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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational law and legislation","School integration"],"dcterms_title":["'Voluntary Interdistrict Coordinating Council for the Settlement Agreement''"],"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/784"],"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\nSixth report to the U.S. District Court, Eastern District of Missouri\nJ-VOLUNTARY INTERDISTRICT COORDINATING COUNCIL for the SETTLEMENT AGREEMENT SIXTH REPORT TO THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF MISSOURI AUGUST 25, 1989 Submitted by DR. THOMAS N. KEATING, Chairman and DR. SUSAN UCHITELLE, Executive Director I odmvbp*'^SIXTH TEAR OF IMPBEMKHTATIOM OF THE STDDEHT TRAMSFER AND TEACHER EXCHANGE COMPONENTS OF THE SETTLENEHT AOREEHEHT snmiART The number of students enrolled in the voluntary student transfer progreun for the 1988-89 school year (the sixth year) was approximately the same as it was for the 1987-88 school year. The combined total of city-to-county and county-to-city transfer students in 1988-89 was 11,398 compared to 11,552 in 1987-88. The withdrawal rate for 1988-89 was 12.2 percent compared to 10.95 percent for 1987-88. It was encouraging to note that the number of reported student retentions decreased from 1406 in 1987-88 to 866 in 1988- 89. Graduates have increased in number from 460 in 1987-88 to 633 in 1988-89, and the number of suspensions in 1988-89 (1649) was virtually the same as in 1987-88 (1640). Fourteen of the 16 county districts participating in the voluntary student transfer program have reached their student ratios and received final judgment from the court. Number of Transfer Students The number of city-to-county student transfers as of July 14, 1989 was 10,781. This number is comparable to the 10,971 students enrolled in 1987-88. Approximately 12.5 percent of the city-to-county transfer students were from non-public schools compared to 11 percent in 1987-88. The number of county-to-city student transfers as of July 14 was 617 compared to 581 in 1987-88. Of that number, approximately 7.6 percent were from private or parochial schools.Although the number of enrollments did not increase during the past year, the number of transfer students has grown significantly since 1983. The number of requests for students from school districts and the number of applications that have been submitted for the 1989-90 school year seem to indicate that there will be an increase in enrollments. Over the past six years, 20,991 students at one time or another have participated in the transfer program. This includes 18,618 students (unduplicated counts) transferring from city to county schools and 2,373 students (unduplicated counts) transferring from county to city schools. Withdrawal Rate As of July 14, 1989, the withdrawal rate from the transfer program remained relatively constant over the six-year period. The combined percentage of city-to-county and county-to-city withdrawals was 12.2. In 1983, it was 10 percent. In 1987-88 it was 10.95 percent. A further breakdown reveals that the 1988-89 city-to-county rate was 10.8 percent, and the county-to-city rate was 30.2 percent. A complete analysis of withdrawals will be submitted to the court in October. Part-tiwe Integrative Programs During the 1988-89 school year, 111,125 students (unduplicated count) participated in part-time programs. As many as 122,689 students have had more than one experience with these programs. (Complete reports on the part-time programs can be found in Appendix D.) The range of part-time integrative progreuns offered by St. Louis Public Schools for city and county students is extensive, iiand student involvement remains high. As in the past, programs offered included: Career Education, Consumer Education, English as a Second Language, Honors Art, Honors Music, Pairing and Sharing, St. Louis Student Leadership Program (including the implementation of a Metropolitan Student Council), School Partnership, and Springboard to Learning. Humber of Students Participating in Integrative Programs in 1988-89 Program Humber of Students Consumer Education Career Education Student Leadership Pairing/Sharing Partnership Springboard 535 33,581 5,000+ 20,894 21,115 30,000 Total 111,125 Teacher Exchange As of July 15, two teacher transfers for the 1989-90 school year had been confirmed. There is still time for school districts to place more teachers before school starts. Because interviews are still being conducted, a final count will be submitted to the court in October. During the 1987-88 school year, two teachers participated in the Staff Exchange/Transfer Program from the city. One taught in Lindbergh and the other in Rockwood. (See Section II.) The St. Louis Public Schools did not accept any county transfer or exchange teachers. Pinal Judgment Fourteen of the 16 county school districts have meet their iii Istudent ratios and received final judgment from the United States Federal District Court. The other two districts are continuing to accept students in an effort to meet their student ratios as soon as possible. Students were still being assigned to school districts at the time of the filing of this report. Extracurricular Activities Data collected by the VICC show that transfer students are continuing to be involved in their schools. They participate in all facets of school life. The fall issue of the Volunteer and the August 1989 issue of the Parent Link high-lighted student activities (see Appendix E). Among the number of students who responded to a VICC survey on participation in extracurricular activities, 58 percent reported participation in 1988-89 compared to 62.8 percent in 1987-88. Thirty-four percent of the students participating in extracurricular activities indicated that they are involved in three or more activities. This percentage remained the same from the 1987-88 school year. Graduates A survey of transfer students (both city and county) who graduated from high school during the 1988-89 year indicated that of the 617 students who responded, 267 will attend a four-year college, 152 will register at a two-year junior college or a technical school. 84 will enlist in the armed services, 74 will enter the work force, and 40 are undecided. (See Section III - Other Data, page 123.) Attendance The attendance rate is higher than it was in 1987-88\n83.1 percent of the transfer students attended at least 871 hours (out ivof 1050 hours). In 1987-88, 80 percent attended at least 146 days . All of these data are provided in greater detail in Section IV of this report. Siner School Transfer students from both St. Louis City and St. Louis County are eligible to attend stunmer school in their host districts. This summer, 2,010 students (1,955 from the city to county schools and 55 from the county to city schools) attended summer schools throughout the metropolitan area. Students would attend wherever summer school was available. Proaotions/Retentions In the area of promotions and retentions, based on reports from the districts, 92.1 percent of the transfer students were promoted (4.8 percent higher than last year), and 7.9 percent were retained. Retentions were primarily at the high school level where students lacked sufficient credits to be promoted to the next grade. Suspensions/Disciplinaxy Concerns Of the 11,398 transfer students, 85.5 percent had no major disciplinary problems, whereas 14.5 percent were suspended. This is the first year since 1986-87 that suspensions have not increased significantly. That is an important first step. It indicates that schools are looking at the myriad of issues surrounding student suspensions and working on incorporating programs designed to address these concerns. Detailed reports from all districts on actions taken to reduce disciplinary concerns can be found in Appendix C. It appears from the reports that: VI Schools are finding multiple ways to communicate goals and expectations to parents and students, preschool orientations for families. Most of them have Schools have adopted various preventive practices. * All schools have had human relations workshops and programs for staff and the community. Schools are adopting a variety of strategies to help children become more successful. Many schools have alternative learning centers designed to reduce out-of-school suspensions. Schools are examining teaching strategies and instructional management approaches and looking at new ways to work successfully with all students. More and more schools have initiated positive student action committees. Efforts continue to address bus discipline problems. Educators are realizing that poor student achievement can result in behavior problems. Student achievement remains a critical concern. Schools are focusing on academic issues regularly and are seeking new progress reporting strategies, and initiating curricula changes to address student needs. Many school policies have been revisited or revised. Many new and excellent programs are being developed. The solutions to student discipline problems are complex and will require ongoing efforts by school districts, parents, teachers, principals, superintendents, school boards, and the community-at-large. Staff Development Staff development activities have increased significantly in all school districts and have been targeted to the needs of 1 i staff, students and parents. These activities were far reaching in nature as is reported in the Staff Development section of this document. Special Education In the area of special education, 1,622 city-to-county transfer students (including the 1988-89 referrals) received vispecial education instruction. Of these, 1,414 or 11.9 percent of the 11,901 students (fall numbers) transferring to county schools received resource services. The remaining 208 were full-time special education Phase II or III students. In 1988-89, 421 city-to-county transfer students were referred to Special School District for evaluation. Of these, 293 received services this year and 84 were determined to be non-handicapped. The remaining are waiting evaluation. Among county-to-city transfer students, 17.4 percent (126 students) received special education services in the St. Louis Public Schools compared to 12.2 percent (71 students) in 1987-88. (See pages 98 - 102 for detailed report of special education seirvices.) viiTABLE OF CQHTEHTS Section I INTRODUCTION 1 Section II IMPLEMENTATION OF THE SETTLEMENT AGREEMENT.. 4 Organization of the VICC 4 VICC Subconunittees 4 Recruitment, Publicity and Public Relations....................... 5 City-to-County Activities County-to-City Activities Recruitment Costs....... 5 8 15 Enrollments 18 Transportation 29 Ride Time................................. Desegregation Transportation Office Activities During the 1988-89 School Year AM Ride Time Analysis (June 1989)......... 29 30 31 Finances 32 Status Report: Assessment of Academic Achievement of Students in Interdistrict Student Transfer Component of the \"Settlement Agreement\"..... 36 VICC staff Involvement 42 Involvement with School District Staff Involvement with Students............ Involvement with Parents............. Parent Advisory Committee............ 42 43 44 45 Staff Exchange/Transfer Program 47 Staff Exchange/Transfer Subcommittee 48 Staff Development 51 Pattonville 52 Valley Park 52 Kirkwood 53 Lindbergh 53Hazelwood 53 St. Louis Public Schools 54 Wydown (Clayton School District) 54 Parkway 55 Vice Sponsored Activities 55 Black History Enrichment Project 56 Staff Development Expenditures 58 Data Management Activities 60 Section III YEAR-END DATA ANALYSIS 64 Attendance 64 Promotions/Retentions 67 Suspensions 69 Multiple Violation Suspensions 76 Pupil Transportation Safety Violations 84 Withdrawals 89 Special School District 95 Special Education Services ... Staf f Development............ Parent Involvement........... Special Education Applications Issues and Concerns.......... 96 103 106 107 107 St. Louis Public Schools 109 Parental Involvement.. Staf f Development.... Application Processing 110 110 110 Extracurricular Activities 112 Activities 112 Participation In Extracurricular Activities.... 114 Other Data 121 Grade Modification.................. Graduates........................... Test Scores for Students Transferring City-to-County.................... 121 123 126Section IV - CONCLUSIONS Expectations.............................. Staff Exchanges and Transfers............. Suspensions............................... Participation in Extracurricular Activities Parent Participation...................... Student Numbers........................... Metropolitan Support...................... 128 128 128 129 129 130 130 131 APPEHDICBS Appendix A - VICC Membership and Subcommittees Appendix B - School Districts Actions to Implement Settlement Agreement and report from NAACP Representative Appendix C - Reports on Actions Taken to Reduce Discipline Problems Appendix D - Cooperative Part-time Programs Appendix E - VICC Volunteer and Parent LinkLIST OF TABLES Page Table 1\nCounty Transfers To City Schools (1988-89)... 22 Table 2\nSt. Louis Magnet School Enrollment Data (March 1989).......................... 23 Table 3: City Transfers To County Schools (1988-89)... 24 Table 4: Achievement of Plan Ratio, July 14, 1989 Interim Report (1988-89)............... 25 Table 5\nEnrollments, Targets and Applications 26 Table 6: County Applications for City Magnet Schools (July 1989).. 27 Table 6a\nCounty Applications for Magnet Schools by Resident District (1988-89)... 28 Table 7: Attendance Report (1988-89, 1987-88) 66 Table 8: Promotions and Retentions (1988-89, 1987-88). 68 Table 9a\nSuspensions (1988-89) 71 Table 9b\nAll Suspensions by Districts (1988-89) 72 Table 9c\nSuspensions of Four Days or Less (1988-89)... 73 Table 9d\nSuspensions of Four to Ten Days (1988-89).... 74 Table 9e\nSuspensions Over Ten Days (1988-89) 75 Multiples\nTable 9a\nMultiple Violation Suspensions (1988-89) 78 Table 9b\nAll Suspensions by District (1988-89 79 Table 9c\nSuspensions of Four Days or Less (1988-89)... 80 Table 9d\nSuspensions of Four to Ten Days (1988-89).... 81 Table 9e\nSuspensions Over Ten Days (1988-89) 82 Multiple Suspension Grid (1988-89) 83 Table 9f\nPupil Transportation Safety Violation Report (1988-89).................... 85 Table 9g\nPupil Transportation Safety Violation Report 1988-89 - Violations Reported. 86Table 9h\nPupil Transportation Safety Violation Report 1988-89 - Actions Taken...... 87 Table 9i: Suspensions from Transportation {1988-89).... 88 Table 10: Reasons for Withdrawal (1988-89) 91 Table 10a: Withdrawals by Grade Level (1988-89) 92 Pie Chart: Withdrawal Analysis for 1988-89 93 Table 11: Summary Year-End Data Report By District (1988-89)...... 94 Table 12a: Special School District Report of Voluntary Transfer Students (1988-89) - Students Receiving Special Education Services 98 Table 12b: Special School District Report of Voluntary Transfer Students (1988-89) - Enrollment by Handicapping Condition... 99 Table 12c: Special School District Report of Voluntairy Transfer Students (1988-89) - Special Education Multidisciplinairy Evaluation Report........... 100 Table 12d\nSpecial School District Report of Voluntary Transfer Students (1988-89) - Withdrawals/Transfers from Self-Contained Special Education............. 101 Table 12e: Special School District Report of Voluntary Transfer Students (1988-89) - Other Special Education Services...... 102 Table 13: St. Louis Public Schools County Residents Receiving Special Education Services (1988-89)..... 111 Table 14: Participation in Extracurricular Activities ( 1988-89). 116 Table 14a:Participation by Grade Classification (1988-89) 117 Table 14b:Percent of Total Respondents Participating (1988-89).... 118 Table 15: Stimmary of Extracurricular/AfterSchool Activity Participation by District (1988-89)............................... 