{"response":{"docs":[{"id":"aar_lessons_73","title":"1901 Constitution Lesson 4 An Opposite View","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["This lesson should be used with Lesson 3 in order to demonstrate differences of opinion in an historical setting. In the late 1880's and early 1890's the political power of the \"Bourbon\" Conservative Democrats was challenged for the first time since they had \"redeemed\" Alabama from Republican rule and Reconstruction."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Southern States--Civilization","Alabama. Constitution (1901)"],"dcterms_title":["1901 Constitution Lesson 4 An Opposite View"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/73"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_72","title":"1901 Constitution Lesson 5 Voting After the Constitution of 1901","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["The Constitution of 1901 included a host of new voting requirements to restrict suffrage to \"the intelligent and the virtuous voter.\" The new requirements were designed to take away the vote of African Americans without running afoul of the 15th amendment to the U.S. Constitution, which prohibited denying the right to vote on the basis of race."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Southern States--Civilization","Alabama. Constitution (1901)","Civil rights"],"dcterms_title":["1901 Constitution Lesson 5 Voting After the Constitution of 1901"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/72"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_74","title":"1901 Constitution Lesson 6 Fact versus Opinion","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["The constitutional convention convened on Tuesday, May 21, 1901 to begin deliberations on a new constitution. The work of the convention is recorded in The Official Proceedings of the Constitution. On day two John B. Knox of Calhoun County was elected president of the convention. Immediately after his election Knox made a long speech concerning the need for a new constitution."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Southern States--Civilization","Alabama. Constitution (1901)"],"dcterms_title":["1901 Constitution Lesson 6 Fact versus Opinion"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/74"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_98","title":"1901 Constitution of Alabama","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["The student will compare and contrast key elements of the United States Constitution and the Alabama Constitution of 1901, the current constitution of Alabama."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Southern States--Civilization","Alabama. Constitution (1901)"],"dcterms_title":["1901 Constitution of Alabama"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/98"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_244","title":"3D Cube of Alabama Timeline","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["This is an activity that uses both art and photos from the Alabama Department of Archives and History."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Lesson planning--United States--Alabama","Education--United States--Alabama"],"dcterms_title":["3D Cube of Alabama Timeline"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/244"],"dcterms_temporal":["1700/1799","1800/1809"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_48704","title":"[Aaron \"Buddy\" McCauley standing in the outfield during baseball game during family reunion] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1990"],"dcterms_description":["Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["African American men","Baseball"],"dcterms_title":["[Aaron \"Buddy\" McCauley standing in the outfield during baseball game during family reunion] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48704"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_279","title":"Aaron Burr in Alabama: The Fate of Burr","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will expand upon the character of Aaron Burr and his relation with Alabama and the opening of new territory."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Pioneers--United States--Alabama","Statehood (American politics)"],"dcterms_title":["Aaron Burr in Alabama: The Fate of Burr"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/279"],"dcterms_temporal":["1810/1819","1820/1829"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_244","title":"Academic Progress and Incentive Grant","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":["1990/1996"],"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","Education--Finance"],"dcterms_title":["Academic Progress and Incentive Grant"],"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/244"],"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\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: April 19, 1990 To: From: Building Principals h I , Estelle Matthis, Associate Superintendent Educational Programs and Staff Development Through: Dr. Herb Cleek, Deputy Superintendent Re: Reques for Proposal - Academic Incentive Grants\nThe Little Rock School District is pleased to announce the availability of funds to identify and establish initiatives to reduce the number of low achiever's,- The purpose of this memorandum is to provide guidelines for funding of proposals for Academic Progress Incentive Grants. The primary purpose of the Academic Progress Incentive Grants Program shall be to (1) improve the education of all students, and (2) reduce the disparity in achievement among student\nracial, socioeconomic, and gender groups. Availability of Funds of different The grant awards shall be non-competitive for cne year with an option to continue for two additional years.. , Grants shall not exceed $25,000. awards. Incentive and magnet schools-are not eligible for grant Application Content The application must contain the following information: 1. 2. 3 . 4 . Need forProject Program Description Plan of Operation Evaluation Plan Budget Information i granrsMemorandum - April 19, 1990 Request for Proposal Academic Incentive Grants Page 2 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportion in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs, to the extent possible. District will not assume responsibility for continuing costs that The occur after the expiration of the funding period. Selection Criteria A panel will review all applications according to the following: 1. 2 . 3 . 4 . 5. 6. 7. 8. 9. 10. A detailed and well-planned proposal Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Only one proposal per area school will be accepted. Application Deadline Applications must be received by 5:00 p.m. on June 5, 1990. Send to Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development. a. m. A grant writing inservice is scheduled for May 1, 1990, at 9:00 - 11:00 a.m. for elementary schools and 1:30 p.m.- 3:30 p.m. for secondary schools, in the Board Room, representative at the inservice. Each area school should have a bjgAPPLICATION INSTRUCTIONS ACADEMIC PROGRESS INCENTIVE GRANT I. Proposal Narrative (Limit proposal to no more than ten double-spaced, typed pages. Additional pages will not be considered.) A. Need for Project Describe the identified needs and how they will be met through the project. Include any statistical data. B. Program Description Give a description of the program to be implemented, program goals, organizational management, curriculum, personnel and staff training, if needed. Include C. Plan of Operation Include project management time line. Task/Person Responsible/Completion Date A suggested format: D. Evaluation Plan Describe the methods you will use to evaluate activities outlined in this program. E. Budget Information List items to be funded through the grant. The maximum to be funded through the grant will be $25,000 per area school. Identify separately related items that will not be funded through the grant. II. Document Organization A. Organize the proposal in the following order, additional blank sheets of paper. Do not use B. 1. 2. 3. Cover sheet Narrative Budget Submit the original plus four copies of the proposal to: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development.LITTLE ROCK SCHOOL DISTRICT ADADEMIC PROGRESS INCENTIVE GRANT APPLICATION 1990-91 Name of School Principal Date Submitted Signature of Principal PROPOSAL COMMITTEELITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: May 30, 1990 To: Arma Hart, Associate Metropolitan Supervisor From: Sterling Ingram, Director Planning, Research, and Evaluation Re: Grants Request for Proposal - Academic Incentive As requested, I am forwarding a copy of the Academic Incentive Grant guidelines. cc: James Jennings bjgLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: April 26, 1990 To: Area School Principals From: Estelle Matthis, Associate Superintendent Educational Programs and Staff Development Through: Herb Cleek, Deputy Superintendent Subject: Request for Proposal - Academic Incentive Grants The Little Rock School District is pleased to announce the availability of funds to identify and establish initiatives to reduce the number of low achievers. The purpose of this memorandum is to provide guidelines for funding of proposals for Academic Progress Incentive Grants. The primary purpose of the Academic Progress Incentive Grants Program shall be to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Availability of Funds The grant awards shall be non-competitive for one year with an option to continue for two additional years, $25,000. Grants shall not exceed Application Content The application must contain the following information: 1. 2. 3. 4. 5. Need for Project Program Description Plan of Operation Evaluation Plan Budget Information #5 grantsMemorandum - April 26, 1990 Reguest for Proposal Academic Incentive Grants Page 2 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportion in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs, to the extent possible. District will not assume responsibility for continuing costs that occur after the expiration of the funding period. The Approval Criteria A panel will review all applications according to the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. A detailed and well-planned proposal Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Only one proposal per area school will be accepted. Application Deadline Applications must be received by 5:00 p.m. on June 5, 1990. Send to Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development. A grant writing inservice is scheduled for May 1, 1990, 9:00 a.m. to 11:00 a.m. for elementary schools and 1:30 p.m. to 3:30 p.m. for secondary schools, in the Board Room, representative at the inservice. Each area school should have a bjg cc: Incentive School Principals Magnet School PrincipalsAPPLICATION INSTRUCTIONS ACADEMIC PROGRESS INCENTIVE GRANT I. Proposal Narrative (Limit proposal to no more than ten double-spaced, typed pages. Additional pages will not be considered.) A. Need for Project Describe the identified needs and how they will be met through the project. Include any statistical data. B. Program Description Give a description of the program to be implemented, program goals, organizational management, curriculum, personnel and staff training, if needed. Include C. Plan of Operation Include project management time line. Task/Person Responsible/Completion Date A suggested format: D. Evaluation Plan Describe the methods you will use to evaluate activities outlined in this program. E. Budget Infojrmation List items to be funded through the grant. The maximum to be funded through the grant will be $25,000 per area school. Identify separately related items that will not be funded through the grant. II. Document Organization A. Organize the proposal in the following order, additional blank sheets of paper. Do not use B. 1. 2. 3. Cover sheet Narrative Budget Submit the original plus four copies of the proposal to: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development.LITTLE ROCK SCHOOL DISTRICT ADADEMIC PROGRESS INCENTIVE GRANT APPLICATION 1990-91 Name of School Principal Date Submitted Signature of Principal PROPOSAL COMMITTEE- *-40 09-12'91 14:16 301 374 7609 L R School 1)1 st @1002 To: From: Through: Subj ect: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 5, 1991 All Area School Principals ' Tony Wood, Deputy Superintendent Dr. Ruth S. Steele, Superintendent of Schools'.) Academic Progress Incentive Grants In the most recent court order pertaining to our desegregation case, it was made clear tha' the District must take \"no affirmative action\" to implement programs not included in the 1935 Settlement Plan. Since Academic Progress Incentive Grants were not included in the 1989 Plan, we believe they are included in those programs which, for the present, are not to be implemented. Consequently, grants have been placed on hold until we are able to resolve this issue. we are able to reconsider your grant. We will inform you as soon as We appreciate your patience. V k09.12 91 14:15 501 3T4 \"609 L R School Dlst @001 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LHTLE ROCK, AR 72201 FAX (501) 324-2032 DATE IX ( TO FROM r PHON SUBJECT J tiCjiJS of (inoitidc oo'fcr po^ej ?as ,hor.c y:^-Kiir________ Speed Dieit FOR DATA PRCfCDSST\\G OFFICE USE OA'LY irar^mined 3y_____ .Ddc ______ Time R 0. ! 7 received TO: FROM: RE: DATE: MAR 1 2 1993 The Honorable Susan Webber Wright Area School Patrons _ ... 1992-93 Budget Cuts for March 19, 1993 HearJngatton Monitoring March 9, 1993 I. Area School parents and patrons of the Little Rock School District request that this letter and the accompanying letter and the petitions be made a part of the court record. We wish to address the Court on Budget discussions directly related to Desegregation Plan. We educate 64% of all students in the Little Rock School District, that is approximately 10,788 out of 16,700 black students, and 6,000 out of 9,000 white student's, certainly the majority. We are concerned about the following issues: 1) The Little Rock School District has promised, undej. Lht\nDesegregation plan, to make available to the Area Schools $25,000 per Area School per year for a three-year period or more (if the evaluation proves that the grant had positive results) for Academic Progress Incentive Grants under the to decrease academic disparity. Unfortunately, Area school patrons have had to repeatedly request these funds from the Little Rock School District. Currently, the Little Rock School District has slashed the available money from $25,000 to $10,000 per Area School (a cut of almost 1/2 million dollars). To date for this year, our district has only given Area Schools a total of $50,000 of the allotted $320,000. 2) The Little Rock School District is also obligated to make available to the Area Schools funding for Focused Areas of Activities\", but has not responded to pleas and public requests for defining and implementing this funding. 3) Area Schools have borne a disproportionate burden of budget shown by reductions in funding for Gifted/Talented staff, music, counselors, physical plant assets, and general per capita funding compared to Magnet and Incentive schools. This scenario has significantly diminished the educational opportunities of Area School cuts students. 4) Area School parents and patrons perceive that their concerns about the inequitable budget cuts and their negative impact on the Little Rock School District efforts to implement the Desegregation Plan have not been addressed by the Little Rock School District. 1(? '=. z/ ?: \"'J.i - j Little Rock School District RECEIVED To: Mrs. Ann Brown, Desegregation Monitor From: Estelle Matthis, nterim Superintendent Re: Request for Memoranda Date: August 23, 1993 AUC 2 0 1993 CSsa Qf Dsse. I have been advised that ODM has requested copies of written directives from me to employees. In response, I enclose for your review copies of directives or memoranda regarding desegregation- related issues. Attached you will find memos dated July 14, 1993 and July 27, 1993 relating to the Academic Progress Incentive Grant Program. ? will note, the LRSD is in the process of making the evaluations required under the plan. As you You will also find a memorandum dated August 11, 1~~, directive of the same date. After the hearings on June 24, regarding the proposed site for the new Stephens Interdistrict School, Judge Wright advised Jerry Malone that the Court would not impose a requirement that ODM make requests for information only through designated channels. The Court, however, strongly encouraged the LRSD to develop some procedure to ensure that District administrators and attorneys know what information is being transmitted by the LRSD. This was discussed with you on Friday, July 9, 1993, when Jerry Malone and I met with you in your office. 1993, and a 1993, The attached directive attempts to put in place a process whereby ODM will get timely and accurate information, while at the same time, the District attempts to ensure that commitments, policies or procedures are not made, altered or otherwise affected by individuals without actual authority to do so. As you are aware, the LRSD has several thousand employees. be some initial Accordingly, there might operational. growing pains as this directive becomes fully Prompt notification of any concerns by your office to my office will ensure that any problems are handled expeditously. Thank you for your attention to this matter. 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 11, 1993 All Principals a: 72201 Central Administration Personnel Estelle Matthi'3, Interim Superintendent Jerry Malone, Legal Advisor PROCEDURES FOR RESPONDING TO OFFICE OF DESEGREGATION MONITORING The Office of Desegregation Monitoring (ODM) has been very helpful to the District by providing assistance as we implement our Plan. ODM will need accurate and up-to-date information from each of us as we begin the 1993-94 school year. CL 1_______ provide the requested information in a timely manner. T1_ of Desegregation Monitoring will continue to contact appropriate members to secure the needed information and/or assistance. However, it is necessary for the District to establish some procedures for reviewing and responding to these requests in . Our attorneys will also need to review critical reports prior to our submission. The District has committed to The Office timely manner. a Your assistance is needed in following the procedures listed in the enclosed administrative directive.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 August 11, 1993 ADMINISTRATIVE DIRECTIVE NO: 93-O4S TO: All Principals and Central Administration Personnel FROM: elle Matthis, Interim Superintendent SUBJECT: PROCEDURES FOR PROCESSING REQUESTS FOR INFORMATION Beginning immediately, the following procedures are to be used in processing requests for information and/or assistance from the Office of Desegregation Monitoring (ODM). 1. All staff members are to cooperate fully with requests from ODM manner. in a timely and cooperative 2. Upon receipt of requests from ODM, all staff shall immediately review the request and notify the office of the Superintendent or his/her designee of the  content and scope of the request and to seek assistance in complying with the request if it is deemed appropriate by the principal or central office administrator. 3. The requests for information are to be completed in a timely manner and forwarded to the Superintendent's Office for review. to 4. The Superintendent's Office will, in a timely review and refer this information to the manner, will. appropriate personnel in the ODM office. 5. The District's attorneys and/or other district staff who have responsibility for the area(s) will receive copies of this information from the Office of the Superintendent or his/her designee.Administrative Directive No: 93-04S Page 2 6. Following any additions and/or modifications in reports, the appropriate principal or central office administrator will be consulted and receive copies, in a timely manner, for their records of such changes and/or amendments in a timely manner. This directive is effective immediately so that all District personnel will be able to function more effectively as a team successfully implementing the Desegregation Plan, the essence in providing prompt, accurate reports Since time is of reports, each person in the loop must continue to monitor the status until the response is provided.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET To: From: Subject: LITTLE ROCK, ARKANSAS July 14, 1993 72201 Ms. Margaret Gremillion, Assistant Superintendent Mr. Larry Robertson, Assistant Superintendent Estelle Matthis, Interim Superintendent Academic Progress Incentive Grants The court approved Desegregation Plan describes the Academic Progress Incentive Grants and the process for implementation. On Page 84, it states that the continuation of the Academic Progress Incentive Grant Program will be reviewed at the end of the 1992-93 school year. It is necessary for us to proceed with the final evaluation of this program in order to make a decision regarding future funding. Ingram regarding this matter. You may wish to consult with SterlingTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 27, 1993 Ms. Margaret Gremillion Mr. Larry Robertson 72201 Estelle Matthis, Interim Superintendent ACADEMIC PROGRESS INCENTIVE GRANTS Please review my requests dated July 14, 1993 and apprise me of the process as well as the date that I can expect to receive the evaluation report as stated in the Desegregation Plan, page 84. Your urgent attention to this matter is appreciated.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 Utde Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: December 6, 1993 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Focused Activities and Academic Progress Incentive Grants Monitorin\no As you are aware, ODM is currently monitoring Focused Activities and Academic Progress Incentive Grants. Our monitoring will encompass funding and programmatic elements of both areas from the 1990-91 school year through the current school year. The monitoring process will consist of data analysis as well as site visits to observe activities currently being funded. Enclosed you will find a list of needed documentation. We are requesting that these materials be submitted to our office by January 14,1994. If you have questions or concerns regarding the documentation request or monitoring process, please dont hesitate to call our office. Thank you very much for your assistance.Focused Activities/Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation\nmeetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year  Documentation for 1991-92,1992-93, and 1993-94 (as it becomes available) listing the schools which carried over funds from the previous year and the amount of carryover  Copies of individual school grants for 1990-91, 1991-92, 1992-93, and 1993-94 (as they become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to the schools Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91,1991-92, 1992-93  Copies of aU annual progress reports submitted by the schools 1990-91 1991-92 1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91, 1991-92, and 1992-93  Copies of the summative districtwide report on Academic Progress Incentive Grants 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91,1991-92, 1992-93, and 1993-94 (unless this information is included tn the individual grant applications)  Copy of the three-year evaluation of the Academic Progress Incentive Grant ProgramOffice 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 (501)376-6200 Fax (501) 371-0100 Date: December 9, 1993 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Revised Documentation List for Focused Activities and Academic Progress Incentive Grants Thank you for meeting with me regarding Focused Activities and Academic Progress Incentive Grants on December 6. I found the meeting with you and Mr. Ingram to be enlightening and productive. The enclosed documentation list reflects the changes we discussed during the meeting. The submission date for these materials remains January 14, 1994. As always, if you have questions or concerns, please dont hesitate to call. Thank you for your cooperation.Focused Activities/ Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation: meetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91, 1991-92, 1992-93  Copies of all annual progress reports submitted by the schools 1990-91,1991-92,1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91, 1991-92, and 1992-93  Copies of the summative districtwide report on Focused Activities 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91, 1991-92, 1992-93, and 1993-94Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year  Documentation for 1991-92, 1992-93, and 1993-94 (as it becomes available) indicating the amount spent each year per school and the schools outstanding balance.  Copies of individual school grant proposals for 1990-91, 1991-92, 1992-93, and 1993-94 (as they become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to the schools  Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copy of the three-year evaluation of the Academic Progress Incentive Grant ProgramOffice 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 (501)376-6200 Fax (501) 371-0100 Date: September 13, 1994 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Academic Progress Incentive Grants and Focused Activities As you know, we have been monitoring the Academic Progress Incentive Grants and the development of Focused Activities. It is our desire to conclude our ongoing inquiry and submit a report to the Court. In order to fmalize that report, we will need the following information by September 19, 1994.  A description of the current status of Academic Progress Incentive Grants  Definition of Focused Activities  Copies of all correspondence received by building principals regarding Focused Activities/ APIGs for the 1994-95 school year.  Documentation of any inservice held to explain application procedures for. the 1994-95 school year.  Copy of the timeline used by the district for submission of propostils, approval of proposals, and actual funding for the 1994-95 school year.  List of all schools which have had proposals approved and are currently being funded. Include the dates when funding was actually provided.  Copies of all Focused Activities and Academic Progress Incentive Grant proposals for the 1994-95 school year. Thank you for your cooperation. If you have questions or concerns, please do not hesitate to call our office.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 (501)376-6200 Fax (501) 371-0100 Date: November 17, 1994 To: Estelle Matthis, Deputy Superintendent, Little Rock School District From: Horace Smith, Associate Monitor, Office of Desegregation Monitoring Subject: Documentation Request I want to follow-up on our recent conversation regarding Academic Progress Incentive Grant documentation. I would like to receive the following information at our monthly meeting on November 22 if possible.  Copy of the 1993-94 APIG school program evaluation  1993-94 APIG data for each elementary and secondary school which includes - school, amount approved, date application was submitted, date application was approved, date of actual appropriation of funds, and the amount expended by the school Thank you for your cooperation. If you have questions or concerns, please dont hesitate to call.LRSD SUPTS OFFICE 305 P02 MfiR 14 95 11:25 ACADEMIC PROGRESS INCENTIVE GRANT - SECONDARY 1995-96 School Date Submitted Date Approved Amt Funded Central Hall Puiasld Hgts. January 25 January 9 March 2 January 30 Janueiry 9 March 6 $10,000 $10,000 $1,700 (partial) TOTAL: $21,700 ACADEMIC PROGRESS INCENTIVE GRANT - ELEMENTARY School Date Submitted Date Approved Amt Funded Bale Brady Puiasld Hgts. Watson Woodruff February 14 February 14 February 22 February 27 February 14 February 20 February 20 February 27 March 6 February 20 $5,000 $5,000 $600 (partial) $5,000 $5,000 TOTAL: $20,600I D SUPT'S OPPICE 305 P03 MfiR 14 95 11:25 Bale School Brady Cloverdale Dodd Fair Park Forest Park Fulbright Geyer Springs (Resubmitted) Jefferson Meadowcliff Otter Creek Pulaski Heights Terry Watson Western Hills Woodruff FOCUSED ACTIVITIES 1995-96 Date Submitted Date Approved Amt Funded November 22 October 6 September 8 (1st) February 1 (2nd) December 8 January 17 February 7 February 10 December 6 (1st) January 17 (2nd) October 18 October 3 September 2 (1st) October 4 (2nd) March 2 February 2 {2nd) December 13 (1st) January 9 (2nd) February 9 December 12 November 28 October 17 February 13 December 12 January 23 February 20 February 13 December 12 February 20 October 31 October 31 October 31 March 6 February 6 January 23 February 20 December 19 $10,000 $10,000 $10,000 $10,000 $8,700 (partial) $8,886 (partial) $10,000 $7,070 (partial) $2,852 $10,000 $10,000 $10,000 $7,900 (partial) $10,000_________ $5,102.20 (partial) $2,686 (partial) $10,000 TOTAL: $135,296.20APPLICATION INSTRUCTIONS ACADEMIC PROGRESS INCENTIVE GRANT 1. Proposal Narrative (Limit proposal to no more than ten (10) double-spaced, typed pages. Additional pages will not be considered.) A. Need for Project Describe the identified needs and how they will be met through the project. Include any statistical data. B. Program Description Give a description of the program to be implemented. Include program goal, organizational management, curriculum, personnel, and staff training, if needed. C. Plan of Operation Include project management information such as goal, strategies, timeline, etc. Please use the enclosed format for sections C, D, and E in developing your proposal. D. Evaluation Plan Describe the methods you will use to evaluate the effectiveness of each component/strategy outlined in this program. E. Budget Information List items to be funded through the grant on the enclosed form. The maximum to be funded through the grant will be $10,000 per area school. Identify separately related items that will not be funded through the grant. Additionally, complete a Budget Sheet that itemizes vour proposed budget. IL Document Organization A. Organize the proposal in the following order. Do not use additional blank, sheets of paper. 1. 2. 3. 4. Cover sheet Narrative Plan of Operation (enclosed format) Summary Budget Sheet B. SUBMIT THE ORIGINAL PLUS FOUR COPIES of the proposal to: Estelle Matthis, Deputy Superintendent.Application Instructions Academic Progress Incentive Grant Page 2 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportion in academic achievement among groups formed on the basis of race, gender, and economic status. Schools are encouraged to focus on developing strategies that facilitate a safe and orderly school climate. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria A panel will review all applications according to the following: 1. A detailed and well-planned proposal\n2. Appropriate goals and objectives\n3. Well-documented need\n4. Innovativeness\n5. 6. I. 8. 9. 10. Potential for replicability\nRealistic budget\nQuality of evaluation\nAbility to continue after grant period ends\nDocumentation of teacher, administrator, and patron involvement during proposal development\nand Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Only one (1) proposal per area school will be accepted. Application Deadline Applications must be received by 5 p.m. on December 10, 1993. Send to Estelle Matthis, Deputy Superintendent Grant proposals will be reviewed for approval by the panel as soon as the proposals are received by the Deputy Superintendent. Schools are encouraged to submit proposals earlier than the December 10, 1993, deadline. A grant-writing inservice is scheduled for October 27, 1993, at 3 p.m., in the Board Room, for all area schools. Each area school principal is to attend this planning session.LITTLE ROCK SCHOOL DISTRICT ACADEMIC PROGRESS INCENTIVE GRANT APPLICATION 1993-94 Name of School Principal Date Submitted Signature of Principal PROPOSAL COMMITTEELITTLE ROCK SCHOOL DISTRICT ACADEMIC PROGRESS INCENTIVE GRANT PLAN OF OPERATION (Sections C, D, and E) GOAL Strategies Person(s) Responsible Beginning/Ending Date Evaluation Criteria BudgetAcademic Progress Incentive Grants\nThe Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. the teachers, In response to a request for proposals (RFP), building administrators, and patrons of individual area develop non-competitive proposals outlining specific plans for increasing achievement and decreasing A grant-writing in-service will be offered by the schools will disparity, district. will be for one The grants, which will not exceed $25,000, year with an option to continue for two more years. and incentive schools will not be eligible for these grants. Magnet Islands of Excellence Program\nArea schools will have first priority (before magnet and incentive schools) to receive assistance in establishing to \"islands schools. of excellence,\" or model classrooms, in their In the program, the district will assist schools to plan and finance model classrooms techniques can be observed. where effective teaching Community Support Grants\nNon-competitive Community Support Grants will be offered to help area schools further desegregation efforts through recruitment. These grants will not be available to incentive or magnet schools. The grants will, additional personnel costs. Local businesses will be asked to become actively involved in their community's desegregation efforts by becoming financial sponsors of the program. schools if possible, avoid will. The three-year grants will be written by teams consisting of at least the building principal, two teachers, one nonGrant -writing in- A central office certified staff member, and four parents. services will be provided by the district. committee composed of the Associate Superintendent Desegregation and others appointed by the Superintendent will evaluate the proposals. The district will not assume responsibility for continuing the financing after the three- year period. 