Defendants Response to Plaintiffs' First Set of Interrogatories
Public Court Documents
December 3, 1990
98 pages
Cite this item
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Connecticut, Case Files, Sheff v. O'Neill Hardbacks. Defendants Response to Plaintiffs' First Set of Interrogatories, 1990. 13b68dda-a246-f011-877a-0022482c18b0. LDF Archives, Thurgood Marshall Institute. https://ldfrecollection.org/archives/archives-search/archives-item/1a2e4dff-23e0-4a41-9983-e1434c0b4cc5/defendants-response-to-plaintiffs-first-set-of-interrogatories. Accessed September 18, 2025.
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Cv 89-0360977S
MILO SHEFF, et al SUPERIOR COURT
J.D. HARTFORD/NEW
Plaintiffs NEW BRITAIN AT HARTFORD
Vv.
WILLIAM A. O'NEILL, et al
Defendants DECEMBER 3, 1990
DEFENDANTS RESPONSE TO PLAINTIFFS' FIRST SET OF INTERROGATORIES
The defendants offer the following responses to Plaintiffs’
First Set of Interrogatories dated September 20, 1990.
1. Identify (by name and title) each person other than counsel
who assisted in the preparation of defendants' responses to
plaintiffs' First and Second Sets of Production Requests. Please
provide a separate response for each separately numbered item.
RESPONSE:
See Exhibit 1(a) attached hereto.
2. Please identify each person whom defendants expect to call as
an expert witness at trial, and state the subject matter on which
the expert is expected to testify, the substance of the facts and
opinions to which the expert is expected to testify, and provide
a summary of the grounds for each opinion.
RESPONSE:
At this point in time the defendants have not identified any
expert witnesses who they expect to testify at trial. Defendants
do not expect to be in the position to identify expert witnesses
until sometime after plaintiffs have identified their expert
witnesses and the defendants have had an opportunity to discover
the opinions those expert witnesses are expected to offer. Only
then will the defendants be in a position to determine whether
they need expert testimony and they can begin the process of
seeking appropriate experts.
3. Concerning your answer to Paragraph 32 of the Complaint, what
{
Hartford metropolitan area school districts other than Hartford
and Bloomfield do you consider to have a significant proportion
of minority students.
RESPONSE:
OBJECTION: This interrogatory is unduly vague in that the
defendants are unable to ascertain what the plaintiffs mean by
the term "significant proportion of minority students".
Furthermore the defendants are not aware of any generally
accepted standard for determining what constitutes a "significant
proportion of minority students." For the plaintiffs information
the following six school districts (exclusive of Hartford and
Bloomfield) in the Hartford Metropolitan area are among the 27
school districts statewide that in 1989-90 had 10% or more
minority enrollment: East Hartford, East WIndsor, Manchester, New
Britain, West Hartford and Windsor.
4. Concerning your answer to Paragraph 33 of the Complaint, what
Hartford metropolitan area school districts other than Hartford
and Bloomfield do you consider not to be overwhelmingly white?
RESPONSE:
OBJECTION: This interrogatory is unduly vague in that the
defendants are unable to ascertain what the plaintiffs mean by
the term "overwhelmingly white". Furthermore the defendants are
not aware of any generally accepted standard for determining
whether a district is "overwhelmingly white." Using the broadest
possible definition of the term "overwhelmingly white" the
defendants would deny that any of the districts in the Hartford
metropolitan area are "overwhelmingly white" in the sense that
minorities in those districts have been disadvantaged or
"overwhelmed" by the white population.
5. Concerning your answer to Paragraph 36 of the Complaint, do
the defendants possess, know of or can identify any study which
does or does not demonstrate that a high concentration of at-risk
students places a school system at a severe educational
disadvantage?
RESPONSE :
OBJECTION: The interrogatory is unduly vague in that the
defendants are unable to ascertain what the plaintiffs mean by
the term "severe educational disadvantage". In any event the
defendants are unaware of any study which does or does not
demonstrate that when the number of "at risk" students in a
school district reaches a certain level, the district is placed
at "a severe educational disadvantage".
6. Concerning your answer to Paragraph 37 of the Complaint, what
is the percentage of limited English proficiency students for
each school system listed for 1987-88, and what is the source of
your answer?
RESPONSE:
See Exhibit 6(a) attached hereto. Note however that towns
reported as having -0- are towns in which no school in the
district had twenty or more "eligible children", as defined in
Conn. Gen. Stat. § 10-17e(1), classified in any one language
other than English. The actual number of LEP students in these
districts is not known to the defendants.
7. Are the defendants aware of other "indicia" for identifying
at-risk students in addition to the indicia listed in paragraph
37?
RESPONSE:
The number of criteria which can be used as "indicia" of children
who might be "at risk" is virtually limitless. There are myriad
social factors which could have a predictable adverse effect on
educational performance. Poverty, limited English proficiency,
and single parent family status are only three. Some children
who might be considered "at risk" are children from families
where substance abuse is a problem, children from families where
one or more family member suffers from mental disease or illness,
children who have parents who themselves have a history of low
educational attainment (e.g., no high school diploma), children
who have received inadequate prenatal care, children who have
received inadequate health care, children who are inadequately
nourished, children who have been influenced by or participate in
whom
criminal activity, children who are left alone for more than
three hours per weekday, etc.
8. As to the denial of paragraph 38, list all the ways in which
the Hartford school district has been able to provide its
children with an education substantially equal to that received
by schoolchildren in the suburban districts.
RESPONSE:
Sizes of classes, training, experience and background of teaching
staff, materials, books and supplies, school philosophy and
objectives, type of local control, test scores as they reflect
improvement over time, degree of motivation and application of
students, and course offerings and extra curricular activities.
9. Please identify any measure of education performance which
shows that schoolchildren in the Hartford school district perform
the same or better than schoolchildren in the suburban districts.
RESPONSE:
On any measure of educational performance some Hartford children
do as well or even better than the average suburkan child.
Overall, Hartford children do not perform as well as suburban
children on the traditional measures of educational performance
such as standardized tests. There is the positive finding that
the rate of growth on the CMT of at-risk students in the five
largest school districts (which includes Hartford) is comparable
to the rate of growth of their counterparts in the other school
districts.
10. Concerning your answer to the first sentence in Paragraph 40
of the Complaint, what is or are the principal measures of
students achievement in Connecticut?
RESPONSE:
In the opinion of the State Department of Education there is no
single measure of educational achievement which should be
considered the "principal" measure of achievement. One measure
which the State uses for particular purposes is the CMT. School
-8~
districts may rely on different measures of performance thus
making comparisons difficult.
11. What is the purpose of the student mastery test?
RESPONSE:
See pages vii-9 of exhibit 18(a) submitted in response to
Plaintiffs' Second Request for Production.
12. Concerning your answer to Paragraph 41 of the Complaint,
what does a "mastery benchmark" indicate?
RESPONSE:
"Mastery benchmarks" have only been set in the area of reading.
See first paragraph on page 16 of Exhibits 18(a), (b) and (cc)
submitted in response to Plaintiffs' Second Request for
Production.
13. Concerning your answer to Paragraph 42 of the Complaint, in
1988, what percentage of all suburban sixth graders scored at or
above the "mastery benchmark" for reading, what percentage of
Hartford schoolchildren met the standard, what percentage of all
suburban sixth graders exceed the remedial benchmark on the test
of reading skills, and what percentage of Hartford schoolchildren
meet this test?
RESPONSE:
13. See Exhibit 13(a) attached hereto.
14. Concerning your answer to Paragraph 45 of the Complaint, are
there any ways in which Hartford schoolchildren are not receiving
a minimally adequate education?
RESPONSE:
OBJECTION: The interrogatory is unduly vague in that defendants
cannot ascertain what the plaintiffs mean by the term "minimally
adequate education". As a matter of law, the defendants deny
lplaintiffs' claim that Hartford school children are not receiving
a minimally adequate education.
-10-
15. Concerning your answer to Paragraph 46 of the Complaint,
what is the percentage of students in Hartford schools and
suburban schools who remain in school to receive a high school
diploma versus the percentage of students who drop out, the
percentage of graduates who enter any program of higher
education, and the percentage of graduates who obtain full-time
employment within nine months of completing schooling?
RESPONSE:
See Exhibit 3(a-e), 4(a-c), and 3(f) (new) submitted in response
to Plaintiffs' First Request for Production.
16. If disparities are indicated in your answer to the above
interrogatory, what are the reasons for the disparities?
RESPONSE:
The causes for this disparity have not been clearly identified
and are probably so numerous that they cannot be fully
identified. The multitude of social and economic factors which
211
have been correlated with poor educational performance probably
can be correlated with the drop out rate as well.
17. Concerning your answer to Paragraph 48 of the Complaint,
have the defendants conducted any studies or are they aware of
any studies which measure whether suburban students have a
statistically higher rate of success in obtaining employment with
many Hartford-area businesses.
RESPONSE:
No.
18. Concerning your answer to Paragraph 49 of the Complaint,
state the reasons why public school integration in the Hartford
Metropolitan region by race, ethnicity and economic status would
not significantly improve the educational achievement of poor and
minority children, without diminution of the education afforded
their majority schoolmates.
RESPONSE :
OBJECTION: This interrogatory is unduly vague in that the
defendants cannot ascertain what the plaintiffs mean by the term
"significantly improve the educational achievement". The
defendants are of the opinion that improved school integration by
race, ethnicity, and economic status will have positive social
benefits and may have a positive impact on educational
achievement. However, the empirical studies which have been done
are not sufficiently reliable to conclusively establish that
integration, by itself, will improve the educational achievement
of poor and minority children as measured by performance on
standardized tests.
19. Concerning your answer to Paragraph 50 of the Complaint,
state whether such officials agree now that (i), (ii), and (iii)
exist and state the month and year when they became so aware.
RESPONSE:
OBJECTION: Subparts "i", "ii" and "iii" of paragraph 15 of the
Complaint are so vague and general that the defendants cannot
respond to this interrogatory. To the extent that section "i"
alleges or implies that a violation of the law has or is
occurring, that section is denied. To the extent that section
“ii” suggests that the State of Connecticut has created and
maintained racially and economically isolated residential
communities in the Hartford region, it is wrong. To the extent
that section "iii" suggests the State ought to continue its
efforts to improve our state educational system, the defendants
agree. The defendants believe that the minimum requirements of
the law are only a beginning point and that, as a State, we
should consistently be looking for ways in which our educational
system can be changed for the better.
20.
what
1965
when
Concerning your answer to Paragraph 51 of the Complaint,
actions did you or your predecessors take in response to the
report to the United States Civil Rights Commission, and
was such action taken?
RESPONSE:
OBJECTION: To the extent that the plaintiffs are asking the
defendants to detail each and every step they and their
-34 ~
predecessors have taken to address any aspect of the problems
which were identified by the U.S. Civil Rights Commission, the
request is unduly burdensome in that it would require the
scrutiny of the daily activities of dozens and maybe even
hundreds of individuals going back as far as 25 years. Suffice
it to say that since 1965 the General Assembly has supported and
amended state statutes regarding the provision of education in
Connecticut in many ways which were designed, inter alia, to
address racial isolation and the needs of poor and at risk
children. The defendants and their predecessors have carried out
the programs and policies adopted by the General Assembly. The
development of the law regarding education in Connecticut since
1965 is as easily accessible to the plaintiffs through
appropriate legal research as it is to the defendants.
21. Concerning your answer to Paragraph 52 of the Complaint,
state any inaccuracies in plaintiffs' statement regarding
conclusions of the report?
RESPONSE:
As defendants have noted in their response to paragraph 52 of the
Complaint, the report speaks for itself. The report must be read
as a whole and whether the plaintiffs' characterization of the
report is accurate or not depends on the conclusions which the
reader of the report draws from the report and the conclusions
which the reader draws from the plaintiffs' characterization of
the report. Defendants lack sufficient knowledge regarding the
authors' intentions and the plaintiffs' intentions to say
anything more than that the report speaks for itself.
22. Concerning your answer to Paragraph 53 of the Complaint,
state any ways in which the defendants or their predecessors
acted to implement the request?
OBJECTION: To the extent that this interrogatory asks the
defendants to describe what they did to obtain the authority to
"direct full integration of local schools", the interrogatory is
unduly vague in that the defendants cannot ascertain what
plaintiffs mean by "full integration of local schools". In any
BR
event, defendants could not implement a recommendation that
legislation be adopted because only the General Assembly can
adopt legislation. The General Assembly did not adopt the
recommended legislation. The presently named defendants have not
proposed similar legislation. It cannot be determined at this
time what, if anything, the defendants' predecessors did in
regard to this recommendation that legislation be adopted.
23. Concerning your answer to Paragraph 59 of the Complaint,
what efforts did you or your predecessors make during 1970-82 to
remedy the racial isolation already previously identified by you?
RESPONSE:
See Exhibit 23(a) and 23(b) attached hereto.
24. Concerning your answer to Paragraph 66 of the Complaint, are
there any ways in which the isolation of poor and minority
schoolchildren in the City of Hartford has had an adverse impact
on the educational opportunities of these children.
nd ~
|
RESPONSE :
Concentrations of poor and minority children do not, in
themselves, have an adverse effect on educational opportunities.
