Desegregation Plan and Report for Forrest County School System

    A DESEGREGATION PLAN FOR THE 

FORREST COUNTY SCHOOL SYSTEM 

APPENDIX 1  



  

A DESEGREGATION PLAN FOR THE 

FORREST COUNTY SCHOOL SYSTEM 

A REPCRT TO THE 

SUPER INTENDEN] 

BY THE 

DIVISION OF EQUAL EDUCATION OPPORTUNITIES 
UNITED STATES OFFICE OF EDUCATION 

ATLANTA, GEORGIA 30323 

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DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 
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orrue DEEOTATION Room 404 50 Seventh Street, N.E. 
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Mr. Milton Evans, Superintendent 
Forrest County School District 
Hattiesburg, Mississippi 39401 

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Dear Mr. Evans: 

In accordance with the July 5, 1969 order of the United S District Court for the Southern District of Mississippi, the follecwing desegregation plan for ending the dual school system in the Forrest County Scheol District is submitted for your consideration,   
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We wish to eXpress our appreciation for the cooperation received from you and your staff, 

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J&sse J. Jordan 
Senior Program Officer 
Equal Educational Cpportunities 

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TABLE OF CONTENTS 

Enrollment and Building Informatien 

Recermmended Plan for Student Desegregation ik 

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Faculty Desegregation 

Transportation 

School Construction and Site Selection 

Yajorisy to} Minority Transfer Poll lcy 

Atte erdance Cutside System of Resid dence 

Sursestions for Pien Implomantat 

Building Information Formg 

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FORREST COUNTY CONSOLIDATED SCHOOL DISTRICT 

11. 

RECOMMENDATIONS FOR SCHOOL DESEGREGATION 

Recommendations, 1969-70 

In order to bring about a unitary school system in which schools 
are not identifiable by race, the follewing recommendations to be 
effective for the 1969-70 school year are submitted. 

Student assignment recommendations are approximate, because the 
Forrest County School System does not have a pupil locator map. 
School capacities are based upon figures supp'ied by the District 
and checked by multiplying the number of permanent teaching sta- 
tions by 30. : 

1. Forrest County Agricultural High School will accept all 
students, Negro and white, from the southern portion of 
the County it presently serves. Students from the north- 
ern portion of the County will not be allowed to attend 
this school. 

South Forrest will remain a 1-8 school, serving the same 
geographic area as it presently does, but must accept all 
students who live within its attendance ‘ines. 

Petal will become an 8-12 grade school for all students 
in Forrest County, exclusive of those in the southern 
attendance area (South Forrest and Forrest County Agricul- 
tural High School), 

Ear] Travillion will bacome a 5-7 school for all students 
outside the southern attendance area. 

  
 



North Forrest will become a 1-4 choot, encompassing the 

former zones of North Forrest and Rawls Springs, and roughly 
207% of the Petal-Harvey district, taken from the northern 
portion, The 'ocal district may adjust the lines to fill 

the school to capacity. All students in that area will 
attend this school. 

Rawls Springs will be closed. This build ding is obsolete 

and in poor coadition. It is neither educationally, nor 
economically sound to keep it open. 

Central! Forrest will become a 1-4 school for all students 

presently in its attendance zbne. 

Sunrise will be a grades 1-4 school for all ‘students in 

its present attendance area. 

Petal-Harvey will continue as a 1-4 school. However, its 

attendance zone will be reduced by transferring the north- 
east section to North Forrest. All students, grades 1-4, 

in this new zonz will attend this school. 

  
1CANSEORIALION 
  

Statistics fiurnidhed by the Forrest Count ubli ol Superin- 

tendants office indicate that somz scho ra receiving 

as wany &s 95% of their students by buses. : west percentage 
reported in this County was slightly over y ounty average 
is 747%. 