9\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_164","title":"Achievement disparity","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":["1990/2005"],"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","School management and organization"],"dcterms_title":["Achievement disparity"],"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/164"],"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\nAnnual Report for 1990-91 Little Rock School District Board and District Work Toward Achieving Long-range Goals Long-range goals adopted for the District in 1989 by the Little Rock School Board continue to be our focal points for improvement\nincreasing educational achievement for all students, establishing climates of excellence in all schools and enhancing human relations skills for District employees. Academic Achievement Results of the Metropolitan Achievement Test over a four-year period reflect a pattern of progressively better achievement for students in grades one through 11. However, much work remains to be done to address academic achievement at the junior high level where student growth either remained virtually static or dropped slightly. (See report of MAT-6 scores included as an attachment to this report.) On the Arkansas Minimum Performance Test, scores received over a five-year period also are encouraging. (See report of Minimum Petformance Test results included as an attachment to this report.) Eighty-seven percent of Little Rock students tested in grades three and eight passed the Arkansas Minimum Performance Test in reading. Ninety-four percent of the sixth graders passed the reading portion. In the math area, 87 percent, 90 percent and 84 percent passed in grades three, six and eight, respectively. At the eighth grade level, the second administration of the test showed marked improvement in the percentage of students passing the test, with all but two junior high schools having at least an 85 percent passing rate. A third administration of the test given in August resulted in all schools passing the total test and achieving an overall 92 percent pass rate for the District. Strategies to increase performance in the Arkansas minimum performance test include tutoring, increased reading and mathematics assistance, computer assisted instruction, more homework, and cooperative learning. In terms of long-range achievement, the District expects to 1 implement most of the 13 recommendations of the Board-approved curriculum audit performed by the National Curriculum Audit Center of Arlington, Va. Results were reported in January 1991 and serve as the basis for the No More Excuses posture outlined by the superintendent in March. This document will serve as the guide for initiating steps to implement the recommendations from the audit and other steps which we agree will further student progress. The District will continue to emphasize and expand early childhood education, homework programs, extended day activities, restructuring efforts at the junior high level and secondary reading and mathematics assistance programs to address academic achievement issues. In addition, the District has launched a major curriculum review and revision process, under the direction of the associate superintendent for educational programs. Two new magnet schools opened\nWashington Basic Skills/Math-Science and Dunbar International Studies/Gifted and Talented. Central High School added an international studies program. Six incentive schools offered extended day, Saturday school, full-time counselors, auxiliary teachers and small classes. McClellan initiated a comprehensive community education program, and Rockefeller opened with an early childhood education magnet program serving infants as young as six weeks of age. Also, as a result of the Districts successful millage election in 1990, major construction projects were started at Geyer Springs, Western Hills, Woodruff and Cloverdale elementary schools and Cloverdale Junior High School. Construction and/or improvement projects are on schedule at virtually every school in the District. Local 2 150 Expenditures 1990-91 Other Objects, 1.01% Magnets, 3.5% Debt Service, 6.48% Capital Outlay, 3.53% Supplies, Materials, 3.92%   Q   B  Purchased  Services, d 10.19% I Salaries/Benefits, $73,225,914 Purchased Services $10,457,142 Supplies, Materials, $4,020,746 Capital Outlay, $3,624,884 Debt Service, $6,646,769 Magnets, $3,592,755 Other Objects, $1,040,327 Total: $102,608,537 Salaries/Benefits, 71.37% - Climates of Excellence Declared by the District superintendent as The Year of the School, the 1990-91 school year was a year in which the needs of individual schools received major priority. Restructuring efforts continued at four junior high schools with assistance from e Annie E. Casey Foundation and the Center for Leadership in School Reform. Academic progress incentive grants of $25,000 each were awarded to area schools for school improvement projects. The focus on the school as the basic unit for the delivery of quality education to students will continue in the 1991-92 school year. A reorganization of central office staff will provide principals closer access to the office of the superintendent. Local school plans will continue to be used to improve instruction and learning in all our schools. Human Relations Through the use of trained employees, the Districts bus drivers and education support personnel received special training in human relations skills. For teachers and principals, minicourses were available through our Staff Development Office. An annual survey of attitudes toward human relations reflected the following: A comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority did not vary significantly from those identified in 1990, with 3a slight difference in relative standing. These focus on lack of demonstrated respect among teachers, students, parents and administrators\nlack of fairness and consistency relative to school rules and student discipline\nand lack of satisfaction by all groups, except junior high parents, relative to student progress. Areas that shifted to a lower grouping in 1991 from 1990, indicating an improvement in perception, were about teachers receiving equal treatment (junior high level)\nextra learning time provided for students who need or want it (elementary parents)\nparents promotion of the schools instructional program (elementary teachers)\nand parents treating principals with respect (elementary teachers). The survey item regarding school safety ranked as a greatest priority area for junior high parents only and collective data from each organizational level (excluding junior high parents) showed that respondents from the majority of the subgroups did not regard safety within the school as a major concern. More work will continue in this area during the 1991-92 school year as the results of the annual surveys are used to improve interaction among our students. Appeals Court Rules in Favor of 1989 Plan On December 13, 1990, the Eighth Circuit Court of Appeals approved the Settlement Plan agreed on by the Little Rock School District, the North Little Rock School District and the Pulaski County Special School District in 1989 for operation of desegregated schools. Reaching a conclusion to this long-running court case allows the District to place its efforts in operation and action, rather than hearings and plan development. While there will continue to be adjustments among the parties, the Office of Desegregation Monitoring and the court to assure compliance with our plan, we can now offer parents and patrons stability and predictability in terms of the school assignments and other aspects that affect school choice decisions. 4GRADE ____NUMpER TESTED____ 1589 1522 1220 1221 ___TOTAL READING___ 1988 1202 122Q ,1221 -TOT A Ii_ M at H E hlA' 1288 1222 1222 1 1 __l._ 1. .2. __8._ __2_ -12 ._!]__ 22Q8 2225 1221 1222 1811 1222 1215 2Q11 2213 10 2 4 -1818 1769 1227 1SJ8 .1281. 1682 1656 1822 19 30 LI'lTLE ROCK SCHOOL DI STR I CP METROPOLITAN ACHIEVEMENT TESTS (MAT-6) NATIONAL PERCENTILE SCORES COMPARATIVE DATA 1938, 1989, 1990 AND 1991 TOlnL TOT/d. 2591 2066 12. ..12_ _52_ _65_ 1212 .1222 1969 1992. 1255 1233 1806 50 .12 . .21._ _22_ 1853 1258 1906 122Q 1288 1252. 1129 .1610 1668 1610 11 _18_ .18. 51 -18 -.56_ li 1_ 11 _12_ .42. 50 Il54 48 _61 _51_ li ..51- _io_ 49 .54 _53._ _52_ .61 _53... _62_ -11.. -2Q.. .1222. 1612 16 00 1490 11. ._51 11 12 ICS 1991 IQ' 1288 'AL'_IjAN\u0026lt;iyAE 1909 1990 1221 1282 -SCI 1288 :hce_ 1220 1221 __BOCIMi. STUDIES 1222. 1222 1222 .1221 ___PASIC_B^TERY___ 1222 1582. 1222 _IS21 __COMptETE.BAT' im 1V89 ERI_. 1991 _61_. _81, _J1_ _12- _5O_ _.52_ _HA* -.4.2_ _42_ .12- _KA*. llAi ..51,. _62_ _io.. -16_ ._21_ 2 ..21_ 12, HAi. -.WA* 49 .Hiki ILA,? .52. lil_ 12. 56 Jj2_ .UAl 55 .-61_ -11-. _53._ 11 _55.. -AQ^ .81 60 .Al^ _.5Q_ _52- _15_ 12. 50 .JlS.. 54 11 52_ 18. 51 11 51 64 -84_ -ll. 12. 10. 56 1Q_ 12 -.59. ^L. .81. ._50_ _12_ 12- 66 lil. _42_ .62 -65_ 13. 1  10. 18  11 54 56 5'1 .52, .-.51. 12 _6fi_ -.50- 59 11 .-\u0026amp;2- 63 -12-. 52. 71 ._61.. ._65- 60 18 5'1 64 63 18. 12 -51- _52_ 58 ._5\u0026lt;)_ J12 57 53 57 52 12 -61- ..49., J 9  Students in grades one and two did not take science and social studies in 1988 or 1989. 11 .52 .11 12. 63 11 JI _58.. -51- 52 -52- 12- _19_ _51 12- -51- ._59 19 -52- _5Q_ _58_ 51 11- 19 _52_. ..5fi._ 12 S3 -51- 11 12_ 18. 5'1 ^1. 12 18_ -12- -19_ _6O____52- _52_ _56_ 11 ,.-42 11 __55.- 12 11 11 12 _51 _11_ 55 54 15. 12 li -13- 18 11 -61_ 50 _51_-11- 11 16. 13. 11 11 0 -65- ..51-. 12. 12 55 52 _61_ _16_. -51 . . 56 1-51 55 57 12 .1.5_ 18. 54 11 12 ._10_ 11 15_ _52._. _18jREADING 1987. 1988 l.?.89 .19.90. GRADE 6 No. Tested No. Passed 1202 1063 1765 1533 1799 1590 1709 1542 Percent Passed 0_0 07. .08 90. 1987 1988 READING 1989 1990 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS DISTRICT SUMMARY FIVE YEAR COMPARISON 1987 THROUGH 1991 1.987, 1988 READING 1989 1990 1991 . 19B.L 1988 MATHEMATICS 1989 1990 1991 GRADE 3 No. Tested No. Passed Percent Passe_d_ 1991 1722 1615 94 1991 1987 1988 1202 999 83 1987 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1081 1844 1566 1946 1735 1958 1694 1863 1620 07 84 86 07 87 85 85 89 87 87 MATHEMATICS 1^9. .1990. 19 91 1987 LANGUAGE ARTS .19J.8_ 1989 1990 1991 1987 1988 SCIENCE 1989 1990 1991 1987 SOCIAL STUDIES 1988 1989 1990 1991 1765 1518 1798 1602 1709 1544 1722 1558 1201 836 1765 1301 1798 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 1765 1157 1799 1265 1709 1313 1722 1265 86 89 .90, 90 70 ___7_4 75 77 78 67 64 .66 12 IZ 60 66 70 11 1988 MATHEMATICS 1989 1990 _llil 1987 LANGUAGE ARTS 1988 1989 1990 I 1991 SCIENCE .19 .8 7-19 B_8_ 1989 1990 1991 1987 SOCIAL STUDIES 1988 1989 1990 1991 GRADE 8 No. No. Tested Passed 1326 1130 1811 1679 1799 1623 1756 1562 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1811 1560 1799 1537 1756 1478 1792 1467 1326 724 1811 1272 1799 1207 1756 1298 1792 1121 1326 866 1811 1275 1799 1337 1756 1324 1792 1134 Percent Passed 85 93 90 Al 87 83 -89 89 87 8.4 ___TA. Al 85 84 82 2.0 Ai 1^ 10 74 75 63JUN 8 1933 ARKANSAS STATE UNIVERSITY OFHCEOF DE^GREGATION MONITORING 6-1-98 COLLEGE OF EDUCATION POST OFFICE BOX 940 STATE UNIVERSITY, ARKANSAS 72467-0940 (TELEPHONE 501/972-3057 JONESBORO) (FAX 501/972-3828) a Mr. N.W. Skip Marshall Associate Monitor, Office of Desegregation Monitoring United States District Court, Eastern District of Arkansas 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Marshall, As requested and on behalf of Dr. Dave Holman, Associate Professor of Education and Dr. Craig Jones, Professor of Psychology and Counseling, please accept this correspondence as our acknowledgment and support for your interpretation of the achievement disparity data we discussed and reviewed May 27th in Jonesboro. Your use, description, and interpretation of the percentage relationship appears to be valid with regard to the test score data evaluated. Your criteria of a change of 10 percent, however, appeared to be too arbitrary at this point in time, but such a criteria could be established by studying longitudinal data in this manner. If we can be of any further service or support, please dont hesitate to contact us. Sinj Kent Associate Dean 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 (501)376-6200 Fax (501) 371-0100 Date: October 7, 1999 To: Dr. Bonnie Lesley Dr. Kathy Lease Dr. Ed Williams From: N.W. Skip Marshall Subject: Draft Report on Achievement Disparity Between the Races in the LRSD Enclosed is a preliminary draft of the introduction, background, and findings sections of our report on the achievement disparity between the races in the LRSD for 1991-1992 through 1998-1999. The copy we are providing is a draft and will be edited further for format and syntax, but the factual infonnation is complete. Please read the report carefully, checking for accuracy. If you believe any item is inaccurate or if some areas need clarification, please summarize your comments in writing by no later than 4\n00 p.m. on Friday, October 8, 1999. Feel free to make your comments in the margins of the report, or you may write them in a memo. An ODM staff member will come by your office by 4\n00 p.m. on Friday to pick up the draft and your written comments. If you do not furnish ODM with your written comments, your input will not be considered for our final report. I will contact you early next week to discuss any comments youve made. You may, of course, call our office earher if you have any questions. Because this is a draft, we ask you not to make copies of it or distribute it to others. After the review process is completed, the full report, including a summary and conclusions, will be filed with the Court. We will send you a copy of that complete report. We appreciate the cooperation of the Planning/Research \u0026amp; Evaluation staff, especially that of Irma Truett, during the monitoring process. Thank you for taking the time to review the attached draft.October 11, 1999 Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 ^ECgiVBD pOrv-T I i iS9S GFRCSOF OESEBl^AnONMOMlWRIi^ i Mr. N. W. Marshall, Associate Monitor Office of Desegregation Monitoring 201 E. Markham Heritage West Building, Ste 510 Little Rock, AR 72201 Dear Mr. Marshall: After careful review of the Office of Desegregation Monitoring report on Achievement Disparity Between the Races, there is one major concern that needs to be addressed. The statistical measure used in the report is the Normal Curve Equivalent (NCE). It is our understanding that both Dr. Doug Reeves, Arkansas Department of Education consultant, and Dr. Steve Ross, one or our Revised Desegregation and Education Plan consultants, agreed that NCEs are not the best way to measure the progress that our district is making in closing the achievement gap. According to Dr. Ross, the consultants are meeting to discuss the use of multiple indicators to measure the progress of our district in decreasing the disparity between the races. In a recent conversation with Dr. Ross, he expressed grave concern about using NCEs for the purpose of measuring progress toward closing the achievement gap. He stated that the more urban a district is and the more disadvantaged students are, the more likely the district is to fall below the mean on norm-referenced tests. Since these tests are designed to insure that students are distributed through the bell curve, they do not and cannot accurately reflect the growth of individual students. One of the reasons that the Little Rock School District redesigned its testing program was to allow us to measure the growth of each individual student regardless of gender, ethnicity, or ability group. Because of this commitment, a criterion-referenced test was selected that will allow us to monitor the growth and progress of all of our children with respect to the required state curriculum. Growth scores allow us to celebrate the progress of students no matter where they started on the learning continuum. Growth scores also allow us to develop personal education plans for students who are not growing at the expected rate. For many of our students to truly be competitive, we must be certain that our curriculum and instruction foster their growth at a rate faster than the national average. The only way that we can truly monitor this rate of learning is by using scaled scores, which measure growth. 2 I am confident that once our assessment experts. Dr. Reeves and Dr. Ross, complete their work on multiple criteria for measuring achievement, we will be able to have a much clearer picture of the true achievement of students in our district. In the interim, I encourage you to not rely solely on NCEs as a measure of the districts ability to close the achievement gap between the races. The use of scaled scores more accurately reflects the growth of our students. The following information is contained in the Raw to Scaled Score Conversion Tables of the Middle Level Benchmark ExaminationGrade 8, February 1999 Administration (p. 1)\nScaled scores are used as a common comparison across different forms of a test, providing a useful measurement tool for various assessment programs. Scaled scores are used in numerous national testing programs. Perhaps the most widely known use of scaled scores is with the ACT and SAT examinations, which are typically part of the admissions process for colleges and universities. Scaled scores are also routinely used within many other statewide testing programs, providing the basis for long-term, meaningful comparisons of students results. According to the Stanford Achievement Test Series Technical Data Report (p. 32), Scaled scores [are] especially suitable for comparing results when different forms or levels of the test have been administered and for studying change in performance overtime. In a letter written on March 30, 1998, to Mr. Frank Anthony, ADE, from Thomas E. Brooks, Manager of Applied Research at Harcourt Brace, Dr. Brooks stated: The advantage that Scaled Scores would have over NCEs is that they offer finer distinctions among students whose percentile ranks are at the extreme end of the score range, i.e. either 1 or 99. If we were reporting data for a group that included larger than usual numbers of students with very low achievement levels. Scaled Scores could make finer distinctions and allow us to measure gains for students who score in the 1** percentile. Scaled Scores then, are not only appropriate, but may also be a preferred measure for reporting disaggregated scores for African-American and White students. In my opinion, they also are consistent with the language of the desegregation decree under which you are operating. With the input from all of our experts, I would ask that ODM reconsider the statistical measure used to report our test results to the Court. Sincerely, Katherine R. Lease, Ed. D. Assistant Superintendent Cc: Dr. Les Carnine, Superintendent Dr. Bonnie Lesley, Associate SuperintendentGrade Race Black 02 White Percent* Black 03 White Percent* Black 04 White Percent* Black 05 White Percent* Black 06 White Percent* # Tested 1231 550 1143 507 24 \u0026gt; 1040 511 w 994 537 sit. 964 483 Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 531.9 571.3 93.1% 565.9 609.9 92.8% 593.7 637.6 93.1% 621.3 671.7 92.5% 636.6 676.2 94.1% Total Math OCT ] J h .9 OFFICLu, Percentile Rank 32 60 53.3% 27 63 42.9% 20 57 35.1% 24 70 34.3% 27 66 40.9% Normal Curve 40.1 55.2 72.6% 37.1 56.9 65.2% 32.5 53.8 60.4% 35.5 61.3 57.9% 37.2 58.9 63.2%  Percent is defined as black student scores expressed as a percent of white student scores. # Tested 1263 560 1227 524 1068 514 If* 1022 544 980 485 * A. Scaled Score 518.3 545.9 94.9% 552.1 587.6 94.0% 595.1 634.5 93.8% 612.8 652.4 93.9% 630.3 665.1 94.8% Percentile Rank 25 53 47.2% 23 57 40.4% 30 66 45.5% 25 64 39.1% 32 67 47.8% Normal Curve 35.8 51.8 69.1% 34.2 53.5 63.9% 39.3 58.9 66.7% 35.6 57.6 61.8% 40.4 59.2 68.2% # Tested 1250 556 1220 521 low 1067 513 1018 543 980 485 Scaled Score 551.1 583.6 94.4% 574.8 609.3 94.3% 601.0 617.5 97.3% 620.4 652.3 95.1% 629.4 656.1 95.9% Percentile Rank 31 63 49.2% 26 62 41.9% 37 51 72.5% 34 65 52.3% 37 62 59.7% Normal Curve 39.8 56.8 70.1% 36.2 56.7 63.8% 42.8 50.7 84.4% 41.4 57.9 71.5% 42.9 56.7 75.7%Grade Race Black 07 White Percent* Black 08 White Percent* Black 09 White Percent* Black 10 White Percent* Black 11 White Percent* # Tested 1074 447 1071 445 ,c 1065 445 X- 1125 478 932 463 Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 647.3 690.2 93.8% 659.5 702.4 93.9% 675.1 713.5 94.6% 677.6 713.7 94.9% 692.2 727.8 95.1% Total Math Percentile Rank 25 68 36.8% 24 66 36.4% 31 70 44.3% 26 61 42.6% 33 71 46.5% Normal Curve 36.0 60.1 59.9% 35.4 58.5 60.5% 39.6 60.8 65.1% 36.3 56.2 64.6% 40.9 61.5 66.5%  Percent is defined es black student scores expressed as a percent of while student scores. Tested 1089 450 t't  X?* 1081 448 1072 444 1144 475 iS 934 468 Scaled Score 642.2 684.4 93.8% 646.2 686.4 94.1% 656.3 693.6 94.6% 656.8 690.9 95.1% 668.6 702.0 95.2% Percenlile Rank 29 71 40.8% 26 65 40.0% 28 66 42.4% 28 62 45.2% 35 69 50.7% Language/English Normal Curve 38.5 61.9 62.2% 36.7 58.2 63.1% 37.6 58.5 64.3% 37.6 56.3 66.8% 42.2 60.6 69.6% # Tested 1077 448 1077 447 1070 447 1143 475 940 472 Scaled Score 635.4 667.1 95.2% 646.1 676.3 95.5% 654.8 689.2 95.0% 681.9 710.3 96.0% 697.3 716.2 97.4% Percenlile Rank 31 63 49.2% 34 62 54.8% 37 67 55.2% 34 61 55.7% 42 61 68.9% Normal Curve 39.4 57.2 68.9% 41.2 56.7 72.7% 43.0 59.5 72.3% 41.1 55.8 73.7% 45.6 55.7 81.9%Grade Race Total Reading # Tested Scaled Score Percentile Rank Normal Curve 3 Black White Percent* 5 Black White Percent* 1 Black White Percent* 8 Black White Percent* 1158 468 1038 473 1050 413 1051 428 574.0 609.0 94.3% 625.0 670.0 93.3% 650.0 688.0 94.5% 662.0 706.0 93.8% 33 62 53.2% 27 69 39.1% 27 66 40.9% 26 69 37.7% 40.7 56.6 71.9% 37.3 60.6 61.6% 37.3 59.0 63.2% 36.7 60.6 60.6% 1^19I Total Math # Tested 1224 488   tt: -nr. s,..' 1067 479 1051 415 1042 426 Scaled Score 557.0 587.0 94.9% 614.0 646.0 95.0% 641.0 678.0 94.5% 650.0 692.0 93.9% iis Percentile Rank 27 56 48.2% 26 59 44.1% 23 59 39.0% 23 64 35.9% OCl 1 I lyJJ Normal Curve 37.1 53.1 69.9% 36.8 54.7 67.3% 34.4 55.0 62.5% 34.4 57.6 59.7% D Languag e/English # Tested 1222 486 Si g 1063 479 1037 414 1042 427 s Scaled Score 558.0 607.0 91.9% 619.0 650.0 95.2% 634.0 665.0 95.3% 649.0 682.0 95.2% Percentile Rank 31 61 50.8% 32 62 51.6% 28 62 45.2% 36 69 52.2% Normal Curve 39.8 55.7 71.5% 40.1 56.7 70.7% 38.0 56.3 67.5% 42.5 60.7 70.0% fimni: ni\nA- * 10 Black White Percent* 1067 467 4 It 677.0 717.0 94.4% 25 65 38.5% 35.8 58.1 1066 468 677.0 704.0 33 65 40.9 57.9 1066 471 657.0 697.0 28 67 37.7 59.4 * Percent is defined as black student scores expressed as a percent of white student scores. 61.6% -5 r'f'' t 96.2% 50.8% 70.6% 94.3% 41.8% 63.5% 't Xi 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 (501)376-6200 Fax (501) 371-0100 October 22, 1999 Katherine R. Lease LRSD Instructional Resource Center 3001 So. Pulaski Street Little Rock, AR 72206 Dear Dr. Lease: Thank you for the time you devoted to reviewing the draft findings of our monitoring report on the LRSD achievement disparity between the races. We especially appreciate your written comments. As we understand your response, your position is that using scaled scores, rather than NCEs, is a more appropriate method to measure the achievement growth of individual students. While scaled scores may be valid for the use you define, our report is not intended to measure the growlh in the achievement levels of individual students\nrather, it is intended to measure the proportional differences between the achievement levels of groups of black students as compared to white students over time. Our current report conforms to the practice and precedent of basing our findings on Normal Curve Equivalents that we established in our first report on achievement disparity in the three county districts, which was published in June 1995, as well as in our second report on achievement disparity, which was on the Pulaski County Special School District, published in October 1998. For us to use other than NCEs in the upcoming report would be inconsistent with our established precedent. Elowever, based on your comments, we did include within our report a reference to the position you have taken. Again, we appreciate your assistance and thank you for your efforts. Sincerely yours. N.W. Marshall Associate Monitor cc: Dr. Les Camine Dr. Bonnie Lesley 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 (501) 376-6200 Fax (501) 371 -0100 Date: October 15, 1999 To: Bonnie Lesley brom: Ann Brown'^u^ Re: Review of ODM Drafts I couldnt miss your frustration in our giving you little time to go over the draft of our repon findings, most recently Skips report on achievement. I know that your schedule is alwavs full and can understand your consternation about another to do being dropped on vou. Let me explain the reasons behind our procedure and why it may not be as user-unfriendly as it seems. Since we first started producing reports, its been our practice to ask the individuals who gave us information for each report to review our findings for errors, misunderstandings, omissions, etc. We know we're not perfect and appreciate help in producing documents that are as accurate as possible. But we learned that if we didnt attach a very limited time to this review process, the findings didn't get a timely examination and return. Without a tight deadline, folks just didn't get a round tuit .  Also, we learned not to set a date certain by which we promised delivery of the findings. First, we couldnt be precise about our own crowded schedules, which were constantly being modified by unexpected events. Secondly, we found that even if we tried to let the reviewers know in advance that the findings were on the way, that didnt seem to help, as their schedules were as crowded as ours and also subject to the same type of unforeseen events. In addition, we felt a shorter lead time would promote the focused individual review that we desire, while deflecting any inclination toward orchestrating a mass reaction to the findings. Now heres the part that may give you some consolation in the future: to compensate for the short lead time, we always allow more review time for anyone who asks for it. 'Which is what Kathy Lease did with our achievement report, and we were happy to comply with her request. We dont offer an extension of weeks, but were comfortable with a few days more. All one has to do is ask. And of course, well always provide adequate time for any discussion thats needed a,s part of the findings review process. 1 hope this explanation provides both some relief and reassurance. If youd like to talk it over, please give me a call.ACHIEVEMENT DISP.ARITY BETWEEN THE RACES IN THE LITTLE ROCK SCHOOL DISTRICT F 9 3 9\" EAST^t^N! ISTRI cta'^Wsas OCT 2 6 1999 October 26,1999 JAMES W. McCORMACK, CLERK By:. UtP CLERK Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Ann S. Brown Federal Monitor Norman W. Marshal] A.ssociate Monitor Polly Ramer Office Managerhf\u0026lt;L JOHN W. WALKER, P.A. RECEIVED JOHN W. WALKER SHAWN CHILDS ATTORNEYS AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 NOV 1 5 20115 nrcmnr OFRCEOF desegregation MONITORING November 14, 2005 OF COUNSEL ROBERT McHenry, P.A. 8210 HENDERSON RO/VD LITTLE ROCK, ARKANSAS 72210 PHONE: (501) 374-3425  FAX (501) 372-3428 EMAIL\nmchenrvd@swben.net Members of the Board of Education Little Rock District School District 810 West Markham Little Rock, AR 72206 Dear Board Members: The Desegregation Litigation Oversight Committee is concerned about the remediation of achievement disparities. Dr. Roy Brooks response is that the students in the Little Rock School District of African American descent performed better than African American students statewide on standardized tests. The district has prepared an annual report which represents the same thing. I believe that the issue is misrepresented to the State and should be corrected. The question is not how well LRSD African American students compare with other African American students statewide\nrather, it is how they compare with Caucasian students in Little Rock. lam taking the liberty herewith to share your graphic Teport with the committee members. I note that Little Rock included a copy of the report in the Sunday, November 13, 2005 copy of the Arkansas Democrat. One of the committee members asked what the gap was. Despite this report. Dr. Brooks was unable to provide an answer. The undated data reflected in the annual report shows by whatever standard is used, a black /white gap as follows: 3\"* grade Reading 3'** grade Math Concepts 3\"* grade Math Problems 37 39 37 4th grade Reading 4th 4th grade Math Concepts grade Math Problems 39 42 44 5.h 5'^ 5* grade Reading grade Math Concepts grade Math Problems 37 40 396\"' grade Reading 6'* grade Math Concepts b* grade Math Problems 7 grade Reading 7 grade Math Concepts 7'* grade Math Problems 8* grade Reading 8* grade Math Concepts 8 grade Math Problems 40 40 39 44 41 36 41 37 34 These data rather uniformly reflect that the Caucasian achievement, as measured in the Little Rock School District by the Iowa Test of Basic skills data, African American students do approximately half as well on this test at all grade levels as Caucasian students. Please note for example the difference between 3\"* grade African American students and 3* grade Caucasian students as they go up the ladder using Reading as a standard in the 3\"* grade, the gap is 37 points. In the 8* grade, it is 41 points. In Math Concepts, in the 3\"* the 8 grade it is 37 points. grade it is 39 points, while in If the Little Rock standard is for its African American students to out achieve the states African American students, the objective is misplaced. The LRSDs approach limits the challenge of the district in meeting the needs of African American students, in comparison to its - white students, and it allows resegregation within biracial schools on a test score basis. The armual reports goes on to show why Little Rock students should be better than statewide students. On page 9 of the report. Little Rock brags that its teachers earn $8554.00 more on the average than statewide teachers. This is 20%. Little Rock says that retaining a competent and professional teaching staff has a direct impact on student achievement. If that is true, and assuming a 20% greater pay average for Little Rock teachers, it would seem that if the inquiry were limited to African American students alone, then the Little Rock averages should be at least 20% higher than the statewide average for African American students. Little Rock further brags that most of its teachers hold Masters degrees or higher which is well above the state average. This fact also militates in favor of higher achievement scores for the African American students when the comparison is LRSD African American students versus African American students statewide. I ask that your inquiry of the Little Rock Administration be more detailed and ask further that you require information which is presented be logical, i.e., subject to rational considered explanation. To the members of the Desegregation Oversight Committee, I also request that you create a subcommittee to address the use by Little Rock of the desegregation money over the years of its receipt in order to determine whether Little Rock did with it what it represented it would and whether enhanced student achievement by African American students took place.Thank you for your attention to these concerns. Sincerely, /s/John W. Walker JWW:js cc: Desegregation Litigation Oversight Committee Office of Desegregation Monitoring Honorable William R. Wilson Honorable J. Thomas Ray Mr. Christopher HellerTARGETS TO IMPROVE STUDENT ACHIEVEMENT TO IMPROVE DESEGREGATIONINCENTIVE SCHOOLS PROGRAM PAGE ACADEMIC PROGRAMS \u0026amp; CURRICULUM DEVELOPMENT Four-year-old program Writing to Read Kindergarten, Early Prevention of School Failure Reading and oral expression Learning styles inventories School themes 152 152 152 153 153 153 Semi-departmentalization Instructional technology Science labs Computer labs Foreign language labs Computer loan program Parent Home Study Guides Computer Managed Instructional Technology Student Education Plans Specialized programs (Title 1/G \u0026amp; T) Incentive programs for recognizing behavior and academic improvement Homework - LRSD policy - parent signature Criterion referenced testing Heterogeneous grouping Effective Schools model African and African-American History Classics reading program Latin program Foreign language Social skills - Family folklore, Positive Imaging, Rites of Passage, Role Model Program, Mentor Program Academic reinforcement clubs Field trips 153 153 153 153 153 153 153 153 153 154 154 154 154 154 154 154 154 157 156 156 157 158SUPPORT PROGRAMS Homework Centers Homework Hotline Peer tutoring Retired teacher mentors Instructional aides INCENTIVE SCHOOLS PROGRAM PAGE 171 171 171 172 172 I i I Supervision aides Career skills development program Extended Year 172 172 172 Community involvement (Scouting) Extended Day Home/school communication (monthly) Extracurricular programs Subject related extracurricular activities Counseling/Social work Community services access - assist students with access College/post graduation awareness Study skills Home/neighborhood meetings Wellness program Camp Pfeifer 173 173/174 174 175 175 175 175 176 176 176 176INCENTIVE SCHOOLS PROGRAM PAGE SCHOOL ADMINISTRATION/SCHOOL POLICIES AND PROCEDURES Attendance and behavior guidelines Flexible programs (individualized instruction) - Uniforms for students 175 Encourage PTA attendance Playground for PE purposes Investigate need for community education classes Saturday program (Extended Week) 178/179 178/179 178/179 178/179 190 190INCENTIVE SCHOOLS PROGRAM PAGE STAFFING/STAFF DEVELOPMENT Permanent assigiunent substitute A half-time assistant principal Incentive Schools Staffing Committee Staf\u0026amp;ug needs assessment Recommended full-time positions Staff recruitment 178/179 178/179 191/192 192 192 192 Staff selection 192 Staff commitment/effectiveness monitoring (special training for staff) Individual Incentive School Staff Development Plan Minimum staff development (required) Ex. TESA PET Master Teacher Program Teacher Assistance/Teacher Assistance Plan (TAP) 192/193 193 193 194 194INCENTIVE SCHOOLS PROGRAM PAGE INCENTIVE SCHOOL PARENT INVOLVEMENT - RECRUITMENT Adult community education Parent Internship Program Parent/teacher mentorships Parent Center Parent workshops Community resources use in the Instructional program Parent recognition Home and school communication Parent contractual commitments Strengthen home and school linkage Build school and community trust School policies and procedures Recruitment 206 206 206 206 174/206 207 209 210 211 212 213 214 215' SATURDAY, NOVEMBER 25, 2000 Teachers arent only factor in achievement What are the responsibilities that most \"\" ----------------------- parents want from their childs school teacher? Lets see, for starters, fill the room with love and smiles every waking moment\ninstill a sense of pride in their ethnicity\nmodify disruptive behavior\nobserve them for signs of abuse and T-  shirt messages\nfight the war on drugs and sexually transmitted diseases\ncheck their backpacks for guns and knives\nraise their self-esteem: teach patriotism, good citizenship\nsportsmanship and fair play. They should occasionally check for hair lice\nmaintain a safe environment\nrecognize signs for potential anti-social behavior\noffer advice: write letters of recommendation for student employment and scholarships: encourage respect for the cultural diversity of others\nand make sure they give equal time to the girls as well as the boys, j Make sure the students can pass the state and federal mandated testing\nkeep attendance records: make sure handicapped children are given equal education regardless of their mental or physical handicap: communicate with the students parents by writing letters and making phone calls. After school, each teacher should make sure he takes his work home with him: grades 25-30 pieces of work\ndoes report i cards: attends committee and faculty meetings: participates in staff development to maintain employment and be at all the school functions after school is over every day. How should parents and their children become more accountable for their educational success? Are teachers 100 percent responsible for the success of their students? 