Educational opportunities are a product of educational resources
and effective administration of those resources, not the
composition of the student body.
25. Concerning your answer to Paragraph 70 of the Complaint,
what steps have the defendants taken to address the inequities
listed?
RESPONSE:
Defendants have carried out the legislative programs and mandates
adopted by the General Assembly including the many programs by
which state funds are allocated to local school districts, the
mandates regarding minimum educational standards, the
prohibitions on intra district racial imbalance, and programs
promoting inter-district cooperation.
-18-
26. Concerning your answer to Paragraph 71 of the Complaint,
what actions have been taken in regard to affect meaningful
racial and economic integration of housing within school zones
and school districts in the Hartford metropolitan region?
RESPONSE:
OBJECTION: The interrogatory is vague, unduly burdensome, and
regards matters which are irrelevant and/or collateral to the
issues presented in the present case. The interrogatory is vague
in that it does not specify whose "actions" should be listed.
It is unduly burdensome in that it would require, at a minimum,
that the defendants reconstruct a complete history of the State's
efforts in these areas going back in time indefinitely. It is
irrelevant in that the present case deals only with the State's
obligations under the constitutional provisions and laws relating
ito education, not with issues regarding integration of housing.
In the alternative, defendants would answer by saying that state
laws prohibiting discrimination in housing have been enforced and
state and federal programs promoting home ownership for first
-19-=
time home buyers and promoting and supporting the availability of
low cost housing have been implemented.
27. Concerning your answer to Paragraph 72 of the Complaint,
identify all compensatory or remedial services funded by the
state which mitigate the adverse effect of educational
inequities?
RESPONSE :
See Exhibit 18(d) submitted in response to Plaintiffs' Second
Request for Production.
28. Please list each planned interdistrict program to promote
racial or economic integration of students in the Hartford
region; the school year that each program is anticipated to
commence; and the number of students from each district to be
participating in each.
RESPONSE:
—-2)=
See Exhibits 3(a-n) provided in response to Plaintiffs' Second
Request for Production and Exhibits 28 (a-e) atached hereto.
29. Please list each planned interdistrict program to promote
racial or economic integration of students in the Hartford
region; the school year that each program is anticipated to
commence; and the number of students from each district to be
participating in each.
RESPONSE:
See Exhibits 3(a-n) provided in response to Plaintiffs' Second
Request for Production and Exhibits 28 (a-e) attached hereto.
30. Please list each current housing program administered by the
State of Connecticut which promotes racial or economic
integration of students in the Hartford region, and the number of
housing units created by each such program in the city of
Hartford and in the surrounding communities.
RESPONSE:
OBJECTION: Same grounds as stated in response to interrogatory
26.
31. Please list all Commissioners of Education for the State of
Connecticut from 1954 to the present, and the dates which each
Commissioner served.
RESPONSE:
See Exhibit 31(a) attached hereto.
32. Please list all Chairmen of the Connecticut State Board of
Education from 1954 to the present, and the dates which each
Chairperson served.
RESPONSE:
See Exhibit 31(a) attached hereto.
33. If you do not admit Request for Admission No. 1, what was
the percentage of blacks, Hispanics and children in families
below the United States Department of Agriculture's official
to
AN
|
"poverty line" in Connecticut in 1986 and in the Hartford school
district in 1987-887
RESPONSE:
See response to plaintiff's Request for Admission No. 1.
34. If you do not admit Request for Admission No. 2, what are
the proper percentages for that Region?
RESPONSE :
34. See response to plaintiffs' Request for Admission No. 2.
FOR THE DEFENDANTS
IARINE NARDI RIDDLE
RAL,
By: (i J le :
John R. Whelan
Agsistant Attorney General
10 Sherman Street
Hartford, CT 06105
Telephone: 566-3696
or pres ls
Diane W. Whitney
Assistant Attorney General
110 Sherman Street
Hartford, CT 06105
Telephone: 566-3696
CERTIFICATION
This is to certify that a copy of the foregoing was mailed,
postage prepaid on December 3, 1990 to the following counsel or
record:
John Brittain
University of Connecticut
School of Law
65 Elizabeth Street
Hartford, CT 06105
Wilfred Rodriguez
Hispanic Advocacy Project
Neighborhood Legal Services
1229 Albany Avenue
Hartford, CT 06112
Philip Tegeler
Martha Stone
Connecticut Civil Liberties Union
32 Grand Street
Hartford, CT 06106
Wesley W. Horton
Mollier, Horton & Fineberg, P.C.
90 Gillett Street
Hartford, CT 06105
Jenny Rivera, Esq.
Puerto Rican Legal Defense Fund, Inc.
99 Hudson Street
14th Floor
New York, NY 10013
Julius L. Chambers
Marianne Lado, Esq.
Ronald Ellis, Esq.
NAACP Legal Defense Fund and
Educational Fund, Inc.
99 Hudson Street
New York, NY 10013
John A. Powell
Helen Hershkoff
American Civil Liberties Union
132 West 43rd Street
TY, NY 10036
Se
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BV R. Whelan
Asgistant Attorney General
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EXHIBIT 1 (a) PROVIDED IN RESPONSE TO
PLAINITFFS' INTERROGATORIES DATED 9/20/90
A. State Department of Education Personnel Responsible for
Gathering the Records Produced in Response to Plaintiffs' First
Request for Production.
1. John Coroso, Richard Kissinger, Robert Margolin.
Pascale Forgione, Douglas Rindone, Raymond Pecheone.
3. Pascale Forgione, Douglas Rindone, Raymond Pecheone.
4. Pascale Forgione, Douglas Rindone, Raymond Pecheone.
Pascale Forgione, Douglas Rindone, Raymond Pecheone.
Pascale Forgione, Douglas Rindone, Raymond Pecheone.
8. n/a |
9. Robert Margolin
10. Pascale Forgione, Douglas Rindone, Raymond Pecheone.
11. Robert Margolin, William Gauthier
12. Robert Margolin
13. Pascale Forgione, Douglas Rindone, Raymond Pecheone.
14. Robert Margolin
15. Paula Yellman, Joan Martin
16. Pascal Forgione. Douglas Rindone, Raymond Pecheone,
William Congero, Robert Margolin
17. Robert Margolin, William Gauthier, Angie Solen-Galiano
18. n/a
19. Pascal Forgione, Douglas Rindone, Raymond Pecheone.
20. Paula Yellman, Pamela Bergin, Sonia Margnelli
21, - n/a
22. Pascale Forgione, Douglas Rindone, Raymond Pecheone
23. Pascal Forgione, Douglas Rindone, Raymond Pecheone
24. n/a
Ei |)
25.
26.
27.
27.
29.
30.
31.
32.
33.
34.
3s.
36.
37.
38.
B.
1.
2.
3.
4.
5.
6
10.
-d
Douglas Rindone, George Coleman, Thomas Breen.
Maria Spivey, State Department of Health
Pascale Forgione, Douglas Rindone,
n/a
Robert Brewer, Robert Margolin
n/a
Robert Margolin, William Gauthier,
Robert Margolin, William Gauthier,
n/a
n/a
Robert Margolin
Pascale Forgione, Douglas Rindone,
Pascale Forgione, Douglas Rindone,
Pascal Forgione
Raymond Pecheone.
Angie Solen-Galiano
Angie Soel-Galiano
Raymond Pecheone.
Raymond Pecheone.
State Department of Education Personnel Responsible for
Gathering Records Produced in Response to Plaintiffs' Second
Request for Production.
Robert Margolin, William Gauthier
Robert Brewer
Robert Margolin, Robert Brewer, Joan Martin
Robert Margolin, Theodore Sergi, Robert Brewer
Robert Margolin, Elizabeth Sternberg
Theodore Sergi
Robert Brewer, Peter Prowda
Robert Brewer
Paula Yellman, Frank Altieri
Robert Brewer
-3=
11. Robert Margolin, Pascale Forgione,
Pecheone, Peter Prowda
12. Robert Margolin, Pascale Forgione,
Pecheone, Peter Prowda
13. n/a
14. Robert Margolin, Pascale Forgione,
15. Robert Margolin, Pascale Forgione,
16. Robert Margolin, Pascale Forgione
17. Theodore Sergi, Pascale Forgione
18. Pascale Forgione, Douglas Rindone,
Congero
19. "n/a
20. Paula Yellman, Pamela Bergin
21. Paula Yellman, Pamela Bergin
22. Paula Yellman, Pamela Bergin
23. Mark Stapleton
24. Paula Yellman, Pamela Bergin
25. n/a
26. n/a
27. Paula Yellman, Pamela Bergin
28. Paula Yellman, Pamela Bergin
The titles of those people
Douglas Rindone, Raymond
Douglas Rindone, Raymond
Peter Prowda
Peter Prowda
Raymond Pecheone, William
listed above are as follows:
Frank Altieri, Deputy Commissioner for Finance and Operations
Pamela Bergin, Staff Assistant to the Commissioner for Board
Matters
Thomas Breen, Associate Education Consultant, Data Collection and
Analysis Unit
Robert Brewer, Chief, Bureau of Grants Processing
lf
George Coleman, Chief, Bureau of Curriculum and Instruction
William Congero, Associate Education Consultant, Connecticut
Mastery Test Program Manager, Division of Research, Evaluation
and Assessment.
John Coroso, Director, Division of Management and Budget
Pascale Forgione, Director of the Division of Research,
Evaluation, and Assessment
William Gauthier, Chief, Bureau of School and Program Development
Richard Kissinger, Architect, School Facilities Unit, Bureau of
Grants Processing
Sonia Margnelli, Executive Assistant, Commissioner's Office
Robert Margolin, Acting Deputy Commissioner for Program and
Support Services
Joan Martin, Associate Education Consultant, Quality and
Integrated Education, Office of the Commissioner.
Raymond Pecheona, Chief, Bureau of Research and Teacher
Assessment
Peter Prowda, Education Consultant, Office of Research and Policy
Analysis
Douglas Rindone, Chief, Bureau of Evaluation and Student
Assessment :
Theodore Sergi, Director, Division of Vocational, Technical and
Adult Education
Angie Solen-Galiano, Associate Education Consultant, Bureau of
School and Program Development
Mark Stapleton, Esq., Chief of Legal Affairs
Elizabeth Sternberg, Director, Division of Curriculum and
Professional Development
Paula Yellman, Esq., Associate Education Consultant, Office of
Legal Affairs
NOTE: The information contained in this Exhibit was developed
by counsel for the defendants from records in defense counsel's
file and defense counsel's recollection.
bo i
ATTACHMENT A
Connecticut State Department of Education
Division of Education Support Services
Number and Percentage of Limited English Proficient Students Enrolled
in Connecticut Local School Districts as of October 1987.
Local School Districts Number of LEP Students Percentage of LEP Students
Andover
Ansonia
Ashford
Avon
Barhamsted
Berlin
Bethany
Bethel
Bloomfield
Bolton
Bozrah
Branford
Bridgeport 2,20
Bristol
Brookfield
Brooklyn
Canaan
Canterbury
~ Canton
Chaplin
Cheshire
. Chester
Clinton
Colchester
Colebrook
Columbia
Cornwall
Coventry
Cromwell ;
Danbury : 7
Darien
Deep River
Derby
Eastford
East Granby
East Haddam
East Hampton
East Hartford
East Haven
East Lyme
Easton
East Windsor
Ellington
Enfield
Essex
Z
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3 ® ATTACHMENT A continued
Local School Districts Number of LEP Students Percentage of LEP Students
Fairfield
Farmington
Franklin
Glastonbury
Granby
Greenwich
- Griswold
Groton
Guilford
Hamden
Hampton
Hartford 5,12
Hartland
Hebron
Kent
Killingly
Lebanon
Ledyard
Lisbon
Litchfield
Madison
Manchester
Mansfield
Marlborough
Meriden
Middletown
Milford
Monroe
Montville
Naugatuck
New Britain
New Canaan ‘ 0
New Fairfield ; 0
New Hartford 0
New Haven 1,343
Newington 0
New London
New Milford
Newton
Norfolk
North Branford
North Canaan
North Haven
North Stonington
Norwalk 47
Norwich ;
01d Saybrook
Orange
Oxford
Plainfield
Plainville
Plymouth
O
O
O
O
T
E
E
Z
Z
Z
Z
Z
Z
I
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Z
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>
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. % ATTACHMENT A continued ®
Local School Districts Number of LEP Students Percentage of LEP Students
Pomfret
Portland
Preston
Putnan
Redding
Ridgefield
Rocky Hill
Salem
Salisbury
Scotland
Seymour
Sharon
Shelton
Sherman
Simsbury
Somers
Southington
South Windsor
Sprague
Stafford
Stamford
Sterling
Stonington
Stratford
Suffield
Thomaston
Thompson
Tolland
Torrington
Trumbull
Union
Vernon
Voluntown
Wallingford
Waterbury
Waterford
Watertown
Westbrook
West Harford
West Haven
Weston
Westport
Wethersfield
Willington
Wilton
Winchester
Windham 31
Windsor
Windsor Locks
Wolcott
Woodbridge
Woodstock
N
O
O
O
O
O
O
O
O
D
O
D
O
D
O
O
D
O
D
O
D
O
D
O
O
O
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O
O
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O
D
O
nN
w
L
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0
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0
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>
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>
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>
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% ATTACHMENT A continued »
Local School Districts Number of LEP Students Percentage of LEP Students
Gilbert School
Norwich Free Academy
Vocational Technical Schools
Regional School District #
Regional School District #4
Regional School District #5
. Regional School District #6
Regional School District #7
Regional School District #8
Regional School District #9
Regional School District #0
Regional School District #1
Regional School District #2
Regional School District #13
Regional School District #4
Regional School District #5
Regional School District #16
Regional School District #17
Regional School District #8
Regional School District #9
Department of Children and Youth
* Services
Department of Correction
Department of Mental Retardation
>
>
ca
nd
w
n
C
O
O
O
O
O
O
O
0
C
O
O
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R
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.