119 Table 16: Popularity of Activities (1988-89) 120Table 17: Grade Modifications (1988-89) During the Year................. 122 Table 18: California Achievement Test Scores City-to-County Transfer Students Participating in the Program 1988-89 For Whom VICC Has Test Scores...... 127Section I IMTRODDCTIOH On July 5, 1983, the Honorable William L. Hungate, United States District Judge, filed Order H(2503)83 which directed the implementation of the Settlement Agreement. The decree stated that the voluntary school desegregation plan proposed by the Agreement was fair. adequate, reasonable and constitutionally permissible. The Agreement commenced with the 1983-84 school year. The Voluntary Interdistrict Coordinating Council (VICC) was established to assume the administrative responsibility for the implementation of the teacher and student components of the Agreement. This report addresses only those issues for which the VICC is responsible, according to the Agreement. It does contain reports submitted by the school districts to the VICC in II compliance with Section XII-C, page 1 of the Settlement Agreement of efforts made to implement the Settlement Agreement. In J I J addition, reports are included on what school districts have done to address the concerns brought forth in a previous discipline report submitted in compliance with L(2232)88. The purpose of the VICC as outlined in the Agreement (Section IX.A.2., page 1) is \"to coordinate and administer the student transfer and voluntary teacher exchange provisions of the settlement agreement.\" The Agreement (Section IX.J.h, page 6) also directs that the VICC shall report at least annually to the Court and to the parties the steps taken to implement the Agreement. This report addresses those components of the Agreement set forth in Section IX.J. Powers, pages 5-7, and 1concludes with issues to be addressed related to the full implementation of the Agreement. For the past six years, school districts have participated in the implementation of the Agreement in one way or the other depending upon their legal status in the case. Increasing numbers of black transfer students from St. Louis Public Schools are choosing to attend one of the 16 county school districts accepting transfer students. (The other seven county school districts that already have black student populations of 25 percent or more are not accepting black transfer students.) Districts accepting black transfer students are: Affton, Bayless, Brentwood, Clayton, Hancock Place, Hazelwood, Kirkwood, Ladue, Lindbergh, Mehlville, Parkway, Pattonville, Ritenour, Rockwood, Valley Park, and Webster Groves. All of these districts have received final judgment except Mehlville and Rockwood. Those county districts that had a black enrollment of 25 percent or more in 1983 and are not accepting black transfer students are: Ferguson-Florissant, Jennings, Maplewood-Richmond Heights, Noinnandy, Riverview Gardens, University City, and Wellston. These districts are part of the Settlement Agreement and are represented on the VICC. Those districts with less than a 50 percent black student population are participating in the recruitment of their resident white students into St. Louis magnet and specialty schools as part of their continuing obligations. This report reflects the tremendous commitment so many have made to make the transfer program successful. It appears that each year students are integrating more fully into their schools. 211 I I i I of Section II of this report describes the various components the implementation process. These components include the I organization of VICC\nVICC subcommittees\nrecruitment, publicity and public relations\nenrollment\ntransportation\nfinances\nVICC staff involvement\nstaff exchange/transfer program\nstaff development\nintegrative part-time programs\nthe assessment of I transfer student achievement\nand data management operations. Section III provides statistics on student attendance, J promotions and retentions, suspensions, transportation safety violations. withdrawals, special educational services, extracurricular activity participation, and grade modifications. Section IV concludes the report with issues to be addressed. The appendices follow the conclusions. The hard work and cooperation of the VICC staff members throughout this year as in the past is commendable. as was their assistance in producing this report. I Our deepest appreciation and thanks go to staff members in I all school districts, whose cooperation and professionalism is invaluable. Without their assistance, persistence and commitment. i we would not have accomplished as much as we have each year. We IJ 1 express our gratitude to the two teachers who spent this past year in the exchange/transfer program. It United is with pleasure that the VICC submits this report to the States Federal District Court after six full years of I I implementation of the Agreement. 3 SectLlon II TMPT.KMKlWATTnW OF THE SETTLEMEHT AQIEKMEHT ORGEHISATKn OF THE VICC The VICC membership consists of the following voting members: one person from each school district, one person each from the NAACP and Liddell Plaintiffs, and one person from the State Department of Elementary and Secondary Education. The Executive Director of the VICC is an exofficio member of the VICC without vote. Appendix A (pages 1 and 2) lists the VICC members and alternates for 1988-89. Vice SHBCODHTTEES The VICC established five subcommittees to assist in the implementation of the various aspects of the Agreement. They are: the Policies and Procedures Subcommittee, the Recruitment Subcommittee, the Staff Development Subcommittee, the Staff Exchange/Transfer Subcommittee, and the Transportation Subcom- mittee. Each had a chairperson (Appendix A, page 3). 4RECRniTHEHT, PUBLICITY AND PUBLIC BKTJ^TTnws I The Increase in racial tension that surfaced in the St. Louis metropolitan community during the 1988-89 school year (a situation reflected in many urban areas around the countiry), cast a spotlight on the voluntary student transfer program that necessitated the implementation of additional and unanticipated public awareness activities. To address these issues, VICC supplemented its traditional recruitment activities with other projects designed to promote understanding. The VICC staff made every effort to help dispel the negative myths circulating about the transfer program. Among the issues that turned the eyes of the community to the transfer program during the year were (1) the District Court's comprehensive plan to overhaul the city's magnet school program, (2) the media attention given to racial issues as part I of \"A World of Difference\" prejudice reduction program, and (3) community opposition to the transfer program in a few suburban school districts. VICC staff devoted a great deal of time explaining the transfer program to parents and helping them to understand the mutual benefit of the program to all students. What follows is a list of a combination of recruitment, public relations, and promotional activities that were undertaken ij i| for the 1988-89 school year. CITY-TO-COCHTY ACTIVITIKS 1 \"Winds of Change* Video One important project undertaken as part of VICC's public awareness campaign was the production of a 15-minute video 5entitled \"The Winds of Change.\" The video was designed to promote greater understanding among county residents and suburban teachers about the challenges faced by city transfer students. VICC discovered that many county residents know little, if anything, about the day-to-day realities of the transfer program. \"The Winds of Change\" provides a personal look at three families with children in the transfer program. It contains comments from county teachers. parents and administrators about the changes that have taken place as a result of the transfer program. VICC distributed the video to all county districts accepting transfer students and requested that it be shown to teachers, PTO/PTA organizations, student groups and community residents. Some members of the VICC Parent Advisory Committee will use the video at community meetings in their school districts. The video was also sent to local television talk show hosts along with the suggestion that they build a program around the video. Copies of the video may be borrowed by citizens from the VICC office. \"The Winds of Change\" was produced by Neff Productions. Presentations To Organisations and Teachers VICC staff presented status updates on the school desegregation program to community organizations and teachers throughout the year. Teachers have asked so many questions about the details of the transfer program that VICC has asked superintendents to arrange for VICC staff to meet with teachers during their annual inservice programs at the beginning of the 1989-90 school year or sometime during the year. The purpose of the meetings will be to 6show \"The Winds of Change\" and to provide an update on St. Louis' school desegregation program. This will be done on a district-by-district basis. I Public Service Announceaents For Television Another component of the public information campaign was the creation of three 30-second television public service announcements that were delivered to all local stations and cable networks . These announcements convey the message that America is about diversity and that as long as people keep separating themselves. ll they are defeating the principles that this nation was founded upon. 1 Public Service Announcesients For Radin Announcements designed to increase public knowledge about the school desegregation program were sent to radio stations in late spring. 1| I Radio Advertising The use of commercials to advertise and promote the transfer I I I program on KATZ and KMJM radio stations continues to be one of the most effective means of generating applications for the city- 1 to-county component of the transfer program. Ads were run in I December, January, March, May, July and August on KMJM and in January, March, May, July and August on KATZ. In February, ads I II ( ( were run on KMOX and KLOU radio stations. 1 General Recruitment Brochure Another effective tool in generating applications has been the mailing of application brochures to the homes of city families with school-aged children. The brochure carried brief 7descriptions of the county school districts that are accepting transfer students along with four applications. In addition to being mailed, the brochures were distributed to the public libraries in predominantly black neighborhoods\nsent to pediatricians and dentists in the black community\nand mailed to ministers, daycare centers and presidents of neighborhood organizations. Brochures also were sent to counselors in the St. Louis Public Schools for distribution to interested students. Follow-Dp Recroitaent Mailer In early April, a follow-up reminder was mailed to city parents . The mailer contained an application and list of districts that still had openings for September. Parents were encouraged to apply immediately. Mewspaper Advertising A half-page ad about the city-to-county component of the transfer program was run in a special anniversary edition of the St. Louis American newspaper. Hews Releases News releases were sent the newspapers, television and radio stations to announce that applications were being accepted in January. In April a follow-up news release was mailed that encourage parents to apply before July 1 so that transportation could be arranged for their child the first week of school. CODHTT-TO-CITY ACTIVITIKS Attracting county families to the city magnet schools continues to be a challenge. VICC's four recruitment coordinators have taken on a number of recruitment and public relations re- 8I sponsibilities to help spread the word about the magnet schools to St. Louis county residents. I As in the past, the major recruitment activities were planned and conducted collaboratively by VICC, the Division of I i Public Affairs for the St. Louis schools and the St. Louis Public I Schools Recruitment and Counseling Center. A seasonal breakdown of major activities is listed. The ll list does not include the individual activities and numerous telephone calls and tours each magnet school recruitment coordinator was involved in during the course of the year. The re1] ll cruitment coordinators also followed up with families once they transferred to help them find avenues to address situations that might result in fcimilies withdrawing from the program. KALL ACTIVITIES 1. VICC sponsored a booth at the 1988 Parenting Fair in August at Washington University. 2. A presentation by the VICC executive director on the comprehensive magnet school plan ordered by the U.S. District Court was made at the September meeting of the Missouri School t I Public Relations Association. The purpose of the presentation was to provide county school PR directors with information on the changes that will take place as a result of the plan and to enlist their support in recruiting county students to the magnet schools. WINTER ACTIVITIES 1. Direct Mail A. The general recruitment brochure which contained an application and information about new magnet school applications 9procedures and priorities was mailed in January to public school families in eligible county districts and to some families with children in private and parochial schools in targeted zipcode areas. B. A mailing to families on VICC's list of prospective magnet school families about the January 26 open house was sent. C. A mailing was sent to families in selected zipcode areas in the county with children in private and parochial schools about the March 4 magnet school fair at St. Louis Union Station. 2. The annual open house day at the St. Louis magnet schools was held January 26. Over 500 city and county residents visited magnet schools during the day. To promote the open house day, ads were run in the suburban journals and fliers were mailed to families on VICC's list of prospective magnet school applicants. In addition, information was mailed to county school PR directors for publication in their newsletters or distribution in the schools. 3. VICC sponsored a booth at the Working Women's Survival Show in February. A 4. new magnet school poster with tear-off information cards was designed and distributed to county counselors for posting. 5. Copies of \"A Journey Into the Future\nSt. Louis Magnet Schools\" video were distributed to county counselors so that students could borrow and view them at home. The videos carried tear-off sheets that provided more information to interested students. Copies of the video were also sent to the county branches of the public library. 106. Newspaper Advertising A. Ads promoting the March 4 magnet school fair were run in the Suburban Journals. St. Louis Parent, FAST Magazine, and the Post-Dispatch. B. A Post-Dispatch insert in \"PD Magazine\" in February featured the new programs that will become available through implementation of the court's long-term magnet school plan. 7. Guidelines for the new lottery system that will change the current application and placement procedure for magnet schools were developed jointly by VICC and the St. Louis Public Schools, filed in court and approved by the U.S. District Court. 8. Visits to county school counselors were made by recruitment coordinators to provide them with an update on the status of the long-term magnet school changes ordered by the court. 9. Recruitment coordinators made visits to the eighth grade classes of several county private and parochial schools to inform prospective graduates about the opportunities available through the magnet high schools. SPRING ACTIVITIES 1. Fairs I I I I i I ! 