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name of School Perm. W. Ports. Comments 
  

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POSSIBLE INTERI{! STEPS 
    

The p'an that we have prepared and that we recommend to the Court provides for comp'ete 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, imp'e- mentation of our recommended plan may require delay in that scheduled opening. Shou!d 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 judgement be taken this fall to accomplish partial desegregation of the scheol system without delay, or with very minimal delay, in the scheduled opering of the school year, 
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Student Desegrepation 
  

During the school term 1969-70, the attendance zones of 
the Forrest County Scheols will remain the same as those 
in 1968-69 with the one exception. This exception will 
affect all schools in general, and Ear! Travillion in 
particular. rr 

1. There wi'l be no first, second, eleventh, or twe'fth 
grade classes taught at Ear] Travillion during 1969-70; 
therefore, the Negro students in those grades mudt attend 
the school which serves the attendance zone in which they 
live. 

The South Forrest and Forrest County Agricultural High 
School wi'l follow the procedure cutlined in Plan '969-70. 

  

Desegregation of Faculty and Other Staff 
  

  

    

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 507 of the recommendation contained 
ia Part I of Section 11I of this plan. 

VI, and VII coataired 

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111. 

DESEGREGATION OF FACULTY AND OTHER STAFF 
      

The School Board shall announce and implement the following policies: 

1. The principals, teachers, 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 1962-70 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. 

ary to carry out this desegre- The school district shall, to the extent necess 

a condition of continued employ- gation plan, direct members of its staff as 
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 
of the school district. In addition if there is any such dismissal or demotion, 
no staff vacancy may be fjlled 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 bcard will develop or require the develop- 
ment of non-racial objective criteria to be used in selecting the staff member 
who is to be dismissed or demoted. These criteria shall be available for 

public inspection and shall be retained Ly 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. 

"Demoticn" as used above includes any reassignment (1) under which the 
staff member receives less pay or has less responsibility than under the assign- 
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 
a reasonable period. 

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TRANSPORTATION 
  

The transportation system shall be completely re-examined regularly by 
the superintendent, his staff, and the school board. Bus 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.   

VV. 

SCHOOL CONSTRUCTION AND SITE SELECTION 
    

The size and location of new 
buildings zan significantly a 

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scnool buildings and additions to existing 
ffect 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 recurrance of the dual school structure once this desegregation plan is implemented. 

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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 te choose to attend another 
school where space is available, and where his race is in a minority. 

   



    

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-discriminatery basis, except that it shall not consent to transfers where the cumulative effect will reduce deseo regation In either district or reinforce the dual school system, 

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SUGGESTIONS FOR PLAN 
  

Successful implementation of desegregation plans largely depends upon local 
leadership and good raith 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 
  

1. 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. , 

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. 

School officials should seek and encourage support and understanding 

of the press and community organizations representing both races. 

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

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

cf 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. 

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 

visits by school perscnnel. 

6. The Superintendent and Board of Education should regularly report 

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. 

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). 

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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 schooi. Invitations to visit school before the 

new school year begins should be offered. 

  

The Superintendent should see that a spec:;al orientation 

pregram 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 new 

and reassigned staff with facilities, services, and building 

policies, and prepare them to carry out thelr 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. Fach such pair of teachers should have an oppor- 

tunity to meet before the school year actually begins. 

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The Superintendent should arrange an in-service training program 

during the school year to assist personnel in resolving diggiculties 

and improving instruction throughout the implementation period. 

Help in doing this is available from the South Mississippi In- 

Service Consulting Center at Hattiesburg, Mississippi. 

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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 school 
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 tiiey 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- S ’ 3 

cal organizations, athletic teams must be operated on a nondis- 
criminitory basis and should include students of both races. 

Guidance counselers 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 contr 
butions to our society. Library books which deal with suc 
subjects should be added to school book collections. 

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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, 

  

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Headstart or similar preschool programs for children of both 
races should be implemented. 

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Use of Federal and Station education funds should be planned 
comprehensively for maximum educational benefit to all eligibie 
children. 

STUDENTS 

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. P

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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, Fach 
principal should seck 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. 

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Each principal should request teachers to make themselves 
available to students outside of regular class for counseling 
and extra instructional help. 