1 dont think so. BOB McATEE Little Rock February 1 , 2 0 0 1 Improving achievement topic at Parkview forum ARKANSAS DEMOCRAT-GAZETTE Kati Haycock, director of The Education Trust of Washington, L.C., will talk about improving student achievement and closing achievement gaps between groups of students at a public forum at 6 Rm. today in the Parkview Magnet High School auditorium, 2501 John Barrow Road, Little Rock. The trust is a nonprofit organi7a- tion that works with policy-makers, educators, parents and communities to help schools better serve all students in kindergarten through college, regardless of family incomes other family characteristics. Haycock is speaking in Little Rock at the invitation of the Little Rock School District and New Futures for Youth. or Officisls in the two agencies working on a plan for reform- schools. The Little Rock partnership was one of 10 in the countiy awarded a $250,000 planning grant last year from Carnegie Corp. Uttle Rock planners hope to win an $8 million grant from Carnegie to carry out the plan, which should be finished by the end of the summer. FRIDAY, FEBRUARY 2, 2001  I Visitor cites ways to improve schools LR leaders learn of successes elsewhere BY CYNTHIA I lOWELL ARKANSAS ni\nM(X RA|.0A7,F.Tre Achievement gaps between are partners in developing a comprehensive plan to improve achievement for all students at the citys five public high schools. groups of students from different ellinic and economic backgrounds have widened nationally in the past decade. But there are individual wniie we oring oiiiei mus up, schools and districts in which Haycock said. This is about im- students achieve at high levels .   - -n Closing this gap cannot, be about holding some kids down while bring other kids up, despite poverty and other factors associated with low performance. Kati Haycock, the director of The Education Trust Inc., a Washington organization dedicated to research and helping communities erase achievement proving the performance of all of our young people, but accelerating the progress of those vyho disiiarities, told Little Rock leaders Thursday about schools have been behind. El Paso educators concluded about seven years ago that they had no clear standards for what they wanted their students to be able to do, Haycock said. So they set standards that were higher than the state le- quirements and set as their goal the graduation of students who were prepared for college with- H-va, .................... out any need for remediatloh. panic  groups that typically They also improved teacher   ' -=*----skills through the use of summer institutes, teacher coaches to help in classrooms, and routine u.i.i ...V ........... meetings in which teachers te- would see that each goes about viewed student data and acatle-  ........... niic progress. Even at the university level, teacher preparation courses were revamped. in El Paso, Texas, Baltimore and Kentucky that report above-average scores on standardized exams although most of their students may be poor, black or His- .score below their white and mid dIe-income peers. If you visited the communities tliat arc making gains, you it a little bit differently,\" Hay- cock said. But, all of them are lightly focused on the academic core of schooling. They have clear standards and expectations about what kids should know and be able to do. \"With that kind of a focus, you can get results, Haycock said, adding that 58 schools in thfe El Paso area were recognized last year by the state of Texas for They have a rigorous and en- ______ _______ gaging curriculum that actually their academic improvement has kids struggle with difficult another 18 were cited as exstuff. They give extra help to gmplary schools. In 1992, only kids who need it and, most im-    - ' and exportant, they make a real investment in helping teachers to master the skills and knowledge that they need. Haycock met with a group that included Little Rock and state leaders who are in the be- two schools were recognized and 15 were cited for their low perI ginning stages of revamping some education practices to improve student achievement in high schools and college. Participants at the lunch session informance. While all students can learn, some students may need extra help and time, Haycock said, which may require summer courses and longer school days. Haycock also said teachers matter hugely in improving student achievement but the ..t tuv ........ ................. least qualified instructors, in eluded the Little Rock School terms of their college degrees Board, Little Bock Mayor Jim not matching the subjects they Dailey and other city leaders teach, are most frequently found who serve on the board of direc- in poor or urban schools teaching students who are the most wiio directors for New Futures for Youth, and Winston Simpson, the direc- needy. Haycock also was the featured speaker Thursday nightat a public forum at Parkview Mag- tor of the states newly formed P- 16 Commission. The P-16 Commission is - --  ----a i^uuiiv iw Mill **' charged with developing a plan High School, for better coordination of educa- --------- tion services from preschool tlirough college. The Little Rock School District and New Futuresin o o \u0026lt;N o LR school chief aims to close achievement gap BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE An achievement disparity of as many as 40 points between Little Rocks black and white students on standardized tests has not changed , significantly in 20 years and has I resulted in more than half of the schools being classified by the state as academically troubled. Superintendent Roy Brooks said Monday night at Dunbar Community Center, Speaking at a forum to a crowd of about 100 that was evenly divided between district employees and community members. Brooks said that it is his intention to turn the Little Rock School District into the nations highest achieving school system but to do that will mean changes in the way it operates. People say that is a lofty vision, Brooks said. But if that is not our vision then what is it? If we dont take care of our children, who will? Sen. Irma Hunter Brown, D- Little Rock, an audience member, pressed Brooks on how he intends to erase the achievement gap. Brooks said that the individual schools must be empowered to make the decisions on how to raise achievement. Pm more than happy to be able to say that our teachers, our princi- worked on both a state and local pals, the wonderfill staff members level to improve public education, that we have, our parents and peo- applauded Brooks vision, saying pie from our community will be that not enough people realize the able to identify the processes that will take care of the how, Brooks responded. Pm about the whaL The what is very clear in my mind\nIncrease student achievement Twenty-seven of the districts nearly 50 schools have been identified by the state as needing improvement based on a history of low test scores. Brooks said he believes eight to 12 of those schools could be removed from the list alter the next round of testing, which takes place this month. Stacy Pittman, a parent who has size of the gap. In sixth-grade math, only 15 percent of Little Rocks black students score at a proficient level as compared to 58 percent of white students, she said. I care because I work in this Little Rock community, and I live in this Little Rock community, and its important to me that every child in Arkansas has the opportunity to achieve, Pittman said. Terence Bolden, another parent and a community activist who has frequently clashed with Brooks and the Little Rock School Board, told Brooks that there is a serious lack of trust between district leaders and the community and that must be bridged if gains are to be made. He pointed to two posters announcing coming meetings on Brooks vision for the district, one of which featured the picture of a white child and the odier a black child. Are we a unified district with one message that the whole district needs to be fixed, or are we a segregated district with more than one agenda? One purpose of the forum Monday was to introduce a short new video of Brooks and community leaders talking about the challenges and vision for the distrirt. The video will be shown again at a forum at 1 p.m. Thursday at Southwest Community Center, 6401 Base Line Road. r\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aar_lessons_296","title":"Achievements of Ancient Civilizations","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["'Students will see how the first Alabamians, Chinese, Greek, Egyptian, and Mayan people contributed to life today.'"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Pioneers--United States--Alabama"],"dcterms_title":["Achievements of Ancient Civilizations"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/296"],"dcterms_temporal":["1700/1799","1800/1809"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1018","title":"Aerospace Technology Magnet School, file","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1993"],"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","Aviation Education Programs (U.S.)","Magnet schools","Educational planning","Educational innovations","Education--Finance"],"dcterms_title":["Aerospace Technology Magnet School, file"],"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/1018"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\n~:bg w ~a 0 -:::r-::, 0. -\u0026lt; -\u0026lt; ~ ~~~\n0 0 a C g C\\ 0 ~. i~ ~ a ~ \"' f f ~~~~ -l ~ ~ ~ 0 ~ 0 g ~ ~ 0 N () \" ~ :.\n~ 0 a C i\nc::: \u0026lt; \u0026lt; [ .. \"i ~ t !':' \"' ~ ' [ ~ ::: I: i l ! f .. t X X X .,, .,, ., ., ~ g g ~ f?~f ~ i i a !:! I l ij ' i : t- ~ ~ i. .~.. I r ~ I !ll i 1 'Ii :\n~ r I I I' .. r I r X X l:l ~ :c ~ \"' 0 -l -\u0026lt; X ~ l 0 i,: g 2 -l Young Astronaut Pledge \"I pledge my best efforts to improve my grades in science, mathematics and related subjects, to learn about space and to help others towards these goals.\" What are People Saying About the Program? \"Your program is the biggest bargain I have found in 18 years of teaching! It does a fabulous job of teaching that science is all around us and that it's fun and so interesting. It really has turned my kids on.\" Sandra Bagley Greenway, LA ''This splendid private sector initiative has captured the imagination of thousands of students across this great land. Educators, parents, business, industry, and professional groups have enthusiastically embraced this initiative to improve the scientific and mathematical skills of our nation's youth.\" Ronald Reagan \"I've never seen anything ignite kids as much as the Young Astronaut Program.'' Julie Taylor Hesperia, CA \"When the students beg to be allowed to join the next year, you know the program is good .'' Kim Tindel Deltona, FL \"Young Astronauts provides a way to build a better selfimage along with better grades in science and math.\" Barbara Moreau Forked River, N.J. \"As enthusiastic supporters of your goals and initiatives, we are happy to be affiliated with your group as Honorary CoChairmen. '' George and Barbara Bush The White House START A YOUNG ASTRONAUT CHAPTER IN YOUR SCHOOL OR WHAT IS THE YOUNG ASTRONAUT PROGRAM? The Young Astronaut Program is a national educational enrichment program that uses space to open up the world of science, math and technology for elementary and junior high school students. Hands-on activities allow children to discover the fun of learning and increase their abilities. More than 25,000 chapters have been formed in every state and in 42 foreign countries. WHAT DO YOUNG ASTRONAUTS DO? Young Astronauts learn about science and space through creative experiments and other activities. They participate in national contests and get to meet others who share their interest in science and space at national and international conferences. . . \\t ' ~ ... HOW IS THE PROGRAM ORGANIZED? Young Astronauts are organized into Chapters of up to 30 students led by a volunteer adult, usually a teacher. Chapters receive high-quality, spacerelated curriculum materials sufficient for 2-3 hours per week. The materials developed by curriculum specialists are produced in four levels: Pre-school, Trainee (grades 1-3), Pilot (grades 4-6) and Commander (grades 7-9). WHAT DOES IT COST TO JOIN? There is an annual $40 Chapter membership fee which includes all members. Chapters frequently are sponsored by community organizations such as PTA, Kiwanis, the Civil Air Patrol and the Air Force Association, all of which have endorsed the Young Astronaut Program at the national level. HOW DO I FORM A CHAPTER? Simply return the application form from this brochure. You will receive membership cards and certificates, a Chapter Leader's Handbook and sample curriculum materials. Subsequent curriculum packages arrive regularly throughout the school year. BECOME AN INDIVIDUAL SATELLITE MEMBER DO YOU HAVE THE RIGHT STUFF? Join thousands of other students in the pledge to improve your grades in science, math and technology. Satellite Members Receive:  Membership Card and Certificate  Opportunity to Participate in National Contests and National and International Conferences  Young Astronaut Space Flight Training Kit Young Astronaut Space Flight TrailUng Kit The Space Flight Training Kit is filled with interesting and educational information and activities.  Learn about flight from balloons to space travel  Build models of airplanes, rockets and the space shuttle  Discover the fun of learning science  Go on a space mission  Earn stickers, a certificate and a seal flown in space Become a Young Astronaut! Satellite membership is only $7. 50 a year WEAR YOUR OFFICIAL YOUNG ASTRONAUT GEAR WITH PRIDE Follow the adventure of the Young Astronauts Mission to Mars through the Young Astronauts adventure series. FEDERAL AVIATION ADMINISTRATION Aviation Education Offices ... Aeronautical Center, AAC-5 Robert Hoppers Room :ID!, H-West PO Box2S082 Oklahoma Oty, OK 73125 (405) 680-7500 Center for Management Development l)ay Salazar 4500 Palm Coast Parkway, S.E. Palm Coast, FL 32137 (904) 445-6381 Technical Center, ACM-100 Rodger Mingo Atlantic City International Airport i {urnan Resource Management Division Atlantic City, NJ 0!405 (609) 484-6681 Alaskan Region, AAL-58 Mary Lou WoJtahk 222 West 7th Avenue,# 14 Anchorage, AK 99513-7587 (907) 271-5169 State: Alaska Central Region, ACE-5 Sandra Campbell 601 East 12th Street Federal Building, Room 1501 Kansas Oty, MO 64106 (816) 426-5449 States: Iowa, Kansas, Missouri, and Nebraska Eastern Region, AEA-1 SC Charles Pagnini JFK International Airport Federal Building Jamaica, NY 11430 (718) 917-1056 Sates\nDelaware, District of Columbi\nll, Maryland, New Jersey, New York, Pennsylvania, Virginia, and West Virginia Great Lakes Region, AGL-SA Lee Carlson O'Hare Lake Office Center 2300 East Devon Avenue Des Plaines, IL 60018 (312) 694-7042 States: Illinois, Indiana, Michigan, Minnesota, North Dakota, Ohio, South Dakota, and Wisconsin New England, ANE-3 Sheila Bauer 12 New England Executive Park Burlington, MA 01800 (617) 273-7247 States: Connecticut, Maine, New I lampshire, Rhode Island, Vermont, and Massachusetts Northwest Mountain Region, ANM-SE Shelly McCillivary 1601 Lind Avenue, SW Renton, Washington 98055 (206) 227-2804 States: Colorado, Idaho, Montana, Oregon, Utah, Washington, and Wyoming Southern Region, AS0-5 Lee Duncan PO Box 20636 Atlanta, GA 30320 (404) 763-7201 States: Alabama, Florida, Georgia, Kentucky, Missis!-ipp1, North Carolina, Tennessee, Puerto Rico, and the Virgin Islands Southwest Region, ASW-5 Debra Myers 4400 Blue Mound Road Ft. Worth, TX 76193-0005 (817) 624-5804 States: Arkansas, Louisiana, New Mexico, Oklahoma,and Texas Western-Pacific Region, AWP-5 Fred O'Donnell PO Box 92007 Worldway Postal C.enter Los Angeles, CA 9\u0026lt;XXJ7-2007 (213) 297-1431 Sates: Arizona, California, Nevada, and Hawaii J~ Deportment or Tronspartotl()fl Federal Av1at1on Administration List of FAA Aviation Education Materials 1991 Teaching Materials including: * Airplanes * Airports * Aviation Careers * Curriculum Guides * All Disciplines * Science \u0026amp; Math FEDIX  Federal Education Information All aviation education materials arc listed in the FEDIX clearinghouse. Access via any computer with modem. Dalaline: 301/258-0953 Help Line: 301/975-0103 APA-6-152-91 FAA AVIATION EDUCATION MATERIALS 1991 As part of an effort to promote better understanding of aviation and the role of air transportation in today's world, the Federal A via ti.on Administration offers a selection of educational publications for teachers and students. These publications are designed to provide instructional materials consisting of accurate, timely information to enrich and enhance general study programs with concepts relating to aviation. The publications are distributed. free of charge. COLLEGE AND UNIVERSITY EDUCATION Women in Aviation and Space. Personality profiles of women who have succeeded in non-traditional careers. FEDIX-On-line integrated informational system. This is the FAA  The story of the Federal A viatioo Administration and FAA Legislative History. MIDDLE AND SECONDARY LEVEi:. A Model Aerospace Curriculum  (August Martin High School, NY). Hands-on activities and learning tasks demonstrating motivational aspects of aviation. Aviation Cwriculum Guide for Middle Schoo] .and Secondary School levels - Unit lessons and acthilies on language arts, science, math, and social studies. Safety in the Air - Six unit lessons of flight and the air traffic control system. ELEMENTARY LEVEi:. Aviation Science Activities for Elementary Grades - Pamphlet containing science demonstrations pertaining to physical properties of air. Experiments use simple equipment. Demonstration Aids for Aviation Education  Set of science teaching strategies for independent or classroom work. How We Made the First Flight - In Orville Wright's own words, a description of his and Wilbur's first flights. Nuestro Primer Vue lo Spanish version of How We Made the First Flight. Teachers' Guide foc Aviation Education for Grades 2-6.  Study unit lessons of science, health, social studies, communications arts, and career education. August Martin Activities Book - Leaming activities based on a biography of the world's first black airline pilot. A Trip to the Airport - Contains English-Spanish bilingual materials. Bilingual text plus supplemental teaching materials. A Flying Start -Tells the basic story of flying and getting a private pilot license. ALI:. EDUCATION LEVELS Programs\u0026amp; Materials- Overall materials description of all aviation educational programs and materials. Teacher's Guide to Aviation Education Resources - Lists free or low-cost classroom teaching materials, career information, audiovisuals, publications, and periodicals. FAA Film/Video Catalog -16-page film/video catalog describes 4916mm motion pictures and VHS videocassettes available for audience viewing in the areas of Airports, Careers, General Interest, Medical, Pilot Techniques, and Safety\nand tells how to order them. Aviation Education Resource Center - An FAA Aviation Education distribution center which provides aviation educational materials and resources. Guide to FAA Publications- Llsting of FAA publications as well as aviation education-related materials issued by other federal agencies. AVIATION CAREER SERIES, Government Careers Pilots and Flight Engineers Aviation Maintenance and Avionics Airport Non-Hying Careers Aircraft Manufachlring Airline Careers Flight Attandants ORDERING INSTRUCTIONS Single copies of these publications will be provided. However, these materials may be reproduced in their entirely or in part without permission from the Federal Aviation Administration. The agency does not maintain a mailing list for updated career materials. To order, simply place an \"x\"beside each publication desired on the order form below. AVIATION EDUCATION MATERIALS ORDER FORM . .. ,. GA-20-30 GA-20-30B GA-20-o2 GA-300-120 l'A-w\"' PA-121-91 PA-122-91 PA-123-9! PA~l 1 PA~12\u0026amp;-91 PA-127-91 PA-128-91 GA-300-135 GA-300-14.3A A- 14..,n APA-S.145-83 APA-S.14M!3 APA-S.149-85 APA-6-152 APA-6-155.aB APA-158-88 APA-ATC-008 APA-ASI-006 FAA-APA-FVC-88 APA-157-88 Aerosoace Curriculum Guide K-3 Aviation Science Activities for Elementary Grades Demonstration Aids for Aviation Education Nuestro Primer Vuelo A Trip to the l'UTIXJrt Your U.reerln Aviation ''TN! SkV'1the Limit\" Pilots \u0026amp; r1urnt r..runneen\ntAttendants Airline Non-f1V1mrCareers Aircrart 1V1an=acturin1T Aviation Maintenance \u0026amp; Avionics rt Careers Government Careers Women in Aviation \u0026amp; Snace Teacher's Guide for Aviation Education, Grades 2-6 Au21.1st Martin Activities Book A e Aerosnace urricu um Aviation Curriculum Guide for Middle School Safetv in the Air Teacher's Guide to Aviation F.ducation Resources List of Aviation Education Materials How We Made the First FUaht The Main Parts of an 1\n.....,lane This is the FAA AFl  Start Air Traffic Control Specialist Aviation Safety Inspector Guide to FAA Publications FAA r11m CataloJ1.:/Video Cataloiz International Science\u0026amp;: Engineering Fair Abstracts Aviation Education Resource Centers Print your name, address, and zip code on label. Mail order form, complete with return label, in a stamped envelope to: Government Printing Office Superintendent of Documents Retail Distribution Division Consigned Branch 8610 Cherry Lane Laurel, MD 2(ll(Yl Please note: Label below is for use by the Superintendent of Documents only, to send the publication(s) you order. 0 o._  g u 0. N \\ NASA/NSTA Space Science Student Involvement Program In 1980, the National Aeronautics and Space Administration (NASA) and the National Science Teachers Association (NSTA) teamed up to cosponsor the Space Science Student Involvement Program ($SIP). The SSIP program, designed to address the need for greater scientific literacy in the United States has touehed virtually millions of students and teachers and generated interest in aerospace science and technology. The NASA-NSTA Space Science Student Involvement Program {$SIP) is a set of interdisc!plinary competitions open to students and teachers in grades 6-Sand 9-12. Through involvement in SSIP, they are captured by the topic of Space. The program prOVidesopportunitiesfor participants to channel their fascination of Space through designing proposals for scientific experiments to be conducted in a space environment, creating artistic interpretations ol space scenes, or discussing space topics in Journalism and creative writing. Students work on their projects Individually or in teams, under the supervision of a teacher/ advisor. This partnership between the teacher and student enhances the SSIP experience and is an Important and unique aspect of the program .. SSIP is open to all students enrolled In grades 6-12 in au United States public, private, parochial and overseas schools, including U.S. civil and military overseas establishments, Puerto Rico, Guam, and U.S. outlying territories. The SSIP program is a useful vehicle, not only for teaching about space science or newspaper laYout or using a library, but for guiding students through the critical thinking process whereby they can develop reasoning and decision making Skills. The successful completion of an SSIP entry can bolster a student's self-esteem and confidence. We encourage YoU as a teacher and as a member of the vanguard of professionals who shape, guide, and motivate our future leaders to use the SSIP program to fit Your class, sehool, and community needs. In addition, we welcome YolJr feedback and input on the program, how you and Your students use SSIP, and how we can improve it to meet your needs and the needs YolJr students. SSIP has been endorsed by the Space Agency Forum on International Space Year (SAFISY) as an official ISY education project.  --- ~ sv~ - EXCITING RESOURCES 1992 INTERNATIONAL SPACE YEAR: RESOURCE COMPENDIUM FOR EDUCATORS This compendium, created by the National Science Teachers Association- Space, Science, and Technology Division and the Public Broadcasting Service (PBS) Elementary/Secondary Service, is designed to help educators serving grades K-12 to kick off the 1992 International Space Year. tt is also designed to help educators and students Investigate and celebrate space exploration for many years to come. This comprehensive compendium lists hundreds of classroom resources, Including: videos, books, research reports, posters, computer software, space societies, teacher training workshops, musie, and more! To order the guide, send a check or money order (only) tor S10.00 to: 1992-ISY, PBS Elementary/Secoodary Service l320 BraddockPlace Alexandria, Virginia 22314 (Available lall 1991) REACH FOR THE STARS The expanded edition ol the SSIP Teacher Resource Packet features a teacher's guide llstJng aerospace resource centers, research bibliography, suggestions on how to use SSIP in your classroom and school, andexamplesolpastentrles. To order the guide, send a check or money order (only) for 59.00 to: Reach For The Stars, NSTA 1742ConnecticutAve NW Washington, DC 20009 FUTURE VOYAGERS An Aerospace Resource Gulde !or Teachers and Students, Future VOyaQers consists of materials developed by participants in the NASANSTA sponsored NEWMAST/NEWEST workshop series. This book. the larges! of Its kind, Includes relevant reprints from professional publica Uonsandanaerospaceresourcebank, To order the guide, send a check or money order (only) ror $9.00 to: Future Voyagef'S, NSTA 1742 Connecticut Ave NW Washington, DC 20009 7f ,,, _ _,,  ~! (J) ! (J) 0 ffi z 0 m ~ C m ~ ~ ~ m\n: ~ ! ~\n: -:I) ~ Ill im i~il' im if[~ ~!uI' [~ ~ lf ~~ 1F~H ili  f REACH FOR THE STARS WITH SSIP! SPACE SCIENCE STUDENT INVOLVEMENT PROGRAM FOR JUNIOR HIGH/MIDDLE SCHOOL STUDENTS Sponsored by /he National Aeronar.Jties and Space Admlnlstrafjon (NASA) and lhe Space, Science, \u0026amp; TedlnologyDMSion or National Science Teachers Assodafion (NSTA-ssn Approved by lhe National Association of Secondart School Prit'ICipaJs (NASSP) An lnremaliOnal Space Year Education Project ATTENTION STUDENTS \u0026amp; TEACHERS, GRADES 6-8 ! A. MOON BASE PROJECT Students work in teams of up to three (3) members to describe how people could live and work on a Moon base. Reports should discuss how food. transportation, human health, and recreation could be ensured, and what tormsof scientilic research as well as other activities could be done on a Moon base Students should bear In mind that a Moon base is a very limited environment and is maintained in 1/6 of the Earth's gravity. GUIDELINES 1. Project reports must be 2030 pages. including illustrations. 2. Descriptions mus! be typed, double-spaced. on 8\" x 11 paper. 3. Illustrations must be drawn in any black or color medium on white 81k\" x 11 paper {no threedimensional models will be accepted). 4. Reports must contain the rollowing elements, in the order in which they appear below  Entry coversheet  Projecttille  Table of Contents  In troduction  Basic descriptions ot Moon base and activities  Illustrations ot Moon base facilities and activities (transportation. health, recreation. science. etc.)  Report Summary (50 words or less)  References JUDGING CRITERIA (40 POINTS) Scienlificvalidity{10points)  Suitability to Moon base activities (10 points) Creativityandoriginality(10points)  Organization and clarity (5 points)  Content and presentation of illustrations (5 points) AWARDS  National first-place winner(s) and teacher/advisor(s) receive an expense-paid space experience trip (the 1991 winners attended the National Space Science Symposium, Washington. DC)  Nationalwinnersreceiveengravedplaques  Regionalwinners'schoolsreceive engravedplaques  All students who qualify receive certificates of participation HOWTOENTER  AH entries must be accompanied by a completed entry form.  Entries must be postmarked by March 15, 1992.  All entries become the property of NASA-NSTA SSIP.  Rules and guidelines will be strictly enlorced. Entries which are incomplete or do not follow guidelines will be disqualified. Please re-read a/I directions before mailing.  Alljudgesdecisionsarefinal.  All entries will be held /or a maximum of one year.  Students who want their Mars Settlement original artwork returned must attach a check for the amount of the initial shipping cost t o the entry form. TEACHER INSTRUCTIONS 1. Copy instruction side of this brochure for your students and other teachers in your school 2. Display poster side in your classroom to motivate your students 3. Before signing the entry cover sheet. review your student's work to see that it meets all requirements to prevent disqualification. Judges'decisionsarefinal MOON BASE PROJECT Find the region where your state is located and send your entry to the Director of that region. DO NOT SEND MOON BASE PROPOSALS TO NASA OR NSTAI REGION I: CT, ME, MA, NH, NY, RI, VT HarryA.Kranepool Science Chair Bishop Loughlin High School 357ClermontAvenue Brookty.n, NY 11238-1001 REGION 11: IL. IN, Ml, MN. OH, WI RobertBeckWith Centennial High School 4600 McMillan Road Meridian,1083624 REGION Ill: KY, NC, SC, VA, WI/, OOD and State Department Dependent Schools ol Europe and the Middle East Sue Darnell Kentucky Dept. or Education 1829CapitolP1azaTower 500MeroStreet Franklort.KY40601 SSIP REGIONAL DIRECTORS REGION IV: AL, AA, IA, LA. MS, MO, TN. FL, GA, Puerto Rico. and the Virgin Islands Melody Hal/ Five Forks Middle School 3250 River Road. S.W. lawrencevi11e,GA30244 REGION V: CO. KS, NE, NM. NO, OK, SO.TX. Kenneth Bingman Shawnee Mission West High School 8800 West 85th Street Overland Park, KS 66212 REGION VI: AZ., HI, NV, UT, Southern CA, 000 and State Department .D,e. p.e ndent SChools in the Pacific Dr.SidS//koff Adjunct Pro!essor-Education Dept. California State Univ.- Dominguez Hills 1000 East Victoria Street Carson,CA90747 REGION VII: AK, ID. MT, OR, WA, WY, and Northern CA Peter Samson Oregon Museum of Science \u0026amp; Industry 4015SWCanyonRoad Portland,OR97221 REGION VIII: DE, DC, MO. NJ, PA Sister Mary Carrot/ McCaffrey Mt. St. Joseph Academy StentonandWissahicksonAvenue Flourtown. PA 19031 NEWSPAPER PROMOTIONS  MARS SETTLEMENT ART Send completed entries and entry sheet for these contests to: NSTA-SST I 7 42 Connecticut Avenue, N. W. Washington, D.C. 20009 B. SCHOOL NEWSPAPER PROMOTION CONTESTS NEWS/FEATURE ARTICLE Students work individually to write a news or feature article about an aspect of space or space science for their school newspaper. GUIDELINES 1. All articles must be published in student's school newspaper by March 1, 1992 2.Arllclesmustbeatleast150wordsin1ength 3. Entries will be judged on their own merit, not on the tormat or quality of the school newspaper. 4. Submit two (2) copies of both the article and theissueo!thepaperinwhichitwaspublished. JUDGING CRITERIA (65 POINTS) Writingstyle{10points) Creativeangle(10points) lnteresttoreaders(10points) Accuracy{10points) Content(10points) Organization(10polnts) Layout and design, including headlines and illustrations, where appropriate (5 points) AWARDS ADVERTISEMENT Students work individually to create an advertisement for the Space Science Srudent Involvement Program for their school newspaper. Ads should bedesignedtoexciteandintereststudentsinthe $$IP program. GUIDELINES 1. All ads must be published in student's school newspaper by March 1. 1992. 2. Ads musl be no smaller than I page and no larger than a full page of the school's newspaper. 3. Entries will be judged on their own merit. not on the format or quality of the school newspaper. 4. Submit two {2) copies of both the advertisement and the issue or the paper in which it was published. JUDGING CRITERIA (45 POINTS) Layoutanddesign(15points) Accuracy(10points)  Ability of copy lo encourage participation In SSIP{10points)  Execution and craftsmanship (10 points)  Nationalwinnerreceivesacashawardandanengraved plaque:his/her1eacher/advisorreceives resource materials  Honorable mentions receive certi ficates or recognition  Allstudentswhoqualify receivecertificatesolparticipation  National winning Advertisements and Articles may be used in the promotion of the SSIP program 1991-92 SPACE SCIENCE STUDENT INVOLVEMENT PROGRAM ENTRY FORM FOR ALL CONTESTS No entry for any SSIP contest will be accepted without this entry form Preasetypeorprintveryclearly. CONTEST Moon Base Project  School Newspaper Promotkln Con!eSI:  Naws/Feature Article  Advertisement Mars Setttement Ar1 COntes1  General Illustration  Diagram/SChematic Projectlltle _______________________ _ BrietDescrip1io,~---------------------- GradeLEVEL 60 70 80 I certify that the attached entry in the 1991 92 NASA/NSTA Space SCience Sludent Involvement Program Is the original work o! the studen1namedbelow. Student Signature ________ _ StudenlSignatura ________ _ Soclal5ecurityNumber _______ _ SOCial5ecurityNumber _______ _ Student Signature ________ _ Teacher Signature ________ _ Social5ecuntyNumber _______ _ SOCial5ecurityNumber _______ _ STUDENT INFORMATION LastName _________ F1rs1Name, _________ M, __ _ HomeAddress:Stree1 _____________________ _ ca, ____________ State ____ a, ______ _ Phone( ), ________ _ Race: caucasian D Black O Hispanic D Native American O Asian O Other D Sex Male  Female  LastName _________ FirstName _________ M, __ _ HomeAddress:Street _____________________ _ City ______________ Sta\\e _____ Zip ____ _ \"\"'\"''----1----------- Race: caucaslan  Black  Hispanic  Native American  Asian  Other  Sex: Male  Female  LastName _________ firstName, ________ M, __ _ ~\n_-_\"_M_S_--~~~~~~~~~~~~~~~~~~~~~S-,.-,\n:~~--~~~~~~z-,o========= Phone(_) ________ _ Race Caucasian O Black  Hispanic  Native American O Asian  Other D Sex: Male D Female  TEACHER INFORMATION Las\\Name ________ ~ FirstNam,~---------\"'--- ~~m_eAdd\"_M_,s_\"*'~~~~~~~~~~--~~~~~~~~~~-s,,,.