Desegregation Plan and Report for the Madison County School System

    A DESEGREGATION PLAN FOR THE 

MADISON COUNTY SCHOOL SYSTEM 

A REPORT TO THE 

SUPERINTENDENT 

BY THE 

DIVISION OF EQUAL EDUCATION OPPORTUNITIES 

UNITED STATES OFFICE OF EDUCATION 

ATLANTA, GEORGIA 30323 

 



TABLE OF CONTENTS 

Enrollment. and Building Information 

Recommended Plan for Student Desegregation oh gl’ 

Faculty Desecgregation 

Transportation jo 

School Construction an 

Majority to Minority Transfer 

Attendance Outside S 

Suggeations. for Plan Isplenmentation 23 | 5 

Resources for Assistance }-4 

 



RTMENT OF HEALTH, EDUCATICN, AMD WELFARE 

REGIONAL oFFice IV 

Rcom 404, 50 Seventh Street, K.E. 
CHFICE OF EDUCATIC! Atlanta, Georgia 30323 

Mr. Robert E. Cox 
Superintendent 

Madison County School District 
Post Office Box 48 
Canton, Mississippi 39046 

Dear Mr. Cox: 

District Court for the Southern District of 

following’ desegregation pian for ending the 
fadison County School District is submitted for your considera- 
tion. 

We wish to express our appreciation for the cooperation received 
from you and your staff. 

Sincerely yours, 

cram Officer 

ional Opportunities 

 



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MADISON COUNTY 

II. RECOMMENDED PLAN FOR STUDENT DESEGREGAT ION 1969-70 
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In order to bring fhous a unitary school system in which 

schools are not identifiable by race, the féllowing recommenda- 

tions to be effective for the 1969-70 school year are submitted: 

Student assignments are based on pupil enrollment data in 

each school as furnished by the superintendent of schools on the 

building information forms. 

School capacities are based on figures supplied by the 

district and checked by multiplying the number 6f standard class- 

rooms by 30 for secondary and elementary schools, 

We recommend that: 

1. Velma Jackson serve grades 1-12 in the eastern and 

northern sections of the district. Angrontuately twenty- 

five (25) white pupils ret Tiing in this section and attend- 

ing Madison-Ridgeland High School would be assigned to 

this facility. 

Farmhaven be ctosnd and pupils transferred to Luther Branson. 

Luther Branson serve the district it is currently serving 

with the addition of white pupils now attending Farmhaven. 

East Flora become an elementary center serving grades 1-7 

for pupils currently residing in the Flora and East Flora 

attendance areas,  



Flora become a high scheol center serving grades 8-12 for 

all pupils in the Flora and East Flora attendance areas. 

Rosa Scott become an elementary center for the district 

it currently serves and include the white pubs currently 

attending Madison-Ridgeland in grades 1-8. Rosa Scott would 

‘house all pupils in grades 7-8 in this area of the district. 

Madison - Ridgeland become a high school center for the dis- 

trict it currently serves and include the Negro pupils currently 

attending Rosa Scott in grades 9-12. 

Ridgeland Elementary serve the district it now serves, but 

‘include all Negro students in the same area. 5 

 



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CURRENT TRANSPORTATICN POLICIES 

Statistics furnished by the Madison County School District 

Superintendent's office indicate that some schools are already 

receiving as many as 95% of their students by buses. The lowest 

percentage reported’ in this district was. slightly over 72%. The 

district average is 85%. 

 



  

MADISON COUNTY 

POSSIBLE INTERIM STEPS 

The plan that we have prepared and that we recommend to the Court 

provides for complete disestablishment of the dual school system in 

this district at the beginning of the 1969-70 school year, Because 

of the number of children and schools in this district, and because 

of the proximity of the scheduled opening of the school year, imple- 

mentation of our he plan may require delay in that scheduled 

opening. Should the Court decide to defer complete desegregation of 

this school district beyond the opening of the coming school term, 

the following steps could in our judgment be taken this fall to 

accomplish partial desegregation of the school system without delay, 

or with very minimal delay, In the scheduled opening of the school 

year, 

Student Desegzregation: 

1. Velma Jackson serve grades 1-12 in the eastern 

and northern sections of the district. Apirost.: 

imately twenty-five (25) white pupils residing 

section and attendin 

High School would be assigned to this facility. 