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D
* Sources of data used to prepare this, report are the ED 025 and ED 228,
both dated October 1987.
0151c
CONNECTICUT MASTERY TEST - 1989 ADMINISTRATION
DEGREES OF READING POWER (DRP) DATA FOR SELECTED DISTRICTS
% OF STUDENTS
AT OR ABOVE DRP
% OF STUDENTS
AT OR ABOVE DRP
I I
! REMEDIAL STANDARD ! READING GOAL
| |
DISTRICT 1 6P4 ORGS ERS! pRA ERE. GRE
J I
HARTFORD ! 30 45 50 ! 10 23 21
| '
AVON ! 86 93 95 ! 63 83 81 BLOOMFIELD 77 77 81 ! 48 54 59 CANTON ' 88 83 93 ' 68 72 83 EAST GRANBY ' 83 88 93 ! 63 79 73 EAST HARTFORD ! 71 81 85 52 64 7 EAST WINDSOR ' 85 90 93 ! 59 67 70 ELLINGTON ! 85 85 89 ! 65 72 75 FARMINGTON 88 93 88 ! 64 86 70 GLASTONBURY ! 87 84 90 ! 66 72 76 GRANBY ! £9 83 95 ! 7 73 79 MANCHESTER 80 82 77 ! 59 64 58 NEWINGTON ! 90 87 93 ! 69 7 79 ROCKY HILL 85 92 86 ! 63 74 7 SIMSBURY ! 93 95 95 74 a 88 SOUTH WINDSOR ! 85 88 92 ! 64 73 72 SUFFIELD 86 92 91 ! 62 79 78 VERNON ! 85 88 86 ! 57 67 68 WEST HARTFORD ! 83 88 87 ! 65 77 74 WETHERSFIELD ' 84 88 91 bei 60 73 14 WINDSOR 72 78 83 ' 50 61 7 WINDSOR LOCKS ' 85 86 90 ! 55 65 70
| |
COMBINED SUBURBS ' 84 87 89 62 72 73
Ely 1209
CONNECTICUT MASTERY TEST - 1988 ADMINISTRATION
DEGREES OF READING POWER (DRP) DATA FOR SELECTED DISTRICTS
% OF STUDENTS : % OF STUDENTS
AT OR ABOVE DRP . ! AT OR ABOVE DRP
REMEDIAL STANDARD - ! READING GOAL
DISTRICT I “apa arb GR@8 2 ‘ora ‘ore. ens
HARTFORD 30 a1 43 | 10 22 25
AVON - 91 94 97 - 68 117 89
BLOOMFIELD : 15 76 Ba 42 56 65
CANTON : 92 90 98 : 78 15 84
EAST GRANBY : 88 96 91 - 7 16 79
EAST HARTFORD - 62 10 64 ] 33 47 43
EAST WINDSOR : 83 90 85 : 58 79 70
ELLINGTON : 75 86 87 : 52 71 69
FARMINGTON ! 88 97 90 : 68 81 74
GLASTONBURY : 85 87 89 : 68 13 74
GRANBY ! 81 86 83 1 61 69 66
MANCHESTER : 18 85 83 : 53 69 64
NEWINGTON : 87 85 88 : 64 66 72
ROCKY HILL - 88 90 76 ! 59 15 59
SIMSBURY : 97 95 97 : 13 88 91
SOUTH WINDSOR ! 91 87 84 ] 65 67 66
SUFFIELD : 80 90 85 ! 60 17 [A
VERNON : 85 82 80 : 56 65 65
WEST HARTFORD : 82 85 89 - 62 12 16
WETHERSFIELD ! 82 88 86 ! 61 15 71
~ WINDSOR : 14 83 117 : 51 64 63
WINDSOR LOCKS - 15 84 83 ! 51 63 68
COMBINED SUBURBS ! 83 87 86 ] 60 71 70
CONNECTICUT MASTERY TEST - 1987 ADMINISTRATION
DEGREES OF READING POWER (DRP) DATA FOR SELECTED DISTRICTS
% OF STUDENTS
AT OR ABOVE DRP
REMEDIAL STANDARD
% OF STUDENTS
AT OR ABOVE DRP
READING GOAL
|) |
i i
: :
DISTRICT $_ GR 4 GRO GRE ) -gR4 ‘ENE RB
| M
HARTFORD 39 a1 44 ! 14 23 26
| |
AVON ! 95 91 92 74 76 81
BLOOMFIELD ! 77 73 77 ' 53 51 58
CANTON ! 19 86 89 ! 60 73 78
EAST GRANBY ' 93 90 88 ' 72 83 76
EAST HARTFORD ' 67 70 7 ! 37 51 54
EAST WINDSOR ! 87 75 74 ! 45 51 49
ELLINGTON ! 85 93 91 ! 61 76 75
FARMINGTON ' 90 90 97 ! 73 76 89
GLASTONBURY 89 78 95 ! 70 65 85
GRANBY ! 84 82 86 ! 65 72 69
MANCHESTER ! 78 79 80 ! 51 60 62
NEWINGTON ! 88 87 £9 ' 70 74 79
ROCKY HILL ! 89 90 79 64 77 61
SIMSBURY ! 97 96 96 ! 80 88 87
SOUTH WINDSOR ! 88 89 83 ! 62 73 67
SUFFIELD ! 85 80 83 ! 53 64 61
VERNON ! 84 79 82 ! 58 64 68
WEST HARTFORD ! 87 87 86 ! 64 75 74
WETHERSFIELD ! 83 90 93 ! 63 77 81
WINDSOR ! 70 84 79 ! 39 72 63
WINDSOR LOCKS ! 88 77 81 ! 49 60 64
! !
COMBINED SUBURBS ' 85 84 85 ! 60 69 70
&® ATTACHKENT B »
¢ June 15, 1979
TO: Mark R. Shedd
FROM: Joe R. Gordon
SUBJECT: Briefing on Matters relating to Bridgeport Desegration
and Racial Imbalance Regulations
I. Chronologyof Events: Racial Imbalance Law and Regulations
July, 1969
P.A. 773 enacted--the "Racial Imbalance Law"--
Conn. General Statutes Sec. 10-226a, et. seq.
September, 1969
Racial Imbalance Regulations prepared and presented
to the State Board of Education. School districts
~ notified. State Board declares its intent to adopt,
December, 1969 to February, 1970
State Board of Education adopts a resolution to
amend the regulations. Final regulations are published in the
Connecticut Law Journal. Secretary of State declares the
regulations to be effective. Guidelines are developed by the
Department of Education to assist local school districts in
responding to the regulations.
March, 1970
A public hearing is held in Hartford. The Regulations Reveiw
Committee rejects the regulations.
April, 1970
Initiation of "Racial Survey Report" for data collection by
the Department of Education. |
January, 1976
New effort to draft regulations begins,
Shi 26
II.
-
May - July, 1977
A Regulations Development Task Force is formed, which works to
complete a new set of proposed racial imbalance regulations.
September - November, 1977
"Regulations Advisory Panel for Racial Imbalance" is formed;
37 members are selected fromall parts of the state representing
a wide variety of professional organizations and interest groups.
Issues discussed. Concensus reached.
December, 1977
State Board of Education expresses its intent to adopt the
new regulations. Opposition to the regulations is registered
by urban school districts.
April, 1978
Public hearings are held in Stratford, New Britain, New London,
Hamden.
June, 1978
State Board of Education adopts the proposed regulations.
November, 1978
Regulations are submitted to the Attorney General's office and
the Regulations Review Committee of the General Assembly.
Chronology of Events relating to Bridgeport Desegregation Efforts
August, 1976
Announcement by the Bridgeport Board of Education of “initial
steps to gain quality, desegregated education.”
Fall, 1976
Approval of the expenditure of funds by the State Department
of Education in order to support a computerized pupil data bank
system.
April, 1977 -
State Department of Education requests the status of Bridgeport
Plans for desegregation; request also implementation of such
Plans by September of 1977.
August, 1977
Bridgeport school officials request an extension of August 1
deadline to submit a racial imbalance Plan--denied by State
Department of Education.
November, 1977
The State Board of Education adopts a resolution that the
Bridgeport public schools may be in violation of Conn. Gen.
Statutes Sec. 10-4a and 10-226. A hearing is requested.
December, 1977 to January, 1978
( A preliminary fact finding review of the Bridgeport public schools
is conducted in order to prepare for the State Board of
Education hearing.
February, 1978
A court injunction is brought against the holding of the State Board
of Education hearing. Judge B. Jacobson intervenes to attempt
A negotiated settlement. An accomodation is reached by the
Bridgeport Superintendent of Schools and the Commissioner of
Education. A six-week planning and negotiation effort is begun to
develop a mutually acceptable plan for desegregating the public
schools of Bridgeport.
March, 1978
. A cooperatively developed plan is completed, entitled, "A
Comprehensive Plan to Provide Educational Equity and Quality
Education in the Bridgeport Public Schools" The plan is
\ accepted by Judge Jacobson as mutually agreed upon.
April - May, 1978
The Bridgeport plan is approved by the Bridgeport Board of
lym
Education and the State Board of Education. Local community
support is solicited through public hearings, meeting, and
extensive publicity. First steps in the process of implementation
begin.
May = June, 1978
Needs assessment activities are conducted using specialists
from both the Bridgeport school system and the State Department
of Education. Jointly prepared reports are completed, to be used
ultimately for "Phase II" of the Bridgeport Plan. Areas covered
include basic skills instruction, vocational education, special
education, compensatory education, and bilingual education.
August, 1978
Plaintiffs seek to stop implementation of parts of the Bridgeport
plan that might adversely affect their case in the pending federal
LC court case. This challenge, brought before Judge Newmann, is
largely unsuccessful.
September, 1978
Bridgeport teachers go on strike.
October, 1978
A "Combined First and Second Quarterly Report" is submitted to
the state by Bridgeport with details of implementation of the
Bridgeport plan (as required by statute).
February, 1979
A "Third Quarterly Report" is submitted to the state with further
details of implementation. Negotiations relating to Phase II
of the Bridgeport plan begin.
% »
5
III. Desegregation Activities State-wide and State Department of Education
Technical Assistance
Bridgeport: The state has cooperated and provided leadership in the
development of plans for school desegregation, providing greater equity in
education for minority students, and improving the quality of educational
programs. Joint needs assessments have been conducted. Current negotiations
are progressing towards the development of a "Phase II" plan. Support has
been given for the development of a computerized pupil data system. Technical
advice has been supplied with the cooperation of the West Hartford School
System for development of a financial accounting system with capabilities
for tracking resources allocated to individual schools.
New Haven: Meetings and negotiations have been held to promote and
assist in the development of updated plans for school desegregation. Draft
copies of such plans have been exchanged and reviewed.
Hartford: Discussions of issues and concerns have been held with the
former superintendent of schools and with the interim acting superintendent.
These discussions have helped to create an awareness of liabilities and
responsibilities, and of the need to take positive steps to alleviate
racial isolation and improve equity of educational opportunities.
Meriden: Office for Civil Rights findings require pupil desegregation
efforts involving 400 students. The State Department of Education will .
assist in the completion of a pupil data file useful for desegregation
purposes.
Bloomfield: Assistance is being provided to organize a magnet school
program for students in the school systems of the Greater Hartford area.
Danbury: Technical assistance is being offered to Danbury in the form
of a technical survey instrument useful in determining the educational
status of minority students. Expected completion: June, 1980.
P a
“Bw
Norwalk: Local desegregation efforts have led to requests for assistance
from the state. Teacher effectiveness training will be provided to "develop
more effective interpersonal relationships and more productive classroom
climates."
Project Concern: Voluntary inter-district educational programs for
minority students are supported by the state. In 1977, 121 pupils from
Bridgeport, 1,073 pupils from Hartford, and 252 pupils from New Haven were
provided education in their respective suburbs.
>
seeartul® 1 OF EDUCATION
STATE OF CONNECTICUT l
| IL. ud
nef®orann
To Dr. Mark R. Shedd and Dr. Peter P. Horoschak _ Date_December Cia d975
Subject Desegration in the Public Schools
From Joe R. Gordon Hk
Historical Summary
July 1, 1969
September 3, 1969
September 5, 1969
December 3, 1969
December 9, 1969
January 13, 1970
January 16, 1970
February 1970(?)