=========--z-\n,========= Home Phone(_ ) ________ _ SCHOOL INFORMATION ~OO~,---,-.M-,$-v-%\n:========================================== City ______________ Slate _____ z,0 ____ _ SChoolPhone(-.) _______ _ Princlpal:FlrstNam, __________ LastNam---------- C. MARS SETTLEMENT ART CONTESTS GENERAL ILLUSTRATION Students use artistic skills to create an overall picture of a human settlement on Mars. The illustration must indicate life support systems. other primarysystems(transportation,recreation.etc.). interactionolhumanswi1hthemartian environment and indicate why these humans are on Mars GUIDELINES l.Entry must be 16\" x 20' : unframed: on sturdy art board or canvas board (not stretched canvas): In a medium suitable to two-dimensional work (ink, watercolor. pastels, acrylic. etc.): appropriately lixed and trimmed. We recommendyouspraywithprotectivecoating. Note: Do not mail in rolled tubes: mail flat 2.The entry must be accompanied by the entry !orm and two to live paragraphs, one page maximum. typed on a separate 8\" x 11 paper, describinghowthestudentarrivedattheillustration concept, justifying the settlement's designandfeatures,andexplainingthe reatures of the work. Please provide 2 copies o l description. 3. En1ry and write-ups must be labeled on the backwith thestudent.teacher\u0026amp;school'sname, address, and telephone number in the upper righthandcorner. 4. Entry must be studenr's original work. No copyrighted comic and/or television characters can be used. Studentsuseartisticskillstodesignadiagramor schematic of the technical features or a human settlement on Mars. Students label and identify the elements o! life support, transportation, work metho\u0026lt;ls, medicine. science, waste disposal. recreation.etc GUIDELINES 1. Entry must be 16\" x 20\": unframed\non sturdy art board or canvas board (not stretched canvas): in a medium suitable to two-dimensional work (ink, watercolor, pastels, acrylic. etc.): appropriately lixed and trimmed. We recommendyouspraywithprotectivecoating Note: Do not mail in rolled tubes: mail llat 2. The entry must be accompanied by the entry form and two to live paragraphs, one page maximum. typed on a separate 8\" x 11\" paper, describinghowthestudentarrivedatthediagram/ schemalicconcept.justilyingthesettlemenrsdesignandfeatures, andexptaining lhe features of the work. Please provide 2 copies of description 3. Entry and write-ups must be labeled on the back with the student, teacher \u0026amp; school's name, address. and telephone number in the upper righthandcorner. 4. Entry must be student's original work. No copyrighted comic and/or television characters can \"'\"\"\" 5.lf a student wishes to have artwork returned, 5. 11 a student wishes to have artwork returned, he/she must attach a check lor the amount of he/she must attach a check lor the amount of the initial shipping cost to the cover sheet. Art the initial shipping cost to the cover sheet. Art will be held for up to one year maximum. will be held for up to one year maximum. JUDGING CRITERIA (55 POINTS)  Craftsmanship, including composition, rendering, and skiU with media (20 points) Originalityofconcept(10points)  Content of diagram or illustration (10 points) Contentofsupportparagraphs(10points)  Attention lo detail, neatness, clarity (S points) AWARDS  National winner receives a cash award: his/her teacher/advisor receives resource materials and engraved plaques  National winning entry and honorable mentions make up a travelling exhibit at museums and space centers nationwide Dear Colleague Please take a fewmomentstocompletethisbrle!sul'vtly. In doing so, you will provideuswith valuableinforma1ionwhlchallowsus tocontinue and improve our programs. Please return completed torm to NSTA-SST. 1742 COnnecticu\\Ave., N.W. Washington, D.C. 20009. NSTA-SST Program Survey 1. Your Position: _ Student _ Teacher _ Administrator _ Supervisor 2. Sizeol ElementarySChool _ 099 _ 100-2199 _ 300-499 _ 500+ Sizao! SecondarySChool _ Q-499 _ 500.999 _ 1000+ 3.TypeofSchool _ Public _ Prlvate 4.Locatlon _ Urban _ Suburban _ Rural 5. Gradesinciudedinschool{circle) K 1 2 3 4 6. StatewhereyouHve: ____ _ 7.Age: ____ _ 8.Sex ____ _ 9. Race: _ Caucasian _ Black _ Asian _ Hispanic _ Native American _ Other 10.Yearsot teachingexperlence _ 11. Academic Degrees: _ None _ BS/BA _ 8$/BA+ _ MS/MA _ PhD _ O\\her 12. PrimaryTeachlngField _____________ _ 13. Numberofdifterentpreparalionsperday(clrcleone) 1 2 3 4 5 14. Numberolscienceclassesyouteachperday(circleone): 1 2 3 4 5 15. Numberotnon-sclenceclassesyouteachperday(circleone): 1 2 3 4 5 6 16. Approximatetywhatpercentageotyourteachingisguidedbyatextbook? Other _ None _ 1()% _ 2(lqb _ J()% _ 40% _ 50'ltJ _ 6Q\u0026lt;lb _ 700Jb _ 800Jb _ 900Jb _ 100% 17. What percentage of your teaching can be characterized as laboratory or tiaid experience? _ None _ 10% _ 20% _ 30% _ 400Jb _ SQ% _ 6Qllb _ 70% _ 80% _ 90% _ \\00% 18. How did you hear abOut NASA/NSTA Space SClence S1udent Involvement Program \\$SIP)? _ Mailing _ Magazine/Newspaper _ NASA Education Officer _ Never Heard _ Past Participant _ NSTAEvent _ O\\her(Preas,e Describe) 19. How did you use SSIP Materiels _ ClassAssignment _ Specla!Unit _ SpecialCOurse _ lndlvidualAssignmenttosoelectedstudents _ AnnooncedavallabHitylorinterestedstudents _ Oidn'tUse _ Other(Pleasespecity) 20. Howmanystudeflts:(providespecific ll foreach) didyoue~posetoSSIP? WOf11edonanSSIPproject? completedanSSIPproject? submittedSSIPentries? 21. TowhatextentdoesSSIPfltlntothesubjectmatter!hatyouare1eachlng? Nota1a11 1 2 3 4 5 Verywell 22. llyoodidnotuse1hematerials,whyll0t? _ Limited class time available _ Didn't receive materialsln~me _ Doubl usafu1nessolmaterials _ Qther(Pleasa specify) 23. How did you hear about NASA Educational Work.MOl)sforMath. Science, Technology\u0026amp; Elementary Teachers (NEWMAST/NEWESl)? _ Mailing _ Magazine/Newspaper _ NASAEduca1ionOff(cer _ Never Heard _ PastPar\\lcipant _ NSTAEvent _ O\\her(PreasaDescrlbe) 24. lfyouhavea~iedtoNEWMAST/NEWEST, tlowmanylimes? ____ _ 25. Hanalumnuslndicateprogram.centeJ,andyearparliclpated(circleoneJ: NM NE Center _____ Year _ 26. One principle goal ot these programs is to Improve the interestot teachers and s1udents In science by using the excitement that Is generated by the space program asa motivator for learning. If you are ramiliar with one or more of our programs. tell us to what axtent doyou!eelthisgoalisbeiri,gaddressedbylhefollowingprograms. ~ (circle) Not at all 1 2 3 4 5 Very Well Please Explain: ~(circle)No1a1all Please Explain: 5 VeryWell P.AJ\\TICIP.Al'IT SURVEY 1. HOW MANY CONGRESSES HAVE YOU ATI'ENDED? D Ftrst D Second D Third D More than three 2. WHAT IS YOUR PROFESSION? D Teacher D Counselor D School Administrator D CAP Aerospa,oe Education Officer D Other (Specify) ________________ _ 3. IF TEACHER, AT WHAT LEVEL 00 YOU TEACH? D Pr!ma.ry (K-3) D Senior HJ8h (10-12) D Elementary ( 46) D College (Undergraduate) D junior HJ8h (7-9) D College (Graduate) AB another step 1n our continuing attempts to keep the cost of the National Congress as low as possible, we are separating the costs of the Brewer Tropby Luncheon and the Crown Circle Banquet from the reglstration fee. This has allowed us to lower the reg1stra.t1on fee for the ftrst time ever. In the pa.st, the costs of these soc!a.l functions were included in the reg1stra.tion fee, and thla resulted in the reglstration fee having to be ra.ised as food costs went up. Many of our participants have indicated they could better afford to attend the Congress ifwe removed the costs of the banquet and luncheon in their reglstration fee and give them the option of attending these soc!a.l functions. As a point of information for individuals who have never attended the National Congress, the Brewer Tropby Luncheon is where the Frank G. Brewer Tropby, the Nation's hlghest award in aerospace education, is presented. This prestigious award is presented by the National Aeronautic Assoo:iation, and each year they furn1sh a nationa.lly renown aerospace leader as the luncheon speaker. The Crown =is Banquet is the grandflna.leofeachNationalCongressandisusedtohonor3-4individuals who have made major contributions to aerospace education. Each year one of these individuals is also honored as the A Scott Crossfield Aerospace Education Teacher of the Year. ZJ..99-8119 1rul'eCl9IV '8:.!IV TI8.MX'BN vuiuwrrna: U:VdVD hH 'I.J.VN UOfiwrlP:i[ 80'8ds ptra UOJ'l'BJAV uo sse.r8uo0 f8U0ll13N ATTENTION EXHIBITORS! We have alimitednumberofexhibit booths available for Congress '92.All booths are 10' x 10', and the rental fee 1s $350 for the first booth and $300 for each additional booth. This 1neludes a. fully draped 10' back wall and 3' side dividers, a 7\" x 44\" sign. and one free Congress reg:I.Stration which in.Cludes Coffee With Exhibit.ors, Gathertng of Eagles Coffee, and one exhibit.or badge. Exhibits should be set up on Wednesday, March 26, and taken down on Saturdai,y afternoon, March 28. For further information, contact: Ms Jeanne Wilson, NAT'L HQ CAP/ED, Maxwell AFB AL 36112-5572 (AC 205 953-6371 ). ONAL CONGRESS VIATION AND CE EDUCATION MYRIAD OONVENTION CENTER OKLAHOMA CITY, OK sponsored by * Clv!IAlr Patrol * Federal Aviation Ad.ministra.tion T his u * National Aeronautics and annual Space Adm1n1stra.tion !'\"o\"rs' , and representatives of govern mentand Industry. The Congress ts desl.gned to promote an understand tngofaerospa.ce. to further the cause ofaeroepaoeeducatlon.andto moUvu.te the parUclpant.s to inform the public or thetmpactofaercepa.ceonallaspecteof SOCletzy\" Approximately 1200 educators, buB1n888 and industry leaders. exhibitors, and noted preeen t.srs are expected to be tn attsndanoe SHARE YOUR CLASSROOM AEROSPACE EDUCATION I DEAS DURING CROSSTALK AT THE CONGRESS PLAN NOW FOR THIS POPULAR CONGRESS SEGMENT. PRELIMINARY PROGRAM WEDNESDAY, MARCH 25  UOIBTB.U'IO!r/CllllCK DJ :axHilllT\u0026amp;Jn'Ul'  UC-.nlOJr/ ~ B THOll8DAY, MARCH 26  G:aJDBAL A.BfmlOLT Dr. Harry K. Wong Te\u0026amp;ChBr/Author/ C.Onsulta.nt BrtgOen llaroel1te Ha.rr18, USAF Vloe C.Om.mander, HQ Oklahoma ClliY A1r Log1st.1cs CentM Brig Oen Charles E. \"Chuck\" Yeager, Jr., USA.F Ret  :BJl.SlqJI. 'rllOPllT PJmlgJft.\u0026amp;UOS LVlfCJBOS  Cll088ULJ\u0026lt; (Atumd8es share aerospaoo classroom techniques for K-3.~. 79, lQ.12,oolleg1at,eavlatlonprogr\u0026amp;me,aerospaoeeducat. 1onworkBhope,andetatea880C1at,1onsaru1 oomm1tt.eee. Bring something Wl1queyou are doing 1n yaur classroom t.o share wtthyour group.) FRIDAY, MARCH 27  COlfCUllllJUff 8B88IOBB (Approxima.tel,y 15 pl\"888ntera ahar1ng hand\u0026amp;-on aerospaoe eduoat.lon t.echn1quee ror use 1n classrooms.)  rnu.DTJUPII (Tinker AFB, FAA Monroney Aeron.aut.1cal Center, u ruvere11q or Oklahoma, Metro Tech)  BAlllQlBT \u0026amp; AWA.BDS CIIBllllOl!fY Croesfle1\u0026lt;1Tea.cher oftheYear Crown Cirele Awards SATURDAY, MA.RCH 28  OJtlllUlAL ABSBKBLT Gathering of EagJaa ( Soott Croosfl.elct, Mary Feik, Gabby Oabreeki, George 0\"-Y, Joe Kittinger, Brooke Knapp, Moya Lear, Steve R1t.ch1.e, Dick Rutan, Fay Otills Wells, Chuck Yeager, and Jeana. Yeager have been1nV1ted.) :rDLD TBIPS: Okla.ho ma Cit\nyoffers some unique opportunities for lleld tripe. Not only 1s Okla.ho ma City the home ofT!nker AFB, !t also 1s the home of the FAA M1ke Monroney Aeronautical CenterwhereFAAhaa!taAeromed!calinetltutea.nd!teAcademy for t.reJn1ng e.1r traffic controllere. We will be goin\nl onlleld tripe on Fr!da\ny, March 27. In the mornin\nl, one-half of the part!c!pa. nta will be onlleld tripe wblle the other half are 1n concurrent eeBS!one. In the a.ftemoon, those who were on lleld trips durin\nl the mornin\nl will be 1n concurrent eeBS!one wblle the other half will be on lleld tripe. Jll.\u0026amp;RCH 2829, 1992 RESERVATIONCD'IOFF: MARCH 1, 1992 Please submit a sepa.ra.te form for each room requoot.00. NAME ( PleaaePrint): ____________________ _ ADDRESS:------------------------ CITY~ ______ STATE: ________ ZIP, _______ _ PHONE: ( Deutttme)___/ _______ (Evening)___/ ______ _ ARRJVALDA DEPARTOREDATE: _________ _ NOTE: For the f'lrst t.lme, we w1ll be holdlng the Na.tional Congress sessions in a Convention Center. You w1ll note that we have reserved rooms at t.hree hotels. Room reservations must be mad8 through the Convention Center. I.et me urge you to makeyou.r room reservations earlytoa\u0026amp;8W'8you the hotel ofyou.r choice. Shuttle buses will pick up and deliver you to and from the Convention Center. The Sheraton 1s Within walking dlsta.noo. HOTEL/MOTEL ACCOIDlODA!l'IOliB AllD ~: SHERA.TON CENTURY CENTER HOTEL . ... . ..... . . SINGLE $69/DOUBLE $79 (OONGRESS HEADQUARTERS) 'HILTON INN WEST . srnoLE '58/00UBLE 165 'HOUDAYINNWEST . .. . . . . ... . . . .. .. .... . ... . .................. . ............ SINGLE'66/00UBLEl76 'Shuttle oorvioe w1ll be provtded from hotel to Convention Center. PJ\\EDBB.BD HOTEL/MOTEL: lstChoiee 2n4Choiee TYPJl 01' ACCOIOIODA!l'IOlfS DBSIBBD (CKZCK ONB): __ Single (Room With one bed for l or 2 people) __ Double (Room wtth two beds for up to 4 people) 3rd.Choice IF DOUBLE, NAME OF PERSON SHARING ROOM: ~-------------Reeervations are not t.ransferal:lle and are held untll 6 p.m unlese guaranteed by a maj()r credit ca.rd The hotel w1ll oonftrm 1'888l'Vtl,tion and adv1Se you ofthelr canoellat1on/refund policy. GtJAllABTJ!lB MY llU!IUA%10NWITB CllDIT CAllD SHOWN DLOW: Mastercard _ AmeI1canExpreee _ Visa _ D\\nersCiub Card.No. ___________ \"\"\"\"\"\"'----------- - --------------- Mall you.r reservation form directly to Oklahoma City COnve:ntton \u0026amp; VIJliton Bureau Attn, convention Hauablg l'our\u0026amp;anta.l'ePlua Olclahoma City, OK 73102 The Oklahoma Ctljy Convention (I Visitors Bureau w1ll be handl1n\u0026amp; ALL hotel/motel reservations. TELEPHONE REQOEBTS WILL NOT BE AOCEPTBDI Pla.oement will be mad8 on a ftrst,oome, o.rst-aerved ba.s1B. CONGUSB '92 llGlSTRA'l'ION 1'0BX ( Pleaaeprintorcype.) wtN,~,~-----------,_ _______ Ml_ \"\"\"'\"\"\"'\"\"---------------------- Ctcy ____ __________ ZlpCoo, _______ _ CONG~llGlS'l'llATlONnB, BeforeMarch l ,1992 .      . ... .. ... .. '45.00 -- Aft8r:Ma.rohl,1992 ..... .... . ... .. ... .. . ... .. .. . '50.00 __ FEE INCLUDES OONORESS SESSIONS  OOFFEE BREAK AND FIELD TRIP TRANSPORTATION ADVANCE REOIEn'RATION CtJTOFF DATE IS MARCH 1, 1992\nAPTER MARCH l, PLAN TO REGISTER AT OONORESS SITE. B~JU'ROPJIY PBESlllll'T.il'IOR' LVl'fCRl!:Olf . . . .. .. ...... . . . ... . .. ... . ... . ... .. .. . $ 7.00 Th1s luncheon 1s for preoontation of the Frank G. Brewer Tropb.y, the Nation'e h1ghest.award In aeroeJ)808 educaUon. This prest:.1gious award ts preoonted annually by the National AeronautiCA. 88ociat1on. A nationally renown aeroepace epeaker w1ll addreea the luncheon. CBOWN CIBCU AWARD BANQ\"UBT ....... . .... .... . .... . . . .... .. .. .. .. .. ... .. ... .. ... . $17.00 __ The Crown Circle banquet la the graru:t l'lna.le of each National Congress and la used to honor 3-4 lndividualS who have made ma,Jor oontrlbuttona to aeroepe.oe educatlon. Each year one of the\u0026amp;eind.1vtdua18tslllsohonoredaetheA.SoottCroeetleldAeroepaoeEducationTeacherofthe Y=. IIONBY 01\\Dl!:R Oil CHBCK, PAYABLB TO NCASJ!l, ICUBT ACCOMPANY CONOllSB UGlSTRA'l'ION '\"\" l'llLD TBlP8 (ll\u0026amp;rk yourcholceawith 1, 2 , 3 , and. 4..) PAA MIKE MONRONEY AERONAUTICAL CENTER-Vlait the PAA Academy, the C1v11 Aeromedlcal Institute, and the Centsr'e ntg'.ht line. See how the Nation's a1r traffic oontrollere are t.rain8d. (Tour llm1tedto376.) __ OKLAHOMA CITY A.IRI.OOifJI'ICSCENTERat. TINXERAYB-Soo the modmcatlon, reooru11tion1ng, and eervtctng oft.he 1JSAP B-52, C-1368, E-3, E-4, and B-1 aircraft.. Al8ovtslt anAirt\u0026gt;orne Warning and control (AWAC) Squadron. (Tour llm.lted to 282.) __ METRO TECH- Visit a vooattonal t.ra1n1ng achoo! wh!oh speclallzBB In av1a.t.1on (aeroepaoe) oareere. (Tour limlted to 94.) --UNIVERSITY OP OKLAHOMA-Vlalt the Center for Aeroepaoe Programs and 888 the Wide diverelljy of programs available. ( Tour limlted to 188.) DftACHAJID llAlL DiltllCTLYro: R\"CAS lf.\u0026amp;!l'ION.AL HB.ADQU'.\u0026amp;ll.TSBIJ C..,/m, ll\u0026amp;mLLArBAL36112-887\u0026amp; N/\\51\\ National Aeronautics and Space Adm1nistrat1on  Guion S. Bluford, Jr. Charles F. Bolden, Jr. Bernard A. Harris, Jr. Five Astronauts from NASA's Space Shuttle program Frederick D. Gregory Mae C. Jemison N/\\S. ft National Aeronautics and I/ \\ Space Administration Guion S. Bluford, Jr. (Colonel, USAF) Guion S. Bluford, Jr. was born in Philadelphia, Pennsylvania. He earned a bachelor's degree in Aerospace Engineering from Pennsylvania State University\na master's degree with distinction in Aerospace Engineering from the Air Force Institute of Technology\na doctor of philosophy in Aerospace Engineering with a minor in Laser Physics from the Air Force Institute\nand a master's degree in Business Administration from the University of Houston, Clear Lake. Bluford was selected as an astronaut in January 1978. He has flown in space as a mission specialist on the STS-8 mission in August 1983, on the STS-61-A mission in October 1985, and on STS-39 in April 1991. Bluford is scheduled to fly as a mission specialist on the crew of STS- 53 in late 1992. Frederick D. Gregory (Colonel, USAF) Frederick D. Gregory was born in Washington, DC. He earned a bachelor's degree from the United States Air Force Academy and a master's degree in Information Systems from George Washington University. Gregory was selected as an astronaut in January 1978. On his first mission, Gregory was pilot on STS-51-B/Spacelab 3, which launched in April 1985. He was spacecraft commander on the STS-33 mission in November 1989. He is scheduled to fly as commander on his third mission, STS-44, in late 1991. Bernard A. Harris, Jr. (M.D.) Bernard A. Harris, Jr. was born in Temple, Texas. He earned a bachelor's degree in Biology from the University of Houston and a doctorate of Medicine from the Texas Tech University School of Medicine. Five Astronauts from NASA's Space Shuttle program Dr. Harris was selected as an astronaut candidate by NASA in January 1990. He commenced a one year training and evaluation program in July 1990, completion of which will quality him tor subsequent assignment as a mission specialist on future Space Shuttle flight crews. Charles F. Bolden, Jr. (Colonel, USMC) Charles F. Bolden, Jr. was born in Columbia, South Carolina. He received a bachelor's degree in Electrical Science from the United States Naval Academy and a master's degree in Systems Management from the University of Southern California. Bolden was selected as an astronaut in May 1980. Bolden has flown twice as pilot on the STS-61 C mission in January 1986 and on the STS-31 mission in April 1990. He is scheduled to fly as commander on the crew of STS-45 in early 1992. Mae C. Jemison (M.D.) Mae Jemison was born in Decatur, Alabama, but considers Chicago, Illinois to be her hometown. She earned a bachelor's degree in Chemical Engineering from Stanford University and a doctorate of Medicine from Cornell University. Dr. Jemison was selected as an astronaut candidate by NASA in June 1987. She completed a one year training and evaluation program in August 1988 which qualified her for assignment as a mission specialist on Space Shuttle flight crews. Dr. Jemison is scheduled for her first flight as mission specialist on STS-47, Spacelab-J, in August 1992. Hql-317 December 10, 1991 Mrs. ' Catherine Johnson Catherine Johnson \u0026amp; Associates Capitol Towers Little Rock, Arkansas 72201 Dea{ Mrs. Johnson: I am\\ submitting recommendations requested concerning the Aerospa~~ School project. They represent my experiences in school building construction and an extensive review of the current literature on the subject. Using the major function timeline for the Aerospace Education Center from which to operate, it is my judgment that the major function timeline for the Aerospace School can still be completed within the same time period. But, in order for that to happen, a specific working relationship between the Aerospace Center Committee and the Little Rock School Board must be developed. Phase One of that relationship involves the creation of an education plan and the educational specifications that follow. It will be impossible for the architect to move forward until that occurs. The planning process outlined between December 1, 1991 and July 1, 1992 focuses on the regular interaction between the board, the school administration and the Aerospace Center Committee. In this review, I did not address the financial issue. However, it is my belief that phase one of the project represents little expenditure but demonstrates a seriousness on the part of the school board and its administration to see the partnership through. I look forward to presenting to you and members of the Committee these recommendations and answering any questions that need be addressed. I will be pleased to work with the School Board individually to the extent to which you direct me to do so. Thank you again. _Sin/e relyo_, __ George D. Cannon GDC/mm AEROSPACE SCHOOL Introduction The Little Rock school board's decision to establish an Aerospace secondary school in conjunction with the planned Aerospace Museum/Center Complex at Little Rock Airport represents a unique and wonderful opportunity to expand education programs beyond traditional boundaries. The partnership created in this effort seems to represent the kind of relationship envisioned in the President's 2000 INITIATIVE. Education reform of the 1980s not withstanding, America's confidence in its schools today is badly shaken. Growing consensus is that solutions to the country's education problems rest with collaboratives -- new and different partnerships. The Aerospace School Museum/Center proposal represents a new approach. Little Rock can be on the early wave of a new national reform effort. A wave that can carry education and economic benefits to the whole community. The Aerospace School Museum/Center, with its accompanying technology, will provide students experiences and options previously unavailable to them. And once in place, the project may well become a catalyst for recruiting aerospace industry to the state. The alliance between the schools and businesses will enhance much needed trust and cooperation between both for a better future. Aerospace School Socrates to Adeimantus: \"Well, and don't you know that in every task the most important thing is the beginning ..... \" The recognition for the need to plan has been around for quite a while. Schools have no less responsibility than businesses in planning ahead. This task is to provide a set of guidelines to follow in taking the proposed aerospace school from an idea to a completed facility ready to accept its first round of students. When building a school it is my experience that board policies and actions exert greater influence over the planning process than any other combination of factors because school planning is directed and governed by school board policy. Given the uniqueness of the Aerospace School and its relationship to the Museum Center/Complex, coordination should not only be internal but include appropriate Museum/Center planners as well. You cannot build a building if you haven't identified the program for which the school is being constructed. To do that the planning team must: 1 IDENTIFY Legitimate Purposes 3 PROPOSE A Written Program of Space Needs 4 DEVELOP 2 INTERPRET Program needs of school as they relate to facility developed (Educational Specifications) 1 IDENTIFY LEGITIMATE PURPOSES and 2 INTERPRET or rationale for school needs The Administration brings forward to the Board the precise quantitative and qualitative factors in the development of the new school. This is the Education Plan, and its components include: A. The Curriculum Plan B. The Operations Plan C. The Instruction Plan D. The Organization Plan E. The Staffing Plan F. The Evaluation Plan G. The Staff Training Plan H. The Support Plan The stated mission of the Aerospace School and the components of the education plan provide essential information upon which the justification of the school program is based. Information the school board must have in making good decisions. The building of an Aerospace School cannot move forward without an approved Education Plan. 3 WRITTEN PROGRAM OF NEEDS (Education Specifications) The educational specifications or program requirements are the means by which the school district administration describes the educational activities and spaces which need to be incorporated in the proposed new Aerospace School. These are written statements that serve as a vehicle for communication between the administration and the architect. These are not precise statements of program or curriculum. These are not technical specifications similar to those provided the engineer by the architect. They represent a connecting link between the two. These recommendations suggest an educational solution in terms of building needs. This information is essential before an architect can begin developing architectural solutions and issuing builidng plans to prospective contractors. 4 DEVELOP Architect School Principal Staffing Construction Equipment PARTICIPANTS IN THE PROJECT School Board (A) Adopts permissive and guiding policies (B) Approves the official and written product (C) Authorizes consulting services (D) Employs specialists Administration (Superintendent) (A) Designates Director of the Study Committee (B) Provides leadership and assistance throughout the study (C) Evaluates the progress (D) Interprets results to Board, Staff and Community Working Committee (To include representatives from Museum/Center) (To include representative from the School Board) (A) Responsible for organization of the study (B) Identifies needs, objectives, and goals of Aerospace School (C) Prepares written report of findings (D) Reports to Superintendent through Study Director Educational Consultant (Aerospace Program Expertise) (A) Provides guidance and planning information (B) Interprets trends and new programs (C) Assists with Educational specifications Architect (A) Observer and consultant during program development (B) Serves as advisor on architectural considerations ., DEFINITION OF TERMS 1. Curriculum Plan - This clarifies the mission of the school. It develops the broad learning outcomes expected in accomplishing the school's mission. It identifies the skills and knowledge that should be developed in the experiences of children. 2. Operation Plan - This plan sets the ground rules for the management of human factors in the school situation. 3. Instruction Plan - This plan is prepared by the professional staff of the school. It is a declaration of how the mission and the curriculum plan will be accomplished. It culminates with what experiences or courses are to be offered in the school. 4. Organization Plan - This plan is adapted to support the instructional mission of the school. 5. Staffing Plan -This plan describes the staff requirements for the execution of the Instructional Plan. It identifies selection, assignment of staff derived from the curriculum and instructional plans. The provision made for staffing represent an indication of sincerity of purpose. 6. Evaluation Plan - This is the plan by which staff and community can assess the accomplishment of the schools' s mission. 7. Staff Training Plan - This plan describes how staff members will be both maintained and enhanced in their role in the Aerospace School. 8. Support Plan -This plan depicts the resources and review available to support the Instructional Plan. 12/1/9]:- 7/1/92- 5/1/93- 9/1/94 - BUil,DING DEVELOPMENT TIMELINE EDUCATION PLAN Present to Board timeline for approval Present to Board Mission Statement for Approval Appoint Director - Develop Education Plan Appoint working Committee Hire Consultant to work with Planning Committee Reports made monthly to Board on project's progress BOARD APPROVES EDUCATION PLAN, Education Specifications Director works with Architect Board Receives Bids Principal Assigned fulltime Selects Staff Works with Architect/Contractor Orders materials/supplies/equipment for School y --?.: t, ..  ,(Y O 1r .., Memorandum February 3, 1992 To: __/)A,).,J ~ From: Catherine Johnson Re: AEC Capital Campaign - Confidential Campaign Pledges Year to Date $4,223,659.39 State of Arkansas $1,500,000 City of Little Rock $500,000 Winthrop Rockefeller Foundation $500,000 Air Traffic Services Corp./David Clark $400,000 Central Flying Service, Inc. $100,000 Ottenheimer Brothers Foundation $100,000 Trinity Foundation $100,000 J. Dan Baker $50,000 Wayne Bennett $50,000 First Commercial Bank $25,200 Arkansas Power and Light Company $25,000 Arkla, Inc./Mack McLarty $25,000 William H. Bowen $25,000 Mr. \u0026amp; Mrs. Charles H. Harper $25,000 E. Ray Kemp, Jr. $25,000 Fred K. Darragh, Jr. $25,000 Mr. and Mrs. Frederick J. Menz $25,000 Friday Eldredge \u0026amp; Clark $25,000 Henry Broach $25,000 Central \u0026amp; Southern Companies, Inc. $25,000 J. A. Riggs Tractor Co. $25,000 James H. Hamlen $25,000 The Jonsson Foundation $25,000 Mr. \u0026amp; Mrs. Lucien M. Taillac $25,000 M.M. Satterfield Aviation Fuels, Inc. $25,000 Orbit Valve Foundation $25,000 Rebsamen Fund-Providential Life Foundation $25,000 The Bodenhamer Foundation $25,000 Jerry N. Haynie $25,000 Arkansas Electric Cooperative Corp. $20,000 Weyerhauser Foundation $17,600 Warner Garner $16,000 St. Paul Insurance Companies $25,000 Southwestern Bell Foundation $15,000 A.G. Melson $10,000 Contributions under $999 Hall of Fame Banquet (1989) Hall of Fame Banquet (1990) Hall of Fame Banquet (1991) Public Announcement $3,060 $50,875 $42,950 $45,850 $14,925 J.W. Buddy Benafield Charles M. Taylor Emma W. Hall Winburn Tile Manufacturing Company Marion Burton Rosemary \u0026amp; Sid Wilson F. Taylor Brown Louis Rosen CDI Contractors, Inc. Richard C. Butler, Sr. Arkansas Blue Cross Blue Shield Rohr Industries RD. Nabholz Delta Airlines Virginia \u0026amp; Ted Bailey Wm. Marion Hartz Munro Fund Pat M. Riley Quality Foods, Inc. Julian Gilliam Hill Crawford and Lanford Betty W. Baird Bill Lewellen Crow Burlingame Co. Mr. \u0026amp; Mrs. Edward M. Penick Tenenbaum Foundation R. Greg Feltus Great Lakes Chemical Company Worth James Construction, Inc. Sol Alman Company Rand's, Inc. Robert M. Wilson Falcon Jet Corporation Mitchell, William, Selig \u0026amp; Tucker Mr. \u0026amp; Mrs. Seth Ward $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $6,000 $6,000 $5,312.19 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $4,000 $3,000 $3,000 $2,800 $2,500 $2,500 $2,500 $2,500 $2,087.20 $2,000 $1,500 $1,500 $1,000 $1,000 $1,000 $1,000 $1,000 Pending Requests - $2,868,757 Win Rockefeller William Dillard,Sr. 1/10/91 Bill Bray/Golden Eagle 3/28/91 Warren Stephenson/United Wholesale 5/21/91 Charles Meyer/Meyer Bakeries 7 /11/91 Mike \u0026amp;Ray Coulson/Coulson Oil 6n /91 Hugh Patterson 7 /23/91 Gene Fortson/Stebbins \u0026amp; Roberts 7 /30/91 Union Pacific Foundation/Jan. 92 decision Bill Cravens/Considering 8/29/91 Randy Warner/Ensco 10/28/91 Carter Burwell/British Aerospace 11/4/91 Ector Johnson 10/1/91 Jim Mara/AMFUEL 11/15/91 Mabee Foundation 11/18/91 Raymond Ziegfried/NORDAM 11/18/91 AIDC Fund 11/14/91 Rick Benware/ Archer Daniel Midland/Dec. 12 Ben Hogan 12/18/91 Fred Smith/Federal Express 1/30/92 Sturgis Foundation 2/1/92 Request $500,000 $300,000 $50,000 $50,000 $100,000 $50,000 $100,000 $50,000 $100,000 $50,000 $100,000 $100,000 $5,000 $50,000 $500,000 $50,000 $363,757 $25,000 $25,000 $100,000 $200,000 Scheduled Requests Scheduled Request will be submitted by Dec. 31, 1992 Kresge Foundation Lloyd Peterson $500,000 Follow-up Lucien Lucien Dick Dick Dick Dick Fred, Ray, Dick Ed Penick Herschel, Bill Lucien Lucien, Charlie Harper Lucien, Dick Lucien, Marion Marion, Ed Penick, Lucien Lucien Ed Riddick Ed Riddick, Marion Dick, Ed Dick, Ed, Henry Cathy 376-3300 376-5200 372-2800 666-0221 664-4272 376-4222 372-6767 372-4106 215-861-3200 664-3466 223-4100 372-1501 225-1500 235-7290 918-584-4286 918-587-4105 372-0277 374-2301 12 1 08 192 15:44 fi'501 324 2032 LR School Dist  OD~ .... ...._. LITTLE ROCK SCHOOL DISTRICT DATE 0 FROM SENDER'S PHONE# SUBJECT Special Instructions 8IO WEST MARKHA\\1 STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 JJ - f- f J_ 141001 002 Number of Pages (lncluM cover page) d- Fax Phone Number___ Speed dial t__- -- FOR COMMUNICATIONS OFFICE USE ONLY Transmitted By ---------Date --------Time ---- .,. 12 08 92 15:4  '0'501 32-1 2032 I. R School Di st  on,, December 8, 1992 Ms. Ann Brown Mr. Dick Holbert Mr. Chris Heller FROM: Mac Bernd, Superintendent of School~ SUBJECT: MAGNET SCHOOLS ASSISTANCE GRANT FOR AEROSPACE SCHOOL i4)002 002 To keep you updated on the status of the grant application, you need to know that we received a telephone call yesterday from Gail Quinn explaining that she is having problems getting the grant application printed and will possibly be required to re-format to another computer program. She was optimistic, however, that she would be able be overnight mail the grant last evening. We have not talked with her this morning and have not yet received the grant. cc: Board of Directors ACT 168  199i As Engrossed: 1/29/91 1 State of Arkansas 2 78th General Assembly 3 Regular Session, 1991 A Bill SENATE BILL 4 By: JOINT BUDGET COMMITTEE 5 6 7 8 9 10 11 12 13 14 15 16 For An Act To Be Entitled \"AN ACT TO MAKE AN APPROPRIATION TO THE DEPARTMENT OF FINANCE AND ADMINISTRATION TO BE USED IN MAKING GRANTS, ON A MATCHING BASIS, FOR THE CONSTRUCTION OF AN ARKANSAS MUSEUM OF AVIATION HISTORY, AND FOR THE CONSTRUCTION OF AN OUTDOOR AIR PARK FOR THE PRESERVATION AND DISPLAY OF MILITARY AIRCRAFT OF HISTORICAL AND MILITARY SIGNIFICANCE, FOR THE BIENNIAL PERIOD ENDING JUNE 30, 1993\nAND FOR OTHER PURPOSES.\" 17 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: 18 19 SECTION 1. PURPOSE. The General Assembly is cognizant of the 64 20 significant role aviation has played in the economic development and .growth of 21 this state and of the many contributions that citizens of Arkansas have made 22 to aviation. The Arkansas Aviation Historical Society, Inc., a non-profit 23 corporation, has been established to engage in the preservation and public 24 display of a significant number of aircraft that have played an important role . 25 in the aviation history in this state, and proposes to develop an Arkansas 26 Museum of Aviation History for such purpose, including the maintenance of 27 archival materials of major events and circumstances that exemplify Arkansas' 28 contribution to aviation history. In addition, the Little Rock Air Force Base 29 Historical Foundation, Inc., a private non-profit corporation, has been .. . 30 N: ~~ founded to provide for the construction and operation, at a site on the Rock Air Force Base, of an Outdoor Air park for the preservation and display. of military aircraft of historical and military significance, and of the role w 33 that Arkansas has played in the aviation efforts for the national defense. '.,f  ~4 The General Assembly hereby determines that the development of an Arkansas !o'. 