Farmhaven be closed and pupils transferred to 

Luther Branson. 

luther Branson serve the district it Is current- 

. ly serving with the addition of white pupils now 

attending Farmhaven.  



East Flora become an elementary center serving 

grades 1-7 for pupils currently residing in the 

Flora and East Flora attendance areas. 

Flora become a high school center serving grade 

8-12 for all pupils in the Flora dnd East Flora 

attendance areas. 

Ridgeland Elementary serve the district it now 

serves, but include all Negro students in the 

same area. 

Rosa Scott and Madison-Ridgeland serve the same 

grades and areas as in 1968-69, 

Desegregation of Faculty and Other Staff: 
BRE     

Full desegregation of faculty and other staff in the grades 

affected by the possible interim assignments of students above, and 

district-wide desegregation of faculty and other staff in each 

school to at least 50% of the recommendation contained in Part I 

of Section III of this plan. 

Other: 

Implementation of Sections IV, V, VI and VII contained in 

this plan, ¢ 

 



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111. 

DESEGREGATION OF FACULTY AND OTHER STAFF     

  

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The School Board shall announce and implement the following policies: 

1. The principals, teache Ss, teacher-aides and other staff who work 
directly with children at a school shall be so assigned for the school year 1969-70 and subsequent years that in no case will the racial com- 
position of a staff indicate that a school is intended for Negro students 
or white students. For the 1969-70 school year the district shall assign 
the staff described above so that the ratio of Negro to white teachers in 
each school, and the ratio of other staff in each, are substantially the 
same as each such ratio is to the teachers and other staff, respectively, 
in the entire school system. 

: 

The school district shall, to the extent necessary to carry out this desegre- gation plan, direct members of jts staff as a condition of continued employ - 
ment to accept new assignments, 

2. Staff members who work directly with children, and professional staff 
who work on the administrative level will be hired, assigned, promoted, paid, 
demoted, dismissed, and otherwise treated without regard to race, color, or 
national origin, except to the extent necessary to correct discrimination. 

3. If there is to be a reduction in the number of principals, teachers, 
teacher-aides, or other professional staff employed by the school district 
which will result in a dismissal or demotion of any such staff members, the 
staff member to be dismissed or demoted must be selected on the basis of 
‘objective and reasonable non-discriminatory standards from among all the staff 
©f the school districc. In addition if there is any such dismissal or demotion, 
no staff vacancy may be filled through recruitment of a person of a race, 
color, or national origin different from that of the individual dismissed or 
demoted, until each displaced staff member who is qualified has had an oppor- 
tunity to fill the vacancy and has failed to accept an offer to do so. 

Prior to such a reduction, the school board will develop or require the ment of non-racial objective criteria to be used in selecting the staff mamber 
who is to be dismissed or demoted. These criteria shall be available for 
public inspection and shall be retained by the school district. The school 
district also shall record and preserve the evaluation of staff members under the criteria. Such evaluation shall be made available upon request to the 
dismissed or demoted employee. 

develop- 

"Demotion" as used above includes any reassignment (1) under which the 
staff member receives lese pay or has less responsibility than under the assigi- ment he held previously, (2) which requires a lesser degree of skill than did 
the assignment he held previously, or (3) under which the staff member is asked to teach a subject or grade other than one for which he is certified or for 
which he has had substantial experience within a reasonably current period. 
In general and depending upon the subject matter involved, five years is such 
a reasonable period. 

x Te  



  

  

Iv. 