1 A. The annual magnet school fair was held at St. Louis Union Station. The fair was co-sponsored by VICC, the St. Louis Public Schools and KMOX Radio. Free bus transportation from various locations in St. Louis county was provided by VICC. Posters about the fair were distributed to all county schools in eligible districts and fliers were delivered to all students in the schools. KMOX aired announcements about the fair. I B. The Child's Fair at the Convention Center March 10-12 11drew larger than anticipated crowds. This was the first year that the fair was held. VICC sponsored an informational booth and a variety of hands-on activities for children. C. VICC sponsored a booth at the 10th Annual St. Louis Regional Conference on Gifted Education again for the 1988-89 school year. 2. A follow-up direct mail piece was mailed to families in selected zip code areas in eligible county districts in April to remind parents to apply now for September classes. 3. Newspaper and Magazine Advertising A. In March, the St. Louis Parent featured the changes in store for St. Louis magnet schools. An ad was run in conjunction with the article. The newsletter was delivered and distributed at the magnet school fair. B. In May FAST Magazine featured the St. Louis magnet schools. An ad was run in conjunction with the article. FAST Magazine is a local publication that is distributed to high school students in several suburban school districts. 4. Literature racks for magnet school pamphlets and brochures were purchased by VICC and delivered to county school counselors so that the information can be displayed in counselors' offices. 5. Radio commercials about specific magnet schools that still had openings were aired in April and May over KSTZ Radio. 6. The \"Schools of Choice\" information booklet for county counselors and staff members of VICC, Recruitment and Counseling and the St. Louis Public Schools was developed in response to an order from the court. This booklet will be distributed to county counselors by VICC staff. The booklet contains information about 12I individual magnet schools, the application procedure, transportation and other areas. The purpose of the booklet was to help ensure that families receive consistent, accurate information. The booklet will be updated annually. It is also used by all VICC staff involved with magnet schools. SnmiER ACTIVITIES 1. The theme of the 1989 VP Fair was \"Education Is America's Future.\" Because of national attention that the fair drew to the cause of education, VICC's involvement was extensive. VICC staff members took on active leadership roles in several capacities to help organize St. Louis' entire educational community. VICC's purpose for being involved was to promote the concept of school choice and to help shed some favorable light on all of the positive things that have happened in St. Louis as a result of the interdistrict student transfer program. An exhibit that features options available under the student transfer program was constructed for use at the fair and for use afterwards in area shopping malls and other locations. The souvenir magazine published by the VP Fair Foundation carried a three-page spread on St. Louis' transfer program. 2. A booklet that highlights success stories of city and county students who attend magnet schools is being compiled. The booklet will be distributed to families interested in magnet I schools and to the local media. 3. The August issue of VICC's Parent Link newsletter and the fall issue of the Volunteer newsletter will pay tribute to I ll I outstanding city and county voluntary transfer students who graduated from high school in 1989. I 134. The individual school pamphlets about each magnet school will be redesigned and updated. 5. An official magnet school logo was designed by an Honors Art county transfer student who recently graduated. The logo will be used on all literature and other materials. 6. Packets of information for real estate representatives and relocation officers in major corporations will be prepared and be personally delivered to the corporations by the recruitment coordinators. The purpose for distributing the information is to encourage the representatives to inform residents who are new to St. Louis county about the options they have available through the St. Louis magnet schools. Annual Report To The Crunity Starting this fall, 1989, an abbreviated version of VICC's lengthy year-end report to the U.S. District Court will be prepared for the community-at-large. It will provide highlights and pertinent statistics in a simple format. This will enable interested citizens to get the information they need in a concise manner. 14I I RECRUITMENT COSTS VICC Recruitment/Publicity Expenditures For City-to-County School Recruitment APPLICATIOMS/BROCHURES/FLYKRS II School Choices II School Choices\" Brochure Flyer $ 6,041.00 4,263.18 LITERATURE Application Materials Parent Information 211.00 7,326.35 MEDIA ADVERTISING Publications St. Louis American Radio KATZ KLOU KMOX MAJIC 108 775.00 7,781.75 1,224.00 2,780.00 12,282.50 STRATEGIES Missouri School Public Relations Association National School Public Relations Association 20.00 I Video \"The Winds of Change II 145.00 15,855.05 Subtotal $ 58,704.83 VICC Recruitment/Publicity Expenditures For Magnet School Recruitment I ACTIVITIES Booths A) B) C) D) Child's Fair Gifted Child Conference Magnet Fair Maplewood Chamber of Commerce $ 1,528.00 140.40 5,199.88 6.00 I 15E) F) G) H) Open House Parenting Fair Veiled Prophet Fair 1988/89 Display Exhibit ion/Graphics/Photos Pioneer Crafts Transportat ion Working Women's Survival Show 23.60 3,157.02 Premiums for Booths Valley Park - NJROTC Program 7,368.35 3,641.76 973.49 90.00 818.65 812.88 53.25 APPLICATIONS/BROCHURES/FLYERS tl II Right Choice Right Choice tl Brochure Follow-up Flyer \"Right Choice\" Newsletter Special School District Brochure 8,942.93 6,300.00 250.80 112.92 EQUIPMENT Camera 35MM Computer/Software 185.57 8,302.05 LITERATURE Magnet Information Materials Newsletter/Pamphlets Posters School of Choice Booklets 781.48 6,755.47 4,887.62 430.00 MEDIA ADVERTISING Publications Fast Magazine St. Louis Parent St. Louis Post-Dispatch Suburban Journals Radio KSTZ 600.00 1,332.85 8,383.00 4,552.17 3,580.20 MEETINGS 1,219.94 SUPPLIES (General) Booths Parent Contact 3,194.53 1,709.18 STRATEGIES Video/Slide Tapes 351.56 Subtotal $ 85,685.55 TOTAL VICC EXPENDITURES $144,390.38 IfiSt. Louis Public Schools' Recruitnent/Publicity Expenditures For St. Ttonis Magnet School Recruitnent Of County Families Achrertising Post-Dispatch $15,000.00 Magnet School Fair Equipment Rental Insurance Personnel Signage 1,092.00 261.50 208.51 81.00 Printing Individual School Brochure Special Education Brochure Fine Arts Festival, VPA \u0026amp; Honors Program Portion of Annual Report 560.00 514.00 1,277.00 3,275.00 Professional Services Graphic Art Typesetting Photography \u0026amp; Video Graphic Design - \"Right Choice\" Newsletter Negatives \u0026amp; Reprints 2,320.00 337.40 713.99 337.50 71.25 TOTAL ST. LOUIS COST (FOR COUHTT RBCRDITMEHT): $26,049.15 II ri I r! 17I Enrollments of interdistrict transfer students increased for the 1988-89 school year for county to city and decreased slightly for city to county schools. It is important to note that student 1 enrollments fluctuated as students changed their place or city of residence. Thus, the enrollment data used throughout this report reflect enrollments as of July 14, 1989. During the 1988-89 school year, a total of 884 white county students participated in the transfer program at some time. The total number of city black students who participated in the transfer program at some time and transferred into predominantly white county schools from St. Louis this year was 12,092 (see 1 Table 11, page 94). For the 1989-90 school year, as of July 14, 1989, of the total number of city-to-county applications received in the VICC office (4,176), 27 were rejected because of demonstrated behavior problems as certified by the home district, 107 were reviewed and determined to be ineligible because the St. Louis home school was less than 50 percent black, 157 were deemed to be special education students, and 90 were cancelled by parents for various reasons. To date, 1,405 applications have been accepted by county districts for fall enrollment. 963 have been sent to districts and are awaiting acceptance. 1427 are being processed and completed. Applications are still coming into the VICC office. For the 1989-90 school year, as of July 14, 1989 the total number of county-to-city applications received in the VICC office is 645 . Of these. 553 are eligible magnet school applications. To date, 313 applications sent to St. Louis have 18been accepted (see Table 6). This indicates the need to increase the number of magnet seats available for students as there are more applicants than available space. There are 240 county students awaiting acceptance in St. Louis magnet schools. There is still time for these students to be placed should openings become available before school begins in September. Tables 1 6 provide detailed enrollment statistics. Table 1 shows the number of students from St. Louis County school districts who attended either magnet or regular St. Louis Public Schools. Information for this table was compiled from data at the VICC office as of July 14, 1989. Table 2 shows a detailed account of the transfer student enrollment only at city magnet schools. This information was provided by the St. Louis Recruitment and Counseling Center, March 1989. Table 3 shows the number and grade levels of transfer students enrolled in county schools from the city. Table 4 shows the achievement of plan ratios for county school districts. The table also indicates the number of active transfers as of July 14, 1989. Table 5 shows projected anticipated enrollments of transfer students to county school districts for 1989-90. This table also shows the number of applications that had been sent to each district by July 14, 1989. Again, the VICC fall report will show actual enrollments. Table 6 shows the number of county applications received by the St. Louis Recruitment and Counseling Center from VICC of 19eligible students interested in attending city magnets and speI cialty programs for the 1989-90 school year. The numbers of I 1 students applying for each school represent the first choices indicated on the applications. As of July, a total of 451 n^ 'I eligible applications to St. Louis magnet schools from white county students was on file. Table 6a shows the breakdown of the total eligible magnet school applications by resident district. Applications for city magnet schools will continue to be accepted and processed throughout the summer. Students can be accepted into magnet schools until August 1 for placement the first day of school. Students may apply and be placed through the third week of the school term in the fall. Students who apply after that time will be placed on a waiting list and will be admitted at the beginning of the second semester as space permits unless their case constitutes a hardship situation (e.g., English as a Second Language student). If so, they will be given immediate consideration. Final enrollment figures including withdrawals and reasons will not be available until October when all school districts report enrollments of interdistrict transfer students. As in the past, the VICC will submit to the Court final enrollment information for 1989-90 in the fall with a detailed withdrawal I I 11 t 1 analysis for the 1988-89 year. Data in this report for this year reflect enrollments and withdrawals only through July 14, 1989. Until a census is taken in the fall of the year, VICC will not have an accurate picture of 1988-89 withdrawals. Applications for Phase II and III special education students 20 t,who are eligible to transfer are also being processed for the 1989-90 school year. Court Order H(3609)84, filed January 30, 1985, approved the Implementation Plan H(2644)83 for special education students who wish to participate in the interdistrict transfer program. The St. Louis Public Schools, Special School District, and the VICC have been working together to place Phase II and III students. At the time of this report, the Special School District of St. Louis County and the Division of Special Education in the St. Louis schools were reviewing 174 applications for placement for students in self-contained special education settings for the 1989-90 school year. Special education students in resource rooms are eligible to transfer under the same conditions as all other students. These numbers are also reported in the Special Education section. 21TABLE 1 COOHTY TRANSFERS TO CITY SCHOOLS (1988-89) DISTRICT TOTAL K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded and Preschool Wav M K) Affton Bayless Brentwood Clayton Ferguson 29 23 7 3 5 0 0 0 1 1 0 0 2 1 0 0 2 1 0 0 1 0 0 0 1 1 0 0 2 1 0 1 1 5 0 0 3 1 2 0 4 1 0 0 2 4 1 0 1 0 2 1 1 1 1 1 3 0 1 0 17 13 5 2 Florissant 39 Hancock Hazelwood Kirkwood Ladue Lindbergh Maplewood Richmond- Heights Mehlville Parkway 35 71 10 8 15 146 59 29 Pattonville 19 Ritenour Riverview Gardens Rockwood Valley Park Webster Groves 68 11 10 5 30 TOTAL 617 4 3 4 1 1 1 4 3 3 0 1 1 2 1 2 1 0 2 2 2 6 0 0 0 2 2 3 1 1 1 0 0 2 0 0 2 2 2 5 0 0 0 3 3 5 1 0 1 5 2 1 3 1 0 5 4 12 0 1 2 2 6 12 1 1 2 2 3 5 0 2 1 2 2 1 1 0 2 4 2 4 1 0 0 15 16 45 7 2 8 9 6 0 0 7 1 1 0 2 45 12 3 2 2 3 15 1 0 0 2 14 2 0 0 2 10 3 3 0 6 11 0 1 0 7 9 3 4 1 4 10 4 2 1 4 14 6 2 1 1 21 14 6 5 13 13 7 5 3 6 3 7 3 3 5 2 3 0 2 2 3 0 1 1 0 38 35 14 7 40 0 0 0 0 1 1 2 0 0 2 1 0 3 0 1 2 0 0 2 0 0 2 0 2 0 0 1 4 0 0 0 0 1 1 1 0 1 0 0 1 0 4 1 1 2 5 1 3 3 2 3 4 0 2 1 14 37 30 35 40 29 39 47 59 98 71 40 26 21 287to w TABLE 2 ST. LOUIS MAGttT SCHOOL LNROLUtNT DATA (March 1989) High School Health Careers Academy of Math and Science Metro NJROTC (Cleveland) Visual and Performing Arts (Central) Subtotal High School Specialty Program Language and International Studies (Roosevelt) Mass Media (McKinley) Senior Classical Academy (Soldan) Subtotal Total Middle School Academic and Athletic Academy (Hamilton Br. Investigative Learning Center (Mason) Military Middle (Pruitt) visual and Performing Arts (Humboldt) Visual and Performing Arts (Marquette) Total III) Black White City City County Total 201 233 118 356 341 1249 154 57 62 273 1522 70 132 238 126 136 702 % White From County Total Target % of Target B%A4% 157 156 96 237 184 830 19 50 23 63 66 221 176 206 119 300 250 1051 11% 24% 19% 21% 26% 21% 377 439 237 656 591 2300 340 450 240 800 800 2630 111% 98% 99% 82% 74% 87% 53%/47% 53%/47% 50%/50% 54%/46% 58%/42% 54%/46% 99 53 41 193 1023 4 10 2 16 237 103 63 43 209 1260 4% 16% 5% 8% 19% 257 120 105 482 2782 350 200 180 730 3360 73% 60% 58% 66% 83% 60%/40% 48%/53% 59%/41% 55%Z45% 50 93 181 112 90 526 11 31 23 18 35 118 61 124 204 130 125 644 18% 25% 11% 14% 28% 18% 131 256 442 256 261 1346 144 264 420 264 264 1356 91% 97% 105% 97% 99% 99% 53%/47% 52%/48% 54%/46% 49%/51% 52%/48% 52%/48% Elementary School Academy of Basic Instruction (Lyon) Academy of Basic Instruction (Malllnckrodt) Academy of Basic Instruction (Waring) Action Learning and Career Ex. (Madison) Classical Junior Academy (Enright) Expresslve/Receptive Arts (Ames) Foreign Language Experience (Wilkinson) Individually Guided Education (Wade) Individually Guided Education (Woerner) Investigative Learning Center (Stix) Montessori (Euclid) Montessori II (Euclid Branch) Visual and Performing Arts (Shaw) Total Grand Total 102 127 117 181 289 179 95 165 159 139 131 66 190 1940 4164 96 102 82 138 252 155 43 127 131 104 80 34 122 1466 3015 4 6 4 7 45 6 49 12 10 25 16 39 42 265 620 100 108 86 145 297 161 92 139 141 129 96 73 164 1731 3635 4% 6% 5% 5% 15% 4% 53% 9% 7% 19% 17% 53% 26% 15% 1 7% 252 257 245 369 586 380 209 325 323 320 227 139 385 4017 8145 260 262 284 382 622 404 214 334 334 264 264 140 382 4146 8862 91% 98% 86% 97% 94% 91^% 98% 91% 97% 121% 86% 99% 101% 97% 92% 50%/50% 54%/46% 58%/42% 56%/44% 49%/51% 53%/47% 51%/49% 52%/48% Settlement Plan Magnets Black/White enrollment does not Include