35 Museum of Aviation History and the development of the Outdoor Air Park at the ~~\\66 Little ~ock Air Force Base would make available to this and future generations 2\n\\.. \"\\ pa1013 C\nrt '1 . - SB 64 1 a living memorial to the history and development of the aviation industry in 2 this state, and the providing of the aforementioned facilities would serve a 3 public purpose. Therefore, the funds appropriated in this act are intended to 4 assist in the development of such facilities for the benefit of the people of 5 this state and to contribute to tourism and the economic development of the 6 state that would result therefrom. 7 8 SECTION 2. APPROPRIATIONS. There is hereby appropriated, to the 9 Department of Finance and Administration, to be payable from the General 10 Improvement Fund or its successor fund or fund accounts, for providing 11 construction grants, on a matching basis, in the manner provided in this act 12 for an Arkansas Museum of Aviation History and for an Arkansas Air Park for 13 the preservation and display of aircraft of historical and military 14 significance, to be dispensed in the manner provided in this act, for the 15 biennial period ending June 30, 1993, the following: 16 ITEM BIENNIAL PERIOD 17 =NO-\"--'-.- -----------------------'E=ND=I=N-'-G_JUNE~~~3~0~1=9~9.. 3.... 18 (01) Grant to the Arkansas Aviation Historical 19 Society, Inc., a private non-profit corporation, 20 21 22 on a dollar per dollar matching basis, to be used for the construction of an Arkansas Museum of Aviation History, as provided herein to be 23 open to the public, the. sum of .................... $1,500,000.00 24 (02) Grant to the Little Rock Air Force Base Historical 25 Foundation, Inc., a private non-profit corporation, 26 27 28 29 on a dollar per dollar matching basis, to be used for the construction of an Outdoor Air Park for the preservation and display of military aircraft of historical and military significance, as provided ~  ~ \\ 32 herein, to be open to the public, the sum of  300,000.00 TOTAL APPROPRIATION $1,800,000.00 ,,.. . .\n.:.. 33 c(. C!'~ t~ \n:::.-.. SECTION 3. AIR MUSEUM RESTRICTIONS. The funds appropriated under Item 35 (01) of Section 2 of this act ~oll=ing condition, are met, ~ shall not be disbursed until all of the 2 pa1013 . . -. ' 1 (a) The Arkansas Aviation Historical Society, Inc. has submitted to the 2 Governor, and the Governor has reviewed and endorsed his approval thereon, of 3 plans for the construction and operation of an Arkansas Museum of Aviation 4 History as a facility designed for the storage and display of historically 5 significant aircraft and archival materials relating to aviation, with 6 specific emphasis on Arkansas' role in aviation history. Said facility shall 7 be called the Arkansas Museum of Aviation History and shall be open to the 8 public at regular business hours. Such Museum shall be located on land 9 belonging to, or made available by, a municipal airport in central Arkansas in 10 order that said Museum may be operated in the atmosphere and setting of a 11 public airport. The lands for such Museum shall be provided either by 12 donation or long-term lease, and none of the funds appropriated in this act 13 may be used in payment thereof. 14 (b) Funds in the amount of one million tive hundred thousand dollars 15 ($1,500,000.00) have been raised whereupon the state funds may be paid on a 16 dollar per dollar matching basis to the Society. 17 (c) An Agreement has been entered into by the Arkansas Aviation 18 Historical Society, Inc,, and governing body of the municipal airport setting 19 out the conditions and restrictions governing the operations of the proposed 20 Museum which made ample provision for access thereto by the public. 21 22 SECTION 4. AIR PARK RESTRICTIONS. The funds appropriated under Item 23 (02) of Section 2 of this act shall not be disbursed until all of the 24 following conditions are met: 25 (a) The Little Rock Air Force Base Historical Foundation, Inc. has 26 submitted plans to the Governor for the construction and operation of an 27 Outdoor Air Park to be used for the preservation and display of military aircraft of historical and military significance, to be open to the public, and to be located on land provided by the Little Rock Air Force Base. Such facility shall be called the Little Rock Air Force Base Outdoor Air Park, and the lands therefor shall be donated or provided to the Foundation by the t ~ appropriate authorities of the Little Rock Air Force Base, and no state fund ~) appropriated in this act shall be used for payment thereof.  (b) Funds in the amount of three hundred thousand dollars ($300,000.00) have been raised by ~monie, appropriated the Foundation from private, local or other sources, and in this act shall not be made available to the Foundation 3 pal013 . , SB 64 1 for the purposes of this act except on a dollar per dollar matrching basis 2 after the entire three hundred thousand dollars ($300,000.00) has been raised 3 by the Foundation. 4 (c) An agreement has been entered into between the Little Rock Air Force 5 Base Historical Foundation, Inc. and the appropriate officials of the Little 6 Rock Air Force Base setting out provisions governing the operations of the 7 proposed park and providing access for the public for review of the aircraft 8 displayed. 9 (d) the Governor has reviewed and approved the aforementioned plans and 10 has certified to the Director of the Department of Finance and Administration 11 his approval, whereupon, the Director of the Department of Finance and 12 Administration shall, upon certification of the Society and the Foundation 13 that all of the aforementioned conditions have been met, disburse the funds 14 provided in this act whenever the same become available, in the manner 15 provided by law. 16 17 SECTION 5. DISBURSEMENT CONTROLS. (A) No contract may be awarded nor 18 obligations otherwise incurred in relation to the project or projects 19 described herein in excess of the State Treasury funds actually available , .... , 20 therefor as provided by law. Provided, however, that institutions and 21 agencies listed herein shall have the authority to accept and use grants and 22 donations including Federal funds, and to use its unobligated cash income or 23 funds, or both available to it, for the purpose of supplementing the State 24 Treasury funds for financing the entire costs of the project or project~ 25 enumerated herein. Provided further, that the appropriations and funds 26 otherwise provided by the General Assembly for Maintenance and General 27 Operations of the agency or institutions receiving appropriation herein shall 28 29 not be used for any of the purposes as appropriated in this Act. ~ (B) The restrictions of any applicable provisions of the State Purchasing Law, the General Accounting and Budgetary Procedures Law, the Revenue Stabilization Law and any other applicable fiscal control laws of State and regulations promulgated by the Department of Finance and Administration, as authorized by law, shall be strictly complied with in disbursement of any funds provided by this Act unless specifically provided\n_S'i32 0 , 3 ~ ::~. .  -- law. 4 pal013 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 ..~,.'_ .,.,.. r 20 , 21 22 23 24 25 26 27 28 29 ~ ~ \\' 32 (I) ~~3 ~ 0 ~ \u0026lt;+ :::r ro Cl) (1) ::, I)\u0026gt; -~  (t, SB 64 SECTION 6. LEGISLATIVE INTENT. It is the intent of the General Assembly that any funds disbursed under the authority of the appropriations contained in this Act shall be in compliance with the stated reasons for which this Act was adopted, as evidenced by. the Agency Requests, Executive Recommendations and Legislative Recommendations contained in the budget manuals prepared by the Department of Finance and Administration, letters, or summarized oral testimony in the official minutes of the Arkansas Legislative Council or Joint Budget Committee which relate to its passage and adoption. SECTION 7. CODE. All provisions of this Act of a general and permanent nature are amendatory to the Arkansas Code of 1987 Annotated and the Arkansas Code Revision Commission shall incorporate the same in the Code. SECTION 8. SEVERABILITY. If any provision of this Act or the application thereof to any person or circumstance is held invalid, such invalidity shall not affect other provisions or applications of the Act which can be given effect without the invalid provision or application, and to this end the provisions of this Act are declared to be severable. SECTION 9. GENERAL REPEALER. All laws and parts of laws in conflict with this Act are hereby repealed. SECTION 10. EMERGENCY CLAUSE. It is hereby found and determined by the Seventy-Eighth General Assembly, that the Constitution of the State of Arkansas prohibits the appropriation of funds for more than a two (2) year period\nthat the effectiveness of this Act on July 1, 1991 is essential to the operation of the agency for which the appropriations in this Act are provided, and that in the event of an extension of the Regular Session, the delay in the effective date of this Act beyond July l, 1991 could work irreparable harm upon the proper administration and provision of essential governmental programs. Therefore, an emergency is hereby declared to exist and this Act being necessary for the immediate preservation of the public peace, health and safety shall be in full force and effect from and after July l, 1991. ls/Joint Budget Committee APPROVED~_ ~-(%-9 /ERNOR pa1013 Q) \\ . (/J\n::, 0 DISPLAY DEVELOPMENT TIMELlNE FUND RAISING TIMELlNE BUILDING DEVELOPMENT TIMEIJNE SCHOOL DISTRICT TIMELlNE i ~ ::, 4 I : ~'I , it\n, l , I ~ ~ ~ ~ ~ :ii 4 ' I 1 : / r / o 1I/ o ,, .l, '  ii 1' '\n+1 tr 1 ! . .., ,f , 'I,! ' h'Ji ': /,I ' I  I I :, l ,I, 2 3 4 5 6 7 s 9 10 11 12 13 14 15 16 :.7 :!.8 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 - ,\n-:i 36 RESOLDTiON NO. 8,602 A RESOLUTION EXPRESSING AH INTENT TO USE ECONOMIC DEVELOPMENT FUNDS TO ENHANCE ATI'RACT PROPERTY AT THE AIRPORT TO AND DEVELOP AH AEROSPACE MUSEUM AND EDUCATION CENTER. WHEREAS, the City of Little Rock, (wthe City) has maintained an economic development fund so that the City can encourage and promote the creation and maintenance of jobs\nand WHEREAS, economic development of Little Rock is critical to the continued well-being of its citizens through increased job opportunities, and a growing base of revenues to support City activities\nand WHEREAS, cities and states throughout our nation to use funds for economic development to attract and industries and promote the creation and maintenance and continue maintain of jobs\nWHEREAS, the City through its Economic Development Fund made available approximately $3 million to enhance facilities at the Little Rock Airport which helped facilitate the creation of a new facility for Arkansas Aerospace, thereby leading to the creation of more than 300 jobs, which facility was dedicated recently\nand WHEREAS, the continued promotion of the aerospace industry as a key component to growth of the economic base of Little Rock is important to the future of the City\nand WHEREAS, citizens and businesses have joined together to plan for an aerospace museum and the Little Rock Aerospace Technology Magnet School (collectively \"the aerospace center\") as part of the Little Rock Airport area complex\nand WHEREAS, the commitment and specific participation of the City to help the formation of this aerospace center is an important factor to urge commitments by other businesses and persons to join in the creation of the aerospace center\nand WHEREAS, the City will benefit and be strengthened by the ability of an aerospace center to enable our citizens to be trained for jobs in the related aerospace industry which is growing in Little Rock. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF DIRECTORS OF THE CITY OF LI'.ITLE ROCK, ARKANSAS: ~.\n1 I' 2 ' 3 \" 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 SECTION 1. The City expresses its intent to participate in the effort to create an aerospace center by making available over a period of two years up to $500,000 of its economic development funds to be used for physical improvements to the Little Rock Airport property so as to enhance the operation of the aerospace center. SECTION 2. Examples of possible improvements to the Airport property which would aid the operation of this aerospace center may include street renovations, correction of drainage problems, and the construction of ramp facilities linking the education center to a runway. SECTION 3. The Board of Directors notes that the use of these economic development funds will enhance the airport property of the City and will promote economic development by assisting the aerospace center and its effort to create an educated and capable work force for the aerospace industry. SECTION 4. The Board of Directors hopes that this commitment of the City will encourage citizens and businesses to join in the effort toward creation of the aerospace center. The Board of Directors also notes that only by continuing quality economic development can our City thrive and offer the services needed by its citizens, whether police and fire protection or other services. ADOPTED: November 5, 1991 ATI'EST: APPROVED: s/Robbie Eanoock ROBBIE HANCOCK CITY CLERK APPROVED AS TO FORM: di~ /1.{ . ~ THOMAS K. CARPRNQEk CITY ATTORNEY s/Jirn Dailey JIM DAILEY VICE JlAYOR ~enator Dale Bumpers September 12, 1991 (202) W\"\"343 229 DkkMII lld\u0026amp;,i Wub.Jnston, D,C, 10510 CONTAC1'1 Mellua Skolfleld APPROPRIAT10NS COMMI'rTU APP!\\0\\11S TRANSPORTA'l'ION. Ut,t, IENATOR bUMPtRS ANNOUNC!8 Panel 01\u0026lt;'  S!l,~~ctt~ tl.4 Million ug11eat ~~-~ !1\\9hway ,11 waahin~ton, D,C,,,,Arkanaa, senator Dal lumpera, a member or th lenat Appropriation  com~lttee, announced today that the panel has approved hlt fundin9 request, for 1evecal Ark1n1a1  projec7 Fund approved by th co~mltte would be in addition to th 1t1t1'1 allotment from the Rlvhway Tru1t rund. According to BW11per1, the 001111111ttee provided,  $14 million for Highway 71, Th fund1 would apeed work on the highway under conatruotion in northwe1t Arkan to oonntct the rayetteville/Springdale area with 1nteratat1 40, fh1 High~ay 71 project ha been I prtority of area re1141nt1 for many year , and has been funded annually with $7,2 mllllon in federal fun~, matched by $1,8 million ln ,tat money. 1ump@r1' amendment would a~d an tKtra $14 alllion to n~t yeac' Truat Fund allocation for Ki9hway 71, whlch will bl 11t later thi1 year arter pa11~ of a five~year ftdec1 hi9hway bUl. 1m.1xtremely pleased tb1t the co~mltte ha prov1dt4 th111 f1.1nds to 'jump stact' worl( on Highway 11, Bumpt. aald. Thia ls a hlgh prtorlty project for~, end.I hope wt ean oontinut to find way, t~ 1peed con1tructlon. i.aat yur, the coinmittH prolfldtd  '10 million appropdatfon at 1u~p1r1' req1.1e1t. i  Aviation MaQn~ Schgol, 001111111ttee approved an authoc,tution for the Pederal lYtUlon If Adm-1nistution to create and ad111lnilter grant progra1111 for ,a\nnet ____ _ echool1. According to the Senator, a 1upporter of the Aviation .. Magnet School recently created at Little Rock Airport, the agency r~, . may be th beet 1ouro1 of federal grant money for the 1ohool. The aviat~on magnet achool being developed by th Arkan ~- Aeronautic Hietorioal society and the Little Rook School oi1trict I ~ ia planned to open in September 1993,  ,, million wu provUed to continue work on :. bridge over th Arkan River at Lock and Dam, near Pine Bluff. The funds would be uaed to acquire land and begin grading and con1tru0tion. * Ential Air service. Th bill alao contains $38.6 fflillion for the Eeaential Air Service, which help provide ' l airline aervic for aeveral -Arkan airport , Approximately r' $3 ,6 million of the total will be uHd to aupport air aervice to r and from Eloorado/Camden, Barriaon, sot spring and Joneaboro, senator ~u111p1r1 aaid, * County Road 79. Th oom~ittee included language in th bill to ensure continued work on County Road 79 (Pueh Mountain t: -\nRoad) in Baxter County, The road project would improve , _. tr anaportation to northern Seatcy and Stone countiea, ::.)roviding : \\ batter acceaa to a number of recreational areaa, : i  30  WALTER). BOYNE November 24, 1991 Representative Ray Thornton House Office Building Washington, D.C. 20515 Dear Congressman Thornton: First, let me congratulate you and your constituents on the remarkable progress being made by the unique new Aerospace Education Center in Little Rock. It is rare for so ambitious a project to gather such uniform support from the community, industry and the local governing bodies. As you know, the Aerospace Education Center will become the focus for research in aviation and space subjects not only for the students fortunate enough to be enrolled in the magnet school, but also for every other student in Little Rock. In addition, scholars will come from all over to use its facilities, particularly if, as is now possible, the Center begins with a well developed library and archives from the start. From my experience as Director of the National Air and Space Museum, I know how vital an archive like this is to students, scholars, museum people and the visiting public. Such an archive is in fact indispensable--and extraordinarily difficult to create, particular at the current time, when so many collections are being purchased for speculative purposes. It would be possible to launch the Center with one of the best aviation libraries in the country--bar none--if it were able to take advantage of the opportunity offered by the sale of the Jay Miller collection in Dallas. I know that you are familiar with the collection, but I take the liberty to enclose just a sampling of the library. I want to emphasize that this is only about 20% of the book collection. Perhaps even more important from the researchers point of view is the enormous, well indexed collection of black and white photos and color slides. These have a great intrinsic value, but this is overshadowed by the tremendous historical worth of the collection. Sadly, it is almost certain that this collection will be purchased by foreigners and leave the country unless some action is taken as soon as possible to secure it for the Aerospace Education Center. Officials from a Japanese prefecture have evaluated the collection in detail, and have indicated that they are willing to pay $600,000 for the collection. They are presently working on the processing of their necessary paperwork to effect the buy. In addition, I enclose a prospectus on the collection made at the request of the Saudi government as a part of reconstituting the research facilities in Kuwait. As you'll see, the prospectus quotes a price of $885,000, and I personally believe that the Saudi's will respond affirmatively. 21028 STARFLOWER WAY ASHBURN, VIRGINIA 22011 (703) 689-1344 (METRO) (703) 729-8687 I believe this to be the opportunity of a lifetime for the Center. I have inspected the collection in depth, and while I am not an appraiser, I would say with confidence that its value certain lies within the $600,000 to $900,000 range. And it absolutely would not be possible to duplicate this collection at any price, for the photo opportunities will never occur again. The books themselves might be brought together individually, but the price would be astronomical, and it would take, at a minimum, ten years to accomplish the task. One thing that must be emphasized is that this is the collection of a knowledgeable connoisseur, one who selectively picked the best and most important books over the years, and maintained them in perfect condition. Its value will increase through the years, and so will that of the unique memorabilia that the collection holds. I urge you to take the necessary steps to make this collection available to the Aerospace Education Center, to serve as a center of gravity for its research efforts, and as the pattern for its future acquisitions. The students who go to the Center's school and museum both deserve need to have a collection like this to inspire them and to provide them the tools with which to learn. n Calendar No. 222 102D CONGRESS H R 2942 1ST SESSION   [Report No. 102-148] MaJing appropriations for the Department of Transportation and related agencies for the fiscal year ending September 30, 1992, and for other purposes. IN THE SENATE OF THE UNITED STATES JULY 25 Oegislative day, JULY 8), 1991 Received\nread t\"wice and referred to the Committee on Appropriations SEPTEMBER 12 Oegislative day, SEPTEMBER 10), 1991 Reported by Mr. LAuTENBERG, v.1th amendments [Omit I.he part struck through a.nd insert the part printed in italic] AN ACT Making appropriations for the Department of Transportation and related agencies for the fiscal year ending September SO, 1992, and for other purposes. 1 Be it enacted by the Senate and House of Represenla- 2 lives of the United Stales of America in Congress assembled, 3 That the following sums are appropriated, out of any money 4 in the Treasu~y not otherwise appropriated, for the Depart- ADMINISTRATION OF AIRPORTS PROGRAM The Committee recommends $41,536,000 and 549 ~itions for this program. The amount recommended represents a $4,616,000 in crease over the fiscal year 1991 level. Under this program, FAA makes airport safety and certification inspections, assures compliance with safety standards, resolves environmental issues, operates the Airports Grants Program, and carries out other activities associated with the development and improvement of the Nation's system of public airports. The Committee has provided the additional 528 personnel requested for airport certification, environmental assessment, and implementation of the passenger facilities charge program. The Committee, however, has deleted $570,000 and two positions associated with airport development and capacity enhancement. These activities are now handled in a separate office, within the operation of air traffic control system activity. Both the Federal Aviation Administration [FAA] and the Nation al Transportation Safety Board [NTSB] have given significant attention to the problem of runway incursions involving aircraft and airside vehicles. The Committee recognizes that it is important for airport operators to implement effective airside vehicle driver training programs in accordance with FAR part 139-329 (airport certification-ground vehicles). The Committee directs that the FAA, in concert with airport tenants and airport operators, assist in developing quality driver training programs. We urge FAA to contract with an organization with appropriate expertise to develop a model airside vehicle driving training program that will allow airports to provide standardized instructions to applicable airport and tenant employees. HUMAN RESOURCES MANAGEMENT The Committee recommends $288,625,000 and 1,460 positions for human resource planning and evaluation, and the administration of FAA employee recruitment, compensation, centralized training, employee relations, and labor-management relations. The recommended funding ref.resents an increase of $15,576,000 over the fiscal year 1991 leve . Within the funds provided, the Committee is making available funds for two categories of aviation education financial assistance agreements. First, agreements may be made with up to four aviation magnet secondary schools to be selected at the discretion of the Federal Aviation Administrator. These funds may be used for equipment, books, and other supplies. Second, agreements may be made with up to 57 educational insti tutions, within the United States and its territories and possessions, to be selected at the discretion of the Federal Aviation Administrator, to assist in the operation of affiliated summer camps for secondary school students where aviation education activities will be carried out. Summer camp funds may be used for equipment, books and other supplies, and tuition assistance. The Committee expects the cost of the aviation grant activity to be relative-ly modest, as the program is intended only to provide seed money to help develop and expand aviation education opportunities. The Committee has not included the $2,000,000 provided by the House for the Aviation Resource Consortium in Minnesota. AVIATION AND AEROSPACE TECHNOLOGY LIBRARY AVIATION AND AEROSPACE TECHNOLOGY LIIlRARY The most comprehensive privately-owned technical and historical aviation and aerospace library in the United States is available for purchase. The collection has been formed over the past thirty-five years by a wellknown American aviation historian, author, and publisher. Emphasis throughout is on aviation technology and history. Virtually every military and civil aircraft, rotorcraft, and spaceship designed and constructed throughout the world is represented in this collection by technical specifications, photographs, and/or historical and descriptive information. There are well over 5000 books, 50,000 journals, 200,000 photographs and transparencies, hundreds of rare collectable items signed by famous pilots and aviation personalities, original paintings, scale aircraft models, and unique aircraft parts as described in the following pages. The library occupies approximately 750 square feet of floor space and weighs approximately fifteen tons. It is available for inspection in the Dallas, Texas, area. The price for the collection is $885,000 plus shipping charges. For further information please contact John R. Payne, 2205 Bridle Path, Austin, Texas 78703. Telephone: 512-478-7724. Fax: 512-478-8099 ....-- Collection Summary Technical Reference Files There are approximately 200 standard file cabinet drawers filled with technical publications with emphasis on the development of aviation hardware and technology. These include United States Government publications [including the United States Air Force, Navy, Marine Corps, and Army], pamphlets, leaflets, manuscripts and typescripts, brochures, manufacturing specifications, drawings, diagrams, clippings, and similar materials totaling tens of thousands of items. Included is a virtually complete set of 5000 volumes of National Advisory Committee for Aeronautics / National Aeronautics and Space Administration reports dating from 1915. These reports are a primary technical reference resource used throughout the American aerospace industry. Complete NACA / NASA report sets are rare. These files are among the most important reference materials in the library and include the collection of technical materials relating to aerospace engineering formed by the noted aviation author, David Anderton, who was European bureau chief for the prestigious Aviation Week \u0026amp; Space Technology for nearly seven years. Anderton also authored a number of acclaimed NASA technical histories and such titles as North American F-100 Super Sabre and The History of the United States Air Force. Practically every air and spacecraft ever designed--totaling hundreds of thousands of aircraft--is represented in the technical files. These include:  Conventional fixed wing designs  Sailplanes and gliders  Unconventional fixed wing designs  Homebuilt planes  Helicopters and autogyros  Ultralight planes  Missiles and rockets  Sp:icecraft  Pre-Wright Brothers aeronautics  Lighter-than-air machines including balloons, dirigibles, blimps, etc. ----  Photographs The photography collection is one of the finest of its kind in the world and totals:  100,000 color and black and white prints of varying size dating from World War I  100,000 color and black and white negatives dating from World War I  65,000 color transparencies dating to 1939 The vast majority of the items in the collection are original, firstgeneration images. Included are the collections of the late Joseph Nieto [one of the world's foremost collectors of World War I imagery]. and Arthur Schoeni [Vought Aircraft Corporation's chief photographer during the 1950 through 1970 period which encompassed the historically significant F7U \"Cutlass\", F-8 \"Crusader\", and A-7 \"Corsair II\" production programs]. Most of the images in this collection are unique and of extremely high quality. --  Books The 5000 + books [hard and soft cover] include works of military and civil history, aviation biography, histories of aviation manufacturers and suppliers, famous military and civilian pilots, astronauts, etc. Among the more important volumes are several complete runs of books-in-series including a very rare complete set of Jane's All the World's Aircraft covering the years 1909 through 1992. The latter are all original British first editions. Approximately one-third are signed by their respective editor. \"Jane's\" is the world's most prestigious and authoritative annual review of aircraft and contains concise technical descriptions of every aircraft in production or in front-line service in the world. Performance, physical characteristics, photographs, 3-view drawings and other such data are included. Individual Jane's volumes often weigh up to three pounds [1 + kg.] and contain over 1,000 pages. Other series of note in the collection include:  Aircraft Yearbook. Complete set from 1919 to the last edition published. Very rare.  The Docavia Series. Complete in 33 volumes.  The Observer's Book of Aircraft. Complete from the original 1942 edition to the last edition published. Very rare.  The Aerosplzere Series. Complete from 1939 to the last edition published. Very rare.  Bibliography of Aeronautics. A near complete series from 1910 to last edition published [one volume missing]. Very rare.  The Putnam Series. A near complete series of all Putnam titles. Many of the individual titles in this series are now very difficult to locate. Select books in this series are signed by their respective author. ----  Books The 5000 + books [hard and soft cover] include works of military and civil history, aviation biography, histories of aviation manufacturers and suppliers, famous military and civilian pilots, astronauts, etc. Among the more important volumes are several complete runs of books-in-series including a very rare complete set of Jane's All the World's Aircraft covering the years 1909 through 1992. The latter are all original British first editions. Approximately one-third are signed by their respective editor. \"Jane's\" is the world's most prestigious and authoritative annual review of aircraft and contains concise technical descriptions of every aircraft in production or in front-line service in the world. Performance, physical characteristics, photographs, 3-view drawings and other such data are included. Individual Jane's volumes often weigh up to three pounds [1 + kg.] and contain over 1,000 pages. Other series of note in the collection include:  Aircraft Yearbook. Complete set from 1919 to the last edition published. Very rare.  The Docavia Series. Complete in 33 volumes.  The Observer's Book of Aircraft. Complete from the original 1942 edition to the last edition published. Very rare.  The Aerosphere Series. Complete from 1939 to the last edition published. Very rare.  Bibliography of Aeronautics. A near complete series from 1910 to last edition published [one volume missing]. Very rare.  The Putnam Series. A near complete series of all Putnam titles. Many of the individual titles in this series are now very difficult to locate. Select books in this series are signed by their respective author. Books continued  The Harleyford Series. A near complete series of all H:i.rleyford titles. M:i.ny of the individual titles in this series are now very difficult to locate and over half of the volumes in this set are signed by famous aviation personalities and/or the respective author.  The Army Air Forces in World War Two. Complete in seven volumes.  Aircraft in Profile. Complete in 262 volumes.  Aircraft of the Fighting Powers. Complete in 7 volumes. U.S. Air Service in World War I. Complete in 4 volumes.  U. S. Civil Aircraft. Complete in 9 volumes.  Aviation Quarterly. Complete in 28 volumes.  Encyclopedia of Japanese Aircraft. Complete in 6 volumes  Historical Aviation Album. Complete in 18 volumes. In addition to these basic book sets there are several hundred rare first editions of collectable titles including:  M. Faujas de St.-Fond. Description des Experiences de la Machine Aerostatique de MM de Montgolfier. 1784  Hatton Turner. Astra Castra. 1865  Victor Lougheed. Vehicles of the Air. 1909  Charles Dollfus. Histoire de L'Aeronautique. 1932  Marvin McFarland. Papers of Wilbur and Orville Wright. 1953  Luigi Mancini. Grande Enciclopedia Aeronautica. 1936  Grover Loening. Military Aeroplanes. 1913  Alberto Santos Dumont. My Airships. 1904 There are several hundred rare signed and numbered editions and/or limited editions including:  Charles Lindbergh. The Spirit of St. Louis. A special numbered edition signed by Ch:i.rles Lindbergh.  Edward Rickenbacker. Rickenbacker. A first edition signed by Ricken backer. . ,... Books continued  Lowell Thomas. First World Flight. A special numbered edition signed by the author and all crew members of the first around-the-world flight [1924].  Richard Hallion. Supersonic Flight. A first edition signed by the author and also nearly a dozen important pilots and engineers from the Bell X-1 program, [the world's first supersonic aircraft], including Chuck Ye::ign, Dick Frost, Stan Smith, and Scott Crossfield.  Richard Byrd. Skyward. A first edition signed by the author. Other books in the collection are signed by the following:  Neil Armstrong  Richard Bach  Jimmy Doolittle  Frank Everest  Chalmers \"Slick\" Goodlin  Edward Heinemann  Clarence L. \"Kelly\" Johnson  \"Tex\" Johnston  Joe Kittinger  Grover Loening  Cunis LeMay  Alvin Parker  Ben Rich  Dick Rutan  Sir Thomas Sopwith  Paul Tibbetts  Frank Whittle  Hundreds of other noteworthy aviation personalities.  Journals This periodical collection, with over 50,000 individual items, is very comprehensive. A vast amount of reference data is available in the magazine files, particularly in the long-lived weeklies such as Aviation Week \u0026amp; Space Technology and Flight International. Select bi-weekly and monthly publications, such as Aviation News and lnteravia are equally comprehensive and authoritative in their coverage. Older references, such as Aero Digest remain the definitive monthlies of their day and are now extremely difficult, if not impossible, to find. Among the many rare complete and near-complete runs of aviation and aerospace journals in this collection are:  Aero Digest  Aerophile  Aeroplane Monthly  Air Britain Digest  Air Classics  Air Enthusiast  Air International  Air Pictorial  Air Progress  Aircraft Illustrated  Airpower  AOPA Pilot  American Aviation Historical Society Journal  Aviation News  Cross \u0026amp; Cockade Journal  Aviation Week \u0026amp; Space Technology  Flight  Flight International  Flying  Flying Review  Helicopters International  The Hook  lnteravia  Lockheed Horizons  Over the Front  Plane \u0026amp; Pilot  Private Pilot  Propliner  SJ...--yways  Soaring  Sport Aviation  Ulrralight Flying  Vintage Airplane  Warbirds Illustrated  Wings  World War I Aero  Many others . ,.....  