TRANSPORTATION   

The transportation system shall be compietely re-examined regularly by 
the superintendent, his staff, and the school board. Bug routes and the 
assignment of students to buses will be designed to insure the transpor- 
tation of all eligible pupils on a non-segregated and otherwise non- 
discriminatory basis. 

V. 

SCHOOL CONSTRUCTION AND SITE SELECTION 
  

The size and location of new school buildings and additions to existing 
buildings can.significantly affect desegregation now and in the future. 

All school construction, school consolidation, and site selection (including 
the location of any temporary classrooms) in this system shall be done in a 
manner which will prevent the recurrince of the dual school structure once 
this desegregation plan is implemented. ; 

‘VI. 

MAJORITY TO MINORITY TRANSFER POLICY 
  

Whenever there shall exist schools containing a majority of Negro students, 
this school district shall permit a student (Negro or white) attending a 
school in which his race is in the majority to choose to attend another 
school where space is available, and where his race is in a minority 

jo 

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VII. 

be ATTENDANCE OUTSIDE SYSTEM OF RESIDENCE 

If the School District grants transfers to students living 
in the district for their attendance at public schools outside 
the district, or if it permits transfers into the district of 

students who live outside the district, it shall do so on a 
non-discriminatory basis, except that it shall not consent to 
transfers where the cumulative effect will reduce desegregation 
in either district or reinforce the dual school system. 

 



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VIII. 

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SUGGESTIONS FOR PLAN IMPLEMENTATION 

Successful implementation of desegregation plans largely depends upon local 

leadership and good faith in complying with mandates of the Courts and the 

laws upon which the Courts act. The following suggestions are offered to 

assist local officials in planning for implementation of desegregation orders. 

Community 

Y.- The Superintendent and Board of Education should frankly and fully 

inform all citizens of the community about the legal requirements 

for school desegregation and their plans for complying with these 

legal requirements. 

2. The Board of Education should issue a public statement clearly 

setting forth its intention to abide by the law and comply with 

orders of the Court in an effective and educationally responsible 

manner, 

3. School officials should seek and encourage support and understanding 

of the press and community organizations representing both races. 

4. The Board of Education, or some other appropriate governmental unit, 

should establish a bi-racial advisory committee to advise the Board 

of Education and its staff throughout the implementation of the 

desegregation plan, Such committee should seek to open up community 

understanding and communication, to assist the Board in interpreting 

legal and educational requirements to the public. 

5. The Superintendent should actively seek greater involvement of parents 

of both races through school meetings, newsletters, an active and bi- 

racial P.T.A., class meetings, parent conferences, and through home 

sits by school personnal. 

6. The Superintendent and Board of Education should regularly report to 

the community on progress in implementing the desegregation plan. 

School Personnel 

1. The Superintendent should provide all personnel copies of the 

desegregation plan and arrange for meetings where the personnel 

will have an opportunity to hear it explained. 

2. The Board of Education should issue a policy statement setting forth 

in clear terms the procedures it will follow in reassignment of the 

personnel (see section on Desegregation of Staff). 

 



Assignments of staff for the school year should be made as 
quickly as possible with appropriate followings by school 
principals to assure both welcome and support for personnel 
new to each school. Invitations to visit school before the 
new school year begins should be offered. 

The Superintendent should see that a spec:;al orientation 
program is planned and carried out for both the professional 
and non-professional staffs (including bus drivers, cafeteria 
workers, secretaries and custodians) preparatory to the new 

school year. He should make every effort to familiarize now 
and reassigned staff with facilities, services, and building 
policies, and prepare them to carry out their important role 
in a constructive manner. The Superintendent should direct 
each principal to see that each teacher new to a school is 
assigned for help and guidance to a teacher previously assigned 
to that school. Each such pair of teachers should have an oppor- 
tunity to meet before the school year actually begins. 

The Superintendent should arrange an in-service training program 
during the school year to assist personnel in resolving digziculties 
and improving instruction throughout the implementation period. 
Help in doing this is available from the South Mississippi In- 
Service Consulting Center at Hattiesburg, Mississippi. 