    
  

  
 
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PETAL-HARVEY ELEMENTARY 
TIE OAL RITE DB SALT I Ps TG SRI ST or AN NON TNL, TH NG IS CERT Fn MT PID     

400 Hillcrest Drive, Petal, Mis sissippi 

e. Willard L. Smith » Bg = Py. Priancioal 
=r ide J a - a. A RI ram ae) 

» NT A HATS TN (HT I Wha TI TUT RT Aan AN PH : Th. oa a -y 

      

  

-— 2. £2 Ay ny a PRR FR SEN : 

2g ia School Led Wuzer of Permanoept Teachin3 Stations 
  

  

  3 Capacity, 2 Fawimm Luiléing Capacity 720 
  

3 Portable 
Portable and Tecuporary 133700 tpi     

    

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181 | 175 1 {| i 

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of Students Transported 
> TP MERON DIR SR WINN oP       

Building 1963 Type of Coustruc 
        

  
  

  
  

Number Portable Clas 
    

Bomber of Temporary Clas 
      

    

Fuauber of Square Feet: in 
  

  
        

Hunher of Acres In Schnol Site 

Attach a list of the sub  



  

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BUILDING WNCRATICH 

vpis. of hol. SUNRISE ATTENDANCE CENTER 

hliress : Route 2, Hattiesburg , Mississippi ak 

W.L. Yeaunan : hy « 
    

  

4 -~ a o - 

Cradeg in Cchiool 1-6. muster of Fovmaueut Tesehlng Stations 
DE a a ae EE aad . -—r 

staze Rated Capacity 30 taubmen Building Capseizy 210 
wr Pa bd dN $0 AE   

Portedin and Texporary Classe 

(without Dorcanied) 

  
  

  

? 9 1 70 4 
WEI SET Ah AT a SR STEIN SSS “ Fn 

2geo Total 

  
A RC Lh SABLE A Cl (SN TE 

  

Yeoher of Teoohers 
0 oe) "5. 7 

    

whi te 

ERR ’ -~_ a. r i o ws — 

Giher Trofenslonal Personunl ——_ A i CAT WY SA SG 

= 
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EN SC SERIE AARNE aE Rd 

Total Wien 224 20 
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Bucher of Students Transported 

      

= NA TE AR SLI EA I BC TIE CEES EI. TTY a SIT 

  

  

        

  

      

      
  

  
  

  

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Aga of Suilding 19064 Typ2 of Construction masonry di sar 

a oe m———— di = qo 

¥unbew of Porteble Classrooms none. Ll Sie 

buzher of Temporary Classrooms sgnoney Ph — 

Poezher of Square Feet in Loildin go gp0t0 2 a ean 

      

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CRATE. & 
  

        

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JOLIE PIRES Wi KEN 

FORREST ATTENDANCE GENTET       

Route 3, Hatt iesburg, 
TR AT TRO YL Wy i ev tase Ra am a a PES 

  

  

Mississippi 
  

Charles W. Hardin 
Le a LT 
  

1-8" 

30 
  

Rated Capacity. 

Fuzoz 

  

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of Peavmancut Teaching Stations 17 
  

Masi PT | Buil alg 4 Capacity : 510   Da a EE arias” TE EF 

(without © FEE Ten) 

none 

  

496 
  

    

Studaut Burollicant 

  

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496 
    

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masonry 
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riebdle Classrooms 
Et Br i thon Ping 5S Si I HEN.” Ce Drtl 

Too SOZLY Ty Clasevoons 

Sq quare Feet in Loildin 

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none 
i i a a CHG 

31,032 approx. 
A TRI TT 43 Tf, § AYA CR, SST PLT I te BE CIE | SN TO NETS A i uti 8 

  

  

a a Sa a I Ton A al os Es rs he 5 PARTI IPD 

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BUILDING DIOREATIO 

¥en oo | EARL TRAVILL ION ATTENDANCE CENTER 
s% ame C p 3 JO 2 

    a EW a 
  

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Adcresa Palmers Crossing Rural Station, lattiesburg, Mississippi 
    RTPA AGT RAR (Cf BY WN ANE TIT a ~ Sa 