Memorabilia and Hardware Collection  An authenticated square of fabric from the Spirit of St. Louis  A Norden bombsight  A Thiokol XLR99 rocket engine combustion chamber and exhaust nozzle from the X-15 research aircraft signed by noted X-15 test pilot, Scott Crossfield  A Convair B-58 encapsulated ejection seat  A General Dynamics F-16C canopy signed by F-16 designer Harry Hillaker and F-16 first flight pilot Phil Oest.richer  A Convair B-36 propeller blade  Numerous wooden propellers  A wing leading edge section of the Bell X-2 [thought to be the only surviving piece of this, the world's first aircraft to fly three times the speed of sound].  A periscopic sextant  A small authenticated piece of metal from Francis Gary Powers Lockheed U-2.  A small piece of wood and a small piece of metal from the Lockheed monoplane in which Will Rogers and Wiley Post were killed.  A pine cone from the grave of Artyom Mikoyan [founder of the famous Soviet MIG design bureau].  A piece of ablative material from Soyuz T-14 [Giorgii Gretchko flight of 1985].  Several hundred additional objects including instruments, weight and balance rules, navigation devices, pins, badges, patches, instrwnent panel parts, miscellaneous parts of aircraft, etc. - ,...-  Philatelic Collection The philatelic collection is small but includes numerous excellent sheets and individual samples of unusual aviation stamps, numerous first day covers [aviation/ space items only]. rare signed first day covers including a John Glenn first orbital flight cover signed by all seven of the first seven astronauts, and select other signed collectables.  Aircraft Scale Model Collection A large collection of rare desk model aircraft and missiles, including a number that have been signed by famous aviation personalities such as Chuck Yeager and Harry Hillaker. This model collection, which is expected to contain up to 300 aircraft by the time of collection sale, is one of the finest of its kind in the world.  Aviation Art Collection This portion of the library contains a significant number of original and limited edition works by noted aviation artists such as John Paul Jones, Robert Carlin, and Hal McCormick. Many of these prints are signed by their artists and also by noteworthy aviation personalities such as Erich Hartmann, Saburo Sakai, Robert Johnson, Charles Rosendahl, Orville Wright, Victor Belenko, and Igor Sikorsky to name a few. Still other prints in this collection have pieces of fabric from original and historic aircraft attached, including squares from the Navy NC-4 [first airplane to cross the Atlantic Ocean], the Douglas World Cruiser Boston [first aroundthe- world flight], and numerous others. ,....  Autographs Collection This portion of the library contains signatures of notable aviation personalities. Among the many are:  Hans von Ohain. German inventor of the jet engine  Valery Menitsky. MIG design bureau chief test pilot  Mikhail Simonov. Director of the Sukboi design bureau  Max Conrad. World distance record holder for light aircraft  \"Pappy\" Boyington. Noted U.S. Marine Corps ace of World War II  John Glenn. Noted U.S. astronaut  Don Gentile. Noted U.S. Air Force ace of World War II  Hoyt Vandenberg. U. S. Air Force Chief of Staff during the 1950s  Tony Le Vier. Noted Lockheed test pilot  Douglas \"Wrong Way\" Corrigan. Noted 1930's stunt and distance record pilot  Michael Collins. Astronaut and module command pilot on Apollo 11  John Northrop. Founder of Northrop company and father of flying wing in the U.S.  John Stapp. Noted Aeromedical researcher and holder of world land speed record  John Macready and Oakley Kelly. Pilots of the first non-stop coast-to-coast flight in the U.S.  Alexander de Seversky. Noted Republic aircraft designer  Pete Knight. Holder of wor!d's absolute speed record in X-15  James Forres ta!. Noted Navy aircraft carrier proponent. Photography Captions I. View of hardbound book shelving area, reference files, Norden bomb sight, and aviation art. 2. View of flight manual and reference stacks. To right are magazines and reference materials. 3. View of hardbound book shelving area. 4. View of magazine stack area. In the background, on wall, is additional aviation art. 5. Convair Il-58 encapsulated ejection seat. 6. View of main file cabinet row. Miscellaneous printed material is visible in boxes in left background. 7. View of work office area including display models, files, slide files, etc. 8. View of work office area including art, database storage system, General Dynamics F-16C canopy, etc. i\\ I I I E , 11\n1 I' l :)1/ : ,1 l.\n. :\\ ~. 11. ...\n_\n1 ii k ~ ...'. August 15, 1990 SKIP RUTHERFORD LITTLE ROCK Ms. Catherine Johnson Catherine Johnson \u0026amp; Associates 425 West Capitol Avenue, Suite 3280 Little Rock, Arkansas 72201 Dear Cathy: fPoerr 1o9u9r0 -v9is3i.t this morning, attached is a copy of the Capital Improvement Plan If you have any questions about this, just holler. B $t shes, J ~pR ~rd :sw Attachment ... Little Rock School District Capital Improvement Plan 1990-93 Phase 1 Phase 2 Phase 3 Phase 4 Total Aerospace 6,000,000 6,000,000 Annex 0 Asbestos Abatement 1,000,000 1,000,000 2,000,000 Badgett 33,000 33,000 Bale 200,000 200,000 Baseline 18,000 214,365 232,365 Booker 25,000 54,500 79,500 Brady 30,000 222,000 252,000 Carver 120,000 120,000 Central 341,631 341,631 Chicot 300,000 300,000 Cloverdale 1,500,000 1,500,000 Dodd 9,000 245,000 254,000 Dunbar 250,000 250,000 East Side 71,400 71,400 Fair Park 88,000 88,000 Food Service 200,000 200,000 Forest Hts. 1,000,000 2,000,000 3,000,000 Forest Park 7,000 60,500 67,500 Franklin 500,000 500,000 Fulbright 15,000 10,000 25,000 Garland 5,000 10,000 15,000 Geyer Springs 1,250,000 1,250,000 Gibbs 6,000 6,000 Gilliam 57,960 57,960 Hall 500,000 500,000 Henderson 210,000 210,000 Incentive Schools 5,000,000 5,000,000 IRC 500,000 500,000 lsh 88,200 88,200 Jefferson 750,000 750,000 J.A. Fair 70,000 50,000 120,000 Mabel vale 82,000 199,279 281,279 Mabelvale Jr. 51,933 450,000 501,933 Mann 25,000 25,000 McClellan 3,545 400,000 403,545 McDermott 30,000 65,000 95,000 Meadowcliff 400,000 400,000 Metro 97,555 65,000 162,555 Mitchell 0 Page 1 ... Little Rock School District Capital Improvement Plan 1990-93 Phase 1 Phase 2 Phase 3 Phase 4 Total Old-Carver 114032 114,032 Otter Creek 27,500 24,000 51,500 Pankey 0 Parkview 25,000 55,000 80,000 Plant Services 250,000 250,000 Portable Buildings 3,000,000 3,000,000 Pulaski Hts. 47,000 207,995 254,995 Pulaski Hts. Jr. 20,000 91,530 111,530 Purchasing 50,000 50,000 Rightsell 76,866 76,866 Rockefeller 0 Romine 303,980 303,980 Southwest 1,000,000 1,000,000 2,000,000 Stephens 0 Terry 104,250 40,000 144,250 Wakefield 166,000 166,000 Washington 0 Watson 20,000 203,000 223,000 Western Hills 1,500,000 1,500,000 Williams 400,000 400,000 Wilson 229,475 229,475 Woodruff 600,000 600,000 Contingency 875,813 875,813 --------- --------- --------- --------- ----------- 16,900,000 6,000,000 9,412,309 4,000,000 36,312,309 ======== ======== ======z= ======== ========== Page 2 .. ------ Little Rock School District Capital Improvement Plan 14-A.ug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date Asbestos Abatement District-Wide - Phase 1 1,000,000 Aug-90 Jan-91 Sep-90 I Sep-92 Badgett Carpet and Floor Tile 10,000 Jan-91 Apr-91 Sep-90 Aug-91 Badgett Energy Lighting\nRenovation 11,000 Jan-91 Apr-91 Sep-90 Aug-91 Badgett Site Improvements 2,000 Jan-91 Apr-91 Sep-90 Aug-91 Badgett Plumbing repairs 10,000 Jan-91 Apr-91 Sep-90 Aug-91 Bale Major Renovations 200,000 Aug-90 Sep-90 Sep-90 Aug-91 Baseline Intercom \u0026amp; Bell Repair 3,000 Aug-90 Sep-90 Sep-90 Oct-90 Baseline Emergency Lighting 15,000 Aug-90 Aug-90 Sep-90 Aug-90 Booker Seal and Waterproof windows 15,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Booker All-Weather bus waiting area 5,000 Aug-90 Aug-90 Sep-90 Aug-91 Booker Site Improvements 5,000 Aug-90 Sep-90 Sep-90 Aug-91 Brady Site Improvements 30,000 Aug-90 Sep-90 Sep-90 Aug-91 Central Paint 15,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Waterproof East Exterior 127,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Installation of Lang. Labs 30,000 Aug-90 Sep-90 Sep-90 Sep-90 Central Roofing 126,631 Aug-90 Sep-90 Sep-90 Sep-90 Central Repair Deck 5,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Carpet and Floor Tile 25,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Replace Panic Devices 8,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central (Gym) Electrical Repair/lmprovem'3nts 5,000 Aug-90 Sep-90 Sep-90 Nov-90 Cloverdale Major Renovation Aug-90 Oct-90 Sep-90 Aug-91 Cloverdale Jr. Major Renovation 1,500,000 Aug-90 Oct-90 Sep-90 Aug-91 Dodd Handicapped ramps 5,000 Aug-90 Sep-90 Sep-90 Oct-90 Dodd Emergency Lighting 4,000 Aug-90 Sep-90 Sep-90 Oct-90 Dunbar Major Renovation 250,000 Aug-90 Oct-90 Sep-90 Aug-91 Eastside Roofing 71,400 Aug-90 Oct-90 Sep-90 Aug-91 Fair Park Site Improvements 20,000 Feb-91 May-91 Sep-90 Aug-91 Fair Park HVAC Replacement 8,000 Feb-91 May-91 Sep-90 Aug-91 Fair Park Paint 30,000 Feb-91 May-91 Sep-90 Aug-91 Fair Park Carpet and Floor Tile 30,000 Feb-91 May-91 Sep-90 Aug-91 Page 3 Little Rock School District Capital Improvement Plan 14-A.ug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date qate Food Service Renovation 200,000 Aug-90 Oct-90 Sep-90 Nov-90 1 Forest Heights Phase 1 - Renovation 1,000,000 Aug-90 Mar-91 Sep-90 Aug-91 1 Forest Park Site Improvements 2,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Forest Park Underpinning kitchen area 5,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Fulbright Site Improvements 15,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Garland Additional Outside Lighting 5,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Geyer Springs Major Renovation 1,250,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Gibbs Replace Sewer Line 6,000 Aug-90 Oct-90 Sep-90 Oct-90 1 Henderson Replace Rooftop HVAC Units 30,000 Aug-90 Oct-90 Sep-90 Aug-91 Henderson Wall Repair 40,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Henderson Enclose Six Hall Entrances 35,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Henderson Plumbing Replacement 10,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Henderson Energy Management 25,000 Aug-90 Oct-90 Sep-90 Aug-91 Henderson Site Improvements 70,000 Aug-90 Oct-90 Sep-90 Aug-91 Incentive Schools Seat Expansions 5,000,000 Aug-90 Sep-90 Sep-90 Aug-91 1 IRC Housing Renovation/New Construction 500,000 Aug-90 Oct-90 Sep-90 Dec-91 1 J.A. Fair Replace Phone System 3,000 Aug-90 Sep-90 Sep-90 Jan-91 J.A. Fair Energy Management 25,000 Feb-91 May-91 Sep-90 Aug-91 1 J.A. Fair Renovate Shop Area 33,000 Feb-91 May-91 Sep-90 Aug-91 1 J.A. Fair Waterproofing 5,000 Aug-90 Sep-90 Sep-90 Oct-90 1 J.A. Fair Repair Emergency Lighting 4,000 Aug-90 Sep-90 Sep-90 Jan-91 1 Mabelvale Replace fire alarm 12,000 Aug-90 Sep-90 Sep-90 Jan-91 1 Mabelvale Site Improvements 20,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Mabelvale Emergency Lighting 50,000 Aug-90 Sep-90 Sep-90 Jan-91 1 Mabelvale Jr. Roofing 21,933 Aug-90 Sep-90 Sep-90 Oct-90 1 Mabelvale Jr. Site Improvements 30,000 Aug-90 Sep-90 Sep-90 Oct-90 McClellan (Field House) Roofing 3,545 Aug-90 Sep-90 Sep-90 Oct-90 1 McDermott Site Improvements 30,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Metropolitan Roofing 97,555 Aug-90 Sep-90 Sep-90 Dec-90 Old Carver Roofing 47,032 Aug-90 Sep-90 Sep-90 Oct-90 Page 4 . ------ ----- -- . ------- - Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date oa1e Old Carver Heating Replacements 67,000 Aug-90 Sep-90 Sep-90 Oct-90 Otter Creek Emergency Lighting 2,500 Aug-90 Sep-90 Sep-90 Oct-90 1 Otter Creek Site Improvements 25,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Parkview Site Improvements 25,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Pulaski Heights Carpet and Floor Tile 25,000 Feb-91 May-91 Sep-90 Aug-91 1 Pulaski Heights Fire Bells 2,000 Aug-90 Sep-90 Sep-90 Oct-90 Pulaski Heights Site Improvements 5,000 Aug-90 Sep-90 Sep-90 Aug-91 Pulaski Heights Intercom Repair 15,000 Aug-90 Sep-90 Sep-90 Oct-90 Pulaski Heights Jr. Site Improvements 20,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Rightsell Plumbing Repairs 10,000 Feb-91 May-91 Sep-90 Aug-91 1 Rightsell Site Improvements 50,000 Feb-91 May-91 Sep-90 Aug-91 1 Rightsell Roofing 16,866 Feb-91 May-91 Sep-90 Aug-91 1 Southwest Jr. Phase 1 - Renovations 1,000,000 Aug-90 Oct-90 Sep-90 Dec-91 1 Terry Roofing 89,250 Aug-90 Sep-90 Sep-90 Aug-91 1 Terry Site Improvements 15,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Wakefield Emergency Lighting 6,000 Feb-91 May-91 Sep-90 Aug-91 1 Wakefield Paint 30,000 Aug-90 Sep-90 Sep-90 Aug-91 Wakefield Site Improvements 30,000 Feb-91 May-91 Sep-90 Aug-91 Wakefield Minor Renovation 75,000 Feb-91 May-91 Sep-90 Aug-91 Wakefield Carpet and Floor Tile 25,000 Aug-90 Sep-90 Sep-90 Aug-91 Waston Site Improvements 20,000 Aug-90 Sep-90 Sep-90 Aug-91 Western Hills Major Renovation 1,500,000 Aug-90 Nov-90 Sep-90 Aug-91 Wilson Replace Ceiling Tile 50,000 Feb-91 May-91 Sep-90 Aug-91 Wilson Fence Repair 30,000 Feb-91 May-91 Sep-90 Aug-91 Wilson Replace Plumbing Fixtures 30,000 Feb-91 May-91 Sep-90 Aug-91 1 Wilson Replace A/C Units 6,000 Feb-91 May-91 Sep-90 Aug-91 1 Wilson Roofing 83,475 Feb-91 May-91 Sep-90 Aug-91 Wilson Carpet and Floor Tile 30,000 Feb-91 May-91 Sep-90 Aug-91 Page 5 - .. -- -- Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date Woodruff Major Renovation 600,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Contingency 875,813 --------- 16,900,000 Aerospace Magnet New School 6,000,000 Aug-90 Jan-91 Jan-91 Jul-92 2 --------- 6,000,000 Baseline Roofing 151,365 Aug-91 Jul-92 Jul-92 Aug-92 3 Baseline Site Improvements 3,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Baseline Electrical Service 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Baseline Minor Remodeling 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Booker Provide vent fans 2,500 Aug-91 Jul-92 Jul-92 Aug-92 3 Booker Carpet and Floor Tile 15,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Booker A/C replacements 37,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Repair Walls 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Ceiling repair under skylights 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Minor Renovation 150,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Carpet and Floor Tile 55,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Gutters installed 2,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Carver Additional Parking 20,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Carver library Expansion 100,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Chicot New Cafetorium 300,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Sewer system Replacement 15,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Replace Wooden Building 80,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Paint 25,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Minor Renovation 125,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Heights Phase 2 - Renovation 2,000,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Page 6 Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date Forest Park Cabinet repair 1,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Door glass replacement 1,500 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Carpet and Floor Tile 3,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park HVAC Improvements 20,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Paint 32,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Additional Receptacles 3,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Franklin Major Renovation 500,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Fulbright Doors for restrooms 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Garland Carpet 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Gillam Roofing 57,960 Aug-91 Jul-92 Jul-92 Aug-92 3 Hall Major Renovation 500,000 Aug-91 Jul-92 Jul-92 Aug-92 3 lsh Roofing 88,200 Aug-91 Jul-92 Jul-92 Aug-92 3 Jefferson Major Renovation 750,000 Aug-91 Jul-92 Jul-92 Aug-92 3 J.A. Fair Track Repair 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Roofing 167,779 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Paint 25,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Receptacles in Cafeteria 1,500 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Carpet and Floor Tile 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Jr. Major Renovations 450,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mann Plumbing Repairs 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mann School Sign 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mann Improve drainage 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 McClellan Major Renovation 400,000 Aug-91 Jul-92 Jul-92 Aug-92 3 McDermott Paint 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 McDermott Carpet and Floor Tile 35,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Meadow cliff Major Renovation 400,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Metropolitan Paint 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Metropolitan Electrical Service 25,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Metropolitan Fence Repair 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Otter Creek Paint 24,000 Aug-91 Jul-92 Jul-92 Aug-92 3 , , Page 7 Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date, Parkview Paint 35,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Parkview Energy Management 20,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Plant Services Renovation 250,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Replace A/C Units 12,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Roofing 5,995 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Paint 40,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Steam Piping 150,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Minor Renovation 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Roofing 19,530 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Additional Restroom 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Floor Repairs 2,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Upgrade Electrical 15,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Purchasing Renovation 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Romine Major Renovation 275,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Romine Roofing 28,980 Aug-91 Jul-92 Jul-92 Aug-92 3 Southwest Jr. Phase 2 - Renovations 1,000,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Terry Repair HVAC control 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Terry Replace Electrical Service 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Repair HVAC controls 12,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Replace Gas A/C System 45,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Carpet and Floor Tile 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Paint 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Minor Renovation 100,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Emergency Lighting 6,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Williams Major Renovation 400,000 Aug-91 Jul-92 Jul-92 Aug~92 3 --------- 9,412,309 Page 8 Little Rock School District Capital Improvement Plan 1990-93 School Asbestos Abatement Portable Buildings Improvements District-Wide - Phase 2 Replacement with Perm. Buildings Cost 1,000,000 3,000,000 4,000,000 36,312,309 Page 9 Planning From Aug-90 Aug-91 14-Aug-90 Dates Funding Completion Phase To Date Date I Jan-91 Jul-93 Sep-94 4 Jul-93 Jul-93 Jul-94 4 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 26, 1991 TO: FROM: Board of Directors ~uth S. Steele, Superintendent of Schools SUBJECT: Long Range Building Planning Committee The Long Range Building Planning Committee's report, dated April 22, 1991, is an internal report to me. Roman Numerals I-VI of the report merely identify background information as well as a few options that could be explored if we encounter capacity problems in the future. Our present enrollment projections for junior high schools do not indicate any serious capacity problems over the next five (5) years if the proposed construction is approved. The Desegregation Plan allows the district to use portable buildings if we encounter capacity problems. 1 Roman Numeral VII represents recommendations for further discussion with you and, eventually, parties in the desegregation case. Provided is Attachment 1, mentioned on page 4 of the April 22 memorandum. Please review this information by our working session on Monday, April 29 at 5 p.m. Enclosure TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 April 22, 1991 Ruth Steele, Superintendent FROM: Long Range Building Planning Committee James Jennings, Associate Superintendent Jl.1Brady Gadberry, Labor Relations Specialist '~sterling Ingra~Director, Planning, Research \u0026amp; Eval l(hip Jones, Manager of Support Services SUBJECT: Long Range Building Planning Committee As we have considered the building needs for the District, we have concentrated primarily on selecting sites for new incentive/interdistrict schools, recommended uses of vacant buildings, and secondary capacity. I. School Sites The District currently owns four properties that have potential as sites for new or expanded schools. Discussions have been held with Philander Smith College for a possible fifth site. (a) One site is located at the present Westside campus. The Westside property is only a few blocks from I-630, very accessible to all areas of the City and County, and is adjacent to Arkansas Children's Hospital (ACH). ACH has already expressed enthusiastic support for a school located near them. They also would like to develop plans for joint use of the property so that LRSD and ACH will develop a partnership to serve educational and health needs of children. Preliminary site plans indicate that a two-story building with a capacity of 656 K-6 students and 40 four-year-olds for a total of 696 students can be located on the site. This plan will require efficient use of space but offers the potential for a unique and exiting facility. (b) Rockefeller School is located on a tract of land that is well-suited for expansion. Ample space is ava ilable for a classroom addition to p rovide s e ats for students east of I-30. The s chool is a l so easily acc ess ibl e a nd has f:public\\software\\word\n:,erf\\docs\\bldcom. wpd Ruth Steel e April 22, 1991 Page 2 been successful in attracting students from all over the City. (c) The current Stephens site is adequate to support a school for approximately 656 K-6 students and 40 four-year-old students for a total of 696 students. The current Stephens building would be replaced with a new structure. Rebuilding Stephens on the current site enables a significant number of black students to attend school without being bussed out of the neighborhood. (d) The site of the former King/Oakhurst School is a physically attractive location situated east of CurranConway Field. The King site is also large enough to accommodate approximately 840 K-6 students and 40 fouryear- olds for a total of 880 students. The King site is also attractive because of its proximity to Curran-Conway Field. The District would seek to enter into a joint-use agreement with the City so that the students will develop interests in a variety of extra-curricular activities. In order to populate a school on the King sit~, it will be necessary to transport some black students from one predominately black attendance zone to another predominately black attendance zone which would increase the burden of bussing for black students. ( e) Philander Smith College has expressed an interest in developing a model teacher education training program and would like to develop a partnership with the District. They have rejected our proposal to build a school on their campus, but we should continue to plan to develop cooperative efforts with Philander Smith. II. Attendance Zone Data - Elementary Schools This section will address the attendance zone changes that are needed to comply with two objectives. First, King and Stephens Schools will be rebuilt in the I-630 Corridor. These schools will become interdistrict schools, and they will have a racial balance of 60 percent black and 40 percent white. The white population in these schools will come primarily from PCSSD. f : public\\so ftware\\wordperf\\docs\\b ldcom. wpd Ruth Steele April 22, 1991 Page 3 Second, the District is seeking to reduce the burden of bussing on black students by eliminating as many satellite zones as possible. The fulfillment of this objective is restricted by the minimum black percentage that is required in all elementary area schools. As a result, some schools in west Little Rock must maintain some, if not all, of their satellite zone blocks in order to comply with court-ordered desegregation requirements. These two objectives are interrelated. The construction projects will make it possible for students who live in the attendance zone of incentive/interdistrict schools to attend these schools. These projects will also, to some extent, reduce the burden of bussing on black students. A total of 2190 students currently reside in the attendance zones of the incentive schools. The total capacity of the seven incentive schools is 2405, using a teacher/pupil ratio of 1: 25. Al though 215 vacancies will exist if all of the attendance zone students attend the incentive schools, these vacancies can be filled by students who currently' reside in nearby satellite zones. A total of 281 students currently reside in satellite zones that can be eliminated and still allow the respective attendance zone schools to comply with the minimum desegregation requirements. This situation is complicated by the fact that 200 of the 281 satellite students live near the Stephens/Garland area. Another serious problem involves the Washington Magnet School attendance zone. Washington is the only elementary magnet school with an attendance zone. This zone was drawn initially to accommodate 1050 incentive school students. The school was converted to a magnet school under the Tri-District Desegregation Plan. The District recently received court approval to continue to operate Washington as a magnet school. The attendance zone for Washington is too large to accommodate all of the black students. Washington's capacity is 814. There are 892 black students who reside in the Washington attendance zone. The desegregation requirement for Washington is 60% black. As a result, only 60 percent (488) of the black attendance zone students may attend Washington. The remaining 404 students must be reassigned to non-attendance zone schools. These reassignments usually involve bu:::.::.i ng students from east Little Rock to s outhwest Little Rock. f:public\\software\\wordperf\\docs\\bldcom. wpd Ruth . Steele April 22, 1991 Page 4 Most of the 404 students from the Washington attendance zone (355 stud~nts) reside on the northeast edge of the District. The closest elementary schools to these students are Carver Magnet School, Booker Magnet School, and Rockefeller Incentive School. The magnet shadow preferences for Carver and Booker ( 25 percent of the building capacity) are too small to accommodate these students. III. Attendance Zone Data - Secondary Schools In a separate process, a formula has been developed to calculate capacities for secondary schools. It is apparent from the study that very little capacity exists currently at the junior high level and a significant amount of capacity exists in the senior highs. However, as shown in the attached projections (Attachment 1), the District seems to have reached the peak of junior high enrollment in 1990-91 and that enrollment will decrease for a couple of years and then begin to increase again slightly in 1993-94. The projections indicate that senior high enrollment will increase over the next five years but not to the extent that additional capacity is required. However, adjustments to attendance zones may be required in 1992-93 or subsequent years. While educational trends indicate that articulation between sixth to seventh grades, eighth to ninth grades, and ninth to tenth grades is best with a grade structure of K-6, 7-8, and 9-12, it appears that the District should not consider changing its secondary grade structure as a means for solving secondary capacity problems. Junior high enrollment will range from 98% to 102% of capacity without the additional seats for the junior high schools and 91% to 97% with the proposed construction. The enrollment at Forest Heights is expected to exceed the current building capacity in 1993-94 and continue to increase in 1994-95 and 1995-96. In addition to this projection that is based on students currently enrolled in the Little Rock School District, census data reveals that the overall population in west Little Rock will continue to grow. The enrollment will range from 87% to 91% of capacity with the proposed construction. It appears that replacing 4 portable classrooms and adding 2 classrooms will be the maximum ~dvisable construction and will provide additional space for attendance f: public\\sof tware\\wordpe rf \\docs\\bl dcom .wpd Ruth Steele April 22, 1991 Page 5 zone students for Southwest Junior High. However, even these additional classrooms will not be totally sufficient to seat adequately the number of students in the attendance zone for Southwest. The other junior high school that should be expanded is Mabelv\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1032","title":"Aerospace Technology Magnet School, grant","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1992"],"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","Little Rock School District","Education--Arkansas","Education--Finance","Educational planning","Educational law and legislation","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["Aerospace Technology Magnet School, grant"],"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/1032"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\nAerospace Education Center Today's Vision . .. orrow's Opportunities. Campaign Leadership Honorary Chairmen Herschel H. Friday Winthrop P. Rockefeller Jackson T. Stephens Little Rock School District Dr. Ruth S. Steele Superintendent Dr. Herben H. Cleek Deputy Superinte11de111 Campaign Leadership William H. Bowen Chairman Richard N. Holbert Vice Chairman Marion B. Burton President J. Dan Baker J. W. \"Buddy\" Benafield Wayne Bennett Henry A. Broach F. Taylor Brown Dr. Gerald P. Carr David M. Clark Fred K. Darragh, Jr. Dennis Davis David Eldridge Lee Frazier Sen. Jack Gibson Nathan Gordon Charles Harper Col. Alben Hart Ector R. \"Buddy\" Johnson E. Ray Kemp Frederick J. Menz Dr. William R. Pogue Louis Ramsay James Rodgers James L. \"Skip\" Rutherford Adj. Gen. James A. Ryan M. M. \"Twig\" Satterfield. Jr. Walter V. Smiley Lucien M. Taillac Charles M. Taylor Jim Guy Tucker R.s.v.p. Card Enclosed The Campaign Leadership The Arkansas Aviation Historical Society and the Little Rock School District Board of Education invite you to join The Honorable James 8. Busey, Administrator Federal Aviation Administration and the Arkansas Congressional Delegation al a luncheon announcing the Aerospace Education Center Friday, the Twelfth of April, Nineteen Hundred Ninety-One at Twelve O'Clock Noon Central Flying Service - Hangar Eight 1501 Bond Street, Little Rock, Arkansas Business Attire H3.LN()1VNOilVJfl AEROSPACE EnucArioNAL()NTER ational Advisory Board Col. Walter J. Boyne  Lt. Gen. Benjamin 0. Davis  Gen. Alfred G. Hansen Honorary Chairmen Herschel H. Friday  Winthrop P. Rockefeller  Jackson T. Stephen Campaign Leadership William H. Bowen, Chairman  Richard N. Holbert, Vice Chainnan  Ector R \"Buddy\" Johnson, President J. Dan Baker  J. W. \"Buddy\" Benafield  Wayne Bennett  Henry A Broach  F. Taylor Brown Marion B. Burton  David M. Clark  Fred K Darragh, Jr.  Dennis Davis  David Eldridge  Lee Frazier Charles Harper  E. Ray Kemp  Frederick J. Menz  James Rodgers  James L. \"Skip\" Rutherford Walter V. Smiley  Lucien M. Taillac  Charles M. Taylor  Jim Guy Tucker State Advisory Board Dr. Gerald P. Carr  Sen. Jack Gibson  Nathan Gordon  Col. Albert Hart  Dr. William R Pogue Louis Ramsay  M. M. 'Twig\" Satterfield, Jr. Development Counsel Catherine Johnson Name Dear Friend: The Aerospace Educational Center will serve as a beacon to visitors, of the dedication of our people to preserve Arkansas' rich aviation heritage and meet the needs of our young people for specialized, quality education for the jobs of tomorrow. Your investment in this premiere facility may be made in the form of cash or stock. Thank you for your gift to this educational resource for our state. ' ---- --- .,. William H. Bowen Richard N. Holbert AEROSPACE EoucATIONAL(ENTER ----------------------------------- Address ---------------------------------- City _______________ State ______ ZIP _______ _ Professional Affiliation ----------------------------- Amount of Pledge $ __________ Pledge Period: D Three Year D Five Year Contribution is: D Individual D Corporate D Foundation $ ____ now, and remainder to be paid on or before __________ _ Payments will be made: D Annually D Semi-Annually D Quarterly D Payment Enclosed D Payment to be sent ____ _ Signature _________________________________ _ OUR VISION FOR THE FUTURE Historic Preservation, Education and Economic Development AEROSPACE EoucATION():NTER P. 0. Box 7332 Little Rock, Arkansas 72217 National Advisory Board Col. Walter J. Boyne Lt. Gen. Benjamin 0. Davis Gen. Alfred G. Hansen Honorary Chairmen Herschel H. Friday Winthrop P. Rockefeller Jackson T. Stephens Little Rock School District Dr. Ruth S. Steele Superintendent Dr. Herbert H. Cleek Deputy Superintendent Campaign Leadership William H. Bowen Chairman Richard N. Holbert Vice Chairman Ector R. ''Buddy\" Johnson President J. Dan Baker J. W. \"Buddy\" Benafield Wayne Bennett Henry A Broach F. Taylor Brown Marion B. Burton David M. Clark Fred K. Darragh, Jr. Dewis Davis David Eldridge Lee Frazier Charles Harper E. Ray Kemp Frederick J. Menz James Rodgers James L \"Skip\" Ruthertord WalterV. Smiley Lucien M. Taillac Charles M. Taylor Jim Guy Tucker State Advisory Board Dr. Gerald P. Carr Sen.Jack Gibson Nathan Gordon Col. Albert Hart Dr. William R. Pogue Louis Ramsay M. 1\\11. ''Twig\" Satterfield, Jr. Development Counsel Catherine Johnson DUCATION{)NTER P. 0. Box 7332  Little Rock, Arkansas 72217  501. 371. 0331 Benefits of the Aerospace Education Center  Expanded Opportunities for Students  The Aerospace Education Center will provide exceptional skills in technology disciplines. and the ability to translate those skills into meaningful employment opportunities for students who otherwise would not have those opportunities. Increase Employment Opportunities for Blacks in Technology Skill Areas The Aerospace Education Center will make a significant positive impact to increase the number of black Arkansans employed in skilled positions in aerospace and high technology companies.  