kindergarten, except for Montessori 11 (Euclid Branch). does include kindergarten except for Classical Junior Academy and Moritnssor1 (Euclid) which have Total enrollment no kindergarten.K) DISTRICT TOTAL TABKK 3 CITY TRANSFERS TO COUNTY SCHOOLS (1988-89) 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded and Pre- School NEW Affton Bayless Brentwood Clayton Hancock Hazelwood Kirkwood Ladue Lindbergh Mehlville Parkway Pattonville Ritenour Rockwood Valley Park Webster Groves 317 178 131 308 238 298 569 323 825 899 3269 878 609 1510 164 265 TOTAL 10,781 17 4 11 21 8 0 28 1 36 21 87 34 1 65 4 11 349 18 10 11 26 23 1 34 25 70 53 179 73 14 102 16 24 8 9 22 16 12 44 29 51 64 197 61 28 114 11 19 17 14 17 23 14 39 31 77 70 233 67 32 127 17 28 16 15 19 25 13 47 31 63 82 245 63 40 127 21 21 18 14 17 15 16 48 30 66 73 265 67 53 134 17 17 26 14 16 25 19 56 28 76 85 253 80 45 158 13 27 19 5 31 27 27 45 24 57 89 315 82 67 171 16 31 16 6 28 20 28 57 14 64 71 280 94 62 138 12 37 17 6 31 32 29 59 16 80 90 444 97 77 109 13 31 9 6 33 15 35 44 34 78 88 364 47 83 125 8 22 12 11 24 9 72 34 31 59 60 212 56 56 67 8 25 6 9 23 0 32 34 29 48 53 195 57 51 73 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 70 51 29 56 56 3 142 5 279 237 613 162 36 464 40 18 20 20 18 31 17 24 19 30 28 12 17 0 60 673 710 817 853 885 928 1026 940 1167 1028 745 660 0 2303TABLE 4 ACHIEVEMERT of plan ratio July 14, 1989 (Does Not Include Hew Enrollees) Interim Report (To Be Updated Fall 1989 When All Students Are Placed) School District Active Transfers July 14, 1989 Plan Ratio Set In Settlement Amceement Student Population Percent Black 1982-83 (Year Before Settlement Agreement) Student Population Percent Black July 14, 1989 Affton Bayless Brentwood Clayton Hancock Place Hazelwood Kirkwood Ladue Lindbergh Mehlville Parkway Pattonville Ritenour Rockwood Valley Park Webster Groves 317 178 131 308 238 298 569 323 825 899 3269 878 609 1510 164 265 15.15% 15.15% 25.00% 16.27% 15.34% 25.00% 25.00% 25.00% 15.79% 15.32% 16.98% 18.72% 25.00% 15.95% 15.48% 25.00% 1.6 % 0.1 % 23.9 % 6.0 % 3.0 % 17.4 % 19.3 % 15.6 % 1.6 % 0.3 % 2.5 % 5.3 % 14.5 % 0.9 % 0.4 % 19.9 % 15.05% 15.49% 24.78% 18.24% 15.44% 26.08% 25.56% 25.10% 16.92% 9.16% 17.15% 20.50% 25.27% 12.13% 23.72% 24.50% TOTAL 10,781 25TART.K 5 KHROKIJIKNTS, TARGETS ARD APFLICATIOHS DISTRICT Current KnrolljBent Targets for Hew and Replaceaent Transfers Applications* Sent to Districts as of Joly 14, 1989 Affton 317 102 140 Bayless 178 68 97 Brentwood 131 20 56 Clayton 308 68 107 Hancock 238 35 66 Hazelwood 298 0 0 Kirkwood 569 90 144 Ladue 323 63 92 Lindbergh 825 165 214 Mehville 899 700 373 Parkway 3269 984 1311 Pattonville 878 126 156 Ritenour 609 89 91 Rockwood 1510 997 407 Valley Park 164 43 73 Webster Groves 265 30 57 TOTAL 10,781 3580 3384 Applications will be continually sent to the districts throughout the summer. 26 I I ii I i, I I I I I IXABIS C COUBAl AFTULCAXIOBS R CITT MBfiBR SCWWWS (1988-89) riBST OOICI- Hiqh Schools Center for Management, Law and Public Policy* Health Careers Math 6 Science Metro NJROTC Visual \u0026amp; Performing Arts (Central) High School Specialty Prograas m APFLICABXS SIR TO ST. LODIS ST. LODIS EBBBBX AOCBFXBD lODIK PABEBT APFBDVAL ----------TOTAL----------- ST. LODIS PABKBT ACCEPTKD ACCBPTKD ***ALL CHOICES*** Foreign Language Specialty (Roosevelt) Honors Art* Honors Music* Mass Media Senior Classical Academy ifidle Schools Athletic \u0026amp; Academic Academy Investigative Learning Center (Mason) Military Middle School (Pruitt) Visual \u0026amp; Performing Arte (Humboldt) Visual \u0026amp; Performing Arts (Marquette) BleaentarY Schools Academy of Basic Instruction (Lyon) Academy of Basic Instruction (Mallinckrodt) Academy of Basic Instruction (Waring) Action Learning \u0026amp; Career Exploration (Madison) Ezpressive/Receptive Arts (Ames) Classical Junior Academy Foreign Language Experience (Wilkinson) Individually Guided Education (Wade) Individually Guided Education (Woerner) Investigative Learning Center (Stix) Montessori Montessori Branch Visual \u0026amp; Performing Arts (Carr) Visual 4 Performing Arts (Shaw) Other BUDBR xonL *St. Louis Magnet School 5 7 18 5 30 39 5 5 17 4 29 38 5 5 16 2 29 36 3 2 11 2 22 25 2 3 5 0 7 11 5 5 16 2 29 36 3 2 11 22 25 0 8 3 1 0 0 8 3 1 0 0 6 0 0 0 0 5 0 0 0 0 1 0 0 0 0 6 0 0 0 0 5 0 0 0 15 11 23 12 16 13 10 21 12 16 13 10 19 12 16 10 4 14 6 14 3 6 5 4 2 13 10 19 12 16 10 4 14 8 14 4 4 2 1 1 2 1 1 2 1 2 0 2 0 2 0 0 0 2 0 2 2 2 44 48 3 16 23 11 51 10 40 2 2 40 48 3 16 19 11 49 10 34 2 1 22 10 2 4 14 4 48 7 18 1 1 17 9 1 3 11 2 38 2 8 1 0 5 1 1 1 3 2 10 5 10 2 1 23 10 2 4 14 4 50 7 23 1 1 18 9 1 3 11 2 40 2 13 1 1 0 0 0 0 0 451 424 305 214 89 313 224 27' 11 TABLE 6a COUHTY APPLICATIOHS TOR RAQSET SCHOOLS BT RESIDEHT DISTRICT (1988-89) ) Affton Bayless 23 25 I Brentwood 7 Clayton 6 Ferguson-Florissant 36 I Hancock 14 Hazelwood 65 il j i Kirkwood 16 Ladue 7 1 Lindbergh 22 i I Mehlville 51 Maplewood-Richmond Heights 94 I I Parkway 46 I Pattonville 24 Ritenour 59 Rockwood 26 Valley Park 9 11 Webster Groves 23 TOTAL 553 I I I I I I 28TRAHSFORXATKn As in the past, the Desegregation Transportation Office of the Missouri Department of Elementary and Secondary Education provided transportation for all city and county students enrolled in the voluntary interdistrict transfer progreun for the 1988-89 school year. In addition to providing services to and from school, the State also transported students for part-time integrative and all extracurricular activities. The VICC Transportation Subcommittee met regularly throughout the year to address transportation issues in a timely manner. With the start of the 1988-89 school year, the Desegregation Transportation Office experienced far fewer problems than in previous years. Ride Tiae The bus ride time for city-to-county interdistrict transfer students is somewhat improved over that of 1987-88. This year. 76.0 percent of the students rode one hour or less, compared to 71.6 percent in 1987-88. This means that 24.0 percent of the (2657) students rode more than an hour to school each day compared to 28.4 percent in 1987-88. County-to-city ride time remains fairly constant with that of 1987-88. For 1988-89, 92.5 percent of these students were riding one hour or less compared to 93.9 percent in 1987-88. This year, 98.3 percent of county-to-city transfer students rode 70 minutes or less compared to 99.1 percent in 1987-88. There were 6.6 percent (731) city-to-county transfer students riding 71-80 minutes compared to 9.4 percent (1029) in 1987-88. 291 Again this year, no transfer students rode 81-90 minutes. 1 I I I The transportation staff processed pupil data forms in these categories: 4,024 additions\n6,257 changes of status\nand 3,638 I deletions. I. I The Transportation Office also assisted in scheduling approximately 1,824 ancillary trips for all segments of the Agreement during the period of July 1988 through May 1989. This included coordinating communication between school officials and the Transportation Office and then contracting bus service for each trip. These trips involved both city and county students. I I i According to the director of pupil transportation, the total i. cost for desegregation transportation services, including part- time programs and extracurricular activities in the 1988-89 school year, was approximately $20,800,000. I 1 1 I 1 I Activities During the 1988-89 School Tear With the start of this school year, the Desegregation TransI I I portation Office experienced far fewer problems than in previous start-ups. The reasons for the improved start-up include the following: 1. The data processing system functioned satisfactorily. 2. Student data were received in a timely manner. 3. Contractors were provided bus runs by August 1, which allowed driver training to begin. 4. Meetings were conducted with the contractors prior to the beginning of the school year. 1 t i 1 30DISTRICT Affton Bayless Brentwood Clayton Hancock Place Hazelwood Kirkwood Ladue Lindbergh SCHEDDLED RIDE TIME JUHE 1989 AM RIDE TIME AMALTSIS 60 Minutes or less 61 - 70 Minutes 71 80 Minutes 81 - 90 Minutes 245 138 125 265 241 287 468 283 723 66 29 2 28 8 14 77 34 116 17 18 4 2 0 3 33 13 26 0 0 0 0 0 0 0 0 0 Maplewood Richmond Heights 1 0 0 0  Mehlville 779 123 20 0 Parkway 2,207 788 318 0 Pattonville 790 71 36 0 Ritenour 605 32 4 0 Rockwood 875 457 205 0 Special School Dist. 45 5 4 0 Valley Park 116 33 17 0 Webster Groves 215 43 11 0 Total City-to County 8,408 (76.0%) 1,926 (17.4%) 731 (6.6%) 0 (0.0%) St. Louis County-to-City 542 (92.5%) 34 (5.8%) 10 (1.7%) 0 (0.0%) QtAHD TOTAL 8,950 (76.8%) 1,960 (16.8%) 741 (6.4%) 0 (0.0%) Cumulative Percent 76.8% 93.6% 100.0% Numbers reflect students listed on routes, not VICC enrollment data. 31FIHAHCBS t At the close of the sixth year of the Agreement, the VICC was able to implement its functions within its 1988-89 regular budget of $948,854.00 ($1,039,014 includes additions to budget per Court Orders L(2238 and 2310)89 of $59,000 and $31,160 for comparative studies on test analysis), shown on page 35. The budget for each fiscal year covers all operational expendi- tures for the VICC (full-time and part-time staff, office expenses, recruitment and publicity costs, data management, staff development, parent activities and other items as budgeted). VICC staff costs account for less than half of the total budget. Quarterly payments are received from the State on a prearranged schedule with a final reconciliation made in July after the end of the fiscal year which is June 30. Each year the VICC undergoes a professional audit. The 1989-90 approved VICC budget [L(2513)89] is shown on page 33. As the fiscal agent for the VICC, the School District of Lindbergh handled all fiscal matters in conjunction with the VICC staff. The VICC extends its gratitude to the entire staff of the Lindbergh business office for its unending cooperation, advice and assistance. I Per pupil costs (i.e., full time equivalent) were paid by the state to all districts accepting or sending voluntary 'I transfer students. Page 35 of this report shows a summary of the fiscal incentives received by each school district for 1988-89. All reimbursement data for this report were obtained from the Finance Division of the Department of Elementary Education. and Secondary I I 32VaUBRART IlfTKRDISTRICT COCffiDIBATIHG COOMCIL BUDGET 1989-90 OBJECT OF EXPEKDITORE 1989-90 Awwint: Staff Salaries Fringe Benefits Temporairy Salaries Staff Development Parent Program Staff Exchange Program VICC Audit Recruitment Legal Fees Consultants Telephone Equipment Maintenance Rent/Office Space Staff Mileage Staff Travel/ Professional Development Office Insurance: Professional Liability Package Coverage (premises \u0026amp; liability) Worker's Compensation $463,500.00 94,712.00 18,000.00 45,000.00 19,500.00 2,000.00 2,500.00 164,000.00 2,000.00 4,000.00 10,700.00 11,700.00 18,277.00 7,000.00 5,000.00 6,062.00 Postage Printing/Publishing Test Data Analysis* Supplies Meeting Expense Office Equipment 40,000.00 34,000.00 70,100.00 15,000.00 1,250.00 9,200.00 SUBTOTAL Fiscal Agent (X.0108) $1,043,501.00 11,270.00 TOTAL $1,054,771.00 33VQLUHTART IMTKRDISTRICT COORDIHATING CODMCIL BDDGBT 1988-89 Object: of Ezpendlfuze 1988-89 Aennnt Staff Salaries Fringe Benefits Temporary Salaries Staff Development Parent Program Staff Exchange Program VICC Audit Recruitment Legal Fees Consultants Telephone Equipment Maintenance Rent/Office Space Staff Mileage Staff Travel/ ($15,741.00) $443,323.00 85,928.00 21,000.00 45,000.00 19,500.00 5,500.00 3,200.00 164,000.00 2,000.00 6,000.00 14,500.00 13,610.00 17,490.00 7,000.00 Professional Development Office Insurance: Professional Liability Package Coverage (premises \u0026amp; liability) Worker's Compensation 5,000.00 6,200.00 Postage Printing/Publishing Supplies Meeting Expense Office Equipment 40,000.00 14,000.00 15,000.00 1,250.00 9,215.00 SUBTOTAL Fiscal Agent (X.0108) $938,716.00 10,138.00 TOTAL $948,854.00 Test Analysis* $ 90,160.00 GRAND TOTAL $1,039,014.00 *In addition, this budget included $59,000 and $31,160 respectively as per Court Orders L(2238)89 and L(2310)89 for comparative studies of test analysis. 34 in SUMMARY OF FISCAL IHCKHTIVKS FOR 1988-89* Schcml District Jkaount Affton $ 1,196,388.00 Bayless 359,082.00 Brentwood 748,776.00 Clayton 1,952,925.00 Hancock Place 404,141.00 Hazelwood 811,091.00 Kirkwood 1,804,842.00 Ladue 1,854,305.00 Lindbergh 2,804,787.00 Mehlville 2,665,245.00 Parkway 12,023,951.00 Pattonville 3,394,117.00 Ritenour 1,286,261.00 Rockwood 3,320,293.00 Special School District 616,116.00 St. Louis 1,648,357.00 Valley Park 605,615.00 Webster Groves 766,708.00 TOTAL $38,263,000.00 Payment adjustments are made in the fall each year after reports are filed by each district. These figures were furnished by the Department of Elementary and Secondary Education the ...................... final . ----J -----.I and are actual payments to the host districts for year ending FY89. 35STATOS REPORT: Assessaent of the Acadeaic Achieveaent of Students in the Interdistrict Student Transfer Cca^onent of the 'Settleaent Agreeaent* and CoMparison Study of Achievenent Outcoaes and Effects Between Students in the Interdistrict Student Transfer Coaponent of the \"Settleaent Agreeaent* and St. I^ouis Public Schools' Eligible Students Who Elect to Hot Participate I- t This report describes the current status of the evaluation I study of the academic achievement of transfer students as ordered ii by the Eighth Circuit Court of Appeals and the U.S. District 11 Court on December 13, 1988. It also describes the evaluation i| study of the Comparison Group as ordered by the U.S. District I Court on February 17, 1989. No findings or conclusions are presented in this status report. It is anticipated that a 1989 final report will be complete by the end of the summer. This interim report describes the activities undertaken to date and I I the kinds of data that will be available in the final report once the analysis has been completed. Throughout the months of December, 1988 and January, 1989, the project researcher met with representatives of each of the 16 I school districts participating in the program. These meetings culminated in designing an evaluation effort that was to begin immediately and continue for several years. The design was also approved by consensus vote as acceptable to the members of the Voluntary Interdistrict Coordinating Council. In that evaluation design. the central focus is upon I gathering and reporting indicators of academic attainments for I transfer students (particularly achievement and ability test 36 11scores) for a long period of time. The evaluation design is both post hoc, and longitudinal\nthat is, it attempts to look back several years (to Spring 1985) and gather and examine the data for each year up to the present. The design anticipates that the evaluation will continue for several years into the future. This is only the first year of what must be a multi-year effort. The evaluation design also allows for indicators of academic progress beyond mere test scores, which can be anything that a particular district believes would cite the academic attainments of a student, such as awards, enrollment in special programs, scholarships, etc. An important part of the project, which influenced the evaluation design and greatly impacted efforts at collecting the data, is the fact that each district decided which data were relevant for their own students, how much of these data would be made available, and in what form they would be provided to the project researcher. During February, the project researcher met individually with persons from each district and discussed plans by which the relevant data could be collected most conveniently from that particular district. Most districts suggested that they make available to the researcher student cumulative record folders and that the researcher would be