Correspondence from McDuff to Reed
Correspondence
November 9, 1989

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Case Files, Alexander v. Holmes Hardbacks. Desegregation Plan and Report for Enterprise Consolidated School System, 1969. 35f9bc4f-cf67-f011-bec2-6045bdd81421. LDF Archives, Thurgood Marshall Institute. https://ldfrecollection.org/archives/archives-search/archives-item/bbbb4cc9-11a7-4df9-8d8d-3999634216bc/desegregation-plan-and-report-for-enterprise-consolidated-school-system. Accessed August 19, 2025.
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A DESEGREGATION PLAN FOR THE ENTERPRISE CONSOLIDATED SCHOOL SYSTEM Areewprx // A DESEGREGATION PLAN FOR THE ENTERPRISE CONSOLIDATED SCHOOL SYSTEM A REPORT TO THE SUPERINTENDENT BY THE DIVISION OF EQUAL EDUCATION OPPORTUNITIES UNITED STATES OFFICE OF EDUCATION ATLANTA, GEORGIA 30323 DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE REGIONAL OFFICE a OFFIiE OF ZOUCATION Room 404 - 50 Seventh Street, N.E, Atlanta, Georgia 30323 Mr. T. R. Chisolm, Superintendent 1 Enterprise Consolidated School District Post Office Box 177 Enterprise, Mississippi 39330 Dear Mr. Chisolm: In accordance with the July 5, 1969 order of the United States District Court for the Southern District of Mississippi, the following desegregation plan for ending the dual school system in the Enterprise Consolidated School District is submitted for your consideration. We wish to express our appreciation for the cooperation received from you and your staff. Sincerely yours, f H Fg | J 25 Br ill desse J. Jordan So BUA Program Officer Equal Educational Opportunities TABLE OF CONTENTS Enrollment and Building Information. - Recommended Plan fer Student Faculty Desegregation Transportation School Construction Majority to Minor Attendance Suggestions Resourcas for Assistance Building Information F: 5 Fo C fr. ” C o pot Foot ws i, fre peed Q rs C3 BR e d = a 3 EB E X ; ; THIN PO RPRISEC Deis7r2reT Ps Zo odd AT y aad oy ~ Comments T Ny iN Students Grades oo /~ 3 Af chool 5 LD #2 JA deed lS ERLPRSE HS Name of Ay 7 EnTresr AT Ld CeEvrens EXEAM, ENTERPRISE DISTRICT II. RECOMMENDED PLAN FOR STUDENT DESEGREGAT ION Recommendations, 1969-70 In order to bring about a unitary school system in which schools are not identifiable by race, the following recommenda-~ tions to be effective for the 1969-70 school year are submitted: Student assignment recommendations are approximate Wocitse the Enterprise District does not have e pupil locator map, School capacities are based ondigures supplied by the district and checked by multiplying the number of teaching stations by 30 for secondary and elementary schools, Central Elementary School be used to house all students in grades 1-3, Enterprise Elementary School be used to house all students in grades 4-8, Enterprise High School be used to house all students in grades 9-12, Recommended for 1970-71 The construction of planned additional classrooms will enable all elementary students (grades 1-8) to attend the Enterprise Elementary School, | TRANSPORTATION: Statistics furnished by the Enterprise District Public School Superintendent's Office indicate that some schools are already receiving as many as 95% of their students by buses. The lowest percentage reported in thls district was 95%. The district average is 95%, awe a IN T° a Jab Iiax TN { Dix a na CanATIO] FO of dei 8 710 Alba WRG gi WR GRE Pl Pg En re = PRISE Dis77w,c 7 : Students name of Scheol Grades | eT] 1. Ports | a T . Comments i i | 1 Pes CC: . Lf 1 2 wa EL I 2d 7 i iL. Cnrrze or Ssh, Ermer prise EEm 4 =8 Entengrae EL F.i3 AdL Fre v2 / Class Foe my : : A - 3 Eprecesse Eon = i od on 4 | <6 Are pro ] En) Tn PRE LS S R — — . i s e p a p w a t S n POSSIBLE INTERIM STERS The plan that we have prepsred 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. 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 judgement be taken this fall to accom- plish partial desegregation of the school system without delay, with very minima lay, i 1ieduled opening of the school g the 1968-69 school year. same attendance pattern prevall for Central School as during the 1968-69 school year. Descgregation of Faculty and Other Staff: ed 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 in Part I of Section III of this plan. OTHER: Implementation of Sections IV, V, VI and VII contained in this plan. £ ro Tep fis. Drs Cre 7 E: Jes Srates LNTER/M STEALS a oA = : SLugcnts Porrs,: i PA , T A h Comments Li 2Dacitv ———— v ™ | Ew 7 Peo (SS sil ) Bk J5o : 1 ! A Tel? } 202 eS £< Fi $= NTR ALL AAT] % ® 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 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 its 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 $C. 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 empioyed 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 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 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 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. "Demotion'" 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 is such a reasonable period. IV. 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 school buildings and additions to existing buildings ¢an 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- prevent the recurrince of the dual school structure once nple emented. VI. MAJORITY TO MINORITY TRANSFER POLICY Whenever there chall exist this school district shall school in which his race hools containing a majority of Negro students, a student (Negro or white) attending a e majority to choose to attend another school where space is available, and where his race is in a minority. C e i b ATTEN IDANCE 4 1f the in the the dist students non-dis transfers in clither 'YSTEM OF RESIDENCE it permits tr tide the latins effect will reduce desegreg ict or reinforce the dual school system. 