March 9, 1970
March 9, 1970
April 3, 1970
ak
April 8, 1970
April 8, 1970 to
Present
JRG:bf
(Sec. 10-226a-e inclusive
\
State legislature enacts PA 773 (Sec. 10-226a-e, incl.).
July 1, 1969 to April 8, 1970 ~
SBE votes to declare its intent to adopt regulations
(memo dated Sept. 11, 1969).
Secretary of SBE notified superintendents of SBE's
intent to adopt regulations (Circular Letter #C-3,
Series 1969-70).
SBE adopts resolution to amend regulations.
SBE regulations transmitted for publication in Connecticut
Law Journal. :
Final regulations published in Connecticut Law Journal.
Notice from Secretary of State that regulations became
effective on January 13, 1970.
SDE prepares guidelines to assist schools in responding
to regulations.
Public hearing held at Bushnell Memorial.
Regulations Review Committee decides to reject regulations.
Secretary of State notification of disapproval of
regulations.
"Secretary of SBE notifies superintendents of disapproval
of regulations (Circular Letter #C-16, Series 1969-70).
Requirement that LEA submit racial survey reports remains
in effect. (Scc. 10-2264, CGS).
SDE collects Racial Survey Reports.
EAA? 22
0
INFORMATION CN BRIDGEPORT
~ A. First Draft Interrogatories - December, 1976.
B. Initial Plan for Desegregation of Bridgeport Schools System = August, 1976.
I C. Revised Plan for Equal Educational Opportunities for Non-English Dominant Children - August, 1976.
D1. Redistricting Evaluation for the Bridgeport Public Schools = April 3, 1977.
D2. First Round Simulations 1977/1978 School enrollment - April 18, 1977.
E. Complaint Filed by Bridgeport N.A.A.C.P. against Bridgeport school system alleging minority student are assigned to segregated elemintary and secondary school. The complaint was sent to H.E.W.
F. Map of Bridgeport indicating schools and racial percentage.
G. Report of Consultant Wayne Verderber on technical assistance rendered in desegregation planning, computer software design and coding and report preparation,
H. Course of action filed by the Crumpton against Walter Chop = Civil Action No. 75-351 - July 30, 1976.
Membership
The State Student Advisory Council om Education is
comprised of 27 student representatives, 19 of whom
represent the six Congressional Districts in
Connecticut and eight of whom are appointed.at the
. discretion of the Commissioner of Education.
A random drawing of schools from each district is done
on a rotating basis, so that each school in the state
will eventually have representation. To date 65 hiyh
schools have been represented.
@ A local nominating committee recommends three
candidates from each school.
-A Statewide nominating committee recommends one
candidate, from each of the selected schools, to the
* Commissioner of Education.
The Commissioner of Education recommends eight
discretionary appointments in order to assure an
appropriate minority representation, range of academic
“abilities, handicaps, and affiliation with statewide
student organizations.
The Commissioner of Education holds regular meetings
with the Council! to increase student involvement in
the education process. os
Each representative is either ia the tenth, eleventh
or twelfth grade of a secondary school in Connecticut.
The term of office for each representative ends when
the student graduates from high school.
Purpose & Function
)
@ 10 expose students to the workings of
education at the state and local level.
@ To give high school students in
Connecticut an opportunity to review
issues of major concern at the state
level.
@ 10 make recommendations based on these
reviews.
@ To afford the Commissioner of Education
an opportunity to hear from a
represenlative body of students on
educational issues and policies of
mutual concern.
@ 10 offer students -an opportunity to
react to actions proposed by the State
Board of Education. :
®
® 3 (7) Second Keg
Connecticut State Department of Education 3% &) Zteresaton
State Student Advisory Council on Education
1988 - 1989
A
REPORT ON DESEGREGATION
Background on the State Student Advisory
Council on Education
In 1981 in order to increase students’ involvement in the education process, a Student Affairs Unit was established by the State Department of Education to direct and support a State Student Advisory Council on Education. This Council gives Connecticut students a voice in educational Planning and enables the Commissioner to become more familia | high school students. The Council cons
twenty-seven high school
secondary schools in the
state.
process.
The State Student Advisory Council’s major area of focus this Year was a questionnaire concerning desegregation. we wish to thank Dr. williams for his assistance in formulating and interpreting the survey.
We would like to express our dee
opportunity to serve on t
Education.
Council.
The State Student Advisory Council on Education
1988-1989
‘
State Student Advisory Council on Education Report on the Desegregation Questionnaire
7
Introduction
In January and February of this year, the State Student Advisory Council on Education distributed a Survey to Connecticut high school students. This Survey was created to determine the feelings and attitudes towards desegregation. Over 800 surveys were distributed throughout the state, and 642 responses were gathered. The Survey was created and distributed by the twventy- seven members of this Council. After several months of tabulating and interpreting data, the Council issues this report with the aim of assisting the State Department of Educationm in its attempt to desegregate schools state-wide. This is not a scientific survey. It is by no means a definitive reflection of what all Connecticut students think. It is, however, a fairly large sample of feelings taken from across the state.
This report is broken into three parts. First, a numerical analysis of all data is presented. These are the raw, uninterpreted data. -Second, a graphical analysis of the survey data is presented. Also, important correlations among answers are displayed: Finally, this Council makes seven recommendations based on the Survey data. It is our hope that these Xecommendations will be useful in examining the question of desegregation.
I am:
a. Male
b. Female
My grade level is:
a. Freshman
b. Sophomore
Cc. Junior
d. Senior
14.3%
18.4%
32.4%
34.9%
I attend a high school that is:
a. Urban
b. Suburban
Ce. Rural
30.1%
52.6%
17.3%
I attend a high school that is:
a. Public
b. Private
Cc. Vocational - Technical
69.8%
20.6%
9.7%
I have been in my school system for:
a. 9 years or more
b. 8-5 years
C. 5-2 years
d. l year or less
My school size is:
a. 1 - 200 students
b. 200 - 450 students
Cc. 450 - 800 students
d. 800 - 1000 students
e. Over 1000 students
I am:
a. White
b. Black
Sc. Hispanic
d. Asian
e. Other
57.63%
7.2%
25.9%
9.3%
0.3%
18.6%
23.6%
19.2%
38.4%
74.4%
12.8%
5.3%
5.0%
2.5%
8. 1 feel that my school is racially balanced.
a. yes 35.8%
b.. Do 64.22
9. 1 estimate the percentage of minority students in my school to
be: J }
a. less than 5% 35.2%
b. 35% - 25% 22.1%
€. 25% - 50% 14.9%
4. 30% - 75% 12.1%
e. greater than 75% 6.92
. f¢ I have no idea 8.72
10. Quality education can only be achieved in an integrated
setting.
a. strongly agree 18.82
b. somewhat agree 30.1%
c. somewhat disagree 21.9%
d. strongly disagree 14.7%
e. don't know 14.4%
11. The state has proposed a voluntary plan to desegregate
schools. 1:
a. know a lot about it 8.42
b. am aware of it 42.2%
c. have never heard of it 49.4%
12. My parents are aware of the state's plan to desegregate
schools.
a. Yes 30.0%
b. No 15.6%
€. I don't know 54.4%
13. 1 would be willing to take part in a voluntary desegregation
plan in which I would attend a different school.
a. yes 15.7%
b. no 61.82
c. I don't know 22.62
14.
15.
16.
17.
18.
19.
I feel that my parents would allow me to take part in a
desegregation plan in which I would attend a different
school.
a. Yes 28.5%
b. No 40.1% z
Ce. I don’t know 31.4% :
Would you feel resentment towards students attending your school from other towns?
a. Yes 10.7%
>, No 82.4%
C. I don’t know 6.9%
I would want to attend a magnet school.
a. Yes 24.1%
b. No 52.5%
Cc. I don’t know 23.4%
I feel that Connecticut’s effort to desegregate schools should begin:
a. in elementary school 30.0%
b. in middle school 7.9%
Cc. in high school 8.7%
d. with all grades 32.6%
e. Should not begin at all 19.9%
‘‘It is the responsibility of all Connecticut residents to help solve the problem of racial imbalance. ’’
a. I strongly agree 34.8%
b. I somewhat agree 34.8%
CS. I somewhat disagree 10.8%
d. I strongly disagree 7.6%
e. I don’t know 12.0%
I feel that desegregation policies should apply to teachers and administrators, not just to students.
a. Yes 78.7%
b. No 21.3%
. 20. On a scale of 1 to 4, Please indicate which of the following ' factors would be important in helping you decide to attend a
desegregated and/or magnet school.
4 = Most important 1 = Least important
" (Results listed in order of importance)
Score 1. Quality of teaching staff
360 2. Quality of curriculum
356 3. Personal Safety
338 4. School of my choice
329 S. Being with friends
307 It is a magnet school offering a desirable program 307 6. Neighborhood/town in which school is located 287 7. Distance from the school to my home 285 8. It has a fair proportion of white/minority students 258
Is Yor? School Racially Balanced?
Pr
or
eo
mt
of
Re
ap
or
t
en
be
yrs
hate Yar
Correlating question 8 with the
question 7 shows that more minori
school is racially balanced.
students are more often groupe
with whites.
racial data found in
ties than whites feel their
This is perhaps because minority
d with other minority students than
~ "Quality E®cation Can Only be Achic®a
Sugai
P
e
r
o
o
n
t
of
R
e
s
p
o
n
d
e
n
t
s
ar én on Mntagratad Sethng.”
40 =
LJ LJ L]
WN. dgrac M. dgres ¥. Dwagras
Rerporwe
More minority than white students questioned in the survey -
felt that integration was a part of a good education. In both
groups, however, more than 50% agreed with the statement
presented in question 10.
o »
The State has Proposed a Voluntary Plan
| , ar deat
I~ 7
=
; elds TO ZL
Rerporw:
White students seem to be more aware of state efforts to desegregate schools than their minority schoolmates.
#0
SS
Wr
W
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e
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a
A
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S
Dessg. Plon at Another Sohool?
Would You Be Willing to Take Part in a
. i,
3 y
ml
Rerporus:
Minority students surveyed were more apt to participate in
voluntary desegregation efforts than white students.
13)
(Question
P
a
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r
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o
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t
of
R
e
s
p
o
n
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s
More minority than white students would be willing to attend a magnet school. In both groups, however, there was a large percentage of people unsure of what they wanted to do.
it is tH® Responsibility of CT to Sof
762 thes Problem of Racial Balance
80 —
80 =
277 >
80 =
50 -
40
er
W. dgvae NM dgvas W. Dwagres NM. Dwagres
P
e
o
r
v
o
n
t
of
R
e
s
p
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t
s
Rewporws
Both whites and minorities heartily agree that it is the
responsibility of Connecticut residents to solve the problem of
racial imbalance.
% »
Conclusions
The majority of those answering the survey (64.2%) described their schools as racially imbalanced. Furthermore, more than 57% of those responding estimated to have fewer than 25% of their school population considered a minority group. While not eliciting an opinion on whether or not racial {mbalance is
detrimental to the educational Process, these numbers demonstrate "the size of the desegregation dilemma.
It is heartening to find that almost half of the respondents felt that integration is Part of a quality education (question 10). Only 36% felt that this was not the case. Furthermore, more than 69% felt that Connecticut residents must help solve the problem of racial imbalance, compared with only 18% who felt otherwise. There is no question that there is strong feeling that something should be done to balance school racial
composition.
There are some interesting encumbrances on the opinions expressed in this survey. While only 15.7% of the students felt they would take part in a voluntary desegregation effort at another school, 24.1% of them believe they would attend a magnet school if one were built. The seven percent discrepancy between the two results emphasizes the contradictory opinions that people may hold concerning desegregation. For example, twelve people who shunned voluntary attendance in a different school in question thirteen desired to attend a magnet school. Just as important, however, are the 22% who are undecided over attendance at another school, and the 23% who have not made up their minds about magnet schools. It is these people who have the ability to dramatically affect the success of a desegregation effort.
There is a great lack of knowledge on the desegregation issue in the students surveyed. Almost half had never heard of the states’s efforts to desegregate schools. Of the 22% of those unsure about their feelings on attendance at another school (question 13), 75.3% answered that they had never heard of the state’s efforts (question 11). 89.4% of those who said they knew a lot about the states attempts to desegregate schools vere willing to attend another school. Furthermore, all of those answering yes in question 13 had heard of the endeavors of the state on this issue. There seems to be a link between knowledge and willingness to participate in desegregation efforts.
There is a problem of racial imbalance in Connecticut. Our
survey only begins to capture the feelings and emotions that are
part of the general feeling of this state. It is obvious that
something must be done. The uncertainty and vacillation inherent
in Connecticut students concerning this issue must be removed
before any effort will be successful.
; .On behalf of the students of the state of Connecticut, we
the members of the State Student Advisory Council on Education
make the following recommendations:
1) Connecticut must desegregate its schools.
There can be no quality education in this state without
desegregation. Racial understanding is a key component to life
"in society. Schools are our places of learning, and we must
learn about others.
2) Efforts at desegregation should begin in the lower
grades.
By the time a student has left elementary school, the
foundation for his or her world views has been molded. By
implementing programs for desegregation in the lower grades, not
only is it easier, but the benefits will be better realized.