permitted to copy the achievement or ability test scores for each individual student onto a form specially prepared for that purpose. One district supplemented the information in the students' cumulative record folders by providing the researcher with a set of computer diskettes of students' test scores that the district had purchased previously from a commercial testing company. One other district did not 37allow the researcher to examine students' cumulative record folders\ninstead, that district provided a set of computer tapes containing the achievement test scores for all students in the ll J! J I district, transfer students and all others (one or more computer tape for each of four of the five academic years\n1985 to 1989). Most districts elected to report only achievement test scores and J did not offer other indicators of students' academic attainments. During the months of March and April, the researcher and a team of assistants systematically visited each of the 16 suburban school districts, and one-by-one transferred approximately 9,000 I students' test scores from students' cumulative record folders onto the specially prepared forms. Throughout this data gathering period, it became apparent that there are enoirmous differences in the method by which the I 1 I districts retain data on transfer students, including the completeness and accuracy of the infoirmation. For some students records are complete, accurate, and easily accessible\nfor other ! i students there is only incomplete or inconsistent information\nand for still other students, there is simply no information at all. In the final report, the researcher will address this problem, and recommend a common format for reporting this data to I VICC. Throughout May the researcher's task was to key-punch the information gathered on the special forms for the 9,000 students into the computer. Once this information was entered, the next I step was to edit, or \"clean-up\" the data\nin other words. I I completed information is verified, missing information is I rechecked to be certain that it is not simply recorded 38 Iincorrectly, and other such necessary data-editing procedures. Also, the names o transfer students are verified against a record of names kept by the VICC office. In this procedure, three lists of names are generated. The first list of names is of those students who match between VICC records and students' test scores provided by the districts. The second and third lists of ncunes are discrepancy lists: one for names of students who had information supplied by the district to the researcher but are not enrolled in the program, and the other of names of students who are transfer students according to VICC records but for whom no information was supplied by the districts. These discrepancies of names are investigated on a case-by-case basis with the districts. In order to electronically acconunodate the large volume of informationas well as for planning to access this information and add to it each yearthe researcher is constructing a student database. The researcher has met with VICC officials to discuss technical specifications of this database so that it may be electronically compatible with computer records for students kept by VICC. This database was being constructed during June. Finally, the researcher visited each of the 16 suburban districts in May and June to collect Spring 1989 test scores and any other citations of academic achievements for the transfer students that may have accrued during the Spring semester. In every case, districts provided the researcher with no information beyond test scores. For several of the districts, the test scores were from the state test, the MMAT (Missouri Mastery and Achievement Test). Gathering MMAT test scores is comparatively 39' !l I straightforward because the researcher has access to MMAT test II scores directly through his office. I Concurrently with these efforts to gather data from the 16 school districts (April and May), the researcher met with I, representatives of the St. Louis Public Schools and devised a plan to obtain the achievement test scores for students in the comparison group. As a part of that plan, officials of the St. Louis Public School District provided the researcher with a computer tape of test scores for all students within the district who met certain criteria. The researcher, then, could randomly select from cimong this population of students a smaller sample I who would comprise the comparison group. This selection process occurred in June. There is an additional wrinkle, however. in selecting the sample of St. Louis Public School students for the I I I comparison group. Regretfully, students in the St. Louis Public School District did not take a complete state test (MMAT) in Spring 1989\nrather, selected students only took a portion of the MMAT. Some students took one section of the test while other students took a different section of the test. This means that in order for the researcher to make appropriate comparisons the sample of students for the comparison group must be larger than originally anticipated. I ll I I] As mentioned in the first paragraph of this status report. no findings or conclusions are yet available. It is anticipated that the researcher's work will conclude in August with a 1989 final report of findings and conclusions on the academic I I 1 attainments of transfer students and comparison group students. I That 1989 final report will be much more complete. Still, the I 40 1 I1989 final report will not conclude the evaluation. According to the design, the evaluation must continue for several more years to have an accurate picture of the academic progress of the students. Because of the very late start, and because of the way students' records are maintained, only cursory information could be obtained this first year. It is hoped this circumstance will improve in future years. The 1989 final report, in addition to the findings and conclusions, will identify specific areas within the design of the evaluation that can be strengthened so that more complete information can be gathered in future years. It will state the problems encountered with collecting the data and make recommendations for improvement. 41I vice STAFF IHVQLVKllEHT Throughout the year the VICC staff assisted school staff, parents and students in a number of ways. Contact with parents was an integral part of the responsibilities of the VICC staff, and eveiry effort was made to facilitate ongoing understanding and cooperation between families and schools. There continued to be an increase in requests for counseling and social work assistance by parents and school staff. Areas of concern were student adjustment, individual students' needs. parental involvement, transportation and issues involving race relations. Involvement with School District Staff The VICC counseling staff and executive director attended and made presentations at several staff meetings in various districts. The purpose of these visits was three-fold\n1. to facilitate awareness of some special needs of transfer students. 2. to provide suggestions for intervention strategies, and 3. to offer a problem-solving forum regarding concerns ll ll I 1 I 1 I specifically related to the voluntary transfer program. In January, 1989 the VICC brought Ms. Jane Elliott to St. Louis for two days. Ms. Elliott has gained national recognition for a progreun she designed to help sensitize people to discrimination. On January 25, at the Pattonville Community Auditorium, Ms. Elliott spoke to educators, board members, parents and stu- dents throughout the metropolitan area. Her presentation. \"A Collar In My Pocket,\" centered on prejudice reduction and sensi- I 1, I I I tivity to racism and sexism. Approximately 200 people attended. I I 1 42 1On January 26, Ms. Elliott conducted her full day Blue Eyes/Brown Eyes Exercise in Discrimination for 33 high school principals, counselors, and teachers. It provided a forum for frank discussion of the issues of racism and prejudice. VICC staff visited the two 1988-89 transfer teachers at their assignment sites in the fall and spring. Phone calls and correspondence also proved valuable in providing support for the teachers. For further details on VICC staff involvement in the Teacher Exchange/Transfer Program, see page 47 of this report. Involveaent with Students Upon request, the VICC counselors continued with counseling services for transfer students. Concerns addressed related to school attendance, bus and classroom behavior, improving academic performance, adjustment problems, health problems, and race relations. Generally, staff contacts with students involved consultations with administrators, teachers, counselors and/or parents. The contacts with the students were, for the most part. on a one or two-time basis. A few students were seen several times during the school year by the VICC counseling staff. These ongoing counseling sessions were supported by the school, the parent, and the child. At times, VICC staff worked with groups of children. VICC worked with the Metropolitan Student Leadership youngsters. The major purpose of the Metropolitan Student Leadership Program (MSLP) is to provide leadership training for multi-ethnic and multi-racial teams selected from St. Louis City and St. Louis County schools. 43Involveaent: with Parents On August 25, 1988, a special orientation was held at St. Louis Community College-Forest Park for St. Louis city transfer parents and their children. The theme for the program was I- \"Parents + Students + Schools + Teachers The Winning Combination.\" Kathryn Nelson, program director for the Danforth Foundation, conducted the orientation. Students who attended the orientation were divided into three groups (fourth and fifth graders\nsixth, seventh and eighth graders\nand high school students). Group leaders engaged I students in discussion and activities designed to facilitate a ' I smooth transfer to a new school. Parent groups were divided by elementary, middle and high school. Groups were led by various school staff volunteers. Plans for a similar program August 30, 1989 for the 1989-90 orientation have been completed. The theme is \"Helping Our I i Children Become Successful in a Complex World.\" Parent involvement in their children's education remained a source of concern to the school districts. Reasons given were distances between the students' residences and their schools, the absence of telephones in some homes and, at times, the reluctance of transfer parents to participate in school activities. The Vice staff proposed to school staff methods for integrating students and their parents into the school community. Frequently VICC staff was called to help resolve misunderstandings between school personnel and parents. This was done either over the telephone or through meetings. f In support of the districts' efforts to involve parents. I 44 1home visits and telephone calls were made by VICC staff. VICC staff became involved in a variety of family concerns that directly or indirectly affected the children's school performance. Referrals were made to social agencies and employment programs. Parent Advisory Coaeittee VICC voted to continue the Parent Advisory Committee (one for city transfer parents and county resident parents and the other for county transfer parents) for the 1988-89 school year. The goals of the committees still are: (1) to provide further understanding of the transfer program, (2) to alert the VICC to parents' concerns so that they may be addressed, (3) to serve as a mechanism for feedback, and (4) to ensure parental involvement and support for the program and their host school. More than 45 parents representing county school districts attended the first monthly city-to-county Parent Advisory Committee meeting. The committee decided to address the issues of labeling transfer students, motivating parents to become more involved. and helping to promote a positive image of the transfer program to the community. One of the most exciting ideas to come from this committee was the Parent Mentor Program. The purpose of the program is to encourage parents to develop their own problem-solving skills. The main objective is to help parents realize they are the ones to effect change through learning how to work effectively in their child's school systems. The program will be initiated during the 1989-90 school year. 45I !l 1 The county-to-city Parent Advisory Committee met approxi- 11 '( 1 mately once a month since the fall of 1988. Currently the committee consists of a nucleus of eight magnet school transfer parents. At each meeting, issues specific to county transfer I- N r \u0026lt; IN' students and parents were discussed. The committee discussed the necessity for becoming more J N J \"school-based\" in order to increase communication between parents and their schools. Although specific issues may vary according 9 to school or even grade level, parents should learn the appropriate methods for dealing with issues effectively. This includes how to function within the individual school as well as 1 the school system as a whole. If parents learn the proper I channels for addressing school and policy issues, it will create greater ownership of their respective schools, as well as improve communication between the city and county. The Magnet School Parent Advisory Committee will develop a I I I network whereby its members will become facilitators for other parents to assist them with their concerns. This \"parent-to- parent\" contact should be available for all magnet school parents I I and potential parents. To alert magnet parents to the activities of this committee. ii a flyer was enclosed in the summer packet mailed to all county ii magnet school parents. The officers of the committee will I participate in the county-to-city orientation August 29, 1989 at Horton Watkins High School in Ladue. r I 46 ll i!STAFF EXCHAIKS/TRAHSFER PROGRAM or As of May 15, 1989, 100 applications for staff exchange transfer had been submitted. Seventy-eight of the applications were from St. Louis Public Schools teachers, and 22 were from county teachers. To date. two of the city applicants have been placed in Rockwood. VICC is hoping that additional teachers will be placed before school starts. The State of Missouri and the VICC have approved increasing the incentive bonus from $2500 to $4500 for the 1989-90 school year to facilitate more interest. For the 1989-90 year there are seven requests for the Metromatch, short-term exchange program (five from city teachers and two from county teachers). For the 1988-89 school year, 24 Metromatch applications had been received. Administrative shadowing is another extension of the Teacher Exchange/Transfer Program. During the 1988-89 school year. 20 shadowing experiences took place. Two city teachers transferred during the 1988-89 school year to Lindbergh and Rockwood. VICC staff maintained contact with these participants through on-site visits, a recognition dinner, correspondence and telephone calls. VICC attempted to provide these participants with as much support as possible, without superseding the support offered by their host schools. Participants were generally positive about their experiences and suggested that a great deal of personal and professional growth had taken place during the year. 47I STAFF EZCBAHS/TRAHSFKR SUBCOMMITTEE The Staff Exchange/Transfer Subcommittee the 1988-89 school ment of teachers. information met monthly during year. The subcommittee focused on the recruitActivities included the dissemination of encouraging teachers to apply to the program and enlisting of school districts' support. undertaken included the following. 1. 2. 3. 4. 