Benefit to Industries The Aerospace Education Center will provide existing and future aerospace industries, as well as other technology companies, an institution that will provide a skilled labor force to meet employment needs.  Industrial Development The Aerospace Education Center will symbolize the commitment of the community to create partnerships that will meet the needs of private enterprises, enabling them to locate and prosper in Arkansas.  Improved Image for the Little Rock School District  The Aerospace Education Center will establish a renewed commitment from the community and restore confidence in the Little Rock School District and its ability to provide a quality education for all students. Preservation of Aviation Heritage and Creation of Tourist Attraction The Aerospace Education Center will chronicle the people, places and events of Arkansas' rich aviation heritage, while providing an exciting attraction for visitors to central Arkansas.  Establish Arkansas as Educational Innovator The Aerospace Education Center, an unprecedented partnership combining an aviation museum with an aerospace magnet high school and involving aviation industries in its programs, will establish Arkansas as a leader in innovative solutions to education needs. ,~ ~-- \"4dL cj/l)c~, ~ ~ (J~J~ ~ ~ ~ /~ ~ w.,d'l,u~ i I ti /2 f -- ~ l_tfU-C,,q_,,,b_ / ,:./ c~I~ tr Lf 1-75 (U1!g' /2 7 ~\u0026amp;__~ 'J / ('i,U,11,,,u t:~ tztJl1. 4 jn LL,t,,z.,(,~~ rJ\u0026lt;i' /'\u0026lt;-{.'Lz.. J'cL ,.,,1) ~ JtuA.) ~ ~ 2i ~ ~ /f2w / U/ld du A\n.fa/~ ~c:,~t:Jlu._~~7 \"2--U f1. I~ 1 /HM,IC/ ~ ~ /I.\n(_ 7?.t?L ~ ~t. ~ lcJ /,\nJ/ If {,d ~ ~ ~1) ~ ~ , ~ 7./ }~lJiLs~t,1nagntt:\\9B:8oI he~~J\nng towar.q re~lity f CYNTHIA 110V U . L  - ,-:---T\n:,-:-----r-:-ik\u0026gt;{.'.'''  fH,\\t, .\n1,. programs is whal he has in : leek said. Ile said J\\letropoli- : :_: Changing the suhjccl com-rnoc, aisiai1w,\nior ,:\n\"1!/.\\'/:.\n.''\n_\niH{\nhj,  ,i \\,l -l~',mind 1for Lillie Hock .. The tan . is a natural because a : plelely, Pulaski County Spe- Dr~ams of a II a via I ioi1 mag- . . : ,:)ik'.pi,._\nF\n1\niith - '\"''11:' r. l'hoe,iix proram stressed' pi- , lrans1\u0026gt;orlalion. sv_ stem is al- 'cial  School District Superi n-l school and museum in lhe / '. ,\n ? . :\\V/t\nJ .\\Ioli rig  aml b Oir,hl training, ready scl up lo lake sludenls '. lendcnl Bobby Lester is sc~k-l\\ lc' .iHock Scliu_ol . Dislricl n ___ 1 _.,,: J)J0i2f)tJ / )(while ,ll!e Loi1g llcac\\1 sch?ol ) I.J_ack and forth lo th~_ voca- _. 1 i~g - the rctu_rn of his stolen e slo1yly _~ut sure)) I.Jccom- educatJonwi.1 [:: .J.:.:_e_1.npha~1zcd ,prc-e11g1necr1ng\nl1onal center from lhc1r rcgu- _ high ~~h~ol ring.'  gre.~l1ty:., - ._, .. ,v,,:lt_.i,_, .. ,:-!v ,11' -.--'pro1{rams that relate to the  Jarschools. ::- .. . -:  --~\n-'.i\n'1 1 :,, 1 - : t'Jd D~-:,'IIerh Cleek,_ lite dis- .  .  , -~-~--:, :.'..\". ,i:'. iavialion ii1duslry in lite area,\n' .The dblri~l _.\nllso  will .dc- ':  . es,ers wo c11 _rcn ar c\nl s.~cpuly ~11per111lende11l, The rulrng could come al'a11y '\n:he said. ', . : . ~) aviation ro ram l , . rrvcd . h_o!'\"e from ~oil cg, i\u0026lt;l l?st.,ve~k that ll_1c district lime. .  , ( \\ .  :.:i\n:u Clcck :s:iid the Lillie Hock WJ!~\ninior hi h s~l ool~ ~\nThanksgiving eve _to d1scov~. ans lo begin lh\u0026lt;. h11:h school . The_ ~1llnicipal /\\irporl ..\" :\\: '. di~l~!cl :is trying lo gel a $4 'evcnlualty fccc/studc:1ls int~ /:\nthat _the suyerrntendcnt\ng1Jel s_choul program nexl Commission la~l month ap- . '. \\ 11111l_1on federal magnet school .! the specially high school. Tl,e I: ~o~t~. Puliski I C?u~lyl ~on~ II lli _lempo~ary quarlr_rs al proved a lp.11 -acre site r~r !he:,\ngr~nt _lo help pay for lite pro-\nt~ junior  highs will be , : a  ~fn ~rg arr~1\\j nu~~~ e J\\l_elropol1l\n111 \\'ir\nd1onal school and lllllS\u0026lt;!lllll. ' The :.\\ gram 111 HJ!ll-!l2 and l!l!l2-!l3. i ' Jiendersou Forest' : II eights 1 ,c 1 rsffgatlier 1 e bup la 1l~k 1 Clllllc 1l Sk1'f -- c,   11 I l  d' l l l 'Ill  ' 1  LI l d 1 I  l 1  I '  s u ia urg ars I e ' , 1.. 1, ,, \u0026lt; 1,:,,per y 1s a Jaccn o  ,I e .\n.-1\n: .. o .. 1a e11 , \u0026lt; 1s rrc ac  , and  cilh~c Mabclvale or ' 1:\nl k  , d 1 :  b open -a Ill' \\\\' sc!i, . : 011 the li,,ck Jlegional /\\irporl,: '.:minislralors hired IJr. !'hale . j Cloverdale \"', :..,.,-~-_ ... . - : 1 .' - 1 ~- e, ,iradpph~ ht1 .1 udp .11 11 1 e1 rncr , o f,' IJ o..\n. ' .I ,., ,. 1 ~.c  l a. n cl ,1. 1,, ~ms 1,_.1 e Id_ .  . ..  ':-'\n ':. . .,  .,, . ,:i:.:. , 11\ni 1e , a n 'Al ex~ n cJ_ n a , \\.I a., .-:on-  ,, . .- =: _.. . :. --:   ,   +,_. .- .. _,- :, ....) .1.. :,t mens_ aan .1 g a1 e ,I ou o '..sevcll He,: ' ! 11 I !1!? . . . 'l l!e d1sl!1ct h:~s earmarked~  sullanl, lo .iss1st _1 n w11: 111g the .. * * * . .  thc ai e,  lhc cslald1: .. 1. r:: ,. 111 the ~h111rllio111ncap1lalconslruc- granl..:Clcck said Jlalc, who\n. lhere were  some rum- : 1001 was f . :1?1' .. ,d1:cl al- ti,o11 money lo huild the-school :~- will be paid $25,000 to $30,000 i I.Jlings about the district's de-sl a yca1 -1.1:.\n,\n former a11cl the society is spearhead, : for his ' work, has a rcp11lalion\n.cision lo hire Ila le lo assist ' .lropolilan ,-\n11pc1l'isor Eu- i111: lhe effort lo raise a simi- _: ro1.: succcss in ohlaini11g feel- . withlhegranl. _.,.,-.  ,\n-~- 1e ' Hevillc at lh\u0026lt;: 11q:i11g of Jar amount for lhc aviation era! runcls fur schools. llalc :: : The Mai\nnel nevicw _ Coni- , slate's 1\\1-i.,: :oi. :li,lorical 1, 1sr.11111, width may share a11-  .:- also is -ivorki11,: wilh llie For- '. rnillee, made up of the three i.:lv. d .,ori11111 a11cl library space' -:. rest City School Di strict to 1l'l : s\u0026lt;'hool di stricts, lhe stale of i'!:1 ~r:: ... ,\n:: p:, .. 111' lhc .-. dh lite school. l~d11calors : a 111:1g1iclschool 1:ra11l. ' : Arkansas and a rcprescnta- '  .-.\n, ., ,.,:,, ,.,t, .. 11 plan 1 .. ,111 all lhn:e 1'11laski Co1111l_v : 1,'J'ltc ' 1:ra11l rcqu,:sl i:\ndue I live of black parl'nls, earlier i 11'01,ld 111 \"I\" .1 111 :,111 - :.0 ii11ul di:.lrirls an: pl\n11111i111: llcc: I'.! hul llw di:,11 id w1l11'l I h.,d di:,n1:,s1d hiri111: llak lo 1ls lhru\n11:li1111l l'11la:\nld li1c :\nchuol curriculum. hcai:1aor : si:veral mo11lhs , wurk 011 a ~ra11t for all three nly. Srhovl di:,1rid offi- Cleek rccenlly visited two' .: whether it will gel !he lllUIIC}'. :_districts.That pla,n was scul-ls arc still waili11, f11r final aviation ma1:ncl schools - : .,. ... To I.Jc eligil.ilc for lhe grant, .  uecl when lhc parlics coulcln'l 1roval of !111: d,::: .. ,11 ,:alion 1111c iii Phoenix, Ariz., and an- . _the district must he ready to : agree who would _ pay .- Hale 11 fro111 the 1\n,li 1: ... ~1rcuil other in Lo11,: Beach, Calif. He  operate next fall .. lh11 .: the .ind for what schools a joint trl of ,\\ppcal~ i1, :ii. Lo11is. said a cumhi11aliu11 of lhc two. need.  lo  i1sc fllclroi,1dila11, 111ag11cl grant would I.Jc used. I Lester said he parlicularl.1 misses his high school rin1 from nose Bud High School Class of l!lG2. The ring has : red stone and Lester's ini tials, 13.G.L., arc engraved 01 the inside band. Thi 111111:L11 s also made oft with Lester's hi1:h school aca dcmic and athletic medals Ile said the medals arc no1 worth any money. They an gold in color but prol.Jabl) made of brass, he said. Dece::i=e:::.- 6, 1990 LITTLE ROCK MSAP PAGE -B6- Ql:ongns5 of tjje '{!irri.ttb ~tat.es ~n:qtOtI.. ~~ 20515 Mr. Jchn T. ~cCona.ld As5istz:..~t Sec:::.-e~a_--v ot Education Unitec States De~ar-...::e...~t o~ Education Applica~ion Cc~trcl Cente.!:', C.:\"\"DA 64.165 ~oo M~~la.~ci Ave...~~a, Southwest Wa.shi.::\n-:on, DC 20202-472.5 ?:ease acca~~ ~v si!lce:::.-e ~e~est t:iat you approve ~e Little Reck Scaool Dis~::-ic-:. 1 s p:::.-oposal :er a Y...a~e:: Scco2.. ?::\"og-=a::i. Assista...-:c4?. g:::.-a.::::. T::e ~a..\"-\"\nw:..ll .ca Us\ngd. by t.':e sc.hool ciist:::.-i.ct t.o !und a..~ ae:cospaca/tec=...~clogy sc~ccl to se~e 7-9 s:::::~de s-:uda:\nts. T::.is: ~ ~::...\"lt e:::.:c::-:. o:: educa.::.c::-s ~c. ~e :Ousi..'\"'less co:::::iu.\"'li .::.v a:::=..=esses issues such ~ :Casie skills a.-.d cl:lploya.bi.li ~I a:.d. - can be e. C.e.!!lc::.s-\n:::atio.i. p::-::j ec-: =er sil:ii:a.r prog\"ra::l.S L~ otb.e.:::.- a::-eas. ':::e procoscc:. t:::.-cc-:::-~ will bene.fit ~L.ittle RccJ.: a:r:d. t..\"\n.e state o:: Arka::s?!.s :Cot.':. ec.uca-::ionall v a.::ci eccno::ricall v, It will -c:::.-ovide sol id e~uca-t:!.o.::a2. c-:::r::o~.:!'..i fi.as :o:: J..2:\"ka..'\":s as st.-..ide...11:cs : ... ::rte::-asted in t~e. ae~cs:pace/tac=...\"1clogy tielc:.. -:-n- :add.iticn, such ~ p:?:\"cg-::-2..:l can s~=-e~\n-...\n:e~ A=ka...,sas 1 h.ig~-tec~ ~~:::.-k for~e and add to ~e stat~s e.bil~~: ~oa~~==a=~ ~ec~cal i~~::.s-::=ies. ?e~=ia-:::s :.=.o:::a :'.2::.-=or.....a..11.-:2..y, it is a  -crc?:li..s ing e.xa=:il.e. c:: -::he ki.!:::. c\n! crra.ss-:::cc-:s ~Uc-c:tic~a.2. effo=t nee:cted L\"l tb.is count_-v to e...\"lsu=e. ~e. ':ite~atic~~l ccrcetitiv~e.ss cf our .\nc-z:-k ~c:::.-ce :..n t.be incrQasi.!:gly hig~-~ec.~ vo:-:1::.eccr.c~y. Your conside_~tic~ o: b.is proposa: will ~e g:::.-~atly app::ecia~ed. \" I,, ' I HERSCHEL H . F\"R I OAY, P.A B 5 , CLARK ROBERT V. LIGHT, P . A. WILLIAM H. SUTTON, F'. A . GEORGE E. F'IK  , JR ., P.A JAM ES W MOORE BYRON M EISEMAN, JR., PA JOE 0 . l!IELL, P. A M IC HAEL O THOMPSON, F'A JOH N C ECHOLS, PA J AMES A . 9UTTRY, 111'.A . FREDERICKS URSERY, PA, H . T LARZELERE, PA OSCAR DAVIS, JR JAMES C CLARK, JR., F'.A THOMAS P LEGGETT, F'. A JOHN DEWEY WATSON , P.A LEWIS MATHIS, PA PAUL B BENHAM Ill, P. A LARRY W BURKS, P . A A . WYCKLIF\"F\" NISBET, JR., P . A . J AMES EOWARO HARRIS, P.A J_ PH ILLI P MALCOM. P.A JAMES M SIMPSON. PA MEREDITH P CATLETT, PA J AM ES M. SAXTON , F' A . J. SHE PH ERO RUSSELL Ill OONALO H . BACON, P.A WILLIAM THOMAS 9AXTER, PA. WALTER A . PAULSON 11, P.A HAND DELIVERED F RIDA Y, ELDRE D GE \u0026amp; CLARK A PARTNERS HIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILOING 400 WEST CAPITOL LITTLE ROCK, AR KANSAS 7220 1-3493 TELEPHONE January 16, 1991 Honorable Susan Webber Wright United states District Judge U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 Re: Aerospace Technology Magnet Program Dear Judge Wright: BARRY COPLIN, F'. A. RIC HARO 0 . TAYLOR, F' A JOSEF'H B . HURST, JR., PA ELIZABETH J_ ROBBEN, rt A CHRISTOPHER HELLER . PA LAURA HENSLEY SMITH, PA ROBERTS. SHAF\"ER, F' A WILL IAM M . GRIF\",-IN Ill, PA THOMAS N ROSE, PA M I CHAELS. MOORE DIANE S MACKEY WALTER M. El!lL 111, F' A . KEVI N A . CRASS W ILLIAM A . WA.ODELL, JR., PA CLY0 .. TA9\" TURNER CALVIN J . HALL SCOTTJ. LANCASTER JERRY L. MALONE M . GAYLE CORLEY ROBERT 1!1 BEACH , JR S. RANDOLPH LOONEY J LEE BROWN JAM ES C. SAKER, JR H CHARLES GSCHWEND, J R HARRY A. LIGHT SCOTT H TUCKER JOHN CLAYTON RANOOLF'H MARY L. Wt SEMAN GUY ALTON WAOE ?RICE. C. GARONER THOMAS F MEEKS J M ICHAEL F'ICKENS WILLIAM J SMITH W ILLIAM A ELOREOGE , J R ., PA WILLIAM L T ERRY WILLIAM L. PATTON, JR PA TELECOPIER (5011 3762147 TELECOPIER (SOIi 376-6369 370-1506 The Little Rock School District has filed with the U.S. Department of Education a grant application for funds to establish an Aerospace Technology Magnet Program within the Little Rock School District. A copy of Volume I of the grant application is enclosed. Volume II of the grant application is the LRSD Desegregatior. Plan which you already have . An Aerospace Technology Magnet located in the Little Rock School District is a component of the Tri-District Desegregation Plan found at page 13 of the section on Interdistrict Magnet Schools and Programs. LRSD believes that the Aerospace Technology Magnet, although not required by the Settlement Plans, would compliment those plans and advance the voluntary desegregation efforts contemplated by those plans. We hope to present to the court within the next week a stipulation of the parties in support of the Aerospace Technology Magnet. I thought it best to provide you a copy of the grant application now, however, because the application will remain viable only if the Aerospace Technology Magnet becomes a court approved component of the LRSD Desegregation Plan before February 4, 1991. Yours very truly ~~ Christopher eller CJH/k cc: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Enc. Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 400 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Ms. Sharon Streett Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72205 Ms. Ann Brown Ms. Arma Hart Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR72201 OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Date: January 17, 1991 To: Ruth Steele, Superintendent of Schools From: Cfi,~n Brown, Associate Di rector of Monitoring Subject: Copy of the LRSD Aerospace Technology Magnet Grant Application At my direction, Polly Ramer contacted your office today to make a second request for a copy of the district's Aerospace Technology Magnet Grant Application. The first request had been made last Tuesday, January 15. Today Polly was told that the request had been referred to Dr. Cleek's office. After talking with Dr. Cleek's secretary, Polly was told that a copy of the Aerospace Grant was not available and that it would be one week to ten days before the district would be able to provide a copy of the grant. I would like to request that a copy of the Areospace Grant be forwarded to this office at your earliest convenience. Thank you very much. Date ______ _ FORM 48 -  - IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. -- The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying prem~se of Joshua is that students from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured.by objective, education related criteria. The results will be subject to further analysis by the Districtwide Biracial Committee and the Office of Desegregation Monitoring. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 . a\n-__ ---  - The Aerospace Magnet School shall effectively be a joint venture between the school district and the Arkansas Aviation Historical Society in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Littl~ Rock Airport Commission and the following private aerospace technical business enterprises hereby make the commitments contained in the statement of support attached to this page and the reasonable inferences which flow therefrom regarding the level and duration of said support. A. Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see attachment to this page) The Court shall be provided affidavits of support from representatives of the local aerospace community, not later than February 19, 1991. These affidavits of support will describe each 3 -- Statement in Support of the Aerospace Education Center As exerntives of Little Rock's aviation industries and the Little Rock Airport C.ommission, we endorse and lend our commitment to the planned Aerospace Education Center, combining an Aerospace Magnet High Sc.:hool with the Arkansas Museum of Aviacion History at Adams Field. The Aerospace Magnet High School will provide the educutionul base in math and science that our companies are looking for in new employees, making it possible for these studcnt_s to pursue careers here in Central Arkansas in our companies as well as other high technology iinus. Our companies are willing to provide adjunct faculty to both the high school and to the museum's educational outreach program, and will provide guest instrnctors, as needed, to enhunt:e curriculum nfferings. In addition, we will sponsor and encourage our employees to participate in a mentor progrum, working with students who wish to specialize in specific areas of expertise. While we anticipate the school's graduates becoming a soun:e of our permanent employees, we also plan to consider, whenever possible, opportunities for purt-time and :mmmer employment of students in aviation-related jobs. We wholeheanedly endorse Governor Clinton's initiative to develop industry apprenticeship programs, and pledge our cooperation to affect such a program in our industry here in Little Rock where it mny apply. We feel that apprenticeship progrum:\nin aviation-related skills, developed through what will be the excellent facilities of the Aerospace Education Center, could eventually hecome a significant soiirce of skilled workers for our companies. Little Rock's Aerospace Magnet High School will provide new opportunities for disadvantaged ttnd minority students, many of whom would have few other opportunities to gain the requisite skills to emer aerospace or other technology careers. We pledge to recruit disadvantaged and minority graduates from the Aerospace Magnet High School, in conjunction with our companies' respective uftin11ative nction pluns. The aviation industries of Central Arkansas have enjoyed phenomenal growth over the pust several years, offering economic benefits for not only our employees, but for the entire community. for this positive trend co cominue, we must work together with our schools to provide the skilled people needed for our industry. Therefore, we offer our unqualified endorsement of the Aerospu\u0026lt;.:e Education Center and pledge the support of our respective companies to ensure its success. r. Taylor Brown Senior Vice President Falcon Jet Corporation Senior Vice President and General Manager Midcoast Aviation - Little Rock James R. Rodgers ~anager Dennis D. Davis President Arkansas Modification Center k~~ President Central Flying Service President . . ~-- . - --- company's present commitments and future voluntary efforts in the following areas: (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n( c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. In the event that it is necessary to modify these commitments, notice shall be provided to the parties and efforts will be made to continue the spirit of these commitments. EDUCATIONAL INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the SEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 - for evaluation purposes. 2. The school shall employ a sufficient number of teacher assistants to insure that the serious teaching and learning objectives of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the SEP' s to work, demonstrate that they do not have either the capacity or interest for the required school work. 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance of the other high schools. It initially shall be sixty percent (60%) bl:ack and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 --  - job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their sch~ol work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 --- Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the fall of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those rigures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 ' Districts. ---  - Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addre~sing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 --  The planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the process. These unintentional omissions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committe~ described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 ----  outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated and integrated. Paga 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP' s) will be developed for all students. These SEP's will vary according to past student achievement. Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insre summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 10a (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 --  - district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluatOr(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 --- There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit 11A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand 2. The Arkansas Aviation Historical Society must contribute 13 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 sy,Qu,~ ~ , - WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 MIT L \u0026amp; ROACHELL, P.A. 1014 West Third :::n ~=:\u0026lt;~~l Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 ~ BY,~ Ch=~ JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY~Wh  -rl SO ORDERED THIS // - DAY OF FEBRl.lARY, 1991. fl  1 11 ~ ,r )1 / ' ( /,, // 44,, I . , ,0s:.  t/,, ' ,' Zi. A-- SUSAN WEBBER \\'ffi!GHT \u0026lt;.:, 1 1 - ) ' UNITED STATES DISTRICT JUCGE 14 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET A'L. , - KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCX SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. -- The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying prem} se of Joshua is that students from higher socio-economic backgrounds, based upon past and present treatment by Littl e Rock School District, are being and will be well served by the district. The outcome expectations shall be measured . by objective, education related criteria. The results will be subject to further analysis by the Districtwide Biracial Committee and the Office of Desegregation Monitoring. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 The Aerospace Magnet School shall effectively be a joint venture between the school district and the Arkansas Aviation Historical Society in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. it includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport Commission and the following private aerospace technical business enterprises hereby make the commitments contained in the statement of support attached to this page and the reasonable inferences which flow therefrom regarding the level and duration of said support. A. Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see attachment to this page) The Court shall be provided affidavits of support from representatives of the local aerospace community, not later than February 19, 1991. These affidavits of support will describe each 3 --  - Statement in Support of the Aerospace Education Center As exerntives of Little Rock's aviation industries and 1he Little Rock Airport Commission, we endorse and lend our commitment to the planned Aerospace Education Center, combining an Acrosp:ice Magner lligh Sc.:hool with the Arkansas Museum of Aviation History at Adams Field. The Aerospace Magnet High School will provide the edu\u0026lt;.:utionul base in math and science 1har our companies are looking for in new employees, making it possible for these students to pursue careers here in Central Arkansas in our companies as well as other high technology iir1us. Our companies are willing to provide adjunct faculty to both the high school and to 1he museum's t!ducationa.l Olltreach program, and will provide guest instrncrors, as needed, to enhunc.:e currkulum nfferings. In addition, we will sponsor and encourage our employees to panicipate in a mentor progrum, working with students who wish to specialize in specific areas of expertise. While we anticipate the school's graduates becoming a sourt:e of our permanent employees, we also plan to consider, whenever possible, opportunities for purt-time and :\nummer employment of studems in aviation-related jobs. We wholeheanedly endorse Governor Clinton's initiative to develop industry appremiceship programs, and pledge our cooperation to affect such a program in our industry here in Li1tle Rocle where it mny apply. We feel that apprenticeship programs in aviation-related skills, developed through what will be the excellent facilities of the Aerospace Education Center. could eventually become a significant source of skilled workers for our companies. Little Rock's Aerospace Magnet High School will provide new opportunities for disadvantaged 11nd minority srudents, many of whom would have few other opportunities to gain the requisite skills to enter aerospace or other technology careers. We pledge to recruit disadvantaged and minority graduates from the Aerospace Magnet High School, in conjllncrion with our companies' respective uffinnative action pluns. The aviation industries of Central Arkansas have enjoyed phenomenal srowth over the pust several years, offering economic benefits for not only our employees, but for the entire community. for this positive trend ro cominue, we must work together with our schools to provide the skilled people needed for our industry. Therefore, we offer our unqualified endorsement of the Aerospace Education Center and pledge the support of our respective companies to ensure its success. fi. Taylor Brown Senior Vice President Falcon Jet Corporation Senior Vice President and General Manager Midcoast Aviation - Little Rock James R. Rodgers Dennis D. Davis President Arkansas Modification Center ~~~~ President Central Flying Service -- company's present commitments and future voluntary efforts in the following areas: (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n(c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. In the event that it is necessary to modify these commitments, notice shall be provided to the parties and efforts will be made to continue the spirit of these commitments. EDUCATIONAL INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the SEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 --- for evaluation purposes. 2. The school shall employ a sufficient number of teacher assistants to insure that the serious teaching and learning objectives of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate e~ucational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the SEP' s to work, demonstrate that they do not have either the capacity or interest for the required school work .  4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance of the other high schools. It initially shall be sixty percent (60%) bl:\"ack and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 - job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their sch~ol work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 --- Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the fall of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those -figures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 Districts. -- Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addre~sing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 The planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the process. These unintentional omissions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP' s) will be developed for all students. These SEP' s will vary according to past student achievement. Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to ins-re summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluatOr(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 --- There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand 2. The Arkansas Aviation Historical Society must contribute 13 -- at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace T~?hnology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 BY: Qu.9/utJ ~ WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 MIT L \u0026amp; ROACHELL, P.A. 1014 West Third :::cr::ti~~l Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 ~ BY:~ Ch=~ JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY~w~ -rl SO ORDEaill THIS J/ - DAY OF FEBRUARY, H91. I} . -vi,,,--, ,! ) 1 /\" ~ .' ,,,1122I ,.,, I I. , ~/ /) . 1./. , .. 1 -11,, 4-- suSAN WEBBER ~,'RIGHI' '---- 1 1  ) ' UNITED STATES DISI'RICT Jl]X\nE 14 TO: FROM: Little Rock School District February 1, 1991 The Office of Desegregation Monitoring ~Dr. Ruth Steele, Superintendent Ff.n 1 \\99i SUBJECT: Update on the Status of the Proposed Aerospace Technology Magnet The Little Rock School District has been in the process of discussions with several of the parties to the case during the past four days in order to arrive at agreement with regard to the proposed Aerospace Technology Magnet. The attached materials reflect the agreements made as of 8 a.m. this morning and are for your information. We will send you a copy of the final stipulation when it is forwarded to the Court. AS/laj Attachment 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ~~...: -7 LITTLE ROCK SCHOOL DISTRICT v. / LR-C-82-856___,. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL ... PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Tha undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in E:ichibit 11A11 to this stipulation as modified below to address the concerns expressed by the court and so:ne of the parties. The parties further stipulate and agree tta~ the L~ttla Rec~ School District Aerospace Technology Magnet School can only be constructed '3/f_ro/J e( f,,-d-ye.1.r f:.,,,cl.-~\n.:,f-and operated i! tha Little Rock School District receive\\ the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its ,\n, -fc.__, application, in ~ amount of Four Million Dollars ( $4, ooo, ooo. 00) /4r 1~P -13\n(d /e11d- N11- t\"1.- 1,,-J. \"and  if the Arkansas Aviation Historical Society contr1but0s 1 Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospaca Education Center which will house both the. Aerospace Technology MagnE\\,t School and the Aerospace Museum, I-'. 3 By agreement and stipulation of the parties, Exhibit 11A11 is modified as follows: v Page 19, (paragraph 2 after sentence 11 . add)  .The 1986 court approved plan provided the first intardistrict remedi~s in the Little Rock case, i.e., majority to minority transfers and interdistrict magnet schools. v Paga 23. (paragr.aph 1 delete #6) sibling preference which was part of the Tri-District Plan is not part of the settlement Plan and is therefore deleted from the grant proposal. v Page 2 6, (paragraph 1, sentence 2) The phrase 11under construction\" should be clarified to read that planning is underway !or the school. Ar chi t~ctural renderings and site analysis are in progress. ~\n\\ .,,.. Paga 27. ~Program objective II) Tha school's racial balance shall have a target ratio of 60% Black and 40% White with possible range of 65% Black and 351 White to 55% Black and 45% White, _ Page 29. The last sentence on the page should read: 11Central 's program has succeeded in attracting white students from the North Little Rock and Pulaski County School Districts. ,_,. Page 32. outcome objectives shall be formulated and implemented for students at all grade levels such that students will have tr.eir remedial and learning needs met prior to the 9th to 10th gre.da transition i.nto the aerospaca program. '-. . ,._ Page 3 6, (paragraph 1, sentence 5) The term II school standards\" refers to specific course work which shall be completed by students in the school. These courses include algebra, physical science, and earth science . .  Page 59. (paragraph 1, sentence 3) A program of teacher ._ daveloped incentives will be put into placa to assist with the motivation of students at the Aerospace Magnet.  Page 60, (paragraph 2, sentence 4) outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities r:or their students, and programmatic expectations for students' achievement, Special outreach efforts shall be made to parents of black and sooio-economically deprived students to introduce these patrons to the program, 2 J~I 3 1 ' 9 1 15 =2 1 Page 77. (paragraph 2, sentence 6) The theme and focus shall pQrmeate the entire program. Even courses such as physical education and physiology shall include concepts from ma th and science such as velocity, vectors, and kines\nthetics.  Page 91, (paragraph 1, sentence 2) Appropriate intenshre counseling will provide. assistance and direction to students to ensure that their potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Spacial efforts will be made to ensure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. ,..,.. Page 106. (paragraph 2 1 sentence 3) Tha District will work with the business community in general and specifically with the aarospace/aviation industry to ensure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it . ....., Page 108, (paragraph 1, sentence 2) Adjunct.$taff will include mentors, role model,\n, and guest speakers !or students, Seminars will also be held to allow students to interact with minority and female individuals who have careers in sciQnca, math, and fields related to the Aerospace Magnet program. '-\" Page 111. (paragraph 2, sentence 4) The figure $278 which is included in the discussion of Magnet program costs refers to tha eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which ths district expends, which is $2165 on average at non-magnet, non-incentive schools, .........- Page 116. (paragraph 1, sentence 6) Success shall further be determined by analysis of statistics .related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender 3 P .---1 --.-.\n.r ~~ ~ .\n. . ---- - decreas8 in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivaient to the perc~ntage of black st.1,J~ents .. enrolled in the program Page 146. (paragraph 3 1 sentence 4) A collaborative effort shall also be pursued with the university of Arkansas at Pina Bluff, This 117 year-old institution has been a major educator of black students in the fields of higher education. The undersigned parties stipulate and agree that a modification of the Little Rock_ School District desegregation plan to include the Aerospace Technology Magnet School described in E:xhibi t 11A11 as modified above, subject to the contingencies described above, would compliment their settla~ent plans and advance the voluntary desegregation efforts contemplated by those plans. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Tachnology Magnet School described in Exhibit 11A11 , as mcdif ied by this Stipulation and Consent order, contingQncias: subject to the following 1, The Little Rock School District must receiva the Magnet Schools Assistance Progratn grant, !or which Exhibit \"A\" is its ~h~  r application, in~ amount of Four Million Dollars ($4,000, ooo. 00) ,'llr fif/- 7 i,,.,,.J Jqt/3\nand - J,..., 2. Tha Arkansas Aviation Historical Society must contribute r /t,AS1  Four Million Fiva Hundred Thousand Dollars ($,4,SOO,OOO,OO) as its /\\ share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and 4 JAN 31 '91 15=22 F'.b the Aerospace Museum. I! either of these contingenciQ9 dOQS not _happen, the Little Rock School District will have no obligation t~ builq_tha school or 1mpla~ant t~e Aerospaca Technology program described in Exhibit II A\". JOHN WALKER, P,A, 1723 Broadway Littla Rock, AR 72206 BY\n___________ _ John Walker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg, 200 Wast Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P,A, 1014 West Third -. ., .. Little Rock, AR 72201 BY: ___________ _ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg, 400 west capitol Littla Rock, AR 72201 BY:_-,-___________ _ Christopher Heller JACK, LYON \u0026amp; JONES., .. P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: _____________ _ Stave Jones  .. IS SO ORDERED this _____ day of February, 1991, Susan Webber Wright United States District Judge 5 Knight Intervenor Concerns and Recommendations ,..