It is important that, through personal observations, students see 
that nonprofessional service positions in their schools are not for 

members of one race and that harmonious working relationships can 
exist between members of both races. The Superintendent and Board 
of Education should therefore take all necessary steps to assure 
that all staffs are bi-racial. 

 



Instructional Program   

1. Each principal should be required to appoint biracial faculty 

committees to study and, as necessary, revise each area of the 

curriculum to assure better learning opportunities for all stu- 

dents. This should become a continuous activity in each schocl 

and throughout the district, 

Student evaluation policies and procedures should be reviewed 

continuously for areas in need of improvement and adjustment to 

encourage the educational growth and motivation of students. 

Remedial programs in reading and mathematics skills, as appro- 

priate, should be introduced and/or expanded for all students 

in need of special help. Such a program should supplement reg- 

ular course offerings and assignments of students, 

Grouping procedures should be reviewed and revised as necessary 

to assure they support the spirit as well as letter of desegre- 

gation plan the district has accepted responsibility for imple- 

menting in good faith. 

Participation in extracurricular activities by students of 

both races should be actively encouraged by administrators and 

teachers as a means for developing school spirit and a feeling 

of belonging. 

School organizations - student government, cheerleaders, musi- 

cal organizations, athletic teams must be operated on a nondis- 

criminitory basis and should include students of both races. 

Guidance counselors should be oriented and urged to plan a 

leading role in successful implementation of the desegregation 

plan. 

The curriculum should be reviewed and, as necessary, revised 

to provide recognition of Negro history, culture and contri- 

butions to our society. Library books which deal with such 

subjects should be added to school book collections. 

Vocational education offerings should be reviewed and improved 

as a means of providing students of both races with education 

relevant to vocational interests and as a means of reducing 

dropouts,  



Headstart or similar preschool programs for children of both 

races should be implemented, 

Use of Federal and Stat@qn education funds should be planned 

comprehensively for maximum educational benefit to all eligible 

children, 

STUDENTS 
1, The Superintendent should direct each principal to hold special 

orientation programs welcoming students who will be new to a 

school, before the regular school year begins. 

The Superintendent should require each principal to see that 

students are frankly and fully informed about the desegregation 

plan and their responsibilities to help carry it out. Each 

principal should seek to establish rapport and communication 

links with new students to encourage mutual understanding and 

confidence. 

The Superintendent should direct each principal to establish 

a student-faculty human relations ccmmittee representing both 

races to aid in the successful implementation of desegregation. 

All school staff and members of the student. body should exert 

extra effort to assure the full participation of all students 

of both races in extra-curricular programs, including when 

appropriate the provision of a "late bus" for those staying 

after school to participate in such programs, 

Each principal should request teachers to make themselves 

available to students outside of regular class for counseling 
and extra instructional help. 

 



  

1X. 

ann 
RESOURCES FOR ASSISTANCE 

In addition to the regular resources for assistance 

available to school officials, districts developing 

ation in Mlsyissippi or carrylng out plans of desogreg 

may call upon the following agencies for help: 

South Mississippi In-Service Consulting 

Center 

University of Southern Mississippi 

Southern Station 

Hattiesburg, Mississiy 35 

Phones (601) 2606-7150 

i 

50 Seventh Socost, x. ¥., koom 40% 

Atlanca, Geo a { 

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i 
Number of Teachers wrt i : ¥, ; in 4 

Da nf a TT EE CS SP A esr ns A A ENE AN IRI FAAS TIS Ey ACTA WI TT WB BE 

White . Negro Tot al 

; O ; { 
J a ath eee SJ AT Ss St ES TR LN PCTS SD 

C
Y
 

Ocheyr Profezsional Personnel 
Ba 3 a ie Cann 

White Negro Total 

Enrollment by Crades 
EE a Ain 30 SR TB 

    

          