3) Information concerning the desegregation issue should
be more readily available to the public. Specific
attention should be paid to the student population.
Our survey has shown a lack of knowledge on the
desegregation issue exists in many students. If knowledge and
willingness to participate in desegregation efforts are indeed
proportional, then it behooves the state to make as many people
aware as possible.
4) Efforts should be undertaken to attract more minorities
into the teaching profession.
Teachers are our role models. Attracting minority teachers
to teach in Connecticut schools provides positive role models for
minority students. If racial understanding is to be promoted,
minority teachers, principals, superintendents and other
officials must be hired.
5) Desegregation efforts should be implemented on a
voluntary basis.
Voluntary desegregation efforts have the ability to be the
most successful. Those involved are motivated, and therefore the
desire to succeed is great. Furthermore, by taking voluntary
steps, Connecticut eliminates most of the problems associated
with a mandatory effort.
6) A system of magnet schools should be established
throughout the state.
In order for desegregation efforts to succeed, there must be
a draw for students to leave their respective districts for
somewhere else. Magnet schools provide an incentive for
participation in desegregation efforts. Furthermore, Connecticut
should continue to emphasize quality education. An excellent
teaching staff and curriculum is an attraction as well.
7) Once efforts to desegregate are complete, efforts to
- * integrate should begin.
Desegregation and integration are not synonymous. A proper
balance of minority and non-minority students is important, but
unless these student interact and mix, full benefits will not be
realized.
MEMBERSHIP
STATE STUDENT ADVISORY COUNCIL ON EDCUATION
Brien McMahon High School, Norwalk
Elisabeth Kerr
Bulkeley High School, Hartford
Ava Nepaul
Derby High School
Jennifer Lucarelli
East Hartford High School
Amy Taylor
East Lyme High School
Patricia Bardino Kao
£.0. Smith High School, Storrs
Kevin Lewis
Glastonbury High School
Tracey Pettengill
Housatonic Valley Regional
High School, Falls Village
Derrick Callegari
Howell Cheney Vocational
Technical School, Manchester
Gary Helm
James Hillhouse High School,
New Haven
~ Jacquelyn Pressey
J.M. Wright Regional Vocational
Technical School, Stamford
Greg Johnson
Kingswood - Oxford School,
West Hartford
Kirsten Lundeberg
W.F. Kaynor Vocational
Technical School, Waterbury
Thomas Mills
7
Kolbe Cathedral High Schoo!
Bridgeport
Anderson Ayala
New Britain High School
Donna Windish
Notre Dame High School, Fairfield
Jerry Cito
\
Pomeraug Regional High School, Southbury
Sean McLaughlin
Rham High School, Hebron
Scott Healy
Sacred Heart Academy, Hamden
Mary Card
Sacred Heart High School, Waterbury
Wendy Hozer
South Windsor High School
Jeffrey Stillman
Stafford High School
Alana Mahdalik
Suffield High School
David Straite
Weaver High School, Hartford
Rahsaan Q. Robinson
West Haven High School
Tiffany Falcone
Weston High School
Michael Andersson
Windham Regional Vocational
Technical School, Willimantic
Joseph Crawford
MEMBER AT LARGE
Jennifer Necci
zy) y eet
Connecticut State Department of Education
State Student Advisory Council on Education
1989 - 1990
HIGH SCHOOL SURVEY ON
QUALITY AND INTEGRATED
EDUCATION PROGRAMS
Background on the State Student Advi sory
Council on Education
In 1981 in order to increase students' involvement in the education process, a
Student Affairs Unit was established by the State Department of Education to
direct and support a State Student Advisory Council on Education. This
Council gives Connecticut students a voice fn educational planning and enables
the Commissioner to become more familiar with the thinking of high school
students representing public and private secondary schools in the six
congressional districts of the state. The Commissioner of Educatfon holds
regular meetings with the Council to fncrease student involvement in the
education process.
The State Student Advisory Council on Education focused its efforts this year
on "Quality and Integrated Education.” In order to have the students in
Connecticut become more aware and informed on this issue we planned and
co-sponsored “The Commissioner's Youth Conference on Quality and Integrated
Education” held on Friday, April 27, 1990 at the Ramada Inn, Meriden.
In addition, we conducted a survey of all high schools asking them to share
operational programs, activities and curriculum designed to promote respect
for the appreciation of racial, religious and ethnic differences. A summary
of these responses is presented in this booklet. It is our hope that all high
schools will provide activities for their students during “Student Awareness
Week" May 21 and that this booklet will be helpful in identifying school
programs and fdeas.
We would like to express our deep appreciation for the opportunity to serve on
the State Student Advisory Council on Education. We would especially like to
express our sincerest thanks to Commissioner Gerald N. Tirozzi for the
intsrase that he has shown in our work and for his constant support of the
ouncil.
The State Student Advisory Council on Education
1989 - 1990
STATE STUDENT ADVISORY
COUNCIL SURVEY RESULTS
BERLIN HIGH SCHOOL
Berlin High School includes two courses in its curriculum related to
prejudice and human diversities. The Junior U.S. History Course
includes an extensive study of the Holocaust and Human Rights. This
unit takes an in-depth look at the violations of human rights since
1930 through personal writings, discussion, 1iterature, and filmed
documentaries. A special look fs taken at the rule of Hitler and the
Nazis and their persecution of Jewish people. A senior elective
course, Sociology, fncludes in its studies a day of discussion with a
panel of religious leaders from various local churches and synagogues.
Two of Berlin High School's extracurricular programs offered to
students include some consideration of the acceptance of others. There
fs an Amnesty International Club which meets regularly and a Peer
Leadership Program which deals with decision making and the respect of
self and others. This group is a unit of a community and school
program entitled UpBeat, a federally funded operation.
Contact: Susan Daniels
Berlin High School
139 Patterson Way
Berlin, CT 06037
(828-6577)
BLOOMFIELD HIGH SCHOOL
Bloomfield High School employs PRIDE (Programs Reinforcing
Inter-District Education) to connect itself to its neighbors including
Simsbury, East Granby and West Hartford. Bloomfield students
participate in a Language Emersion Day with the towns involved in PRIDE
at the University of Hartford. This program reaches students in the
high school as well as students in younger grades. Bloomfield also has
a Youth Awareness Task Force, as well as multicultural activities in.
both the Foreign Language and Arts Departments. In addition, a
teacher's aid from Martinique is employed for the 1989-90 school year
to increase awareness of diverse cultures.
Contacts: Cora Altschuler
Paul Ryan, Jr.
Bloomfield High School
Huckleberry Lane
Bloomfield, CT 06002
(242-5581)
BRIDGEPORT: BASSICK HIGH SCHOOL
Bassick High School offers a Multi-Racial History Course and a class
focusing on Women in American History. Through assemblies, bulletin
board displays, class assigments, public address broadcasts, and
contests, Puerto Rican and black history are observed. On Career Day,
black presenters from local professions, businesses, and cultural
institutions participate in the observation of black history. An
International Celebration includes a Mini-Museum displaying articles of
many cultures, dance and music presentations, and an international food
luncheon. In addition, Bassick High School 1s involved in a city-wide
Holocaust Memorial Program and an urban and suburban school exchange
which broadens the students' knowledge of each other.
Contact: Dr. E. Jean Stepherson, Principal
Bassick High School
1181 Fairfield Avenue
Bridgeport, CT 06605
(576-7352)
BRIDGEPORT: CENTRAL HIGH SCHOOL
Central High School sponsors an annual Multicultural Fair which is held
each spring. This program recognizes the various racial, religious and
ethnic differences of the student body and community. Ethnic foods are
prepared and served, athletic activities are conducted, and artistic
musical and dramatic activities are presented that are representative
of the multicultural community. One of the primary objectives is to
raise the self-esteem of the students and to promote understanding and
respect for all races and nationalities.
Contact: Mr. Ralph Trapasso
Central High School
1 Lincoln Blvd.
Bridgeport, CT 06606
(576-7377)
BRIDGEPORT: WARREN HARDING HIGH SCHOOL
In the spring of 1989, a program was started called, “Saturday Morning
Hispanic Academy". This event is held on Saturday mornings from 10:00
AM. to 12:00 P.M. at Sacred Heart University. The goals of the
program are to provide communication skills to students with limited
English speaking background, to create bonds between college and high
school students through the use of a college campus, and to involve
role models from the community as guest speakers. Thus far, attendance
at the program has been excellent and there are four students
participating in the program who are currently in college.
Contact: Felipe Reinoso
Warren Harding High School
1734 Central Avenue
Bridgeport, CT 06610
(374-8058)
BRIDGEPORT: PARK CITY ALTERNATIVE
A course dealing with prejudice and stereotyping is offered at Park
City Alternative. It is a nine week course that leads up to a second
nine week course on the Holocaust. Students fdentify their own
prejudices through journal writing, classroom exercises, and group
discussions. Students also review and discuss methods by which they
can take the initiative to end prejudice.
7
Contacts: Cliff Scheinkman
Christine Borkowski
Park City Alternative
135 Park Avenue
Bridgeport, CT. 06604
(576-8245)
CANTON HIGH SCHOOL
Canton High School has a mandatory course for all ninth graders which
is an interdisciplinary study of the Holocaust. The students study the
Holocaust through poetry, fiction, diary entries, and newspaper
accounts. They give their input on this incident via their own
journals, poems and essays. Teachers of English and Social Studies
plan lessons with common themes. The class begins to understand the
impact of this event on modern history.
Contact: Michael Broverman
Canton Jr./Sr. High School
76 Symonds Avenue
Collinsville, CT 06022
(693-8333)
CHAPLIN: PARISH HILL HIGH SCHOOL
The National Conference of Christians and Jews sponsored a series of
interdistrict "teachins" involving urban, suburban, and rural sister
schools. The program is designed to encourage high school students to
learn about people through discussion of contemporary social issues.
It also allows students to learn about themselves and. other students in
different towns within the state. Parish Hill High School and East
Hartford High School make joint presentations at each other's school
forum, Each panal participant researched a topic for a three week
period prior to the exchange.
Contact: Andrew Seles
Parish Hill High School
304 Parish Hill Road
Chaplin, CT 06235
(455-9584)
CHESHIRE HIGH SCHOOL
Cheshire High School offers two courses, one to the ninth graders and
the other to the twelfth graders. The Comparative Cultures course, a
full year freshman course, allows the students to compare the cultures
of several societies. Students study the environment, geographic
location, family relations, male and female roles, religion, art,
architecture, foods, and various customs of the individual cultures.
These cultures are compared to each other and to those in the United
States. The Ethnic Studies course is a single semester course offered
to seniors. The students examine the role that ethnic groups have
played throughout the United States historically, politically, socially
and economically. They focus on groups such as Indians, Blacks,
Europeans and Asian fmmigrants.
Contact: Kenneth L. Euerle
Cheshire High School
626 South Main Street
Cheshire, CT 06410
(272-5361)
DANBURY HIGH SCHOOL
Danbury High Schcol has adopted a multicultural policy, guidelines, and
action plan to help students to better understand their own culture and
heritage and that of others. This plan of action promotes cultural
awareness through the school's atmosphere, curriculum, and staff.
Committees representing grades K - 12 were formed and there was much
research done on multicultural education. Using this information, new
curriculums were developed. The staff was then trained in the meaning
of and the need for this type of education. They learned to select
multicultural instructional materials and how to incorporate the
content into curriculum materials. Positive interactions are fostered
among the different groups represented in the school and holidays and
festivals are recognized. Also included in this policy {is an expansion
of the Bilingual Program and furthering the goals of multicultural
education.
Contact: Dr. Elizabeth Feser
Danbury High School
Clapboard Ridge
Danbury, CT. 06811
(797-4803)
DARIEN HIGH SCHOOL
Darien High School sponsors an annual Human Rights Day. The Student
Government organizes the day which begins with an assembly. A guest
speaker addresses a specific area of human rights and there are two
work shops which address approximately twenty-four human rights issues.
The Student Government selects films and invites speakers to be used
both for the assembly and workshops.
Contact: Cynthia L. MacBain
Darien High School
Nutmeg Lane
Darien, CT 06820
(322-7428)
12.
0
’
EAST HARTFORD HIGH SCHOOL
Wednesday, January 10, 1990, was a day for celebrating unity through
diversity. It was East Hartford High School's annual Cultural
Awareness Program. The program spanned several hours, running
throughout the school day and culminating in an International Food
Festival and Variety Show at night. In {ts quest to bring alive Martin
Luther King, Jr.'s dream of brotherhood, the school attempted to
provide opportunities to students from diverse back grounds to learn of
each other's culture and come to the realization that although we are
different we are united by the common bonds of brotherhood and
sisterhood. With this theme in mind, the program featured lectures
throughout the day. Participators were: Mr. Michael Gilkes, Assistant
Director of Admissions and Coordinator of Minority Recruitment at
Central Connecticut State University, leading the Minority Youth
Leadership Conference; Dr. Paul Copes, Superintendent of CeTooTS in
ETomTTaT Mr. Edwin Vargas, Vice President, Hartford Federation of
Teachers, and Mr, S. J. Leone Superintendent of Schools in East
Hartford, lecturing on the topic Multiculturalism in the School
Setting; seminar on Human Rigs presented by the tast Hartford High
School Human Rights classes; Mr. Gary Damon from the Republic of South
Africa, speaking on the subject of Apartheid; musical presentation on
the Roots of American Pop Music: Blues, Jazz and Tin Pan Alley by
Chanterelle; Lecture and Demonstration of Reggae Music by MWAST.
