt S' f ti\" 51 I 14\n% i-t 'ft iai: I* ^1 s ) ' / \u0026gt;*?5 u* if iSSiS' 4^ \u0026gt;'?f o* Wi '!*' sj*3 '' -xc 'HJ''RKOESVEI JtL 2 * innt (i (ifHCfcC ^54 Individual Approach to a World of Knowledge' June 27, 2001 Ms. Ann Marshall Office of Desegregation Monitoring One National Plaza 124 W. Capitol, Ste. 1895 Little Rock, AR 72201 Dear Ms. Marshall: As per your telephone request of June 24, I am enclosing the following:  five years of SATO data, by school and race, and . two years of DRA data by school and race. We have not yet received the results of the State Benchmarks. Yours truly. Bonnie A. Lesley, Ed.D Associate Superintendent of Instruction BAL/adg Enclosures cc: Dr. Kenneth James Junious Babbs Chris Heller 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032Developmental Reading Assessment The LRSD began the administration of the Developmental Reading Assessment (DRA) in fall 1999 (pre-test). The school year's post-test was administered in late spring 2000. Both tests were administered again in 2000-01. ORA scores are reported below as the percent of students by grade who scored at or above the \"readiness\" level. \"Readiness\" is defined as the necessary knowledge and skills for success at the next grade level. One-Year Changes Table 1 displays the schools' kindergarten scores by grade level so that the one-year change can be visible. Tables 2 and 3 display the grade 1 and grade 2 scores, respectively. received JUL 2 - omcfof DESESnON mowing 1School LRSD Badgett______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Seyer Springs Sibbs Jefferson .King__________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Table 1 Percent Readiness, Kindergarten Spring 2000 and Spring 2001 Spring 2000 72.2 21.6 58.5 51.1 81.0 76.9 80.5 56.1 56.4 86.5 68.3 55.8 64.3 94.5 85.1 89.2 89.5 63.6 61.0 94.8 77.4 90.6 90.4 82.5 92.1 75.8 66.7 40.8 91.9 46.8 81.2 56.4 75.0 89.1 66.7 69.2 Spring 2001 80.7 50.0 59.0 94.0 89.6 93.4 90.4 70.9 82.5 80.0 75.6 82.9 58.6 94.0 87.7 93.4 83.9 80.5 73.3 94.3 77.1 92.3 90.6 84.9 80.5 76.2 86.4 66.1 86.7 61.1 84.1 73.7 73.0 89.7 80.0 46.2 Change 8.5 28.4 0.5 42.9 8.6 16.5 9.9 14.8 26.1 -6.5 7.3 27.1 -5.7 -0.5 2.6 4.2 -5.6 16.9 12.3 -0.5 -0.3 1.7 0.2 2.4 -11.6 0.4 19.7 25.3 -5.2 14.3 2.9 17.3 -2.0 0.6 13.3 -23.0 2School LRSD Badgett_______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Seyer Springs Sibbs Jefferson King AAabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Table 2 Percent Readiness, Grade 1 Spring 2000 and Spring 2001 Spring 2000 53.6 5.9 66.7 29.6 69.3 34.9 76.1 26.8 28.4 58.3 62.5 69.8 57.6 61.0 46.8 65.9 69.1 56.6 50.8 80.4 70.0 25.0 67.7 50.0 35.7 76.3 59.6 23.5 47.1 22.0 35.5 24.7 81.4 84.1 82.9 84.2 Spring 2001 63.8 26.5 66.6 70.8 87.4 53.5 91.8 51.2 33.9 73.5 72.7 80.0 58.9 66.6 38.6 71.4 73.9 66.6 60.5 87.9 66.6 25.0 69.6 61.7 41.7 65.2 76.5 51.0 59.8 66.6 41.1 66.6 55.6 97.1 53.8 61.5 Change 10.2 20.6 -0.1 41.2 18.1 18.6 15.7 24.4 5.5 15.2 10.2 10.2 1.3 5.6 -8.2 5.5 4.8 10.0 9.7 7.5 -3.4 0 1.9 11.7 6.0 -11.1 16.9 27.5 12.7 44.6 5.6 41.9 25.8 13.0 -29.1 -22.7 3School LRSD Badgett_______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Jefferson __________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Table 3 Percent Readiness, Grade 2 Spring 2000 and Spring 2001 Spring 2000 67.5 11.8 72.1 47.1 79.8 70.8 81.8 38.6 57.9 51.7 62.9 89.6 81.2 79.3 72.5 80.5 71.1 80.8 43.4 67.1 57.9 48.6 87.2 45.2 94.7 71.4 68.8 31.3 81.2 40.0 63.3 54.4 89.5 89.7 60.4 78.3 Spring 2001 75.4 42.9 81.4 60.5 81.4 79.6 93.1 52.1 45.1 82.8 67.7 85.7 83.6 88.7 66.0 82.9 85.0 85.6 63.0 89.6 75.0 50.0 90.5 74.5 70.5 84.2 81.6 61.4 67.1 54.4 81.4 51.2 91.7 92.6 61.4 86.5 Change 7.9 31.1 9.3 13.4 1.6 8.8 11.3 13.5 -12.8 31.1 4.8 -3.9 2.4 9.4 -6.5 2.4 13.9 4.8 19.6 22.5 17.1 1.4 3.3 29.3 -24.2 12.8 12.8 30.1 -14.1 14.4 18.1 -3.2 2.2 2.9 1.0 8.2 4Performance Levels Table 4 below displays a comparison for the District and by school of the spring 2000 and spring 2001 kindergarten scoresthe percent of students who scored at or above the readiness level. Tables 5 and 6 provide the results for first grade and second grades, respectively. The schools shaded black are those schools with 80 percent or more students scoring at or above the \"readiness\" level. Sray-shaded schools are those with 50-79 percent of the students scoring at the \"readiness\" level. The schools in white boxes are those schools with fewer than half (0-49 percent) of the students scoring at the \"readiness\" level. 5Table 4 Percent Readiness, Kindergarten, 2000 and 2001 All Students School LRSD Average McDermott Fulbright Rightsell Terry Mitchell Otter Creek Jefferson Gibbs Williams Dodd Geyer Springs Pulaski Heights Washington Booker Carver Meadowcliff Brady______ Rockefeller Western Hills Woodruff Fair Park Wilson______ Romine Franklin King Mabelvale Bale Cloverdale Watson Chicot Forest Park Baseline Wakefield Garland Badgett 1999-2000 72.2 94.8 94.5 92.1 91.9 90.6 90.4 89.5 89.2 89.1 86.5 85.1 82.5 81.2 81.0 80.5 77.4 76.9 75.8 75.0 69.2 68.3 66.7 66.7 64.3 63.6 61.0 58.5 56.4 56.4 56.1 55.8 51.1 46.8 40.8 21.6 School LRSD Average McDermott Baseline Fulbright Gibbs Brady Mitchell Otter Creek Carver Williams Booker Geyer Springs Terry Romine Pulaski Heights Washington Jefferson Forest Park Cloverdale King Rightsell Dodd Wilson Meadowcliff Rockefeller Fair Park Watson Mabelvale Western Hills Chicot Stephens Wakefield Bale Franklin Badgett Woodruff 2000-01 80.7 94.3 94.0 94.0 93.4 93.4 92.3 90.6 90.4 89.7 89.6 87.7 86.7 86.4 84.9 84.1 83.9 82.9 82.5 80.5 80.5 80.0 80.0 77.1 76.2 75.6 73.7 73.3 73.0 70.9 66.1 61.1 59.0 58.6 50.0 46.2 6Table 5 Percent Readiness, Grade 1, 2000 and 2001 All Students School LRSD Average 1999-2000 School 53.6 LRSD Average 2000-01 64.0 Woodruff Williams Wilson Western Hills McDermott E 1 1 Rockefeller Carver Meadowcliff Forest Park Booker Jefferson Otter Creek Bale Gibbs Fair Park Fulbright Romine Dodd Franklin King Mabelvale Pulaski Heights Terry Geyer Springs Rightsell_____ Washington Brady Baseline Cloverdale Chicot Mitchell Watson Garland Wakefield Badgett 76.3 76.1 70.0 69.8 69.3 69.1 67.7 66.7 65.9 62.5 61.0 59.6 58.3 57.6 56.6 50.8 50.0 47.1 46.8 35.7 35.5 34.9 29.6 28.4 26.8 25.0 24.7 23.5 22.0 05.9 Williams Carver McDermott Booker Forest Park Romine Jefferson Dodd Fair Park Gibbs Baseline Otter Creek Watson Wakefield Fulbright Kins_________ Meadowcliff Bale Rockefeller Pulaski Heights Woodruff Mabelvale Terry Franklin Western Hills Wilson Brady Chicot Stephens Rightsell_____ Washington Geyer Springs Cloverdale Badgett______ Mitchell RTwl 76.5 73.9 73.5 72.7 71.4 70.8 69.6 66.6 66.6 66.6 66.6 66.6 66.6 65.2 61.7 61.5 60.5 59.8 58.9 55.6 53.8 53.5 51.0 51.0 41.7 41.1 38.6 33.9 26.5 25.0 7Table 6 Percent Readiness, Grade 2, 2000 and 2001 All Students School LRSD Average Rightsell Williams Forest Park Western Hills Otter Creek Carver Franklin Terry King Gibbs Booker_______ Fulbright_____ Woodruff Geyer Springs Bale_________ Rockefeller Jefferson Brady________ Romine McDermott Washington Fair Park Wilson Cloverdale Meadowcliff Watson Dodd Mitchell Baseline Pulaski Heights Mabelvale Wakefield Chicot Garland Badgett 1999-2000 67.5 94.7 89.7 89.6 89.5 87.2 81.8 81.2 81.2 80.8 80.5 79.8 79.3 78.3 72.5 72.1 71.4 71.1 70.8 68.8 67.1 63.3 62.9 60.4 57.9 57.9 54.4 51.7 48.6 47.1 45.2 43.4 40.0 38.6 31.3 11.8 School LRSD Average Carver Williams Western Hills Otter Creek McDermott Fulbright Woodruff Forest Park King Jefferson Rockefeller Franklin Gibbs Dodd Romine Washington Booker Bale Brady Meadowcliff Pulaski Heights Rightsell_____ Fair Park Terry Geyer Springs Mabelvale Wilson Stephens Baseline Wakefield Chicot Watson Mitchell Cloverdale Badgett 2000-01 75.4 93.1 92.6 91.7 90.5 89.6 88.7 86.5 85.7 85.6 85.0 84.2 83.6 82.9 82.8 81.6 81.4 81.4 81.4 79.6 75.0 74.5 70.5 67.7 67.1 66.0 63.0 61.4 61.4 60.5 54.4 52.1 51.2 50.0 45.1 42.9 8Achievement Gap The achievement gap between African American and other students is always an issue of concern in the Little Rock School District. A major emphasis in the PreK-3 Literacy Plan is the significant narrowing and eventual elimination of that gap. Tables 7, 8, and 9 provide DRA data, by school, reflecting the achievement of African American and other students for comparison purposes and a calculation of the gaps. The gap is being addressed at this level not only through the literacy and mathematics program initiatives in the primary grades, but also by the addition of as many pre-kindergarten sections as has been possible. As of spring 2001 there were 953 four-year-olds enrolled in pre-kindergarten classes and another 358 in HIPPY and infant/toddler programs for a total of 1312. 9School Table 7 Percent of Black and Non-Black Students at Readiness\" Level, Kindergarten, 1999-2000 and 2000-01 LRSD Average Badgett______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Black 99-00 69.3 16.1 56.8 48.6 85.4 84.6 74.4 59.2 54.2 88.2 67.7 30.4 65.6 89.5 90.0 90.5 80.0 59.6 61.5 94.7 82.6 89.7 91.2 72.7 91.7 67.4 78.9 40.4 92.7 53.3 81.8 57.1 76.2 92.3 71.4 68.6 Black 00-01 77.0 52.6 61.3 92.5 92.3 92.3 83.8 70.6 82.2 76.5 72.7 53.8 59.3 81.3 87.5 66.7 75.5 78.1 86.4 77.8 92.3 87.1 79.3 80.0 73.7 85.4 65.5 87.5 77.1 64.4 75.0 73.2 73.1 86.7 79.4 48.6 Non-Black 99-00 84.7 100.0 80.0 100.0 79.4 72.7 91.7 60.0 83.3 85.0 77.8 91.3 60.0 97.2 80.0 87.5 97.2 70.0 75.0 97.3 62.5 100.0 94.6 94.4 100.0 90.9 73.3 0.0 96.2 33.3 83.3 0.0 77.8 88.5 33.3 75.0 Non-Black 00-01 88.8 0.0 50.0 100.0 85.7 100.0 97.2 71.4 83.3 88.2 85.7 100.0 100.0 98.0 100.0 96.9 86.5 66.7 100.0 72.7 0.0 95.5 91.7 100.0 80.0 87.5 100.0 100.0 94.7 44.4 95.7 33.3 72.7 92.9 80.0 25.0 Denotes schools where Blacks perform higher than Non-Blacks. Gap 99-00 15.4 83.9 23.2 51.4 6.0* 11.9* 17.3 0.8 29.1 3.2* 10.1 60.9 5.6* 7.7 10.0* 3.0* 17.2 10.4 13.5 2.6 20.1* 10.3 3.4 21.7 8.3 23.5 5.6* 40.4* 3.5 20.0* 1.5 57.1* 1.6 3.8* 38.1* 6.4 Gap 00-01 11.8 52.6* 11.3* 7.5 6.6* 7.7 13.4 0.8 1.1 11.7 13.0 46.2 40.7 16.7 12.5 30.2 11.0 11.4* 13.6 5.1* 92.3* 8.4 12.4 20.0 6.3 2.1 34.5 12.5 17.6 20.0* 20.7 39.9* 0.4* 6.2 0.6 23.6* 10School Table 8 Percent of Black and Non-Black Students at \"Readiness\" Level, Grade 1, 1999-2000 and 2000-01 LRSD Average Badgett______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff * Block 99-00 48.3 7.4 81.5 30.2 61.4 34.2 64.7 28.0 28.3 60.0 57.7 53.3 57.1 60.9 47.1 50.0 55.0 52.5 51.1 85.7 70.0 28.1 46.7 31.8 38.5 62.9 64.7 24.1 31.0 24.5 24.4 27.3 78.1 81.3 87.5 84.4 Block 00-01 57.4 22.6 65.2 68.3 88.5 48.4 83.3 59.3 30.9 72.2 64.7 65.0 59.4 58.3 51.7 54.5 56.8 65.5 87.5 65.5 25.7 87.8 45.5 42.9 62.5 80.0 53.2 36.6 36.1 59.5 36.8 27.7 46.4 97.1 55.1 65.7 Non-Block 99-00 71.2 0.0 58.8 20.0 84.6 52.9 90.3 26.9 33.3 62.5 100.0 82.9 100.0 68.8 46.2 85.0 84.4 64.4 66.7 76.9 77.8 0.0 88.2 68.0 0.0 95.8 50.0 25.0 73.5 14.3 55.2 0.0 90.9 89.7 75.0 83.3 Non-Black 00-01 77.3 100.0 69.2 85.7 85.7 66.7 100.0 36.0 57.1 73.3 100.0 92.0 66.7 74.4 92.6 91.7 76.1 50.0 87.9 69.2 0.0 89.3 75.0 90.0 71.4 73.3 33.3 66.7 75.9 38.5 50.0 0.0 87.5 97.0 33.3 25.0 Denotes schools where Blacks perform higher than Non-Blacks. Gap 99-00 22.9 7.4* 22.7* 10.2* 23.2 18.7 25.6 1.1* 5.0 2.5 42.3 29.6 42.9 7.9 0.9* 35.0 29.4 11.9 15.6 8.8* 7.8 28.1* 41.5 36.2 38.5* 32.9 11.7* 0.9 42.5 10.2* 30.8 27.3* 12.8 8.4 12.5* 1.1* Gop 00-01 19.9 77.4 4.0 17.4 2.8* 18.3 16.7 23.3* 26.2 1.1 35.3 27.0 7.3 16.1 40.9 37.2 19.3 15.5* 0.4 3.7 25.7* 1.5 29.5 47.1 8.9 6.7* 19.9* 30.1 39.8 21.0* 13.2 27.7* 41.1 0.1* 21.8* 40.7* 11School Table 9 Percent of Black and Non-Black Students at \"Readiness\" Level, Srade 2, 1999-2000 and 2000-01 LRSD Average Badgett______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Seyer Springs Sibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Black 99-00 63.8 9.7 71.4 46.2 81.0 72.5 78.3 42.9 62.7 52.9 54.5 83.3 83.1 75.0 69.7 71.4 58.6 78.6 32.4 62.8 55.2 50.0 87.5 30.0 97.3 65.8 65.6 39.3 83.3 40.5 61.7 53.2 92.6 87.1 58.1 82.9 Black 00-01 69.8 44.4 84.4 60.5 70.9 76.3 91.1 55.3 46.7 73.7 62.5 62.5 83.3 83.3 63.9 75.0 78.3 78.4 60.0 89.5 80.0 42.9 91.7 65.0 69.8 72.7 83.3 58.5 59.4 46.9 74.3 59.2 91.4 91.4 60.0 84.8 Non-Black 99-00 81.6 50.0 83.3 57.1 79.5 100.0 94.7 31.6 25.0 71.4 90.0 96.3 0.0 93.0 85.7 90.0 78.7 93.9 68.8 86.4 57.1 66.7 90.0 65.0 0.0 93.8 80.0 80.0 77.5 50.0 73.1 80.0 100.0 94.3 80.0 77.8 Non-Black 00-01 86.8 0.0 72.7 60.0 95.2 90.9 95.2 46.2 20.0 100.0 100.0 97.0 100.0 93.1 72.7 94.1 89.2 95.6 83.3 89.7 50.0 0.0 89.7 81.5 0.0 100.0 75.0 100.0 72.2 100.0 88.6 0.0 92.3 93.9 75.0 100.0 Denotes schools where Blacks perform higher than Non-Blacks. Sap 99-00 17.8 40.3 11.9 10.9 1.5* 27.5 16.4 11.3* 37.7 18.5 35.5 13.0 83.1* 18.0 16.0 18.6 20.1 15.3 36.4 23.6 1.9 16.7 2.5 35.0 97.3* 28.0 25.6 40.7 5.8* 9.5 11.4 26.8 7.4 7.2 21.9 5.1* Sap 00-01 17.0 44.4* 11.7* 0.5* 24.3 14.6 4.1 9.1* 26.7* 26.3 37.5 34.5 16.7 9.8 8.8 19.1 10.9 17.2 23.3 0.2 30.0* 42.9* 2.0* 16.5 69.8* 27.3 8.3* 41.5 12.8 53.1 14.3 59.2* 0.9 2.5 15.0 15.2 12 fJOHN W. WALKER SHAWN CHILDS 7\u0026lt; 7^ j John w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 Via Facsimile - 371-0100 August 15, 2001 OF COUNSEL ROBERT McHENRY, P.A. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd^wbell.net Ms. Ann S. Marshall Office of Desegregation Monitoring 124 West Capitol, Suite 1895 Little Rock, AR 72201 RECEIVED AUG 1 7 ZOOI Dear Ms. Marshall: OFFICE OF DESEGREGATION MONITORING Please find enclosed Stanford Nine results for reading and language. This is information that we have not been previously provided by the Little Rock School District. It is not within any of the volumes of documents submitted by the school district to either the court or the parties. Several witnesses indicated that these data have been available and are being used by the District at the same time the new superintendent. Dr. James and Dr. Bonnie are proposing to discontinue much of the testing. The Board has approved eliminating much of the testing. The enclosed testing information reveal the reasons for abandonment of tests by the District. While the school district may not have eliminated the Stanford 9, it appears headed in that direction. Mr. Heller is complaining that we have sought too much information from the District and are obstructing school opening. Please see my letter to him today. As the monitor approved by the court. I am writing to request that you obtain all of the test data on all of the subjects test for each school. I am also requesting that you provide a report to the parties assessing the LRSDs progress with respect to remediation of achievement disparities between African American and non African American children during the past four years. Thank you for your immediate attention to this request. incerely, John W. Walker JWW\njs Enclosure 4. 0 fifed /i'6rary - f.rcj '^etl I 9 O n 9 ACHiEl^EMBHT TEST SEJUES, NINTH EDITION n G^BLADE: 07 Item Analysis Summary FOR LITTLE ROCK ? o TEST TYPE: MULTIPLE CHOICfi TEST DATE: 09/00 District Code: 036001 Page 14 T H L D SUBTEST CLUSTER OBJECTIVE Rems Item Number Aslan/ Padfie Is. t ! J t u c J I 3 0 H J T 0 PROCESS CLUSTER SUMMARY FOR Thinking Skills 42 Iteew Mean p^value Above Averege Avere^ Belew Aver^^a 71 43 52 5 49 8 39 55 SUBTEST SUMMARY FOR Reading Comprehension Ta-tal N-Count: ASIANZPACIFIC IS.= NATIVE AHERXCAN: DISTRICT* 21 BLACK= 1046 1 WHITES 401 1511 54 Items Hean p'velua HISPANICS OTHERS 21 15 74 52 STANFORD tEVEL/FORM: Irtetwediale i/T 1995 NORMS: Fall National response: analysis PERCENT CORRECT Hispanic 54 lo 43 46 56 Scores based on oomiative data copyrieht O 1996 by Harooust Brace A CcTi^any. AB rescrveiL Natfv* Anwvtcan 40 0 0 5 37 While 73 44 44 12 75 Otker 69 20 47 33 63 District 56 18 41 41 59 NKnal 63 66 Copy 01 PtocmjNo. HII2-J92IU-15-OJM3-1Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 August 20, 2001 Mr. John W. Walker 1723 Broadway Little Rock, AR 72201 Dear John: Thank you for your letter of August 15, 2001, to which you attached certain Little Rock School District standardized test results. The data you included were for the SAT-9 taken by 7'* graders in September 2000 and for the ACTAAP benchmark exams for 8\" graders, administered in April 2000. We are in the process of gathering various test data from the districts. However, due to the ongoing hearings on the LRSDs bid for unitary status and Judge Wrights associated directives, at this time I dont anticipate that ODM will issue a report on LRSD achievement indicators. ! very much appreciate your keeping us informed. Sincerely yours, Ann S. MarshallT Date: August 21, 2001 To: From: Re: Melissa Inventory of LRSD Test Data Attached is an accumulation, from various sources, of LRSD test data. 1 need you to list out exactly what were got here by test, subject area, date administered, and grade level. Next, indicate any holes in the information, that is, what tests, dates, or grade levels are missing. It may be helpful to refer to Genes chart (distributed at staff meeting several weeks ago) of the various tests each district gives and the time of their administration. After youve finished the LRSD, do the same for the PCSSD and NLRSD. I dont think we have much recent test data on hand from either of the other districts. Once youve determined what we don t have, write a draft of a letter to each district that will enable us to update our files. The attached copies are mine, so please return them when youre through. See how fast you can get this done. Thanks much.Name of Report Standardized Testing Annual Rpt Standardized Testing Annual Rpt AMPT Results 5 year Comparison MAT-6 National Percentile Scores Comparative Data AMPT Results 5-Year Comparison Comparison of Passing Rates on the MPT AMPT Test Results SAT 8 Nat'l Percentile Rank/ Normal Cun e Equivalent Scores SAT 8 Nat'l Percentile Rank/ Normal Cune Equivalent Scores AMPT Third Administration SAT Percentile Rank/Normal Curve Equivalent Scores Comparative Data SAT 8 Nat'l Percentile Rank/ Normal Curve Equivalent Scores SAT 8 Nat'l Percentile Rank/ Normal Curve Equivalent Scores AMPT SAT 8 Annual Report Analyses SAT 8 Percentile Rank and Normal Curve Equivalent SAT Percentile Rank/Normal Curve Equivalent Scores/Comparative Data SAT 8 Percentile Rank and Normal Curve Equivalent LRSD Testing Reports on File at ODM March 5,1996 Year(s) 1986-87 1987-88 1987-91 1988, 1989, 1990, 1991 1988-92 1989-92 1989-93 1992 1992 1992 1992-93 1993 1993 1993-94 1994-95 Fall, 1995 1992, 1993, 1994, 1995 1995 Summarized By school Bv school District summary District summan' By school District summary District summary \u0026amp; by school By school District summary^ By school By school By school District summary By school \u0026amp; district summary By school \u0026amp; district summan By school \u0026amp; district summary By school \u0026amp; district summary By school \u0026amp; district summary Grades 1-6 1-6 3,6,8 1-11 3,6,8 3,6,8 3, 6,8 1-11 1-11 8 1-11 1-11 1-11 6,8 1-11 1-11 1-11 1-11 Race BAV B/W B/W B/W B/W B/W B/W B/W B/W B/W B/W B/W B/W B/W B/W B/W Gender F/M F/M F/M F/M F/M Areas Reported Subject areas Subject areas # pass. # fail, by subject area Subject areas Subject areas Subject areas Subject areas Subject areas Subject areas # pass\n# fail Basic Battery/ Complete Battery Subject areas Subject areas Subject areas Subject areas Subject areas Basic Battery, Complete BatteryTest Subject Date Administered The following are the recent LRSD test results that are in our files. DRA Literacy Spring 2000, Spring 2001 SAT 9 Reading 1996-97-2000-01 SAT 9 Math 1996-97-2000-01 SAT 9 Language arts 1996-97-2000-01 SATO Science 1996-97-2000-01 SAT 9 Social studies 1996-97-2000-01 SAT 9 Basic battery 1996-97-2000-01 SAT 9 Complete battery 1996-97-2000-01 ACTAAP Math 1998-99-1999000 ACTAAP Literacy 1998-99-1999000 ACTAAP Math 1998-99-1999000 ACTAAP Literacy 1998-99-1999000 Grade Levels K 1st 2n 5\\ 7\\ IO' 5th, 1 Qth 5'\\ 7\\ IO* 5*, 7*, 10* 5*, 7*, 10* 5*, 7*, 10* 5*, 7*, 10* 4th 4* 8* 8* The following, which are duplicates of those in our files, were sent by John Walker. SAT-9 Reading September 2000 7* SAT-9 Language arts September 2000 7* ACTAAP Literacy April 2000 8*IMw Individual Approach to a World of Knowledge August 23, 2001 Ms. Melissa Guildin Office of Desegregation Monitoring One Union National Plaza 124 W. Capitol Avenue Little Rock, AR 72201 Dear Melissa\nI am attaching, as per your request, copies of the grade 4 Benchmark scores for 1998- 99 and 1999-2000. We do not have as yet the 2000-01 reports. I am also attaching a copy of the grade 8 scores for the pilot year in 1999-2000. Again, we do not have the 2000-01 results as yet. As I told you on the telephone, we have not had time as yet to put all the ALT scores on tables. I have the all-student reports done, but I still lack the disaggregations. That task is next on my list. As soon as I get them done, I will provide the full set to you. I sent you earlier our preliminary report on the Developmental Reading Assessment. I now have tables constructed of all the Observation Survey data, each of the five subtests, including disaggregations, plus the mean scores for each sub-test on the DRA, again disaggregated, so I am sending those pages along as well. Wonderful stuff! Let me know if you have questions. Yours truly, Lesley, Ed. D. Associate Superintendent for Instruction Attachment cc: Dr. Kenneth James Chris Heller 810 W. Markham  Litde Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 T  5AT - /^C'TA A? TO A 6At^ 1|. Srt /icrnpre (JiCf\u0026gt;i\u0026lt;/ii\u0026lt;naiiK^ i\u0026lt; 1/ I ( I J(A'^ nii.\\ h i:\u0026gt;i/ia- Ci^'^ ^2A^-~___ xuyra\u0026gt;\u0026lt;g__ ^yDcl ^Ido______ loo______ __'~l )(oo 7^0 _bfdlin____^Qii ) _____200' 0 I___ h 5 n f! u II H H U :i. i IJ ~7 2. 1 1^ /a 2..,. 1 s.^1 /o )  ^.7lo GraudLf- It II 4^Individual Approach to a World of'Knowledge ?SII1 August 23, 2001 Ms, Melissa Guildin Office of Desegregation Monitoring One Union National Plaza 124 W. Capitol Avenue Little Rock, AR 72201 Dear Melissa: I am attaching, as per your request, copies of the grade 4 Benchmark scores for 1998- 99 and 1999-2000. We do not have as yet the 2000-01 reports. I am also attaching a copy of the grade 8 scores for the pilot year in 1999-2000. Again, we do not have the 2000-01 results as yet. As I told you on the telephone, we have not had time as yet to put all the ALT scores on tables. I have the all-student reports done, but I still lack the disaggregations. That task is next on my list. As soon as I get them done, I will provide the full set to you. I sent you earlier our preliminary report on the Developmental Reading Assessment. I now have tables constructed of all the Observation Survey data, each of the five subtests, including disaggregations, plus the mean scores for each sub-test on the DRA, again disaggregated, so I am sending those pages along as well. Wonderful stuff!  Let me know if you have questions. Yours truly, 4 Bonnie A. Lesley, Ed. D. Associate Superintendent for Instruction Attachment cc: Dr. Kenneth James Chris Heller 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 y / /-I AUG 2 V ZOGi Table 1 Letter IdentificationKindergarten-Black Students Maximum Score = 54 OfflCEOF DESEGREGATiOMrlO^lTDF School Fall 1999 Spring Growth 2000 Fail 2000 Spring Growth 2001 Codes LRSD Badgett_______ Bale Baseline_______ Booker________ Brady Carver Chicot Cloverdale Dodd_________ Fair Park_____ Forest Park Franklin______ Fulbright_____ Geyer Springs Gibbs_________ Jefferson______ King__________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine_______ Stephens (Grid) Terry_________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 27.59 20.56 26.56 16.78 37.31 29.17 26.37 21.43 20.88 31.19 29.03 31.22 I 21.06 38.81 29.45 40.25 25.75 29.73 23.03 28.72 28.45 39.92 29.82 26.38 39.44 25.44 37.47 29.81 34.09 I 25.81 23.51 21.96 20.25 38.32 22.90 30.57 48,48 45,33 50.67 38.28 51.92 50.33 50.84 48.50 48.83 51.25 47.21 50.17 50.03 53.44 49.33 54.00 46.80 49.93 49.50 51.94 49.23 45.48 51.58 48.38 50.69 48.09 50.90 48.57 51.54 45.81 41.87 45.25 43.80 51.24 49.12 46.83 Only students with a fall and spnng score arc included in this report. 20.89 24.77 24.11 21.50 14.61 21.16 24.47 27.07 27.95 20.06 18.18 18.95 28.97 14.63 19.88 13.75 21.05 20.20 26.47 23.22 20.78 5.56 21.76 22.00 11.25 22.65 13.43 18.76 17.45 20.00 18.36 23.29 23.55 12.92 26.22 16.26 27.43 12.38 30.85 29.03 32.37 28.08 28.67 21.26 21.35 26.13 34.09 25.82 23.10 30.38 29.06 37.15 21.68 32.43 29.68 28.27 24.23 26.17 31.58 24.15 29.70 25.74 30.03 20.04 30.70 24.84 32.20 23.25 34.52 38.19 21.07 25.64 49.38 46.62 49.59 46.89 51.24 49.48 52.08 45.85 48.35 51.31 53.82 49.73 49.48 50.92 50.90 53.76 48.32 48.80 46.96 51.60 45.48 49.41 50.77 50.37 50.45 49.89 51.50 48.06 50.63 47.13 47.88 49.00 45.57 52.11 50.07 49.39 21.95 34.24 18.74 17.86 18.87 21.40 23.41 24,59 27.00 25.18 19.73 23.91 26.38 20.54 21.84 16.61 26.64 16.37 17.28 23.33 21.25 23.24 19.19 26.22 20.75 24.15 21.47 28.02 19.93 22.29 15.68 25.75 11.05 13.92 29.00 23.75 FR SP SP FR SFA, SP RR M YC, SFA, SP M YC,FRRR,SP FR SFA, SP.CSR RR, CSR SP FR, SFA, SP I, FR, RR, SP FR, RR. SP RR, .M RR SP FR EYE, SP TA FR. SFA, SP I, FR, SP RR, TA I, FR.SP I, SP YC, SFA, SP I, FR, EYRSP YC, TA FR, SP NC, DI, ,M, SP FR CSR SP SP RR M FR RRSP FRSFA.EYE,SP Codes: DI=Direct Instrucuon\nEYE=Extended Year Education\nFR=75% or higher eligible for free/reduced lunch\nl=lncennve School\nM=Magnet School\nNC=Newconier Center\nRR=Reading Recovery\nSFA=Success for All\nTA=Title I Targeted Assistance\nSP=Title 1 Schoolwide Project 98/ / - ZX5(9 ffirrt h It, Individual Approach to a World of Knowledge August 28, 2001 V*  4 Ms. Ann Marshall Office of Desegregation Monitoring One Union National Plaza 124 W. Capitol Avenue Little Rock, AR 72201 Dear Ann\n1 promised to send to you our ALT data as soon as I could get the disaggregated scores onto tables. I completed the grades 2-8 reading and language usage reports this past week-end, so they are attached. As soon as other reports are ready, I will also forward them. \\Ne are told that the Benchmark results will arrive this week. If they do, well work to get those to you as quickly as possible. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent of Instruction BAL/adg cc: Dr. Kenneth James Chris Heller 810 W Markham  Litde Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 J Individual Approach to a World of Knowledge September 10, 2001 Ms. Ann Marshall Office of Desegregation Monitoring One Union National Plaza 124 W. Capitol Avenue Little Rock, AR 72201 Dear Ms. Marshall: RECF''^D SEP I i' ?!l!)l urHbi\nV- 1 0WGATi02^GJjjI0RiMB All of our test scores are finally in, and we have compiled our reports, attaching for your files the following\nI am 1. ALT Reading and Language Usage 2. ALT Mathematics and Science 3. Grade 4 Literacy and Mathematics - Benchmarks 4. Grade 8 Literacy and Mathematics - Benchmarks 5. ACT, 1997-98 through 2000-01 6. Advanced Placement Please let me know if you have questions. Sincerely, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg Attachments cc: Dr. Kenneth James Chris Heller 810 W Markham  Litde Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 CC JOHN W. WALKER SHAWN CHILDS OF COUNSEL ROBERT McHENRY, P.A. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone\n(501) 372-3425  Fax (501) 372-3428 Email: mchenrydl^wbell.net Via Facsimile - 371-0100 November 12, 2001 Ms. Ann Marshall Office of Desegregation Monitoring 124 West Capitol, Suite 1895 Little Rock, AR 72201 RECEIVED NOV 14 2001 Re: LRSD Six Year SAT 9 Summary lafflCEOl- OeSTIONMONITORil Dear Ms. Marshall: Would you please provide the NCE scores for grades 5, 7 and 10 by year and race for the most recent LRSD Stanford 9 results. In other words, as measured by the NCE scores on the SAT 9, has the disparity decreased in academic achievement between the black students and white students in the Little Rock School District. Thank you for your attention to this request. incerely, John W. JWW:js Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 11, 2002 Dr. Boimie Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: Thanks very much for forwarding a copy of your August presentation to the Board on recent algebra, geometry, and literacy test scores. The results indicate very encouraging improvements, upon which we congratulate you, your professional colleagues, and, of course, the students. some We appreciate your keeping us informed and look forward to hearing good news during the school year. Sincerely yours, Ann S. Marshall k st\u0026lt;ru\u0026gt; 144 vS jtu lift (x\u0026gt; July 22, 2005 RECEIVED JUL 2 9 2005 OFFICE OF DESEGREGATION MONITORING John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Dear Mr. Walker: Thank you for your request for ACTAAP \u0026amp; ITBS disaggregated test results by school, race and gender from last school year. We have received such data related to the ITBS, however, ACTAAP data received by LRSD consists only of raw scores for individual students and is not yet normalized by the Department of Education. Our PRE Department will prepare a set of ITBS data for you in the format you requested and furnish it to you within two weeks. Please let us know whether this satisfies your request. Siricerely yours, L't/p :aren DeJamette, Ph. T H^ai fl . V // Director, PRE Department xc\nMr. Gene Jones, Associate Monitor Office of Desegregation Monitoring US District Court 1 Union National Plaza 124 West Capitol 1895 Little Rock, AR 72201 Mr. Chris Heller Friday Eldredge \u0026amp; Clark 2000 Regions Center 400 Capitol Little Rock, AR 72201 Thursday, May 9,1991 Arkansas Gazette Bghth grade MFT test results Caposite pass rate School: Dfetncts RodR\nN^\u0026lt;\nLJ^G|RiLiisskf: ? No. tested , 1792 fe^paSs^ll^ggig Q/ /o passed 78 536 ssas\n85.5 County 1483'1 B^253\n\u0026lt; 84.5 : I r. t J J- r. J ::Pa^s-rafie| bysubji^ Reading Language.... Sqenc8hi:W-:-: 87% 82 Soc. Studies '\"^ S- i \u0026lt; 89% SOT 86... 75 89%IGA  ARKANSAS DEMOCRAT  THURSDAY, MAY 9, 1991 Arkansas Minimum Performance Test (Sth grade) STUDENTS FAILING School Cloverdale * iDuhbar Forest Heights Henderson Mabelvale Mann ^ulaski Heights Southwest * Elizabeth Mitchell DISTRICT Students passing ~7i 70 83 76 81 88 80 69 29 78 Black Male Female White Male Female 38 50 38 43 40 48 44 40 44 44 39 57 44 51 43 50 48 20 47 3 7 3 2 5 14 ' 2 2 40 18 13 4 3 3 0 3 NA 5 NA 17 Total students tailing 29 soil 17 24 19 12 20 3t 71 Note: Figures are percentages, with fractions rounded off to the nearest whole number, and therefore may not total 100 percent. WA = not available * = other races not included^Thursday, May 23, 1991...Arkansas Democrat _______________ LRSD pass rates on Minimum Performance Test I { } I I s.\nfrhe chart shows the percentage of black, white and tot^ studeriU.passlhg the MPT^ SCHOOL/GRADE READING MATH LANGUAGE ARTS SCIENCE SOCIAL STUDIES BADGETT 3 6 BALES 6 BASELINE 3 6 BOOKER 3 6 BRADY 3 6 CARVER 3 6 CHICOT 3 6 CLOVERDALE 3 6 DODD 3 6 FAJR PARK 3 6 FOREST PARK 3 8 FRANKLIN 3 6 FULBRiGKrS 6 QARLAN0 3 6 QEYER SPRINGS 3 6 GIBBS 3 6 ISH3 6 JEFFERSON 3 8 MABELVALE 3 8 MCDEFBAOnS 8 HEADOWCUFF 3 6 MICHELL 3 8 OUERCREEKS 6 PULASKI HEIGHTS 3 8 OHrSELL3 8 ROCKEFELLER 3 6 ROMINES 6 STEPHENS 3 6 TERRY 3 6 WAKEFIELD 3 8 WASHMQTON 3 8 WATSONS 6 WESTERN HILLS 3 6 W1LUAMS 3 8 WILSON 3 8 WOODRUFF 3 6 DUNBAR FOREST HBGHTS HENDERSON MABELVALE MANN PULASKI HEtOHTS SOUTHWEST ALL 73 88 67 86 85 88 93 99 P 98 99 96 .65 P 94 92 74 79 91 85 93 98 92 94 P 96 69 91 95 100 90 98 75 P 90 98 86 88 94 99 84 98 93 94 92 100 88 P 96 93 M 95 84 91 59 94 93 IM 87 96 90 93 P 95 93 92 94 1W P 87 P 98 B 69 86 65 84 83 85 90 98 77 98 98 92 54 88 97 89 78 78 91 81 87 97 90 95 72 93 67 90 93 100 83 100 75 83 89 97 74 85 91 96 78 96 92 94 83 too 80 87 96 93 85 95 87 90 60 92 89 too 82 94 80 84 77 92 94 89 97 100 84 90 80 97 w 88 100 71 100 100 92 97 100 94 100 100 100 94 92 85 too 71 -79 91 100 too 100 100 86 97 100 too 100 100 100 100 95 90 100 95 92 100 too 96 100 100 100 100 100 100 100 100 75 100 50 100 97 100 95 100 100 100 94 100 93 100 97 100 92 79 100 100 ALL 92 58 75 81 P 93 91 97 80 92 97 86 56 72 96 92 S3 80 88 88 99 100 87 83 83 92 58 76 100 too 88 90 75 83 90 98 77 76 89 96 81 100 100 88 96 too 90 89 92 93 97 95 94 84 65 94 93 97 88 85 98 100 77 95 98 too 94 97 72 91 76 98 B 90 62 73 78 78 96 88 96 74 91 96 75 49 68 97 91 80 78 88 85 97 100 87 81 72 88 58 n 100 100 78 95 75 83 83 97 70 74 86 96 75 100 100 88 92 100 84 90 92 93 96 95 97 83 60 92 89 98 83 81 96 100 72 94 97 too 91 97 68 94 67 97 W 100 40 86 100 100 85 97 100 94 100 98 100 75 85 92 100 88 84 91 100 100 100 75 86 100 97 100 67 100 100 100 85 100 100 p 81 95 95 91 100 100 100 100 100 88 100 100 83 too too 100 97 96 94 94 100 100 89 96 100 100 97 96 85 88 too too ALL 58 67 54 87 78 76 56 59 59 74 92 68 81 50 80 90 83 82 58 87 85 82 81 76 80 73 65 69 85 84 88 95 86 92 S3 80 B 80 63 52 78 74 63 51 49 49 P 90 65 68 52 86 90 83 72 61 82 79 82 63 77 80 71 65 75 76 81 77 94 81 n P 73 W 57 100 54 100 100 90 69 85 79 100 95 71 97 33 67 90 92 81 90 94 96 75 100 50 190 89 97 96 100 93 71 100 ALL 38 58 44 82 90 n 43 71 61 59 75 49 82 59 85 85 91 58 76 68 71 83 74 80 68 56 69 79 66 93 78 68 p 83 93 B it S3 44 71 88 61 29 60 51 48 69 43 73 55 93 81 P n 39 67 50 71 63 67 80 67 54 75 71 62 84 73 S3 75 94 90 W ao 87 46 97 100 95 85 100 79 100 82 71 94 100 67 90 100 100 85 92 94 96 100 100 75 92 72 100 68 100 89 79 100 ALL 38 58 54 92 73 78 44 P 55 68 80 55 86 53 95 83 75 80 58 82 78 76 85 74 80 68 75 68 85 78 81 74 78 88 65 75 B 38 58 59 P 70 61 34 48 46 59 72 49 76 48 100 81 75 P 50 74 71 76 63 70 80 17 73 n 76 72 65 67 75 81 65 70 W 40 48 100 100 91 77 92 74 100 90 71 100 100 83 85 10c 73 98 88 100 88 100 100 too 83 95 88 86 96 64 86 83 86 84 85 95 89 89 81 81 80 78 93 00 88 88 98 97 97 98 99 98 75 89 88 85 87 87 n 79 69 84 85 78 81 75 74 84 88 98 98 97 95 99 U 77 77 81 80 84 93 84 77 74 73 74 76 78 89 72 72 87 86 95 97 97 97 97 95 61 50 71 58 58 71 71 56 52 40 60 49 40 55 48 50 O 71 94 65 88 92 96 80 53 56 79 56 65 80 66 47 48 52 71 51 53 71 47 42  65 63 95 73 P P ' P i 61Thursday, August 8, 1991... Democrat LRSD Metropolitan Achievement Test comparison I Sr.high Central Fair Hall McClellan Parkview I i Jr. high loverOale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest - 1990 7 B W 40 62 28 47 42 81 41 79 34 73 51 85 42 88 41 64 1990 10 B W 42 84 38 71 45 78 38 63 56 81 1991 7 B W 32 53 46 80 36 70 33 74 34 61 53 83 34 84 34 48 1991 10 B W 42 86 37 63 40 74 40 65 57 84 1990 8 B W 35 55 24 44 43 78 38 76 41 65 50 85 38 80 33 73 1990 11 B W 38 81 32 64 38 73 28 58 41 68 1991 8 B W 34 56 30 61 40 77 37 78 36 70 49 84 33 84 35 61 1991 11 B W 40 85 36 70 42 76 37 59 54 79 1990 9 B W 52 73 42 68 50 85 54 83 52 78 63 91 52 89 53 73 Chart shows percentile ranking, by grade and race, of the test's complete battery, comparing 1990 scores to 1991 scores. A ranking in the 50th percentile is considered average. 1991 9 B W 45 64 44 77 49 83 46 84 45 72 61 90 50 85 42 67 I ! Elementary 1990 1 B W 1991 1 B W Badgett Bale Baseline Booker Brady Carver \u0026lt; . Chicot Cloverdale Dodd , Fair Pai^' Forest Park 29 40 55 79 45 66 27 83 45 54 30 50 41 74 38 74 23 63 46 72 95 73 41 59 29\n48: 66 40 27 50 21 78 97 42 1990 2 B W 30 46 30 53 60 63 60 80 42 84 63 93 26 48 63 50 60 52 32 79 40 \u0026lt;71 64 89 49 93 33 45 53 88 57 94 1991 2 B W 26 51 33 55 41 57 41 78 28 55 61 92 43 61 70 81 26 31 33 70 61 93 1990 3 B W 20 39 40 63 40 63 42 75 30 69 46 87 35 62 49 76 38 71 34 66 43 91 Frankiih. Fulbright _ 27 44 37-82 23 72 49 86 Garland 37 - 31 65 Geyer Springs 51 63 54 74 Gibbs :\u0026lt;\u0026lt;:4\n:\u0026gt; Ish Jeffersonii Mabelvale ,\u0026lt;\n: 40 84 39 88 43 25 28 60 . 38 78 25 \u0026lt;77 23 49 32 55 46 52 27 51 32 54 49 83 34 80 34 77 27 83 23 46 26 52 64 43 70 . 28 51 48 90 58 93 32 35 57 47 61 48 McDermott-  49 92 43 80 Meadowcliff MitcheiL- \u0026gt;  Otter Creek 31 67 32 60 \u0026lt; 48 91 53 71 57 84 37 80 44 76 42 74 46 88 50 59 34 63 33 53 62 89 61 87 44 78 34 73 44 60 32 78 42 23 44 75 47 28 43 78 45 80 Pulaski-'Heights 26 72 21 64 Rightsell Rockefeller Romine ,, Stephens\"  Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 51 73 47 - \u0026lt;39 43 33 70 ,38 48 55 , 44 25 61 33 - 40 85 64 - 34 37 40 81 48 79 46 52 39 68 20 63 45 94 40 54 50 58 1991 3 B W 29 56 26 37 37 47 39 73 34 61 55 90 23 49 54 53 34 36 38 83 46 89 38 77 40 81 25 57 37 66 49 86 37  40 80 31 ^7 44 75 36 76 45 56 51 81 1990 4 B W 35 35 27 45 53 59 1991 4 B 31 36 49 50 80 .44 44 70 72 93 38 70 39 63 62 54 58 80 57 1990 5 B 21 29 44 84 49 69 1991 5 B W 1990 6 B W 35 21 37 46 29 5 4 45 69 49 49 49 75 47 83 51 84 61 88 49 84 42 71 57 83 90 55 91 65 91 68 92 46 63 32 64 37 73 45 72 Q7 79 .17 85 39 63 49 55 41 26 44 72 29 75 53 87 36 62 44 68 40 37 53 49 47 90 32 47 29 , 45 49 85 51 87 \\53 99 : 59 81 25 - 51 76 52 83 50 74 49 82 38 - 40 67 40 55 59 38 50 42 60 55 74 41 52 80 32 58 46 84 95 52 88 36 85 53 :43 81 41 76 79 44 82 43 80 40 37 v' -\u0026lt;45 1991 6 B W 33 37 37 83 53 57 49 87 ' 51 82 50 91 39 70 39 63 38 64 66 82 57 95 49 64: 52 73 48 38 37 75 41 65 61 92 59 93 60 58 47 10 36 61 38 23 61 80 59 71 63 91 58 92 60 93 66 85 37 63 50 75 55 54 52 88 41 86 41 92 89 58 82 47 92\u0026lt; 46 64 35 57 34 34 35 55 51 62 45 53 51 84 62 84 49 49 38 68 41 80 55 83 53 61 37 82 43 27 72 - 44 83 58 83 45 76. 36 53 28 73 32 - 31 41 40 40 47 82 19 66 43 42 45 47 53 41 48 45 49 56 47 67 47 75 47 .40 53 \u0026lt;44 52 53 - \u0026lt; 53 43 88 58 82 50 78 41 36 59 31 :79 33 69 48 40 39 90 58 J 28 38 33 - 60 35 58 33 58 27^ 42 35 27 82 58 28 75 28 33 43 46 40 70 54 62 58 67 35 44 44 46 66 64 89 50 87 44 44 48 55 53 23 61 54 54 42 95 36 - 43 49 54 58 27 44 78 53 79 53 53 43 70 53 79 65 83 54 40 64 32 70 48 48 45 ' 61 56 73 55 65 79 39 84 40 85 30 30 41 74 51 38 88 33 51 30 46 32 74 39 55 45 48 25 66 48 85 50 83 84 94 87 :95 82 70 77 82 33 25 20 33 46 78 58 85 59 82 43 97 91 82 93 70 91 63 50 65 61 56 50 53 27 35 56 67 19 60 38 27 75 85 47 69 59 77 60 61 55 55 51 72 48 68 53 72 54 75 42 75 52 52 46 74 51 83 55 80 83 89 46 59 36 48 75 92 72 72 75 87 75 92 72 90 47 44 50 50 43 60 53 74 59 62 28 30 42 42 43 66 51 59 48 75Au.qust 12, 1991 Monday Arkansas Ppmncrat MAT 6 anaylsis for elementary schools (Total possible score is 600. School average of 50% or higher is 300 or more total points) _ . ' Total points I B ^4 Total points  Ranking 1 '??:.'2 3 Name Williams Magnet Car/er Magnet- Forest Park area Total points' i 4 Gibbs Magrwt 5 Otter Creek area 7 . 0 9 : 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 .27 28 29 30 31 32 33 34 35 36 6 Terry area 502   455 402\n393:::'.- ' Name Williams Jefferson area McDermott area Fulbright area Booker Magnet Western Hills area Cloverdale area Washington Magnet Wilson area M J- Mitchell incentive Geyer Springs aroa Meadowcliff area Remine area- V Watson area Fair Park area \u0026lt; Rightseil incentive Rockefeller incentive Wakefield area , Brady areaii' Pul. Heights area Stephens incentive Baseline area Ish incentive Woodruff area Mabelvale area Chicot area [jodd area Franklin area Badgett area\nBale area Garland incentive 392  , 372 366 363 349 338 335 320 308 308 306 291 283 - 283 ( 283 282 281 281 279 269 . 268: 267 264 262 260 255 226 .218 :213 Carver \u0026lt; Gibbs Cloverdale Wilson Forest Park Mitchell Terry (black) 454 'S\u0026lt;i367''  329 .:.:S:329\n\u0026gt;-.' Name Carver (per 600 whita pupils 551 Forest Park ' 548 McDermott Romine Western Hills Otter Creek Rightsell Stephens Geyer Springs Ish Booker Fulbright Baseline Watson Fair Park Rockefeller Meadowcliff Jefferson Wakefield Brady Franklin Dodd Chicot Mabelvale ' Badgett Pul. Heights 325 312 311 303 296 294 284 283 272 i 272 263: 262 259 259 258 246 245 245 242 240 240 226 218 217 212 209 : :::208 Washington 207 Garland Woodruff Bale 204 202 188 Williams Gibbs- : Jefferson Otter Creek? Washington Booker McDermott Fulbright\\ : Western Hills Terry Pul. Heights Fair Park Rockefeller Meadowcliff Brady Franklin Cloverdale Watson. - Geyer. Springs Wakefield Bale Chicot Romine Wil sen Woodruff Mabelvale Dodd Bale . Baagett Stephens\" Garland\" Mitcheir* Ish\" Rightseil\" 542 537 498 490 483 481 477 475 . - 472 468 : 426 417 415 409 404 402 400 372: \\ 369 368 366 358 354 351 345 330 325 318 306 283 261 255 206 *AI1 pupils based on total percentile rank for each grade \"Total points possible are less than 6CC because there were not white students enrolled in all grades.Metropolitan Achievement Tests ,tK': The chart shows how Arkansas students ranked against national percentiles on the MAT~6 tests, 1986-91 I '86 '87 '88 '89 '90 '91 Composite / Basic Battery 64 66 66 67 67 65 Total reading 60 62 62 62 62 61 Total math 67 68 67 70 70 69 Total language 63 64 65 66 65 64 u Composite / Basic Battery 54 58 59 60 61 60 Total reading 51 53 55 Total math 53 57 58 Total language 55 59 61 55 59 62 55 54 60 59 63 61 ( Composite / Basic Battery 53 54 55 56 58 57 , fOtA, Total reading 49 49 50 Total math 50 51 52 Total language 58 59 60 51 51 52 I 53 61 55 54 62 61 SOURCE: Nat'l Education Assn. 7- M. STOREY / Democrat-Ga2etteI I, t * Arkansas Democrat MONDAY, AUGUST 12, 1991 B  I  I 4 J J 1 U Magnet schools rank highest in MAT6 scores 4  l! , BY CYNTHIA HOWELL Democrat Staff Writer A ranking of Little Rock\nSchool District schools based I on their Metropolitan Achieve- ! ment Test results from last I I spring puts Williams Magnet I Elementary, Mann Magnet Jun- i ior High and Parkview Magnet I High schools on top. : Garland Elementary, South- i west Junior High and McClellan High schools make up the bottom of the lists when only test scores are considered. The test assesses students in the areas of social studies, mathematics, reading, language arts and science. Williams, which offers a basic skills magnet program, had the highest number of points, followed by Carver Basic Skills/Math-Science Magnet School, Forest Park Elementary, Gibbs International Studies Magnet School and Otter Creek Elementary School. Four of the top 10 elementary schools were magnet schools, meaning they have special academic themes, strict rules on parent involvement and are open to pupils from all three Pulaski County school districts. The schools were created to enhance desegregation and are financed by all three districts and the state, which pays half the cost of educating each child. Parents voluntarily enroll their children in the magnet schools. No students are assigned to the schools. Little Rock Superintendent Ruth Steele in an interview last week cautioned that ranking schools could be like comparing apples and oranges. You have to remember that children or their parents want to be at the magnet schools and that they came from all three school districts, she said. They have waited on lists or participated in a lottery to be in those schools. That can be very different than staying at an assigned school. She also noted that poverty can affect student achievement and the incidence of poverty is likely to be greater among students in the districts area schools and predominantly black incentive ! 