A.B.S. Todd Pye Nara © 
        Themen, ere 5   

38 
  

S — ) » h.. ” Y Lo +, PRIA y ‘. 3 v 830s ate ~ Ceadan 1a School 1-1 Wier of anent Teaching Staticas 
CCHIT UTI AIL 4 rT DEVEL NW 

> 1,340 State Dated Capacity Maximum Duliding Capacity 
  
  

  

{without portables) 

  

FO gs% 
  

  

  

  
  

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3 sonaal i 
  

  

Wnlte 

Ear ollx Sh 3 by Grady - 
ASE Sl Ss Sk TERS 

2 

=- i ei Li J 
ris 34s ; 67) ola] {4 

| os EEE 10 jal 0 i Sa Sy SEIS, INNES AIC, J - 

01 | 
ay 

4 

Vt aot: $1 mn a 6 Be ir Rta 4 AR 18 HA MU MILE UI A NEB TRL Il ET SE rn ome 
    

664 
    

Rucher Stude: Transported 
1957 : 

Building 1963 Type of Construction Masonry 

NS Dn TNR 
  

  | = = asd 110| 34 | 66 | 71 | 90 67 47 | 47 | [23 

  a CR TF 1 

    
  

    

  

    

  

  
  

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DITFY VYVORIT CRWPO LIAN 
Dui LUNG  RCHEOTLE Gi A L 

Forrest County Agcleuwitural High Schoo 
AT ALTE i A Ar, 038 a i Tt i i a TE A Te rT 

4 5 
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flame of Scucol 
  

Brooklyn, Mississippi 394.25 
ab 

Et Ea aad 
  

  

hd A] 

R., E, Shoeariake 

A I PT 5 Le CI LID Sn 90 Be FRR adil       

’ . » [4 

ching Stations 15 
a a A aaa aa 

he 
CBIR 5.5 Ss Mt MDE IA TUE rs Ta TW SEAT TRANSIT WZ rb AD 

(without portables) 
e) EIA. by rte RE SA 

    

    
    

    
  

tere X ian chers_ 
    
      

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White 

31onal Perzonuel 
  

  
  

arollment by Grades 
Le a LB 2 — dS NL 

"ns 

El IN oH 
4 A 0 BAB STIR li ir 

    
a Sam CO 

            
rn Ta 5 Ba BE Ee A NG EB I TNE SA AD NT LTE RE WI AT. BI ANG TIRED MA A Sp SI ST 

65319..97.. : Bric) © 27 5 A 3 y 5 ction La JoX 

—— Ly, as he Ee a ian 

  

  

  

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Hon 
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Jo Nid 

ial SOUTH FORREST ATTENDANCE CENTER 
Bt a a= TE - 

Pr SUT, DTHS Tin Fits ARTEH 

  ZL WARICWRGAS TT BSA SY. Ki CN CEA. ST END STICGAL mrt UL PO ah a   CET Ne 

~1-1 Brooklyn, Mississippi 
APEDADA LLIN Bois. © DT it Nr e+ SESS oS CSI OE WL BE oS SN AE a PR RGR BA ER AE PS Se se STII TIEN IE SS ME wir a, Ss Taste ang 

  

Codon nd © 
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FEIRACLY 21 Jas Ul Lee 
A Ae Re SA AEE SEA RETREAT YC rs 

  
  

naa Ea Er Ll CTR aa 

Cxadao in Seheol 1-8 Mmlae of Permanent Teaching Statd 16 
RINT Lo NGI (SAAT DST DE EU a a 

1 Capacity 30 fagivaza Dulldieg Capacity 480 Roh tbe tun & 
BN a a & es Bibra = SE 

“Cuithoul po 
  

  
  

PUgnivors cube Phased conte Tinea : ¢ ; 31 - 
LP) Toe LLLRGRRAL LAT AIRY - 

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La AE The RGA Tr 7 I SR Rs LET LP STI BT A I ML REIN 

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Alaa ob dG ka professional Perscunal ail 
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