5. the Specific activities Brochures were distributed to the Personnel Liaison representatives for distribution in schools. also sent to those I Brochures were t persons who inquired about the The Volunteer newsletter featured articles and it was distributed to contact persons. News releases about the public relations program. about the program area teachers through the VICC program were sent to all district persons, the suburban journals, Louis Post-Dispatch, the St. the St, Louis American, the Argus and to the Missouri National Education Missouri State Teachers' Federation of Association (MNEA), the Association (MSTA) and the American Teachers, Local 420. Posters were made available to the districts for display in schools. The subcommittee hosted an Information Exchange for teachers and district Personnel Liaison representatives. The purpose I of the session was to afford interested teachers the opportunity to speak with current participants and representatives . Representatives also discussed interviewing procedures. Twenty-two teachers attended the Information Exchange. The Information Exchange was publicized through: 48 r i! 1 I. I' f !  I I I I I Ih I I I J. i i: I ii I I !i Ll ii I I 11 I' I ! a. b. c. d. e. f. g- 6. 7. 8. 9. 10. 11. 12. News releases to districts, the suburban journals, T^ St. Louis American. The Argus,_The Post-Dispatc^, --------------------- and one of the Louis American, the MNEA, MSTA and the AFT, Local 420 cable TV stations, Fliers to every school in St. Louis city and county, Announcements to all persons who had inquired about the program. Invitations to teachers at every opportunity (staff meetings and via telephone). Flyers to metropolitan area college education departments , Louis County News releases to St. Louis City and St. Relation Departments for publication in teacher Public newsletters, and Public seirvice announcements on radio stations. The VICC encouraged current participants in the program to return to their home schools and districts to speak with staff about the program. Both teachers did this. Visits by county teachers to selected schools in St. Louis city and by city teachers to selected schools in the county were encouraged by the subcommittee. Short-term exchanges were encouraged by the subcommittee. The MNEA, MSTA and AFT, Local 420 were invited to send representatives to subcommittee meetings. Letters were sent to the superintendents of all partici- pating districts encouraging them to support the program. Letters were sent to St. Louis city and county principals in an effort to enlist their support. VICC staff offered to speak about the program at school staff meetings. There were no requests for this service. 491 I 13. The subcommittee met with the Personnel Liaison repre- sentatives to: a. b. c. t clarify procedures for exchanges and transfers, request their support in encouraging teachers to participate, and discuss other methods to promote the program. 14. VICC mailed Staf f Exchange/Transfer report on appli- a cants to the school districts beginning in March 1989. The report consisted of a computerized list of current applicants and their area of certification. The Staff Exchange/Transfer Program has not involved a large number of teachers. Nevertheless, VICC encourages teachers to explore their opportunities by visiting schools and talking I with current and past participants. Current transfer teachers feel more publicity is needed. Although not many teachers or schools have availed themselves of the opportunities under the teacher exchange/transfer program, those that have, f ind the I I ! 1 program very rewarding and worthwhile. according to the individual participants. 1 1 I 1 I 50 1STAFF DEVEUlPIIEn The focus of staff development activities related to school desegregation changed during the 1988-89 school year. Instead of focusing on isolated workshops that lasted a few hours, districts generally opted for long-term pilot projects designed to have lasting effects on students and teachers. There also were ef- forts to include parents in staff development activities that had traditionally been reserved for teachers. Examples of the long-term projects were Pattonville's \"Academic Success Through Involvement - A Service of Academic Intervention For Voluntary Transfer Students,\" Valley Park's \"Student Achievement Project,\" Kirkwood's \"We Are One, \" Lind- bergh's Teacher Expectations For Student Achievement,\" and Hazel- wood's \"Inviting Success.\" Among the projects that involved parents as well as teachers were Wydown Middle School PTO Saturday Seminar in Clayton and Parkway's TAP (Teachers and Parents) For Understanding session. Along with the change in focus of staff development activities in the districts came a change in the types of interdistrict staff development activities hosted by the Staff Development Subcommittee. The two major activities of the subcommittee in 1988-89 were the Jane Elliott exercise in disnriminatinn and the Black History Enrichment program coordinated by Rev. Robert Tabscott. Both of these activities are designed to have a long- term effect on the individuals directly and indirectly involved. Jane Elliott's exercise is about changing behavior and Robert Tabscott's program has the ultimate goal of encouraging districts to make black history inclusive as opposed to isolating black SiI I studies. Description Of Long-Term Projects Pattonville's Acadeaic Success Through Achieveaent (ASTI) Through ASTI, 50 transfer students in jeopardy as a result of their academic probation at the high school were paired with faculty members who served as role models, mentors and motiva- tors. The goals of the project were to improve grade point averages, keep the students from dropping out of school, increase students' involvement in school activities and to expose students to the various support services and programs available. The faculty participating in the program were instructed to listen, understand, motivate and encourage transfer students in an to help them identify their strengths and weaknesses and utilize resources to improve their weaknesses. alley Park's Student Achieveaent Project In an effort to improve the reading and comprehension of at-risk minority students in grades kindergarten through level six. Dr. Thomas R. Schnell conducted a thorough examination of Valley Park's reading program. He observed teachers' reading classes. examined instructional materials and objectives and reviewed standardized test data. Based on his findings, staff development activities are to be designed for teachers. The program will be evaluated over the next three years by tracking test scores and through classroom obseinrations. The purpose of the program is to I I I help more at-risk minority students perform at grade level and to help them gain more confidence in their abilities, help teachers become better reading specialists. It also will 52Kj-Tkwood's We Are One The main thrust of this project is to involve students in small group activities designed to enhance self-esteem, develop group identity and model life skills such as conflict resolution. The program includes specific activities designed to foster appreciation for individual cultural and ethnic uniqueness. It will help students develop healthy relationships with peers, create a school envirorunent that recognizes, accepts and supports cultural pluralism and help students appreciate their uniqueness and the uniqueness of others. The program was for fifth grade at-risk students (blacks, whites, males, females). Lindbergh's Teacher Expectations For Student Achievement Through a series of 10 sessions throughout the school year. teachers developed skills in specific behaviors that will convey high expectations and increase student achievement. The goals of the sessions were to help teachers define specific teacher behaviors that increase student achievement, provide teachers with an opportunity to observe defined behaviors and provide teachers with an opportunity to practice and receive feedback on defined behaviors. The Lindbergh School District identified increasing student achievement as a priority for 1988-89. Hazelwood's Inviting Success Dr. Charlotte Reed conducted a workshop for three schools designed to help teachers, principals and counselors focus in on the conscious use of invitational learning. The goal of the workshop was to increase teacher sensitivity to students who feel disinvited to learn, to give teachers tools to positively invite students to succeed and to determine a format for future 53workshops on the topic. Dr. Reed followed up with workshops in the individual schools. Follow-up sessions were conducted by Hazelwood consultants in each school within two weeks of Dr. Reed's presentation. Dr. I' Reed will return to Hazelwood at the beginning of the 1989-90 school year to present the entire district to the inviting suc- I cess model. Rockwood's Understanding Cultural Differences Through Cooperative Learning This weeklong workshop was designed to meet a need the staff expressed for a better understanding of the cultural aspects of the black student and the need to establish more effective means of communication in the classroom. Junior high teachers were taught to use the cooperative learning model as a technique for improving relationships of students in integrated classrooms. I St. Iiouis Public Schools Again this year, funds were granted to the St. Louis Student 1 Leadership Environmental Adventure Program for the Metropolitan Student Leadership Program. The purpose of the program is to provide student leaders and faculty from city and county schools with interdistrict experience and joint activities that will further cooperation, mutual understanding and desegregation in the metropolitan area. Description Of Projects With Parent Involveaent Wydown Middle School's PTO Saturday SMinar Last year, Wydown's school goals were to address individual I i needs, enhance relationships and parental involvement. The Saturday Seminar gave the school the opportunity to inform parents of characteristics of children's differences. to discuss 54 Iparenting strategies and to bridge the parents at Wydown with a common effort of addressing children's needs. In addition to parents, area educators and PTOS were invited. Among the topics covered were \"Perils of Puberty: Physical Development of the Adolescent,\" \"Anxiety and Performance - The Normal Adolescent,\" \"Survival Techniques For Life With An Adolescent,\" \"Enhancing Self-Esteem,\" \"Setting Limits\" and \"Teaching Your Adolescent Healthy Attitudes About Sex. tt Parkway's Tap For Understanding This program consisted of a joint meeting of the staffs of two schools and parents. The purpose of the meeting was to provide a positive atmosphere for communications and the sharing of ideas. The goals of the session were to increase the aware- ness and understanding of expectations and concerns involving children and to discuss and evaluate strengths and weaknesses of the voluntary student transfer program as it related to the specific schools. Description Of Activities Sponsored By VICC/Jane Elliott Exercise Approximately 200 teachers, principals, administrators. parents, students, and community leaders attended a special presentation by Jane Elliott on discrimination sponsored by the Staff Development Subcommittee. Ms. Elliott became nationally known for her Blue Eyes/Brown Eyes Exercise in Discrimination that was designed to help people recognize and change their own discriminatory behavior. During her two-day visit to St. Louis January 25 and 26, she conducted her intense exercise for a selected group of 33 county high school principals, counselors and administrators. The 55ordeal was difficult and it stimulated controversy. Ms. Elliott created a mini society in which blue-eyed participants were discriminated against. Here are some of the written comments I i' I I 1 participants made about what they had learned: \"I learned what it was like to be discriminated against, embarrassed, uncomfortable and angry.\" I felt \"I have been oblivious to so many things.\" \"I learned what it is like to be judged unfairly.\" \"The ceasing. \" feeling for black kids must be constantly oppressive, un\" I cannot stand to be treated with blatant disrespect.\" \"I feel trapped.\" \"I feel angry at those in authority.\" \"I have always believed that white people are not superior. In similar environments, whites react just as blacks do when humiliated or degraded.\" \"Those of color are judged with negative perceptions.\" \"It is much easier to destroy a person's control and self-concept than I imagined.\" \"I felt powerless.\" \"I felt belittled and helpless.\" \"I learned how it devalued me to have assumptions made about me.\" \"I lose self-esteem when challenged in ways I consider Resultant anger blocks further progress.\" unjust. \"Whites are.\" act the same as blacks when they are treated as blacks Black History Enrichment Project As part of a Black History Enrichment Project that was I I supported by the Danforth Foundation and coordinated by Rev. Robert Tabscott, a black history repository was established at I the VICC office for use by teachers and parents in school dis- I I 56tricts throughout the metropolitan area. The repositoiry consists of books, films, recordings, photographs, videotapes, and other materials that highlight the political, economic, social and contributions of blacks in the St. Louis area and elsewhere. The enrichment program consists of three components: (1) establishment of the repository, (2) the conducting of classroom presentations on black histoiry for students, and (3) the presentation of workshops on black history for teachers and administrators . The Staff Development Subcommittee granted funds to Rev. Tabscott for production of a short video about local black history for classroom use. In addition, the subcommittee provided funds for Rev. Tabscott to train 25 educators this summer to conduct classroom presentations on black history during the 1989- 90 school year in districts throughout the metropolitan area. VICC and Rev. Tabscott conducted a black history survey in districts participating in the voluntary student transfer program. Generally teachers expressed interest in incorporating black history into their curricula, but indicated that materials were not easily accessible. Teachers asked for help and suggested that a centralized location of materials be established. They also asked for lesson plans that were adapted to particular grade levels. VICC has established a Black History Repository Subcommittee made up of representatives from various school districts to work with Rev. Tabscott. For a list of all projects and activities that were funded by VICC in various districts and the amount allocated, 58 and 59. see pages 57I STAFF DEVELOPMENT EXPENDITURES li i  As of June 30, 1989 I VICC REIMBURSEMENT AFFTON SCHOOL DISTRICT \"Positive Teaching: Reaching All Students\" 360.00 CLAYTON SCHOOL DISTRICT Wydown Middle School PTO Saturday Seminar 300.00 HAZELWOOD SCHOOL DISTRICT \"Inviting Success: Working With Black Students\" 800.00 Ri HAZELWOOD SCHOOL DISTRICT/LUSCHER SCHOOL \"Project Impact\" 537.00 KIRKWOOD SCHOOL DISTRICT \"We Are One\" 300.00 LINDBERGH SCHOOL DISTRICT Cooperative Learning Workshop Human Relations Day TESA 1,580.00 200.00 5,050.00 Maplewood-Richmond Heights SRI Training 668.00 MARYVILLE COLLEGE \"Becoming A Teacher: Understanding the Needs of The Minority Child\" 341.50 MEHLVILLE SCHOOL DISTRICT/WOHLHEND SCHOOL \"Compensating Skills and Alternative Teaching Strategies\" \"Cultural Specific Learning Styles\" 200.00 150.00 METRO MIDDLE SCHOOL ASSOCIATION FALL CONFERENCE 1.500.00 NORMANDY SCHOOL DISTRICT Project I.M.P.A.C.T. 2,085.00 PARKWAY SCHOOL DISTRICT TAP For Understanding 150.00 58 ! 