4 H I  3 ' J J i schools. Area schools are schools that have attendance I J zones and no special court-or- J dered desegregation program. The Arkansas Democrat t  I t  ranked the schools based on 5 ' the school-by-schooi, grade-by- t 1 grade data released by the dis- , trict last week. Three sets of 5 rankings were done using the ? test scores of all students, the a | scores of all black students J I and the scores of all white Stu- * dents. The rankings revealed: ,  Tremendous disparities j 4 exist between the average 4 achievement levels of black 4 and white students in the dis- 5 trict, and between schools in ,4 the district.  Eight elementary schools 1 I that ranked in the top 12 had both high white scores and the ! high black scores, indicating * that schools that do a good job ! for one race do a good job for J the other.  The elementary incentive J schools, which get double per- J See SCORES, Page 5B I I i J 1 Scores MAT 6 anaylsis for elementary schools  Continued from Arkansas Page pupil funding and are designed to improve the achievement level of black children, had mixed test results. Mitchell Elementary ranked highest among the incentive schools.  Some of the districts area schools, like Forest Park, Cloverdale, McDermott and Western Hills, reported high or fairly high test results. Those schools dont get the special funding and public attention that magnets and incentive schools get. The school rankings were determined by adding the percentile scores for all grades at a school. Fer example, Williams first-graders scored at the 92nd percentile. That was added to the second grade per- centile of 88, the third-grade percentile of 75, the fourthgrade score of 85, the fifthgrade score of 80 and the sixthgrade score of 82 for a total of 502 points. The highest number of points possible at any grade wa.s 100, thus the total perfect score would be 600. An average score was 300. Eighteen of the districts elementary schools scored above the 300 mark and 18 scored below. When the scores of black students were considered. only nine schools had 300 or more points. When white scores were considered in isolation, all schools scored above average. (The average for white students is less than 300 at some of the incentive schools because there were not white students in every grade.) I told the principals that whatever conclusions are drawn about the test scores, it is clear that what happens in a class to white students is very different than what happens to . black students, Steele said. Theres a lot of work for everybody to do. Im not pleased\nI cant be pleased when there are disparities of 30 percentile points or more between black and white children. (Total possible score is 600. School average of 50% or higher is 300 or more total points) Ranking Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Williams Magnet Carver Ma^t Forest Park area Gibbs Magnet Otter Creek area Terry area Jefferson area McDermott area Fulbright area Booker Magnet Western Hilts area Cloverdale area Washington Magnet WSson area Mitchell incentive Geyer Springs aroa Meadowcliff area Romine area Watson area Fair Park area Rightsell incentive Rockefeller incentive Wakefield area Brady araa Pul. Heights area Stephens incentive Baseline area Ish tocentive Woodruff ares Mabelvale area Chicot area Dodd area Franklin area Badgett area Bale area Garland incentive Total points* Name 502 474 455 444 402 393 392 377 372 366 363 349 338 335 320 308 308 306 291 283 283 283 282 281 261 279 269 268 267 264 262 260 255 226 218 213 Williams Carver Gibbs Cloverdale Wilson Forest Park Mitchell Terry McDermott Romir\u0026gt;e Western Hilis Otter Creek Rightsell Stephens Total points (black) 454 367 329 329 325 322  312 311 303 296 294 284 283 272 Name Carver Forest Park Williams Gibbs Jefferson Otter Creek Washington Booker McDermott Fulbright Total points (per 600 white' pupils Geyer Springs 272 Ish Booker Fulbright Baseline Watson Fair Park Rockefeller Meadowcliff Jefferson Wakefield Brady Franklin Dodd Chico\nMabelvale Badgett Pui. Weights Washington Garland Woodruff Bate 263 262 259 259 258 246 245 245 242 240 240 226 218 21' 212 209 208 207 204 202 188 Western Hills Terry Pul. Heights Fair Park Rockefellei Meadowcliff Brady FrankJir^ Cloverdale Watson 551 548 542 537 498 490 483 481 477 475 472 468 426 417 415 409 404 402 400 372 I I I Geyer Springs 369 Wakefield Bale Chicot Romine Wil sen Woodruff Mabelvale Dodd Bale Badgett Stephens* Garland Miicbeil** Ish** Rightseil* 368 366 358 354 351 345 330 325 318 306 283 261 255 206 All pupils based on total percentile rank for each grade Total points possible are less than 600 because there were not white students enrollee in all grades. The results of the MAT6 will be used to determine whether the district must repay a $20 million loan to the state of Arkansas. The loan is a provision in the districts financial settlement of the 8-year-oid school desegregation lawsuit with the state. If the district raises the average score of black children to 90 percent of the average score of white students by the year 2000, the district will not have to repay the money. The incentive schools are intended to help the district meet that goal by offering after-school, weekend and summer programs, as well as smaller class sizes, parent centers and field trips. When the scores of black children are considered by themselves, Mitchell students ranked seventh in the district. Rightsell Elementary ranked : 13th, Stephens was i4th and Ish was 16th, Rockefeller was 22nd and Garland 34th. Black students at Mitchell outscored black students at Terry, McDermott, and Jefferson, which are area schools, and at | Booker Magnet and Washing- 5 ton Magnet elementaries. In the junior high rankings, ,, Mann was first, followed by Pulaski Heights, Forest  Heights, Dunbar, Henderson, Mabelvale, Cloverdale and j Heights Southwest. Dunbar, the dis- s tricts newest magnet school, showed some large gains in scores when compared to last year. At the high school level, Parkview was first, followed by I Central, Hall, Fair and McClel- j Ian. When only the scores of white students were ranked, Central Parkview. was ahead ofuiasKi Black pupils in LRSD below national average on Stanford 8 scores BY CYNTHIA HOWELL Democrat-Gazette Staff Writer Black pupils in the Little Rock School District on average scored below the national average in all subjects and at all reported grade levels on the new Stanford Achievement Test. Eighth Edition. White pupils, on the average, scored above the national average in ail subjects and at -all grades reported. Dr. Ruth Steele, whose last day of work in the Little Bock School District is today, said Thursday the scores had changed little since last year. A disparity between black and white pupils continues to exist in the district, Steele said. As superintendent, I must say that one of my disappointments has been our inability to significantly raise the test scores and reduce the disparity, she said. score earned by black pupils was at the 48th percentile in sixth-grade math and fifth- grade social studies. The lowest average score was at the 28th percentile in fifth-grade reading. The 50th percentile is considered to be the national average. 7 must say that one of my disappointments has been our inability to significantly raise the test scores and reduce the disparity. ARKANSAS DEMOCRAT-GAZETTE FRIDAY, JUNE 26, 1992 LRSD SAT results Stanford Achievement test. Eighth Edition national percentile {Districtwide summary, 1992) rank The achievement disparity between the races exceeded 30 points in some subjects and grades. . Steele is retiring from the district and will become a half-time associate professor in the College of Education at the University of Central Arkansas. Dr. Mac Bernd, formerly a superintendent in San Diego County, Calif., will replace her. According to the test results, the highest average The highest average score for white pupils was at the 77th percentile in second-grade math and the lowest was at the 57th percentile in grade-nine math. The achievement disparity between the races exceeded 30 points in some subjects and grades. In eighth-grade reading, white pupils scored at the 67th percentile, compared to black pupils 29th percentile score. A total of 19,287 pupils in grades one through 11 took the nationally standardized exam last spring. The Stanford 8 replaces the Metropolitan Achievement Test, Sixth Edition, which had been administered in past years. The Stanford 8 compares the achievement levels of Little Rock pupils with the achievement levels of a national sample of pupils who took the same tests. The test is especially signif- Grade/ race 1 TOTAL B W 2 TOTAL B W 3 TOTAL B W . -4 TOTAL 5 TOTAL B _______W. 6 TOTAL B _______W .2JQTAL 8 TOTAL B ______ML 9 TOTAL B ______ML *10 TOTAL 11 TOTAL B W Number tested 2,094 1,330 697 1,883 1,173 672' 1,783 1,131 632 1.867 1,922 1,288 612 1,843 1,209 609 1.694 1,573 1,060 493 1,554 995 ___53fi_ 1.602 1,472 825 612 Total Total Environment Soc. reading math Lang. Science science 42 35 63 39 29 62 39 27 63 44 38 26 63 50 37 24. AZ 41 29 44 30 ja. 49 50 34 69 48 40 70 57 46 n 58 46 76 58 53 43 2L 57 74 JS. 39 30 59 34 23 .52. 37 43 32 59 41 32 63 49 39 70 50 38 70 4^ 48 38 52 51 41 55 45 48 38 52. 54 42 25 48 48 35 66 37 27 59 43 32 65 43 30 67 46 45 33 20. 54 43 24. .42. 45 34 58. 50 38 22. 45 47 32 68 46 35 67 48 46 37 55. 59 48 25 42 46 34 22 49 36 73 43 51 36 69 Complete battery 39 31 64 45 33 70 47 34 70 47 44 32 ___S2_ 54 43 75 ___4S_ 43 30 ___sa_ 48 34 73 47 51 34 12. 'Data by race for grades 4,7 and 10 are unavailable at this time. \" At grades 1 and 2 the SCIENCE and SOCIAL SCIENCE objectives are combined and reflected as one score under ENVIRONMENT NOTE: Totals may not add up because other* category was omitted. leant to the Little Rock School District in light of the district's financial settlement agreement with the state of Arkansas. If the district raises the average scores of black children to at least 90 percent of the average score earned by white pupils by the year 2000, the district will not have to repay a $20 million loan. The state is loaning the district the money to aid in the districts desegregation efforts. The district Thursday had not yet broken the test scores down by school, said Sterling Ingram, director of the districts planning, research and evaluation office. The district also does not have the fourth-, seventh- and 10th-grade scores broken down by race yet Those grades are handled differently in scoring the tests because the test results must be reported to the state Department of Education./   ARKANSAS DEMOCRAT-GAZETTE  THURSDAY, MAY 14,1992  1 2Wof LR eighth-graders fail state performance test t I L BY CYNIHIA HOWELL Democrat-Gazette Stall Writer The number of Little Rock eighth-graders who failed the Arkansas Minimum Performance Test in March climbed to LRSD 1992 MPT results (Eighth grade summary) a record 412 pupils, who arc now in jeopardy of not being promoted. Statistics released Wednesday by the Little Rock School District show that 23 percent of 1.781 eighth-graders failed the exam on the first attempt. Last year, 400 pupils, or 22 percent of the test-takers, failed the exam on the first try. 'The Minimum Performance Test, mandated by the slate, tests students in reading, math, language arts, science and social studies. It is given to pupils in third, sixth and eighth grades, though only eighth-graders must pas.s the exam to be eligible for promotion to the ninth grade. The Little Rock eighth- graders' failure rates are^ almost 7 percentage point.s higher than those recorded for the North Little Rock and Pulaski County Special school districts, which released their All students I No. tested No. passed Percent passed Black males  Percent passed Black females - Percent passed White males  Percent passed White Females Percent passed Other--------------- Percent passed Reading 1,781 1,505 85 Math 1,781 1,523 86 Lang. Arts 1,781 1.435 81 Science 1,781 1,110 62 Soc. Slud. 1,781 1,172 66 Total 1,781. 1,369 77 76 79 69 57 57 NA 81 84 81 47 57 NA 96 98 97 94 88 87 84 NA 95 95 83 85 NA 92 86 81 81 NA 3 testing results Tuesday. Eighth-graders in both those districLs had 16.2 percent fail- ure rates. Pupils have three chances to pass the eighth-grade test The test will be given again May 26-29 and once more July 24-2!l. Last year, 92 percent of the eighth-graders . districts passed the test after three tries. Of the Little Rock eighth- graders who failed, 90 percent are black, though black.s make up 64 percent of the district's enrollment. A total of 372 black eighth-graders failed the test, as did 40 white pupils. Seventy pupils, or 34 percent of the test-takers at Southwest Junior High School, failed the test thi.s year. South- west's failure rate was the highest among the eight junior high schools. Mann Magnet Junior High School had the highest pass rate 87 percent. Here are the failure rates fol' the other junior highs:  Forest Heights Junior High - 73 failures, 32 percent.  Mabelvale Junior High - 52 failures, 30 percent.  Henderson Junior High - 54 failures, 25 percent.  Dunbar Magnet Junior High - 50 failures, 21 percent.  Cloverdale Junior High - 37 failures, 17 percent.  Pulaski Heights Junior High - 30 failures, 16 percent. Among the district's third- graders, 68 percent passed the reading test, compared to 88 percent last year. Eighty-seven percent of the third-graders passed the math test last year, compared to 91 percent this year. At Carver Magnet Elementary School, all third-graders passed the reading test and 99 percent passed the math test. See TEST, Page 7B lebi j  Continued horn Pulaski Page\nAll Gibbs Magnet School third- */[ (I __________ js^uisiig nin fit ittainHn I r graders the test All s ividf^iivb .J...--- passed both parts of 1 \"Uie Uiird-graders at 1, Otter Creek, J\n^I(i:i^'aTwe\n^n-llills I passed the math test. Overall, pas.s rates lor sixth- Overall, pass uveiaii, , graders fell from 94 percent to m normiil Ulis year in reading. 92 percent this year  90 ^r-U to 89 1 in inatli.iind rroni TH perceiiUo\n77 percent in language aits. ____ imnro I ates improved The pass rates improveu 73 percent to 75 percent from LRSD desegregation official resigns to take post at Hendrix ir science JI VVHV vv r- - and 73 percent to 74 IP hvivuv-'- I..-  1 l^uccnt in social studies. I Janies Jennings, associate .superintendent for desegregation in tile Little Rock School District, said Wednesday that lie i.s resigning to become an assistant professor of education at Hendrix College in Con- I  way. Jennings, who has been an associate superintendent since March 1987 and a district I L i I einployce since 1977, said his resignation is effective Juno 30. lie is completing liis doctorate in educational administra- tion this spring at Vanderbilt University in Nashville, Tenn. He will attend Memphis Slate University thi.s summer and next fall to obtain a master's degree in history. Jennings is one of five top administrators leaving the district this year. The others include Superintendent Ruth Steele, Deputy Superintendent Tony Wood, Manager for Support Services Janies Ivey and Transportation Director Richard Johnson.Arkansas Democrat W(Sazettc ABk-AMCAg- MCWCPAPFR LITTLE ROCK. AUGUST 14,1992 88 PAGES 9 SECTIONS 35e White students still outpace blacks, achievement tests show BY CYNTHIA HOWELL Democrat-Gazette Staff Writer White students in the Little Rock School District continued to outperform blacks in standardized tests in 1991-92, according to school-by-school results on the Stanford Achieve- mejit Test, eighth edition. - The scores were released .i74th percentile to the 82nd per- Thursday for exams taken in April by 19,287 students in grades kindergarten through 11. They show wide variations in achievement between schools. For example, Williams Basic Skills Magnet Elementary School averaged scores for the six grades that ranged from the i centile. Pupils in five of the six, ^ades at Garland and Franklin incentive elementaries averaged scores that were below the 30th percentile. The 50th percentile is considered the national average. We have some areas to cheer about, and some we could hold a wake over, Dr. Mac .1 Bernd, Little Rocks new school superintendent, said. The test shows us where we need to improve. The test results and the elimination of the racial disparity gap are especially important to the Little Rock district. Narrowing the gap would be a general sign that )^e district is ac- . - ) eomplishing its desegregation goals. Also, if the district narrows the gap to the degree that the average score of black students is at least 90 percent of the average score of white students by 2000, the district won't have to repay a $20 million desegrega- See TESTS, Page 14AH4A  ARKANSAS DEMOCRAT-GAZETTE  FRIDAY, AUGUST 14,1992 LRSD Stanford 8 Test results Chart shows percentile ranking, by grade and race, of the tests complete battery. A ranking in the 50th percentile is considered average. Elementary Badgett Dale Baseline Booker(M) Brady Carver (M) Chicot Cloverdale Dodd Fair Park Forest Park Franklin (1) Fulbright Garland (I) Geyer Springs Gibbs (M) Ish (1) Jefferson Mabelvale' McDermott Meadowcliff Mitchel! (I) Otter Creek Pulaski Heights Righlsell (I) Rockefeller (I) Romine Stephens (I) Terry Wakefield Washington (M) Watson Western Hills Williams (M) Wilson Woodruff 1 2 3 4 5 6 TOT BL WT TOT BL WT TOT BL WT TOT BL WT TOT BL WT TOT BL WT 19 20 27 23 27 25 35 21 47 36 76 68 35 26 56 54 21 22 33 26 61 29 21 19 40 18 26 26 32 26 49 36 25 25 54 21 31 24 59 35 31 26 26 25 54 38 42 18 39 40 42 37 49 47 24 24 61 43 21 18 55 38 24 22 43 29 80 72 68 67 28 14 17 65 34 54 66 85 50 71 20 70 84 48 66 38 68 75 40 84 44 49 70 73 51 63 25 71 33 82 32 61 89 71 56 39 31 67 29 26 54 28 22 47 52 35 74 44 39 58 73 54 89 36 26 56 49 39 77 36 27 44 31 22 71 64 30 74 23 21 59 60 41 75 26 23 58 47 40 64 71 53 84 43 43 49 58 28 77 37 27 52 61 40 82 34 28 47 26 26 12 57 30 69 55 27 76 58 58 - 30 24 53 25 26 16 22 22 - 54 33 67 36 26 48 52 29 81 39 34 64 52 40 72 79 68 89 58 54 63 26 18 40 33 30 45 31 30 35 38 31 63 44 29 60 30 20 64 72 49 90 39 36 46 54 50 61 31 28 35 36 27 72 66 32 66 20 18 42 63 35 78 17 17 - 33 33 32 72 57 88 31 31 - 63 46 76 38 28 52 69 54 81 31 29 27 30 27 71 60 39 76 62 39 78 34 34  25 18 39 40 40 42 31 31 - 68 50 82 37 30 49 44 22 72 31 20 58 53 40 71 77 67 86 45 41 56 35 28 60 32 25 44 60 38 74 37 57 42 41 56 23 56 26 / 33 lij 67 m 38 3 58 g 36 \u0026lt; 56 5 37 H 26 i 56 i 47 I 32 I 26 i 41 I 47 1 54 i 42 i 51 i 40 i 39 i 74 I 38 i 33 5 lU co \u0026lt; O z 21 20 24 31 28 47 35 36 32 51 41 65 33 29 41 63 42 82 40 32 54 49 43 63 48 42 44 30 27 71 57 31 87 20 19 18 46 29 61 28 28 - 32 25 49 67 40 88 31 32 20 68 37 85 38 30 49 53 40 68 33 19 56 42 40 67 52 37 69 44 28 62 29 29 - 35 32 52 39 38 42 26 26 - 46 31 67 28 22 56 46 28 70 45 46 44 40 31 60 74 59 86 30 29 39 45 38 54 41 38 46 30 27 46 37 36 46 59 44 76 44 32 66 79 69 90 47 36 59 51 50 56 56 48 65 47 41 75 64 43 82 36 34 67 66 40 78 38 38 - 44 43 48 72 48 87 44 44 - 79 56 90 41 35 52 50 43 67 51 46 67 36 36 - 66 39 84 36 28 54 40 40 - 45 40 61 44 41 76 35 30 76 71 57 82 43 36 59 56 38 78 53 40 71 60 51 72 82 76 88 44 41 56 38 30 50 Jr. high Cloverdale Dunbar(M) Forest Heights Henderson Mabelvale Mann (M) Pulaski Heights Southwest 7 8 9 35 59 50 37 33 55 55 34 LU m LU \u0026lt; 32 27 49 39 33 53 53- 36 72 39 26 65 37 29 66 38 25 69 50 38 74 42 34 70 Sr. high Central Fair Hall McClellan 10 11 37 27 56 ' 42 29 61 O z O z 56 43 79 45 26 76 33 28 50 61 64 82 57 30 82 40 33 66 55 36 43 34 LU CO 3 UJ (D 3 Parkview (M) 58 b z  57 33 82 39 28 58 50 34 69 42 33 56 57 43 75 Noles: Scores lor race by grades 4,7 and 10 are not yel available. Magnet schools are noted with an *M*, Incentive schools are noted with an 'I'. Tests  Continued from Page 1A lion loan from the slate.  Bernd said the districl.s new curriculiini, which begin.s this fall, could improve scores. Its a simple concept of teaching students what you are going to test them on, he said. If we know that long division ixS on the lest, then we should make sure the students know long division and are skilled in it. Asked if the scores would show improvement by next year, Bernd said he gets suspicious if he sees sudden,huge gains in a ^districts test scores. ' I think we can set this district on a course of steady improvement so that in five years people can look back and say, \"We really improved.  Il is difficult to compare the 1991-92 lest scores lo the scores earned in past years because the state changed the test from the Metropolitan Achievement Test (MAT6) to the Stanford 8. Racial disparities existed in test results on the MAT6 as well. While comparisons are hard to make from last year to this year on race disparities, a review of the scores this year showed at least one case where the white first-graders scored 54 points higher than their black */ think we can set this district on a course of steady improvement so that in five years people can look back and say ff f we really improved. classmates. A review of the scores showed that students at the dis tricts seven double-funded, pre- dominantly black incentive schools did not have high average scores. Black second-graders at Rightsell Incentive Elementary School scored at the 58th percentile. That was the only average score for black children in the incentive schools that was above the 50th percentile. Students at the districts magnet schools, which also get extra money, averaged scores higher than the incentive schools. Scores for black children at Williams ranged from the 59th percentile in the fifth grade to 76th percentile in the sixth grade. At Booker Arts Magnet Elementary, however, the scores for the black children ranged from the 21st percentile in the first grade to the 44lh percentile in the sixth grade. Bernd said the incentive schools are going to be the focus of some strong efforts in the coming year. He plans to meet with the principals of those schools soon to discuss ways to improve the schools by encouraging excellent teaching. Bernd is an advocate of the effective schools body research, which prescribes certain steps for improving learning conditions for children. He already has conducted one workshop for Little Rock principals on the program. The test scores showed some strengths at the districts area schools, which arc non-magnet, non-incentive neighborhood schools. Forest Park, Jefferson, and Terry elementary schools were among the schools with average scores over the 50th percentile...IB'- rs I\" it (? tg 5.  THUnSDAY, OCTOBER 8, 1992 LR seniors raise ACT average 0.2 point in 92 ) I ) BY CYNIHIA ROWELI OnnKR'ial G.i7rHP E(1ih\niIiwi WhIpi The composite score earned by Little Rock School Dislrict .senior.s on the American College Test improved in 1992 as compared to 1991. but it remained below the stale and national composite scores. The Little Rock district on Wednesday released its 1992 scores for both the ACT and the Scholastic Achievement Test, the two most common college enirance exams in (he country. More than three times a,s man.v Lillie Rock graduating studenl.s took the AI'T ill 1991- 92 than look the SAT. Thal is I commonly the case, as most , Arkansas colleges and universities retpiest the At/!' score on I enrol I incut applications. The results of the exams I\nshowed that students who took traditional academic courses and Advanced Placement courses are more likely tr? score higher on the college entrance tests. Superintendent Mac Bernd said he hoped to increase the nund)er of advanced courses as a way of improving student achievement levels of both black and white students. Ad vanced Placement courses are LRSD ACT scores ^1992 LRSD SAT scores i National State LRSD Central Fair Hall McClellan Parkview -Noniber 832.217 16,977 1,101 *264 *144 *224 *155 *166 Composite\n___score 20.6 20.0 19.7 19.9 19.1 19.9 18.3 20.7 Black students While sludenls Number Composite Number Composite 1991 Number 75,356 2,373 465 141 65 92 82 85 17 16.7 17.2 16.2 16.4 17.7 17.0 18.9 604,469 11,577 488 123 79 132 73 81 21.3 20,6 21.7 23.0 21.6 21.1 20.0 22.5 tested Verbal 1991 scores* * Includes only black and wtiite tesi takers and nol students of other races _____________ National' State LRSD Central Fair Hall McClellan Parkview 1,032,685 1,660 293 151 15 97 4 26 422 482 467 480 485 434 NA 502 Math 474 523 495 502 527 477 NA 516 1992 Number tested 1,034,131 1,579 315 122 24 96 3 64 1992 scores* Verbal 423 474 453 457 451 441 NA 455 Math 476 516 489 489 521 486 NA 481 * Top score in each category Is 800. NA = not available those courses taken in high school that enable some stu dents to receive college credit for their work. \"We must work to prepare all our students to (pialify for. enroll ill and complete the more advanced and challenging Advanced Placement courses,\" Bernd said. A total of 1.101 graduating students took the ACT in Little Rock. Slightly more students took the test in 1992 than in at least the last four years. The district's composite score of 19.7 reversed an annual decline in score.s since at least 19117. when the composite was 20.2. In 1991. the composite  which i.s c.ilculated from Eiig- lish. mathcnmlics. rcadiiiE and science scores  was 19..5. The Little Rock score was below the national composite of 20.6 and the state composite of 20.0. Parkview Magnet High School students, with a 20.7 composite score, exceeded both the state and national composite scores. The highest possible score is 36. The Little Rock student!! scored the highest in reading. Allowed by English, science, and then math. When the scores arc broken down by race, while student.s in all five Little Rock high school.s scored highest in reading. Black students, however, were likely to score a.s high or higher in subjects other than reading. Average scores for white students were higher than average score.s for black sludenls on both the ACT and the SAT. The largest disparity in ACT scores was the 6.8 poinis between black and white students at Central High. The composite score of Little Rock black students. 17.2. was higher than the Arkansas com posite for black students, 16.7, and the national composite for black students, 17.0. Similarly, the composite score for Little Rock white stu dents, 21.7, was higher than the Arkansas composite for whites, 20.6, and the national composite for wliites, 21.3. On the SAT. a total of315 slu dents took the lest, scoring 453 on the verbal exam and 4B9 on the math exam. Both scores represented a decline from the 19tH scores of 467 on the verbal exam and 495 on the math exam. The number of students taking the lest rose by 22 from 293 in 1991. The Little Rock scores exceeded the national scores of 423 on verbal and 476 on math tests, but they were less than the state averages of 474 on the ver bal test and 516 on the math exam. I 1Arkansas Democrat ^(i^azctte THURSDAY, MARCH 18, 1993 Copyright  1993. Little Rock Newspapers. Inc. B LR group hopes after-school tutors will raise black awareness, grades BY CYNTHIA HOWELL Democrat-Gazette Education Writer An after-school and Saturday educational program that offers academic tutoring and cultural exposure to black students in the Little Rock School District is being planned for next fall by an off-campus group. Wayne E.X. Burt, chief elder of the Council for African-American Progress, said Wednesday that the after-school program will be housed in the education building of the Liberty Hill Baptist Church, 1215 S. Schiller St. The council is seeking at least 24 trained teachers, as well as volunteer tutors, to work in the program, Burt said. The program is designed to serve as many as 500 students in grades one through 12, Burt said. Hours will be 3:30 p.m. until 8 p.m. weekdays and 9 a.m. to noon Saturdays. The program, called the Institute of African-American Studies and Progress, will be financed by council members. No tuition will be charged. Burt announced the councils plans at a lecture at the University of Arkansas at Little Rock. His talk was one of three lectures sponsored this semester by the UALR Black Forum. The program will save the Little Rock School District $20 million, Terrence Cain, education director for the council, said Wednesday. Cain was referring to a $20 million loan from the state of Arkansas that the school district will not have to repay if it can raise black childrens standardized test scores to within 10 percent of white students scores by the year 2000. Cain and Burt said they believe their program can reduce the academic achievement disparity that has traditionally existed. The Council for African- American Progress spent more than a year lobbying the Little Rock School Board to add more information about black history, culture and perspective to the district curricula. The school board did adopt a new curriculum that includes information about a variety of cultures, but council members have said they are not satisfied with those offerings. Burt said the council decided to turn its attention to an afterschool program. In his lecture Wednesday, Burt said blacks must learn to provide for themselves, to create industries and jobs for one another. One segment of the community is producing jobs and two segments need them, he said. He also s4id blacks must learn about themselves as a way to develop self-esteem. Black and white Americans know far more about European history and geography than they do about Africa,land both races must be educated, he said. I (Arkansas Democrat (gazette   FRIDAY, MAY 21, 1993 Copynght  1993. Una Rock Newspapofs. Inc, I Flunking MPT no longer i forces rerun of Sth graded' New law brings other criteria to bear  BY CYNTHIA HOWELL Democrat-Gazette Education Wnter Arkansas Minimum Performance Test wont terrify eighthgraders anymore. It wont force them to repeat the grade or intimidate them into dropping out Instead, the MPT and new tests that will be developed can help students, many educators say. Arkansas pupils in grades three, six and eight have taken the MPT since 1982 to measure their competence in basic skills. In 1988, at the suggestion of the Education Standards Committee led by Hillary Rodham Clinton, schools began to use the test to determine whether eighth-graders could advance to the ninth grade. But a new state law has changed things. The requirement that eighth- graders pass the test before promotion brought considerable criticism. Teachers and parents have complained over the years about the eighth-grade MPT, saying too much instructional time is spent preparing students for a relatively e^asy, multiplechoice test. In a recent Winthrop Rock^ feller Foundation survey at. 2,100 teachers, the educators said the test was too easy, de-^ tracted from the teaching of cre^' ative and advanced thinking\nskills, and was more likely.to cause students to drop out than to motivate them. ' \"i. About one-fifth of the teach?\ners recommended eliminating the test Others suggested maior revisions in the format and the way it is used. -I- i In a significant change of dU  rection, this years Act 846 of the' I legislative session declared th'a^' eighth-graders who flunk the test will not automaticallylbe forced to repeat the eighth grade. And in what proved someJ thing of a surprise to educators\n: ! the provision affects this years: eighth-graders, who took the test in March. I  Under newly adopted guid^ lines, local school districts must establish other criteria which can include MPT failure and bad grades  to decide whether , r See MPT, Page 17AMPT  Continued Irom Page 1A a pupil should be held back. :rm particularly pleased they dropped the compulsory retention, Gene Jones, assistant superintendent for instruction in the North Little Rock School District, said of the new law. 1 was a little surprised they did it this year. -. Jones said he didnt believe mandatory retention had produced better-educated students. Several North Little Rock eighth-graders who failed the exam this year were held back last year for failing the test, he said. Students may be more successful if they know they can be jlromoted if they go to summer school or take other steps to raise their grades or improve their attendance, Jones said. ! Vicki Gray, administrative a'dyiser for student assessment ih the state Department of Education, said this week that despite the law change, school districts must continue with plans to give eighth-graders three chances to pass the exam and offer remedial help to those who do not pass. It's obvious the students have not mastered the skills they will need in ninth grade, Gray said of those who failed the tpsjt on their first try. i It is especially important that eighth-graders learn the skills this year because they will be thd first in the state required to Ilas^ an exit exam to get a high srchool diploma, she said. The exit exam, which will go into effect for the 1996-97 school year, dlso is provided for in Act 846. Act 846 authorizes the state pepartment of Education to change the way student achieve- hient and thinking skills are assessed in the public schools.  The law also spells out how the MPT should be used while Ihe new system is being developed. That transition period piust end by June 30,1996. Education Department officials are circulating a memo describing the law and the testing changes. It notes that:  Beginning next year, Ihird- graders will no longer take the MPT, though the te.st will continue for the sixth and eighth grades.  The Education Department will institute a comprehensive assessment program for grades one through three next year that will include testing and teacher evaluations.  School districts experimenting with alternate forms of student assessments may ask the state Board of Education to waive the MPT requirements for the sixth and eighth grades. The current test was developed by Arkansas educators. It consists of five sections  reading, mathematics, language arts, science and social studies. The exam is given once in March and again at the end of the school year. It is given again in midsummer for those who failed it earlier. In 1988, 98.6 percent of the eighth-graders passed the test. In 1992, 95.7 percent of the eighth-graders passed. Statewide test results are incomplete for this year, although individual school districts have received reports on their students' performances. Virginia Raum, director of counseling services in the Pulaski County Special School District, said the MPT has served a purpose in forcing school officials to look at what individual students were accomplishing. But she also said it is time to move to a different kind of assessment. The county school district is using the same methods it employed in past years to help eighth-graders who failed the test in March. The district hires substitute teachers so that regular classroom teachers can work in small groups with the pupils who failed. Packets of practice questions were sent to the parents so they also can help their children pass the test when they retake it later this month. Decisions on retentions will be made on a case-by-case basis aRer the third administra- I tion of the test, Raum said. Concerning development of a new testing system, Dr. Emma Bass, associate director for school improvement in the Education Department, said the new program may not consist of only a single test. Instead, she said, it will likely be a combination of different kinds of evaluations. The new system for grades one through three must be designed as soon as possible this summer to give school districts time to plan and budget for it, Bass said. Rules and regulations for any new system will be advertised and explained during public hearings, she said.Arkansas Democrat SATURDAY, MAY 22, 1993 Copyright O 1993, Little Rock Newspapers. Inc. I________________________________________________________ _______----------- ---------r - T III ...................................- -    MPT failure rates increase in NLR, county BY CYNTHIA HOWELL Democrat-Qazette Education Writer Failure rates increased for North Little Rock and Pulaski County Special school district eighth-graders on the Minimum Performance Test this year but improved slightly for Little Rock pupils. The test measures mastery of basic skills in reading, mathematics, language arts, science, and social studies. Statistics released by the three Pulaski County districts showed:  Eighteen percent, or 267, of the county district students failed the slate-mandated exam on the first try in March, compared to 16.2 percent, or 223 students, last year.  Twenty-one percent, or 138, of North Little Rock pupils failed, compared to 16.2 percent, or 97 pupils, last year.  Twenty-two percent, or 383, of the Little Rock eighth-graders failed this year, a 1 percent improvement over last year, when a record 23 percent, or 412 pupils failed. Minimum Performance Test resuits 1993 Minimum Performance Test pass/fail rates District____________ Little Rock North Little Rock Pulaski County Special Total tested Total passing 1,750 668 1,455 1,367 (78%) 530 (79% 1,188 (82%) Note: Results following the first administration of the test, which will be given two more times. Source: School districts ___________________ by 1996 as newer, more broad- tive of a first year of a new cur- based exams are developed. The test results are reflec- riculum, Little Rock Superintendent Dr. Mac Bernd said. The district this year began a revised curriculum in most key subject areas in an effort to correct problems found by a team of out-of-state educational auditors in 1991. Until this year, eighthgraders who failed the MPT could not enter the ninth grade. Students who fail the test this year also are in jeopardy of not passing the school year, but Act 846 of the 1993 legislative ses- High. The failure rate was 19 sion says criteria besides the test results must be considered before holding back a student. The MPT will be phased out Total failing 383 (22%) 138 (21%) 267(18%) The MPT will be given again this month and in July. School districts are directed by law to provide remedial help to the students who fail. Schools that have failure rates in excess of 15 percent must implement improvement programs. Following are the school-by-school results for the eighth-grade test:  Little Rock  The failure rate ranged from 16 percent at Mann Magnet Junior High to 29 percent at Cloverdale Junior percent at Dunbar Magnet Junior High, 23 percent at Forest Heights Junior High, 24 percent at Henderson Junior High, 23 percent at Mabelvale Jupior High, 18 percent at Pulaski Heights Junior High and 26 percent at Southwest Junior High.  North Little Rock  The failure rate ranged from 16 percent at Lakewood Middle School to 25 percent at Rose City Middle School. The rate was 19.per- cent at Ridgeroad Middle School. Only two of the'13'students at the alternative school who took the test passed it.'.  