Sponsor of the Program was the Cultural Awareness Committee of East
Hartford High School. Follow-up activities included a recipe booklet
and a student profile book.
Contact: Craig Jordan
13.
East Hartford High School
869 Forbes Street
East Hartford, CT 06118
(282-3203)
EAST LYME HIGH SCHOOL
Students plan and sponsor activities to improve racial and cultural
awareness at the high school. Activities include day exchange programs
with other high schools, e.g., New London High School. In addition, a
Cultural Awareness Week is held each February.
Contact: Tim Evers
14.
East Lyme High School
Chesterfield Road
East Lyme, CT 06333
(739-4486)
ELLINGTON HIGH SCHOOL
Each spring Ellington High School has a Foreign Language and Global
Awareness Week. The objective of this week is to broaden student's
cultural horizons through contact with people from other countries and
¢
with Americans who have served or worked in other countries. Some of
the activities included in this week are: trips to ethnic restaurants;
talks by exchange students currently attending EHS; talks by foreign
graduate students, newspaper correspondents, professors; video tapes
about foreign countries; skits about cultural awareness; and value
clarification activities. Ellington also has a year long course for
freshmen called World Cultures. The course is designed to expose
students to different ethnic, religious, and racial groups through the
study of different countries. There {is emphasis placed on respect for
given cultures and fostering an appreciation of differences as well as
similarities of other cultures.
Contact: Jay Hayes
Ellington High School
Maple Street
Ellington, CT 06029
(872-8537)
1s. FAIRFIELD HIGH SCHOOL
Fairfield has a mandatory global studies program taken in the sophomore
year. The school also holds an International Day, a comprehensive
program on cultural awareness, involving the community and the faculty
and student body of Fairfield. Several speakers make presentations
related to the subject. In addition, the teachers and staff of
Fairfield undergo training in the World of Difference program.
Contact: Edward Brennan
Fairfield High School
Melville Avenue
Fairfield, CT 06430
(255-8395)
Sa 16. GREENWICH HIGH SCHOOL
Greenwich High School's Unity Club creates student awareness and
appreciation of cultural diversity, examines the attitudes present
toward various groups that comprise the school, and tries to reduce
prejudice. These goals are reached through student presentations with
the help of classroom teachers.
Contact: Mary Jane Freeman
Greenwich High School
10 Hillcrest Road
Greenwich, CT 06830
(625-8068)
17. HAMDEN HALL COUNTRY DAY SCHOOL
Hamden Hall conducts an intensive study of the Holocaust in both sixth
and ninth grades. Visitors lecture the student body on this topic.
Juniors and senfors are offered courses dealing with racial, religious,
ethnic and sexual differences. A history course focuses on the social
setting of injustice and a 1{terature course probes the position of
women in society. Hamden Hall's student body reflects thirty nations
and the foreign students display the flags of their countries on United
Yasionsss Day and share information about their cultures with other
students.
Contact: Richard J. Dolven, Headmaster
Hamden Hall Country Day School
1108 Whitney Avenue
Hamden, CT 06517
(865-6158)
18. HARTFORD: WEAVER HIGH SCHOOL
Weaver High School sponsored a student awareness week entitled, Unity
Through Diversity. Background on ethnic cultures was incorporated into
lesson plans; speakers gave presentations on various ethnic
backgrounds, and a West Indian-American Mini May Day Fair was held.
Among others, poster, essay and poetry contests were held.
Contact: Barbara Cordi-Allen
Weaver High School
415 Grandby Street
Hartford, CT 06112
(243-9761)
19. MANCHESTER: EAST CATHOLIC HIGH SCHOOL
East Catholic High School held an All America Day in March, 1990. It
was a cultural event highlighted by presentations of food, dress,
music, dance, literature and art from diverse cultures. Students from
a neighborhing school were invited to attend the All America Day in
order to create an audience that was ethnically balanced. In addition,
an Amnesty International group of students participate in active letter
writing and studying the issue of unjust practices on an international
level; the English department offers a course on multicultural
literature; a course in comparative religion is offered promoting a
readiness to accept diverse beliefs; a Social Action Club reaches out
to the needy, especially among the black, Hispanic and Asian
populations in the Manchester area.
Contact: Ms. Peg Siegmund
East Catholic High School
115 New State Road
Manchester, CT 06040
(649-5336)
20. MERIDEN: H.C. WILCOX REGIONAL VOCATIONAL-TECHNICAL SCHOOL
During the latter part of September and early October of the 1988-89
school year, Wilcox's administrators, teachers, students and parents
came together to address school climate. Out of this meeting came the
formation of a group called the Round Table Committee. This committee
fs subdivided into 4 major groups which address such problems as: class
relationships; race relations; teacher/student relationships; and
various club activities. As a result of this coomittee many new clubs
were formed to improve these areas. A free activity period is set
aside each week to increase student interaction.
Contact: Nona B. Smith
21.
H.C. Wilcox RVTS
Oregon Road
Meriden, CT 06450
(238-6263)
MOODUS: NATHAN HALE-RAY HIGH SCHOOL
Racial, ethnic and religious differences are discussed extensively
through coursework in: Sociology, History of Modern China, History of
Modern Russia, Western Civilization and American History. In addition,
an Appeals Board at the school allows students and teachers to review
administrative decisions and discuss school climate.
Contact: Ray Flaherty
22,
Nathan Hale-Ray High School
Plains Road
Moodus, CT 06469
(873-1757)
NEW BRITAIN: E.C. GOODWIN REGIONAL VOCATIONAL-TECHNICAL SCHOOL
Students at E.C. Goodwin study civil rights leaders through video tape
presentations. In addition, school showcase displays highlight
African-American achievements.
Contact: Karen Fort-Scott
23.
E.C. Goodwin RVTS
735 Slater Road
New Britain, CT 06053
(827-7736)
NEW BRITAIN HIGH SCHOOL
New Britain High School offers extensive bilingual and ESL programs to
promote respect and appreciation for every race and heritage. The
student Activity Program provides clubs for each ethnic group, allowing
them an opportunity to maintain tradition and share those traditions
with others. The principal also maintains a Student Task Force
consisting of students from every group which provides direct
information from students on how they perceive their surroundings and
provides input to the administration regarding student affairs.
Several assembly programs are arranged each year to encourage peace and
harmony including various presentations which highlight the many
contributions of blacks in America during Black History Month.
Contact: Robert Galati
New Britain High School Y
210 Mill Street
New Britain, CT 06051
(225-6351)
24. NEW HAVEN: WILBUR CROSS HIGH SCHOOL
Wilbur Cross High School has created a unique Action Group which has
started a series of studies focused on Bilingual Education and the
impact that legislation may have on it. This Action Group also reviews
issues pertaining to the Hispanic Community and plans activities so
that the groups influence may be increased. The Action Group makes
school presentations on English Only vs. English Plus.
Contact: Miriam Camacho
: Wilbur Cross High School
181 Mitchell Drive
New Haven, CT 06511
(787-8728)
25. NEW LONDON HIGH SCHOOL
New London High School offers a half-year course entitled Ethnic Groups
in United States History, open to all students except freshmen. This
course investigates the contributions and problems of ethnic groups in
America, such as Indians, Spanish Americans, Anglo-Saxons, Southern and
Eastern Europeans, Celts and Orientals. Other groups are studied as
students' interests indicate. The course investigates intergroup
relations, including prejudice. A text entirely devoted to prejudice
is used for part of the course and relations between various ethnic
groups in the school as well as in the country, are discussed
extensively. :
Contact: Amaorette Proctor
26.
New London High School
490 Jefferson Avenue
New London, CT 06320
(447-3231)
NORWALK HIGH SCHOOL
Norwalk High School has recently established a Student Human Relations
Committee. The committee is comprised of twenty student members and
four faculty advisors. Plans for this year include commemorations for
Martin Luther King, Jr., National Brotherhood Month and National
Women's Recognition Month. The group includes on its 1ist of overall
and specific goals reinforcing school morale, senior citizen
sensitivity and. establishing a positive racial environment. The group
hopes to establish a strong foundation in its first year for further
development.
Contact: Ms. A. Giles
Norwalk High School
50 County Street
Norwalk, CT 06851
(838-4481)
SHELTON HIGH SCHOOL
Cultural awareness is promoted in Shelton High School via speakers,
programs and courses that are offered to the students. Information is
given on all minority groups such as Blacks, Hispanics, Indians and
Women. Teachers are provided with pamphlets and booklets on Black
History and Man's Inhumanity to Man. The month of February 1990 is
Black Culture Awareness Month at Shelton High School. In the past
three years a Russian dance group, an American who liberated
concentration camps in Germany and survivors of the U.S. nuclear
attacks on Hiroshima and Nagasaki, have visited the school and told the
students of their experiences. Each year an assembly is organized to
promote cultural awareness. Shelton High School also has a successful
peer support group called TNT (Teens Need Teens) where students air
differences.
Contact: Mr. Koniski
Shelton High School
120 Meadow Street
Shelton, CT 06484
(735-9578)
SIMSBURY HIGH SCHOOL
Simsbury's most outstanding effort to integrate students of different
races is the Simsbury-Bloomfield Program, which brings together
students from both school districts to enjoy planned activities and
meet new people. In addition, the Model U.N. program offered at
Simsbury provides students with an opportunity to study issues which
concern nations in the U.N. and discuss concerns with students from
other schools in an open forum. In February and March of 1990,
Simsbury held events focusing on Celebrating America's Cultures and a
panel discussion entitled Respecting Cultural Diversity. Simsbury is
also involved in several other integration programs with West Hartford,
Granby and other neighboring towns.
Contact: Susan Gesualdi
Simsbury High School
34 Farms Village Road
Simsbury, CT 06070
(658-0451)
29. SOUTH WINDSOR HIGH SCHOOL
South Windsor's Social Studies Department offers several courses to
promote understanding of other cultures. One course entitled On the
Borders deals with Canada and Central America, while World Crisis gives
students a background in European, African, Asian and Middle Eastern
history. A new English course starting in 1990-91 will focus on
literature of the Third World. Fifty-five percent of South Windsor's
students participate in a foreign language study and a Foreign Language
Week celebrating different cultures {is observed.
Contact: Salvatore Randazzo
South Windsor High School
161 Nevers Road
South Windsor, CT 06074
(644-1595)
30. STAMFORD: J.M. WRIGHT REGIONAL VOCATIONAL-TECHNICAL SCHOOL
Speakers from minority groups whose occupations are related to the area
of social studies come to J.M. Wright to acquaint students with their
fields. Thus far a geologist, archeologist and historian have
participated.
Contact: Rosemary Palmer
J.M. Wright Regional Vocational-Technical School
Scalzi Park
Stamford, CT 06904
(324-7363)
31. TRUMBULL HIGH SCHOOL
Trumbull High School has three courses designed to instill an
understanding of cultural diversity. The first course, Comparative
World Religions, is offered to sophomores, juniors and seniors in order
to gain insight into the various religions and values of other
countries as well as our own. A course entitled, Student Government,
is also offered in grades 10-12 which allows an understanding of ethnic
diversity in the political arena. Finally, a Great Issues Seminar is
offered to seniors at Trumbull which focuses on timely subjects such as
racism and discrimination. In addition to these courses, Trumbull has
an extracurricular group called the Ebony Club, which attempts to bring
about awareness of African-American heritage and culture.
Contact: Rita Altieri
Trumbull High School
72 Strobel Road
Trumbull, CT 06611
(452-5100)
32.
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* o
UNCASVILLE: ST. BERNARD HIGH SCHOOL
In order to enlighten the students of St. Bernard High School about the
fmportance of global awareness, the school sponsors an event entitled,
Justice and Peace Coomission Day. In this program, several workshops
are offered that attempt to create an appreciation of the cultural
diversity of the modern world. During workshops missionaries speak of
their experiences in Guatemala, Nicaragua, Haita, Africa and speakers
talk about human rights in Poland, the rights of Native Americans and
the situation in Northern Ireland and South Africa. In each of these
discussions, the speakers not only educate about current events, but
fllustrate the way in which these events affect students and citizens
of the United States. Through such an approach, the students are given
an opportunity to view the vast diversity of the world's cultures.
Contact: Madeline J. Bergeron
33.
St. Bernard High School
1593 Norwich New London Turnpike
Uncasville, CT 06382
(848-1271)
WALLINGFORD/CHOATE-ROSEMARY HALL
Choate-Rosemary Hall is implementing a campus evaluation and a
Multicultural Assessment Plan, developed by the National Association of
Independent Schools. In order to provide a culturally balanced
environment and encourage respect for people of all religions and
races, the school's philosophy, structure, climate, faculty,
curriculum, admissions, counseling and public relations programs will
be evaluated. The coordinator of Multicultural Affairs lists the
Multicultural Affairs Committee, Far Eastern Club, Choate Afro-Latino
Student Association, Peace and Justice Group, Student Association for
Political Awareness and Spears Endowment for spiritual and moral
development, among the programs offered which facilitate student
appreciation for all people. Special events to promote multicultural
awareness fnclude a major art exhibit on South Africa; a
student-written theater production about racial relations; speakers on
"The Politics of Martin Luther King, Jr., and Malcolm X"; "Racism
1990: How Far Have We Come Since the Civil Rights Movement?"; “Blacks
on TV: 1950-present”; and the film “Eyes on the Prize".