Ane lL. 2nd] 3rd] 41h 6:hl 7th! 8th] oth 11th] 174 nll Potal 
\ § 7 - 1 - ? bf J Sif yes ry ev TT GEE a a ~ ee ais 18 _— pogo et Sie GE 

RIAN | HLELYLE zi HERE ERE EEE RA ER A 
{ H 1 

tna fel 3 - - a { Vio 

PVE Th Sit! +aY 7s "3% [ ta, | Ae : er MY - HE Th l. 4 8 \ \ 

asked | 2 7 > gy Fey/ ip] 2 Cy Vel 2158) ¢ jo Li : 
Tol A J ie! iii ai a NO SUPT EAUES) TRAINS [NPR SEIS Irs Memes Jeees en. SERED SERRE SESSA Sta i 44 on mn sar fo 2 CN mar 

AS - FI poy 

% ~ > | - : = > “<r 2, Lo +, '2/ # ! i 5 } £ “ 5 / 

B TR “-™ FANE Sin) I Ym REA ff Beles Rl An <7 a A A ing PR A < + wy in ini Ae SL sapere hile a 7   
\] <a : Number of Students Transported 4) (ol) 

= .in . pm 
RAY Snape ———r ee ER hie ate ih et di iid 

LR AE TE IAT IIT  AS ENy W  TT0 

Age of Building /754 - / [ype of Construction SLaYTIN, 
a at SEE ELAS SSE CA pC lia A iN

 Ad 

“
i
 

)
 > A $A de VE RIE Ra SWAT BE 

nr A arm atc ~ = pt ees a—— ature ot A TR ET A BE LE ENT 5 2 2 3 rn AO EAS CH 5 RE BBE Na ab SE LF cE SNS A A Pa CO ws ——-   

Ti rat 2 an xr on Be pu 3m Hn 2 Nuibew of Portable Clagsrooms oa 
ow ATR YD 

  DN SET a NE TA Ep ER ER A SM ET A nn J WE SY 7 PAI SEN Bt Re - 

Teer oR a ET Ate Ie 5 abe - ~ y! 
Number cf lemnd Yay y Cl A537 004 ug () 

A ROE Rr a ie ag pont TO HAE TA A A BN St A PANNE, LEE) PO) Es BN ITI MII SN Lr NRT C0 he YE 

1. -n £5 3 " ’ Numbey of Sauare Feet in Puilding - 
A Ba mG SE PIT 5 L300 TD Fal WI G0 5 We BO TE NNT BIA 4 MS 

", A, eR + | : 4 Number ©of Acres in School Site id & 
I CS 8 EO er en NT A BW ER 0 NE AD SN IA EI AIS ts MAAN A A 0 

fem nl Jor og : Attach a list of the subjects or courses offered. 

 



— 

2 
st mil sr I tT ATT SRI IAN HT fh E05 XN NT A a RES VGN I SE PA oF TE 

~< 
  

2 HN 

7 7 
ARR Et eR me J SPL 

/ 

in pal 
» 

” 

  

State Rated Capacity = dus pe. PACTUAL 3 

Lo 
LS en a 

Current 

I pes J p—— 
/ 

~ Nualer of Permanent 

OTE. BW ©. Marimim Br 

TL Bao f “nah it MOA, 5 
Gg)   

1 25 fort 2.ir.g] 
Ne a, Cn lA Br ey rr Yr a arma can os 

i 7 

Nom 

i.   

go LET Fe : , A of &. _ 
MAINE rs WS A FAN at TX De ANI I TRS BR EA 2 AE TERING $US SB rt 

Lor a 

  

bh q y I. . 2achiing Stations 
“ey. 