Pulaski County Special  The failure rate ranged from 9 percent at Robinson Jiihior High to 27 percent at Fuller Junior High. The failure rale was 18 percent at Jacksonville North Junior High, 26 percent at Jacksonville South Junior High\n10 percent at Northwood Junior High, 14 percent at Oiik Grove Junior High and 18 percent at Sylvan Hills Junior High: Virginia Raum, district director for guidance services, said there were computational errors at Jacksonville North and.Qak Grove, which will be corrected and reflected in later reports.Arkansas AAansas Democrat '^(Fijizcttc MONDAY, JUNE 21, 1993 Copyright O 1993. Little Rock Newspapers, Inc. B Rising remedial student figures disturb educator BY SHAREESE HAROLD ............................. Democrat-Gazette Staff Writer More Arkansas college freshmen took remedial courses in state-supported schools this year than did those who entered Arkansas public colleges and universities last year, a recent report shows. One state education official said the figures are disturbing. According to the 1993 high school feedback report, 57.1 percent of 1991-92 high school grad- uates attending the states public colleges and universities were assigned to at least one remedial course. Last year, 56.6 percent of the 1990-91 graduates were assigned to remedial math, reading or English classes. Remedial courses are semester-long, noncredit skills enhancement classes. Students are placed in these classes based on their performance on the ACT college entrance test or college- sponsored assessment examinations. Each year, the state Department of Higher Education releases two remedial monitoring reports. The high school feedback study shows how Arkansas high school students rank, and the placement status report, prepared by the American College Testing Service each spring, rates remediation levels of all Arkansas college freshmen. Ed Crowe, associate director of planning and research at the state Department of Higher Education, called this years feedback report figures disturbing. Especially since we had 50 percent of Arkansas (high school) students complete the core curriculum in high school, which should have prepared them for college,\" Crowe said. Its a little disappointing because we felt we were making progress. Districts core curricula include college preparatory courses designed to strengthen students math, reading and English skills. The major factor in college placement is whether students take these courses, Crowe said. In Arkansas, 50.7 percent of the fall 1992 freshmen took these courses in high school,___ pared to 43.8 percent last year and 41 percent in 1990. com- STATEWIDE: graduates The feedback report reflects the number of students who took the ACT college entrance exam. Students who score below 19 on any ACT category are automati- cally placed in a remedial course for that particular category. By subject area, 48.2 percent of the 1992 Arkansas graduates needed math remediation, a small decrease from the 48.9 percent who needed such help in 1991. In reading, 29.2 percent See COLLEGE, Pago 5B Pct, needing remediation in: High schools Graduates* l^nglish Math Readino ( Northwest  Fayetteville 107 Fort Smith (Southside) ioi Fort Smith (Northside) Springdale Van Buren Northeast Blytheville Jonesboro Newport Greene Co. Tech. Southwest Arkadelphia Ei Dorado Hope Hot Springs Southeast 69 103 52 46 156 52 .48 65 82 45 37 PULASKI COUNTY: High schools Pct needing remediation in\nGraduates* I English Math Reading J Dermott Pine Bluff Stuttgart 21 53 150 41 15 17 28 21 12 43 22 23 27 26 28 29 35 48 49 51 14 30 41 16 21 57 36 31 38 40 51 49 46 81 74 58 10 17 23 14 13 28 20 29 23 31 27 22 32 College  Continued from Page 1B took remedial courses, up from 27.8 percent the year before, and 33.1 percent needed English remediation, compared with 32.7 percent in 1991. Crowe estimated that 15 percent of the states college-bound seniors last year attended out- of-state and private colleges or universities. Those students are exempt from state-required college-entry testing in math, read- ing and English and are not included in the report. Act 1052 of 1987 requires all freshmen entering state-funded colleges and universities to complete math, reading and English placement tests. Future first-year college students from Arkansas may need fewer remedial programs, Crowe said, because of the states more rigid training for math and science teachers and early intervention. One long-term solution is coming from Governor (Jim Guy) Tuckers suggestion to the state Legislature urging them to look into strengthening the education process of kindergarten to third grades, Crowe said. Students are afraid of taking math and science classes because they were never encouraged to go that way in the early grades. Teachers are now being taught to emphasize those areas by stroking younger students curiosities about math and science. Crowe said once teachers are better trained to teach these courses, remedial placement scores should start to look better. Central Hall J.A. Fair McClellan Parkview Non-dlstrict Ark. School for the Blind Pulaski Co. Special Jacksonville Mills Oak Grove North Pulaski Robinson Sylvan Hills North Little Rock NLR High School Private schools 111 112 89 77 93 3 46 42 38 39 31 33 54 59 46 65 49 100 46 38 33 39 38 -ihM 33 26 27 25 17 13 21 26 ' , 108 44 53 92 39 119 146 55 42 16 13 31 27 25 25 18 29 22 51 48 49 38 38 34 37 29 55 13 46 57 60 43 '' 32 29 29  Flgum ar. la-tax gadoM, anading paOllc cgUagn and [sources: Stale Oept. o( Higher Education: Amencan Colleqe Testing Sarwce. Catholic High School Mount St. Mary Pulaski Academy I Arkansas Baptist 18 12 6 15 18 19 13 31 STOREY/SCALUON/Oemocrar-Ga^etre  SUNDAY, AUGUST 22, 1993  5J SAT results put males ahead Attention countrymen, who may have believed, as I always have, that women are smarter than men. The next time one of your countrywomen starts putting on airs, ask her about the SAT scores. SAT stands for Scholastic Aptitude Test. It is one of the tests that most colleges require would-be college students to take. There is a rousing argument in academic circles as to whether the test accomplishes its purported objective, which is to predict the probability of success in college, but it's been around for a couple of decades and it shows no signs of going away. The 1992 SAT scores were reported and hidden away in Thursdays Democrat-Gazette. Among the phalanx of comparative figures was this one: Men outperformed women. Not by just a little bit. The men creamed the women. Maybe I should say the boys creamed the girls, given that were talking about teen-agers here, but whatever the terminology, the average score of males was 930 to 877 for females. Males beat females on both the math and the verbal portions of the exam. The edge was only eight points on the verbal (428 to 420) so most of the male margin of victory was in the math portion, which measures the skills that will be most valuable in the technological age that is rapidly engulfing us. As you might expect, the College Board, which watches test results more closely than most of us, had a ready excuse for women. Men scored better, board spokesmen said, because they /I ^ohn R. Starr tend to take more difficult science and math courses, such as physics and calculus, in high school. That (and not discrimination) might also be why men have more of the high-paying jobs that demand math and science skills. News in the test scores was not all good for men, whose average score was exactly the same as last year. The womens average score was up a point. When SAT scores are reported, the comparison of the accomplishments of men and women is usually forgotten as the social scientists rush to see how blacks did in comparison with whites. The Scripps Howard News Service, which provided the SAT story used by the Democrat-Gazette this year, neglected to report SAT scores by race. Instead, the story used figures that show that youngsters from families with incomes over $70,000 a year do a lot better than those from families that live on $20,000 to $30,000 a year\nthat those who attend private schools do better than those who attend public schools\nand that those who attend suburban public schools do better than those who attend inner city schools. Results from tests administered by the three Pulaski County school districts did compare white and black performance, and these figures, like those in previous years, demonstrate that, while all men are created equal, differences develop rather quickly and often are quite pronounced. In Little Rock, where the public schools have almost been destroyed in a 26-year effort to equalize educational opportunity between the races, white scores on the Stanford 8 battery of tests were almost double those of blacks. In the fourth grade, whites were in the 75th percentile, which means they did better than 74 percent of the students taking the test nationwide. Blacks were in the 40th percentile. In the seventh grade, whites were in the 69th percentile, blacks in the 31st, In the 11th grade the percentiles were 74 for whites, 34 for blacks. Blacks did best (45th percentile) in the sixth grade, worst (28th percentile) in the first grade, indicating that the schools reduce the environmental factors that contribute to poor performance for the first six years but then begin to lose ground. The good news for Little Rock was that, generally, its students  white and black  did better than those from the other two districts. In the second grade in North Little Rock, blacks scored in the 13th percentile, a performance that should be embarrassing both to their parents and to the school district. ----------------- John R. Starr is the former managing editor of the Arkansas Democrat-Gazette. His column appears every day.Arkansas Democrat \"^(^azettc } THURSDAY, APRIL 7,1994 __Copyngh, 8 u. Ro I Insulting to black community I read with great dismay that Little Rock school Superintendent Henry Williams continues to pursue replacement of the SAT test as a good indicator of the educational level of the black student under his care. This continual quest of a lower common denominator for the black student is insulting to the black community, the Little Rock community at large and the classroom teachers of Little Rock. Williams continues to imply through this effort that a black student, while sitting in the same classroom and receiving the same information as a white, Korean, Hispanic or other student, is unable to take the same test in the same manner and produce positive results. If this is true, the SAT test is not the problem. Williams attempt to dumb down the test for black students or escape a test vehicle such as the SAT that is successfully used by tens of millions of students each year is a sickening statement of affairs in the Little Rock School District. Williams poor black us attitude is leading the black student to an educational grave. Is there not one member of the Little Rock School Board who has the courage to challenge Williams to factually prove and present specific examples of racial discrimination within the SAT? He should be publicly rebuked for such a reckless and racist attitude. Anyone who has taken the SAT knows that if you can read, write and do basic computations, then the SAT is easily understood. I believe that the black student is the equal of any other student, in spite of what Williams might imply. I reject his insinuation that the black student needs a set of tests and standards different from the rest of America and the world community. Will anyone speak this encouragement to them? I ISATURDAY, AUGUST 13. 1994 Coovncm O Crtda ftocx ^-nrwwrr. iw. Gap lingers between black, white scores BY DANNY SHAMEER AND CYNTHIA HOWELL Oemocrat-Gazatts Stall Wntan A large gap persists between standardized test scores of black students and white students in the Little Rock School District, a report released Friday shows. Among black students, only fifth-graders improved for 1993- 94, increasing the average score three points to 37 from 34 for 1992-93. But white fifth-graders increased by four points  to 74 from 70  during the same period. A score of 50 is the national average. Scores  Continued from Page 1A great deal of energy and im- Narrowing the gap between black and white students is a key provision of the court-enforced desegregation settlement under which Pulaski County's three school districts operate. The disparity is also a significant issue because of a financial settlement with the state. If the district can show it has raised the average scores of black students to at least 90 percent of the average scores of whites by the year 2000, the district will not have to repay up to $20 million in loans from the state. The state is lending the dis- 10th.  In math, students in grades two, three, four, five and six were above the 50th percentile. In science, students in fourth. trict money to help with desegregation, and the financially struggling district counts on that money to meet e.xpenses. So far, the district has borrowed $12 million, and it plans to borrow another $1.6 million this fiscal year to buy buses. In two years, the district will have to start putting money into a trust fund to repay the state in case achievement goals arent met The settlement agreement states that the district must pay back the loan seven years after starting to get the money. Because the district borrowed $6 million in the 1989-90 school year, it would need to begin repayment in the 1996-97 school year. Dr. Henry Williams, district superintendent, said the 1994 test results reflected some gains by black students when compared to test results flrom previous years, and he was encouraged. He expects greater improvements ne.xt year at schools across the district. Im hoping the enthusiasm of building level administrators and teachers will generate a See SCORES, Page 16A Little Rock School District test scores 4 provements in instructional fifth and sixth were at or above strategies.\" Williams said. He the 50th percentile. noted that many schools will have new principals this year.  Black students on average failed to reach the 50th per- One reason that he gave this centile on the complete battery summer for shifting principals in any grade level. Black first- was to improve instruction and graders did the worst, scoring at student achievement. the 30th percentile. Black sixthTest results varied widely graders fared the best, reaching from school to school. For example:  Williams Magnet Elemen- the 44th percentile.  White students averaged above the 50th percentile in tary School black students every grade with a high of 78 at scored well above the 50th per- the sixth grade and a low of 68 centile in every grade level. The at the first grade. lowest black score was the 63rd Williams said the district percentile at the sixth grade, will implement a Great Expec- The highest was 80 at the first tations program at Mitchell and grade.  At Dodd Rightsell elementary schools Elementary that he hopes will help students School, the highest average per- knock the top ofF test scores centile by blac.k students was 48 next year. at the sixth grade. The lowest was the Sth percentile at the centive schools. Mitchell and Rightsell are in- first grade. Modeled after a program in In an example of disparity. Oklahoma City public schools. Forest Park Elementary School the Great Expectations program white second-graders scored at is an approach to teaching that the 85th percentile. But black promises student success. Stu- second-graders averaged the dents and teachers make a con- 21st percentile. Results showed: scious effort to speak in sentences and address each other by  In seven of 11 grades, name, students recite from mem- scores regardless of race. showed some increase over 1992 in the complete battery. ory. and students write daily. The Stanford 8. which students took last spring, compares  Students, overall, scored at the achievement levels of stu- or above the 50th percentile on dents with the achievement lev- the complete battery in four els of a national sample of stu- grades: fourth, fifth, sixth and dents who took the same test. 1994 test scores by grade Stanford Acfiievamant Test scores for the Uttfe Rock School District 88 7Z 7t  7^ 78 77 50 30 25 32 \n 0 47 44 III 32 I aadc.-.. r Whitar 1 '34  II I 3' 1 30 IhLULIlLIIJ 1st 2rxJ 3rd 4m sth em 7m sm 9m iom urn  Little Rock School District IST GRADE students took the. Start ford Achievement Test in April. Students who score in the 50th Reading percentile are at the naSortai axerage. Anything balovftheSOtnparcantila is considered bekw average. Math Language arts Science Social studies Total. 46 48 48 46 Blacfc 35 3S 2ND ORAOE 67 35 34t 69 3i6IUDE- Reading Math Language arts Sdenca- Social studies Reading Math Language arts Science- Sociai studies Reading Malhr , Language arts Science' Social studies Reading ' Language arts Sdene^ Social studies Total 41 58 51 48 Black 28 45 38 35 White 64 77 71 70 Total. 43 5T 51 4 52 Blaclc.\\^ 29 68 12 38 72 4g 39 74 ' ATHGRABE smeitAoe Total 49 61 55 50 61 Black 35 Whits 71 50 - TT 43 38 49 74 7Z 78 Thtat 41 5G' 56\n5^ 56 Biwdr'^ 28 67 j STH GRADE Total 52 59 53 57 58 Black White 39 49- 43 45 47 77 78 71 78 77 STH GRADE Total 42 41 '  51 I\"- 48 \" 48 Black 29\n30  ' 39 3S 34 lOTH GRADE 4at 44 *45 75 74 7TKGRADC\nTotal ' BiKfc 1 *45  52 '47 White 69 ^63.\" 74 \"72\"  73'\" 32 . J? 331^ 39 36 ETHGiUDe\nTout Bli 43 \"\" i 47  31 40 35 71 77 69 69 72 Reading Math Language arts Science Social studies Total 49 43 49 49 53 Black 35 33 36 34 41 Whita 74 81 71 74 73 UTH Total 45 40 46 43 47 31 69 -i, 33 68 (.n OvSt ScfToot Ostnet 31 71Arkansas Democrat (gazette WEDNESDAY, MAY 3, 1995 Whites score well in LRSD But districts blacks dont do as well on Stanford test as some in area BY CYNTHIA HOWELL Democrat-Gazene Education Writer When it comes to student test scores, especially for white At a glance students. the Little Rock School District compares well to outlying districts. The state Department of Education released district-by- district Stanford Achievement Test results this week. A spot check of basic battery scores, broken down by race, showed that Little Rock white students overall netted higher scores than their peers in several Central .Arkansas districts, as well as in some of the states other large districts. The basic battery scores are a combination of mathematics, reading and language arts scores. Following is a listing of 10 school districts and their 1994 Stanford basic bat- tery scores for 1994:  School district  Little Rock  North Little Rock 4th grade 7th grade Black White Black White 10th grade Black White 42 31  Pulaski County Special 37  Conway  Cabot  Bryant  Pine Bluff  Jonesboro  Fort Smith  Fayetteville 43 na na 32 40 32 38 76 59 61 71 62 58 56 63 65 61 33 30 29 41 na na 32 35 33 38 69 58 51 65 58 53 71 67 61 63 36 28 28 33 na na 37 34 38 43 72 66 55 67 60 54 74 67 69 66 Little Rocks black students outperformed white stu- didnt fare quite as well. Black *es in the nearby Pulaski students attending Little Rock County Special, North Little schools scored higher than Rock, Conway, Cabot and black students in the Pulaski Bryant districts, according to the 1994 test results. County Special and North Little Rock districts, but that wasnt always the case in comparisons with other districts in Central Arkansas, The Arkansas Department of Little Rock whites also outscored  whites in the more distant Jonesboro, Fort Smith and Fayetteville districts. Little Rock whites scored at Education administers the the 76th percentile in the Stanford Achievement Test to fourth grade, the 69th per- students across the state in centile in the seventh grade fourth, seventh and 10th and the 72nd percentile in the gr^es. 10th grade. Of the 10 districts included The Arkansas students are compared to a national sample in the spot check, only the Pine of students, the percentile Bluff School District reported o , 1,. -- XU - higher average scores for tional average on the test, white students in two grades\nWhite students in grades white seventh-graders scored at commonly referred to as the na- four, seven and 10 in Little the 71st percentile, and 10th- graders scored at the 74th percentile. White fourth-graders in Pine Bluff scored below their Little Rock peers, at the 56th percentile. Little Rock black fourthgraders scored at the 42nd percentile, seventh-graders scored at the 33rd percentile and 10th- graders scored at the 36th percentile. Black students in the nearby Conway district outscored the Little Rock blacks at both the fourth and seventh grades. Black lOth-graders at Pine Bluff, Fort Smith and Fayetteville had higher average scores than their peers in Little Rock. The Cabot and Bryant districts had very few or no black students in the targeted grades.iMUHbUAY, JUNE 22. 1995 All SAT scores rising, but white pupils gains outdistancing blacks BY CYNTHIA HOWELL Democrat-Gazette Education Writer standardized test scores earned by both black and white students in the three Pulaski County school districts have improved since 1991-92, but achievement disparities between the races have widened, according to a new study by the Office of Desegregation Monitoring. The study, submitted Wednesday to U.S. District Judge Susan Webber WrighL compares Pulaski County students scores in 1991-92 with those earned in 1993-94 on the Stanford Achievement Test eighth edition. In their desegregation plans, all three districts made commitments to reducing the achievement gaps that have traditionally existed between black and white students on standardized exams. The Little Rock School District, in particular, has staked repayment of a $20 million state loan on narrowing the racial disparity gap by the year 2000. The study looked at the 1991-92 test scores for first-, fourth-, seventh- and ninth-graders and the 1993-94 scores for third-, sixth-, ninth- and llth-graders. Among the three districts, black and white Little Rock students had the highest overall scores, followed by Pulaski County Special School District students. Although the North Little Rock district had the lowest overall scores, it also showed the greatest improvement between 1991-92 and 1993-94. North Little Rock students improved their scores on the exams five subject area tests by a total of 64.3 points, compared to 50.6 points in the Little Rock district and 59.2 points in the Pulaski County district The five subject area tests are in reading, mathematics, language arts, science and social studies. In Little Rock the disparity widened in most subjects at each grade by an average of 1.9 points. The disparity grew in each subject at each grade by an average of 1 point in the Pulaski County district LRSD board to meet on 2 budget issues The Little Rock School Board will hold a special meeting at 5 p.m. today to vote on budget proposals for next year, including hiring a private company to operate the school bus system and closing two elementaiy schools. After the special meeting, the board will hold its regular monthly meeting at 6 p.m. The board is to consider hiring Laidlaw Transit Inc. of Ontario and Cincinnati to run the bus system next year. The contract could save the district $700,000 next year. The board also will consider closing Badgett and Fair Park elementary schools, among the districts smallest schools, for a possible savings of about $1.1 million next year. and an average of 0.4 points in North Little RocL The actual 1993-94 test score disparities in Little Rock ranged from a low of 15.4 points between black and white sixth-graders in language ' arts to a 24-point gap between black and white third-graders in science. The disparity in Little Rock nar- , rowed only in sixth-grade language arts, ninth-grade reading and llUi- grade mathematics. In North Little Rock the 1993-94 disparities ranged from a low of 12.9 points between black and white sixth-graders in language arts to a 22.7-point gap in ninth-grade reading. The disparity gap narrowed in seven of the 19 categories analyzed, i In Pulaski County the disparities I between black and white students in 1993-94 ranged from a low of 9.1 points in llth-grade mathematics to  a gap of 16.4 points in sixth-grade reading. The disparity narrowed in seven of the 19 categories analyzed.THURSDAY, JULY 6, 1995 \nLRSD test scores slip overall, fail to close racial gap Superintendent Henry 1 Williams could not be reached BY MARTHA DUNN AND CYNTHIA HOWELL Democral QuelW Stall Writ. seven of 11 grades fell below last years. Students scored belter than the nalional average in just scores. f. j\nTwo years of improving Stan- three grades. High school seniors ford Achievement Test scores in tlie Little Rock School District pare Little Rock students scores ended this\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_781","title":"Test data","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","Education--Standards"],"dcterms_title":["Test data"],"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/781"],"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\nIndiana Achievement Level Tests Reading Goal Structure 1. Reading Strategies/Word Meaning a. Context clues b. Root/base words, structural analysis, prefixes and suffixes c. Synonyms, antonyms, homonyms, multiple meaning d. Phonetic clues 2. Literal Comprehension a. Identify main idea/summarize b. Recognize or recall significant detail c. Determine sequence of ideas or events d. Interpret directions e. Use reference skills 3. Inferential/Interpretive Comprehension a. Make inferences b. Make predictions c. Identify cause and effect d. Categorize information 4. Critical Judgment Skills a. Draw/evaluate conclusions b. Distinguish between fact and fiction c. Identify persuasive content d. Identify authors purpose e. Identify authors point of view, bias, stereotypes f. Identify literary devices/techniques (figurative language, mood, tone, etc.) g. Identify literary elements (plot, characters, setting, theme, etc.) h. Distinguish between fiction-nonfiction, fantasy realityIndiana Achievement Level Tests Language Usage Goal Structure 1. Writing Strategies and Skills a. Prewrinng b. Drafting skills: complete sentences, clarity, figurative language, mood, tone, etc. c. Revising proofing, editing d. Forms appropriate to purpose e. Appropriate sentence forms f. Paragraph skills including form, topic sentence, etc. 2. Grammar and Usage a. Basic sentence patterns b. Types of phrases and clauses c. Noun forms including plurals, possessives d. Verb tenses e. Irregular verb forms f. Subject-verb agreement g. Adjective forms h. Adverb forms i. Pronoun forms including plurals, possessives j. Negative forms 3. Mechanics of Writing a. Appropriate end punctuation b. Commas c. Apostrophes d. Enclosing punctuation e. Underlining titles f. Beginning capitalization g. Capitalization of proper nouns and adjectives h. Capitalization of pronoun I i. SpellingIndiana Achievement Level Tests Mathematics Goal Structure 1. Reasoning/Connections/Problem Solving a. Logic/reasoning b. c. 2. a. b. c. d. Strategies Connections/application of process skills Number Sense/Place Value Counting, order Greater than, less than, equal comparisons Odd, even Place value e. Rounding f. Fraction and decimal concepts and relationships g. Ratios, proportions, percent h. i. j- 3. Notation systems Primes, factors, multiples, roots Application of process skills Computation /Estimation/AIgebraic Functions a. Addition and subtraction of whole numbers (algorithms) b. Multiplication and divisions of whole numbers (algorithms) c. Addition and subtraction of fractions and decimals (algorithms) d. Multiplication and division of fractions and decimals (algorithms) e. Commutative, associative, distributive properties/order of operations f. g- h. i. 4. Solve equations, evaluate expressions, understand concept of variable Patterns and functions Coordinate system Application of process skills Geometry and Spatial Sense a. Recognize, describe, compare, classify geometric objects b. Describe geometric relationships c. Identify, describe angles d. Line characteristics e. Geometric patterns f. Identify fundamental transformations g. Pythagorean theorem h. Application of process skills 5. Measurement and Estimation a. Attributes of length, capacity, volume, weight, mass b. Attributes of time and temperature c. Concepts of perimeter, area, diameter, radius, circumference d. Value of money e. Relationship between and among metric and customary units f. Application of process skills 6. Data Analysis, Statistics, and Probability a. Analyze data from charts, graphs, and tables b. Concepts of chance, probability, prediction c. Measures of central tendency d. Ordered pairs e. Application of process skillsNWEA NORTHWEST EVALUATION ASSOCIATION Achievement Level Tests: Assessments that Make a Difference Achievement Level Test results help teachers, schools and districts to: T'he Northwest Evaluation Association (NWEA) Achievement Level Tests are a  Monitor the progress of all students toward state and district standards series of tests aligned with local curriculum and state standards. While most tests simply provide scores that compare and rank students and schools. Achievement Level Tests provide the information most important to educators  scores that measure growth in student achievement. Level tests provide thorough and reliable data that can be used with confidence to make instructional and program improvement decisions. about the testing experience. Another benefit of focusing the tests around specific achievement levels is that each test is shorter in length, resulting in less class time used for testing. But most importantly, teachers receive accurate information that enables them to monitor each students academic growth. When to Administer Achievement Level Tests Most districts administer Achievement Level Tests in both the fall and spring. Tests may be administered starting in the spring of second Measure growth in student achievement over time Place students into appropriate courses or instructional settings  Provide instructional focus  Screen students for Title I eligibility, special education services and gifted programs  Evaluate program effectiveness More Accurate Data About Individual Students Teachers want to improve student learning, but to do this, they need more accurate information than the traditional, single-form test can provide. With conventional tests, low-performing students see only a few questions that they can get right, and high-performing students see only a few that they will miss. This RIT Score 250 r 238 - 226 - 214 - 202 - 190 Achievement Level Test Longitudinal Report   *  diiu| R Score H Average W Grade 6 6 7 7 8 8 9 grade. The reading and language usage tests are appropriate for most students through grade 10\nthe mathematics tests through algebra and geometry. Science tests can be given to students in third grade through high school science courses. Term F96 S96 F97 S97 F98 S98 F99 Academic growth for individual students can be tracked through the NWEA longitudinal report. Shown here is a student's progress in mathematics from grade 6 through grade 9. The Test Administration Process Achievement Level Tests are not timed and take about one Communicate to parents and the community not only causes boredom and frustration in students, it also makes achievement scores less accurate. With Achievement Level Tests, students take tests that are tailored to their current achievement level. This gives students a fair opportunity to show what they know and can do. There are no wasted test items on level tests. Students can actually attempt all items in a given test, which makes them feel better hour per subject for most students. An easy-to- follow administration booklet and instructional video smoothly guide the test administration process. For all districts new to the concept, NWEA provides an on-site introductory workshop that guides teachers through proper test administration procedures. The administration of NWEAs Achievement Level Tests differs from other tests since students must be assigned a test of appropriate difficulty. In the first year of the program, brief locator tests help place students into the right test level. In subsequent years, NWEA's scoring program uses prior test results to automatically assign students to the right level. Test Results Returned Quickly, Measure Progress Level test results are returned within two weeks. Districts with appropriate technical expertise may license the NWEA scoring software for immediate on-site scoring. Level test results are reported on an achievement scale called the NWEA RIT scale. This scale RIT Score -! State Standard Score = 23i~~|-- 220 - IM T 21 7l 221 225 205 - 190 - 201 208 211 175 Grade Median RIT Score Achievement Level Test scores can predict performance on critical state tests. The chart here shows the progress of students towards one state's reading standard of 231. 3 4 enables teachers to measure student progress much like a yardstick measures height. Growth in student achievement can be accurately tracked between terms and across years. In addition to the RIT score, NWEA provides percentile scores for districts to use to compare their students to others in the nation. NWEAs norms include more than 500,000 students, the largest K-12 norm base in the country. More importantly, NWEA provides the only systematically-collected set of growth norms available, enabling districts to accurately compare the growth of students with others in their grade. Goal scores provide specific measures related to the districts curriculum. These scores make it possible to compare student performance in each goal area to typical performance for students in that grade. Reports Summarize Test Results, Used to Improve Learning NWEA provides class, grade, school, district, and parent reports. Teachers use the information to focus classroom instruction and help pinpoint areas where individual students might need extra attention. District and school leadership teams use the data to make informed decisions and answer the difficult question, Are we a more effective school system today than we were yesterday? \"This scale enables teachers to n n n n n n 5 6 7 8 Predicting Student Performance on State Tests Schools should never be surprised by student performance on high-stakes tests. NWEA staff works with school districts to create an alignment between the level test scales and the state test scales. Districts commonly use data from Achievement Level Tests to predict student performance on state tests, which measure student progress much like a yardstick measures height.\" helps districts identify students eligible for special intervention programs and shows how all students are progressing toward the standards. NWEA Support to Districts NWEA provides extensive support to districts that use Achievement Level Tests, from early design decisions through the implementation process, and appropriate and effective use of the data. NWEA: Assessment Expertise The Northwest Evaluation Association is a non-profit organization working in partnership with many of our nations school districts. Our mission, Partnering to help all kids learn, is rooted in the belief that accurate information about student achievement leads to improved student learning. NWEA provides professional training, consulting services, and ongoing research. We build long-term relationships with clients, helping them design and maintain comprehensive assessment programs that are making a difference in student learning. Northwest Evaluation Association 15115 SW Sequoia Pkwy, Suite 200 Portland, OR 97224 Tel: (503) 624-1951 Fax: (503) 639-7873 www.nwea.orgLittle Rock School District ASSESSMENT PROGRAM 2000-2001 Test Grade K 1 2 3 4 5 6 7 8 9 10 11 'j I. i\"! I  1 t , / 1*1 1 it| I \"n ^IjI hki J ta' 'fe 'fc* it IsStiBi- .  'riji.-M 1 --H-l--J'lTi JfiBi! 1-,-1 ' 12 Observation Survey Fall and Spring Fall and Spring Fall and Spring Achievement Level Tests: Reading, language arts, math, science April Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring 1st Quarter CRT-October Alg I \u0026amp;II Geom Trig Alg l\u0026amp;ll Geom Trig Alg I 811 Geom Trig Alg l\u0026amp;ll Geom Trig 2! Quarter CRT-January Read \u0026amp; L. Arts Read \u0026amp; L. Arts Read \u0026amp; L. Arts L. Arts L. Arts L. Arts 3'\" Quarter CRT-March Read. \u0026amp; L. Arts Read \u0026amp; L. Arts Read \u0026amp; L. Arts L. Arts L. Arts L. Arts Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig End of Module Math As completed As completed As completed As completed As completed As completed End of Unit Science As completed As completed As completed As completed As completed End of Level Social Studies State tRa lli'hti Miifefy' of kfstii bon^hitiarkdi And standards, ' May SwHaSSl state Benchmark: Math and Literacy April April (pilot) April End of Course Algebra I (pilot) May May May May End of Course Geometry (pilot) May May May End of Course Literacy (pilot) iBSi 1 Ihfeij^ibk/\nft May SAT-9: Norm-referenced Test Sept ACT. PLAN, EXPLORE PSAT NAEP Feb. NAEP (randomly selected schools) February Sept Sept October Feb. Feb. FebruaryLittle Rock School District HAND DELIVERED February 13, 1991 53 V I a*?'  Mrs. Arma Hart Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building t * Little Rock, AR 72201 Dear Mrs. Hart: As per your telephone request through Polly Ramer on February 12, 1991, I am forwarding 1990 test scores for Carver and Washington Elementary Schools. I regret the delay, but I was out of the office at the time of the request and my staff is not authorized to release information without my approval. Sue Tadlock indicated to Ms. Ramer that a written reguest was needed for our records. Please be advised that a written request is not needed at this time, letter in our files is sufficient. A copy of this Please contact me if you need additional assistance. Sincerely r Sterling Ingram, Director Planning, Research, and Evaluation cc: Ruth Steele James Jennings bjg 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Little Rock School District August 27, 1991 RECEIVED Mrs. Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building AUG 2 8 1991 Little Rock, AR 72201 Office of Desegregaticn lioring Dear Mrs. Brown: We are enclosing the third administration summary report of the 1991 Arkansas Minimum Performance Test. This is in addition to test information provided to you on August 21, 1991. If I can answer any questions regarding this information, please feel free to contact me. Sincerely, Sterling Ingram, Director Planning, Research and Evaluation 324-2124 cc: Dr. Ruth Steele, Superintendent James Jennings, Associate Superintendent bjg 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST GRADE EIGHT SUMMARY THIRD ADMINISTRATION 19 9 1 *NUMBER INC. SCHOOL/IN SUMMARY TOTAL TEST PASSING SCORE = ____________STUDENTS FAILING 4204 STUDENTS PASSING BLACK WHITE OTHER TOTAL CLOVERDALE/219 Number Percent 193 88 12 46 9 35 4 15 26 12 DUNBAR/152 Number Percent FOREST HEIGHTS/219 Number Percent HENDERSON/295 Number Percent MABELVALE/193 Number Percent MANN/284 Number Percent PULASKI HEIGHTS/223 Number Percent SOUTHWEST/206 Number Percent ELIZ. MITCHELL/5 Number Percent DISTRICT/1796 Number Percent 136 89 197 90 263 89 178 92 276 97 207 93 191 93 2 40 1643 92 8 50 11 50 16 50 9 60 4 50 7 44 6 40 1 33 74 48 5 31 10 46 15 47 5 33 4 50 9 56 9 60 66 43 2 13 2 67 16 11 22 10 32 11 15 8 16 7 15 7 3 60 153 __8 M F 0 M 0 0 0 0 1 7 0 0 0 5 3 F 1 6 1 5 1 3 0 0 0 0 0 7 5 M 1 4 0 0 0 0 0 0 0 0 1 1 F 0 0 0 0 0 0 0 0 0 0 8 3 *The number included in this summary has been revised to reflect students moving into and out of the district since the first and second administrations.O' LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: November 22, 1991 To: Ann Brown Office of Deseiggrreeggaattiioo:n Monitoring From: sterling Ingra: itor Planning, Research and Evaluation Re: Test Scores Incentive Schools As requested today by Polly Ramer, we are providing Metropolitan Achievement Test results by race and gender for each of the incentive schools. If you have questions, please feel free to contact this office. bjg GnADE/nftCE iruHLirii TKSYKO J TOT/.T* W D 2 TOTAL II W o 1 TOTAL h W o 1 TOl'Al. n w 0 5 TOTAL D y o 6 TQTAI^ 8 W 0 7 7'lZJ AL II H O 8 TOTAL w o 9 Tar.M, 0 w o m TOTAL h If o J 1 TOTAl. n H 0 LITTLE ROCK SCHOOL DISTRICT PLANHIHC, RESRARCir AHO EVALVZiTIDH STANFORD ACHlKVBMEirT TEST\nEIGIITK EDITION MATlOriAI. PP^CRMTILr RAHK/KORMAL CURVE KQUIVAI.KHT SCORES (PR/NCR) UlSl'RIGTWIDE aUHMARY 1992 EMVlROHMEMT* TOTAL HEAODIC TOTAL r4ATHRHATICS LArrctmoE BCICHCE SOCIAL tJClEHC*: /*SIC nATj'Env COMPLETE  n/iTTERV 269 4 1330 697 24 1883 1)73 67 2 28 170 3 1 131 632 IC 1867 L211 632 23 1922 1200 612 22 184 J 1709 609 25 1694 1122 050 31 1 57,7 1060 493 19 15114 995 53 6 23 1602 949 609 4 1 .3 4 72 B25 612 3 5 12/45,8 35/41,9 63/37,(1 66/58,0 4fl/49.0 4Q/44.6 70/CJU 74/63,3 41/45.1 32/40.2 63/57.2 66/60.1 37/43.9* 27/37,3 S9/55.0 49/49.5 45/47.5 36/42,4 67/59.5 74/63,5 39/44.0 31/39,5 64/57,0 67/59.1 O 30/44.1 29/38.1 02/55,3 57/56.9 39/44.2 27/36.9 63/57.0 57/53.5 44/47,0 33/40.9 67/59,2 60/55.4 38/43.3 26/36.6 63/56,8 58/54.1 60/49.9 37/42,0 74/63.6 67/59.2 12/ 5 31/39.3 70/61.0 72/62,2 41/45,2 29/.nO-S 6//59,4 73/62.6 44/46.6 30/39.2 08/60,1 63/57.2 49/49,2 35/-ll.n 72/62.3 64/57.4 50/49.8 34/41.4 69/60.7 66/58.4 57/53,8 46/47,7 77/69.6 07/73.6 *'/49.7 59/43.9 70/60.9 64/57.4 43/46,3* 32/40.0 65/5n,0 O7/59 3 45/47.4 34/41.3 69/60.3 73/61.6 45/47.3 33/40.8 70/C1.2 74/63.5 C I 50/54.1 46/47.8 76/65,1 00/68.0 50/50.D 38/43.6 70/60.9 68/59,6 43/46.1 30/30.0 67/59.1 63/57,1 46/40.0 35/43.6 67/59.2 61/55,9 49/49.2 36/42.4 70/61.1 69/60.4 47/48.2 34/41.0 70/61.0 68/51.7 57/53.9 43/49.2 73/63.0 76/05.1 46/47.6 35/42.1 05/50.0 64/57.4 46/47.6 34/41.5 68/60.0 66/58.7 4Q/4*J.O 38/43.S GB/59.7 69/G0.3 48/45,0 3A/43.6 68/59.7 67/53.0 47/48.2 36/42,2 60/60.0 67/59.0 53/51,7 43/46,5 71/61,9 03/69.9 48/48.7 38/43.7 67/59.1 66/50.7 45/47.4 33/40,6 70/61.2 74/63.6 46/48.1 37/43.1 65/58.2 70/60.0 44/46.0 34/41.1 65/58.3 71/61.5 44/46.7 32/40.4 67/59.2 72/63,4 57/53.0 48/49.7 74/63.3 75/64.3 51/50.3 41/45.4 68/59.9 64/57.7 54/52.0 43/46.0 74/63,5 75/64.0 59/54.5 49/49.0 76/65.0 72/62.0 54/52.1 43/4C.4 73/63.1 72/62.2 54/52.1 43/46.0 75/64.0 73/62.6 45/47,4 36/42,2 64/57,3 75/64.3 39/1UO  n/lB.IJ 9/54.7 07/73.C 34/41.2 23/34,1 57/53.9 68/59.6 37/43.2 26/36.7 56/53,1 58/54.n 43/46.5 32/40,1 59 / 54,6 62/56.4 43/46,1 33/40,7 64/57.7 70/61.1 42/45,6 31/39,7 6S/S7.9 75/64-5 47/40.6 35/42.1 72/62,0 80/67.8 46/47.9 '35/41.7 69/60,6 75/64,5 46/47.7 33/40.9 71/61.5 70/66.0 o O o tO/49.1 Jn/\u0026lt;13.6 G0/GO.7 E1/GB.5 45/47.4 34/43,3 CB/60,1 77/65,7 46/40.0 34/41.3 72/62.1 63/70.0 43/46.2 32/40.0 66/5B,6 04/71.2 43/4G.1 30/39.2 60/59.0 86/72.6 cn 54/51.9 42/45.9 73/63,0 69/60.6 50/50,2 38/43,4 72/62.5 69/60.7 49/49.6 36/42.5 73/62,6 71/61.4 47/40,2 34/41.I 70/61,0 71/61.7 48/48.8 34/41,1 73/62.6 73/62.9 47/40.6 31/41.5 68/60.0 59/54.6 45/47.3 32/39.8 67/59.D 64/57.3 43/46.2 30/36.7 66/58.4 57/53,8 47/48,4 34/4 1.2 6B/60.1 64/57.7 47/48.5 3?/4O,4 70/61.2 65/58.2 40/49.1 35/41,9 66/50.S 61/56,1 32/40.2 fin/[i9.7 SQ/54.4 Sl/50.6 36/42.7 69/60-7 72/62.3 * At O.TdoH 1 nnd 2 tliD .SCIENCE nnti SOCIAL.SCIENCE objoctlvos aro comblnad .ind rnflortrid nii ceorts uinicr EWVIROPMEUT. 51/50.4 36/42.3  70/60,9 69/60.S Sl/90,4 34/41.3 72/62.1 7O/61\u0026lt;D li O oSCHOQI./MO. TESTEO* saazEBEftiiEzm Humber _ Peroent ssaiBABma Humbar --------Eaiaant LITTLE HOCK SCHOOL DISl'RICT Pr^KHIttB, RESBWICIt, AHD EVALUATIOll ARKANSAS dlNIMUH PERFORMZiNCB TEST GRADE EIGRT SUKHARV third adhihistratioh 19 9 3 ----ISTAb TEST PflSaiKS-'^RE c, 4304 STlfDEHTS ____ PASSIRQ __ DUCK gWi\u0026gt;E.KTB FA I LIMO LtKI Tnr\u0026gt; -_____ K WfllTB . A OTHER Z. J^OIidL . aeuagL/Ho. tested* ailEa3AJEIiiJ[I5/221 Humber UllSEBSa)lZ213 Humber laiDELyALEzua Hiinbor Pprcowt H\u0026amp;lUf/lSi Humber ------Pgroaht raiAEKIABISHlS/Jll Humber flO5TFIWF.ST/t94 Rinahor ______RSLEflflI lIlA_niTHELC4Z2 Humber --------Ea2SHt_____ limiAeLE POINTMl Rumbsr ---------Eaxaant______ CISlEl 1/1162 Humbor _____- Paroei 154 _2i 201 -AA 115 SA 214 BA lai SA 234 _2A 2il\u0026gt; ----------Ifi____ ISfi ___52- A AA 31 1525 ___SA 12 AA 12 AA 24 25, 14 -lA 12 JI A .41- 14 -5A 20 59 A 0 ii 121 _SA * The number of students tested lias Into and out of the district i special education students Qdnij.i)iatraklefk fiummary. 13 -12 A -21 A 25 IS -.-S2_ 12 43 11 II -12 ~0 A ___0 A. 3A -A lA _1 100 A 12 Al .11 .3 A. A 0 ii A A. A 21 IS 0 A. _a -A A_ _a A. A -A A A_ A _A _3 A A -A 32 A -A A' -i_ A -A 31 lA fiisyBiiEjUiEZiia tlUDbsr Patoont A A 25 Al_ liHHUABZm Hunber JL ~o 32 -lA FOREST HElnilTH/21A Nunbor _6 _A_ A -A 25 18___ UEamaotf/ui Hun.bnr __- Peroant A A A A- A -A A -A -12. Zi_ A A A -A A -A A -A A -A A A _A 25 JA 22 9 2J 10 34 -la___ ii. A -Al 235 A3_ tevlsed to reflect studenta movinc since the second adininlstraticn and to exclude 10 inav hava hn^n a-,.. ' uxeauao . --------  KILAa UAUI vho may havo been includod In the second BiaEurALBZua Rtlinber -- Percent MAHH/273 Humber ______Paroenl PULASKT HEIgKTS/?2fl Riunbec Pnroant:  sflimniEaiziaa Humber 5mAIITCIIEl.r./9 Humbar ---------latoent  EtUHACl.B POIHT/S  Humber _____Percent_____ DISTniCT/1779 Humber ______Peroent l.ITTLE ROCK SCHOOL DISTRICT PWRHINQ, RESEAHCri, AHI) EVAUJATIOH ARKAHSAS MtHIMUH PERFOIIHAlfCE TEST GRADE EIGHT SUMMARY THIRD ADHIHISTRATIOH 19 9 2 BTUDEHTS isaiiL ISA 90 222 ____SA iSi -AA 122 - Bj 153 -AA 251 A4. 2S2 _AA 152 -AA A IS. Ji 1555 __BA to co o CD iffioUt.TES'C-jasauffi^coRE 4204 1-lU- SLACK 10 Ai_ IS -SA 21 -SA 12 5B JL AA_. 19 in 15 Al 0 IOS -SS- F 10 AS Ji 12 ii AA- -15- A S8 15 -iL JA A 2A SS AA ejWBEHTB EAIUUg___ JI KKITE i JI OTHER o _IS1AL_ 0 10 0 0 A -U. Q 0 2 A _2 54- ii 11 -5. A -i_ JA 0 0 1 A 0 0 A -14. _2i_ _1 AA 12 -A- 0 a 0 0 0 0 0 Q 0 _a o 0 a 0 G 0 0 0 0 0 _a 0 21 -IS 20 0 32 -H 32 AA 22 .11 IS -A 26 Ak 32 AA Ai JAai_. 