-..,.._ ~ to the LRSD Aerospace. . /,  \\ ) Technology Magnet Grant Appllcatiop1 : } 1 . j   ' \\ ~-:  References to Teacher Compensation and Salaries (Pg. 5,9, 11) r------\n--~ -- /_) . =:i  I : I .J Knight Intervenor's Position - All compensation for teachers and support personnel including stipends for inservice, additional pay for extended days, or WQrk outside the contracted year should be allocated in accordance with existing contract agreements. Where contract provisions are inapplicable or new pay schemes are contemplated negotiations should occur with the Association to insure appropriate compensation for the employees involved. 1. 2. 3. 4. 5. Relevant provisions - PNA Article I Sec B, Sec D. I Sec E. Article II Sec A Article VII Article VIII Article IX Sec. A Relevant Provisions - ESP Agreement Article I Article III Sec I Article XII Article XIII '\\ References to staffing of teachers and support personnel in Aerospace Magnet. (Pgs. 52-53) Knight Intervenor's Position All  staffing of teachers and support peisonnel shall be done in accordance with the relevant provisions of the PNA and ESP Agreement. Relevant Provisions PNA \\ Article XV Article XVI Article XVII Article XVIII Relevant Provisions ESP Agreement Article XV ~~lection of teachers and support personnel to serve on Aerospace Magnet planning committees should be done in accordance with the relevant provisions of existing contract agreements. Relevant Provision PNA Article XXV Article XXVI Sec K Relevant Provisions ESP Agreement Article XIX \\ . l.'l\"t:.~~ . ,.,.,.,, .... -...-....... ,.,. ...\".....'. . ..'...\" , 1 .\".\" .,,. \"\"l llr, ..-. -~-  .,, ...... , ............... . 40 a.  4h.i... -..._ .,  11 .... , ......... - .... . ~ c ........ t ... . -  ,-.,n,   coc,c  w  ,A, ,., \" -..-.1ci.c 19.. oac ..   v \"\" 1111Ca  Cl. .iiA,.  A. ,-.a 'ltt\"\"   .11111  .,  ,.011111 . ...... ,.,., .... ,,.1,, ..... lllH, I , 1eM111 ll t, \"- i..A c ....n 'w .. ,  ,., ,.. . ..llto ... . 4 \u0026amp; ,.  , ..... . .J,   l .. i. l  ~\"-C.1111, .... , \"--'\u0026amp; \" -.~ ...o.... . ,. ..,,, ..,. A, -c  l6\u0026amp;Tdlt, -- ti, tt ttUac ... Ill ....... ,~. .. ,11111 o .........., .,. . u,. ... ft  w1rr. 1t1     At1  14\\HII, A 1e  ,,.,.\"\",. .,.._ .iaae11v  \"\"'\" ,.  .., .... . 11.l\u0026amp;Altf \u0026lt;4 A   .... . c\n...... ,  ,.,. --- ,._,., TOTAL NO, :r:ax:,..,y, zr.t\u0026gt;Jt~\u0026lt;)\ni  Ct.A.lilt A i,..-o.a,.1i, 0, IHCIM~N'e ~..aacc,,.flejS ATTOOICY AT 1,,_.W  \"\"\",. i.  ,uc\"c 1 ~ a1.1,~14 OO wc,a,- c.,.,.,01, 1,, l 'T1'1,,C oc:,c, ..,,-11.i,,\ne,1, 7iao1,i.-i or PAG!:S I 5 P.1 ...._..w..... .. ..~..c.........- .. ._,ta-.1aa Ill .  ,.,14 II  .. '\"\"'~  0a1c,.. ,  a1  \"  ... ,  II ,  \" 111,  \u0026amp;C'Wltll ~. ,  ..t.t .,~ ..1... ... .\"..IO ,.. t1ta.,  ,  a, ... . c .... v, .... .... ... ICII\"' \" _.41?1 41JII la. t.M C   1tt C.CUllitC\" ,.  ,I, ........ , .A, t , A --IY \"' ......... . \" ..... ,. c. , . 4111 , \" c-.\"*' c~c.-. .... . ..  ., .. . 1it 1 t4on  t..tcc JO Ctac, II ..... 01. -~ ....  111 4W'f li..fC111  1c1 c:, 4~- \"\"o  1111cc1 -'    C\"46f'9,  1c,c11t ,.o  - ., ... ca a,w ,e    ' \\..IC 41.,~ .. . 001 -,. . - ,., .. .. \"', .. .\".. .,. . ,,. .. '-\"- 1 ., ....... \" -ci:u.1c,  -   \\, , ., .. ..... ~.,. .. ., '-' .... ,, ......... . CAT!:: __ e_z._/ _f .,..../_tf_j _ _ IF 100 00 NOT R!C!IV!! ALL TX! PAGES Pt.!ASE CALL SACX ASAP ,01-37'-lOll TRANSMI'rI'ING n.ox: AO'rOMATIC ru il.APICOK 200  (501) 376-2147 AtJTOMATIC PAX RA.PICOK 200 - (501-3756369 T!I.:E!COPY OPD.A'l'OR: ____________________ _ L\n-z.\n~ a /\"\")o FOR. OF!'IC!: O'S! ONLY:--~--' ------~2=--~~=--- ( CLIENT N\"OMBER) ( MAT'l'!R N'CJMBD.} IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO, LR-C-82-866 PULASKI COUNTt SPECIAL SCHOOL DISTRICT NO. 1, ET AL, MRS, LORENE JOSHUA, ET Ali, KATHERINE KNIGHT, ~T AL, P. 2 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION .lND CONSENT ORDBR fUIOllDIHG LITTL! ROCI SCHOOL DISTRICT ABBQSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns e~pressed 'by the Court and some of the parties. The parties turther stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding o! the Magnet Schools Assistance Program grant, for which Exhibit 11A11 is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93: and if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,S00,ooo.oo) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. P. 3 The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specifie outcome expectations that blaek youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured by objective, education related criteria. The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Teehnology Magnet School is being integrated into and angrafted upon the settlement Desegregation Plans of the parties {\"the Settlement Plans11 ). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The sehool shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 I FEB 01 '91 14=24 P.4 The Aerospace Magnet School shall effectively be a joint venture between the school district and the local community's aerospace industry in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities, The loeal . aerospace community referre~ to herein consists of those aerospace .technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Colllll\\itments between these parties and the school district to whieh affected pupils become third party beneficiaries. A. Companies 1, Central Flying service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation s. Air Transport International 6. Little Rook Regional Airport B, General Commitment (see statement attached to this page) 3 FEB 01 '91 14 :25 P. 5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations will commit to (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the , Aerospace Magnet Technology School\n(c) year round mentoring and , - support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. These commitments will be permanent and binding upon these employers or enterprises as well as their successors. EDUCATIONAL INITIATIVES 1, Student Education Plans (SEP's) shall be developed tor each pupil who elects to attend the Aerospace Technology Magnt School, The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed'' into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective ot the S'EP 1s is to allow the progress of each pupil to be ~easured periodically. It will also assist in determining individual teacher performance 4 FEB 01 '91 1~ =25 P . 6 for evaluation purposes. 2, The school shall employ a fsufficient number of teaeher assistants to insure that the serious teaching and learning objectivas of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time  and with appropriate educational credentials for further study , - and/ or entry into college type programs, Th only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for th 6EP 1 s to work, demonstrate that they do not . have either the capacity or interest tor the required school work, 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). s. The racial balance of the student body of the Aerospace ' Magnet School shall bear a reasonable relationship to the raeial ) balance of the other high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white, The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 rEB 81 ' '31 1-1: 26 P.7 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is first addressed to the level o:f their respective capacities and is otherwise acceptable, By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGI AMENDMENTS 'Paqe 19 (Substitute :first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict re~edies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rook is approximately forty-six (46) and in Pulaski County is approximately thirty (30) . Page at During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or aeon thereafter. (As a footnote, the architeets who are working on these plans have conuni tted to make a biracial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item i~ (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. Th racial balance of the school shall be a range of black students within tifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments. Page 2t (Last sentence on the page) Central High School has been successful in attracting white stuclents !rom the Pulaski County and North Little Rock School 7 FEB 01 '91 14 =27 Districts. Page 32 (Supplement) P.9 Other standardized tests confirm the above disparities in teat rsults between at least black and white students. The dietrict is committed to fully addressing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace progra~. If those are not met, howevr, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Paga 3f {substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high aehool standards in the areas of Algebra, Physical Science and Earth Science. lJ The District will provide\\ peoial support to underachieving pupils in order that those students may be equally auoeeGstul in their classwork as the more advanced pupils. Paqa 52 {Nw paragraph 2) 8 F-EB 01 '91 14=28 P.10 Th planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the ~~oeess, These unintentional omissions will be corrected forthwith and will not be repeated. The lHracial Committee and Joshua shall be fully represented in the Magnet  School Planning Committee described in the next paragraph and shall , - otherwise be utilized to insure that this aehool meets its goals and expectations. Paqe 58 (a new last sentenee on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Paqe 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 II I FEB 01 '91 1~=28 P. 11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations tor students achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. ) I' __!i 7 0 (new last paragraph) The foregoing staft is disproportionately white. The district is sensitive to this tact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts t'rom math and science such as velocity, vectors, and kinesthetics. Page tl. (new first paragraph) student Education Plans (SEP I s) will be developed for all students. achievement. These SEP's will vary according to past student Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 FEB 01 '91 1~ =29 P. 12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10, {last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, appranticeships, and employment after graduation for those students who seek it. Paqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is ineluded in the diseussion of Magnet program costs refers to the eventual east of Magnet component only and is to be considered in addition to the per pupil cost which the 11 FEB 01 '91 14 :30 P. 13 district expenda, which is $2,165 on average at non-magnet, nonineentive schools. Paqe 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace teehnolo9y by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Paqa 119 (final paragraph) The avaluator(s) will work closely with the sehool staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Oasegregation Monitor(ing). Page 1,, (new paragraph three) 12 FEB 01 '91 1~:30 P.14 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluft. Arrangements will be  ought with these colleges for college eredit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the _magnet graduates with educational career planning. The undersigned partie stipulate and agree that a modification ot the Little Rock Sehool District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencie described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation ot Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District' desegregation pl~n is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School Oistrict must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" ia its application, in a total amount ot Four Million Dollars ($4,0oo,ooo.oo) tor 1991-92 and 1993: and 2. The Arkansas Aviation Historical Society must contribute 13 FEB 01 ' 91 14=31 P. 15 at Four Million Five Hundred Thousand Dollars ($ 4 1 500,000,00) as its share ot the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P,A, 1723 Broadway Little Rock, AR 72206 BY,W.~ tohnWalker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ___________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 .J\\: _ ..(LL_ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 West capitol Little Rock, AR 72201 BY:_~------------ Christopher Heller JACK, LYON \u0026amp; JONES, P,A, 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 7220l BY: _____________ _ Steve Jones SO ORDERED THIS r:AY OF F'EBRtJ1I.RY, 1,91, SUS.?\\N WEBBER WRIGH!' UNITED STATES DISTRICT JtlOOE 14 .1..'.l'.f.~ ~i.. ,., ... ,, .... ,._, \", ... .,., .. ... llr.r.h   ..,\".\"\" .. .._  I. 11111, \" .... ,ii .... ,,. ........ . . ., ... i ....... . ..iac 11. ,,._.,. - ....... s~  h411 ll. ...... c ........... -.   .., ......... ,-..T? . u11,  w111  -.Al, \" \" .... ,c .. c ...... oac.A  v14. \"'\" ~.6t11la ti, Cit .... , A, ,.a .. 1rtCeCT\"', A 41 ..... .,  ,.o ....... _,.., ..... ,,111, ...... -t.11. ...... 1111  111, ...... ... ,.  .,. ... w .,._ ... c1111.,1 .. ,  ,  .,1,. ..   4 , ............... . ..i. 11111 1.,1  .... ~co . .,,.., IIIClll\u0026amp;GIT -. e:A'f\\4.,..,, -.,11. C  t.a\u0026amp;Tdlf, A4,   ua  -. 4 ..... 111 'W11i,1 f .8TIJt  ._.._ ..i....f.'I.. ... ..w. r. u, .,.,. , ........ ttu:,.  ,_.,,\\.~UI, .,.._ -'Ga\u0026amp;II I, 1111\\,1  1\", ,JIii.,. A A, 11.,u.\" ......... ,., ... . \u0026lt;\n ,., ............... 111,..,, TO: TOTAL NO. J''.al:~T, X:t.0,:\u0026amp;.\u0026amp;!)\u0026lt;)\n\"?  Ct.A.Jl:I'. .. --~ e, IHGMca..w.., Noia ~...aaicc.,.ncoa AT,-QfllNll:YS AT' -.i.w  ,, ... T ,\nCl'CIAI. aw,~, ....  wUT e.uITOI, 1,!'1''1'1,11: 11/:IC:~, .\u0026amp;1111.t.HSAS 7llll01iea Tci..io, lc:Jhl7=u ,..,,. He, 10hJ7at7 or PAGZS I 5 CAT!: __2-_ /_f...,./_1-_.,/ __ P.1 ...\"\" ........... ,., .... . , ... o\" ,. -1.   .. ..........   1111 111,  .._ .,.. . 0\u0026amp;4,    4C\\. a, 40 .. 11 o-   ..  ... , .... (IClo Ill,  1111141.1_1,1,,. -  ,.. 1a tr.i..   ..  . , c\"-1 ,. '\" 1111 t ~~._._,,. J, ..... ICllff 1', ~,..,._.,,. ,\n1.1111 ......... , Ill , \"\"\"* cc ..... .. \" l#t' I , 11..llllo, o1A, ., ......... i. ,i1, liiCI  ... ...... c:  , .... . .-... ..\"..\".'.\\...C..t. .o. ,.c  ... - ...... ,.,,, , ......... \"\"~1 ..1.0.. ., ._,i ......c... . ,. -.G1o.~ ~l.iilT 1Jo1'0.11 .... , cl C', t,.. \u0026amp; -o . -.cc 4, au:,. .. ,., 1c ..  ,.01,. ,ac O-\"'  ..,,..,a ..... ~ ........ 11110041 -- .. \". . 1i1u-. ~ ... ~- .,.,,.,,.. tti. .. 1i.ec~c:ac, , .. Wlli.~141111 \\, , r .. ,.\\.,,.. ti. t~\"\"' ...... . Ir 100 CO NO'? R!C!IVl! AI.I. n!l PAG?S  n.nsE Cll.t SAC:X AS\u0026gt;.P ,01-37'-lOll 'I':U.NSM!TI'L'fG noM: AC't'OMATIC ru R.APICOM 200  (SOl) 376-2147 ACTOMATIC PAX RllIC:OK 200 'I'%I.ECOPY OPD.ATOR: ____________________ _ L I -z_\n~ O I\") 0 FOR. OF'!'IC! OSi! ONI.t: __. ...\n.. _, _ _________: t.....__=-~~--- ( Cl.I!NT Ni..\"M.B E:R l ( MATTER Nt.T?GD.) FEB 81 '91 lJ:23 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l, ET AL. MRS. LORENE JOSHUA, ET A.:f.-. KATHERINE KNIGHT, ET AL. P.2 PLAINTIFF DEFENDANTS INTERVENOM INTERVENORS STIPULATION .lND CONSENT ORD!~ R!GllDING LITTLZ ROCI SCHOOL DISTRICT AERQSPACE TECHNOLOGY MAGNJIT SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be a~ended to include an Aerospace Technology Magnt School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed l:iy the Court and some of the parties. The parties turthar stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School Oistrict receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which E)l!hibit 11A11 is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,!500,ooo.oo) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. FEB 01 '91 1~: 23 P ... , , .\n, The purpose of this stipulation between the Joshua Intervanors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well s~rved in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. Th underlying premise of Joshua is that student from higher soeio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by tha district, The outcome expectations shall be measured by objective, education related criteria, The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Ogregation Plans ot the parties (\"the Settlement Plans\"), The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a tully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long aa state law does not diminish the remedial and desegregation objectives of the Settlamcn~ Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 Paq sa (a new last sentance on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental asaistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Pag 59 (supplementary language) A program of teach~r develop\u0026amp;d incentives will be put into place to assist with the motivation of studants at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for th$ir students, and programmatic expectations tor studonta' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this !act and shall work to insure that it, too, will be fully desegrogated and integrated. Page ?7 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology s~all include concepts !rorn math and science such as veloci_ty, vectors, and kinesthetics, Page 91 (new first paragraph) student Education Plans (SEP I s) will be developd for all students. These SEP I s will vary according to achievement. Appropriate intensive counseling assistance and direction to students to insure past student will provide that their potentialities are devaloped to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10\u0026amp; ~- ( last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summ$r jo~s, part-time employment, rnentorships, appr~nticeships, and employment after graduation for those students who seek it. Pe.ge 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Paqe 11~ (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender - number of program graduates entering post-secondary education especially fields related to math, science, and aerospace t~chnology by race and gender - decrease in dropout rate as compared to other high schools such that the number of black studonts in the graduating class will be equivalent to the percentage of black students enrolled in the program , ,' Page 119 (final paragraph) The avaluator(s) will ~ark closely with the school staff and be both sensitiV8 and responsive to inquiries raised by th Joshua Intervanors, the district and/or school biraeial committae(s) and the Office o! Desegregation Monitor(ing). Pag 1-te (new paragraph three) There shall bie a collaborative effort betwoen the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for ortain work completed at the Aarospaca Magnt School and for th institutions to assist the _magnet graduates with edq9ational career planning. 5. The racial balance of the student body cf Magnet School shall bear a reasonable relationship to th racial balance of the ether high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage cf black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff oy aggressive recruitment and by financial support for teacher aides who commit to ootain college training while on the 5 FEB 01 '91 1~ :25 P .6 for evaluation purposas. 2. The school shall employ a sufficient number ct teacher assistants to insure that the serious teaching and learning objectiVQS of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time  and with appropriata educational credentials fo:r further study ... - and/or entry into college type programs. Th only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired fer th $EP 1 s to \\tlork, demonstrate that they do not . have either the capacity or interest for the required school work. PAGE AMENQMENTS 'Page 19 ( Substitute ! irst paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Fedaral District court approved an interdistrict plan of d8sagregation betWQGn the Little Rook, North Little Rock and Fulaski County School Districts. That plan provided interdistrict remedies o! magnQt schools and majority to minority tr~nsfera, The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is appro~imataly thirty (30). Page 32 (Supplement) Other standardizgd tests confirm the above disparities in test results between at least black and whit students. The district is  committad to fully addres~ing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented for students at all grade levels. In this way, students may be expected to~have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program, If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. i 11 The Little Rock Airport commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Commitments between these parties and the school district to which affected pupils become third party beneficiaries. A. Companies 1. Central Flying service 2. Falcon Jet Corporation 3 . Arkansas Modification Center 4 . Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this paga) 3 FEB 01 '91 1~=25 P.5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations will commit to (a) specific employment, hiring and promotion commi trnents for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the -Aerospace Magnet Technology School\n(c) year round mentoring and , - support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each ot the business enterprises. These commitmnts will be permanent and binding upon these employers or enterprises as well as their successors. EOUCATION~L INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promot remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the S'EP 1s is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 FEB 01 ' 91 l J: 26 P.7 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is !irst addressed to the level ot their respective capacities and is otherwise acceptable, By agreement and stipulation of the parties, Exhibit A\" is modified as follows: PAGJ AMENDMENTS 'Paga 1, (Substitute first parag:-aph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies o! magnet schools and majority to minority transfers, The percentage ot black students in North Little Rock is approximately forty-six (46) and in Pulaski County is appro~imately thirty (30). Page 20 During the period of construction o! the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biraeial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted, Page 27 Program Objective II (substituted) The Oistrict plan to open the Aerospace Technology Magnet School a~ Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments, Page 29 (Last sentence on th page) Central High School has been successful in attraeting white students !rom the Pulaski County and North Little Rock School 7 FEB 01 ''31 1_.:27 Districts. Page 32 (Supplement) P.'3 Other standardized tests confirm the above disparities in test rsults between at least black and white atudents. The district is  committed to fully addres~ing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented tor students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 31 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those kills will be effectively taught to all students so that they will meet the high aehool standards in the areas of Algebra, Physical Scienee and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Paqe 52 (NQW paragraph 2) 8 i : , FEE 01 '91 lJ :28 P. 10 Th planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Cornmitte\u0026amp; in the ~~oeess. These unintentional omi5sions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee 'described in the next paragraph and shall ~- otherwise be utilized to insure that this school meets its goals and expectations. Paga SI (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement, This is intended to supplement the opportunities students have for maximizing their abilities within the school, Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation ot students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 P.11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for their students, and prograltll'llatic expectations tor students' achievement. Special outreach efforts shall be made to parents of black and socio-eeonomieally deprived students to introduce these patrons to the program. Page 10 (new last paragraph) The foregoing staft is disproportionately white, The district is sensitive to this tact and shall work to insure that it, too, will be fully desegrgated and integrated, Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts !rom math and science such as velocity, vectors, and kinesthetics. Page tl (new first paragraph) student Education Plans (SEP I s) will be developed for all students. These SEP' s will vary according to achievement. Appropriate intensive counseling assistance and direction to students to insure 10 past student will provide that their FEB Gl '91 !J:29 P.12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 101 , - (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summr jobs, part-time employment, mentorships, apprQnticeships, and employment attar graduation for those students who seek it. Pcqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students, seminars will also be held to allow students to interact with minority and female individuals who have careers in science, rnath, and fields related to the Aerospace Magnet program, Page lll (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 FEB 01 '91 14:30 P.13 district expends, which is $2,1gs on average at non-magnet, nonincentive schools. Page 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender number cf program graduates entering post-secondary education especially fields related to math, science, and aerospace technoloqy by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluator(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervanors, the district and/or school biracial conunittee(s) and the Office ot Cesegregation Monitor(ing). Page 1.u (new paragraph three) 12 P. 14 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluft. Arrangements will be sought with these colleges for college credit to l:\u0026gt; given for certain work completed at the Aerospace Magnet School and for the institutions to assist the _magnet graduates with edqcational career planning. The undersigned pirties stipulate and agree that a modification of the Little Rock School District desegregation plan to inclucle the Aerospace Technology Magnet School described in Exhibit 11A11 as modified above, subject to the contingencie described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might he.ve a negative impact upon the further desegregation ot Fuller Jr, High and Mills High School. It is therefore ordered that the Little Rock School District 1  desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as moditied by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School Cistrict must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount ot Four Million Dollars ($4,0oo,ooo.oo) tor 1991-92 and 1993\nand 2, The Arkansas Aviation Historical Society must contribute 1.3 FEB 01 '91 1~ : 31 P.15 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000,00) aa its share 0t the construction costs of the Aerospace Education Canter which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ___________ _ Sam Jones MITCHELL ROACH!LL, P.A. 1014 West Third Little Rock, AR 72201 BY:n , _ _,..,Cl..A__ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 West Capitol Little Rock, AR 72201 BY=-~--~---:~----- Christopher Heller JACK, LYON \u0026amp; JONES, P,A. 3400 Capitol Towers Capitol \u0026amp; !roadway Little Rock, AR 72201 BY: _____________ _ Steve Jones so ORDERED THIS ~ OF FEB..~, 1!'91. SUS.ZI.J.'J WEEBER WRIGHT UNITED S\"'..ATES DISTRICI' ..ru::x\nE 14 FEB QJ '91 10 :53 I.''/.:!':. .... ,.,.._., a  ,..,,,: 1., ... , \u0026amp;4 .,,-., .... '\"\" .... .,  C. . 481, - .... ......... .  .,.  ,. . , ........ .u, ..... . C GI, IC\\r. A A.  ci.  ,- ... .1011111,t .......... \"' ., . ,w,..,. ... , ,. .. . \"cac,c a, w ...     , , 11U1r:1r.    ac t . Davia, .... .,, . ...... c.a. .c.. .'.C.l..... .,.1. . ........ ... .ie1111111 'r ..... ,. ... , .. ..._,aa1111, .,,. , , ..... .  .., .... ......... 11 1, .... . ,~\"' w .,._ ., .. .-.. 1,1 .1 .. .11.1 1..a.l.T'.,. J ,. .. , .. .-A.., -.J , ,-. 11 - .,. .i , ..,.. ..- ...,,. ......... .. ll4e1h1 ._ CAf\\.111 ... ,  ._ ~., ta llllt, 1aTCU11 a..._ ,1, - ui1,ec1t1it :u t. 111, 14111 .... , Wl 1tl.Jiill- ,- tAAfflll, \u0026amp; ~ t.tc  wa. u, -,.,. '\"c: c. acs.e\"'t.., -- a .. .. JO  CJIIII , 11111'-fl'i ..... A ... ,a...,, .... ........ ... , C:111 11,0 ............. ,_. Jl't1D4T, ZI.~lR.lt:tlG\u0026amp; 6 Cl:..a.ll.Z A J-a.o,::,, ,,.-,-... NIO ~-.-.~ ..,,.,.,,-.,,. . .,. .... ,. ...... 0 Dtn-  \"  ,. CCt4'- av1-..a1N GO CIT c..oTOI. 1. I TTI.C .IIOC~ , .t,Jt11 ... ,.1Aa 1110 tl~ 'l'11.v\"1 10i.J,t,\u0026amp;C11 ,3 7 ,_ 0 I O 0 :5 A )vt J tJ N e: .. s - 37 Y -- ,-, L/-7 3 7 L'5 - I O ?.... -7 3 -75,- I q4 0 ._51E U E ( J O I\\)~ - R , P..o Fl CfJ c:. l.( P. 1 _..., ...\". .,... ...... ,. ,. 11. .... , ...... . ... \\, .. . .. \"'  .  , , .. . . 111, . 6, 111 4 ,   Ill , . ,... ....... 4 ....... ...  .., .. .. ,  i. .... ... . ...... ,  C'- 1t   \"'ci.1., . ..    CltT9C t 1 1,,i,. - 11  c,.\\,.,  .J, 1ri,.,  ..,, \u0026lt;I , \"-A#C4\"1A .. 1. .._ i.ac .111., .I.A..t \\,t . c.e..-...c.. ... .   1i.111 . ..... ,. ...  o-~ -'AM la I , leMJI.,    4Ji1o1t,A\\ 11 ac,.c o, \"  I  a. , 1. I CI\"' f ~It, .. ..,  ,  .,.. Ci.\".,. i1r11100'-  \"  c 4\\iil? .... ,o. 4'601 ~ t41 C. A,,t,o C 'OMI - 'lfllt J, ._ ,  ,..,._  CltJIII f OJII I A e 11111 ~ o . .,. ,,~o .. .,c,,.c,, ... oc -... ..-.. ~ .., . '\" .. , ... J , .... ,,. ... W n ,.1,, 1   C-.iiea, \" ,    ti.. i..r.- L. 'C TEI.EC::OPY TO FOLLOWING NO: ____ ....._ _____________ ....... , ....... . Wt 1i,.1,1 ~\"MO,., .-.  1'Hl: -~-~1/ ~ ~ ~':.~~~~~ TOTAL NO. or PAG!S 3 TBIS lli'10RMA1'ION SHE!\"l' Pt.OS - PAGES OAT!: =!Fe 2,,-\u0026lt;-{-q I TIM!: IF 'iOtr DO NO'r UCZIVE ALL TH? PAGES - PUA.SE CALI,, 8Aa ASAP SOl-37f-20ll 'I'RANSMIT'rING ntOl(\n(JILllSl CI~CU.: ONI!) ACTOMATIC FAX :RAPIC0M 200  (!Ol) 3762147 AOTOMATIC PAX RAPICOK 200 - (!Ol-37f-~369 T!I.ECOPY OPERATOR: ____________________ _ roa OFFICE O'SE ON!.Y !--~~:\":\"'.:\"\"~~=------:-'.~~=-7=:::~::::-\n---- ( Cl.I ENT NTJlG ER) ( MATTU NtJMlS D) P.2 l\",12 Th Aeroepaoe Magnet Sch0ol dhlilll ettectively be a joint venture betwn the school diatriot and. th Arkana Aviati0n Historical soeiety in certain ~perational and tinanoing respects. The school distri~t, however, hall have tull and tinal uthority tor all cleeiaiona and conduct of the aeho01 including ~ut not limit~ to its tatt, studenta, program. and activities. The looal aerospace eo1'11Jl\\unity consists ot those aerospace technical ~usineas enterpri which are located around the Little Rock Regional Airport. It includes the tittle Rook Airport COJlmlisaion, a public nterpr1se, which operates the Little Rock Regional Airport. Th Littl Rock Airport Commia  ion and the following private aeroapao technical businee entet\"Prises herel:ir make the commitmnts contained in the atatement of support attached to this pag#d the reaonabl inference which tlow threfrom regarding the lvel and duration of aaid support. A. Companies 1. Central Flying Service 2. Falcon Jt Corporation 3. Arkan Moditic:ation Center 4. Midooa t Aviation s. Air Tranaport International ~. Little Rock Regicnal Airport B. Genetel Commitment ( attachment to this Pge) The Court shall ba provided affidavit ct aupport from repreeentativea of the local aeropaca ooimnunity, not later than February 19, 19il. Th attidavits ot aupport will deaorib each 3 FEB 04 '91 10 : 5._i P .3 G2104/!HI 10119 FROM JOHN W, WA K~R l\",A, TO ,,noRY FIRM P,03 company's present c~mmitments and future voluntary ettorts in th following ara 1 (a) specific emploY'Jllant, hiring an~ promotion commitmnts for each ct the employers and a~tect all futuro employment opportunities, (b) suuer training and ~plQyment opportuniti for the ~laek pupil who will attend the Aerospace Magnet. Technology Sohool 7 (o) year ro-und mentoring and support prog~ame for black pupil at the eohoolr (d) preferential consideration upon graduation for training or apprentichip programs and employment within th anterpri, (e) ereation of racially inclusive, nondiscriminatory work environment\nand (t) ~road based racial and\nender reprnt~tion on approp~iate advisory and governing ~oard ot each of the busin entrpriaes. In th avent that it is neciessary to modity theae oonunitments, notice ahall be ~rovided to the partiea and efforts will be made to continue the spirit of theae collll!litmenta. ~UCATlONAw INIT?ATIVZS 1. student Education Plan (SEP's) shall be develo~ed tor each pupil who elects to attend th Aerospace TechncloiY Magnet School, The plan shall be developed and then implemented in sudh a t,tay aa to insure that all pui:,ils therein hall be \"mainatreamad\" intc regul1r classes. It additionl, out ot olasa work i  required in order to promote rmdiation to pupils to meet classroom work, th district shall otter it a needd at district expen either atter school or on Saturday. A principal objective of th SEP's is to allow the progress of each pupil to be l'!lea11ured periodically.  Ddqtm,iJ111J_5:1t:- tN01v'1Dl)A./ -to-...ch~e hf_J::-,:.f,,...A.i:)e~ /} 0-10-C,1 fl~~: (J') .. )r= J,,_ / .. r wori oJ w-:J~ .A.,,J l~l.J- )lJ we..~ ){. j,=r- .fi~ L._,) .,M) C ,._, ,A.-.J J 7/D)._ J)r' L --\"ti r L'-.! ~ JJ, ./)1~r... dl,., /o= l.vo--V. j),. /,.,,,J /J,.lc!, f }_,.,) )L L LJJ --4 r,._ _,uo.,,I L \u0026lt;'N,\n. ,,Vl\u0026gt; L\\  ~ \\, lit tL 2,/J /) {, .,MJ ,,.J... _,m.4? .A',\u0026lt;),?._\n..} .l~JL.,(. ~,-) \n,_ ,...,....,k . )) l,o JL.) ,J\u0026lt;., p,.. ~ dL 1J 1-Ll fJ cc= )J l.11 7,, ... /)!Ort., L) .,.,)/ /Lr ,Ye~ .J_,\u0026lt;.,J . A--4.,,., - )~J. - ~ /JJ. fl,AJ,,....,,\n), oJ t,,vi,.,.,,,,,.,J ).\n_ 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 RESOLUTION NO. 8,488 A RESOLUTION ENDORSING THE AEROSPACE EDUCATION CENTER FOR ITS CREATION OF THIS COOPERATIVE VENTURE FOR THE BETI'ERMENT OF OUR COMMUNITY. WHEREAS, the Arkansas Aviation Historical aviation industries of our state, the Little Commission, and the Little Rock School District Society, the Rock Airport have joined hands to create the Aerospace Education Center, a unique institution which will combine an Aerospace Technology Magnet High School with the Arkansas Museum of Aviatio\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 "}],"pages":{"current_page":746,"next_page":747,"prev_page":745,"total_pages":6797,"limit_value":12,"offset_value":8940,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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