Contact: Connie Matthews
Choate-Rosemary Hall
333 Christian Street
Wallingford, CT 06492
(269-7722)
WATERBURY: SACRED HEART HIGH SCHOOL
The Freshmen World History Class uses the theme of Thanksgiving to
increase student awareness of pilgrims of today, in particular, the
plight of people of East Germany and other areas of the world where
. R
pebpie are leaving their homeland due to repression of all kinds. This
esson gave a chance for the youth to exchange ideas, information, and
experiences with one another and brought a new cohesiveness to each
class. The lesson began with calling the students' attention to the
newspaper articles concerning the Soviet Block countries. The class
shared fdeas about what it means to be "new" anywhere and of how
cultural perception colors our view of "new". The lesson continues
with the reading of poems and stories which are followed by
discussions. The students then were given a week to seek out a pilgrim
of today. They interviewed someone who had recently migrated to the
United States. The youth were learning on a first had basis what it
was 1ike to assimilate into American society. The students got a
chance to understand the human condition outside of their own scope.
Contact: Patricia Shea
35.
Sacred Heart High School
142 South EIm Street
Box 2120
Waterbury, CT 06722
(753-1605)
WESTBROOK /NEW HAVEN/CLINTON
The Urban/Suburban Exchange Program between Westbrook and New Haven was
started in September 1988 by a group of award-winning teachers in order
to address some of the differences between rural and urban
communities. Based on the "idealistic" view that students "learn more
in an intercultural setting than in cultural isolation", a half-credit,
72 hour social studies course was offered in the involved schools.
Students in the course are prepared for relating to each other during
school time. They spend alternate days on history, government and
education which are taught by community volunteers and themselves.
After the first year, educators were encouraged by the enthusiasm
generated by the program and added Clinton and James Hillhouse High
School of New Haven. A program of visiting other classes, listening to
a trained speaker, exchanging views among faculty and students and
following up with a social period, was formalized. Plans for the
future include adding a more creative communication exchange program
among third and fourth graders, increasing the tremendous good will
generated and doubling the number of students presently involved.
Contact: Jim Crawford
36.
Westbrook High School
156 McVeagh Road
Westbrook, CT 06498
(399-6214)
WEST HARTFORD: CONARD HIGH SCHOOL
Conard High School participates in the program Common Ground, a
semester-long activity in which eight area high schools are involved.
This program networks interested high school students with business and
community leaders, enabling them to work on a community project of
their choice and to learn from surrounding resources. In addition,
Conard also has a Project Concern Advisory Group which discusses
student concerns and issues, including those dealing with {nterracial
relations. Conard also has several courses relating to the history and
contributions made by minority leaders.
Contact: Dr. Raymond Callahan
Conard High School
110 Berkshire Road
West Hartford, CT 06107
(521-1350)
37. WEST HAVEN: NOTRE DAME HIGH SCHOOL
Notre Dame's Minority Student Union is an organization within the 4
school whose purpose is to provide support for the minority population
at Notre Dame as well as to raise consciousness concerning relevant
issues. Outside speakers attend meetings and encourage the students to
continue their education and to get involved in positive activities.
In addition, the school sponsors an International Day/Night Program
featuring displays and speakers.
- Contact: Dominic Corraro
Notre Dame High School
24 Ricardo Street
West Haven, CT 06516
(933-1673)
38. WINDHAM HIGH SCHOOL
The International Club at Windham organizes several exchanges with
Puerto Rico. These exchanges include activities with the baseball
team, the music program, academic groups, parents and teachers. In
addition, all freshmen are required to enroll in the Frosh Seminar. In
this seminar themes of values and conflicts, race/culture and prejudice
are discussed. Stereotypical views are discussed and then disected by
the group and concerns are voiced. In addition, the option is
presented to students to attend the Race Culture Retreat which offers
students and staff an opportunity to retreat from school for 2 1/2 days
to explore themselves and discuss ways to improve school climate.
Contact: Yictor M. Alers, Jr.
Windham High School
355 High Street
Willimantic, CT 06226
(423-8401)
39. WINDSOR HIGH SCHOOL
Windsor High School offers one course in its curriculum related to race
relations. This senior honors elective, Studies ifn Human Rights, is an
extensive study of human rights in the contemporary world and the
violation of these rights as portrayed in various works of literature.
Students absorb, write and discuss their reactions to such topics as
Apartheid, slavery and the Holocaust. This course includes mandatory
and optional reading assignments. Social Studies teachers here have
developed units for {dentifying bias and stereotypes in textbooks and
other reading materials. Windsor High School also offers several
multicultural programs to its students as well as faculty. In Student
Leadership Training, advised by a private consultant, students deal
with the multicultural nature of society. The Norman Edwards Club
promotes multicultural activities taken on by students and a faculty
advisor. Windsor High School has a student exchange program between
schools with diverse populations called Common Ground. On
Inservice/CEU days, the New England Center for Equity Assistance works
with the faculty in regards to the appreciation and understanding of
multiculturalism. The faculty at Windsor High School has a
multicultural committee which sponsors activities such as Cultural
Awareness Day, Martin Luther King Day and Black History Month.
Contact: David Archibald
Windsor High School
50 Sage Park Road
Windsor, CT 06095
(688-8334)
0040c
STATE STUDENT ADVISORY
COUNCIL LETTER TO SCHOOLS
STATE OF CONNECTICUT
DEPARTMENT OF EDUCATION
December 26, 1989
7
Dear High School Principals and Social Studies Department Heads:
In 1981 in order to fncrease students’ involvement fn the education process, a Student Affairs Unit was established fn the State Department of Education to
planning and enables the State Board of Education, the Commissioner, the State Department of Education personnel and state legislators, to become more - familiar with the thinking of high school students,
In past years student efforts have produced publications including "The Students’ Booklet on Student Rights and Responsibilities,” “Senforities, The Problem of the Senior Year,” "The Secondary School Development Process Student Questionnaire” which 1s used by administrators and staff to study school climate and effectiveness, and "Roads-Reaching Out Against Drugs."
This year the Council 1s focusing 1ts efforts on quality and fntegrated education. It 1s our hope to run a statewide conference for students on this topic in the spring. If your school has any operational programs or curriculum designed to promote respect for and appreciation of racial, religious and ethnic differences, would you please share them with us, by filling out the attached form. In addition, we would 1{ke to be informed of other activities such as a student human relations board, a cultural awareness day, assembly programs and classroom presentations dealing with multicultural
Our aim 1s to provide a publication to highlight fdeas on quality and integrated education and to Create a network for those who wish to share information on existing successful programs. We do not wish to evaluate these _ programs.
It 1s our hope that through your response quality programs at our high schools can be featured at the spring conference. PLEASE HELP us with our efforts by completing the attached form and returning it by January 22, 1990 to the address appearing on the form. If your program is not identified by that date we can not include it. We look forward to hearing from you. We thank you for your assistance. :
Sincerely,
State Student Advisory Council on Education
State Department of Education
25 Industrial Park Road
Middletown, CT 06457
JH:pc
9148K
Box 2219 Hartford, Connecticut 06145
An Equal Opportunity Employer
SCHOUL DISTRICT:
NAME OF SCHOOL:
PHONE
SCHOOL ADDRESS:
CONTACT PERSON:
PHONE
GRADES TARGETED FOR PROGRAM:
PROGRAM NARRATIVE
{You may attach a course description to this section.)
OPTIONAL: Results achieved to date:
Please return by January 22, 1990 to:
State Student Advisory Council on Education
State Department of Education ;
25 Industrial Park Road
Middletown, Connecticut 06457
(Attention: Judy Halpern)
L_/ Yes we are interested fn sending high school students and faculty to RL a8 spring conference on quality and integrated education.
9149K
MEMBERSHIP
STATE STUDENT ADVISORY COUNCIL ON EDUCATION
Berlin High School
Nicole Palczer —
Bloomfield High School
Molly Whalen
Bulkeley High Schoo] Kva Nepal ——— mel
Cheshire High School
Rebécca 3Tisz
Derby High School
Jerri Ter ucarelT{
East Hartford High School Jeff Flaeher ———r—aomll
East Granby High School Tara RaTate set
Ellington High School
Christopher ardoni
Hamden High School
PauT Remningway
Horace C. Wilcox Vocational
Technical School, Meriden
Edward I. Sarabia, IT
James Hillhouse High School,
ew Haven
Jacquelyn Pressey
J.M, ight Vocational Technical
m SchooT, Stamford
Sakhone Ath3 tang
Kolbe Cathedral High School,
Bridgeport
Anderson Ayala
Nathan Hale-Ray High School, ddam ;
East Wa
Jes: sica Boothroyd
1989-90 /
New Britain High School
Donna Windish
New London High School
Jennifer Bodde
Norwalk High Schoo!
Peter Randrinos
an HMclaughTin
- Pomeraug Regfonal High School, Southbury
RHAM Junior-Senior High School, Hebron
Scott Rea'ly
Shelton High School
RR ——— ennifer Bauer
South Windsor High School
Jeffrey Stillman fs ie
St. Joseph High School Trumbull raveena a {-sehooLe Trunbull
Stratford High School
- Veronica Diaz
Watkinson School Hartford
Jason AdeTberg
Weaver High School, Hartford ahsaan Robinson
West Haven High School
any Falcone
W.F. Kaynor Vocational Technical School, ema Thomas M111s
Member at Large
Platt Vocational Technical School, Milford
John B. Hart
MEMBERSHIP
STATE STUDENT ADVISORY COUNCIL ON EDUCATION
Berlin High _School
Ricole Palczer——
Bloomfield _High School
Folly Whalen
Bulkeley High School
Ava NepaaT SE-2cheol
Cheshire High School Rebecca Sgn
Jerby High Schoo!
Jennifer LucarelTd
East Hartford High Sche School
Jeff Fleeher —
zast Granby High School
Tara “Riles =o=2geo]
Ellington High School
Chris opher Cardoni —
Hamden _High School
auT Reming way
Horace C. Wilcox Vocational TechAicaT Schoo T, Meri en
rd ¥. 3arabia; [IT ——
James Hillhouse High School, ew Raven
Jacquelyn Nn Pressey
J. 3: has ognt Vocational Technical ————kT0TCS) SchooT, ~Stamtorg
Sakhone RT tory
Kolbe Cathedral Hi igh School, Bric dgeport ——==
Anderson Ayala
Nathan Hale-Ray High School, - st Haddam ~~ =X.nigh S$ A
Jeiies “Boothroyd
1989-90
J
New Britain High Schoo!
Donna Windish
Sex London High Schoo!
Jennifer Bo dda
Horvalk High School
Peter Randrinos ——
4 Pomerau Re ona) High Sct School 1001, Southbury an Mclaug
RHAM Junior-Senior H1 gh School, Hebron
Scott Realy
shelton High School
Jennifer Bauer
South Windsor High School
Jeffrey Stillman
St. Joseph Hi School, Trumbull Praveena pul
Stratford High School
- Veronica Diaz
Watkinson School Hartford Jason AdeTberg
Weaver _High _School, Hartford ahsaan Kobinson
West Haven High S¢hoo)
any Falcone
W.F. Kaynor Vocational Technical School, aterbu Thomas Mills
Member at Large
Platt Vocational Technical School, Milford
John B. Hart
D. USING A MULTICULTURAL
CURRICULUM
(Two simultancous sessions will be conducted)
An overview of "A World of Difference” a preju-
dice reduction program of the Anti-Defamation
League of B'nai B'rith, will be presented. The
project's goal is to address the issue of prejudice
with the gencral population and to promote respect
for diversity in the classroom. Sample training
techniques and program curriculum will be in-
cluded in the presentation.
Mr. Larry Mahan, Faculty
University of Bridgeport
Mr. Alan Strauss, Faculty
Weston High School
Ms. Jane Hammer, Faculty
Trumbull High School
E. LOOKING IN THEATRE COMPANY,
« THE BRIDGE
Student members from Greater Hartford area
schools will pcrform vignettes depicting how we
react to people different from oursclves. A discus-
sion between the cast and audience will follow.
Mr. Jonathan Gillman, Director
and Student Players
Looking In Thcatre Company, The Bridge, West
Hartford
F. MULTICULTURAL EDUCATION
An introduction to the "BA-FA. BA-FA"
technique, an awareness exercise and learning
strategy.