225 18 (Into Olid out of the diatriot aiiino^hn^T to rntlect students moving apoolnl Bducatlon otudonte who may hava hm '''\"'^olstratlon and to oxolude\nadministration sumnary? inoludsd In the socond I t3 Dl O to tJ \u0026gt;c 50 o\u0026gt; o C3- o o O) IS o oijJ. I i LiE. KUtA OC-ilUUlj UXJj TKX^- T PLAHNIWG, RES15AKCH AND EVALUATION EXHIBIT 2 A ARKANSAS MINIMUM PERFORMANCE TEST PERCENT OF STUDENTS PASSING FIVE YEAR COMPARISON 1909-1993 \\   I I 1 I ALL STUDENTS GRADE SUBJECT '09 '90 '91 '92 '93 ' 89 BLACK STUDEN' ' 90 '91 '92 '93 '09 WliITE_STU DENTS__ '90 '91 ' 92 '93 ' 09 OTHER STUDENTS ' 90 '91 '92 '93 i\u0026gt; 3 6 8 0 READING MATH READING MATH LANGUAGE ARTS SCIENCE SOCIAL STUDIES READING MATH rj^NGUAGE ARTS SCIENCE SOCIAL STUDIES TOTAL TEST * 86 89 88 09 75 66 70 90 89 85 67 74 91 07 87 90 90 77 72 77 09 8 7 84 74 75 91 87 87 94 90 70 73 73 07 84 02 63 63 92 08 91 92 89 77 75 74 05 06 01 62 66 00 86 88 91 80 7 6 80 76 86 03 80 63 67 82 06 8 4 86 60 56 60 86 06 79 55 65 83 82 07 88 70 62 '69 05 83 79 64 68 02 83 92 88 71 64 65 02 79 76 SO 54 02 0 7 09 06 70 67 66 79 81 75 52 57 81 83 07 84 70 73 69 02 70 75 51 58 * TOTAL TEST SCORE AFTER THIRD ADMINISTRATION EACH YEAR. 96 97 96 95 89 86 09 90 97 97 09 91 95 95 97 96 92 92 94 98 97 93 93 91 95 94 90 95 90 90 09 97 95 94 08 01 90 97 90 95 90 90 09 97 95 92 85 04 96 96 99 94 90 95 91 95 92 91 07 05 70 83 96 96 80 05 80 90 80 70 70 83 95 90 95 95 06 82 9 5 08 93 00 03 01 96 91 100 97 90 07 90 9 0 90 02 70 70 96 96 94 91 85 00 05 97 92 06 01 01 06 91 95 9 2 92 02 02 02 77 79 69 74 I |! .h I1 ,a r w Little Rock School District NEWS RELEASE October 7 1992 For more informations Dianne Woodruff,\n020 J LR5D ACT AND SAT SCORES RELEASED Better ACT and SAT scores were aligned with those Little Rock School District students who had taken advanced placement and honors t jurses in addition to their regularly required core courses. Students who took honors classes scored much better on the SAT on the average than the mean scores for all students. Of the 315 students who took the SAT, 212 C677.3 had taken honors English and 152 t.4SZ.') had taken honors mathematics c our ses. \"These test summaries support the belief that student will do better on tests if they take advanced placement and s honors level courses,\" said Mac Bernd, super intendent. Although LRSD offers more advanced placement course than other districts, as part of our emphasis on academic achievement were working towards offering even more advanced placement courses, If Bernd added. II In terms of the disparity among blacks and whites. we can see that getting students into advanced placement c1 asses could really help their achievement levels, If Bernd said. (MORE) 810 West Markham Street  Little Rock, Arkansas 72201 ^(Sonag^MoooLRSD ACT and SAT Page 2 scores \"We must work to prepare al 1 our students to quali fy for, enrol 1 in and complete the more advanced and challenging advanced placement c ourses,\" said Bernd. Recently released SAT and ACT scores for the 19'31-92 school year show a variety of statistical information that compares LRSD students to other Arkansas district scores and to the National averages. Both tests are administered several times throughout the school year and are summarized at the end of the testing period. The tests measure verbal and mathematical reasoning skills, developed over many years of education. that are related to academic performance in college. The ACT exam was administered to 1,101 LRSD students, while 315 students took the SAT exam. The ACT test summary shows an increase in overall composite scores from 1990-91 to 1991-92 for LRSD students. English. mathematics and science reasoning all had increased sc or es. The reading score did not change over the two-year period. Parkview Magnet School students c jmposite scores wer ea better than Arkansas and National composite scores. Students from Fair, Hal 1, McClellan and Parkview Magnet had higher composite scores in 1991-92 than in the 1990-91 school year. CMOREjLRSD ACT and SAT Scores Page 3 In comparing 13'31 and 1'3'32 ACT composi'fcB scores for black and white students, the black pupil composite remained stable at 17 i while the white student composite score increased slightly from 21.'2 in 1'3'31 to 21.7 in 1'3'32. Although LRSD students did not score as high on the SAT test in the verbal \u0026lt;453) and mathematics \u0026lt;48'3) areas as in the previous year, the 1'3'32 mean scores for LRSD students were substantially higher than the National Average scores of 41 verbal and 47S mathematics. Fair High School students scored higher on the SAT than the Arkansas and National average in mathematics. In comparing black and white students. LRSD, Ar kansas and National white students scored higher on the average on the verbal and mathematics sections than black students. Note: A detailed summary which includes national. school comparisons will be mailed state and LRSD upon request.u 10/07/92 16:27 501 324 2032 L R School Dlst ODM @001/004 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 DATE (Qc. TO FROM 7 SENDER'S PHONE# SUBJECT Special Instructions Number of Pages (include cover page) Fax Phone Number Speed dial FOR COMMUNICATIONS OFFICE USE ONLY Transmitted By Date Time . RECEIVED TO: Mrs. Janet Bernard, Associate Superintendent FROMz'^a. Mr. Robert L. Brown, Jr. DATE: May 16, 1993 MAY 1 3 1993 SUBJ: Oitica of Dossgregation Mcnitoring AMPT Test Summary/Six Years I am providing you with the results of Garland's sixth grade (Black male)student performance over a six year period. The results from 1988 -1991 reflect the progress of Black male students under the instructional leadership of another principal. Particular focus on Black males is being used because of the enormous gender disparity in performance between black students. Detailed results of the performance of Black male students from 1988 to 1993 can be obtained from the office of Planning, Research, and Evaluation. The results in reading are being provided for you because they are the single most important predictor of future success in educational attainment. The District Summary results are being used as a standard to normalize the results at Garland. READING 1988 1989 1990 1991 1992 1993 District Summary Percent Passed Garland School Percent Passed Difference 78 79 84 88 86 84 73 -5 47 -32 80 -4 77 -11 91 +5 95 +11 The major difference in the variables impacting the results for the last two year has been the emphasis placed on culturally specific content in the school's curriculum. The students at Garland School, in grades 4 through 6, responded to this statement \"African-African American History is taught in this school\", on the Incentive School Student Survey with 80% favorable response as \"ALWAYS\". When the outcomes of the MPT performance in Reading and Math were shared with the sixth grade students, they were asked to explain the cause of the difference. They responded by saying that school was about them. They learned a lot about Africa and African Americans. When you compare the District Summary with Garland's progress for the same period. you find a significant difference in gains for Black males, uncharacteristic of the performance level during the tenure of another principal. I would like to get on the agenda to share this with the Board of Directors. I am asking your assistance in making this happen. We can close the gap before the year 2000. cc Monitoring Teams05/21/83 14:36 0501 324 2032 L R School Dlst ODM 121002/003 \u0026lt;1 I I Little Rock School District I t NEWS RELEASE May 21,1993 For more information: Jeanette Wagner, 324-2020 I LITTLE ROCK SCHOOL DISTRICT RH.FASES MINIMUM PERFORMANCE TEST SCORES Three Little Rock School District schools, Cloverdale and Terry Elementary, both, area schools, and Williams Magnet Elementary achieved 85% I mastery of the Arkansas Minimum Performance Test in all areas in all grade levels. Six additional schools achieved mastery in all subject areas except one  in aU grade levels except one. The schools are McDermott, Jefferson and Woodruff area elementary schools and Carver Magnet, Ish Incentive and Romine Interdistrict elementary schools. j I 1 The seven incentive elementary schools improved as a group and are 1 making progress, especially at the 6th grade level. Rightsell Incentive I I i Elementary students in grade three and six improved in six of the seven areas of testing. Mitchell Incentive Elementary and Stephens Incentive Elementary improved in all areas in grade six. Rockefeller Incentive Elementary I I I improved overall in grade three. The Districts Magnet Schools continue to score at or near the 85% passage requirements in all grades and areas tested. (MORE) fin iaMteAMia05/21/93 14:36 501 324 2032 L R School Dlst ODM @003/003 I LRSD MPT Tests-1993/94 Page 2 The district-wide passing rate for Sth grade students is seventy-eight percent which is one percentage point higher that the 1992 school year passing rate. The increased passing rate indicates continued growth in Little Rock School District student's mastery levels. ### I i i i ( I ireceived t JAH OHse o5 Dsesesi^' .MpPi-pnCiS LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Date: January 4, 1994 To: From: Margie Powell, Associate Monitor Office of Desegregation Monitoring Sterling Ingra^^Director Planning, Research and Evaluation Re: Arkansas Minimum Performance Test, 1993 As requested in your telephone call today, we are enclosing copies of the school summary reports for the 1993 Arkansas MPT. If we can provide any additional information, please let me know. bjg cc: Jerry Malone P 1 4 1 t JRECEIVED AUG 2 2 1994 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DATE: August 18, 1994 TO: Ms. Margie Powell, Office of Desegregation Monitoring FROM: r. Robert Glowers RE: 1993-94 Stanford Achievement Test Results Please find enclosed results of the 1993-94 administration of the SAT-8 test for the Little Rock School District. Enclosed are districtwide and individual school reports disaggregated by ethnicity. One report provides a three year trend of the test administration giving the basic and complete battery score results. The second report provides subject area results along with basic and complete battery scores for the 1993-94 school year. Please let me know if you have any questions. Enclosure cc: Dr. Henry P. Williams, Superintendent 08/31/94 13:36 501 324 2032 L R School Dlst 002 5-- C3X Little Rock School District August 31, 1994 RECEIVED TO\nFROM\nMargie Powell Office of Desegregation Monitoring Or. Robert dowers. Director Planning, Research, and Evaluation SUBJECT\nAUG 3 11994 0ffiC3 of !9 Stanford-8 Results for Incentive Schools, 1991-92 As per your request, please find attached copies of the Stanford-8 Test results for the Incentive Schools by Subject area/Race for the 1991-92 school year. If I can be of further assistance, please contact iny office. dge Attachmentco o o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION (A C5 STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTII.E RANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o Xi o (/3 a SCHOOL\nFRANKLIN ELEMENTARY ENVIRONMENT** GRADE/RACE HUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM CO o C'l CM CO o IO 3 co co 05 co co* o 1 TOTAt, B W O 2 TOTAL B H O 3 TOTAL B H O 4 TOTAL B W O 5 TOTAL B H O 6 TOTAL B W O 70 64 6 63 60 3 60 55 5 39 37 2 56 50 4 2 55 51 4 25/35.5 25/35.5 26/36.2 26/36.3 25/35.8 35/41.6 19/31.5 18/30.8 30/38.8 28/37.9 26/36.4 58/54.0 25/36.0 25/35.5 33/40.8 21/32.8 19/31.3 48/48.8 19/31.5 18/30.4 59/54.5 17/29.5 16/28.6 31/39.3 25/35.6 23/34.6 75/64.4 15/28.5 14/27.1 18/30.9 66/58.6 30/38.8 28/37.5 62/56.2 35/41.9 35/41.6 47/48.4 29/38.3 27/37.0 56/53.0 31/39.4 27/36.9 97/89.6 28/37.6 26/36.7 24/35.4 74/63.8 36/42.7 34/41.3 69/60.6 27/36.9 26/36.2 51/50.7 25/36.0 23/34.5 79/66.9 25/35.6 24/34.8 56/52.9 23/34.1 21/33.1 59/54.9 27/37.0 26/36.1 46/48.0 24/34.9 21/33.0 85/71.4 28/37.5 25/35.9 34/41.0 86/72.7 38/43.3 36/42.5 57/53.8 18/30.8 16/29.0 50/50.1 18/30.9 19/31.2 81/68.2 23/34.2 22/33.5 13/26.6 77/65.8 39/43.9 37/43.1 59/54.8  At Grsdcs 1 and a the SCIENCE and SOCIAI. SCIENCE objootivos are combined and reflected as one score unde EWVinoNHENT. 23/34.2 21/33.0 45/4 7..3 23/34.1 21/33.0 43/46.2 20/32.1 18/30.9 42/45.9 28/37.8 26/36.7 68/59.6 26/36.2 24/35.3 19/31.2 81/68.2 43/46.0 41/45.0 66/58.9 26/36.1 25/35.8 89/76.2 21/33.0 19/31.7 21/32.8 77/65.2 36/42.7 34/41.4 66/58.4 23/34.1 22/33.8 89/75.5 20/32.3 19/31.1 18/30.4 78/66.3 36/42.3 34/41.0 67/59.2o [l Liri'LE ROCK SCHOOL DISTRICT PIJVNNING, RESEARCH AND EVALUATION U) n STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o X3 U cn Of SCHOOL: GARI^ND ELEHENTARY EMVIROHHENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM ec o CM CM CC o ira 3 n ec X 00  o _1 _TOTAL B W O 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B N O 5 TOTAL B W O 6 TOTAL B H O J2_._ 32 29 26 3 28 28 31 30 1 35 35 62 62 ** At Grades 1 -_-62/_6S--5- -31/39.7-- 31/39.7 - -29/38,^-- 29/38.5 -20/32t1 20/32.1 -------35/Al-r$h 35/61.9 -26/36^1----- 26/36.1 19/31.8 17/29.7 51/50.7 32/60.3 29/38.6 65/58.3 25/35.9 23/36.5 68/60.7 25/35.7 21/33.3 65/58.3 21/33.1 18/30.8 55/52.8 26/36.2 23/36.1 58/56.2 12/25.6 12/25.6 29/38.5 29/38.5 26/35.0 26/35.0 20/32.0 20/32.0 22/33.9 22/33.9 19/31.2 19/31.2 17/30.0 17/30.0 23/35.1 43/46.3 23/36.3 23/36.3 27/37.2 27/37.2 39/66.3 38/43,7 69/60,4 29/38.1 28/37.9 43/46.3 26/36.7 26/36.2 54/52.1 36/61.5 33/40.9 69/60.4 28/37.7  28/37.6 49/49,5 26/36.6 20/37.9 51/50.5 30/63.8 38/63.8 63/66.6 63/66.6 and z the ecIBNCE and flocIAL 32/60.0 32/60.0 39/66.3 39/66.3 SCIENCE objectives 30/38.7 30/38.7 31/39.5 31/39.5 29/38.3 29/38.3 28/37.6 28/37.6 39/63.9 39/63.9 67/68.5 67/68.5 39/63.9 39/63.9 38/63.5 38/63.5IO o o Ka.'S LITTLE ROCK SCHOOL DISTRICT PIANNING, RESEARCH AND EVALUATION CA o STANFORD ACIIIEVFJIENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 4= O CZ5 0 SCHOOL: H1TCHEI.L ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY cv n o CM CM CC o IO \u0026amp; co cc 03 cc 00, o _ 1 TOTAL B H O 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B W o 5 TOTAL B W O 6 TOTAL B W 0 40...... 38 2 32/40.1 31/39.6 49/49.6 30/39.1 30/38.7 43/46.3 30,38.8 29/38.4 44/47.0 21/33.9 - 20/31.9 55/52.6 __.ie'it -31/39.5- - 30/38.8 54/52.1 26/36.3  25/35.6 49/49.4 43 41 2 39 35 3 1 41 38 ,3 24 23 1 38 38 20/32.0 21/32.9 4/13.8 25/35.9 23/34.1 58/54.4 42/45.8 26/36.3 26/36.2 26/36.5 27/37.1 26/36.4 55/52.6 29/38.3 29/38.3 At Grades 1 and 2 the SCIENCE are combined and rrt F 1 48/49.0 49/49.5 31/39.6 31/39.7 32/40.0 21/33.0 26/36.3 25/35.6 52/50.9 29/30.6 30/39.2 12/25.3 26/36.2 26/36.7 12/25.2 46/40.1 44/47.0 73/62.9 43/46.3 34/41.3 31/39.5 75/64.2 26/36,.5 29/38.2 25/35.7 71/61.5 65/58.1 42/4 5.9 39/44.1 78/65.9 49/49.5 32/40.0 28/37.9 73/62.6 40/44.7 30/39.2 27/37.1 71/61.8 42/45.8 37/42.8 37/42.9 34/41.3 56/53.1 56.53.4 44/46.8 42/45.9 42/45.9 25/35.9 25/35.7 29/38.3 26/36.7 26/36.5 30/39.1 29/38.2 29/38.2 28/37.7 29/38.2 34/41.3 30/39.0 26/36.7 29/38.2 28/37.5 43/46.3 40/44.7 94/82.7 33/40.9 33/40.9 and SOCIAL SCIENCE objectives 35/41.6 34/41.0 66/58.7 50/49.8 49/49.6 59/54.8 42/45.6 41/45.0 67/59.3 42/45.5 40/44.9 67/59.3 43/46.2 43/46.2 39/44.2 39/44.2 36/42.6 36/42.6 36/42.2 36/42.2co o o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION ce Q STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE HANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 3 O W o: SCHOOL: RIGHTSEIX ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM CD CM CM CO O1 co co OJ co \\ co * o 1 TOTAL B ' V O 2 TOTAL B H O 3 TOTAL B W 0 4 TOTAL n H O 5 TOTAL B W O 6 TOTAL B W O - 39- 38 33 32 38 37 33 33 62 62 33 33 *'63/66.2 63/66.5 '*56/67.9\" 66/68.0 32/60.6' 33/60.3 25/35.9' 26/36.2 60/66.7 61/65.0 39/66.0 60/66.6 65/67.1 65/67.2 32/60.2 32/39.9 53/51.6 26/36.2 26/36.2 21/33.1 21/33.1 36/61 .0 36/61.0 71/61.5 70/61.0 66/68.1 65/67.1 95/86.6 53/51.6 53/51.6 69/69.5 69/69.5 66/58.7 66/58.7 66/66.9 65/67.2 57/53.8 57/53.8 58/56.1 58/56.1 62/65.7 61/65.0 86/70.9 37/62.8 37/62.8 37/63.1 37/63.1 62/65.6 62/65.6 26/35.2 23/36.7 56/53.2 26/35.1 27/37.2 28/37.9 28/37.9 36/62.3 36/62.3 30/38.8 29/38.6 55/52.6 31/39.6 31/39.6 37/63.2 37/63.2 61/65.2 61/65.2 38/63.8 38/63.3 75/66.2 . 36/62.6 39/66.2 30/38.8 30/38.8 63/66.0 63/66.0 36/61.5 36/61.0 73/62.9 32/60.1 35/61.9 29/38.6 29/38.6 60/66.6 60/66.6 o lO 3 1 ** At Grades 1 and 2 the SCIEJtCE and SOCIAL SCIENCE obioctivo aro combined and reflnnl-od 13o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION ) o STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o .c o tn q: SCHOOL: ROCKEFELLER ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM O CM CM O to ei o co a\u0026gt; 00 J o --1 TOTAL B W O 2 TOTAL B W O 3 TOTAL B M O 4 TOTAL B W o 5 TOTAL B W O 6 TOTAL B H O - 62----- 41 20 1 - 42/45\n8 - 52/51.0 64/57.5 -30/3071  45/47.1 61/56.0 59/54.8 51750 .'3----- 46/47.8 59/54.8 70/61.0 33/40-.3!.... 26/36.7 49/49.3 35/41.9 46/48.1 41/45.1 57/53.6 68/59.9 42/45.5 37/42.8 51/50.7 63/57.0 41 29 10 2 39 26 12 1 38 33 5 38 32 5 1 36 27 9  At Grades 1 and 20/37.8 23/34.6 43/46.3 34/41.0 42/45.9 38/43.5 56/52.9 40/44.6 44/46.9 38/43.5 58/54.0 68/59.6 30/38.9 23/34.2 54/52.2 26/36.7 31/39.8 25/36.0 51/50.3 36/42.4 30/39.2 24/34.8 53/51.3 35/41.8 20/32.2 13/26.0 38/43.8 69/60.4 36/42.7 33/40.5 43/46.4 67/59.3 35/41.6 26/36.4 54/52.1 63/57.0 20/31.9 16/29.4 24/34.9 61/55.9 27/37.2 22/33.9 38/43.3 38/43.6 28/37.6 21/33.2 41/45.2 66/58.7 25/35.7 18/31.0 39/44.0 63/57.0 29/38.4 28/ 37.6 38/43.4 30/39.2 28/38.0 39/44.0 55/52.6 37/42.9 32/40.3 53/51.6 38/43.4 36/42.3 51/50.5 49/49.7 46/47.7 71/61.4 63/57.0 48/48.7 43/46.1 64/57.3 2 the SCIENCE and SOCIAL 25/35.6 23/34.5 41/45.3 26/36.7 28/37.6 41/45.2 31/39,3 27/37.0 58/54.3 28/37.8 29/38.6 40/44.4 26/36.3 27/36.8 41/45.1 41/45.1 36/42.6 63/56.9 75/64.2 43/46.2 38/43.8 66/58.8 66/58.7 34/41.0 32/40.0 40/44.6 59/54.8 36/42.4 33/40.7 52/50.9 62/56.4 35/41.8 32/40.0 52/51.0 62/56.4 38/43.8 34/41.1 55/52.7 48/49.0 45/47.3 58/54.2 56/53.4 50/49.9 75/64.1 45/47.4 40/44.9 59/54.9 45/47.5 40/44.8 61/55.7 SCTEHPP nh-i oci-00 o o LITTLE ROCK SCHOOL DISTRICT PliANNlNG, RESEARCH AND EVALUATION U) Q STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 43 O tn os SCHOOL: STEPHENS ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY -----1 TOTAL D W O 38- 37 1 22/3i-.%  22/33.8 23/34.4  42/5-r5-  41/45.4 52/51.1 -35/41.-8 - 35/41.6 53/51.6 -23/34T5- 23/3ii.l th tn .2 31/39. 6 ' 31/39.6 35/41.9 75735.-3 - 24/35.2 25/35.8 C-l n o CM CM CO o 1(5 63 n Oi co OO \u0026gt; 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B W O 5 TOTAL B W O 6 TOTAL B W 0 32 32 21 21 2 2 39 39 30 28 1 1 At Grados 1 27/37.3 27/37.3 20/32.6 20/32.6 24/35.4 30/39.2. 17/30.2 17/30.2 33/40.9 . 29/38.2 73/62.9 98/93.3 26/36.2 26/36.2 43/46.1 43/46.1 34/41.4 34/41.4 35/42.0 35/42.0 40/44.9 35/41.6 94/32.7 99/99.0 33/40.5 33/40.5 35/42.0 35/42.0 38/43.6 38/43.6 34/41.3 34/41.3 37/42.9 35/42.0 33/40.7 84/70.9 and 2 the ECIENCE and SOCIAL SCIENCE obloctivas 24/35.2 24/35.2 23/3^.5 29/38.5 27/36.8 27/36.8 32/40.4 38/43.3 34/41.4 54/52.1 97/89.6 21/33.3 21/33.3 22/34.0 22/34.0 36/42.3 36/42.3 33/40.5 33/40.5 31/39.7 31/39.7 35/41.9 35/41.9 32/40.2 32/40.2 26/36.2 26/36.2 26/36.2 26/36.2 42/45.5 37/42.9 89/75.8 96/86.9 36/42.3 31/39.7 98/93.3 35/41.8 30/39.2 76/64.9 98/93.309/07/95 ! i I 13:29 501 324 2023 LRSD COMMUNICATI ODM @002/002 i i mn V J. I Little Rock School District I 1 f i t i Media Advisory PREPARATIONS FOR STANFORD 8 TESTING I i September 7,1995 f I I For more information\nDina Teague, 324-2020 Friday, September 8,1:30 - 2:00 p.m. Stanford 8 testing begins around the state on Monday and students at Otter Creek Elementary School will get ready at a Test Buster Assembly in their cafeteria. One student will dress as Rocky (the boxer) and will \"challenge\" the test. ### I I ! I09/11/95  10:15 501 324 2023 LRSD COMMUNICATI ODM 002/002 f' Little Rock School District Media Advisory I ( I } i i I i i I 1 September 11,1995 For more information: Dina Teague, 324-2020 No special events are scheduled for students in the Little Rock School District this week while Stanford 8 Tests are being administered. ! Thursday, September 14, 5:00 p.m. The LRSD Board of Directors will hold their regular monthly agenda meeting. I I 1 ### 1 I I 1 I I ( f i ! 810 West Markham Street  Little Rock. Arkansas 78201  (5011324-2000c\nLITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation NOV 2 2 1995 of Desegregation f^Ol'IiiOfiiig MEMORANDUM Date: November 21, 1995 To: Dr. Henry Williams, Superintendent From: Dr. Ed Jackson, Director Planning, Research, and Evaluation Subject: 1994-95 Stanford Eight Achievement Test Annual Report C^cc Please find enclosed your personal copy of the 1994-95 Stanford Eight Achievement Test Annual Report. Also enclosed are copies for distribution to the Board members. If 1 can be of further assistance, please call me. Enclosure cc: LRSD Board Members Jerry Malone, LRSD Attorney Joshua Intervenors John Walker, Attorney ^Office of Desegregation MonitoringI'l/i h Dra ^T^sr Tt. 'ry (tz. ** Little Rock School District Planning, Research, and Evaluation MEMORANDUIVI RECiSVED DEC 1 5 1995 J\nOffice of Dssegiegauon Munuwuiy TO: Ann Brown. Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director RE: Revised Stanford Achievement Test Results: Historical Comparisons DATE: December 12,1995 h bra t'y - An error occurred during the processing of the comparative data report causing the scores for five schools (Mabelvale, Meadowcliff, Mitchell, McDermott, and Martin L. King) to be interchanged. The results affect these schools only. All other data, to include other school and district totals, remain the same. Please replace previously received data with the attached revised version. If you have any questions, please contact Dr. Lacey, Testing Coordinator or myself at 324-2120. Attachment a: e?ved N 1995 CKffiBB Little Rock School District Office ol Desegregation December 8. 1995 Monitoring MEMORANDUM TO: Mrs. Ann Brown, Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director vl Planning, Research, and Ev^uation Tl.'k I'x RE: 1995 Stanford Achievement Test Results Cop'd /I'bi-a 'LX t Please find enclosed results of the Fall 1995 administration of the SAT-8 test for the Little Rock School District. Enclosed are districtwide and individual school reports disaggregated by ethnicity. One report provides a four year trend of the test administration giving the basic and Complete Battery score results. The second report provides subject area results along with Basic and Complete Battery scores for the Fall 1995 school year. Please let me know if you have any questions. Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000c: /tlrye. LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEiV''n FEB 8 1996 3 MEMORANDUM FROM: RE: January 25, 1996 Superintendents Cabinet Dr. Ed Jackson, Director Insert for SAT-8 Annual Report Office of Deseflregation Monuoii htg Please see attached SAT-8 Annual Report pages 7 and 8. If your document is missing these pages, please insert. We regret the inconvenience. cc: Dr. Henry P. Williams LRSD Board Members Arm Brown, ODM John Walker, Attorney Magnet School Review 1O-.8 (2, 4, 6, 9, and 10) scored average or above\nin 1994, eight grades (2, 3, 4, 5, 6, 7, 8, and 9) scored above the national average, and for 1995 six grades (2, 4, 5, 6, 7, and 9) scored at or above the national average. Grade 6 and 9 have remained above the national average for each years results. Fifth grade students in 1994 scored at the 56th percentile which equalled grades 4, 5, and 6 in 1995. 4.1.6 Science Five grade levels (2, 4, 5, 6, and 9) scored at or above the 50th percentile in science on the Stanford Eight in 1995. Only grades 4, 5, and 6 scored at or above the 50th percentile for the 1994 administration. In 1993 grades 4 and 6 exceeded the national average while in 1992 grades 6 and 9 scored average or above. 4.1.7 Social Science The 1994 social science data show that five of die nine grades levels tested (3, 4, 5, 6, and 10) scored above the national average. Grade 4 achieved the highest percentile rank in social science. In 1993, grades 4, 5, and 6\nand in 1992, grades 6 and 11 scored above the average national percentile. In a review of the 1995 data only 9 grades 4, 5, 6, and 10 exceeded the average national percentile (See Exhibits 1-6). 4.1.8 Highest Performance The national percentile ranks for grade 6 were at or above the national average in every subject area for all administrations (1992 through 1995), and grade 4 was above average in every subject area except reading (See Exhibits 1-6). 4.1.9 Analysis of Test Data for Elementary Students The Group Skills Analysis with Objectives Performance reports presents summary information for a class, school or district. This analysis provides a summary of the groups performance on the \"Content Clusters.\" Below average (BA) refers to the bottom 23 % of the reference group\nAverage (A), to the middle 54%\nand Above Average (AA), to the top 23%. These performance categories are especially helpful when identifying strengths and needs within content areas. This report, as well as other alternative assessments, assists the schools instructional leaders and staff when reviewing curriculum and setting priorities for instruction.Grade all Sheet 1 Normal Curve Equivalent (NCE) Scores by Elementary Schools compared Io Total District Scores - Complete Battery [ School Name Williams (magnet) Carver (magnet) Icioverdale Romine (interdist) iGibbs (magnet) Western Hills I Rightsell (incent) Terry I King (interdistrict) Otter Creek I McDermott Rockefeller (incent) I Booker (magnet) Wilson I Fulbright Watson I Pulaski Heights Brady I Wakefield Washington (Inter) I Woodruff Forest Park I Bale Geyer Springs I Meadowcliff Dodd I Jefferson Fair Park iGarland (incent) Mabelvale I Chicot Baseline I Badgett Mitchell (Incent) I Frankin (incent) School Black 61.5 50 District Black 41.7 41.7 48.48 I 41.7 48.2 47.44 45.28 45.26 45 44.92 43.92 42.58 42 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 41.86 I 41.7 41,84 41.54 41.16 40.9 40.88 40.34 39.88 39.64 39.4 39.06 39 38.4 38.16 37.7 37.64 ,. 37.58 f 37.48 37.34 I 37.22 . 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 1 41.7 41.7 I 41.7 41.7 41.7 41.7 41.7 41.7 34.96 1 41.7 34.94 31,8 1 41.7 41.7 % diff 147.5% 119.9% 116.3% 115.6% 113.8% 108,6% 108.5% 107.9% 107.7% 105.3% 102.1% 100.7% 100.4% 100.3% 99.6% 98.7% 98.1% 98.0% 96.7% 95.6% 95.1% 94.5% 93.7% 93.5% 92.1% fo 91.5% , 90.4% 90.3% 90.1% 89.9% 89.5% 89.3% 83.8% Sorted by the % difference of School Black Scores to District Black Scores School White 75.58 71.36 I 65.9 49.3 I 69.24 63.96 I 17.3 68.56 I 62.3 61.54 I 66.12 51.38 I 57.98 52.06 I 66.82 48.32 I 68.62 56.68 1 48.78 63.28 I 53.9 75.66 I 53.96 46.2 I 48.76 , 48.76 83.8% 76.3% I 70.66 64.06 0 50.94 49.34 38.64 45.86 52.8 62.4 ZIZ Dlstricf White 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63,32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 % diff 119.4% 112.7% 104.1% 77,9% 109.3% 101.0% 21.3/^ 108.3% 98.4% 104.4% 81.1% 91.6% 82.2% 105.5% 76.3% 108.4% 89.5% 99.9% 85.1% 119.5% 85.2% 73.0% 77.0% 77.0% 111.6% 101.2% 0.0% 80.4% 77.9% 61.0% 72.4% 83.4% 98.5% School Total 68.46 60.86 50.2 49.28 57.16 51.92 45.24 58.4 53.64 54 53.58 45.02 49.34 44.54 54.18 42.44 55.52 45.52 41.52 48.58 45.68 58.08 42.32 40.58 40.98 41.96 57.52 41.84 37.76 42.08 39.56 37.64 37.64 35.24 32.64 Page 1 District Total 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 I 49.38 I % diff 138.6% 123.2% 101.7% I 99.8% 115.8% I 105.1% 91.6% I 118,3% 108.6% I 109.4% 108.5% I 91.2% 99.9% I 90.2% 109.7% I 85.9% 112.4% I 92.2% 84.1% I 3rd Qlr Enrollm't 513 630 454 312 310 318 223 534 557 333 484 402 605 384 520 453 434 389 428 98.4% : 656 92.5% I 117.6%  85.7% I 82.2% I 83.0% 1 85.0% I 116.5% I 84.7%  - I 76.5% I 85.2% I 80.1% I Report date: May 23,1996__ % Black % eligible for free or___% ellgito for reduced Lunch free lunch 241 433 343 320 405 281 506 273 257 448 454 76.2% . 323 76.2% i 71.4% 66.1% I 220 258 455 52.0% 52.0% 85.0% 71.0% 54.0% 66.0% 96.0% 45.0% 54.0% 41.0% 53.0% 64.0% 52.0% 79.0% 49.0% 80.0% 47.0% 63,0% 86 0% 64,0% 67,0% 47,0% 70,0% 75,0% 76,0% 65,0% 42.0% 92.0% 69.0% 76.0% 76.0% 79.0% 97.0% 93.0% 22.4% 33.0% 78.0% 54.5% 39.4% 61.3% 83.0% 28,7% 51,7% 34,8% 41,3% 65,9% 46,9% 73,7% 36,2% 74,8% 43,6% 49,6% 81,1% 63,0% 68.5% 37.0% 74.9% 76.6% 73.3% 66.9% 38.3% 75.5% 94.6% 73.9% 77.3% 81.7% 77.3% 98.5% 86 5% 17.9% 27.0% 69.8% 46.5% 33.5% 54.4% 76.2% 27.2% 43.8% 30.9% 37.6% 59.2% 36.7% 68.0% 31.7% 67.3% 39.2% 43.4% 72.2% 56.7% 61.8% 32.3% 66.4% 65.9% 68.9% 61.9% 36.0% 69.6% 89.9% 64.1% 68.1% 74.3% 74.1% 95.0% 79.8%Sheen Normal Curve Equivalenl (NCE) Scores by Elementary Schools compared to total District Scores-- Complete Battery ~]~ Grade all School Name Forest Park Williams (magnet) ICarver (magnet) Jefferson iGibbs (magnet) Pulaski Haights iTerry Fulbright iMcDermotl Cloverdale I Fair Park Western Hills Iwashington (inter) Frankin (incenl) I King (interdistrict) Otter Creek I Booker (magnet) Brady (Bale Woodruff I Mitchell (incenl) Wilson I Rockefeller (incenl) Mabelvale IChicot Romine (interdist) [Wakefield Dodd I Meadowcliff Watson [Geyer Springs Badgett [Baseline Rightsell (Incent) [Garland (incenl) Sch(X)l Black 39.4 61.5 50 37.7 47.44 40.9 45 41.54 42.58 48.48 37.64 45.28 39.88 31.8 44.92 43.92 41.86 40.88 39.06 39.64 34.94 41.84 42 37.48 37.34 48.2 40.34 38.16 38.4 41.16 I 39 34.96 [ 37.22 45.26 [ 37.58 I I 1 1 I I 1 I I I i District Black 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 % diff 94.5% 147.5% I 119.9% 90.4% ] 113.8% 98.1% 107.9% 99.6% 102.1% 116.3% 90.3% 108 6% 95.6% 76.3% 107.7% 105.3% 100.4% 98.0% 93.7% 95.1% 83.8% 100.3% 100.7% 89.9% 89.5% 115.6% 96.7% 91.5% 92.1% 98.7% 93.5% 83.8% 89.3% 108.5% [ 90.1% I 1 I Sorted by the % difference of School White Scores to District While Scores School While 75.66 75.58 71.36 70.66 69.24 68.62 68.56 66.82 66.12 65.9 64.06 63.96 63.28 62.4 62.3 61.54 57.98 56.68 53.96 53.9 52.8 52.06 51.38 50.94 49.34 49,3 48.78 48.76 48.76 48.32 46.2 45.86 38.64 17.3 0 District While 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 % diff 119.5% 119.4% I 112.7% 111.6% 109.3% 108.4% 108.3% 105.5% 104.4% 104.1% 101.2% 101.0% 99.9% 98.5% 98.4% 97.2% 91.6% 89.5% 85.2% 85.1% 83.4% 82.2% 81.1% 80.4% 77.9% 77.9% 77.0% 77.0% , 77.0% 76.3% 73.0% 72.4% 61.0% 27.3% 0.0% r Schrxjl Total 58.08 68.46 60.86 57.52 57.16 55.52 58.4 54.18 53.58 50.2 41.84 51.92 48.58 32.64 53.64 54 49.34 . 45.52 42.32 45.68 35.24 44.54 45.02 42.08 39.56 49.28 41.52 . 41.96 40.98 42.44 40.58 37.64 37.64 45.24 37.76 Page 1 DisIricI Total 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 % diff 117.6% 138.6% I 123.2% 116.5% I 115.8% 112.4% I 118.3% 109.7% ( 108.5% 101.7% [ 84.7% 105.1% I 98 4% 66.1% [ 108.6% 109.4% I 99.9% 92.2% 85.7% 92.5% 71.4% 90.2% 91.2% 85.2% 80.1% 99.8% 84.1% 85.0% 83.0% 85.9% 82.2% 76.2% 76.2% 91.6% 76.5% I 3rd Qlr Enrollm't i 433 513 630 506 310 434 534 520 484 454 273 318 656 455 557 333 605 389 343 241 258 384 402 448 454 312 428 281 405 453 320 220 323 223 257 I Report Dale May 23,1996 % Black 47.0% 52.0% 52.0% 42.0% 54.0% 47.0% 45.0% 49.0% 53.0% 85.0% 78.0% 66.0% 64.0% 93.0% 54.0% 41.0% 52.0% 63.0% 70.0% 67.0% 97.0% 79.0% 64.0% 69.0% 76.0% 71.0% 86.0% 65.0% 76.0% 80.0% 75.0% 79.0% 76.0% 96.0% 92.0% I I I I 1 | I I % eligible lor free or reduced Lunch I I I I I I I LZ 37.0% 22.4% 33.0% 38.3% 39.4% 43.6% 28.7% 36.2% 41.3% 78.0% 75.5% 61.3% 63.0% 86.5% 51.7% 34.8% 46.9% 49.6% 74.9% 68.5% 98.5% 73.7% 65.9% 73.9% 77.3% 54.5% 81.1% 66.9% 73.3% 74.8% 76.6% 77,3% 81.7% 83.0% 94.6% I % eligible for free lunch 32.3% 17.9% 27.0% 36.0% . 33.5% ' -  39.2% 31.7% 37.6% 69.8% 69.6% 54.4% 56.7% . , 79,8% 43.8% 30.9%  36.7% . 43.4% ,\n66 4%  61.8%  95.0% 68.0% 59.2% 64.1% 68.1% 46.5% 72.2% 61.9% - 68.9% 67,3% 65.9% 74.1% 74.3% 76.2% 89.9%Shee11 Normal Curve Equivalent (NCE) Scores Elemenlary Schools compared Io To1al Dislrid Scores Complele Ballery f aii School Name Williams (magnef) Carver (magnet) I Terry Forest Park I Jefferson Gibbs (magnet) I Pulaski Heights Fulbright I Oller Creek King (inlerdislricl) I McDermott Western Hills Icioverdale Booker (magnet) I Romine (interdist) Washington (inter) I Woodruff Brady I Rightsell (incent) Rockefeller (incent) I Wilson Watson I Bale Mabelvale I Dodd Fair Park I Wakefield Meadowcliff |Geyer Springs Chicot iGartand (incent) Badgett I Baseline Mitchell (incent) iFrankin (incent) School Black 61.5 50 I 45 39.4 I 37.7 47.44 I 40.9 41.54 I 43.92 44.92 I 42.58 45.28 I 48.48 41.86 I 48.2 39.88 I 39.64 40.88 I 45.26 42 I 41.84 41.16 I 39.06 37.48 I 38.16 37.64 I 40.34 38.4 I 39 37.34 I 37.58 34.96 I 37.22 34.94 I 31.8 1 I District Black 41.7 41,7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41 7 41.7 41.7 41.7 41.7 41 7 41 7 % diff 147.5% 119.9% 107.9% 94.5% 90.4% 113.8% 98.1% 99.6% 105.3% 107.7% 102.1% 108.6% 116.3% 100.4% 115 6% 95.6% 95.1% 98.0% 108.5% 100.7% 100.3% 98.7% 93.7% 89.9% 91.5% 90.3% 96.7% 92.1% 93.5% 89.5% 90.1% 83.8% 89.3% 83.8% 76.3% I Sorted by the % difference of Schooi Tofal Scores fo Disfricf Total Scores School White 75.58 71.36 68.56 75.66 70.66 69.24 68.62 66.82 61.54 62.3 66.12 63.96 65.9 57.98 49.3 63.28 53.9 56.68 17.3 51.38 52.06 48.32 53.96 50.94 48.76 64.06 48.78 48.76 46.2 49.34 0 45.86 38.64 52.8 62.4 D^trict White 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 . 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 % diff 119.4% 112.7% 108.3% 119.5% 111.6% 109.3% 108.4% 105.5% 97.2% 98.4% 104.4% 101.0% 104.1% 91.6% 77.9% 99.9% 85.1% 89.5% 27.3% 81.1% , 82.2% 76.3% 85.2% 80.4% 77.0% . 101.2% 77.0% 77.0% 73.0% 77.9% 0.0% 72.4% 61.0% 83.4% 98.5% School Total 68.46 60.86 58.4 58.08 57.52 57.16 55.52 54.18 54 53.64 53.58 51.92 50.2 49.34 49.28 48.58 45.68 45.52 45.24 45.02 44.54 42.44 : 42.32 42.08 41.96 41.84 41.52 40.98 40.58 39.56 37.76 37.64 37.64 35.24 32.64 Page 1 District Total 49.38 49.38 I 49.38 49.38 , I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 , 49.38 I 49.38 Z 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 I diff 138.6% 123.2% 118.3% 117.6% 116.5% 115.8% 112.4% 109.7% 109.4% 108.6% 108.5% 105.1% 101.7% 99.9% 99.8% 98.4% 92.5% 92.2% 91.6% 91.2% 90.2% 85.9% 85.7% 85.2% 85.0% 84.7% 84.1% 83.0% 82.2% 80.1% 76.5% 76.2% 76.2% 71.4% 66.1% 3rd Qfr Enrollm'f 513 630 534 433 506 310 434 520 333 557 484 318 454 605 312 656 241 389 223 402 384 453 343 448 281 273 428 405 320 454 257 220 323 258 455 r Report Date May 23, f996 % Black _%^ligible tor free or reduced Lunch 52.0% ... 52.0% I 45.0% 47.0% I 42.0% ,, 54.0% j 47.0% ~ 49.0% I 41.0% 54.0% I 53.0% 66.0% I 85.0% 52.0% I 71.0% 64.0% I 67.0% 63.0% . I 96.0% 64.0% I 79.0% 80.0% I 70.0% 69.0% I 65.0% 78.0% I 86.0% 76.0% I 75.0% 76.0% I 92.0% 79.0% I 76.0% 97.0% I 93.0% 22.4% 33.0% 28.7% 37.0% 38.3% 39.4% 43.6% 36.2% 34.8% 51.7% 41.3% 61.3% 78.0% 46.9% 54.5% 63.0% 68.5% 49.6% 83.0% 65.9% 73.7% 74.3% 74.9% 73.3% 66.9% 75.3% 81.1% 73.3% 73.3% 77.3% 94.6% 77.3% 811% 98.5% 86.5% % eligible for free iunch 17.9% 27.0% 27.2% 32.3% 36.0% 33.5% 39.2% 31.7% 30.9% 43.8% 37.6% 54.4% 69.8% 36.7% 46.5% 56.7% 61.8% 43.4% 76.2% 59.2% 68.0% 67.3% 66.4% 64.1% 61.9%  69.6% . 72.2% 68.9% 65.9% 1-68.1% 89.9% 74.1% 74.3% . 95.0% 79.8%e' LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation 810 West Markham Street Little Rock. AR 72201 r* ve\u0026lt;' J MEMORANDUM ' D Date: May 29, 1996 To: Dr. Henry P. Williams, Superintendent Superintendents Cabinet Ms. Ann Brown, Office of Desegregation Monitoring Magnet Review Committee CTA From: Dr. Ed Jackson, Director Subject: 1995-96 Fall Stanford Achievement Test - Eighth Edition Annual Report Analyses '' /t 7) Please find enclosed the 1995-96 Stanford Achievement Test - Eighth Edition Annual Report Analyses. This report represents a summary of the Stanford Eight Achievement Tests that were administered to students in grades 2 through 11 in the fall of 1995. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board MembersJohn w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 OCT 1 b 1996 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. Office of Desegregation Monitoring via Facsimile 324-2308 October 15, 1996 Mr. Rudolph Howard, Principal Central High School 1400 Park Little Rock, AR 72206 Dear Mr. Howard: I am writing to request information regarding the PSAT testing that was done at Central today. This office has received several calls from parents of class members alleging disparate treatment regarding the testing. For example, in one of Ms. Becker's 10th grade English classes, none of the black students were allowed to take the test nor did they receive information regarding the same. With information that I have provided thus far, would you please provide the following to this office: 1) gender and grade level\nthe number of students who took the PSAT by race. 2) the name of the teachers by core subject whose students were given the PSAT\n3) state the date(s) of the next PSAT testing\nprovide all documentation that was published by the administration and/or staff to advise students of the PSAT 4) testing\nprovide all documentation (item #4 above) including criteria used to be considered for testing that was provided to the students and the date(s) this information was provided either through written notice or announcement\n5) 6) provide all correspondence, brochures, literature that the administration, teachers, counselors and other staff members have regarding PSAT testing\nand 7) state the name of the person(s) responsible for the PSAT testing besides yourself.I would like to have this information by 3:00 p.m. on Thursday afternoon, October 17, 1996. immediate attention to this request. Thank you for your incerel I /^oy C. Springer Kloshua Intervenors JCS/ cc: Dr. Victor Anderson Dr. Don Roberts Ms. Ann Brown Joshua class membersLU Q UJ LU m LU Visit our home page on the World Wide Web: hup: 11 WWW. collegeboard. org  iap z cc o U5J z o i 5 S I -J 55 LU oz cci (fi DC UJ Q. V) Vi 0)3 QQ^ LU LU (/) Vi LU CC O Q co Q LU m UJ O H t/i O 0. _ i/\u0026gt; OJ LJ .y X- \u0026gt; (U Ln m G o m m 9^ o O O \u0026lt; O QQ \u0026gt; -5 QJ  2 I'C-Se^' /SI I 5o h\ntj U O 7 m 'I 2  - x: in Q H H Wwe^a n,t .hear from , you: to The College Board Educational Excellence for All Students Tell us whot you think of the PSAT/NMSQT Student Bulletin Tell us about yourself So,, 1. How much do you actually read? _____ all of it _____ most of it _____ some of it _____ none of it 5. 6. 2. Which pages do you read? [Check all that apply.] _____ None _____ Front page _____ Tips and hints about verbal questions _____ Tips and hints about math questions _____ Tips about bubbles for address, scholarships, (2-5) (6-9) 3. 4. majors, etc. _____ Full-length test ____ Scholarship information (11-12) 7. How do you rate the Student Bulletin? [For each characteristic, circle the appropriate number on the scale.] 1____ boring 2 3 4 5 6 interesting 8. 1 2 3 4 5 6 hard to read easy to read 1 2 3 4 unattractive 5 6 attractive 1 2 3 4 5 6 uninteresting lots of helpful info 9. 1 2 3 4 5 6 information hard to find information easy to find 1______ too long 2 3 4 5 6 too brief 10. 1 2 3 4 5 6 disorganized well-organized What is your overall impression of the Student Bulletin? Sex _____Female _____Male Grade Level _____12th grade _____11 th grade _____10th grade _____ 9th grade _____ Sth grade _____Not yet in Sth grade you re thinking about college Grade Average _____A+ or A _____A- or B+ _____ B or B- _____C+ or C _____C- or D+ _____D or below Educational Plans _____specialized training or certificate program _____two-year college degree _____four-year college degree _____master's degree _____doctoral or related degree _____I don't know How did you get your copy of the Student Bulletin? from a counselor from a teacher from a volunteer or secretary Other (Please specify) Did you take the PSAT/NMSQT last year? ______yes ______no Optional Name (please print) School Code Phone ( ) thank you The College Board wants to help you get ready for college. Taking the PSAT/ NMSQT lets you get feedback about academic preparation, get mail from colleges, and get scholarships. The PSAT/NMSQT Student Bulletin has a lot of helpful information about doing well on the test. But it won't help, unless you read it. We want to know what you read (or don't read), and why. Your answers will influence future editions. Thank you. Sincerely, Maureen Welsh Director of School Services P.S. If you tell us who you are, we may contact you.I CENTRAL HIGH SCHOOL 1500 SOUTH PARK STREET LITTLE ROCK, ARKANSAS 72202 2 / /995 October 17, 1996 Office of ^^^^gregation Moniionna Joy Springer Joshua Intervenors 1723 Broadway Little Rock, AR 72206 Ms. Springer: In response to your request for information regarding PSAT testing practices and procedures at Central High School, the following insights are herein provided according to your fax dated 10/15/96. 1. The number of students according to race, level. gender and grade A. Race White 230 Black 94 Other 22 Total 346 B. Gender WM 78 WF 152 BM 35 BF 59 OM 11 OF 11 Total 346 C. Grade Level Grade 10 Grade 11 WM WF Sub Totals 27 68 95 BM BF 2 OM 13 OF 15 4 6 10 WM WF 51 84 135 BM BF 2. Total Grade 10 - 120 Total Tested 33 46 79 OM OF 7 5 12 Total Grade 11 - 346 226 The name of the teachers by core subject whose students were given the PSAT. As I indicated in our phone conversation on 10/16/96, I do not fully understand what you are needing here, however, I hope that the following explanation suffices. A. The PSAT is a test which is strongly recommended to be given to 11th grade students, however, we do encourage 10th grade students to take it. that we promote for 10th graders to take. The PLAN Test is a test I make this point because a greater effort of solicitation is made to 11th graders versus 10th graders. Observe, however. that many 10th graders (120) as well as 11th graders (226) took the test. Page 2 B. C. Since any and all students who take the PSAT are enrolled in core subjects, any and all teachers that teach the core areas will have students represented. Is a roster of all my English, math, science and/or social studies teachers being requested here? The PSAT is not administered via classes, e.g., English, math, etc. Testing sites are set up according to our scheme and students from all classes, English, math. etc., are assigned to the sites. Please see the five page special bulletin attachment for the testing sites and the students assigned there. 3. The next PSAT testing will be in October of 1997. Again, it will be recommended for 11th graders, but 10th graders will be encouraged to take it. 4. Provide all documentation that was published by the administration and/or staff to advise students of the PSAT. A. Announcement of PSAT testing is provided in the LRSD's 1996-97 calendar. The District's calendar is presented by the Superintendent to the Board for approval in the Spring each year. All patrons and schools have access to the calendar prior to the beginning of school each year. See attachment. B. Central High School publishes a monthly calendar. It is distributed to all staff the week prior to the beginning of each month. calendar in their classrooms. Teachers are encouraged to post the C. See attachment. Central High communicates all major and/or important events through its newspaper. The- Tiger. The paper is delivered to our students by the journalism department D. twice to three times per month. See attachment. Central attempts to keep its students informed via a Daily Bulletin. The announcements concerning the PSAT were contained in the bulletins on the following dates: 9/20/96 10/09/96 10/01/96 10/10/96 10/04/96 10/11/96 Teachers read the daily bulletin to students during 1st period. See attachment. E. In addition, announcements regarding the PSAT were made via intercom both mornings and afternoons, October 1-4, 1996. Special bulletins were published and distributed 10/7, F. 10/11 and 10/14, 1996. See attached. Counselors personally visited every 11th grade English class during the period 10/1 - 10/11, 1996, in an effort to discuss the importance of the test and to encourage registration.Page 3 G. All teachers, irrespective of subject area and/or grade level, received two (2) special bulletins regarding the PSAT on the following dates: 1996 . See attachment. October 7, 11, and 14, 5. Provide all documentation (Item #4 above) including criteria used to be considered for testing . . . Item #4 contains all documentation asited for in Item #5. There was no additional criteria provided to students except that they pay for the cost of the test, $9.00, at which time the PSAT Student Bulletin was given to every 10th grade student who signed the stand-by list and to all 11th grade students who paid the $9.00. 6. Provide all correspondence, brochures . . . See Item #6 and PSAT Student Bulletin (attached). 