Kf   

= Pa 

NN, 2 Crs 
AI ras 3 Lora MIE Sa NES ING 8 ANA, BE WEI RTE 

(without portables) 
uilding Capaciiy hs 

  

  

Pa 

i, 
LE CE AAA b CE OV den 3. Et SG 

4 p $Y, 2. Negro Total 

“<> 
~~ 
aa] 

  
  

Furhe * Prache rs 
fa i a CR EEE 

Wi ni tLe 

Ea TNL ra SRD I 

nite Hegro Vi 

! 
7% 

Ea a TEE 

351 
~~   - 

a 

Nin 7am . E Ciel 
aD AY Or Sigs 

Age of Bullding 
Lo L963 A ee Beha i 

Tae 
ype © 

OB rr a ILA DE TTAIG WD THAD HERR TETE 

rr of Poy 
Nu? 0% 2 - NEI1TIN EC € £ i ™ 185TH ISH IZ Y iannr able C 

aT a 

an 
-& 

z 
Numbze CL 

CADE De NE I WE 

Nunhey of 

of Bucher 
SUL TE 

Attach a lint of 

A 2s 
TI AG OD BE 3 EI | GE 

A 4 
fe 1.x 

i es a LT 

~~ 

a te 

a I Sr a PY VA SR El Bo ty Bl I HT. Ih A AE ET TT Be TS OR PTS i 0 LC AAS SG FF SPT ANE ANI WF IL IF 3 

  

a 
a a 

Totnl 

£1 
Wasi re rie pe 2d rs Sern CRS CT 

Hegre 

C s oy s BE a inde tt] 

  

SDE i Br fe PU TA FRA WS LITA 

s
i
a
 
i
r
—
 

[] : 

EIR PI 5 Pt, SR, Aha SRa— 

    Se
 

P
o
—
 

OEP Tr 

rd O / fy (pela % Ta WEA a i 2p gests part 

PF . Mean Lf 
Lo Ry LT te NE 7 

A 5 Tn I IAAT 

STE APIA Mr 3 BS CU TI Te AAI PLANTING TOR BEG 

1 3 <i EAST rE he RL ET SMELT 2 EAD RAN II ST A 

AL tin Sein 3 wor tenn GATTI NIE 

vile naga id yf Construe tion 

O 
Ee aa EE 

LF 
ER AAA TASES CT Mn PD AI NPT AIT A WN LTT KATIA GT VEER FONT TSR IR I NP AA EG 

AAA DS Wn £5 ae DE AL SAA Sv ne A TUNER ra A LD NIE La TRI SO IEE YC ARATE 2 

CL Bt CIT I rn MMA el IBIAS By WTAE BE ATT IW? SOE 

LO a a 

A TE SSA MN AIC ACEN A AFIT LTP LT WT DANY 

A EI NA I TSR RR STIR BYE TI AN WINONA 0 Sos WASRRPA IT  



#7 vg Ylame of Schonl a 

Address A RA 3 JS OM 

  ha i ai Co   

    
      ICY PII SEN BN NUDATLT IS ToT nl 0 0 TT EN 

of Principal Jin, th 
0 Ln AAO 

mu gt Aad 
+ eh AS ac   

State Baied Cus Pa FY Maximum 
With Ped a mere 

75 a 

  

    WAIT EATEN ITE SLND A CT, FE BRT 

Curvent Stu 
Gn TEN 2 PT I KY 

Negro 
AR. 

Total Student Envollment ih </ 

GIL. 

  a IEC avis TIERED, ML OR MAT A 

  WA £720 a an sr A RAR ALL 5 

Vhite 

tN 3g 
JOULE 

  IL BO EI IESE 
4 alr : > Vite Negro ‘ 

  

wetion SR fire nt VY 
Be a i tL 

aaa aa a ST I TB EE ro A AT ms SE TE ENE 

Kurbey of Portszble Claseron 5 
isi A AP AAR De Tom Ae I SNA SGT EN 0 PY ID Bes i 0 PS IE A TC. EL 3 I 5, Brn es 

an ed 

of: 
ET A TENNER Ur SRT TR NTL SED TCI 

3, PR, | Pon od "a, Rubber of Acres in Sch 
a a 

Linch * a : Xa 7 2 IL 5 2 pads —_— rT. 
tach > hoe sublects © oy LEE Jno a 

ile. 
oy 

TE a RT SE ENGI TP EGR a i ST My IRF MATL SAS WTR IND BOSSE, RES 

A EUR ARES AI  DD SE T I AIG 

NAT 2 EI ATV Pr ies TB AT. 05 LT I BL 

I UP IOI LD SM Bl EA TUNE WARD 

nt. 4. 
L0tCa 

  = ie 

vz VEIN Wn MT TE AO TO ANTI ES 

TR ET TL EA 

  
ATL Pe 

a 

ane a] 