1 I i 1 I 1 i I t I IVICC REIMBURSEMENT PATTONVILLE SCHOOL DISTRICT ASTI Program for Senior High 1,400.00 RCET Dwight Allen's Workshop 400.00 ROBERT TABSCOTT St. Louis Black Legacy: A School Enrichment Program 13,500.00 SPECIAL SCHOOL DISTRICT \"Impact of Media on Multiculturalism and Instruction in the Classroom\" 1,500.00 ST. LOUIS PUBLIC SCHOOLS Joint Dialogue Series for City to County Evaluation Staffs \"Maximizing The History of Black Missourians and St. Louisians in the Classroom\" 340.50 683.28 VALLEY PARK SCHOOL DISTRICT Student. Achievement Project 1,000.00 VICC Jane Elliott: Exercise and Lecture Metropolitan Student Leadership Program 7,362.73 3,023.33 WEBSTER GROVES SCHOOL DISTRICT Improving Black Students' Writing Strategies For Succeeding With Minorities 1,000.00 750.00 59I DASA MAHAGEIIEn' ACTIVITIES Tracking and analyzing school desegregation programs is a complex and lengthy process. To develop and modify procedures, maintain operations such as transportation and student transfers, and assess and report progress to the Court requires vast amounts of data. Section IX-J of the Settlement Agreement outlines the basic 'I data reporting requirements of the VICC. Section 4 of the VICC Policies, Procedures and Guidelines specifically requires the maintenance of records on all interdistrict transfer students, the current status of each application, collection of behavior information on each new applicant, and the completion of with- 1 drawal forms for those students leaving the program. All parties involved in implementing the Settlement Agreement are required to comply with the above sections have been veiry cooperative. The procedures for data collection and analysis have im- proved yearly. VICC data management staff has worked with each district to develop and refine their data reporting procedures and assist them in installing and implementing refined data systems. Overall data reporting is stable even though the deI I I mands continue to increase. During the sixth year of the Settlement Agreement, the VICC maintained and augmented its data management services. bases to date include: Data ( 1. City-to-county transfer students enrolled. 2. County-to-city transfer students enrolled. 3. 4. Students who withdrew from the program, City-to-county applications for transfer. 605. County-to-city applications for transfer. 6. Staff exchange/transfer applications, 7. VICC financial management. 8. Students who were suspended. 9. Students participating in extracurricular activities. 10. Year-end summary information for promotions, retentions and graduates. 11. Student inquiiry file for recruiters, and 12. Names of individuals to receive newsletters. From these core data bases, reports were generated to sup- port the operations of the VICC office. These reports included general data analysis on students in the program as required by the Settlement Agreement, as well as withdrawals from the program, applications processing, student accounting, and a variety of special projects. The following are examples of reports produced on a routine basis: APPUCATIOHS STATUS REPORT: Used to identify and track the status of applications being processed for interdistrict transfer, to respond to inquiries on status, and to check status when sending applications to districts for processing. pool. REPORT: Used to identify the priority in which to process applications to county schools and to assure that the county district indicated by the applicant as first choice was granted on a first-come, first-served basis. BEHAVIOR FORM REPORT: Used to follow up on behavior forms that had not been returned by the student's current school so that the school could be contacted and forms requested. This applies to city-to-county transfers. 61APPBICATIONS SENT TO DISTRICTS: Used to identify and calcu- I I\" late the applications that were sent to county districts for processing, to verify counts of applications sent by grade and to calculate pending requirements to meet county district goals for transfers. MAGNET APFLICATICaiS AMD STATUS: Used to identify and track 1 county applications for city magnet schools. 1 For student accounting purposes the following reports were produced on a routine basis: KMRQLUED STUDENTS BY DISTRICT: Used as a ready reference by VICC staff to verify enrollment with county districts, and to provide data on enrollment to VICC and the Court. TEAR-END REPORTS: Used to report to the Court data on academic progress. attendance, suspensions, expulsions, and 1. I special education referrals and services. EXTRACURRICULAR ACTIVITIES PARTICIPATION SURVEY: Used to I, I' report to the Court participation by interdistrict transfer students in extracurricular activities at host districts. WITHDRANAL REPORT: Used to identify students who withdrew from the program and to analyze drop rates and reasons. STAFF EZCHAN(2/TRANSFER REPORT: Used to track status of and process applications for staff exchanges and transfers. .1 I' r' Data projects this past year included: Generating data for progress reports submitted to the Federal District Court. * Assisting participating districts in developing their own capabilities to utilize micro and mini computers to manage and analyze data on interdistrict transfer students. 62 I I' i t r I J Improving ability to analyze extracurricular activity participation and year-end reports on transfer students.  Analysis of bus ride time for interdistrict transfer students .  Improving data collection on students withdrawing from the program, special education, and student discipline.  Developing electronic data communication procedures and system with participating districts.  Assisting districts in developing computer-based techniques for reporting year-end data. The Data Center will continue to look for more efficient means of maintaining the vast amount of data required on transfer students. It shall strive to offer more economic alternatives in gathering the information from school districts by offering electronic interfaces between VICC computers and district comput- ers. VICC, as always, will strive to assure that only the most accurate data are maintained and reported. 63!i Section III TEAREHD DATA AHABYSIS The Settlement Agreement states that the VICC shall provide for the collection of data providing evidence of compliance and assurance of nondiscriminatory treatment\" of interdistrict trans- fer students (Section IX.J.2.h.l, page 6). This section of the report will deal with data in the areas of attendance, promotions and retentions, suspensions and expulsions, withdrawals and reasons, special education referrals and services, and extracur- ricular activities. Data shall be reported for the total of all transfer students in each category. The data furthermore shall be re- i' J f. J', r ) i ( n I F I ported in overall percentages, averages, or actual numbers and comparisons made with previous years when appropriate. Some responses were not complete for all questions\nthus responses reflect the totals as reported to the VICC. Tables 11, I 12a, 12c, 13 and 15 provide summary data on an individual school district basis on enrollment, attendance, promotions. retentions, suspensions, special education, and participation in extracurricular activities. I I Attendance Table 7 shows the breakdown of attendance for elementary middle, and senior high schools by the hours in attendance. past years, VICC has reported this information by days. In The state requires districts to report attendance by hours. To maintain uniformity, VICC will also report attendance by hours attended. 64As Table 7 clearly indicates, 16.86 percent of the students missed 180 hours (approximately 30 days) of school. Whereas, 45.66 percent of the students missed less than 60 hours (approximately 10 days). VICC does not have comparative data on resident students. However, each school district should compare the attendance rate for transfer students with the attendance rate for resident students. K'SHoars K-5 TABT.R 7 ATTEHDKHCE REPORT 1988-89 Grade laevel 6-8 9-12 All Levels 991+ 1886 43.99% 1543 53.29% 1495 41.52% 4924 45.66% 931-990 1282 29.91% 539 18.61% 971 26.97% 2792 25.90% 871-930 542 12.64% 259 8.94% 446 12.38% 1247 11.56% 0-870 576 13.44% 554 19.13% 688 19.11% 1818 16.86% i I! II i . 1 I' Total Hours i' 11 5 .1 H'i 5 Days 166-175 156-165 146-155 4286 39.75% 2895 26.85% 3600 33.39% 10,781 100% !, '1 I K-5 1420 1479 721 33% 35% 17% 145 or less 651 15% ATTEHDAKE REPORT 1987-88 Grade Level 6-8 990 33% 9-12 1110 30% All Levels 3520 32.1% 1 978 33% 1097 30% 3554 32.4% 473 16% 558 15% 1752 16% 558 19% 936 25% 2145 19.5% Total Reports 4271 2999 3701 10,971 100% I ,1 66 il il f| I I IPRQMOTKnS/RBTBHTIOBS Table 8 reviews the promotions and retentions of students in the interdistrict transfer program. As is noted, 92.1 percent of the students overall were promoted, higher than previous years. and 7.9 percent retained, lower than last year. The largest retention rate was at the high school level which con- firms previous patterns in schools in the metropolitan area. Again this year, there were high school students who attempted to enter certain grade without enough credits and were reclas- a sified until they earned sufficient credits. As the high school students achieve those credits, they are reclassified. often at mid year. There were 633 transfer students who completed their school requirements and graduated this year. We note from the high school reports returned to the VICC Office (4263 reports) that 72.4 percent of those students who completed the year earned five or more credits, compared to last year when 64.5 percent received five or more credits. The average credits earned during the year was 6.1, slightly higher than in past years. These data are meaningful at this time only from the standpoint that students need between 4.5 and five credits per year for promotion. Often students earn more than five credits. The range of credits earned this past year was from .02 to 12. The VICC has not completed its analysis on the academic growth of interdistrict transfer students and is unable to assess any achievement gains at this time. 671 I T\u0026amp;HLB 8* PRGHOTKmS AMD RKTKHTIOHS** (1988-89) Grade Level Total Reports Number Promoted Percent Promoted Number Retained Percent Retained K-5 4356 4094 93.98% 262 6.01% ,1 6-8 2966 2792 94.13% 174 5.86% 9-12 3687 3257 88.33% 430 11.66% TOTAL 11,009 10,143 92.13% 866 7.86% .1! id II I 1 I I *City-to-county and county-to-city combined. **The number of graduates reported this school year was 633. Some districts are still reclassifying high school students. I: PRCBUTKWS AUD RBTBHTIOHS* (1987-88) I Grade Level Total Reports Number Promoted Percent Promoted Number Retained Percent Retained K-5 4,379 4,076 93.1% 303 6.9% 6-8 3,089 2,859 92.6% 230 7.4% 9-12 3,630 2,757 76% 873 24.5% TOTAL 11,098 9,692 87.3% 1,406 12.7% *The number of graduates reported this school year was 497. 1 I 68SDSPKHSIOHS The VICC has reviewed the suspension data reported by the schools that received interdistrict transfer students. 14.5 percent of the transfer students were suspended, a very slight increase over last year of .3 percent. 85.5 percent presented no major disciplinary concerns. There were 1,649 students sus- pended, resulting in a total of 2,636 times. The duration of suspensions ranged from one to 9 0 days. There were 20 expul- sions reported to VICC in 1988-89. The majority of the suspensions were in the categories of fighting. insubordination, disruptive behavior, profanity, failure to attend detention and possession of a weapon. Last year (1987-88), there were 1640 students (14.2 percent) suspended for a total of 2,609 times. There were 23 expulsions. For 1988-89, the districts implemented recommendations from a Court request. Order L(1595)87. As can be seen from the above figures, the suspension rate did not rise over last year. The districts will need to evaluate the new procedures they have implemented to determine if they can be credited for no increase in suspensions. Suspensions have been a major concern to everyone. It may be that schools are beginning to find success- ful ways to address the complexities of student behavior that ultimately lead to suspensions. VICC's data only includes transfer students. Perhaps the districts would be interested in looking at their own data on all students to determine if the transfer student rate is or is not reasonable. 691 I, Table 9a gives the number of suspensions and duration of suspensions by grade level. The highest rate of suspensions is r I- at the middle school level followed by high school. Of the students K-5 in the transfer program. 5.1 percent received suspensions. Tables 9b, 9c, 9d, and 9e show in detail the number of students suspended by school district. the number of 1 days of suspension, grade levels, overall percentages of students suspended and multiple violation suspensions. The reasons for suspensions varied greatly. As previously stated, students were suspended for fighting, insubordination, disruptive behav- ior. failure to attend detention, profanity, and possession of I J a weapon. Of the 2,636 suspensions, 1668 were for a period of fewer than four days (63.3 percent). Eight hundred seventy-one suspensions (33 percent of total suspensions) ranged from four to 10 days, and 97 suspensions (3.7 percent) were for more than 10 I days. I I ( I 70GRADE LEVEL K-5 6-8 9-12 TOTAL TABLE 9a SnSPEHSIOHS (1988-89) NUMBER OF SUSPENSIONS BY DURATION \u0026lt;4 DAYS 4-10 DAYS MORE THAN 10 DAYS TOTAL - SUSPENSIONS TOTAL NUMBER OF STUDENTS SUSPENDED PERCENT OF ENROLLED 249 823 596 1668 107 419 345 871 3 44 50 97 359 257 2.3 1286 991 2636 732 660 1649 6.4 5.8 14.5 1DISmCTt (01) (02) (03) (04) (05) AFFTON 12 3 1 2 3 BAYLESS 3 1 0 0 0 BRENTWOOD 2 4 0 0 0 CLAYTON 8 3 1 1 0 HANCOCK 29 1 0 1 1 HAZELWOOD 9 3 2 5 0 KIRKWOOD 52 23 1 7 3 LADUE 7 4 0 4 0 LINDBERGH 102 86 3 11 6 MBHVILLE 84 22 14 32 1 PARKWAY 323 113 33 76 44 PATTONVILLE 53 1 3 2 2 RITENOUR 49 3 2 3 2 ROCKWOOD 148 96 112 36 15 ZBBU 9t\u0026gt; ALL SaSaaSIOBS BT DISXBICT \u0026lt;1988-89) (06) (07) (08) (09) (10) (11\u0026gt; (12) (13) (14) (15) S(KP. STODS KZFUL 4 0 2 4 1 0 0 0 0 7 39 31 0 1 1 4 3 5 21 8 42 45 86 24 18 23 0 0 1 0 0 0 0 1 2 9 5 0 0 0 0 1 0 0 0 0 2 10 5 0 0 0 0 2 0 0 0 0 4 23 14 0 0 0 1 1 0 0 1 0 0 38 28 0 0 0 2 1 1 0 0 0 6 34 20 1 8 3 3 4 0 0 0 3 24 152 81 2 0 0 1 4 0 0 0 4 0 32 19 0 15 14 0 0 1 0 3 0 15 3 1 4 22 11 26 15 2 11 40 3 1 3 0 129 466 186 1 9 3 1 27 0 166 429 196 5 30 10 6 76 15 0 0 5 40 806 509 7 0 0 0 3 37 153 97 0 1 6 0 0 0 23 111 62 0 3 7 1 190 728 335 0 ST. LOUIS 9 9 0 0 3 5 0 3 3 2 0 6 0 0 1 41 33 0 VALLEY PARK 8 3 2 0 0 5 0 1 0 1 0 0 0 0 1 21 11 0 WEBSTER GROVES 13 4 0 1 0 2 0 1 1 0 0 0 0 0 12 34 17 4 TOTAL 911 379 174 181 80 297 38 36 103 188 29 11 38 17 644 3126 1649 20 TABU m The fol loving are rawaona for an^ienaloiui and colon headlngai 1. 2. Fighting Insubordination 10. 11. Profanity Sexual Misconduct 3. Failure to Attend Detention 12. 4. Theft 13. Smoking Tardiness 5. 6. 7. Truancy Disruptive Behavior Failure to Attend Intervention Center 14. 15. 8. Possession of Controlled Substance 9. Possession of Weapon Vandalism Other SUSP. - Suspensions STUDS  Students EXPUL \" ExpulsionsTABU 9C SUSPKHSIOBS OF FEHER THAH 4 DKIS (1988-89) DISTRICT: (01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS J J AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILU RITENOUR ROCKWOOD ST. LODIS VALLEY PARK 8 0 0 5 18 2 37 5 55 71 152 22 33 113 9 2 WEBSTER GROVES 11 3 1 4 3 0 0 15 2 71 18 65 1 1 68 6 2 1 1 0 0 1 0 0 1 0 3 14 29 2 1 106 0 2 0 2 0 0 1 0 1 3 2 4 22 20 0 0 24 0 0 0 3 0 0 0 0 0 2 0 5 1 19 2 0 12 3 0 0 4 1 1 4 3 1 10 7 32 43 41 17 7 18 5 3 1 0 0 0 0 0 0 8 0 9 12 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 3 0 1 0 0 0 0 2 0 0 0 0 0 1 0 2 4 6 0 0 7 0 0 0 1 0 1 2 0 0 2 4 29 7 15 7 5 55 2 1 0 0 0 0 0 0 0 0 0 0 2 4 0 0 4 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 6 0 0 0 0 0 0 1 0 0 0 1 27 0 0 0 7 0 0 0 0 0 0 0 0 0 1 2 0 0 2 0 0 1 0 0 0 5 1 2 4 0 1 17 0 78 147 18 17 10 104 1 0 7 29 3 8 20 22 5 98 22 290 369 374 68 58 519 32 10 20 22 1 3 11 18 5 62 14 118 171 241 45 36 273 25 4 14 *** total 543 261 160 79 47 198 29 5 22 131 10 8 36 6 412 1947 1063 TABU XET The following are reasons for suspensions and column headings: 1. 