7. State the person(s) responsible for the PSAT testing besides yourself: Sam Blair, Test Coordinator and Head Counselor Ann Graves, Counselor Peggy Hawthorne, Counselor Lynda Johnson, Counselor Linda Porter, Counselor SincefrefLy, Rudodph Howard Principal RH/mj s cc: Dr. Dr. Ms . Victor Anderson Don Roberts Ann Brown Joshua class membersLittle Rock School District First Class Schools For World Class Kids dis n/ Vil'. ^'l jl h  t-' ^f-y.-. ... ^' / \"V . 1\ni- ^'1/ '\u0026gt;J SB V /'r i!' ^2 ii ig\n! w  * * iS\nw A y t ik..^ y\" 1996-97 CALENDAR0^ S M T W T F s 1 School Day Photos 10th. 11th. Kinoer-garten \u0026amp; Faculty PTSA Mtg Library 5:30 p.m. 2 FBLA Meeting 125B 3 Senior Make-up Picture Day (Rm 103) 4 Home-coming Court Nominees Pep Rally(NLR} Order Senior Ring Lunch Times only 5 6 20 ! r. 13 College Admissions Program 2:00 Auditorium I 27 'Daylight Savings Time Ends I'\"'\" 7 Faculty Meeting 14 21 Home-coming Carnations Sale Mu Alpha Theta 28 8 15 PSAT (Periods 10th \u0026amp; 11th Graders End of 9 weeks 22 Early Dismissal 29 Order Senior Announcements Invitations/ Caps Gowns Report Cards Go Home 9 Teachers meeting with Dr. Roberts 4:30 p.m. 16 Students Out Teacher Workday 23 30 Order Sr. Announcements Invitations/ Cap \u0026amp; Gown Plan Test 10 FBLA Mtg 125B 17 24 1st Equity Monitoring 31 11 Pep Rally (Conway) I 12 I I 18 Scoliosis Screening 25 Pep Rally (Home-coming) Park view 1 I 1 I 19 26 i I I ! I i t I II IV [ n II I L-......  w .. CenfRolHighTigeRsJ Enrollment totals 1785 students Sophomores - 760 Juniors - 529 Seniors 464 Kindergartners  32 Tonight's football game is here at Quigley. Kickoff is 7:30 p.m. LITTLE ROCK CENTRAL HIGH SCHOOL Volume 102 Little Rock, Arkansas, October 4,1996 Number 5 THE BELL IS BACK!  i * Winning BELL very special to Class of 97 Ringing the belt Pictured at left are three Central High Tigers who want nothing better than to re-paint the bell from orange and white to black and gold. At left are Ralph Jack-son. Joseph McCraney and Errick Berry. Students had an opportunity to see and hear the Central bell ring Tuesday niorning while It sat in Student Council Sponsor Mr. Mark Mead ows truck on the school's front law. It was a truly glori OUS sight. By Ryan Davis It's back!! And it'saboui linx. After four years al Hall Ihe coveted Bell is honw. all thanks lo the spanking given lo ihe Warriors by Ihe TiguT bxnhalt leani. Rushing for 267 yards, die Tigers delivered a smashing 20-0 defcal to iIk Wjuriors of Hall High. \"It's bevn four years (since we last had Ihe Hell] iuid we didn't gel any respcx'i.\" senior light end Jixscph McCr.iixV staled. \"We got our rcs|X'Ci back. Anyixxly who thinks b.id alxml the leaiii. ...we an- going to prove them wrong.\" The Warriors, whoenlereil the \"Hallie for llie Hell on a ihrcv-gaiiK winning sire.ik, were only able lo allain 7.S yards rushing due lo the lix\u0026gt;l-pn.Hf Tigei defense. \"We tried lo prose sonwlliing lo our fans aixJ coaches. ' senior defensive eixl Fmck Herry s.n,l. Berry liiilliei si.iu-d lli.tl ilu \"defense' kind \u0026lt;f lei dow n dm iiig the ganx.' :il West Memphis,\" which allowed the Blue I X s il- h \u0026gt; rush oser 7\u0026lt;X\u0026gt; yards. Il Was an alt (lefeiise first h.ilf with die Tigers leading 7 0 .i-. h.ilflinx buzzer s^uixled. Tlii' was due lo senior l.iilb.n k Virgil Jones' selling up the louelxlowt. followiijg.i 47 y.trd p.isscmpk lii'n from qii.irlerb.iek Rt'bbie Stilleiiger .iiid dien niiming foiii y.irds for the hHiehdwn. Thl^ iixrcdible pl.iv c.iiiie willi I I' Continued on page 4 Ntws BRiefs\n4 of states 10 scholars are Central High students Krill .lohnsnn, a Cenii'al High innior. will lx* leaiured .is fli.innel Il's \"SliMlenl of Hie Week\" ironi (X t. 1-11. Johnson i\\ .1 .Student Council junior ap. president of Little Rixks chapter ofTop Teens, vice pa*sident of Centr.il's SBCMIi. .ind was nominated for the 1997 N.i-tion. il Youth Le.idership l-orum on Medicine. He w.is the winner 01 the I99.S-9f) Mr. LRCH Photogenic Contest. S* By Christine Whitson Four seniors .ire semilln.il-ists in the National Achievement Scholarship Program (NASP). Tliey are Salonica Gray. Larissa Jennings. T. Michelle Payne, and Ngozi i Scott. This awjird honors - ouisiJinding African-Americiin students. World Test, a celebration of uorld coinmuniiies. people, pl.inis and animals, will lx* held lomorrow Ironi 10-7 ill M.icAnhiir P.irk. Aeimission is free. Semifinalists. These three seniors were among 10 students from around Arkansas who were recently announced as National Achievement Scholar semifinalists. Pictured are Ngozi Scott, Salonica Gray and Larissa Jennings. The fourth semifinalist, not pictured, is T. Michelle Payne. About 1,200 finalists and 750 scholarships will be awarded next spring. To Ik considered, sludeiils iixik the Preliminitry Scholastic Aptitude Test (PSAT) in their junior year. The NASP is conducted by the National Merit Scholarship Coqxxa-tion. An estimated I(X).(XK) Africiin-Aniericiui students entered the competition by taking the PSAT iind 1.5(X) semilinal-ists were chosen natiiutwide. The semifinidisis will com-peic by Inking ihc Scholnsiic Aphiiidc Test (SAIIi .Uhl cdinplcimg .1 SIX) word esvix. Tlie essay is lo lx* .ilxui then ac.idcnuc |Xrloriii.incc. exir.i curricular acliviiics they participate in. iheir contribiiitons lo Ihe community and scIuk)I. iuid their educational plans lor the filllire. There will lx* 1.2\u0026lt;MHinalisis and 750 scholarship.s awarded totalling S.^ million. They will be given next spring. Juniors inieresicil in com|Xiing for next years scholarships shotikl coniact their counselor. Other semifinalisis in Arkansas are fmm Blytheville. Jacksonville. Mount St. Mary's. Pine Bluff. Russellville, and Helena. Ocfolivr will be a busy monih al Central and throughout the LRSD. College night is Thursday. (X t. 10. A pep rally IS planned for next Friday, (kt. 11 for the hxuball gameagainsi Conw.iy. The S Yl' Tesi is (Xt. 12. The ISAI will fx given to HUh and llih graders during period.s l-.l on Tuesday. (Xt. 1.^. Thal IS Ihe final day of ihe firsi 9-weeks. Siudeiiis are out of school on Wevlnesil.iy, (X'l. 16 for a teacher workday. Mu Alpha Theta will hold a carnation sale for lloinccom-ing Week.l XI. 21 -2.\u0026gt;. Tuesday. I \u0026gt;ci. 22 IS .in early dismissal ^Liy. The homecoming game is I'rid.n. Oci. againsi Parkview. Seniors will or^ler oul guuHs tX't. 2v-.P\u0026lt; ni Homecoming nominees told A total of 22 young ladies have been nominuied Homecoming nominees. Pictured above are Kumari Hardy. Jenny Wiedower. Misiv Price. Tiffany Mays, NiLki MclilHMg, Suzanna Monk, Evita Washington. Mary Fleming. Jill Irv.'in. Eiuubuili Faulkner. Moyao Kearney. AlonUra Givons, Molly Darragh, Tiffany Cravens, Tanya Corbin, Monica Simpbuii, thmugh first periixJ ciasse.s to contend for posiiioiw on the 1996 Central High Fixxlxill Homecoming Court. These students met with Mr. Mark Meadows. Siiident Council .sponsor, last Thursday lo Iciini about practice and appropriate attire. They will be* presented before the student btxly at an assembly nxlay. Students will have m opportunity to vote for the court, lloniecoining is Oitober 26 against Ihe Parkview High Schi**\ni i I 1 CENTRAL ilIGM SCHOOL DAILY BULLETIN SEPTEMBER 20, 1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter 1/f Richard Boyd I/f Jabari Cummins Expul Demingo Johnson l/f Patrick I Tilery Expul Jonathan Van Buren I/T Vincent Williams lixpul luirl Westbrook lixpul I b iea Singleton-I I lenry James -xpi /r James llubbiud lixpul Rec. Nicole Breedlove l/f Eabrian Bridgewater Expul Deon Earnest Expul Harold Smith 9/19-9/25 Kissy Russell I/f Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Courtney Smith 9/12-9/25 , Edmar Higgins Expul. Courtney Blackwell 9/13-9/26 Maria Slubbcrfield 1/f Quentin Davis 1/f Danny Brown LT Antimoore Jackson Expul Phillip Hatton L/T John Roberts LT Rec. Wyncse Gantt 9/18-9/25 Korey Williams Rashee Barnett 9/19-9/26 Shawnrita Sain 9/19-9/25 Anton Grant 9/9 to End 1 st Sem Ryan Bell 9/19-9/26 David Hall 9/19-9/25 Elijah Johnson Expul Alan Rowe Expul Andre Harris I/f Adrias Moore 9/12-9/26 Archie Howard 9/11-9/24 Melvin Shepard 9/16-9/27 HI-STEPPERS: Teachers please dismiss all Hi-Steppers at 3:00 pm to leave for the bailgame in West Memphis. TEACHERS: Thank you for your splendid help in administering the Stanford 9. We had almost 100% perfect teacher attendance for the three days. Please add these future test dates to your calendar\nwe know that nobody likes to be surprised. As you can tell, the standardized test mania continues unabated: * October 15 - PSAT (about 400 juniors and sophomores) October 30 - PLAN test for sophomores (pre-ACT\nLRSD mandates it for all sophomores now) November 11 - 14 - State-mandated Exit exam for juniors (4 days) November 15 - Exit exam makeups STAFF MEMBERS: If you are cunenlly certified in First Aid, please notify Mrs. Stone immediately. ALL STAFF: Anyone interested in coaching swimming? Please contact Mr. Howard. WELLNESS CIJNIC: Friday Sept. 20th is the last day to sign up for a group in the Wellness .Clinic. All students who are interested in a group and all teachers or administrators who want to refer a student to a group should do so by that dale. STUDENTS: YOUNG DEMOCRATS: There will be a meeting on Tuesday the 24th during both lunches in Mrs. Cobbs room 337. SOPHOMORES \u0026amp; JUNIORS: The Congress-Bundestag Youth Exchange Program scholarship is now being olTered to students with a 3.0 GPA or higher. The student winners will spend a full year in Germany immersed in the lan| studeiit.s I,PA language and '199^'^' guidance office for an application. Applications must e postmarked by November 12, GERMAN CLUB: Sign up for German Club in room 312. Dues are $3.00. Our first meeting is Friday September 20. GUIDANCE: Any 10th, 11th and 12th graders interested in applying for the Prudential Spirit of community award, see Mrs. Porter. Central Highs top volunteer will be chosen to compete at the state level. Requirements include writing. Two essays about your volunteer work. Deadline for submitting your application. Deadline is Oct. 18,1996. GUIDANCE: Any 10th, 11th and 12th graders interested in applying for The voice of Democracy scholarship, see Mr s Graves. Requirements include a 3-5 minute recording and an essay on the students personal responsibility and understanding of the rights and responsibilities of being an American. Deadline: Nov. 2, 1996. INTERACT CLUB: Do you ever feel the urge to Mamba? Does the sight of Leder-hosen give you goose-bumps' Do siicred pigeons erk your curiosity'. If you answered yes to any of these questions then youd best get on the train and sign up for Interact, a service oriented club with an internal flare. Register today at lunch! JOURNALISM: Attention all seniors - those seniors who need a senior photograph made for the yearbook or to purchase must come by room 103 between Sept 13 and Sept 20 to receive an appomtment. See Mrs. Cherry to make your appointment ASAP. Thursday, Oct 3 is the last day our school photographers will be here taking senior pictures. SPANISH CLUB: Anyone currently enrolled in a Spanish Class that is interested in joining Spanish Club Please sign up in Rm. 335 or pay your Spanish Teacher. Dues are $3. Deadline to sign up is September 20. interested in joining Mu Alpha Theta should obtain and return a form in room 145 by F:3O pm^^ P a:ements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8:30 am -DAILY B U L L E TIN CENTRAL HIGH SCHOOL OCTOBER 1, 1996 TUESDAY DO NOT ADMIT LIST: Robert Danieks Adrin Shorter L/T Richard Boyd L/T Jabari Cummins lixpul Demingo Johnson L/T Patrick Tillery lixpul Jonathan Van Buren L/T Vincent Williams lixpul liarl Westbrook lixpul lirica Singleton-I/f lidmar Higgins Expul. Maria  Iliagins Stubherlielu L/T Quentin Davi.s I./'f Danny Brown LT Chris Beasley 9/23-10/7 Mark Thompson 9/24-9/30 l ory Irby 9/25-10/2 Natasha Samuel 9/25-10/9 Justin Thabit 9/26-10/3 James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Jeffrey Moss 9/26-10/3 Kissy Russell L/T Cedric Jones 9/9 to end of 1 st Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris L/T Antimoore Jackson Expul Phillip Hatton I/f Archie Howard ITT Rashaad Profit I/f Felyxia Williams 9/25-10/2 De Wayne Veasley 9/25-10/2 Lakilia Turner 9/26-10/3 Sem John Roberts LT Rec. Rikita Robinson 9/30-10/11/96 Korey Williams Kinte Perry 9/30-10/4 Anton Grant 9/9 to End 1st Sem Elijah Johnson Expul Gerron Garrett 9/24-10/9 Marina McElrath 9/25-10/2 Teri Walker 9/25-10/2 Billy Robinson 9/26-10/3 WELLNESS: Wellness Clinic groups will start meeting Monday, 9-30-96. liach member will sign a group contract and we have placed a copy of it in your mailboxes. As soon as group membership has stabilized (1-2 weeks) wc^will give vou a calendar and roster. If you have any questions please contact the Wellness clinic. ' .hoMahis Rouse Scholarship for Outstanding Teachers are available in O  t f Stone if you wish to apply . Each school may nominate two teachers. Ilie award consists varies  lSKr?p?ytoffK M  educational activity. The cash award ATTENTION TEACHERS: The following students are helping with school pictures. Please allow them to make-un anv k\"Sept. 30} 9-12 noon: Matt Milhollen, Meghan OMalley, and Tara Hall From 12-3 1 eah lleloUi \u0026lt;? *^7  Wick^d. (Tuesday, Oct. 1 )9-12 noon: Paula Moore, Lucie WetzeL Molly fhmsd J Oct 31 9 ?2 noon-Idlahunty and Kristen Wanek. Matt^lb^R-n indV.m d^n^fer Wagner. 12-3 pm.: Anthony Jacuzzi, Jill Irwin. Matt Milfiolen, and Tara Hail. STUDENTS\nJUN IORS \u0026amp; SENIORS\nIf you would like to be nominated for the National Youth'i.eadership Forum on Defense Intelligence and Diplomacy to be held in Washington D.C. in February, please see Mr.s Graves You must have a B average. I he cost to you is $890 plus transportation to Washington. -a cs. i ou iiiusi nave a i j Troubadour Members there will be a meeting in room 134 on Thursday October 3 1996 We w ill meet in room 134 dunng each lunch penod. Please attend we will nominate officers at this meeting! Th.\\h^th^'^ldmf Giris Basketball Team will be Thursday Oct. 3 at 6:00 in the Gvm. 1 nis IS inc XiriiH irvout. It vou nave anv cpc* f ia*) * Ihis is thcLjnal Tryout. If you have any questions see Coach Fitzpatrick in room 102. K Attaition French Club Members there will be a French Club meeting this Thursdav October 3rd diirino SKnS:.,'\n\" -'I \u0026gt;5.  lunch seniors portraits on matted \"'de^ See M^^. CheiT7befom SMOKING CLASS: Smoking class will be held October 2nd \u0026amp; 3rd at 8:00 in the Library Conference room. -d-?pd lunch in room 325. Elections will be held  t , r Al --------luuivii Hl luviu ixj aiiu secont and plans for the year will be discussed. Drawing for grand prize will be Oct. 2. W^d 2 Teenage Republicans will be having their membership drive from Wed., Sept 25 to cd. Oct. 2. Ihcrc will be a tabic in front of the library during first and second lunch for anyone interested in signing up. f ^der your caps \u0026amp; gowns \u0026amp; 1:30 pm. announcements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8 30 am - tllN JOKS : Unlike the SAT or ACT, which are the PSAT is not a required test. used for college adnii ss ion , SOPIIOMOKI- UTrniiKS JENIOKS JDNIGRS: used to determine However, it is the tesl , next year's National Merit and National Achievement Semifinalists. This year's test is October The cost This year's _____ is $9.00 (correct change) payable in advance You may bring your payment to Mrs. Graves in the Guidance 01 fice B1^ORE_ school or DURING LUNCH by Thursday. October You will be given test 1 \u0026gt;. Graves Thursday, a receipt, whicE~will be your ticket. well as your pass to class. Please come to register early. of admission as Please 111. : The PSAT is a test for juniors, tests than we expect to need. but we have ordered iiioi e Sophomores wishing to trike the PSAT \"for practice\" may sign a stand-by list Gii i dance bn t office beginning today. The test costs in the sophomores will pay on the day of the test since we don't know how many tests will be\"available. stand-by list does be taking the test. Signing the not assure a sophomore that ho/she will Kepreseiitatives from the following colleges will be In the Guidance Conference Room next week applicants. to talk to prospective If you are interested-and meet the college's admission requirements, you may sign the list on the back bulletin board in the Guidance Office before the d.iy of the visit. - ---- Mon., Oct. 7: Wed., Oct. 9\nThur!!. Oct. 10: Erl., Oct. 11: 10:00 a.m. Hendrix College, Conway, AK. 9:55 a.m. Park College, St. Louis, MO 1.45 p.m. Drury College, Springfield, HO. 8:55 a.m. University of Chicago, Chicag.o, 8:55 a.m. Kenyon College, Gambler, Oil. III.. 10:00 a.m. Centenary College,Shreveport, LA. 11:00 a.m. University of Tulsa, Tulsa, OK 1:45 p.m. Columbia U. , New York, New York 2:45 p.m. Davidson College, Davidson, N.C. The applications for the Discover Card_ Youth Program Tribute Award Scholarships are here in Ihe Guidance Of fice. These scholarships can be used for any post high school training you are planning to enter. mus_t have a GPA of 2.75 or higher to compete. You You must demonstrate accomplishments in four out of these five a teas: Special Talents, Leadership, Obstacles Overcome, Community Service, Unique Endeavors. due to be received The application i: See Mrs. Graves for an application. by the committee by January 10, 199/.DAILY B U L L E TIN CENTRAL HIGH SCHOOL OCTOBER 4,1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter L/T Richard Boyd ITT Jabari Cummins Expul Demingo Johnson L/T Patrick I illery lixpul Jonathan Van Buren ITT Vincent Williams Expul liarl Westbrook Expul Erica Singlcton-I/T lidmar\"' Higgins Expul. )ore Jackson Ex Antimoore Expul Quentin Davis IZf James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Jeffrey Moss 9/26-10/3 Kissy Russell ITT Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Hams ITT John Roberts LT Rec. Archie Howard L/T Korey Williams Kinte Perry 9/30-10/4 Deshun Williams 10/2-10/8 Anton Grant 9/9 to End 1st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul IJanny Brown LT Chris Beasley 9/23-10/7 Natasha Samuel 9/25-10/9 Phillip Hatton L/T Sherita Smith 10/2-10/8 Rashaad Profit L/T Gerron Garrett 9/24-10/9 Drh?m ' teachers: Please send your Individual Improvement Plan (IIP) to ^^^^'^^FRS. 1 lease excuse the following students on Tuesday Oct 7 nt in-tsnm trv *1 \u0026lt; wc have placed a copy of it calender and roster, l VJ\" meeting Monday, 9-30-96. liach member will sign a ei 11 you have any questions please contact the Wellness clmic. ' ' I^ch member will sign a groifp contract and we will give you a are available in ATTENTION TEACHERS: The following student.s missed work. . (MoX Sept W 9 12 n^-lJfaSMiZnxf ^hool pictures. Please allow them to make-up any Vi.,:.:.. cV 1 P Matt Milhollen, Meghan O Malley, and Tara Hall From 12-3 1 pah ftplmti .ef.? Wickard. (Tuesday, Oct. 1)9-12 noom Paula Moore Luefe We^el Mollv Santini, and Lydia Mcew. 12-3 p.m : Meghan Rose, Katie Dowell, Ashley Dillahunty and Kri^cm ^anck Tiffany Wyatt. Ellen leay, and Jennifer Wagner. 12-3 pm,: Anthony/aXuill S Kelly Morion, uiumvj, onu v-tum\nWlCKa Darragh. James Mccoy (Ihursdav, Oct. 3) 9-12 noon: Malt Milholen. and Tara Hall. STUDENTS: yu ni^ mo^to a\"sS Ar?\"= stop by the bookstore this Friday if Ibk\\n n 7\" Calendar of activities and Fall Conference Room 325A or from yur business teacher. The next meeting will be Wednesday, October 10. information may get Md? L8?(13^163^* Multi-CuItural Day for Seniors on Monday, October CONGRATULATIONS TO 96-97 LATIN CLUB OFFICERS: Whitney Bailey, I reas. Kara Lipsmeycr, Rep. Brooke Ishmael Pres. Patrick Hicks, V-Pres. Chastity Hicks, Scc.-SPANISH CLUB\nI or anyone who signed up for Spanish Club, ihere will be e meetina Tuesday October 8 Tbi,  very iinportunt. Wc w.lf be elceling officer,. Fir,l IrrrK* will meet to R. 314 and Snd 13'vSl nSl to S 3 ------------------------s meeting will meet in nn. 335. GO'*'  \"k'' 'taulalion. See Mm. AH ENTION SENIOR REPRESENTATIVES: Then! will be a meeltog of the Senior Council on Frid.v  P'* K-ic will be finalized.^' in Ms. Cobbs* I. Ifaltcnduncu is SENIORS: Applications for the National Beta Club chgihic tor mcmbcrsliip, ----- '  - good cilizen.ship grades.' ,, --------''4are available in the Library and Rcxim 219 Tube ' 1-hi^ g.'^e pom! average (including 9th grade) of at least 3 0 and have Jhe application deadline is Fnday, October 11,4:00p.m. El^^iu. joiu. E' SCHOLAR.SHIP INFORMATION HAS ARRIVED IN THE GUIDANCE OmCF Cheek ihe srtholarship box. Your l-.nghsh teacher also has a copy on her bulletin board, rfltl.. Check the YOUNG DEMOCRATSTEENACE HEPUBUCANS\nIf you are 18 before Nov S ckclIOtl Yon \u0026lt;-nn rPDKtnrbv thaa likvoww Uei. 1 u-? vviviv iiv. j, s .SEC'ME\nStudents who are creative and motivated iipplication. are encouraged lo join SECME. Sec Mrs Blcvtoa (room 122) fur an VC a I) LW pm^' *'8' * nnouKanoiU from Josinu to the bookstore On 291h \u0026amp; 30lh 8:30 am - ll KI It (ttt.\nHl. like the SAT or ACT. which . - ---------- are used for college ndmi Ih.\nl.SAl IS not a required test. ii.Hd lo duterrnj! However, It in i|i(\u0026gt; tfst , . , years National Merit ami N.iiion.il Aclilovpment Semi f inali sts . \"*  III.' cost This year's tost is Octnhci V.niA/eAl W..aa*evU1* a*' ' ~  ' iH 59.00 (correct change) payable in aJv,ii\u0026gt;cc* i.Mi may hi mg your payment to Mrs. Craves in the Guulaiic- 'Ml mo BIJOHK SCIKXJL oc pllRING LUNCH by Thursday, Vou wilt ho given a receipt, whTcKwill bo  'I Hiiiiission as well as your pass to class. Ot'tOhlM 'iHirttiiKi:  \u0026gt;l your ticket li tcijister early. Ile.uto come The PSAT is n tost for juniors, but we have ordciwd tji than wc export to need. inoj  Sophomores wishing tf) t.ikt*   It. --.W|..ua WAOIIAIKI I tJ l.ll Hit' ISAf tor practice\" may sign a stand-by list iti ttn- Co idanco otEico beginning tflday. .---------------XAJSI\n*. The tost costs 59.0(1. sopiioinores will pay on the day of tlio test niiitro -I'oil know how mony test.s will be nvail.ible.  I.iiul-liy tint does not assure wo SigniiKj (h.\u0026gt; Ik- lakiiK] the tost. a sophomore that hn/siin wi I I Hi.-iinii\n: ' I n mu:\nUIIHOIh\n: Rcprcuentatlwes fro the following cnllegcn will bo in the Uuld.nicc Coiifereoce Rona oext week to talk to --- pronpertIve If you are Interested vaod acet the ro] irge'ii udaliialuii requlrvacnts, you asy alga the list on the h.irk nppllcantu. biillctla board In the Guidance Office before the day w I u \u0026lt; \u0026gt; ----------- TUES, Oct. 8: Wi-d., Oct. 9: Tlnirn.Oct. 10: Frl., Oct. 11: |\u0026gt;I \u0026lt;h\u0026gt;- 10:00 a.a. Hendrix College, Conway, AH. 9:55 a.a. Park College, St. Louis, MO \" Drury College, Springfield. MO. 1.45 p. 8:55 a. 6:55 a. 10:00 11:00 1:45 P Ualverslty of Chicago, Clilr.np.ti, III.. Kenyon College, Csabler, OH. Centeoary College,Shreveport. 1^. University of Tulaa, Tuhi.i. (JK Goluabla U. , New York, New Yik 2:45 p.a. Davldsoo College, Davldcon, N.C. Tin* applications for the Discover Card Youth Pro.jr.nn 11ibute Award Scholarships are here in the Guidance of H co. These scholarships can be used for any post higli school training you are planning to enter. have a GPA of 2.75 or higher to compete. Yon You must ilt.-inonstratc accomplishments in four out of these five \u0026lt;11 nns s Special Talents, Leadership, Obstacles Overconx!, ('(iimniinity Service, Unique Endeavors. The Application is linn to be received by the committee by January 10, 1'197. .Stjc Mrs. Graves for an application.DA I L Y B UL L E TIN CENTRAL HIGH SCHOOL OCTOBER 9, 1996 WEDNESDAY DO NOT ADMIT LIST: Robert Daniels Adi in Shorter L/f Richard Boyd L/f Jabari Cummins F.xpul Deiningo Johnson L/T Iiilhck Tillery Expul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook Expul Erica Singleton-1/f Edmar Higgins Expul. Anlimoore Jackson Expul Quentin Davis L/T Danny Brow n LT Rashaad Profit ITT Natasha Samuel 9/25-10/9 Jainc.s Hubbard Expul Rec. Nicole Breedlove L/f Fabrian Bridgewater F.xpul Deon Earnest Expul Deshun Williams 10/2-10/8 Kissy Russell I./!' Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris ITT DeWayne Veasley 10/3-10/9 Phillip Hatton L/T Sherita Smith 10/2-10/8 Gerron Garrett 9/24-10/9 Shurrod Smith 10/8-10/15 John Roberts LT Rec. Archie Howard IVr Korey Williams Anton Grant 9/9 to End 1 st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul Timothy Turner 10/4-10/10 Fred Williams 10/3-10/17 TO ALL FACULTY, STAFF AND STUDENTS: The Central High School library is now exhibiting the original art works ot many prominent African American artists including Romare Bearden and Jacob I.awrence. These works on paper arc from the Arkansas Arts Centers permanent collection and will be on display through October 30th Ihis show sponsored by the Central High School P.T.S.A. IS STUDENTS: ,1 a program on the College litorium at 2:00 p in. this Sunday. Panelists will COLLEGE-BOUND JUNIORS AND SENIORS: The Guidance Department has arranged Admission Process for parents and students to be held in Centrals auditorium at 2:00 p in. th... Vur^fi'^^scntatiyes from the University of /Arkansas, Hendrix, several other in-state institutions, and Rice University 1 he Rice representatives will speak about the college admission process as it applies to highly-sclective colleges We hope the attendance will be such that we will be able to make this an annual program ATTENTION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and your parents arc cordiallv nivited to the atmual Little Rock School District College Night at the Convention Center, lower level of the Excelsior Hotel in downtown Little Rock, Thursday evening. Financial aid workshop starts promptly at 6:00 p.m., with browsing at 6'30 Don t forget to come. z . ACCEPT NO BOUNDARIES: Applications are now available for the Accept No Boundaries Prejudice Identification and 5^5?,*?' s a day long seminar designed to promote friendship, learning and harmony. Ihe Retreat VVI he ni'lfl wnHnoccinv CV'trtKoi- 1 A orrl le AXnJ _________ti_________________ \u0026gt; \u0026lt; \u0026gt; \u0026lt; i-v ... II 1_ Lil MJ J J ----1_---------------. o lA IWAlUOllAM) IVUllllXlg OliU iiadUVtiy. 1X1 wi 1 be held Wednesday, October 16, and is free to ANB members. Pick up applications from Mrs. McDennott in room 33X or Ironi an ANB Steering Committee member. THE LADIES CLUB: Ihe Ladies Club will meet during both lunch periods Thursday, Oct. 10th in room 220. Please bring your $3 .00 dues. Do not bring any food ro drinks to the meeting. You will have plenty of time to eat lunch. is the ^LLEGE-BOUND JUNIORS: Have you brought your money and registered for he PSAT? Friday morning dciidline. Bring your moiiey-$9.00 in correct change or a personal check made out to LR Central High. to the Guidance Ollice by 10:00 a.m. Friday. Students who registered after this time will go on the sophomore waiting list FBLA: Any FBLA members not enrolled in a business class and that would like a subscription to the free magazines should come by room 325. e central inon school or mr. central high anyonein TERES IEDMUST BRING A8x 10 black or white or color photograph to room 134. Ihe cost fh,. n,t.,. .etinm -n, photographers will be displayed in the 1997 school yearbook. Troubadours lasts from Monday October 7 to October 25,1996. For more details see Mrs of the competition is $ 10.00 per photo. The arc the sponsors of the contest. The contest Holladay. JUNIORS: Ihe Japen-U.S.Senate Scholarship Program applications are in the Guidance Office. If you are interested in \u0026lt;ni*nziino n ciimmw iti Innon onH kovia nt lanoE n \"i /\"ir* a ___________________i.. a___i _x! . z \u0026lt; ------------------------------------------r *-re-\"-'. vziin.!-. n yuu aic line Japan and have at least a 3.0 GPA, you may apply. Applications must be postmarked by 15. 1996. liach scholarship recipient is required to pay a $500 program contribution. You must also pay some ! domestic travel. See Mrs. Graves. November expenses including program contribution. You must also pay some other EBLA: Attention any member who did not get the 1996-97 calendar of activities and Fall Conference infonnation may eel 1 hlin KllClin / S A rrnm V/Mir hiicinoee foozvl-tav. \"TTnzi 'TT..___J - V  i o this in Room 325A or from your business teacher. The next meeting will be Thursday, October lO. * '?*' Univereity of Arkansas at Fayetteville will have Multi-Cultural Day for Seniors on Monday October 14th. Il you are interested in attending call 1-800-377-8632.DAILY BULLETIN CENTRAL HIGH SCHOOL OCTOBER 10, 1996 THURSDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter IZf Richard Boyd L/T Jabari Cummins Expul Demingo Johnson Lff Iatriek T illery lixpul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook E^ul Erica Singleton-L/T Edmar Higgins Expul. Antimoore Jackson Expul Quentin Davis L/^f Danny Brown LT Rashaad Profit L/T James Hubbard Expul Rec. Nicole Breedlove iVt Fabrian Bridgewater Expul 13eon Earnest Expul Ryan Goins 10/9-10/23 Kissy Russell L/T Cedric Jones 9/9 to end of 1st Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris L/T John Roberts LT Rec. Archie Howard L/T Korey Williams Sem Anton Grant 9/9 to End 1 st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul Timothy Turner 10/4-10/10 Fred Williams 10/3-10/17 Phillip Hatton L/T Shurrod Smith 10/8-10/15 staff and STUDENTS: The Central High School library is now exhibiting the original art works 01 many prominent ?Vncan Amencan artists including Romare Bearden and Jacob Lawrence. These works on paper s^msoTed b^'^TentrlfH^ This show is STUDENTS: ATTN NATIONAL MERIT SEMIFINALIST: Thursday at the beginning of 1st lunch, meet on the front steps to take a picture for the yearbook. It wont take long dont miss out.   ... :,ieps lu laxc a TOURNAMENT: Please excuse the following students on Thursday, October 10 at 10:20 tnt- VOIIl'V HhI 1 Tni im.'imont of Ui-vTnrs* a__________  w, t* \u0026lt; it . .. a.m. to go to lU V X/ 11 k 11 T X X vrtvuov 111%, iMiiMVTiiig oiuuviiid uii iiiui^ay, MClODcr lu at iu:zo a ir tlK Volleyball Tournament at Mountain Home: Samatha Jones, Anne Davis, Holly Edmonds, Judith Batson Jill And^on, Haley Walker, Courtney Hager, Katara Nowden, Blair Wdllace, Cordelia Bohlar, Heather Alverson, Breanna Brakhop, Misty Lewis. bin CULTURAL SOCIETY: There will be a Black Cultural Society meeting in Mrs. Blevins room 122 during both lunches. I his meeting is very important please plan to be therethank you. A SENIORS: Representatives from the following colleges will be in the Guidance Conference Room next week to talk to prospective applicants If you are interested and meet the colleges admission requirements you may sign the list on the back bulletin board m the Guidance Office BEFORE the dav nf the vi.it emeius. you may sign lulletin in day of Ute visit. Mon., Oct. 14: 11:00 a m. Rice University, Houston, Texas fhurs.. Oct. 17: 2:45 p.m. Wellesley College, Wellesley, Mass. I  1: Middlebury College, Middlebury, Vt. 11:00 a.m. Princeton University, Princeton, N.J. Fri.. Oct. 18: 9:55 a m. Middlebur juniors and SENIORS: The Guidance Department has arranged a program on the College parents and students to be held in Centrals auditorium at 2:00 p.m. this Simday. Panelists wall th . from the University of Arkansas, Hendrix, several other in-state institutions, and Rice University Hie ^cc representatives will speak about the college admission process as it applies to highly-selective colleges We hone the attendance will be such that we will be able to make this an aumual program. =\u0026gt;viecuve colleges, we hope state institutions, and Rice University. ATTENfrION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and your parents are cordially in\\ ited to the annual Little Rock School District College Night at the Convention Center, lower levefof the Excelsior I lotel ACCEPT NO BOUNDARIES: Applications are now available for the Accept No Boundaries Prejudice Identification and u m'if-h\"l ts a day long seminar designed to promote friendship, learning anil harmony lire Retreat \"i\" l * a SiSjSmmiS S A' JUNIORSUlavc you brought your money and registered for he PSAT? Friday morning ntrn-. hv 1 \u0026gt;our money-$9.W m correct change or a personal check made out to LR Central High, to tire Guidance Oiliee bv 10:00 a.m. Pridav uho ...:n____xi_____i___ . .  .* '-juiumitv deadline. Bring your money$9.00__________________ _____ i ix vein Oflice by Friday. Students who registered aflerUiis time wilTgo on'thrsophomo^^ is theFBLA: Any FBLA members not enrolled in a business class and that would like a subscription to the free magazines should come by room 325. ATTENTION STUDENTS\nYOU MAY BE THE NEXT MISS CENTRAL HIGH SCHOOL OR MR CFNTRAI HIGH SCIKXJL. ANYONE INTERESTCD WJST BRING A 8 x 10 black or white orcolor photograph^ooni 134^e cost '97 school yearbook. Troubadours of the competition is $10.00 per photo. The photographers will be displayed in the 1997 school yearbook Troubadours are the sponsors ot the contest. Ihe contest lasts from Monday October 7 to October 25, 1996. For more details see Mrs. Holluday. JUNIORS: Ihe Japen-U.S.Senate Scholarship Program applications are in the Guidance Office. If you are interested in spending a summer m Japan and have at least a 3.0 GPA, you may apply. Applications must be postmarked by Novem 15. 1996. I'.ach scholarship recipient is required to pay a expenses including domestic travel. See Mrs. Graves. November $500 program contnbution. You must also pay some other FBLA: Attention any member who did not get the 1996-97 calendar of activities and Fall Conference infonnation this m Room 325A or from your business teacher. The next meeting will be Thursday, October 10. may get GUIDANCE: Ihe University of /Vkansas at Fayetteville will have Multi-Cultural Day for Seniors on Monday October 14th. II you are interested in attending call 1-8(10-377-8632.  ATTENTION SENIOR REPRESENTATIVES: There will be a meeting of the Senior Council on Friday in Ms Cobbs room (room 337) dunng both lunch periods. Please attend as plans for the Senior Picnic will be finalized. If attendance is sparse at these meeting, the Senior Picnic will be canceled. JUNIORS \u0026amp; SENIORS: Applications for the National Beta Club are available in the Library and Room 239 To be eligible lor membership, you must have a cumulative grade point average (including 9th grade) of at least 3 0 and ha\\ e good citizenship grades, the application deadline is Friday, October 11, 4:00p.m Please join YOUNG DEMOCRATS/TEENAGE REPUBLICANS: If you are 18 before Nov. 5, you are eligible to vote in this years election. You can register by the library during both lunches. Its simple, easy \u0026amp; worthwhile. Remember\n Ihe only wrong choice is no choice.  JUNIORS \u0026amp; SENIORS: If you would like to be nominated for the National Youth Leadership Forum on Defense Intelligence and Diplomacy to be held in Washington D.C. in February, please see Mrs. Graves. You must have a B average. Ihe cost to you is $890 plus transportation to Washington. SENIORS: You may order your caps \u0026amp; gowns \u0026amp; announcements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8 30 1:30 pm. am -DAILY BULL ETIN CENTRAL HIGH SCHOOL OCTOBER 11,1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter ITT Richard Boyd ITT Jabari Cummins Expul Demingo Johnson l/f Patrick Tillery Expul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook Expul Erica Singlclon-I/f Edmar Higgins Expul. Antimoore Jackson Expul Quentin Davis I/f Danny Brown LT Rashaad Profit L/T James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Ryan Goins 10/9-10/23 Kissy Russell L/T Cedric Jones 9/9 to end of 1 st Acie Cummins jAntonio Maxwell Expul Alan Rowe Expul Andre Harris IZT Sem John Roberts LT Rec. Archie Howard L/T Korey Williams Nakita Smith 10/10-10/17 Carl Ragland 10/9-10/23 Anton (jrant 9/9 lo End 1 st Sem Rashee Barnett Expul Rec. Elisa Brown 10/2-10/17 Elijah Johnson Expul Fred Williams 10/3-10/17 Phillip Hatton L7T Shurrod Smith 10/8-10/15 lechers meeting (district dialogue) with Dr. Don Roberts set for October 9 has been rescheduled for Ihursday, October 17, at 4:30 p.m. The meeting will be held m the Central High Schooi Auditorium. FACULTY \u0026amp; STAFF: The University of Arkansas has a limited number of South End zone tickets for Saturdays came ayatnst LoilHiianfl I t^rn in war Mptnnrial StnHinm Ifintomriorl i\n lU., __________r*!______ .2-1- -P against Louisiana I ech in War Memorial Stadium. If interest^ , sign the list on the counter of the main officeprint IcPlhlv nv nn Infpr than 1 1 00A Vn fzYrl A vvM .r**... * 1 UI II u I \u0026lt; Al \u0026lt; i ^7 .. ** ***''**'*^ '*****-vli iiiv wjuiiivi UI uic indin oHicepnni legibly! !-by no later 11:00 a.m. today(Fnday). You must sign in ink so it will be legible on a Fax machine Tickets may be picked up before the 6:00 p.m. kickoff Saturday at Gate 4, War Memorial Stadium. AND^STTJDENTS: Ihe Central High School library is now exhibiting the original art . A A .  .   . Lawrence. i works of many prominent African American artists including Romare Bearden and Jacob Lawrence These works on paper arc from the Arkansas Arts Centers permanent collection and will be on display through October 30th This show is .sponsored by the Central High School P.T.S.A. STUDENTS: THE PIX: Students, we need a Central logo for the 1997 Pix. Please turn in your entries to room 103 bv (kt 21 If we use your entry, you will receive a free yearbook! SPANISH CLASSES: All Spanish Classes will meet in the auditorium Monday, Cktobcr 14 to hear a guest speaker Please be prompt. FUTURE 51)0\nIhe first future 500's meeting will be this Saturday (kt. 12 at the Carver YMCA on 1116 West 14th Street Ihe meeting will be from 10 am. to 12 a.m. and ID. cards will be made for $3.00. If you have not yet turned in vour information sheets, please do so to the guidance office by Friday. THE PIX\nSeniors: Reserve space for your senior before Oct. 15! Bring a down payment, pictures \u0026amp; words to room 103. ATTENTION SENIOR: Senior Picnic tickets will be on sale Thursday, Friday and Monday during both lunch periods in f ill* hcUTK ^t(YrP Tn A pzret IC tA nnzl it inAlnr^oe all tlin Pnbi\u0026lt;i\u0026gt; \u0026gt;\u0026lt;\u0026gt; a.\u0026gt;..\u0026gt;. A -at..Jal__Jll LLI i  .\u0026lt; . - I Tl_  d* A--.-.---.---A .,Fxaaa^ 9 * * J MISU 1 U UI u 9^ Will lUilCll Lz^l iklClo j the bookstore. Jhe cost is $6.00 and it includes all the Corkys Barbeque you can cat. Activities will be held durina the Senior Picnic which is on October 22nd from 2:35pm to 5:00 pm. BLACK CULTURAL SOCIETY: There will be a meeting for the Black Cultural Society, Friday (kt 11 1996 during both lunches in Mrs. Blevins room (122). ORCHESTRA: Please excuse these Orchestra students 5th \u0026amp; 6th period Fri. (kt. 11 th. Ibey will be attending Southern Region Orchestra Clinic in Conway: Jeremy Antipolo, David Beuerman, Maributh Mock. BO(}KSTORE\nStudents please be remind^ that the parking lot across from the library is reserved for those who have Please do not park in that lot if you did not purchase a space. And if you did purchase a space. purchased those spaces. 1_________................... please make sure you park in your assigned space. ATTN.. NATIONAL MERIT SEMIFINALIST\nThursday at the beginning of 1st lunch, meet on the front steps to take a picture for Ihe yearbook. It wont take long dont miss out. VOLLEYBALL TOURNAMENT: Please excuse the following students on Thursday, October 10 al 10:20 a m. to go to the Volleyball Tournament at Mountain Home: Samatha Jones, Anne Davis, Holly Edmonds, Judith Batson. Jill ..... . i.a,vui.,uui I.'III... a,u,i,auia rUUlC l..avtS, iUJliy r.UULOllUS. juuiui naison. J III Watson, Anita Bunch, Hillary Anderson, Haley Walker, Courtney Hager, Katara Nowden. Blair Wallace, Cordelia Bohlar, Heather Alverson, Breanna Brakhop, Misty Lewis.JUNIORS \u0026amp; SENIORS: Representatives from the following colleges will be in the Guidance Conference Room next wee.. lo la... to prospectiyc applirants II/pu arc interested and meet the colleges admission requirements, you may sign the list on the back bulletin board m Ihe Guidance Office BEFORE the day of Sie visit.  * week Io lalk lo Mon.. (X't. 14:11:00 a m. Rice University, Houston, Texas I hurs.. Oct. 17: 2:45 p m. Wellesley College, Wellesley, Mass. i. IV,. 1 u. Q.ss Middlebury College, Middlebury, Vt. Princeton University, Princeton, N.J. I ri.. Oct. 18: 9:55 a.m. Middlcbi 11:00 a.m. COLLEGE-BOUND JUNIORS AND SENIORS: fhe Guidance Department has arranged a program on the College Admission I roccss lor parents and students to be held in Centrals auditorium al 2:00 p.m. this* Sunday. Panelists wall '^'^^representatiyes Irom the University of Arkansas, Hendrix, several other in-state institutions, and Rice University I he Riee representatives will speak alrout the college admission process as it applies to highly-selective colleges We hope the attendance will be such that we will be able to make this an annual program. wueges. we nope ATTENTION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and vour narents are cordiallv in\\ ited to the 1 -itlle Rock School District College Night at the Convention Center, lower Icve/of the ! xcelsior 1 liilel Xm l'evening. Financial aid workshop starts promptly at 6:00 p.m., with browsing at 6:30. l/vJll I IvHgvl lU CXIlTiV, ACCEPT NO BOUNDARIES: Applications Reduction Retreat. Hie Retreat is a day long seminar are now available for the Accept No Boundaries Prejudice Identification and xiiiik k liXv YzA W resigned to promote friendship, learning ana harmony llie Retreat 33g members. Pick up applications from Mrs. MclXinJlott in 3.^8 or Irom an ANB Steering Committee member. room THE LADI^ES CLUB: Hie I\u0026gt;adics Club will meet during both lunch periods Thursday, Oct. 10th in room 220 Please bnng your $3.00 dues. Do not bnng any food ro drinks lo the meeting. You will have plenty of time to eat lunch. is the COLLEGE-BOUND JUNIORS: Have you brought your money and registered for he PSAT? Friday morning is the onite'hv !\" pCTSonal check made out to LR Central High. to the (Juidanee OllKL h) lO.OO am. 1 nday. Students who registered after this time will goon the sophomore waiting list. S 1\"ANYOW^lJw SM high SCHOOL OR MR. CEWfRAL HIGH o fh,.* i. A or while or color photograph to room 134. The cost photographCTs will be displayed in the 1997 school yearbook. Troubadours lasts from Monday October 7 to October 25, 1996. For more details see Mrs of the competition is $ 10.00 per photo. Ibe are the sponsors of the contest. Ilie contest Holladay. a|V..7iIh f Applications for the National Beta Club are available in Ihe Library and Room 239 To be , must have a cumulative grade point average (including 9lh grade) of al least 3 0 and have good citizenship grades. Ilic application deadline is Friday, (Xitober 11, 4:00p.m. Please join. ?'30 pm*^' gowns \u0026amp; announcements from Jostens in the bookstore Oct 29th \u0026amp; 30lh 8:30 am -P E C I A L To: \"Th Molt B*utiful High School m Central High School 1500 Park Straat Little Rock, Arkansas 72202 Phone (501) 324-2300 October 7, 1996 P.S.A.T. BULLETIN READ NOW, THEN KEEP UMTlZ. Staff directly affected by PSAT testing on Tuesday, October 15: otr. I Alve son, Becker, Brandon, Caldwell, Caruth, N. Callaway, Cobb, Colburn, Col Cox, Daniel, Deitz, Dixon, Dumas, Futrell, Gadberry, J. Gray, Hammons, Hardin, Hargis, Holladay, Jernigan, Ligon, McDermott, McDonald, McLendo Hammons, Moore, A.Nash, Pedigo, Pierce, Pittman, Rosenberger, Rutledge, L.Thomps Watson, Williamson From: Rudolph Howard, Principal Copies: Counselors and Assistant Principals\nMr. Givens\nC. Williams The PSAT will be administered to about 375 juniors and sophomores Oct. 15, periods 1-3 and possibly into 1st lunch.  ' on Tuesd This undertaking can be managed only with the cooperation and flexibility of EVERYBODY involved, logistics are complex due to our limited space, inconveniences. P\"l ease read t'h i s master plan carefully. There will be unavoidable Note how it will affect you and your students. Let Mr. Blair or me know IMMEDIATELY if you see something that won't workDON'T WAIT UNTIL THE DAY OF THE TEST. I. 100 desks to be moved to Library to supplement the 90 stations available there now. Total capacity: 190. (All Library testers^jrs. NEEDS: 190. II . III. 2 classrooms to test junior overflow: 4 classrooms to test sophomores: Rooms 214 and 216 58 maximum Rooms 333, 336, 338, and 339--120 max IMPLEMENTATION, SOPHOMORE TESTING: ROOM 333 - will test 30. Ms. Thompson and her students will meet in Ms. D. McDonald's Room 236 on Tuesday, pds. 2 \u0026amp; 3. advance and post a reminder on the door. ROOM 336 - will test 30. rooms. Tell students in Ms. Becker and her students will meet in the Tell students and post a reminder on the door: Pd. 1 - to Room 248 (Hammons) Pd. 2 - to Room 342 (Cole) Pd. 3 - to Room 335 (Caldwell) ROOM 338 rooms. will test 30. Ms. McDermott's classes will meet in these Tell students and post a reminder on the door: Pd. 1 - to Room 251 (Dixon) Pd. 2 - to Room 246 (Deitz) Pd. 3 - to Room 250 (A. Nash) ROOM 339 will test 30. Ms. Hargis's students should all be testing. If any are not, send them to Ms. McDermott in the roomS listed above IMPLEMENTATION, JUNIOR TESTING: A. CUSTODIANS will move 40 desks with smooth. large-surface tops from Room 125 to the Library at the beginning of 5th period on MONDAY AFTERNOON, OCT. 14. (Mr. Givens, please have custodians at Room 12! junior testing (continued) 96/page 2 ready to begin as soon as halls clear at 1:40 p.m.) crew will move the desks back to the study hall (125) 1:40 p.m.--on Wednesday. The same custodian at the same time- B. C. D. E. During the last 10 minutes of 5th period on Tuesday, period students will move desks to the Library, period on Monday, Ms. Caruth's students will move her desks to the Lib- , then meet the remainder of 6th period in Ms. rary Note: Ms . Pedigo's 5th At the BEGINNING of 6t Jernigan's room 237 If it is important to you to get your ov/n desks back instead of someone else's, you may want to supervise ycur students' moving of the desks back to your classroom right after the test (4th pd.) on Tuesday. ROOM 143 day. Pd. 1 Pd. 2 Pd. 3 Pd . 4 Ms . Pedigo and her students will meet in these rooms Please tell them and post a reminder on the door: on Tues - to Room 147 (Mr. Moore) - to Room 134 (Ms. Holladay) - to Room 148 (Mr. Watson) - Students report to Library to move desks back to room ROOM 145 - Ms. Caruth's students will move 30 desks to the Library duri\nthe first 5 minutes of 6th period on Monday, theJt meet in Room 237. Caruth and her students will meet in these rooms Pd. Pd. Pd. Pd. 1 to Room. 235 (Ms. Williamson) 2 - to Room 239 (Ms. Hardin) 3 - to Room 151 (Ms. Rutl6:dge) 4 Students Ms on Tuesday: report, to Library to move desks b^l( k to ROOM 214 - Ms. Pittman and her students will meet in these rooms on Tuesday. Please announce and post a reminder: Pd. 1 - to Room 113 (Ms. Colburn) Pd. 3 - to Room 104a (Mr. Gray) ROOM 216 - Ms. Gadberry's students should all be taking it. them to Coach Cox in 218. If any are not, send Final notes: The PSAT last year ran right up to 12:00. We did not run over into first lunch, but if it should happen this year, students whose 4th period classrooms are in xise will need to eat 1st lunch on Tuesday. STUDY HALL TEACHERS: Study halls will meet in the study hall teacher's own classon Monday afternoon and Tuesday morning. Please tell students and post a reminder on the door of 125. Also, detention halls will have to meet elsewhere Monday afternoon and Tuesday morning (Auditorium?) room Period 4 study hall students should be instructed to eat 1st lunch Tuesday , then assist custodians in moving chairs back to Room 125 soon as the halls clear at 12:35 p.m. on as THANKS FOR YOUR COOPERATIONSpage 1 of 5 Monday, Oct. lA, 1996 TEACHERS: SPECIAL BULLETIN The following students (juniors) are to report directly to the rooms indicated on Tuesday, October 15, 1996, at 8:40 a.m. to take the PSAT/NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST. three hours. The testing session will last a little over Students are to report promptly at 8:40 with two (2) sharpened pencils with erasers, f '  . . ... of the test. Please remind your students of the date, time, and place REPORT TO LIBRARY pCiAci Is. skccr loe-Torg- Abson , Adams, Alverson, Alverson, Anderson, Anderson, Anderson, Anderson Antipolo, (A - P) Brian Chris Heather Ryan Hillary Julie Quincy Tamara Jeremy Armstrong, Clifton Bailey , Sherrhonda Ball, John Bailey, Whitney Baldwin, Cassie Batson, Judith Bauman, Katie Beasley, Demeatrice Binz, Kristen Blackmon, Ro mar Blann, Barbara Carpenter, Olivia Blanchard, Nick Block, Michael Chester, Daniel Bohanan, Donald Cleveland, Lawrence Bonner, Marlon Cole, Tekima Boyette, Chris Bradley, Lacey Brainard, Branch, Brewer, Brown, Brown, Brown, Anne Eunice Anthony Carrie LaTonya Tony Buchanan, April Buck, Buen, Call, David Kristina Seth Collins, Cook, Corbin, Cowart, Dang, Darnell, Davidson, Davis, Davis, Tina Timothy Tanya Lauren Minh Scott Darren Anne Arica Dayananda, Dedner, Denman, Dowell, Nilu Cynthia Monica KatiePSAT - JUNIORS (continued I page 2 of 5 Library: Mon.. Oct. (4-, 1996 Downing, Whitney Guy, Clarence Houston, Randall Earlywlne, Ashley Hall, Jesse Irving, Stewart Edmonds, Holly Hall, Kathryn Ismael, Brooke Elmore, Leah Hampton, Herlanda Jackson, Ralph Hardy, Kumari Ely, Jessica Hayes, Christie Jarsma, Kim Enoch, Kim Hayes, Nicole Jenkins, Elizabeth Farrell, Tim Hearon, Tom Jennings, Laura Faulkner, Adam Fergurson, Kelly Heister, David Johnson, Britt Finn, Flick, Katrina Michael Hester , John Johnson, Camela Flowers, Kristi Hicks, Chastity Johnson, Ceaser Flullen, Larry Flye, Henson Hicks, Lindsey Hildebrande, Natalie Johnson, Christopher C. Fox, Allen Hines, Megan Johnson, Josh Franke, Christen Hintergardt, Jared Johnson, Katie Freeland, Michael Hoffman, Patrick Jones, Jones, Carletta Christina Gardner, Freeman Holden, Laura Beth Jones, Crystal Ghori, Safiya Holland, Emily Jones, Harold Glasier, Evan Holloway, Tywana Jones, John P. Gray, Amanda Holmes, Margaret Keen, April Grimmett, Jeff House, Erin Kilgore, CollinsPSAT JUNIORS (continued) page 3 of LIBRARY: Korte, Leslie Miller, Emmett Oct. , 1996 Passini, Rusty Krupitsky, Eugene Mitchell, Jay Perry, SuLauren Langford, Laura Mitchell, Maury Peters, Jessica Latch, Ashley Moore, Angela Pettus, Todd Lilly, Keith Morrison, Alicia Powell, Jennifer Lipsmeyer, Kara Morton, Kelly Prewitt, Jennifer Ludwig, Stefan Mosley, Nikki Purvis, Benjamin Malvin, Katrina Neal, Josh Putterman, J Ames Mapili, Gazele Nguyen, Freddy REPORT TO ROOM\n216 (Jt - S) M]^', GADBERRY Martinez, Andrea Nicks, Lyncola Ray, Rimmer, Cora Virginia Massie, James Nugent, Courtney Norman, Varnell Robinson, Marie Mezza, McCoy, Leslie Norris, Tiffany '' Lydia Obiaga, Genese Rose, Meghan McCullum, Prentice McElderry, Jacob Oden, Cassie Sampson, Aaron McCulen, McJunkin, Crystal Jeremy Owens, Erin Saviers, Marshall McGrew, Justin McMullen, Ahmad Packard, Clay Schiller, Lauren McKindra, Fatima Padgett, Sara Schmalz, Lea Mehlin, Wayne Pan, Dan Schmidt. Geoffrey Miller, Ashley Pasha, Khaleelah Sevier, SharondaPSAT - JUNIORS (continued) page A of 5 Scott, Mark REPORT TO ROOM: 214 Washington, LaTasha (T - Z ) Sclvally, Robyn Tappin, Jacqueline Webb, Josh Shaw , Tashia Taylor, Elliott Wilson, Jamie Sheth , Seema Thomas, Brian Wirth-Jones, Sasha Shaffer, Zarinah Thomas, Jenny Anne Wittenberg, Justin Simmons, Kerri Thomas, Katrina Wright, Sarah Sims, Corakeita Thompson, Jeffrey Yarbrough, Elizabeth Slaughter, Maribeth Thompson, Jill Smith, Jake Thrist, Andrea Smith, Sam Tiner, Natalie Spann, Jeremy Toombs, Michael Torrence, Vincent Sparks, Tava Trice, Trent Stacey, LaTlsha Tucker, Courtney Stanley, Rebecca Tucker, Justin Steadman, Zach Turner, Levy Steelman, Amanda Vickers, Leigh Stefanova, Boriana Wage, Aaron Steward, Doug Walters, Ben Sullivan, Jessica Warriner, Prenticepage of 5 5 Monday, Oct. 14, 1996 SPECIAL BULLETIN TEACHERS: The following students (sophomores) are to report directly to the rooms indicated below on TUESDAY, October 15, 1996, at 8:40 a.m. to take the PSAT/NATIONAI MERIT SCHOLARSHIP QUALIFYING TEST. three (3) hours. The testing session will last a little over Students report promptly at 8:40 with two (2) sharpened pe\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aarl_andrewyoung-oh_aarl-young-710","title":"Video Recording of a meeting for the Alexander Proudfoot Foundation with Paula Hawkins,1991","collection_id":"aarl_andrewyoung-oh","collection_title":"Andrew J. 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Young Oral Histories","dcterms_contributor":["Young, Andrew, 1932-"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Young, Andrew, 1932-"],"dc_date":["1991"],"dcterms_description":null,"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Andrew J. Young papers"],"dcterms_subject":["Legislators--United States","Atlanta (Ga.)","African American civil rights workers","Civil rights","African American","United Nations","Mayors"],"dcterms_title":["Video Recording of Andrew J. Young in Jacksonville, Florida, 1991"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Auburn Avenue Research Library on African-American Culture and History"],"edm_is_shown_by":["https://youtu.be/-YR-k3zMsvA"],"edm_is_shown_at":["https://dlg.usg.edu/record/aarl_andrewyoung-oh_aarl-young-728"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["video recordings (physical artifacts)"],"dcterms_extent":["24 min, 54 sec."],"dlg_subject_personal":["Young, Andrew, 1932-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"aarl_andrewyoung-oh_aarl-young-499","title":"Video Recording of the Martin Luther King, Jr. Annual Commemorative Service, January, 1991","collection_id":"aarl_andrewyoung-oh","collection_title":"Andrew J. Young Oral Histories","dcterms_contributor":["Young, Andrew, 1932-"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":null,"dc_date":["1991"],"dcterms_description":null,"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Andrew J. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Parents","Volunteer workers in public schools"],"dcterms_title":["Volunteers"],"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/749"],"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\nIncludes scattered issues of ''Volunteer News,'' Volunteers in Public Schools, Little Rock, Arkansas\nand news clippings.\nIt. Little Rock School District April 19, 1991 1 i ' hw '\u0026gt; ' ...er, OUice To: Ms. Ann Brown, Desegregation Monitor From: ''^^ngela M. Sewall, Assistant Superintendent \\ Through: stelle Matthis, Associate Superintendent - Educational Programs and Staff Development Subject: A+ Arkansas and ACTION Proposal Attached you will find a copy of the Parent Involvement Project which three of our schools are undertaking in partnership with the Chamber of Commerce, A+ Arkansas and ACTION. These are for your information. 810 West Markham Street Little RocK, Arkansas 72201  (501)374-3361OMB Approval No. 3001-0098 Expire! 07/31793 The average burden per response is eslimaled at 9 hours. Please direct any comments concerning the accuracy of this estimate or any suggestions for reducing it to (1) ACTION Clearance Officer, 1100 Vermont Ave., NW, Washington, DC 20525, and (2) Paperwork Reduction Project, OMB, New ExccutivcOfficeBldg., Washington, DC 20503. VOLUNTEERS IN SERVICE TO AMERICA (VISTA) Project Application The VISTA Project Application is to be filled in by all applicants requesting VISTA Volunteers. All pages are identified as \"Instructions for Page II or Page When assembling the final document, it is not necessary to reproduce or return any \"instructions\" pages. Submit one original, signed application and two copies of your submission to the ACTION State Office unless otherwise instructed. Completion of this VISTA Project Application does not guarantee that ACTION will assign VISTA Volunteers to your organization. Note requirements for signatures on pages 1, 10,11, and 12 (optional). ACTION Form A-1421 (10/90)CRITERIA FOR SELECTING VISTA SPONSORS The following criteria will be employed by ACTION staff in the selection of VISTA sponsors and in the approval of new and renewal VISTA projects. Your proposal must include all of the elements listed below. The project must\n1. 2. 3. 4. Be sponsored by a public or private nonprofit organization. Be poverty-related in scope and otherwise comply with the provisions of the Domestic Volunteer Serv- iceAct of 1973, as amended (42 U.S.C. 4951 eiseq.'), published regulations, guidelines, and ACTION policies which are applicable to VISTA. Comply with applicable financial and fiscal requirements established by ACTION or other elements of the Federal Government. Show that the goals, objectives, and volunteer tasks are attainable within the time frame during which the volunteers will be working on the project and will produce a measurable, verifiable result. 5. 6. 7. 8. 9. Provide for reasonable effons to recruit and invoh e low-income community residents in the planning, development, and implementation of the VISTA project. Offer evidence of local public and private sector support. Be designed to generate private sector resources and encourage local, part-time volunteer service. Provide for frequent and effective supervision of the volunteers. Identify resources needed and make them available for volunteers to perform their tasks. 10. Have the management and technical capability to implement the project successfully. Section 110 of theDomestic Volunteer Service Act, entitled Applications for Assistance by Previous Recipients, requires that the following language be included verbatim in each application for VISTA assistance: (a) DURATION.The Director shall not deny assistance under this part to any project or program, or any public or private nonprofit organization, solely on the basis of the duration of the assistance such project, program, or organization has previously received under this part. (b) CONSIDERATION OF APPLICATION.The Director shall consider each application for the renewal of assistance under this part to any project or program on an individualized, case-by-case basis, taking into account (1) the extent to which the sponsoring organization has made good faith efforts to achieve the goals agreed on in die application of such project or program\nand (2) any extenuating circumstance beyond the control of the sponsoring organization that may have prevented, delayed, or otherwise impaired the achievement of such goals, (c) NEW PROJECT OR PROGRAM.The Director shall consider each application for assistance under this pan for a new project or program, that is submitted by a public or private nonprofit organization that has previously received such assistance (so long as such new project or program is clearly distinct from activities for which the organization has previously received such assistance), on an equal basis with all other applications for such assistance and without regard for the fact that the organizauon has previously received such assistance. (d) RENEWAL OF ASSISTANCE.With respect to any consideration that relates to the duration of assistance under this pan and that is applied by the Director in the case of a request for a renewal of assistance under this part, the Director may not apply any such considcrauon against any entity that is: (1) functioning as an intermediary between the Director and organizations requesung such renewal and ultimately receiving such assistance\nand (2) utilized by such organizations (A) to prepare and submit applications for such assistance to the Director\nand (B) to perform other administrative functions and service associated with applying for and receiving such assistance. (c) ELIGIBILITY.All eligible public and private nonprofit organizations shall be able to apply for assistance under this part. I I 1 1 CriteriaO.MB ApprovaJ No. 3001-0098 ______ E\\rlrt?: 07.ri 1/93 For ACTION use only: VISTA PROJECT APPLICATION DATE RECEIVED:____________ PROJECT NO________________ PROGRAM EMPHASIS AREA(S) 1. APPLICANT ORGANIZATION 5. Congressional District Number(s): Name Greater Little Rock Chamber of Commerce Address 1 Spring Street a. b. c. of Sponsor_________ of VISTA Project Sites Name each county in which Volunteers will City Little Rock State AR Zip Code 77201 serve: Pulaski County Area CodeZTelephone No. 501 374-4871 AGENCY DIRECTOR NAME Title 6. Was your organization previously a VISTA Sponsor? 2. PROJECT DIRECTOR Name Tine _____Marvin Schwartz Director - A+ Arkansas Yes Q No D No. of volunteers: Year(s): If yes, specify: PO Box 2060 Address (If different from above) City Little Rock State AR Zip Code 72203 Area Code/Telephone No. 1-800-535-4414 7. Was your organization previously assigned VISTA Volunteer(s)? Yes D No O No. of volunteers: Year(s): If yes, specify: 2 2 3. TYPE OF APPLICANT A. State B. Interstate C. Substale District D. County E. City F. School District G. Special Purpose District H. Community Action Agency 1. Higher Educational Institution J. Indian Tribe K. Other (Specify) Enter appropriate letter In box 8. Is application subject to review by State Executive Order 12372 process? I I Yes, this application was made available to the Slate Executive Order 12372 Process for review on:_____________________ State Application Identifier No. (assigned by State): _____________________________ n No, Program is not covered by E.O. 12372, or I I No, Program has not been selected by Slate tor review. 9. Is the applicant delinquent on any Federal debt? 4. Total number of VISTA Volunteers requested: 3 Yes   No If 'yes,' attach an explanation. Certification: The undersigned certify (1) that the filing of this application has been duly authorized by the governing body of the applicant organization\n(2) that if approved as a VISTA Sponsor, the organization agrees to assume responsibility in the community(ies)servedforfh6 development, implementation, and management of the VISTA Volunteer activities and the projects at which they serve\nand (3) that the organization accepts the obligation to comply with the statutes and regulations, policies, and the terms and conditions pertinent to this program. Note that falsification or concealment of a material fact, or submission of false, fictitious or fraudulent statements or representations to any department or agency of the United Slates Government may result in a fine of not more than $10,000 or imprisonment for not more than five (5) years, or both. (18 U. S. Code section 1001.) SIGNATURE OF ORGANIZATION/AGENCY DIRECTOR SIGNATURES: (Original sionatures in blue ink required) SIGNATURE OF GOVERNING BODY CHAIRPERSON (if applicable) DATE DATE AL 1 lUN Form A-i42i (10/90) Page 1SECTION 1. BACKGROUND INFORMATION (Answer all questions only in the space provided.) 1. Briefly describe the sponsoring organization's purpose and major program accomplishments\nexperience with the problems to be addressed by the VISTA Volunteers\nand experience in the use of local volunteers. In the past two years, the Education Committee of the Greater Little Rock Chamber of Commerce has recruited new business partners for schools, created media public service announcements, awarred teacher/student achievements, and supported district millage campaigns. Several members of the Education Committee are also members of the ADAD Task force, a coalition of central Arkansas organizations focusing on reducing youth-related problems of alcohol and drug abuse and school dropout by increasing parent involvement in schools. The ADAD Task Force has been meeting with the Little Rock School District, with local and national education experts, and with low-income community leaders to develop a comprehensive plan for improving parent involvement. The three public schools selected for the project have had extensive experience in use of local volunteers .parents) to support school activities. 2. Total Financial Resources of Sponsoring Organization CURRENT FUNDING L-EVEL SOURCE OF FUNDS: Federal Stale Local Government Other {Specify} Total Total Dollar Amount Amount Allocated to VISTA Project 2a. Are any of your resources presently provided by ACTION? If so, please specify name of program and funding level. 2b. Will there be a major change in your funding level over the next 12 months? If so, please explain. 3. Required sponsor documentation to be attached to Project Application. REQUIRED 3a. New Applications Copy of Articles of Incorporation Tax exempt status: either IRS determination or copy of application to IRS for exemption Organizational chart showing relationship of the VISTA project in the organization Specific Letters of Support lor the VISTA project List of current Board of Directors, showing their names, addresses, and organizational or community affiliations, indicating how many members represent the low-income population Nonprofit YES Public Agencies NO (If less than 51% of the Board of Directors represents the lov\n-income community, me sponsor must form a separate VISTA Advisory Council with at least 51% of the membership representing the low-income community.) Hesume oi the Director oi tne sponsoring agency or the polenliai project supervisor il nominated and jnh riescrintinn_____________________________________________________ 3b. Renewal Applications__________________________________________________ Resubmit any documents in item 3a if there is a change, including Articles of Incorporation____________________________________________________________ Updated letters of support (include letter from Board of Directors or VISTA Advisory Council on commitment ol future resources to VISTA project to aid in achieving self-sufficiency) Page 2 YES YES YES NO yes' yeIT YES YES YES YES YES NO YES yES, YES YESSECTION II. PROBLEM IDENTIFICATION AND ANALYSIS Problem No._____ (Answer all questions only in the space provided.) INSTRUCTIONS A problem is an unsatisfactor}'situation thatyour organizationplans tochange. For example: Sixtv- fivepercent of employable low-income youth ages 16-21 in Michael County have difficultyfinding jobs. For each problem you identify, complete a separate Problem Identification and Analysis (Section R), Project W'ork Plan (Section III), and VISTA Volunteer Assignment Description (Section IV). Make as many copies of these sections as you need. 1. Provide sn overview of the purpose of the VISTA project which includes\nOverall population statistics of the service area\npercentage of low-income people\nwhat VISTA Volunteers are requested to do\nhow the low-income community will benefit from the VISTA project. Volunteers will work with at-risk students and parents from Cloverdale Elementary, Henderson Junior High, and Fair High School, where at-risk students comprise between 33\nand 70, of total enrollment, (See ATTACHMENT A for'schocl cemocraphicsj. Volunteers will help parents take a more active role in their child's education at school and home. They will help parents understand how to better work with a school for their child's benefit. An increased personal motivation and community involvement will result. Low-income students who succeed academically offer positive role models. 2. State in quantifiable and measurable terms the specific problem the VISTA project will address, includino the number of low-income people directly affected by the problem. The project will address home-based problems such as lack of understanding of school procedures, parent apathy or . . . -- ----------KO cot OyCVIljT UI negative impressions of education, limited parenting skills, and poor relations between teachers and parents Schoolbased problems TO be addressed include time and resource limitations, teacher awareness of home issues and communication I skills in parent conferences. Virtually all of the at-risk students at the three schools are from low-income households. 3. If VISTA Volunteers will be assigned to organizations other than yours, list those organizations, and provide a letter of support from the Board of Directors of each organization. The Volunteers will be assigned to the three Little Rock public schools identified above. A letter of project support from the Little Rock School District is included in ATTACHMENT 8. 4. If other organizations are addressing the problem described in item 2, indicate any plans to coordinate the VISTA project with these organizations. The Little Rock School District and each school's Parent Teacher Organization are also addressing the problems stated in Item 2. Each school has developed a School improvement Plan with parent involvement strategies. The Volunteers will work with school principals, PTO officers, and community organizations, particularly ADAD Task Force members, to expand the resources and services for the project. (See ATTACHMENT C for list of ADAD members.) Page 3SECTION in. VISTA PROJECT WORK PLAN In this Section you arc asked to write a project work plan for VISTA Volunteers. The project work plan will cover a period of 12 months and should clearly state: (1) what is to be accomplished, (2) when it is to be accomplished, and (3) how it is to be accomplished. The work plan must be stated in guamifiable, measurable terms using a goals and objectives formal. INSTRUCTIONS Using the VISTA Project Work Plan format on page 4, submit a complete project work plan for each problem identified in Section II. Ps.eproduce as many copies of page 4 as necersary and identify them as pages 4b, 4c, etc. 1. In column A, list the proposed project goals and objectives which you expect the VISTA Volunteers to achieve in relation to the problem(s) identified in Section II. The last goal of the work plan(s) must demonstrate how you will actively elicit the support and/or participation of local public and private sector resources in order to enhance the chances of the projects success and continuance after the VISTA Volunteers leave. The goals and objectives should relate directly and only to the proposed project and work of the VISTA Volunteers within the context of your organizations total effort. GOALS are ends toward which VISTA resources are directed. They are broad in scope, up to 12 months in duration, and identify changes which will occur in the problem(s) identified in Section H. OBJECTn^ES are definite results (outcomes) leading to achievement of the related goals, and are stated in quantifiable, measurable terms. They are narrower in scope or short-term in duration. 2. In column B, indicate the quaner(s) during which the Volunteers will w'ork on, and achieve, the stated goals. 3. Complete column C when you submit the VIS i. A .Project Progress P\u0026lt;cport. SAMPLE ! SECTION III. VISTA PROJECT WORK PLAN ProbJem No. Column A For Period: FROM: MM DO YY TO: MM DO YY Column B Column C VISTA PROJECT GOALS ANO OBJECTIVES Planned Penod o1 Work and AccofTplishmenl ACTUAL VISTA PROJECT ACCOMPUSHMENTS (Complete this column subminir\u0026gt;j VISTA Pfojecl PtOQfess Ropon) Goal I: tc develop a job-readiness co' and raining program designed 0 assis iseli ng t 10 youth per month with placement in private sector jobs. Objective I: VIST.A Volunteers will i ar.G coordinate task force of 10-12 organize IsL Qtr. individuals from the sectors to design and public will use human and he overall program which financial resot ces from the community at large. Objective II: VISTA Volunteers will 20 local volunteers public awa reaciness pr nity centers eness i oaram cam\nc\narcs aces of areas where ticipate about th c school w o r s .h i recruit in a job- . commu- iG ether 2nd Otr. youth congregate. e Goal II: . Inst ructions for Page 4SECTION III. VISTA PROJECT WORK PLAN Pl ublem No. J- Column A Project period: October 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 n 3. Apr.-June 1992 4. July-Sept 1992 Column C Column B VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VLSTAProicxl Progress Report)________ goal L Create better parent understanding of school procedures. OBJECTIVE I. Conduct home visits for family counseling on chronic absenteeism, suspension, and discipline problems. Follow up contact will be made after positive change. I - 4 XJ Co oProject period: October 1991 - September 1992 1 i I SECTION 111. VISTA PROJECT WORK PLAN Problem No. Column A Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 Column B 3. Apr.-June 1992 4. July-Sept 1992 Column C VISTA PROJECT GOALS AND OBJECTIVES Planned ' riod ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA PfQjeci PiQflifiss BemL-------------- GOAL 1. Overcome parent apathy to educational issues and negative impressions of school. OBJECTIVE 1. (Cloverdale only) Survey parents to help design Parent Center. 1 OBJECTIVE 2. Order materials S maintain Parent Center. 2 - 4 to crs OBJECTIVE 3. Make phone calls and conduct home visits to increase attendance at school open house. 4 OBJECTIVE 4. [Cloverdale only) Assist with Ist-day registration of new students. 4 GOAL 2. Increase parenting skills. OBJECTIVE 1. Provide family counseling on home study skills and learning environment. 1 OBJECTIVE 2. Assist parents in helping students prepare for MPT and HATE exams. 2 OBJECTIVE 3. Counsel parents on high school graduation requirements. 2 OBJECTIVE 4. Counsel parents in preparation for summer school. 3 OBJECTIVE 5. Counsel parents for entry of 6th graders to junior high and 9th graders to senior high. 4SECTION 111. VISTA PROJECT WORK PLAN Problem No. 3 Column A Project period: October 1991 - September 1992  ( 1 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 3. Apr.-June 1992 4. July-Sept 1992 Column C I Column B VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishment ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting yiSIAJroiscL Progress BeporU_ COAL L improve relations among parents. OBJECTIVE 1. Assist PTO projects S membership drives. 1 - 3 OBJECTIVE 2. Develop a parent peer network for counseling and support. 1 - 3 Ci) era fV Or SECTION III. VISTA PROJECT WORK PLAN Problem No. 4- Column A Project period\nOctober 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 I  i 3. Apr.-June 1992 4. July-Sept 1992 Column C Column B VISTA PROJECT GOALS AMD OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting --------------VISIA-Eroiect Progress Report)________ GOAL L Increase school outreach efforts. OBJECTIVE I. Compile list of identified at-risk families and build relations through home contact. I OBJECTIVE 2. (Fair only) Verify student address. 1 OBJECTIVE 3. XJ cm re O OBJECTIVE 4. OBJECTIVE 5. (Cloverdale only) Contribute to school newsletter. Survey parents for workshop topics. Establish student mentor and tutor programs. I - 3 2 2 - 3Project period\nOctober 1991 - September 1992 I SECTION 111. VISTA PROJECT WORK PLAN Problem No. i Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 3. Apr.-June 1992 4. July-Sept 1992 4 i Column A Column B Column C VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA Project Progress Reportl________ GOAL L Improve teacher understanding of home issues. OBJECTIVE I. Meet with teachers to gain recognition and support for liaison role. 1 GOAL 1. Improve teacher communication/relations with parents *0 era ft\u0026gt; rn OBJECTIVE I. Hotivate parents to volunteer at school through established VIPS (Volunteers in Public Schools) programs. 1 - 4 OBJECTIVE 2. (Cloverdale only) Assist with programs for parent socialization. 1 - 4 OBJECTIVE 3. Assist with parent teacher conferences. I - 2SECTION III. VISTA PROJECT WORK PLAN Problem No. (o Column A VISTA PROJECT GOALS AND OBJECTIVES GOAL i. Increase community support/interest in schools. OBJECTIVE 1. Locate student incentives and donations, resources for parent workshops. OBJECTIVE 2. Coordinate youth service with other agencies. Project period: October 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 Column 3 Planned Period of Work and Accomplishment 3 - A 3 - A to crq Q T1 3. Apr.-June 1992 4. July-Sept 1992 Column C ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA Project Progress Report)________SECTION IV. VISTA VOLUNTEER ASSIGNMENT VISTA Volunteer assignments require a full-time, full-year commitment. VISTA Volunteers arc prohibited by law from engaging in any employment while in service. During the recruitment process, the sponsoring organization must discuss the sponsors responsibilities with the Volunteer as well as the terms and conditions of VISTA service. The VISTA Volunteer Assignment Description is used to recruit and inform potential volunteers about specific assignments to be performed in the VISTA project. Volunteers assigned to the project will use the Assignment Description as a major guide to follow in achieving the goals and objectives of the project. INSTRUCTIONS These instructions will help you to develop Volunteer Assignment Descriptions. Please note that you must complete a separate Assignment Description for each different Volunteer assignment (whether performed by one volunteer or a group of volunteers). Reproduce additional copies of the form on pages 5-6 as needed, identifying them as pages 5b- 6b\n5c-6c, etc. Each VISTA Volunteer Assignment Description must specifically relate to the Project Work Plan (Goals and Objectives). (1) (3) (4) (5) (6) (7) (8) (9) and (2) Self-explanator\u0026gt;'. Indicate the geographic area(s) this assignment will serve (e.g., Washington and Waldo Couniies, southern Maine). Self-explanaiorj'. Describe ihc sponsoring organization, its purpose and programs, people serxcd, and ihc VISTA project. Briefly describe the problem to which this volunteer assignment relates. List the responsibilities (tasks and activiues) of the Volunteer(s) working under this assignment in achieving the objectives of the VISTA Project Work Plan. Describe the kinds of skills and qualifications needed by a potential Volunteer to accomplish the tasks/acii vities included in (hie Work Plari. If a Volunteer must have specific skills or credentials, list them\ne.g., must speak fiuent Spanish. Federal law requires that VISTA sponsors make reasonable accommodations to the needs of qualified disabled persons wishing to serve as VISTA Volunteers. Indicate any factors ACTION should be aware of when assigning disabled Volunteers to this project, such as availability of transportation and housing, accessibility of facilities, etc. NOTE: You must complete a separate assignment description for each different type of Volunteer assignment. When ACTION selects a VISTA Volunteer for this assignment, you must give the Volunteer a copy of this form for use at the ACTION pre-service orientation. SAMPLE SECTION IV. VISTA VOLUNTEER ASSIGNMENT ProbJfrm No._____ (Answer *11 questions only in the spsce provided) 7. Liat responsibilities (tsaka and activities) of the VISTA Volunteerfa) working urxier thia Aaaignrrwnt Description which relate to the objectives of the VISTA Project Work Plan The Volunteer tasks and activities i . to bring together individuals prograjt\nwill be: lore the private and public sectors fcr a one-day nesting on developing a jeb-readiness 8. 2 3 to carry out the reconnendations of the task force which should result in an ongoing program.* and to recruit and train convaunity volunteers to Iraplereent a public awareness campaign about the program, where youth congregate. Volunteers will plan and conduct croup cofwuunity meetlncs as necessary to carry out these duties. tJrqetinq areas These activities Involve buildinc and maintaininc relationships with youth scrvinc orcanizations, local businesses, and concerned residents. Liat eaaential VISTA Volunteer akille ar\u0026gt;d quatidcatioru. The preferred volunteer skills and gusllflcatlons are: 1. interest in working on the problem of employment fcr lew Income youth. 2 3 of the orcanixation: knowledge of and prior experience with individuals in the private and public seedtora.- and ability to coRvnunicate well verbally and in writing, and speak before small groups. well as convcitment to the overall coals An educator, counselor, would also be welcome. or individual who has wcrKlnc with youth prociaas is desirable. A retired business professional 9. Indicate any factors ACTION should be aware ol when assigning disabled Volunteers to this projecL ^ch as availability of truisportstion ar\u0026gt;d housing, \u0026gt;. accessibility of Iscitities, etc. Indicate whether services to be provided sre accessible to the dissbted members ol the community. I Instructions for Pages 5-61. SECTION IV. VISTA VOLUNTEER ASSIGNMENT Problem No. (Answer all questions only in the space provided.) Sponsor's Name Greater Little Rock Chamber of Commerce bor AC 1 ION Use Only Proj. No._____________________ Training Class No._____________ Training Start Date ____________ No. ACTION-Referred Vols. Skill Code 3. Geographic Area(s) of Volunteer assignment Little Rock, Arkansas 2. Location (City, Stale) Little Rock, Arkansas 4. Number of Volunteers required lor this assignment. 3 5. Briefly describe sponsoring organization and VISTA Project. Project sponsor will be the Greater Little Rock Chamber of Commerce, toecific management and supervisory roles will be provided by members of the Chamber Education Committee. The Committee has engaged in various campaigns to support public schools. Recent educational support provided by the Committee includes\n' ' I. Ifillage campaigns: phone banks and community-wide promotion to gain voter support for school district millage increases. 2. Business partners: linkage of schools with new business partners to provide requested services and counseling. 3. Public service ads: television public service ads were created and broadcast to promote community support of schools. Print materials were distributed to all Chamber members to be included in their advertising and public contact. . - A. Teacher recognition: An annual Teachers Rally highlights community appreciation of teachers. The VISTA project uses parent liaisons to help at-risk youth achieve academic success. The Volunteers will help the school and parents create a unified effort to assist the students. Volunteers wilT-help parents increase their awareness and skills in dealing with their child's school affairs. Volunteers will help schools by arranging for professional and logistical support to increase school efficiency in serving child and family needs. 6. Identify the problem(s) described in SECTION II to which assignment relates. The VISTA project relates to problems in three broad categories. I. Home-based problems common to low income families often negatively influence academic performance. The parents' lox educational attainment frequently leads to misunderstanding, apathy, or negative impressions of school and school- related involvements. As a result, children are deprived of the valuable home environment that supports their personal advancement in education. 2. School-based problems result from staff unfamiliar with the distinct communication and personal relations required for low income families, as well as limited school resources for improving these conditions. At-risk families generally do not initiate school involvement, so school staff have limited awareness of home issues. They also have little time to address that condition. As a result, parents are denied valuable input from dedicated teachers for their childrens' education. 3, Community-based problems result from lack of public awareness of home and school limitations, as well as low awareness of opportunities for directly applying community resources. Disenchanted by reports of school problems, potential community donors do not see a viable use of their input. As a result, available community resources are not being tapped. Page 5SECTION IV. VISTA VOLUNTEER ASSIGNMENT (Continued) Problem No. 7. List responsibilities (tasks and activities) of the VISTA Volunteer(s) working under this Assignment Description which relate to the objectives of the VISTA Project Work Plan in Section III. I The Volunteer tasks and activities will be to: 1. Identify and maintain contact with parents of at-risk students for counseling, training, motivating involvement, and gaining input for improved school services. 2. Establish programs to provide needed services to at-risK youth and families. 3. Coordinate community input for student and parent programs. 4. Create a school council of parents and staff. 5. fleet with teachers to communicate parent views. 8. List essential VISTA Volunteer skills and qualifications. Essential skills and qualifications of the Volunteer: I. Ability to relate to concerns for children and life style of low income parents. 2. Knowledge of school procedures, schedules, and program opportunities. 3. Ability to communicate well with people from all levels of society. 4. Ability to relate to the personal and professional aspects of teaching. 5. Enthusiasm for children and conviction that all children can learn and succeed in school. 6. Ability to find common ground in seemingly unrelated positions, to discover common channels by which untapped resources can be utilized. The ideal Volunteer would be a parent with public school experience, perhaps a former teacher. A Black, female Volunteer would have an advantage in gaining acceptance in low income single-parent households. 9. indicate any factors ACTION should be aware of when assigning disabled Volunteers to this project, such as availability of transportation and housing, accessibility of facilities, etc. Indicate whether services to be provided are accessible to the disabled members of the community. Disabled Volunteers with sight, hearing or speech impediments , . sight, hearing or speech impediments would add an unnecessary burden to the communication facet 0 e project. A wheelchair disability would find access unavailable in many homes. Other than these, no disabilities i would seem to interfere with a Volunteer's abilities. I have read the assignment description, and if selected, I agree to fulfill the duties and activities described above. SIGNATURE OF APPLICANTA'OLUNTEER Page 6 DATESECTION V. COMMUNITY INVOLVEMENT IN PROJECT (Answer all questions only in the space provided) INSTRUCTIONS ACTION legislauon requires that the low-income community to be served by VISTA Volunteers participate in planning, developing, and implementing the VISTA project. Your response to questions below must demonstrate how you plan to meet these requirements. ACTION legislation also requires the VISTA project to generate the commitment of private sector resources and volunteer service at the local level to carry out the purpose of the project. The sponsoring organization must plan for the eventual phase-out of VISTA Volunteers and for the performance of the Volunteers functions by local citizens. 