1s transfers to students living tendance at public schools outside ansfers into the district of it shall doc so on a it shall not consent to ation SE at . i district, that the except VIII. 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 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 scek 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 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. 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 personnel. 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. 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 Scaff). Assignments of salt for the school year should be made as quickly as possible with appropriate followings by school principals to assure both welcome and support {or personnel new to each school. Invitations to visit school before the school year begins should be offered. Superintendent should see that a specsal 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 ncw 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 essigned to that school. Each such pair of teachers should have an oppor- tunity to meet before the school year actually begins. The Superintendent should arre > an in-service training program ring the school year to ersonnel in resolving difficulties h 1out the implementation period. Help in doing this is availabl the South Mississippi In- and improving instruction 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 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 nced 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 od 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- criminZcory 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. £o_- Use of Federal and Statigh 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 committee representing both races to aid in the succeszful 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. avallable to school officials, or carrying out plang of desegregation in may call upon tha following agencies for help Scuth Migsissippl In-Service Consulting Center University of Southern Migsigsg: Southern Station Hattiesburg, Mi Phone: Division of Equal Educational Opportunities U, S. Office of Education 50 Seventh Street, N. E., Room 404 Atlanta, Gezorgla 30323 Phone: (404) 526-3076 4 Am mt g pi 2 az SL. BUILDING ir Und AT IGN Name of School Enterprise High Address Box 177, Enterprise, Mississippi 39330 Name of Principal!’ K. Chisolm - 12 : 360 : - 1 State Rated Capacity Maxirzns Building Capacity Grades 1a Scliool _Nuaber of Permanent Teaching Stations 36C (without portables) One (1) « Situated so as to be used by Elem. or Secor aoa Tate: vray 28 170 Hegre Total Portable guadniomnisaR Current Student Enrollment Faroliment 9 0 White Negro Other Profession: Negro JU 5 Enrollment by Grades ena a on KE 778 al Number of Students Transported COUNtY level responsibility, but approx. 1929 Age of Building Const. Masonry (Brick) Type of Constructicen See above Number of Portable Classrooms Number of Temporary Classrooms Number of Square Feet in puilding Number of Acres in School Site 3 Attach a list of the subjects or cour: i il 1 Fire pT TT Name of School Enterprise Yiemeutars 177, Enterprise, Misvingippd Address rox vr Ime is" RB Naoe of Principal “Me 14s R. Grades in School ft Nurber of Permanent Teaching Stations ol 3d State Rated Capacity Maximum Building Capacity (without portablcs) i "Enterprise Hich” sheet, Portable and Temporary Classroom ; 263 : 335 Current Student Enrollment White "Neg “Total 335 Total Student Enrollment 12 Number of Teachers White * See attachment Other Profesceional Personnel ’ — up White Negro County level responsibility, but approx. ©57 of Studeats Transported rep LOE & 1048 . .. Masonry (Brick) Building 3 Type of Construction ; 1 " wie 2.)0ve Number of Portable Classrooms AT = aang Number of Temporary Classrooms Number of Square Feet Ir |, 1ding Number of Acres in Scion Attach a list of the a LH 2 TL IAT J di kiy CATION 13! ama of School Central ich ~~ Address Pox 151, Enterprise, Mississippi 39330 Name of Principal Ww. DD, Falconer Grades in Schoel 9 : nse ermanent Teaching Stations 210 (without portables) State Rated Capacity 210 ; mui Building Capacity None Portable and Tcumporary Classrooms Current Student Forollment tal Student Enrollment 0 Number of Teachsys White ; *See attachment ther Profecsiona Negro Enrollment by RPI EN eG JOR el N y oo o : 3 ve . el Number of Students Transported County level responsibility, but 2lmost 100% Age of Building Const. 1960 Type of Construction Masonry (Brick) Al Number of Portable Classrooms hone N Number of Temporary Classrooms Bone Number of Square Feet in rLuilding Number of Acres in Sclinnl Site 27 Attach a list of the subjects or courses offered. ? Sym 2, 7’ £9, & “abet (RS ADI AYY BUILDING si dORMAL JEON Central Elementary Name of School Box 151, Ent ise, Mississippi 39330 Address Seprase iss, 2 Name of Principal George Hardaway - 8 Grades in School Number of Permanent Teaching Stations 240 240 (without portables) tate Rated Capacity Maximam Building Capacity None Portzble and Temporary Classrooms 0 - Cuxrent Studeni Envollument White 173 Total Student Eanrollnent 1 Number of Toachers White *See attachment Other Professional Personnel Cay ) Waite Eavollment by Gredes [31% NM Ig E { # i Treo AR For a BE ait hits Hi AS) 12 ro y r. % ? 4 3] 8 of of Students Transported County level responsibility, but hos t 100% Const. 1960 Masonry (Brick) Building Type of Construction Non Number of Portable Classrooms ¢ v ney 2 None Number of Temporary Classrooms ‘umber of Square Feet in Evilding . : : 27 Number of Acres in Schonl Site Attach a list of the subjects or courses