Ba a 

2mm 

a ER a la 

Bs RSET TN ED LEI ATT ST SR CA WT A LESTER 3 BW  



~
~
 

ya
a,
 

TY Fro a STARA VT TOR 

SEAN 4 Sin EAL 

po 

Yarns rE Ratimmd [eo] {3 7D J 
Nate 0% DC00: /?) Ai d JN © /v >? 

[ERP RT J oo Wedomeniter 1, hs RN Ee 4, 8 BAST WSEAS SARAH VES Tar A SALW NMI Rens SAN ad REE SOT SMR PEST spe———— E24 

a , : 
Landes. [21 18S) $5 10 

SSA SAE Ee DIA SRST. /. os 

{| Pi     
  
  

  A DT PRES wT 23 A D0 An BST SE AEDT AABN INT I WL i aiid 

2p Se 

  

WV 

To me is, 4 
Hamz of Priuvcipal Q. HD ore 

  

  
  

» BA EAA AMIE CX HE " Zz. AC TAD BERK RANA rd SATE BAIN § Ar AOpen “a pe. . ASE IE EID 

—~—t C 4 
Y al S07 L } or. ot p (1231 op v ~ £0 2a pm In d NT = 

1 # es Hiumsey of fervmane Teac: hing oRaLiino 1) (ore 
ET a a Sea) 

WO Pare srr DANG a TL WTP BAS Er OF 

  

» 

State Raled Capacity [02 0 Vewimum Building Capaclty Z4 a, 
oe! % L202 

at ) 7. Fre 
! Pes : Wilh Periniste (without portables) 

lr = i ir 
BE GOA IAT INH TINH TS SW FSR TOCA DTT WC BR on A EPA ESE TBA LG CIA SATII J IATL 

Current Studer mrolluont ; 1/09 : eS Zo 
Bo ema SC SA KI AE RINE PEA, FP eran Ee —_ EARL I BLA WLI 

White ogre Total heyy 

  

) yi tabl 73 Tm Aaa + ” Portable and Temporary Classyoous 2 

  

a a iad 

  

Lo oi ck am . ! J 
rota } Studand ng oliment ]7 2 G a 

ai mk TY or SR 2 PRS SHANG, NA AIT TER Sl NE I FENCE LE yaa = aad aid Segue ibis me dc 

4 
7 F : 

Lr ates yam Vr WOR: | om & 
SA bY ¢ 

Xunber of Teneners Lf (Lf ci? O sneer : 
73 AA I CT IN Br meh MAT OR nin Pel ae wl onimeaerena BN 3 Op AS kas ai rahe ds peas : 

Tied ood Total 
Vinite 's) Toa kL 

- ; 3 

. ; »37 Be 3 
3 ! od [] 

- Poi S ad L iad oh ad » Fe. EN Le) Pe - Lal a »- eS Other Profeezlional Personnel ’ ~2 ; I 
WT RABE 502 Cl A TI PS IID J es aa ed or od aa NCRRTC RR PE ALERT 

White Negro Tota 

     

  

  