1. Describe in specific terms how the low-income people the project proposes to serve are being included in the planning devel- opmeni, and implementation of the project In meetings conducted over the past year, input fro.m various organizations serving low-income people has been coordinated into the overall plan for parent involvement. Members of the ADAD Task Force have had provided the primary focus, helping to define overall project terms and scope. Specific project direction was provided by a core group of parents and staff from each of the three schools. Additional input for the project design was obtained from the following groups and individuals: - Black Ministerial Alliance - Annie Abrams, Parent Advisory Council, Little Rock School District - Delores Eggeston, state PTA Council - New Futures for Little Rock Youth - Principals from four restructured junior high schools - Superintendents and school board members from Little Rock, North Little Rock, and Pulaski County Districts - Dr. Beverly White, Superintendent, Lee County Schools, and a group of Lee County educators and parents participating in a similar parent involvement project. For implementation of the project. Volunteers will meet regularly with the core group of parents and staff from the three schools, as well as families of the at-risk students identified at the schools. 2. What specific steps will the sponsor take to generate (a) the commitment of private sector resources and (b) the recruitment of volunteers from the community to help carry out the VISTA projects activities? (Attach letters of support from the public and/ proSV^' organizations that will be involved in supporting the VISTA projects efforts, indicating specific support to be (SeTAHACHiFjTTE pledged the resource support of their members'.' (see Al (ach.ilM B for letters of support). quarterly The AOAD Task Force has contributed significant assistance and having hosted meetings, provided meals. resources since the initial phase of the project, pre....,,., and cl,rl,.l ..ppi,\n\"*\"\" ' year. The District has further indicated it Page 7 fSECTION VI. VISTA PROJECT MANAGEMENT AND SUPPORT (Answer all questions only in the space provided) 1 i INSTRUCTIONS AND REQUIREMENTS This section is designed to assess your organization's ability tc manage and support the proposed VISTA project (1) Your organization is required to provide VISTA Volunteers with work facilities, supplies, materials, etc., for the operation of this project (2) Approximately 30 days prior to the start of the ACTION pre-service orientation, your organiz.ition will be required to submit a detailed on-the-job training plan to the ACTION State Office for approval. (3) You are also required to submit to the ACTION State Office individual career development plans for locally recruited low- income volunteers after they have been assigned. 1. Describe in specific terms how your organization will recruit qualified VISTA Volunteers to serve on the project. If you need ACTION recruitment assistance, please indicate what type. I Recruitment of Volunteers will initiate at the three schools. Principals, staff, and parents will be informed of the opportunity for Volunteers and will seek individuals to serve in that capacity. At the same time, the Little Rock School District will place public advertisements announcing the recruitment process. Initial screening of the applicants will be performed by each school's core group of parents, staff, and ADAD Steering Committee members. Secondary review of the applicants will be provided by the Little Rock School District. ACTION recruitment assistance is not anticipated. 2. Describe plans for the daily supervision of VISTA Volunteers. Specify whether supervision will be full-time, part- time, or delegated to other organizations where Volunteers will be assigned. Attach job descriplion(s) and' resume(s) of the person(s) who will have major responsibility for supervising the VISTA Volunteers assianed to this project. Supervision of Volunteers will be the responsibility of the three school principals and Karvin Schwartz, chairman of the ADAD Steering Committee. Because the Volunteers will be working out of the schools, principals will have daily contact and will arrange for logistical support (desk, phone, supplies) at the schools. On occasions when the school buildings are closed, the Volunteers will be provided work space by members of the sponsoring organizations (Chamber of Commerce, School District, ADAD organizations). As Project Supervisor, Karvin Schwartz will conduct regular review meetings with the Volunteers and school staffparent groups to assess project accomplishments and individual impressions. Supervisory meetings for the three Volunteers to come together and share project impress! will be scheduled on a weekly or bi-weekly basis. The meetings will be held at the schools or at a locetior provided oy the sponsoring organizations. Activities at each school will be communicated to all project members by the Project Supervisor who will serve as a coordinator and clearing house of information and resources. Resumes of the school principals and project supervisor are included in ATTACHMENT E. Page 83. SECTION Vi. VISTA PROJECT MANAGEMENT AND SUPPORT (Continued) Describe the on-the-job transportation needs ol the Volunteers and your plans for meeting those needs a. b. Geographic area in which Volunteers will have to travel: Estimated cost: (1) Private Vehicle: Estimated no. of miles per year square miles. X cents per mile = $ c. (2) Public Transportation: No. of Vols. X est. no. of trips Indicate how costs of on-the-job transportation will be covered. per trip = $ ^''*\"'\"'^'^'^l\u0026gt;'^^5ement will be provided by the schools through Academic Progress Incentive grants available through the Little Rock School district. 4. Describe your plans to recognize and publicize the project's accomplishments, includng-the work of the ViSTA Volunteers and support provided by community volunteers and the private sector. The individual publish regular newslett schools, the School District, the Cha.nber of Cominerce, and several members of the ADAO Task force ion is agreed on by all parties. assistance to the VISTA Volunteers as needed to carry out their assignments. On-the-job training for the Volunteers rnmmiffoH tn h . cu . . *'\" arranged prinari Iy by the ADAD Task force. Resources have been committed to host workshops and seminars in specific areas of at-risk ......ano semnars in specific areas of at-risk services and hone visits. National consultants in Srhnnrnt contacted for their availability. Similar projects in Arkansas, particularly in Lee and Perry County *' training models, and site visits or presentations will be arranged. futur!. Volunteers may be provided by having them audit training programs established for New managers. Less formal but highly valuable training will also be gained at the schools through contact with 1 teachers and parents. s through contact with with y of the ADAD Task Force, ti?.Jlw? n  supporting role. Cooperative assistance in this area is expected from the Little Rock School District. Page 9Note: 0MB Approval No. 03-4S-00-10 ASSURANCESNO.N-CO.NSTRUCTION PROGRA.MS Certain of these assurances may not be applicable to your project or program. If you have Questions, please contact the awarding agenew rurUier, certain Federal awarding agenciesmay reouircapplicants tocenify to addttior.cl assura.nccs. If such is lhcca.se,you will benoiified. As the duly authorized representative of the applicant, I certify that the applicant: 1. Has ihc legal auihorily lo apply for Federal assisiancc, and Oic insiiiuiional, managerial and financial capability (including funds sufficieni lo pay ihe non-FcderaJ share of project costs) to ensure proper planning, ntanagcmenl and 7324-7328) which limit ehc political aciiviiics of employees whose and compleiion of ihe project described in this application. 2. Will give the awarding agency, the Comptroller General of the United States. principal employment activities arc funded in whole or tn part with Federal funds. 9. Will comply, as applicable, with the provisions of the Davis-Bacon .Act (40 3. 4. 5. 6. and if appropriate, the Stale, through any authorized rcprcseniaiive, access 10 and ihe right lo examine all records, books, papers, or documents related to the award\nand will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives. Will csublish safeguards loprohibit employees from using their positions for a purpose ihat consiiiuics orprcscnisihc appearance of personal ororganiza- lional conflict of inicrcsl, or personal gain. Will initiate and complete the work within ihe applicable time frame after receipt of approval of ihe awarding agency. Will comply with the Intcrgovcmmcnul Personnel Act of 1970 (42 U.S.C.  472S-4763) relating lo prescribed standards for merit systems for programs fended ur:der one of the ninciecn suiees or regulations spirified tn Appendix A of OPMs Standards for a Merit System of Personnel Admini- siraiion (5 C.F.R. 900, Subpan F). Will comply with all Federal statutes relating to nondiscrimination. These in elude but arc not limited to: (a) Tide VI of the Civil Rights Act of 1964 (P.L. S8-352) which prohibits discrimination on the basis of race, color or national origin\n(b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C.  1681-1683, and 1685-1686), which prohibits discrimination on thebasis of sex\n(c) Section 504 of liicRchabiljtation Act of 1973. as amended U.S.C 276aand276a-7),i)icCopeland Aci(40U.S.C. 275cand lEL'.S C.  874). and the Coniracl Work Hours and Safety Sund.'irds Aa (40 U.S.C. 327-333), regarding labor standards for federally assisted construction sub- agreements. 10. 11. 8. (29 U.S.C.  794), which prohibits discrimi,nation on Ihc basis of handicaps\n(d) the Age Discri.minaiion Act of 1975, as amended (42 U.S.C.  6101- 6107), which prohibits discrimination on the basis of age\n(e) the Dnig Abuse Office and Treatment Act of 1972 (P,L.. 92-255), as amended, relating to nondiscrimination on the basis of drug abuse\n(f) the Comp.rehensivc Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616). as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism\n(g)  523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. 290dd-3 and 290ee-3}, as amended, relating to confidentiality of alcohol and drug abuse patient records\n(h) Title VIII of the Civil Righis Act of 1968 (42 U.S.C.  3601 ct scq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing\n(i) any oher nondiscrimination provisions in the specific siaiute(s) under which application for Federal assistance is being made\nand (j) the requirements of any other nondiscrimination siaiuie(s) which may apply lo ihe application. ill comply, or has already complied, with ihc requirements of Titles II and in of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (Pi. 91-646) which provide for fair and equitable ireaimcni of persons displaced or whose property is acquired as a result of Federal or federally assisted programs. These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases. Will comply with the provisions of the Hatch Act (5 U.S.C. 150M508 12. 13. 14. 15. 16. 17. 18. SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL APPLICANT ORGANIZATION Vi ill comply, if applicabl',\n, with flood insurance purchase reQuirc.menis cf Section 102(a) of the Flood Disaster Protection Aa of 1973 (P.L. 93- which requires recipients in a special flood hazard area to participi program and to purchase flood insurance if the total cost ol insurable consiruc- lion and acquisiuon is 510,000 or more. in the ill comply with environmental standards which may be prescribed pursuant to die following\n(a) insiiiuiion of environmenul quality control measures under the National Environmenul Policy Act of 1969 (P.L. 91-190) and Execudve Order (EO) 11514\nfo' r.odficaiior. of violating facilities pu:sua.nt lo EO 1 1738\n(c) proicciion of wetlands pursuant lo EO 11990\n(d) evaluation of flood hazards in floodplains in accordance with EO 11988\n(e) assurance of projea consistency with the approved Slate managemenl program developed under Ihc Coastal Zone Management Aa of 1972(16U.S.C  1451 el seq.)\n(f) conformity of Federal actions to Sute (Cli , lean Air) Impltmcnuiion Plans under Section 176(c) of the Clean Air Act of 1955. as amended (42 U.S.C.  7*O1 el seq.)\n(g) prbicction of underground sources of drinking water under Ihe Safe Drinking Water Act of 1974, as amended (P.L. 93-523)\nand thi protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93-205). Will comply wiih the Wild and Scenic Rivers Aa of 1968 (16 U.S.C. 1271 el scq.) related lo proicciing components or poienda! componcnis of the national wild and scenic rivers system. V\u0026gt; ill assist the a warding agency in assuring compliance with Scciio.n 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. 470), EO 11593 (identification and protection of historic propenies), and the .Archaeological and Historic Preservation Act of 1974 (16 U.S.C. 469a-l el see.). Will comply with P.L. 93-348 regarding the p.'-oleciion of human subjects involved in research, development, E.nd related activities supported bv this award of assistance. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 9-5a,. as amended, 7 U.S.C. 2131 ct scq.) pertaining to the care, handling, and irc-imcnl of warm blooded animals held for research, teaching, or cihe,' activities supported by this award of assistance. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C.  4801 cl scq.) which prohibits the use of lead-based paint in construction or rehabilitation of residential siruciures. Will cause to be performed the required financial and compliance audits it. accordance with the Single Audit Act of 1984. \\\\ ill comply with all applicable requirements of all ouher Federal laws, executive orders, regulations and policies governing this program. TITLE DATE SUBMITTED Page 10 Authorized for Local Reproduction Standard Form 424B (4-88) Prescribed by 0MB Circular A-102@501_324 2023 I.RSD COMMVNICATI ODM i_n.ov o I uotn i HbbibhM S' PAGi 002/003 02 04/26/98 i 18:12 Volunteers in Public ^hools NEWS RELEASE 11 i VOLLNIEJ^S IN PUBLIC SCHOOLS ANNOLINCES VOLUNTEER WARDS WINNERS April 25, 1996 J i I I ^Rfotmation, Debbie Milam at 324-229? fn) 663-7336 (h) contact I I Little Rock Volunteers in Public schools (VIPs) fourteenth annual district-wide volunteer hosted its \" An Evening for the recognition reception, Stars,\" Tuesday, April 23, four hundred people attended 1996. More than I Top awards for the event held at Ricks Armory. outstandirg school volunteer presented to .McClellan programs were Gibbs Magnet Elementary School. High School, Man.n Magnet unior High and moat improved volunteer The award for rhe school with the hours went to Romine Elementary School, that compiled ten A \"10 plus\" award or more Western I Hills, McDermott, Fulbright, otter Creek, A special founder, Interdistrict Was presented to nine schools volunteer hours per student: King, Cloverdale Elementary, Rightsell, Baselir.t\nand Carver Magnet. award established by viPS in honor of the Jane Mendel program's f was pre:sented volunteer in to the District eiilie Rutherford, a for thirteen nerved on four PTAs, the years Rutherford has committees. in addition VXFS board of Directors and other District to leading fundraising drives and bute Rnck Schoo\nDistrict  501 Sherman Street  Little Rock, AR 72202 (501) 324^2290 I i 04/26/96 18:13 501 324 2023 LRSD COmiUMCATI \u0026gt; ' \u0026gt; ODM JI Ji 1 I Hoo i f-'AtS 003/003 03 I recruiting parents for Littl I e Rock public schools. j Sixcellence in School/Business Partnerships Ttiompeon Books and awards went to Ei:eiBentary School and Downtown wi^ Hall High School, Supply for their partnership with Jefferson Rotary #99 for their part.nership Other award winners were John Sykes, Henry Riinbert, Kedia Award\nChaplain Clergy Volunteer Award\nsupport Volunteer Award\nFran Holmes, Leadership Men of Dunbar, Otis Preslar, Principal Award\nMentor Volunteer Award\nCoJ Resource Volunteer Janet Lofton of Coca Cola Bottling Award\nNorma and William Perry, Volunteer Award\nSchool Cynthia fast, School Volunteer Award\nLucy secrexiaty Volunteer Award and Beth Seller, school staff Volunteer Award. I ! Ehcertaxnnent was provided hv rbci \u0026gt; v , piovioea Dy the Bone Age band and the Gibes I Folk Dance Club. Those attending bid a 8ii4nt auction held to on ever 80 items offered in raise funds to support VIPS,\nVIPS was founded in 1972 to assist teachers and other members of the Little staff voluntieerism. i Rock School D VIPS serves as trict by promoting school a link between the District aijd the community While providing patron,, and oitirene an. opportunity tc ba Significantly involved in the education of children. 7/92,3 people documented last year, volunteer the Little Rock School District. service valued at $2,088,sis to 3 0VIPS Volunteer Training Schedule for 1991-92 OCT 2 8 1591 August 8 13 14 20 20 20 20 27 Franklin faculty and other new relations Shepherd Center Office of Desegregafion Monitoring incentive teachers on parent Teresa Willem re: organizing a tutoring program at Pulaski Elem. Shepherd Center Recipes for Home Learning, tutoring workshop - McClellan Susan Mauney re: volunteers for special education students Wakefield volunteers re: beginning a tutoring program Shepherd Center September 5 6 9 10 12 12 16 16 17 20 24 25 26 27 VIPS Chairperson orientation Orientation for new VIPS board members Teresa Willem re: tutoring program at Pulaski El Shepherd Center em. Pleasant Hills Retirement Center Wakefield faculty on involving volunteers Shepherd Center Wakefield faculty on involving volunteers - part two VIPS Chairperson orientation Individual training for Meadowci iff's VIPS chairperson Recipes for Home Learning, tutoring workshop, McClellan Recipes for Home Learning, McDermott volunteers Individual training for Mabelvale Jr. High's VIPS chairperson Tn di strict training for business partners October 1 1 7 8 8 9 9 10 11 11 15 15 18 19 22 28 29 Shepherd Center Wonders of Work orientation at Baseline Western Hills faculty on involving volunteers through Partners in Education Shepherd Center Wonders of Work orientation at Bale Wonders of Work orientation at Wakefield Mabelvale Elementary - Julie Davenport, principal, and Susan Myers VIPS chair  Wonders of Work orientation at Woodruff VIPS morning at Watson **staff training on involving volunteers Tridistrict training for business partners Shepherd Center Early childhood parent workshop at Rockefeller Mabelvale Elem. faculty on involving volunteers Volunteer training for Mt. Pleasant Church members Shepherd Center Incentive school parent workshop on \"Building Your Parenting Skills\" at Franklin School Shepherd Center November 5 9 Shepherd Center volunteers Incentive school parent conference ITEL: Nov 27,91 15:43 No.001 P.Ol MMiaWDW To: From: Connie Hickman, Office of Desegregation and Monitoring Valerie Hudson, VIPS Incentive School Coordinator Date: November 27, 1991 Subject: Nuirber of Incentive School Volunteers and Hours of Service From August 1991, Through October, 1991. School / Volunteers / Hours 50 97.50 v/darland 41 210.30 i/ish 60 436.50 ^/iiitchell v/Rightsell 52 65 228.30 239.95 \\/Ttockefeller V'^Stephens 103 64 348.71 200.68 Total= 435 1,761.94 oc: Debbie Milam, Coordinator, Volunteers in Public Schools, Partners in Education. James Jennings, Associate Superintendent for Desegregation, Monitoring and Community Services.Little Rock School District Volunteers in Public Schools 810 W. Markham Little Rock, AR 72201 Nonprofit Organization U. S. POSTAGE PAID Little Rock. AR Permit No. 2608 Office/Desegregation Monitoring Ann Brown 201 E. Markham, Suite 510 Little Rock, AR 72201 Annual Report 1991-92 RECEIVE?? Volunteers in Public Schools OCT 2 1 1952 and Office of Desegregation Monitoring Partners in Education Little Rock School DistrictIntroduction Volunteers in Public Schools (VIPS) and Partners in Education (PIE) are community involvement programs of the Little Rock School District, providing volunteer services to the District's 50 schools, serving more than 1,800 staff members and more than 26,6(X) students. Volunteers in Public Schools, founded in 1972, is a general citizen involvement program. The program's mission is to provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all District schools. VIPS's motto is \"Helping Teachers Help Kids.\" Partners in Education facilitates the development of mutually beneficial voluntary relationships between schools and conamunity groups, organizations or businesses. Partnerships supjxirt and enhance the educational programs of the District and strengthen the relationship between the District and the community. Both programs are managed by a staff which includes a program coordinator, two school volunteer coordinators, a resource coordinator. Partners in Education manager, office manager and resource secretary. Volunteers in Public Schools As a joint project of the Little Rock School District and the community, VIPS is governed by a Board of Directors which includes representatives from the following groups: American Association of University Women, Board of Realtors, Delta Sigma Theta Sorority, Greater Little Rock Chamber of Commerce, Greater Little Rock Optimist Club, Leadership Roundtable, League of Women Voters, Little Rock Classroom Teachers Association, Little Rock Junior Chamber of Commerce, Little Rock PTA Council, Little Rock School Board of Directors, Junior League of Little Rock, National Association for the Advancement of Colored People (NAACP), Operation PUSH-Excel, Principals' Roundtable, Pulaski County Medical Society Auxiliary, Retired Senior Volunteer Program of Central Arkansas (RSVP), Sigma Gamma Rho Sorority, University of Arkansas at Little Rock, and Urban League of Arkansas. Twelve members-at-large also serve on the Board. VIPS provides guidance and assistance with volunteer and staff training, activity and career days, shadowing programs, mentoring, cross- and peer-age tutoring programs, enrichment programs, English as a second language, international visitors, scheduling field trips and writing grants for innovative programs. Partners in Education Activities provided by businesses involved as Partners in Education include incentive programs to reward improvement in grades and/or attendance, school grounds beautification projects, career awareness programs, job shadowing, homework centers and self-esteem training classes. Schools return the generosity of their partners through a variety of activities which include holiday musical presentations, art displays, pen pal programs, appreciation events and sharing school facilities. Affiliations VIPS and Partners in Education are active in a number of organizations and through them work to improve school volunteerism. Professional affiliations include the National Association of Partners in Education, International Association for Volunteer Administration, Arkansas Volunteer Coordinators Association, Arkansas Division of Volunteerism, United Way/Youth Connection, Greater LittleRock Chamber of Commerce, Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PTA Council, and the Certified Volunteer Management program of the Arkansas Public Administration Consortium. The information gained through organizational networking refines our services so that VIPS and PIE remain on the cutting edge of school volunteerism. Recognition Volunteers are recognized through the VIPS Chairperson Luncheon, individual school appreciation functions and the annual Evening For the Stars Reception, a districtwide volunteer recognition event. The Jane Mendel Award for Outstanding Volunteer Service was presented to Diane Vibhakar, 1991, and Debbie Glasgow, 1992. Financial VIPS is funded by contributions from individuals, businesses, civic and social organizations and the Little Rock School District. Historically the District has provided staff salaries and office space and the VIPS Board of Directors raised the operating funds from the community. The District began contributing funds to the operating budget during the 1991-92 school year. VIPS Operating Budget 1990-91 1991-92 School District Funds Community Contributions -NA- $11,160 $16,898 $ 5,323 Partners in Education is funded by the Little Rock School District witha 1990-91 operating budget of $3,659 and 1991-92 operating budget of $4,602. Highlights Wonders of Work (WOW) VIPS and Junior League of Little Rock combined efforts during the 1991-92 school year to implement WOW, a career awareness program for sixth-grade students. WOW matches 27 students a semester with professionals in the community for four visits, which include job shadowing and a class presentation. Mentoring VIPS implemented a mentoring program in the seven incentive schools during the 1991-92 school year. Sixty mentors were matched with students for weekly school visits where mentors and mentees talked and shared with one another. The year concluded with a districtwide picnic for those involved in the program. Senior Volunteers from retirement centers in the Little Rock metropolitan area are contributing hundreds of volunteer service hours by making learning activities, tutoring and assisting with bulk mailings. Reading is FUNdamental (RIF) Reading is FUNdamental to Arkansas' Future (RIF) encourages reading and reading comprehension by letting children choose three books to take home and keep at no cost to the students or their families. The program is administered by VIPS through a Student Loan Marketing Association challenge grant with financial and volunteer time contributions from Friends of Central Arkansas Library System (FOCAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and West Little Rock Kiwanis clubs. During the 1991-92 school year, 5,826 books were distributed among 1,942 fourth-grade students in all Little Rock School District elementary schools. Value of Volunteer Services Program volunteers serve at a school or other educational site on a regular, repeating basis, providing direct assistance to students and teachers on a wide variety of general support services. Resource volunteers visit classes on an occasional basis to make presentations about their jobs, hobbies, skills, travels, special interests or experiences. Partners in Education volunteers serve as either program or resource volunteers, providing diverse services to schools through their commitment to partnership or special projects. 1990-91 1991-92 Hours served by program volunteers Hours served by resource volunteers Hours served by partner volunteers Resource volunteers on file Registered field trip sites Individual teacher requests filled Resource volunteer/student contacts (some instances, the same students having contact with more than one resource volunteer during the school year) Number of Partnerships 82,350 972 4,694 989 no 570 29,037 93,610 1,018 11,830 1,002 no 619 28,189 97 102 Total number of volunteers Total hours of volunteer service Cost benefit of volunteer service (at $10.70 per hour, an average nationwide figure in educational fields as suggested by the National Association of Partners in Education, the Arkansas Division of Volunteerism and ACTION, the national volunteer agency) 5,440 88,016 $941,761 5,869 106,458 $1,139,101 Looking Ahead September 1992 Volunteer Month in Arkansas April 18-24,1993 National Volunteer Week April 20,1993 An Evening for the Stars May 7,1993 National School Volunteer Day i/OLJUHieERS IN PUBLIC SCHOOLS 1992-93 MOrJlHLY VOLUNTEER HOURS BY SCHOOLS SCHOCH. Cen sal J.A. Fair Hal McClellan Parkview Meropolitan Clovefdate Dunfeaf Fcxesi Heights Henderson MabeMale Mann Puiaiski Heights Southwest Badgett Bale Baseline Boelter Brady Carver Chi sol Clouerdate Dodd Fair Pauk Forest Park FranMin Fu'ori^rt Garland Geyer Springs GIUw Ish Jefetson MabehraJe McOermott Meadcwdifl Mtstiell OttBT Creek Ptilasld Heights Rifhtsel Rockereller Romine Stephens Terry Wakefield Washington Watson Western Hits Wiliams Wison Warxirull totAl APR: 150.751 416.25' 46.00 454.00 179.50 41.00 46.75 1013.00 112.75 41.00 37.25 1S.00 71.50 647.50 76.50 591.25 265 00 208.25 76.50 232.50 372.50 262.75, 71.50 2256.00 164.00 21Z0O 147 00 154.75 251.75 99.00 54 00 226 75 207.00 559.75 118.00 94.75 377.50 \u0026amp;00 M^Y! ,'UN! 0 00 359.50 50.00 688 75 433.50 511.50 20 00 80.00 81.50 117.50 20.00 7650 9.25 677.50 330.25 293.00' 412.00 45.75 432.50 1021.50 375.00 82.25 156.00 337.50 22.00 168 25 539.50 85.25 0.00 0.00 11.00 700 0.00 58-50 0.00 4.50 7.75 12.75 806.75 74.25 0.00 1500 216.50 0.00 29.00 32.00 0.00 86.25 51Z75 358.00 19.00 JUL 0 00, 27.00 292.00! 23 00- 167.50 0.00 0.00 2.00 000 48 25 0.00 21.00 0.00 0.00 337.50 0.00 i AUG 186.50. 128 50 I39.O0I 14 25 311^ 10i25 0.00 63.50 0.00 45 00 168.00 23.25 0.00 000 44.75 70 00 298.25 130.25 39.25 4.75 140.00 49.00 0.00 26.50 50.00 000 14350 0.00 6.75 127.50 671.00 114 50 45.50 4.50 50 00 73 00 490 75 55.75 000 70.75 52.00 32.75 SEP 81.50 OCT 90.25 352.00. 227 251 1143.00! 21.00 21.00: 47900 0.00 0.00 186.00 182.00 4.00 14.00 0.00 80.00 426.75 656.25 411.25 169.75 214.50 33.75 326.50 14.25 951.50 46.00 40.75 1146.75 113.00 149.75 600.00 304 00 23.00 108.25 270.00 928.75 129.50 92.50 231 00 33 00 467.25. 1003 50 no 00 346.00 438.00 2900 188.501 ! 37.001 149 50 533.00 347.75 178.50 26.25 0.00 138.50 85.75 5.25 12325 36.25 82.50 592.00 1008.50 61900 418.75 126.00 17.00 583.50 61.75 720.75 26.00 8.50 363.25 158.00 264 00 412.75 529 75, 43.50 136.25 575.75 501.00 17950 198.50 190.25 123.00 452 50 141 25 1656.75 326.75 576.75 139.25 59.00 94.75 NOVi 723.00, 162.001 279.50- 50.50 444.00 102.75 351.251 0.00 10450 93.00 14.00 70.001 12.50 12.50' 395.251 838.50 203.50 22925 102.25 970.00 230.00 8\u0026amp;25 301 25 7.00 571.25 21850 431.00 240.75 238.75 109.75 369.25 633.50' 254,50 88 solos .50 66.75 222.75 567.00 377.00 84.75 104.50^ DEC\n14S.C0| 54.C0 12I7.C0 412.00 69.25 254.25 35.50 128. 185.30 33.-\u0026gt;5 44. \u0026gt;0 103.X\u0026gt; 34.30 33525 504J5 22825 98 JOO 76J5O 119 25 135 75 142 75 35 00 6000 146-25 270O. 186:00 152:00 14S50 1325 21025 347.25 66K25 14C.5O 8S.50 10E00 382.50 43S.S0 3S25 18^.75 53.00 5S0 JAN. 94 00' 321.50' 277.00 208.00 436.25 124.00 333.25 3a50 92.25 521.00 60.75 8.00 65.75 10.25 106.50 399.00 111.25 195.00 68.00 69.00 260.25 49.25 260.25 9.50 40.50 109.00 233.00 169.00 135.75 144.90 89.50 55.25 324.50 199.00 9300 67.00 57.50 31125 305.75 69.00 90.50' 55.00 7.50 93.00 FEB I 312.00' 509.501 204.501 982 00' 150.75 1.25 106.00 632.50 7.00 116.00 134.50 116.25 1084.50 62.00 25.00 310.50 423.75 268.75 8250 97.00 473.25 675 472 50 23.50 11.50 220.50 121.50 174.75 117.75 299.00 0.00 296.50 413.25 489.75 63.00 68.25 100.25 467.25 431.50 163.25' 143 25 94.751 4800 19.001 MAR 106.00 2191.75 516.50 326.00 120550 140.00 1311.25 171.00 20.50 722.00 134.00 109.25 2X50 91.25 8.50 568.50 816.00 197.00 86.00 49.25 286.50 632.90 37.00 191.00 131.00 232 00 188.25 37-00 127.50 404.00 962.00 63.50 30.50 140.75 99.25 493.50 405.75 79.00 134.00 186.00 47.00 TOTAL HOURS 1893.00 4170.00 3364.50 3479.50 5690.75 22.25 STUDENT 1924.00 861.00 990.00 93200 847.00 573.25 4453.75 410.50 318/ 2152.75 1679.25 909.25 1327.25 565.25 56.50 380.25 4144.50 78 50 6723.50 2210.50 2327 00 795.00 1497.25 3343 25 218.25 4875.50 495.75 232.75 274X00 3940.50 1656.50 2011.25 2736.25 211.25 1365.50 2986.25 5993.00 101850 785 25 753.SO 1029.75 3616.50 141.25 6030.75 1473.75 2305.00 1446.00 333.50 587 00 101562.00 87.00 HRS.' STUDENTI 0.98 4.84 340 3.73 6.72 TZ7J0O 764.00 850 00 653.00 648.00 771.00 710.00 201.00 311.00 341.00 594.00 402.00 592.00 532.00 361.00 312.00 252.00 435.00 409.00 542.00 243.00 292.00 336.00 173.00 491 00 503.00 522.00 454 00 266.00 351.00 389.00 247.00 377.00 360.00 192.00 530.00 515.00 802.00 470.00 348.00 491 00 356.00 232.00 26S2O.0O 0.08 0.75 6.44 0-54 037 3.30 1J96 1.18 1.37 2.81 0.18 1 12 6.96 0.20 11.36 4.16 6.45 2.55 5.94 7.69 0.53 9.00 204 080 8.18 22.78 3.37 4.00 524 0.47 5.13 8.51 1541 4.12 208 209 536 6.82 027 752 3.14 6-62 2.95 094 2j53 3.830TEL: Nov 12,93 12:51 No .013 P.02 f (\\(^ I -/^a^cks/ /X) ^*4, # 'jL I^Cei c\u0026gt;^  d'] 3^-y-S^ (3to yy^dL 7id^\u0026gt;^ 2^30FAX TRANSMITTAL MBl Volunteers m Public Schools 501 Sherman, Little Rock, AR 72202 Phone 324-2290 Date: Number of pages: \u0026lt;3 To: AlC- Company Department Fax# dTk 01 From: nA. Phone#Annual Report 1992-93 Volunteers in Public Schools and Partners in Education CiUbrating 20 years of tie tying teacfiers hetp l^ids!' Little Rock School District Volunteers in Public Schools 81OW. Markham Little Rock, AR 72201 Nonprofit Organization U. S. POSTAGE PAID Little Rock, AR Permit No. 2608Introduction Volunteers in Public Schools Partners in Education Affiliations Volunteers in Public Schools (VIPS) and Partners in Education (PIE) are communi ty involvement programs of the Little Rock School District, providing volunteer services to the District's 51 schools, serving more than 1,800 staff members and more than 26,600 students. Volunteers in Public Schools, founded in 1972, is a general citizen involvement program. The program's mission is to provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all District schools. VIPS's motto is \"Helping Teachers Help Kids.\" Partners in Education facilitates the development of mutually beneficial voluntary relationships between schools and community groups, organizations or businesses. Partnerships support and enhance the educational programs of the District and strengthen the relationship between the District and the community. Both programs are managed by a staff which includes a program coordinator, two school volunteer coordinators, a resource coordinator. Partners in Education manager, office manager and resource secretary. As a joint project of the Little Rock School District and the community, VIPS is governed by a Board of Directors which includes representatives from the following groups: American Association of University Women, Board of Realtors, Delta Sigma Theta Sorority, Greater Little Rock Chamber of Commerce, Greater Little Rock Optimist Club, Leadership Round table. League of Women Voters, Little Rock Classroom Teachers Association, Little Rock Junior Chamber of Commerce, Little Rock PTA Council, Little Rock School Board of Directors, Junior League of Little Rock, National Association for the Advancement of Colored People (NAACP), Operation PUSH-Excel, Principals' Roundtable, Retired Senior Volunteer Program of Central Arkansas (RSVP), Sigma Gamma Rho Sorority, University of Arkansas at Little Rock, and Urban League of Arkansas. Twelve members-at-large also serve on the Board. VIPS provides guidance and assistance with volunteer and staff training, activity and career days, shadowing programs, mentoring, cross- and peer-age tutoring programs, enrichment programs, English as a second language, international visitors, scheduling field trips and writing grants for innovative programs. Activities provided by businesses involved as Partners in Education include incentive programs to reward improvement in grades and/or attendance, school grounds beautification projects, career awareness programs, job shadowing, homework centers and self-esteem training classes. Schools return the generosity of their partners through a variety of activities which include holiday musical presentations, art displays, pen pal programs, appreciation events and sharing school facilities. VIPS and Partners in Education are active in a number of organizations and through them work to improve school volunteerism. Professional affiliations include the National Association of Partners in Education, International Association for Volunteer Administration, Arkansas Volunteer Coordinators Association, Arkansas Division of Volunteerism, Greater Little Rock Chamber of Commerce,Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PTA Council, and the Certified Volunteer Management program of the Arkansas Public Administration Consortium. The information gained through organizational networking refines our services so that VIPS and PIE remain on the cutting edge of school volunteerism. Recognition Financial Volunteers are recognized through the VIPS Chairperson Luncheon, individual school appreciation functions and the annual Evening For the Stars reception, a districtwide volunteer recognition event. VIPS is funded by contributions from individuals, businesses, civic and social organizations and the Little Rock School District. VIPS Operating Budget 1992-93 School District Funds Community Contributions $14,971.60 $ 6,401.50 Partners in Education is funded by the Little Rock School District with a 1992- 93 operating budget of $3,728.40. Highlights Wonders of Work (WOW) VIPS and Junior League of Little Rock combined efforts during the 1992-93 school year to continue WOW, a career awareness program for sixth-grade students, for a second year. WOW matched 27 students a semester with professionals in the community for four visits, which included job shadowing and a class presentation. Mentoring VIPS implemented a mentoring program in the seven incentive schools during the 1991-92 school year. Sixty mentors volunteered the first year\n105 were matched during the 1992-93 school year with students for weekly school visits where mentors and mentees talked and shared with one another. The year concluded with a districtwide picnic for those involved in the program. Senior Volunteers from retirement centers in the Little Rock metropolitan area are contributing hundreds of volunteer service hours by making learning activities, tutoring students and assisting with bulk mailings. Reading is FUNdamental (RIF) Reading is FUNdamental to Arkansas' Future (RIF) encourages reading and reading comprehension by letting children choose three books to take home and keep at no cost to the students or their families. The program was administered by VIPS through a Student Loan Marketing Association challenge grant with financial and volunteer time contributions from Friends of Central Arkansas Library System (FOCAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and Wtst Little Rock Kiwanisclubs. During the 1992-93 school year, 7,564 books were distributed among 1,891 fourth-grade students in all Little Rock School District elementary schools.Awards The Arkansas Department of Human Services (DHS) was the Education Winner of the 1993 Golden Rule Award, sponsored by United Way of Pulaski County and J. C. Penney. VIPS nominated DHS for the award in honor of the partnership DHS has with Bale Elementary School. Their partnership activities include the \"Buddy Club,\" a mentoring program\nclassroom presentations\na book drive that resulted in 100 books being donated to the school library\nand job shadowing. Al Porter, longtime VIPS board member, was selectd as United Way of Pulaski County's Volunteer of the Week for the week of May 10-15, 1993. Discount Trophies donated a plaque for Porter, which was presented to him at the May 10 VIPS Board of Directors Executive Committee. Awards for volunteer service to the Little Rock School District were presented during the annual VIPS Evening for the Stars reception. The Jane Mendel Award for Outstanding Volunteer Service was presented to Betty Ruth Davis. Parkview Arts and Science Magnet, Dunbar International Studies/Gifted and Talented Magnet and Ish Incentive School received awards for most volunteer hours per students during the 1992-93 school year. Pulaski Heights Elementary, runner-up for most volunteer hours per student, and Carver Basic Skills-Math/Science Magnet, having the most overall volunteer hours districtwide, were also recognized. Excellence in School/Business Partnerships awards were presented to Twin City Bank - Heights Branch for their partnership with Forest Park Elementary, Unitarian Universalist Church for their partnership with Garland Incentive School and Storer Cable for their partnership with Western Hills Elementary School. Value of Volunteer Services Program volunteers serve at a school or other educational site on a regular, repeating basis, providing direct assistance to students and teachers on a wide variety of general support services. Resource volunteers visit classes on an occasional basis to make presentations about their jobs, hobbies, skills, travels, special interests or expieriences. Partners in Education volunteers serve as either program or resource volunteers, providing diverse services to schools through their commitment to partnership or special projects. Hours served by program volunteers Hours served by resource volunteers Hours served by partner volunteers Resource volunteers on file Registered field trip sites Individual teacher requests filled Resource volunteer/student contacts (This figure includes, in some instances, the same students having contact with more than one resource volunteer during the school year) Number of Partnerships Total number of volunteers Total hours of volunteer service Cost benefit of volunteer service (at $11.58 per hour, an average nationwide figure in educational fields as suggested by the National Association of Partners in Education, the Arkansas Division of Volunteerism and ACTION, the national volunteer agency) 116,256.50 1,010.00 14,034.00 883 no 759 23,496 Ill 7^41 131300.50 $1320,459.79II    ' u'.. w . I. 11. III. / WHAT VIPS IS DOING WHAT VIPS IS ASKING APPENDICES A. 1980 Evaluation Results B. C. D. [ Responsibilities of Coordinator and Assistant Coordinator Responsibilities of Resource Clerk Responsibilities of Secretary I  5 y J l] Md n II 1 WHAT VIPS IS DOING \"VIPS helps teachers help kids. l\u0026gt; VIPS operates in all 39 district schools. Resource volunteers are scheduled by our resource clerk to go out to schools and speak on travel\u0026gt; hobbies, careers, etc. Regular volunteers are assigned for tutoring math, English, reading, or running enrichment programs, as well as working in libraries school offices, and filling in where needed. health rooms, One month might produce 5,500 volunteer hours served, people working full timet This equals BS Romine Primary School reports 30 of their staff helped by regular vol- unteers. Fifteen of Washington's teachers have used resource volunteers thi year with 30 at Hal 1. resource volunteers. All of the teachers at Forest Heights report using Bale reports 10 teachers using reading tutors. Three teachers at Forest Park have lost aides who have been partially replfiKod by volunteers. Five teachers at Jefferson have math tutors. Twenty-five our volunteers. workshops have been scheduled this year to train and enrich To quote our evaluations of a February lb reading workshop: \"It's heartening and encouraging to see kittle Rock Public Schools providing this kind of training. . . .to volunteers, and the recognition and outreach to children with learning difficulties. II \"I v/as surprised at the organization It takes to enable volunteers to get so much done.\" \"I got a sense of the importance of what VIPS do.