Ms. Donna Fairfield, Faculty
RHAM High School, Hebron
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PRESENTS
THE COMMISSIONER'S YOUTH
CONFERENCE
ON QUALITY
AND INTEGRATED
EDUCATION
Co-Sponsored by
The State Student
Advisory Council on Education
Friday, April 27, 1990
Ramada Inn, Meriden »
8:15-3:15
Gerald N. Tirozzi
Commissioner
Connecticut State
Department of Education
8:15 - 8:45
8:45-9:15
9:15- 10:50
10:50 - 11:00
11:00 - 12:15
12:15 - 1:15
1:15 - 2:45
2:45 - 3:15
AGENDA
Registration and Coffee
Welcome
Rahsaan Robinson, Senior
Weaver High School
Hartford; Member, State
Student Advisory Council
on Education
Opening Remarks:
Dr. Gerald N. Tirozzi
Commissioner of Education
Keynote Presentation
Ms. Jane Elliott
National trainer:
Creator of
"A Class Divided"
Break
Follow-up Training
Ms. Jane Elliott
Lunch
Breakout Sessions
Sharing Future Directions
CASS APPROVED
CONFERENCE INFORMATION
The State Department of Education is honored to
have as our featured presenter Ms. Jane Elliott, the
originator of the "Blue Eyes, Brown Eyes" dis-
crimination excrcise. The sensitizing exercise, in
which people are labeled inferior or superior based
on eye color, has been called "the greatest thing to
come out of American education in a hundred
years" by Pulizer Prize-winning psychiatrist and
author Dr. Robert Coles. Ms. Elliott began the
exercise in a third-grade classroom in all-white, all-
Christian, Riceville, Iowa, immediately after the
assassination of Dr. Martin Luther King, Jr., and
has since repeated it with dramatic results through-
out the country, among children and adults. Her
work has been the subject of several television
documentaries, among them ABC's "The Eye of the
Storm", which won the Peabody Award; "A Class
Divided," which dealt with the long-term impact of
the exercise and Ms. Elliott's work with adults and
was broadcast nationally on PBS's Frontline series;
and most recently, "The Eye of the Beholder,"
produced by Florida public television. In addition,
Ms. Elliott's work has been written up in many
texts, numerous magazine articles and is the subject
of a book, A Class Divided, Then and Now. Ms.
Elliott, who has addressed groups throughout the
U.S. and Canada, is a recipicnt of the National
Mental Health Association Award for Excellence in
Education.
fF Program Information A
Judy Halpern
638-4252
Registration Information
Judy Saverine
- 567-0863 4
BREAKOUT SESSIONS
A. IN PURSUIT OF THE PROMISE
An information program designed by the Desegre-
gation Task Force of the Connecticut Education
Association consisting of a video tape, an informa-
tion packet and an opportunity for group discussion.
Participants examine the level of racial, ethnic, and
economic isolation present in CT schools and the
impact of that isolation on our ability to prepare all
of our students to participate fully in the economic,
political and social life of our state, our nation, and
our world.
Judy Boos, Vice President
Connecticut Education Association
B. URBAN-SUBURBAN COOPERATIVE
New Haven, Clinton and Westbrook Public Schools
are currently bringing hundreds of students together
for inter-cultural lcaming opportunities. The
programs are simple to organize and have received
enthusiastic support from student participants.
Robert Schreck, Ph.D. Superintendent
Westbrook Schools
Gladys Whitney, Former Teacher/Administrator
New Haven Public Schools
Amy Daily, Senior
Westbrook High School
Glenn Johnson, Sophomore
James Hillhouse School, New Haven
C. MULTICULTURAL SHARING
The "Fishbowl" technique will be presented to
show how to get students to interact and express
their feelings on differences and issues.
Ms. Alice Mitchell, Faculty
Berlin High School
k
H
Institute for Teaching and Léarning
TO: Judy Halpern
’
FROM: Judy Saverine
DATE: May 1, 1990
SUBJECT: The Commissioner's Youth Conference On Oualitv and Integrated Education
Enclosed please find 49 evaluations which were turned in at the end of the Commissioner's Youth Conference. Below I have summarized Section 6 - General Rating of the Conference.
Subject Matter - Rated predominently as excellent. "it was great very hard hitting"
Presenters - Also rated as excellent.
Facility - Basically as excellent with a few goods. Comments - "too crowded"
Food - Excellent to good with the following comments - "I think the buffet idea is better.”, "so-so", "pretty good", "too much food was served. Cut down on amount. A lot of it was discarded!"
Conference Management - Rated basically as excellent with a few goods.
Additional Comments:
Positive:
"I encourage you to continue with this wonderful work."
"Thank You, Judy Halpern!"
"applaud your efforts to combat racism by making people aware of the problem. The biggest step is to admit there is a problem and you have!"
"I think more members from our school should attend this conference so if we all work together we can make a difference.”
"I go to many conferences, but certainly the quality of this conference has surpassed ... and to think the kids were part of it. Isn't that were it's at?"
"Well done!"
"I congratulate those who put together this program. There were so many complexities to be dealt with - organization, personnel, logistics, program - and they were handled with integrity and skill."
PO BOX 479, LITCHFIELD. CT 06759 + 203/567-0863
hE CONE Cnt Sian LA PARTIR NT OF ( DR CAIE
Commissioner's Youth Conference
Evaluation Summary
-2- May 1, 1990
Additional Comments - (continued)
Positive:
"Thank you"
, "Wonderful"
“change of attitudes require an experience (such as Brown Eyes/Blue Eyes) not merely
inf lon”
"it was so 800d to have the mix of students and teachers" "provided a good opportunity for my students to focus On a current problem facing CT." "This whole program was run beautifully."
My students and I appreciate the fact that students were welcome to attend. We have much to take back to Avon."
Negative:
"People should be able to pick the breakout on the topic they would like to learn more about." - They were given this choice on the registration form. "Wish I had the chance to facilitate discussion between my 2 suburban kids and some urban students..."
cc: Carole Chapin
Jay Hubelbank
enclosures - evaluations
INYEGRATION TODAY
IS THE WINNING MOVE
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COMMISSIONER'S YOUTH CONFERENCE
ON QUALITY & INTEGRATED EDUCATION
APRIL 27,1990
Co-sponsored by the State Student Advisory Coundl on Education
roa ralts
v
: ‘anatomy of racism, the anstomy of
e
“ B4 me nArtrORD COURANT, Sundey,
‘Students;
ache
JOR Conn Foaatin Writer, ? 3.
ve 7 3 big
' MERIDEN At » statewide. con -
“ference on racism, a small, gray-'-
‘haired woman berated a group
.-high school students, making them .
the Largets of ridicule — -all because
they had blue eyes.
. She rounded them u
sit in the center of. ° room and
“insulted them. ts. o: 1 v7
: «- Signs on the wall pointed to oor.
rate restrooms for bive-eyed, and
brown-eyed people. . .... op wy; ie
- When some blue-eyed students
tried to get a £9 of coffee, the
Remind neniones ocall ote] secu-.
fT ty oy’ 4, coal * .
I'm trying to Jonas to then the
, made thew -
wii said Jane Elliott, a fiery
ormer schoolteacher K from lowa
who made students and teachers’
squirm during a lively session Fri-
day sponsored by . statewide. stu- >
dent organization. + = yi} eq tiip
‘Elliott in the blue-eye J:
brown-eyed lesson in an all-white.
third-grade classroom in Riceville, :
;Jowa, after the assassination of Mar. ;
Ain Luther King Jr. in 1968.; wei
* Since then, she has taken for mes-
sage across the, country, crusading -
.against racism. « ~~ a. ogy
Her methods have been the sub-
t of several TV documentaries, *
ncluding ‘ABC's -award- -winning
* “The Eye of the Storm.” +.
"1 felt powerless,” said Jetirey
“Stillman, a South Windsor High
‘School student and one of the blue-’
.. eyed students who had been singled
.. out,
4“ felt like 1 couldn't do anything _
re 3 Leu
wi ie AL EP Be
of. racisms; HO
> $3 By ROBERT A' FRAHM
of a Advisory Council on Edo:
17) nuh NCS Sti Jet y
Apri 29, Yo ARE Ky
Ty rho “ly eRe eek
‘e-em wv
discover;
ele wy:
Gach
FY 1 ON
because t anything I would do would 1+
be wrong *. : There are people wi §.:%:
v, feel this all their lives. It made’) fii rt
"feel SDIsily bad and angry.” .“)"
liman is a member of the Stat}
§ A
LE i SURAT
9
3
%
“tion, which sponsored the event & - a
i of d state Depattment of Edyel; 3 fe
ton Siprtseromtepciotstrt 11
‘ The contétence ‘attracted about’ Pe
“ 275, students,’ teachers’ ard 'scliddl $47
officials; incliiding stale’ Commis. {7%
sioner of Education Gerald N. TE MS
* rozzl. LRT ER ERE EROS *YR TIRE § 1) B 5 4
. “The young people of Competition) 15 ‘ AR
really, need to get Involved in dis-" wal,
course on. this topic,” sald Tirdesf, 3:47]
who has issued two major re Es, =
during the past two Years outlin nifig by pf
the extent of racial segregation ‘Ih Le
" Connecticut's public’ schools ‘dnt
, ‘calling for voluntary met ods of de. ,.
. Segregation. Lara inl i le,
I" Tirozzl and other state: ‘officials
were.sued a year ago by civil Fights. |
oups seeking to. integrate’ Het fb
‘ Pa ublic schools, whete 91 per i
cent of the students are member’ of |.
Iino l avoups; The ii rend:
pL |] I PPL kK
Ta of 16 students who appeared ir 2
ress conference during the sem}: 2%
nar, 11 sald they attended Hi
v. that were Jargely, segregated b
FRC, ok ald if Add ol Aigae |.
" "We all recognize the’ dangers ‘of |
separation of the races, " sald Ral: Hr*'=
‘saan ‘Robinson,’ a seniors at) Hark HE
ford's ! all-minority +. Weaver; ih
School. 2 :¢ wad, ert Tu, wd) Fld
“ wjt can range from school 8
is
-. that are separate to euitural hi liteea: | Hr
cy to Interracial hostility”: . wry Es
RY Lad "mv FE 4 a
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GOVERNOR'S OFFICE
For further information FOR RELEASE:
Jackie Barron 566-4840 7 10:00am Monday
June 25, 1990
GOVERNOR O'NEILL MEETS WITH EDUCATION COMMISSIONER GERALD TIROZZI AND STATE STUDENT ADVISORY COUNCIL ON EDUCATION
Governor Bill O'Neill today met with Dr. Gerald Tirozzi,
Commissioner of the state Department of Education and the 28 members of the Connecticut State Advisory Council on Education.
The students presented the Governor with a brief overview of the major projects and activities in which they were involved this Year Including a booklet which they compiled, "High School Survery on Quality and Integrated Programs." In addition, SSAC members planned and implemented a statewide conference for more than 350 high school students and advisors on quality and integrated
education,
Students also assisted the Department of Education and the education community by providing student input on: education
legislation; "Student Rights and Responsibilities Project of the Civil Liberties Union; the Governor's Partnership to Prevent
Substance Abuse in the Workforce and in Schools; the "Challenge for Excellence 1991-1995/Connecticut's Comprehensive Plan for
Elementary, Secondary, Vocational, Career, and Adult Education: A Policy Plan," and the Governor's Commission on Quality and
Integrated Education.
Governor O'Neill congratulated the students for their efforts
and thanked them for the time, energy and resources which they
dedicated to the Council during the past year.
"It is a pleasure to meet with these students and listen to
their viewpoints about issues that are both difficult and timely, as well as being areas of mutual concern. These young men and women give credence to the effectiveness of our educational system and assurance that the future of our state is in good hands,"
Governor O'Neill saidg.
"Students suggest new approaches to problems and focus on issues that cannot be ignored or slighted, Governor O'Neill
added. 1It is vital that young people have a forum to express their ideas, and equally important that their ideas be considered in formulating policy and programs for our schools which,
ultimately, will affect them directly."
Governor O'Neill praised the students' work in compiling
extensive studies and opinions about issues which have been the
subject of considerable public debate. “These documents will be
helpful in developing programs and proyide valuable information as
we work to address some challenging issues," Governor O'Neill said.
The State Student Advisory Council on Education was
established in 1981 in the Department of Education to give
students a voice in educational planning and enable the state
Board of Education, Department of Education personnel, the
Commissioner of Education, and the Education Committee of the
General Assembly to become more familiar with the ideas and
opinions of high school students.
The Council is selected to be representative of all students
attending public and private schools in Connecticut.
(See attached list of members of the Connecticut State Student
Advisory Council on Education.
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CONNECTICUT STATE BOARD OF EDUCATION )
Hartford
TO: Mark Stapleton
FROM: Pamela Bergin iv
DATE: October 30, 1990
SUBJECT: Sheff v. O'Neill
As you requested, listed below are the names
Board of Education Chairs since 1960:
of the Commissioners and State
Year Commissioner Board Chairman
1960-72 William J. Sanders William Horowitz
1973 William J. Sanders Catherine V.A. Smith
1974-75 Mark R. Shedd
July 1975-
Catherine V.A. Smith
February 1982 Mark R. Shedd
March 1982-
John Toffolon
January 1983 Mark R. Shedd June K. Goodman
January 1983-
April 1983 Joseph Galotti, Acting June K. Goodman
April 1983- Gerald N. Tirozzi June K. Goodman
February 1985
March 1985 -
present
Gerald N. Tirozzi Abraham Glassman
(elected pro tem
March 1985; Governor
appointed as Chairman,
June 1985
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