Jae] 2nd] Sut | 10th} 1ien! 12ehl Total one! 
Sheu ge ie Geel wie ; we ETT ET TET IEEE £4 

yl Hl gigi plus | SEER ETE EEA: yi hed et 
§ A TAY I AD Sn NT EW EA ahi a ER LA A LAN irs AB SPA Ct TERA Bra a DAT ATR WT - - 2 

yi BE 
0 {7 al A - LR oA % Ls = | ¢ Lay = 1 | = | ig L 1 Le 

0 (J2I1O VS OG] 0 LZ Gi] 0 ssid) ” 4 10 {7% 4 V0 YAR LH REE 
PrP ‘ a a Et sh i a St i Sr SARIS a ENN Pe Sn La sma Lovin dm 

J Oil= : | 
| 

’ 3 zZ rr 4 4 g. Fon A A ; | Pl 

el 7§ [3D > [fd Y9/ 177 : “7 5S -< 4 2 1/77 { y 75 | [1 6 “7 

  

Pe vf laces nnte 3 et on ae k . 7) / 

Nuuber of Students Transported /o 24 | (Addn 
NA ATE NE RA NO SEE AE + 3 PO TE 7 DA SL ATS Ts DNB KTR TT IANO WE 

  

BE A ITALIAN DTI 

Gre Reed 3 Ee Eo ~ - a? ur } 

Aye 0x Du LOLOE / of Construction 3: \ Ser LL 
= 

BOG Ry tured? 3 eS RR Be AD REI LF TVR WINTON a a of 

  

/ 
TT ———— 

/ 

Tl
 ciate hd Cn TD TE ANN ESAT RI SSM LT a 

ag a oy Yess i. be Number of Portable Ciassiroous 
wh IE A EAT RA 3 I TA SP SH SIL IN AA Sl SAC WRN RA 1G 17 SP mt, MAW AS A HN Th PIT Hs WEI NS TPE TT 

  

ET BA: TAL Se. ESET EC SGA NLS TR I IA DA TSR ACI LS ETE A AAS ICSD A BCA SOB a WE Sa ai PD 

I. RT ARE TI YN a 
UNDE OF o{liaYe roe] in Puilds ng 

CO AA PE SAE fr A SL A Er EAR a SS ME AST ATA IRIAN Fo APT IB PRE TD RE a 

Te 4 Fy ye Lr A man 2 t vo -< 
Rumber of Acres in School Site sol) 

AT BEAN NY I SE AAD BPR TE Ub LS I VT MIE WEST Le NE re MIRA WP TI Lr, Sm AT UN POP 

    

 



   
A. 2. TJ}at part of Supervisor's District ®o. 3, in which 

the Ridgeland Elementary, Madison-Ridgeland, and Rosa Scott 

  

~ Attendance Centers are located is hereby designated as Zone II, 

and students are hereby assigned as follows: 

(a) Ridgeland Elementary will serve and be attended 

by all students in grades 1 through 6, regardless of 

race, living within the area now served by the school 

as recommended by the HEW plan. 

(b) The Madison-Ridgeland Attendance Center will 

serve grades 1 through 12 and will be attended by 

all students in these grades, regardless of race, 

living East of the Illinois Central Railroad right of 

way. 

(c) The Rosa Scott Attendance Center will serve 

P
r
o
p
o
s
e
d
 

P
l
a
n
 

of
 
M
a
d
i
s
o
n
 

C
o
u
n
t
y
 

B
o
a
r
d
 

of
 
E
d
u
c
a
t
i
o
n
 

+ grades 1 through 12 and will be attended by all sti- 

dents in these grades, regardless of race, living 

West of the Illinois Central Railroad right of way. 

“> 3. That part of Supervinor'a District No. 2 and 3 lying 

within the County School District, in which the Flora and East 

Flora Attendance Centers are located is hereby designated as 

Zone III, and students are hereby assigned as follows: 

(a) The Flora Attendance Center will serve grades 

1 through 12 and will be attended by all students in 

these grades, regardless of race, living West and 

South of the Kearney Park Road. 

(b) The East Flora Attendance Center will serve 

grades 1 through 12 and will be attended by all stu- 

dents in these grades, regardless of race, living 

East and North of the Kearney Park Road. 

Arrennix 2 (8)