\"I t*? *' X jlii I ! vjhat vjps is asking p I s vital i\no VIPS is asking to be recognized by the Board of Directors a helping teachers help kids. I A paid staff is essential for maintaining our already well-established 'J program. Our goals for expansion concentrate on recruitment, of more volun- teers, with our greatest hope in the liirie-Belease program. Operational funds for this and all of our functions come from the community, VIPS has not been able to recruit full time volunteers to work in the Fl office. A well-organized, effective program requires full-time leadership with the time and talent to devote to the project. The volunteer market has become very competitive due to the large majority of parents working. We must work hard to meet the competition. VIPS v/ould ask the Board of Directors to talk to children, talk to volun- teers, talk to teachers. (Our evaluation from last year is enclosed.) We see repeatedly how people who volunteer come around to being 100% public school supporters. Repeatedly, white-return-flights have been due to favorable reports from volunteers in our schools. We feel we help all of us. UtWa-lUW-IW LUM U-IIJW 1.JI-U-III. 1 I I I I I I a 1 5 I !TEL : Nov 05,92 14:52 Nc .C02 P.Ol Pre-professional students from UAl.R and Philander Smith college were assigned to teachers, providing 3,744 hours of classroom assistance in t: fall Of 1980. They are also placed this spring. Activity Days and Career Days consultation is provided by the VIPS office. Prior to a reduction in staff, VIPS handled this big job for the schools. Now we work closely with volunteers or staff from the schools who come to use our resource file and direction. Our Board of Directors is very interested in helping fill any gaps in VIPS services. We have had difficulty placing a VIPS Chairman at Mann. Two of our Board members, Charles Stewart and David Walters, graduates of Mann, are \"Board Buddies\" to Mann and served as VIPS Chairmen through the accomplishment of their Career Days this year. Board Buddies are Board members who have selected a school in which to support and work closely with the VIPS Chairman. Field Trips are scheduled and confirmed by the VIPS re ource clerk. This job along with scheduling resource speakers saves the teachers an enormous amount of time otherwise spent at the telephone. English as a Second Language - sec attached summary Work Release Time - see attached summarySi' I I Pre\u0026gt;profess1ona\\ students from UALR and Philander Smith college were assigned to teachers providing 3,744 hours of classroom assistance s I in th fall of 1980. They are also placed this spring. Career Pays consultation is provided by the VIPS office. Prior to a reduction in staff, VIPS handled this big job for the schools. Now we work closely with volunteers or staff from the schools who come to use our resource file and direction. Our LJoard of Directors is very interested in helping fill any gaps in V1P$ services. We have had difficulty placing a VIPS Chairman at Mann. Two of our Board members. Charles Stewart and David Walters, graduates of Mann, are \"Board Buddies\" to Mann and served as VIPS Chairmen through the accomplishment of their Career Days this year. Board Buddies are Board members who have selected a school in which to support and work closely with the VIPS Chairman. Field Trips are scheduled and confirmed by the VIPS resource clerk. This job along with scheduling resource speakers aves the teachers' an enormous amount of time otherwise spent at the telephone. English as a Second Language - see attached summary attach nri r 11 nun 3 v* I z ttlAv'l/ DaIimta T i inAKVOLUNTEER NeWS Volunteers in Public Schools, Little Rock, Arkansas Fall 1992 Harrison Elected VIPS Board President Discover your school- Dr. Gayle Harrison ha.s been elected president of the VIPS Board of Directors for the 1992-93 school year. Harrison is a native of Massachusetts and earned a doctorate in de-velopmental/ educational psychology from Boston College. She is in private practice with Arkansas Psychological Services. Harrison has served on the board of the Arkansas Psychological Association, Arkansans for Drug Free Youth and Committee on Women  s Concerns. Y Volunteer!^, She has been an active member of the VIPS Board for five years. Other elected officers for the 1992-93 school year include: Virgil Miller, First Vice President Debbie Glasgow, Second Vice President Phil Burch, Treasurer Martha Rimmer, Recording Secretary Delores Egeston, Corresponding Secretary. The 1992-93 VIPS Board is composed of representatives from 30 sponsoring organizations and 12 members-at-large. Board members are actively involved on committees including Public Relations/Commu-nity Involvement, Volunteer Recognition, Volunteer Program Development, Reading is FUNdamental (RIF), CTA, Personnel, Nominating, Bylaws and Silent Auction. The VIPS Board of Directors meets at 12:00 noon on the second Monday of each month in the LRSD board room. Meetings are open to the public. * * * * Ways Working People Can Help At School Saturday work parties: beautifying the school yard, building playground structures, planting shrubs or trees and painting murals. Resource volunteers: talking with classes about your work, travels or hobbies. * School newsletters: gathering news, editing, typing or pasting up. Mentoring a student: spending one lunch hour per week visiting with a student to encourage and support good behavior. Field trips: having students visit your workplace for hands on experience. * PTA: attending meetings and serving on a committee. * Typing: PTA newsletters, general school notes, proposals and reports. * Asking friends, relatives or total strangers to volunteers: all of us can be recruiters of volunteers. * Making attendance calls: phoning the parents of students who miss school to make sure they are aware of the childs absence. 2 Volunteer News. Volunteers In Public Schools, Little Rock, Arkansas Fall 1992 20 Years Old and Worth A Million! VIPS was founded 20 years ago by a group of concerned citizens led by Jane Mendel. The program was designed as a partnershio between the community and the Little Rock School District, a relationship that has endured the years. After all, how could a school district have an active volunteer program without strong support from the community? Each of you is a member of a vital group of people interested in enhancing the education of children in the Little Rock School District. Last year, 5,869 volunteers worked 106,458 hours providing services worth $ 1,139,101 to the District. Yes, thats right, over one million dollars! Volunteerism in the LRSD is big business and crucial to the Districts long term success. Well be celebrating our twentieth anniversary through June. Help us make this year the best one yet. Were focusing a lot of energy on recruiting mentors and tutors to provide direct one-to-one services to students. Hundreds of volunteers are needed to spend one hour per week working with youngsters. Please consider renewing your commitment to VIPS by volunteering and/or recruiting volunteers, and join us for a fun-fdled year of rewarding work with children. You see, we really are 20 years old and worth a million! You hold a key to ensuring the future success of a child... Unlock the potential through mentoring! KEYS TO A SUCCESSFUL SCHOOL/BUSINESS PARTNERSHIP WITHIN THE SCHOOL * Gain support and participation of the administrative staff. * Encourage a school climate that reinforces staff for community involvement.  Designate a committed coordinator. * Get to know your business partner. * Accept the differences between education and business. * Identify business needs...give something in return for business resources. * Consider the individual business volun- Quotations from our Mentors Mentoring is: being a role model. giving students hope for the future. pouring a little of my life into a childs life.\" a positive plus for young people.\" a truly progressive move in the right direction.\" a chance to be of great help to a child who is in a period of transition. For more information on VIPS Incentive School Mentoring Program, call Valerie Hudson, VIPS Incentive School Coordinator, 324-2292. t*eer-they have needs too. Inventory school resources and determine how the school can best meet partner needs. * * * Focus on establishing relationships. Maintain a WIN/WIN attitude. Remember you are involved with the partner to enhance the education of youth. * Enjoy what you dohave fun with the partnership. VOLUNTEERS IN PUBLIC SCHOOLS LITTLE RCX\nK SCHOOL DISTRICT 501 SHERMAN, LITTLE ROCK, AR 72202 324-2290 Purpose: To provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all district schools. VIPS motto is \"Helping Teachers Help Kids.\" Dr. Gayle Harrison, VIPS Board President VIPS Staff Debbie Milam, VIPSiPartners in Education Coordinator Millicant Hearne, Partners in Education Manager Leia Hodges, Resource Secretary Valerie Hudson, Incentive Schools Coordinator Lee Ann Matson, Resource Coordinator Gayle Wilson, School Coordinator Anna Zawislak, Office Manager Anna Zawislak, Editor Did you know.. on October 31, 1945, Booker T. Washington was admitted to the Hall of Fame for Great Americans? Who Am I? 1 I. I am interested in quality education lor all children. 2. 1 work closely with my school PTA. 3. I like working with people and enjoy matching them with volunteer job.s that meet their needs. 4. I help teachers in my school decide how they can use volunteers and then 1 recruit volunteers for those tasks. 5. I value the roles parents and community play in educating children. Vnsci amhte for the answer: SPIV .MISKEPKIAHC (Answer on page 3} Fall 1992 Volunteer News, Volunteers In Public Schools, Little Rock, Arkansas 3 Tips For Teachers: Delegating Jobs To Volunteers 1. In two minutes make a written list of all things you do during the typical school day. 2. Now take two minutes to make a written list of all the things you would do in your classroom if you had more time. VO A 3. Take one minute to review both lists, putting a check by those tasks, activities or jobs you could delegate if you could find the right person. 4. Pick one checked item from either list, fill out a volunteer request form and turn it in to your schools VIPS chairperson. 5. Save the lists. When you have successfully delegated one job to a volunteer, you can ask the VIPS chairperson to help find someone for another checked item. In the meantime, remember: *Space is limited at many field trip sites. Call to make appointments now  even for the spring! *Watch the local media for coming events  imagine how a visit could enrich your curriculum. Call VIPS resource area (324-2291) for advice or help with arrangements. Great Books Program Training Opportunity The Great Books Foundation would like to hold a two-day training workshop for discussion leaders in Little Rock in October or November, If you are interested in being trained to lead a discussion group of students, please call Debbie Milam at 324- 2297 for information about program costs. The Foundation offers Great Books programs for all thirteen years of schooling\nthe new Junior Great Books Read-Aloud program for children in kindergarten and first grade. Junior Great Books for students in grades two through nine, and Introduction to Great Books for high school students. The program helps students learn to think independently about literature, to articulate ideas about its meaning and to enrich these ideas by considering opinions other than their own. VOLUNTEER COUPON I NO EXPIRATION DATE YES! I CAN VOLUNTEER GOOD FOR ONE (1) HOUR VOLUNTEER SERVICE TO A LITTLE ROCK SCHOOL DISTRICT SCHOOL Redeemable for a child's smile, a teacher's gratitude, a principal's relief and your community's thanks! Clip this coupon Hand-deiiver to your nearest LRSD school Redeem as volunteer service: J Who Am I? (answer) a tutoring  clerical help a nurse's aide  mentoring a speaUr oil pmfuiitiuns unravels  other . atBaMBBi -.........t................-----------. : : %wrjiW^-T., ' --------- 1 P) - Copies of this coupon will be honored No limit per household Volunteers in Public Schools, Little Rock School District 501 Sherman, Little Rock, Arkansas 72202, Phone 324-2290 I Youre right! I am your VIPS Chair- I person, the one who puts it all together. 1 I would like to help you find that volunteer ! position thats just right for you. Call your J school for more information. 4 Volunteer News, Volunteers In Public Schools, Little Rock, Arkansas Spring 1992 FIGHT BACK! INSURE THE CHILDREN Volunteer Opportunities *Mentor an elementary age student through a one-hour visit once per week at the school. * Mentor a pregnant teenager through New Futures for Little Rock Youths TEENS project, Teens Empowered with Effective Nurturing Skills. Little Rock Against Alcohol and Other Drug Abuse. * Assisi nurses with health screenings or by working in a health room or clinic. Eight Back! Insure The Children is a unique program which provides insurance coverage for every child in the Little Rock School District for treatment of problems arising from substance abuse. This program is the only one of its kind in the nation. This program is being offered at the cost of $12 per child for 100% coverage for four levels of substance abuse treatment. The cost of intensive private care for substance abuse treatment can range from $6,000 to $40,000 per child. Of those who have insurance, only 50% of Ihe cost is covered. The Insure the Children program guarantees 100% coverage for every child in the Little Rock School District. Students can be referred to the Little Rock School Districts assessment office by parents, teachers, counselors, other students, themselves or other concerned residents. Of the students referred for assessment during 1991-1992\n* 76 were in senior high school * 116 were in junior high school * 72 were in elementary school. Please send contributions to\nCity of Little Rock Fighting Back, City Hall, 500 West Markham, 120W, Little Rock, AR 72201 *Tutor students in reading, math or learning English as a second language. *lmprove students reading abilities and awareness of literature by leading a Junior Great Books discussion group. *Telt stories to students about what life was like when you were growing up. *Speak to classes about areas of interest to you\njobs, hobbies, travels, etc. For more information, call the VIPS office at 324-2292 or 324-2293. Looking October 19,1992 April 18-24,1993 Parent Conference Day National Volunteer Week Ahead... April 20,1993 An Evening for the Stars May 7,1993 National School Volunteer Day Little Rock School District Volunteers in Public Schools 810 West Markham Little Rock, Arkansas 72201 BULK RATE U.S. Postage PAID Little Rock, AR Permit No.2608 o F Office/Deseg Monitoring Ann Brown 201 E. Markham, #510 Little Rock, AR 72201 oct 2 2 Office of Desegresaiioh VlPS-\"Helping Teachers Help Kids\" VOLUNTEER NEWS is printed on recycled paper. Please recycle...share this with a friend.TEL: Nov 05,92 14:49 No.001 P.Ol JL til pages Post-lt\"' brand fax transmittal memo 7671 p Co OepI z72\u0026gt;X Go Phone F9X# ______ REPORT TO LITTLE ROCK SCHOOL DISTRICT BOARD OP DIRECIORS Robert-L. Henry, III. President C. 0. Mtigee, Jr., Vice President Dr. Arthur W. Gillam. Secretary Mrs. Betty Herron T, E. Patterson Herbert C. Rule, Ill Dr. Peter T. Sherrill Submitted by the Staff of Little Rock Volunteers in Public Schools Tebruary 27, 1981TEL : Nov 05,92 L , 14:52 No .002 P.02 ] WWEBSflliEIN o o a o DG3 EDUCATION May 15, Mr, Herbert C, Rule, III President, Little Rock School Board c/o Rose, Nash, Law Associates MAY 21 19S1 720 W. Third trect SUPT. OFFICE Littlis Rock, Arkansas 72201 Dear Kr. RJle: Ab Exacutive Director of the National School Volunteer program, I am oft.nn called upon to speak in behalf of local school lunteer programs threatened ,,v budMvl As an ex-teacher in the Little Rock .Schools, 1 have good brLy sbound gteot bceu tsth.ankful for the dedicated support of certain community membara in 1965. Many of those VO same caring and responsible people are probably school volunteers today, letter. So I bring a special concern and urgency to tliis The Little Rock School Volunteer Program is recognwea, it has won prestigious national awards for its business/cducation partnerships But all of that pales in signa-prestigiovis national awards for its nationally recognized. and its community involvement componentG. ficance when one considers its contributions to the Little Rock communjty. Fiscal stress is confronting school districts from Washington, D.C, to Most of those that have school volunteer programs see that the Tacoma. is of additional time, expertise and services, for rate of return, in term\nthe minimal budget outlay is too enormous to forego. For those districts. especially in urban areas, that need the more intangxblc benefits of commu .. ___ j_ J_ _ ___________ 4-l-so 4 n sr'l'inol  nity involvement to maintain a balanced atmosphere in the public schools. the decision should be equally clear: essential, the school volunteer program is The ini- The times demand local community support for public school endeavors, Reagan administration is asking uc to renew our faith in local private tiatives rather than dependence upon big government. The National .-.chool Volunteer Program is prepared to help public education meet the challenges implicit in the President',s policies, wWee hhaavvee ssuuppppoorrtt ffrroomm ccoorrppoorraattiioonn.s. and foundations to promote' parent and volunteer involvement in the public schools, and to assist desegregation efforts. school districts with the problems emanating from National School Voluntaar Program, Inc., 300 N. Waanington Street Alexandria, Virginia 22314 (703) 836-4880 4 TEL: Nov 05,92 14:55 No .002 P.03 Mr. Herbert Rule, HI May 15, 1981 Page Two School Volunteer Program . r.nntitw^ encouraging and Little Rock, and we The Little Rock intcnfl to continue efforts to can do it without help public education a (iamonstrution I will continue to convey to Association, and Paul Strators, the value of The is doing the same things for supporting their iirvive these hard times. None of us within the public schools. ...1 of support from National School Boards Thomas Shannon, of the ialmon of the American Association school volunteerism. Little Rock School VolunteerL Program is too v cially nowl STG/rvm CC I Paul Masem Anne Brown of School Admini-alunble to forego, cspe- Sincerely, Sandra T. Gray Executive Director UlRS VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RELEASE VIPS Needs Mentors For Students February 3, 1993 For more information, contact Debbie Milam at 324-2290 or 663-7336 Want to make the difference in the future of a Little Rock child? You can help a child succeed if you have Just one free hour a week by participating in the Little Rock Volunteers in Public Schools Mentoring Program, Approximately one hundred mentors are working with elementary-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. VIPS is currently trying to recruit and place 100 more mentors to work with children on a waiting list. Community organizations are urged to consider adopting the mentoring program as a community service project, Interested volunteers can receive more information at an orientation session at 6-00 p.m. on Tuesday, February 9 in the Little Rock School District board room, 810 West Markham Street. The mentoring program is designed to increase students' interest in school and self-esteem by using an adult role model matched to each participating student. By acting as a special friend or advisor, the mentors encourage students to be enthusiastic about learning and staying in school. - MORE - 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-229002'03 93 17:18 0301 324 2032 L R School Dlst ODM @004/004 Little Rock School District NEWS REUEASE Parent Workshop Set on Motivation February 4, 1993 For more information, contact Valerie Hudson at 324-2292 Volunteers in Pubhc Schools (VEPS) and the Little Rock School District are hosting a parent program. Motivating Your ChUd To Succeed, on Sunday, February 7, 1993 from 2:30 - 3:30 p.m. at St. John Baptist Church, feUowship room, 109 W. Roosevelt Road, Little Rock. The guest speaker. Dr. Emma Kelly Rhodes, was a dropout at 15 and the widowed moer of seven at age 29 who went on to receive her doctorate. Dr. Rhodes will share her personal expenences with parents to help them inspire their own children and encourage them to become more involved in their childrens education. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providin\npatrons an opportunity to be significantly involved in the education of our children. Last year. 5,869 volunteers contributed 106,458 hours valued at $1,139,101 to the Little Rock School District. All parents of the Little Rock School District are invited to attend. For further information about the program or to make reservations, contact Valerie Hudson at 324-2292 or Catherine GUI at 324-2272. # # #02'03.-93 17:18 0301 324 2032 L R School Dlst  003 - 004 -- 0D)I VIPS Mentoring Program, page 2 Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 5,869 volunteers contributed 106,458 hours valued at $1,139,101 to the Little Rock School District. For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292. # # #04/18/93 15:20 301 324 2032 L R School Dlst ODM 12001/002 iiiRs VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RET.EASF VOLUNTEERS IN PUBLIC SCHOOLS TO CELEBRATE 2()Tll ANNIVERSARY April 16, 1993 For more information, contact Debbie Milam at 324-2297 (o), 663-7336 (h) Little Rock Volunteers in Public Schools (VIPS) will host its eleventh annual district-wide volunteer recognition reception, an \"Evening for the Stars\", on Tuesday, April 20, 1993 at 6:30 p.m. The event will be held at Dunbar Community Center at 16th and Chester Streets. This year's reception will celebrate VIPS' twentieth anniversary and recognize members of the community who helped found the program in 1972. Awards will be presented to recognize school with outstanding performance in volunteer involvement and school/business partnerships. A special award established by VIPS in honor of the program's founder, Jane Mendel, will be presented to a volunteer who has achieved an exceptional level of service. Entertainment will be provided by the J.A. Fair High School Wind Ensemble. A silent auction will also be held to raise funds for VIPS' program budget. The event is free and open to the public. Call 324-2290 to make reservations. -more- 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 C304/16/93 13:21 501 324 2032 L R School Dlst ODM @002'002 page two-VIPS VZPS was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community while providing patrons and citizens an opportunity to be significantly involved in the education of children. Last school year, 5,869 people documented 106,458 hours of volunteer service valued at $1,139,101 to the Little Rock School District. 30 -06'03.93 12:24 SSai 324 2032 L R School Dlst ODM @002/003 June 3, 1993 VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RELEASE VIPS Hosts a Mentor Appreciation Picnic For more information, contact: Debbie Milam at 324-2297 On Friday, June 4, 1993, Volunteers in Public Schools (VIPS) will host a year-end celebration picnic for participants in the VIPS Mentoring Program. The picnic will be held at McArthur Park in the gazebo area from 5:00 until 8:00 p.m. ( II i I I The picnic is held to show appreciation to the mentors who spend one hour a week with students helping improve attitudes toward school and learning, as well as working to increase students self-esteem. The students families are invited to attend to encourage parents to get involved in their childs education. Approximately 150 people are expected to attend, among those will be a group of law students who tutor/mentor children at Rockefeller I ' i Elementary School. Most of the students participating in the mentoring program attend t I downtown incentive elementary schools (Franktu (jarland, Ish, Mitchell, Rightsell, RockefeUer and Stephens). Food for the picnic has been donated by T. C. Bar-B-Que and Hamburgers, Lindseys i Hospitality House, McDonalds of Broadway and Wonder Hostess Thrift Shop. Music will be provided by a volunteer, Michael Sinclair, and stories wUl be told by Curtis Tate, a weU-known local storyteller. - MORE - 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 UAHUBI BBSS 06.03 93 12:24 301 324 2032 L R School Dlst ODM @003.003 I VIPS was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. i For more information about the picnic, contact Valerie Hudson or Debbie Milam 'of the I Districts Volunteers in Public Schools office at 324-2292. I I09/17-93 IS: 23 501 324 2032 L R School Dlst ODM @001/003 I LITTLE ROCK SCHOO 810 West MarkI Little Rock, AR L DISTRICT ham 72201 FAX (501) 324-2032 DATE:  n, m3 TO: FROM: SENDER'S PHONE#: JO SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed Dial Fax Phone Number 09/17/93 18:24 501 324 2032 L R School Dlst 0D5I @002'003 Little Rock School District NEWS RELEASE Students in LRSD Need Mentors September 17, 1993 For more information, contact Debbie Milam at 324-2290 Students in the Uttle Ruch School District incentive schools ate appenling to pntons to serve as mentors to help them succeed in school. By giving up one of your lunch hours a week and acting as a special friend or advisor you can help encourage a child to stay in school and become more enthusiastic about learning Approxiinately seventy mentors ate woriring with elementaty-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. Due to the increased demand for more mentors, VIPS is currently trying to recruit and place mentors with those children in need. Community organizations mentoring program as a community service project. are urged to consider adopting the Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday. September 28. in the Little Rock School District board room. 810 West Markham Street. The mentoring program is designed to increase students interest in school and self- esteem by using an adult role model matched to each participating student. -MORE -09/17/93 18:25 0501 324 2032 L R School Dlst ODM 003/003 VIPS Mentoring Program page 2 volunteers in PubUc Schools (VIPS) was founded in  pvide asdoan.. to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79 to the Little Rock School District. For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292. ###00 A7 '98'* 18:24 501 324 2032 L R School Dlst ODM @002/003 Little Rock School District NEWS RELEASE Students in LRSD Need Mentors September 17, 1993 For more information, contact Debbie Milam at 324-2290 Students in the Lirte Rock School Distdet incentive schools are appealing b patona  serve as nenwrs to help them snored in school. By giving up one of yoor lunch houB a week and actino as a special friend or advisor you can help encourage a child to stay in school and become more enthusiastic about learning. Appravmateiy seventy mentors are working with elementary-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. Due to the increased demand for more mentors, VIPS is currently trying to recruit and place mentors with those children in need. Community organi2ations are urged to consider adopting the mentoring program as a community service project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, Septetnbet 28, in the Little Rock School District hoard room, 810 West Markham Street. ine mentoring program is designed to increase students interest in school and self- esteem by using an adult role model matched to each participating student. - MORE- West Markham and Izard Streets  Little Rock, Arkansas 72201  (501)374-336109 *17 '93* 18:25 501 324 2032 L R School Dlst ODM @003/003 VIPS Mentoring Program page 2 * Volm in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued Rock School District. at $1,520,459.79 to the Little For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292.WWW Volunteers m Public Schools NEWS RELEASE LRSD Recruiting Mentors January 7, 1994 For more information, contact Debbie Milam at 324-2297 or 663-7336 or Jeanette Wagoner at 324-2020 The Little Rock School District Volunteers in Public Schools proPTam is appRaiing to the community to serve as mentors to children. By giving up one lunch hour a week to be a special friend or advisor volunteers can encourage children to stay in school and become more enthusiastic about learning. Due to an increased demand for mentors, VEPS is currently recruiting mentors to match with other children in need. Community organiTatinn'\nare urged to consider adopting the mentoring program as a community service project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, January 11, in the Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, contact Debbie Milam at 324-2297. ### Little Rock School District  501 Sherman Street  Little Rock, AR 72202  (501) 524-22901 09:17 0501 324 2032 L R School Dlst la 002/002 --- ODM uttle Rock School District NEWS RELEASE LRSD Students in Need of Role Models/Mentors\nFebruary 8, 1994 For more information, contact Debbie MUam at 324-2297 or 663-7336 or Jeanette Wagner at 324-2020 Students from the Little Rock School District, along with Volunteers in Public Schools, ! are appealing to the community to serve as role models/mentors to help children succeed in school. Volunteers can encourage children to stay in school and become more enthnsiastic about learning by giving up one lunch hour a week to be special friends and advisors. Community organizations are urged to consider adopting the mentoring program as a community service  project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, February 15, in e Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing  patrons an opportunity to be significantly involved in the education of our children. Last year,  7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, ! contact Valerie Hudson at 324-2292. Jr jr 7?1 ^^794 13:38 301 324 2032 L R School Dlst ODM 0 002/002 Volunteers in Public Schools NEWS RELEASE LITTLE ROCK SCHOOL DISTRICT LUNCHEON TO RECOGNIZE VIPS VOLUNTEERS February 11,1994 For more information, contact Debbie Milam at 324-2297 or 663-7336 or Jeanette Wagner at 324-2020 Little Rock Volunteers in Public Schools (VIPS) will host its annual recognition luncheon for school-based volunteer coordinators on Tuesday, February 15, 1994 from 11:30 a.m. - 1:00 p.m. The event will be held at the University Adult Activity Center at 6401 West 12th Street. Arkansas First Lady Betty Tucker will be the luncheon's keynote speaker. VIPS was founded in 1972 to provide assistance to teachers in the Little Rock School District by promoting school volunteerism. Last school year, 7,541 volunteers documented 131,301 hours of volunteer service valued at $1,520,459.79 Little Rock School District. to the -30- Little Rock School District  501 Sherm:an Sireer  T irrle Rnrlr ar  z'sntly'O9 94 14:30 301 324 2032 L R School Dlst ODM @002/002 Little Rock School District NEWS RELEASE LRSD Students in Need of Role Models/Mentors March 9, 1994 For more information, contact Debbie Milam at 324-2297 Jeanette Wagner at 324-2020 Students from the Little Rock School District, along with Volunteers in Public Schools, are appealing to the community to serve as role models/mentors to help children succeed in school. Volunteers can encourage children to stay in school and become more enthusiastic about learning by giving up one lunch hour a week to be special friends and advisors. Community organizations are urged to consider adopting the mentoring program as a community service project Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, March 15, in the Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing s patrons an opportunity to be significantly involved in the education of our children. Iyear, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, contact Valerie Hudson at 324-2292. ###Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (SOI) 376-6200 Fax (501) 371-0100 April 7. 1994 Ms. Debbie Milam Volunteers in Public Schools 810 West Markham Street Little Rock, AR 72201 Dear Debbie and Wonderful VIPS Colleagues: Thank you so much for the snazzy and eye-catching invitation to An Evening For The Stars, which came in todays mail. Sounds like you are gearing up for a terrific event where a great time will be had by all. 1 wish 1 could be there to enjoy the show, but 111 be in California on April 26, visiting my folks. Ill be thinking of you on that Tuesday though, and have my family save newspaper accounts of the evening so 1 can read all about it when 1 return. Best wishes for a star-studded good time! Love to all, Ann BrownAn Evening \\ For The Stars V- \u0026lt; A APR 71994 ot DesagrcWion Monilofin^ t- 4 loin us for a special evening to honor and say \"thank you\" to Little Rock School District Volunteers Partners in Education and those who work with volunteers Tuesday. April 26, 1994 6:30 - 8:30 p.m. The Children's Museum of Arkansas 1400 W. Markham at the Train Station Please RSVP to 324-2290 (Because of limited space, we regret that we cannot include children.) Entertainment  Awards Ceremony  Reception  Silent Auction Sponsored by Volunteers in Public Schools VOLUNTEER NeWS Volunteers in Public Schools, Little Rock, Arkansas Little Rock School District Midyear 1993-94 Mentors Can Make a Difference Everyone is talking about mentoring these days, but many times we are all talking about different things when we use the term. Most of the time, we mean a one-to-one relationship between an adult and a student designed to provide the student with a positive relationship with a caring adult. There are many benefits of mentoring. Students' feelings about themselves improve as they spend time with their adult friends who come to visit them. These visits expose students to different lifestyles, new careers and positive attention from caring adults. Students' attendance, grades and attitudes often show improvement. We can only address the problems facing our youth when thousands of private citizens become involvednot fust interested, or aware of the problems or concerned about the failings of our studentsbut involved. A mentor usually visits a student once per week during the school day to talk and work quietly on different types of projects. Many mentors visit on their lunch hours and spend the first 15-20 minutes of their visits eating lunch with the students. Most then spend the remainder of their time in the media center visiting with each other, reading, studying. playing games and engaging in many other age-appropriate activities. VIPS recommends screening all volunteers who will work with children as mentors due to the intimate nature of mentoring friendships. Screening helps us get to know more about our volunteers and their likes/dislikes, and helps ensure that those entering a mentoring program are appropriate for such volunteer assignments. The VIPS office has applications available for completing the screening process. Mentors need orientation as to what is expected of them. VIPS has designed a mentor handbook that can be used as a base for orientation, and the staff offers monthly ninety minute orientation sessions as well as train-the-trainer sessions for schools that want to handle their own training. We can only address the problems facing our youth when thousands of private citizens become involvednot just interested, or aware of the problems, or concerned abou t the failings of our studentsbut in vol ved. Many people have already volunteered to become mentors, but many more children are still waiting to be matched with adults. Schools are encouraged to add mentoring to their lists of volunteer opportunities. The VIPS staff can assist schools in setting up new programs, help with screening and training existing mentors who need it, and recruit new volunteers from the community to join mentoring programs. Contact Valerie Hudson or Debbie Milam at 324-2290 for more information. Did you know... One Person Can Impact Youth Violence Mentor a student who needs a friend. Visit a school whenever you can to eat lunch and talk to students. Speak to a class on your favorite subject. Chaperone a field trip. Involve your business or employer in a school/ business partnership. I\nProvide incentives (certificates, ribbons, pencils, T-shirts, pizzas, sandwiches, videos, books, NJ money, etc.) for children who achieve school goals. Tutor a student who doesn't read well. Provide internships at your business for students, Provide part-time and summer jobs for students. *AlIow students to job shadow at your place of employment. *Help students prepare for college or job hunting. Sponsor a school club, such as gymnastics, dance, drama, art, music, drug abuse prevention, photography, etc. Join a school PTA. Get involved. Call 324-2290. 2 Volunteer News, Volunteers in Public Schools, Little Rock, Arkansas Midyear 1993-94 Investing In Youth The 1994 Arkansas Volunteer Directions Conference will be held at the Holiday Inn Airport on Friday, April 29,1994. The conference theme is \"Investing in Youth.\" Workshop topics include youth intervention programs, youth volunteerism and grant writing, as well as other topics associated with volunteer programs. Registration for the one-day conference is $45. Contact Debbie Milam, conference chairperson, at 324-2297 for information. Mentor!  s I -I i A F bWId j V - VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN, LITTLE ROCK, AR 72202 324-2290 Purpose: To provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all district schools. VIPS motto is \"Helping Teachers Help Kids.\" Virgil Miller, Jr., VJPS Board President VIPS Staff Debbie Milam. VfPS/Partners in Education Coordinator, Leia Hodges, Re-source Secretary\nValerie Hudson, Incentive School Coordinator\nLee Ann Matson. Resource Coordinator Gayle Wilson, School Coordinator Anna Zawislak, Office Manager Anna Zawislak. Editor Ten years and counting...Fatiinah Akbar and Barbara Moore received Superintendent Citations at the February 24th school board meeting for their ten years of volunteer service as VIPS chairpersons. Fatimah served at Ish and Forest Park and is presently VIPS chairperson at Stephens Incentive School. Barbara has managed the volunteer program at Western Hills for ten consecutive years. Fatimah and Barbara are examples of longterm commitment to the children of the Little Rock School District. They will be the first to tell you that it isa worthwhile investment. Thanks, Barbara and Fatimah, for making VIPS one of your lives' priorities! NAPE Announces Awards Entries must be postmarked by June 30 in two major awards programs being conducted by the National Association of Partners in Education this year. The McKee Foods Corporation Award will be given to six individuals who have contributed significantly to the development and extension of the Partners in Education movement at local, state, and/or national levels. The United Technologies Exemplary Award for School Volunteer and Partnership Programs will recognize three school volunteer programs and three business/agency/education partnerships that have been in operation for at least two years and have achieved substantive effects for their schools. Each of the six winning programs will receive a cash award of $1,000. Nomination forms are available from VIPS. Retired Teacher Volunteers Honored The Pulaski Heights Lions club recently presented their \"Hall of Fame\" awards to the following retired teachers who volunteer in the District: Dr. Rose Berry, Bernice Hayman, La vada P. Mason and Delois Sykes. Thanks, retired teachers, for continuing to share your experience with students! Midyear 1993-94 Volunteer News. Volunteers in Public Schools, Little Rock, Arkansas Luncheon Honors 3 The VIPS Board of Directors showed its heartfelt appreciation of the hard work and dedication of our school volunteer chairpersons by providing a gala luncheon in their honor February 15, at the Adult Activity Center. Arkansas' First Lady, Betty Tucker, led the school district administration, principals and VIPS Board members in praise of the importance of the chairperson's role in supporting their schools and teachers to benefit the children. Enjoying the moment (above, from left to right), Martha Rimmer, VIPS recording secretary\nMrs. Tucker\nand Doris Williams, first vice president and co-chairperson of the event. (Right) Sadie Mitchell, principal of King and Vips board member\nSusan Myers, VIPS chairperson at Mabelvale Elementary\nChristy Rowe, chairperson at Cloverdale Elementary and her appreciative principal, Fredrick Fields. Chairpersons For Service to Schools 4 Volunteer News, Volunteers in Public Schools, Little Rock, Arkansas Midyear 1993-94 Little Rock School District Partners in Education March 1,1994 Alpha Kappa Alpha Sorority Alpha Phi Alpha Fraternity, Inc. Arkansas Blue Cross Blue Shield Arkansas Cattlemen's Association Arkansas Children's Hospital Arkansas Democrat Gazette Arkansas Department of Health Arkansas Department of Human Services Arkansas Educational Television Network Arkansas Electric Cooperative Corporation Arkansas Human Resources Association Arkansas Louisiana Gas Company Arkansas Power \u0026amp; Light Company Arkansas Sports Medicine Arkansas Telephone \u0026amp; Telegraph (AT\u0026amp;T) Associated Milk Producers AutoZone Babcock \u0026amp; Wilcox - ST Company Backyard Burgers Bimam Wood Nurseries, Ltd. Central Arkansas Rehabilitation Hospital Central Records Services, Inc. Courtyard by Marriott Delta Sigma Theta Sorority, Inc. Educational Benefits, Inc. Electronic Data Systems (EDS) Equal Employment Opportunity Commission The Family Clinic, Ltd. First Commercial Bank Ghana Association of Arkansas Greater Little Rock Chamber of Commerce Harrison Trane Air Conditioning Harvest Foods Harvest Foods Extra - Geyer Springs #4426 Holiday Inn West Janet Jones Realty Junior Deputy Sheriffs of Pulaski County KATV-TV Channel 7 Kenny Rogers Roasters Kids Spot Pediatric Physical Therapy Services Kroger #550 Kroger #582 - Colony West Kroger #604 Kroger #615 Kroger #632 - Asher Avenue KTHV-TV Channel 11 Little Rock Black Police Association Little Rock District Corps of Engineers Little Rock Municipal Water Works Little Rock Wastewater Utility Little Rock Zoo McDonald's - Markham Parkway McDonald's - Rodney Parham McDonald's - Roosevelt Meadowbrook Community Club Metropolitan Junior Chamber of Commerce Metropolitan National Bank Metropolitan Vo-Tech Education Center Mexico Chiquito Mitchell, Williams, Selig, Gates \u0026amp; Woodyard Modem Woodmen of America - Mallett District Neuro-Psychiatric Diagnostic Center Old Mill Bread \u0026amp; Flour Co. The Olive Garden Optimist Club of West Little Rock Outback Restaurant Phi Beta Sigma Fraternity, Inc. Pilot Club of Little Rock Pizza Inn Presbyterian Village Professor Bowl Rebsamen Insurance Rotary Club #99 - Downtown RSVP Catering Ruby Tuesday Sam's Club Sidney Moncrief Pontiac Buick GMC Truck Shorter College Smoky Hollow Foods Social Security Administration Southwest Hospital Southwestern Ml - Engineering Department Storer Cable Subway Systematics Information Services, Inc. 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