2. 3. 4. 5. 6. 7. 8. 9. Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 10. Profanity 11. Sexual Misconduct 12. Smoking 13. 14. 15. Tardiness Vandalism Other SUSP. - Suspensions STUDS Students EXPUL = ExpulsionsDISTRICT: (01) (02) (03) (04) tabu: 9d SUSFEHSIOrS OF 4 TO 10 DATS (1988-89) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK WEBSTER GROVES 4 3 2 3 11 6 15 2 46 12 147 31 16 33 0 6 1 0 0 0 0 1 3 8 2 15 4 40 0 1 27 3 0 1 0 0 0 0 0 2 0 0 0 0 4 1 1 4 0 0 0 0 0 0 0 1 2 3 2 6 9 48 2 3 12 0 0 0 0 0 0 0 1 0 0 0 1 0 20 0 2 2 0 0 0 0 0 0 0 0 0 10 1 10 2 40 7 11 4 0 1 0 0 0 0 0 0 0 0 0 6 2 0 0 1 0 0 0 0 1 0 0 0 0 0 2 0 3 0 9 3 0 3 3 1 1 0 1 0 0 0 2 2 1 13 5 14 11 2 2 3 0 1 0 0 0 0 1 0 2 0 10 2 13 3 1 21 0 0 0 0 0 0 0 0 1 0 0 3 0 10 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 1 0 0 0 0 2 2 0 0 3 3 0 0 0 0 0 1 1 0 0 0 1 6 0 46 18 20 17 13 85 0 1 4 6 6 2 3 15 17 50 10 161 54 368 78 52 198 9 9 8 5 4 2 3 9 11 16 5 62 24 236 52 26 58 8 7 1 *** TOTAL 338 105 12 88 26 86 9 26 57 53 17 3 2 11 213 1046 529 TABU KBT The following are reasons for Buspenaions and coluan headings: 1. 2. 3. 4. 5. 6. 7. 8. 9. Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 10. 11. 12. 13. 14. 15. Profanity Sexual Misconduct Smoking Tardiness Vandalism Other SUSP. = Suepenaions STUDS Students EXPUL e Expulsions . . -TABES 9e SnSPSHSIOHS OF OVER 10 DATS (1988-89) DISTRICT\n(01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS in AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LODIS VALLEY PARK WEBSTER GROVES 0 0 0 0 0 1 0 0 1 1 24 0 0 2 0 0 1 0 0 0 0 0 0 0 0 0 0 8 0 1 1 0 1 2 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 2 1 0 1 1 8 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 5 0 0 1 0 0 0 0 0 0 0 0 4 1 0 0 0 5 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 2 0 0 0 1 0 0 0 7 2 6 4 0 2 0 0 0 0 0 0 0 0 1 0 0 1 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 4 1 0 5 1 2 3 0 1 0 0 1 4 0 0 0 1 12 4 0 15 6 64 7 1 11 0 2 6 4 0 0 0 1 4 3 0 6 1 32 0 0 4 0 0 2 *** TOTAL 30 13 2 14 7 13 0 5 24 4 2 0 0 0 19 133 57 TABLE SET The following axe reasons for Buspensions and coluam tmadingn. 1. 2. 3. 4. 5. 6. 7. 8. 9. Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 10. Profanity 11. Sexual Misconduct 12. Smoking 13. 14. 15. Tardiness Vandalism Other SUSP. = Suspensions STUDS Students EXPUL  ExpulsionsII I I Multiple Violation Suspensions I Transfer students who were suspended for more than one violation of the district discipline code were classified under i! t the \"multiple violation suspensions\" category. Of the 2,636 total suspension for 1988-89, 384 (14.6 percent) were for multiple violations. There were two types of multiple violation suspensions. Those in which the student was suspended after an accumulation of several minor offenses, and those in which a single incident involved more than one violation of the discipline code. The second type was more common. Of the 384 multiple violation suspensions, 217 (56.5  I percent) were fewer than four days, 142 (37 percent) lasted between four and 10 days, and 25 (6.5 percent) were more than 10 days. Data show that students who were suspended for multiple violations received longer suspensions than other transfer students who were suspended. Table 9a-multiple violation suspensions gives the number of suspensions and duration of suspensions by grade level. The 1 highest rate of suspensions was at the middle school level followed by high school. Tables 9b-multiple violation suspension through 9e multiple violation suspensions show in detail the number of students suspended by school district. the number of days of suspension, grade levels and overall percentages of s tudent s suspended. Discipline code violations that tended to occur together to produce a multiple violation were fighting. disruptive behav- 1 ior and insubordination (see Multiple Suspension Grid, p. 82). 54.3 percent of the multiple violations were in four categories. J 76The most frequent combinations were insubordination and disruptive behavior (21.5 percent of total), fighting and disruptive behavior (10.4 percent of total), fighting and tion insubordina( 11.7 percent of total), and insubordination and profanity (10.7 percent of total). 7700 TABLE 9a MULTIPLE VIOLATION SUSPENSIONS (1988-89) NUMBER OF SUSPENSIONS BY DURATION GRADE LEVEL \u0026lt;4 DAYS 4-10 DAYS MORE THAN 10 DAYS TOTAL SUSPENSIONS TOTAL NUMBER OF STUDENTS SUSPENDED PERCENT OF ENROLLED K-5 6-8 9-12 TOTAL 63 88 66 217 25 61 56 142 3 11 11 25 91 72 .6 160 143 1.3 133 125 1.1 384 340 3.0TBBU 9b DUIPUt ViaUTIGB SDSPnSIGHS (1988-89) AU. SU\u0026amp;IU\u0026amp;IOBS BT DISTSICT DISTRICT! (01) (02) (03) (04) (05) (04) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS. KXPUL. AFFTON 1 1 0 0 1 2 0 0 0 1 0 BAYLESS 0 BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY 0 0 0 1 0 0 0 1 0 0 0 0 0 0 1 7 2 0 0 0 0 2 1 1 4 25 14 45 3 0 0 0 I 0 0 0 1 0 0 0 1 2 5 2 0 0 2 2 7 1 0 3 0 0 1 0 0 0 1 0 0 0 0 I 0 9 3 59 14 57 0 0 0 0 0 8 5 3 8 4 1 1 2 0 0 0 1 0 0 0 0 0 8 4 0 1 2 1 1 8 4 0 0 2 0 0 0 1 0 0 0 0 3 8 2 0 0 9 0 0 1 2 0 0 0 I 5 30 13 0 4 0 14 0 5 0 0 1 1 0 0 0 2 0 17 7 0 34 33 34 3 1 6 32 1 0 2 0 42 230 80 0 1 0 5 4 1 0 4 0 47 141 50 0 0 0 4 17 4 PATTONVILLE 0 0 RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK WEBSTER GROVES total TABU ENT 5 5 1 1 1 0 10 0 0 0 5 0 0 0 37 230 95 1 2 2 1 0 2 8 1 0 0 4 0 0 0 0 8 31 13 0 9 0 0 2 111 32 0 0 3 4 192 4 2 3 13 0 1 0 11 0 0 1 0 11 31 13 0 0 0 0 1 0 0 0 1 0 0 0 0 23 101 44 0 0 0 0 0 3 0 0 0 1 0 0 0 0 2 1 0 0 0 7 1 2 0 0 1 0 0 0 0 0 0 0 0 3 11 5 0 22 24 27 140 5 2 17 83 4 0 9 9 207 874 340 1 Tbe follcwlng are reaaona for ao^ienaiona and coIihi headingas 1. 2. 3. 4. Fighting Insubordination Failure to Attend Detention Theft 10. 11. 12. 5. 4. 7. e. 9. Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance Possession of Weapon 13. 14. 15. Profanity Sexual Misconduct Smoking Tardiness Vandalism Other SUSP. - Suspensions STUDS  Students EXPUIj  Expuleionsnau 9c IZflFU VIOIAnOi SUSHmSIGBS (1988-89) SUSFKBSIOBS OF FSWSK TB8B 4 DATS DISTRICT: (01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS. AFFTON 1 1 0 0 1 2 0 0 0 1 0 0 0 0 1 7 2 BATLESS 0 1 0 0 0 1 0 0 0 0 0 0 0 0 1 3 1 BRENTWOOD 0 3 0 0 0 1 0 0 0 1 0 0 0 0 2 7 3 CLAYTON 0 2 1 0 0 1 0 0 0 1 0 0 0 0 3 8 4 HANCOCK 2 0 0 0 0 2 0 0 0 0 0 0 0 0 0 4 2 HAZELWOOD 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 KIRKWOOD 0 2 0 0 0 1 0 0 0 0 0 0 0 0 2 5 2 LADUE 2 1 0 1 0 4 0 0 0 1 0 0 0 1 0 10 5 LINDBERGH 16 46 0 0 3 28 1 0 1 25 0 0 0 0 44 164 53 HBHVILLE 11 10 8 7 0 31 1 0 3 3 1 0 6 0 40 121 42 00 o PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK WEBSTER GROVES ** TOTAL TABU m 1. 2. 3. 4. 5. 6. 7. 8. 16 27 2 1 6 14 0 0 1 7 1 0 0 2 17 94 38 3 0 0 0 0 2 53 1 0 0 0 5 0 0 0 2 0 0 0 0 5 16 7 1 0 0 0 5 0 0 0 3 0 0 0 0 6 15 7 12 0 2 1 110 1 0 0 0 12 following are reanona for 0 0 0 0 9 1 8 0 0 0 3 0 0 1 0 5 31 15 0 0 0 11 1 2 0 106 0 0 0 1 0 0 0 0 0 2 1 0 0 0 1 0 0 0 0 0 5 2 0 0 0 0 0 0 0 0 1 4 2 2 0 5 49 2 0 7 3 127 496 186 (oiqMnaLcMia and ooli^n headin^at Fighting Insubordination Failure to Attend Detention Theft Truancy Disruptive Behavior Failure to Attend Intervention Center Possession of Controlled Substance 10. 11. 12. 13. 14. 15. Profanity Sexual Misconduct Smoking Tardiness Vandalism Other SUSP.  SuspenBions STUDS - StudentsZ\u0026amp;BU 9d OIXIFUC VZOUnOB SDSRBSIOBS (1988-89) SDsnaisnMS 4 \u0026gt;o io'dbxs 00 DISTRICTi AFFTON BAYLESS BRENTWOOD CLAYTON HANCOCK HAZELWOOD KIRKWOOD LADUE LINDBERGH MEHVILLE PARKWAY PATTONVILLE RITENOUR ROCKWOOD ST. LOUIS VALLEY PARK (01) (02) (03) (04) (05) (06) (07) (08) (09) (10) (11) (12) (13) (14) (15) SUSP. STUDS. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 2 9 2 22 2 2 7 0 0 1 0 7 2 13 4 22 0 1 20 0 0 0 0 0 0 0 0 3 1 1 3 0 0 1 1 0 0 0 0 1 0 0 0 0 0 4 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 8 0 0 1 2 0 0 0 1 3 25 11 0 0 1 3 1 0 2 0 0 0 1 0 8 0 2 2 0 0 1 6 2 16 5 3 4 0 0 0 0 1 0 0 0 0 1 0 7 2 WEBSTER GROVES 0 1 0 0 0 0 2 1 2 7 1 0 2 0 16 60 25 0 0 2 1 0 0 0 0 6 18 7 0 0 0 8 2 0 0 3 16 105 44 0 0 0 3 0 0 0 0 3 15 6 1 0 0 1 0 0 0 0 5 16 6 0 0 0 6 0 0 0 0\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information 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\u003eKeating, Thomas N.\u003c/dcterms_creator\u003e\n\u003cdcterms_creator\u003eUchitelle, Susan\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":"suc_abaker_4507","title":"Letter, 1989, Dennis L. Bruce to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481","United States, South Carolina, Spartanburg County, 34.93126, -81.99068","United States, South Carolina, Spartanburg County, Spartanburg, 34.94957, -81.93205"],"dcterms_creator":["Bruce, Dennis L."],"dc_date":["1989-08-22"],"dcterms_description":["Letter from Dennis L. Bruce of Spartanburg County Public Library, to Augusta Baker, stating in regards to the children's book Epaminondas and His Auntie, \"I was told that you said to persons attending a workshop this past March at White Oak that they should do whatever they could to have this books and others removed from all library shelves.\" He remarks that he is \"appalled\" by this statement and references the Library Bill of Rights and the Freedom to Read Statement."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 141. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Bruce, Dennis L.--Correspondence","Public libraries--South Carolina","Literature and morals","Children--Books and reading"],"dcterms_title":["Letter, 1989, Dennis L. Bruce to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4507"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Bruce, Dennis L."],"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_ajc_14629","title":"Representative John Lewis meets with residents at the Great Oaks Nursing Home to discuss concerns with senior citizens, 1989","collection_id":"gsu_ajc","collection_title":"Atlanta Journal-Constitution Photographs","dcterms_contributor":["Downs, Billy (Photographer)"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Atlanta Journal-Constitution"],"dc_date":["1989-08-22"],"dcterms_description":["Printed on assignment sheet: \"Great Oaks nursing home in Roswell, Ga. 1109 Green St. Roswell. Congressman John Lewis who was recently appointed to the House Select Committee on Aging. He's on tour at the Great Oaks Nursing Home. He's talking with Catherine Crine, she's 93. He was talking about the concerns of the elderly. Color negatives, No-21. 1989-08-22. Photog: Billy Downs.\" Caption: \"Rep. John Lewis pays a visit to Great Oaks Nursing Home recently, where he met Catherine Crine, 93. Mr. Lewis was recently appointed to the House Select Committee on Aging. He promised to address the elderly's concerns.\""],"dc_format":["image/jp2"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Atlanta Journal-Constitution Photographic Archive;"],"dcterms_subject":["Politicians","African American Politicians","Civil rights workers","City council members"],"dcterms_title":["Representative John Lewis meets with residents at the Great Oaks Nursing Home to discuss concerns with senior citizens, 1989"],"dcterms_type":["StillImage"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/ajc/id/14629"],"dcterms_temporal":["1980/1989"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: AJCP452-147e, Atlanta Journal-Constitution Photographic Archives. Special Collections and Archives, Georgia State University Library."],"dlg_local_right":["This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["black-and-white photographs"],"dcterms_extent":null,"dlg_subject_personal":["Lewis, John, 1940-2020"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_gravely_175","title":"J. Strom Thurmond oral history interview, 1989 August 21","collection_id":"suc_gravely","collection_title":"William Gravely Oral History Collection on the Lynching of Willie Earle","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Greenville County, Greenville, 34.85262, -82.39401"],"dcterms_creator":["Thurmond, Strom, 1902-2003","Gravely, William"],"dc_date":["1989-08-21"],"dcterms_description":["An oral history interview by William Gravely with the late Senator J. Strom Thurmond at his office in Washington, DC, on August 21, 1989. Thurmond was the Governor of South Carolina in 1947, when the lynching of Willie Earle and the nationally-covered trial for suspected members of the lynching mob took plce. The interview conversationally recounts Thurmond's personal experience of the political and legal climate surrounding the case. A final transcript and correspondence are included with the interview."],"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. Department of Oral History, University Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Call Number: GRA 049","William Gravely Oral History Collection on the Lynching of Willie Earle"],"dcterms_subject":["African Americans--South Carolina--History--20th century","African Americans--South Carolina--Interviews","Civil rights--South Carolina","Lynching--South Carolina--Greenville","Trials(Murder)--South Carolina--Greenville","Greenville County (S.C.)--Race Relations--History"],"dcterms_title":["J. Strom Thurmond oral history interview, 1989 August 21"],"dcterms_type":["Sound"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/gravely/id/175"],"dcterms_temporal":["1946/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright: University of South Carolina. The transcript and audio are provided for individual research purposes only; for all other uses, including publication, reproduction, and quotation beyond fair use, permission must be obtained in writing from: Department of Oral History, University Libraries, University of South Carolina."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["27:48"],"dlg_subject_personal":["Thurmond, Strom, 1902-2003","Earle, Willie, 1922-1947"],"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_ajc_14621","title":"Representative John Lewis with Jack Kemp at the SCLC convention session on homelessness, 1989","collection_id":"gsu_ajc","collection_title":"Atlanta Journal-Constitution Photographs","dcterms_contributor":["Arroyo, Nick, 1943-"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Atlanta Journal-Constitution"],"dc_date":["1989-08-17"],"dcterms_description":["Printed on assignment sheet: \"Left, Rep. John Lewis. Right, HUD Secretary Jack Kemp at SCLC Convention session on housing and homelessness in the U.S.\" Caption: \"HUD Secretary Jack F. Kemp (right), embracing Rep. John Lewis, received a warm reception at the SCLC convention. Article, Page A4.\""],"dc_format":["image/jp2"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Atlanta Journal-Constitution Photographic Archive;"],"dcterms_subject":["Politicians","African American Politicians","Civil rights workers","Southern Christian Leadership Conference"],"dcterms_title":["Representative John Lewis with Jack Kemp at the SCLC convention session on homelessness, 1989"],"dcterms_type":["StillImage"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/ajc/id/14621"],"dcterms_temporal":["1980/1989"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: AJCP452-146j, Atlanta Journal-Constitution Photographic Archives. Special Collections and Archives, Georgia State University Library."],"dlg_local_right":["This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["color photographs"],"dcterms_extent":null,"dlg_subject_personal":["Lewis, John, 1940-2020"],"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":826,"next_page":827,"prev_page":825,"total_pages":6766,"limit_value":12,"offset_value":9900,"total_count":81191,"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":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"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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