Keyes v. School District No. 1 Denver, CO. Appendix Vol. 5

    APPENDIX
V olu m e 5— (E x h ib it  V o lu m e )— P ag es 1 9 8 9 a  to  2 1 6 7 a

Supreme Court of the United States
OCTOBER TERM, 1971

No. 71-507

WILFRED KEYES, ET AL., 
PETITIONERS,

SCHOOL DISTRICT NO. 1, 
DENVER, COLORADO, ET AL.

O N  W B IT  O F C ER TIO R A R I TO T H E  U N IT E D  STA T E S 

C O U R T OF A P P E A L S  FO R  T H E  T E N T H  C IR C U IT

CERTIORARI GRANTED JANUARY 17, 1972 

PETITION FOR WRIT OF CERTIORARI FILED OCTORER 8, 1971



I N D E X

Plaintiffs’ Exhibits: page

1— Denver Public Schools Policy 5100 ............  1989a
2— Resolution Number 1490 ..............................  1991a

20—Excerpts from Report and Recommendations
to the Board of Education ............................  1997a

40— Map, Barrett 1960 Census, Percent Negro .... 2021a
41— Map, Overlay Barrett 1960 ........................  2022a
50—Map, 1961 Boundaries ..................................... 2024a
53—Map, Overlay of No. 50, Proposed Boundary

Changes ..............................    2026a
70— Map, Boundaries 1963 ..................    2028a
71— Map, Overlay of No. 70, Boundary Changes

1964 ...................................................- .............  2030a
87—Eligible Open Enrollment Elementary Schools 2032a
89— Table: Some Predominantly Anglo Elemen­

tary Schools With No Available Openings for 
Limited Open Enrollment, 1968 .... ................ 2034a

90— Limited Open Enrollment Space in Predom­
inantly Negro or Hispano Elementary Schools,
1968 ..................................................................  2036a

97— Est. Ethnic Distribution of Pupils, Elem.
Schools, Sept. 23, 1968 ........ ..........................  2038a

98— Est. Ethnic Distribution of Pupils, Elem.
Schools (Percentages), Sept. 23, 1968 ........ . 2040a

106—Est. Ethnic Distribution of Pupils (Percen­
tages) Elementary Schools, Sept. 23, 1968 ....  2042a

203—Boundaries, Manual and East, 1955 ...............  2044a



11

204—Boundaries, Manual and East, 1956 .......... ..... 2046a
210—Capacity Utilization of Manual and East High 2048a
242— Elementary Students, Racial Composition,

1963-68, Number of Pupils ............................. 2050a
243— Elementary Students, Racial Composition,

1963-68 Percentage ...................... .................. . 2053a
244— Elementary Faculty, Racial Composition,

1963-68, Number ..... .......... ........................... 2055a
245— Elementary Faculty, Racial Composition,

1963-68, Percentage ______ ______ ________ 2057a
258—Chart, Minority School Teachers, Minority vs.

Anglo Elementary Schools (1964-68) ............. 2059a
263— Teachers with No DPS Experience, Elem.

Schools .......................................................... __ 2060a
264— Probationary Teachers, Elem. Schools .... . 2062a
265— Teachers with 10 or more years DPS Experi­

ence, Elem. Schools (Percentage) .................   2064a
266— Median Years DPS Experience, Elem. School

Teachers, 1964-68 ...........................................   2066a
270— Acres per 100 Students, Minority vs. Anglo

Schools .................- .........................................  2068a
271— Average Age of Original Structure, Minority

vs. Anglo Elem. Schools, 1968 ................... 2070a
273— Jr. High Students, Racial Composition, 1963-

68, Number of Students ..................    2072a
274— Jr. High Students, Racial Composition, 1963-

68, Percentage .......................................    2074a
275— Jr. High Faculty, Racial Composition, 1963-68,

Number ............... ............................................ 2075a
276— Jr. High Faculty, Racial Composition, 1963-68,

Percentage ........   2076a

Plaintiffs’ Exhibits: page



I l l

289—Minority School Teachers, Minority vs. Anglo
Junior High Schools, 1964-68 ........................  2077a

302— Sr. High Students, Racial Composition, 1963-
68, Number ......................        2078a

303— Sr. High Students, Racial Composition, 1963-
68, Percentage .......  2080a

304— Sr. High Faculty, Racial Composition, 1963-68,
Number ......    2081a

305— Sr. High Faculty, Racial Composition, 1963-68,
Percentage ....................................................... 2082a

318—Minority School Teachers, Sr. High, 1964-68 .. 2083a
336—Enrollment According to Race by Schools,

1946-47 .................        2084a
356—The New Manual—Manual Training High

School ................    2086a
372—Achievement, 5th Grade, 1968 Average, Below

20th Percentile .............................................  2088a

Plaintiffs’ Exhibits: page

373— Achievement, 5th Grade, Below 30th Percentile 2090a
374— Achievement, 5th Grade, Below 40th Percentile 2092a
375— Achievement, 5th Grade, Below 60th Percentile 2094a
376— R—Enrollment by Racial and Ethnic Groups;

Correlation with Achievement Scores, 5th
Grade, 1968 ....    2096a

377— Average Mean Achievement Score, 3rd Grade,
1956 and 1968 .................................................  2098a

378— Effects of “Normalizing” Achievement Scores 2100a
380— Stanford Achievement Test Scores, 20 Minor­

ity Schools .... ........................... - ....................  2102a
381— Stanford Achievement Test Scores, 21 Anglo

Schools ............................................................  2104a
410—Negroes in Denver Public Schools ........    2106a



IV

Plaintiffs’ Exhibits: page

417—Secondary Membership 1955-1965 ................. 2108a
6—Excerpts from Minutes, June 9, 1969 .......... . 2110a

6a—Resolution No. 1533   ....... ....................... . 2111a
10— Review, Publication DPS, April 1969 ..... 2112a
11— Review, May 1969 .................... .......... ....... 2114a
38—Excerpts, “Characteristics of Negro Resi­

dences in Park Hill Area of Denver, Colo.
1966” ...................................       2116a

333—Ltr., June 20, 1956, to Bd. of Ed. from Supt.
Oberholtzer ....................................      2118a

405—Excerpts, “Report . . .  A Study of, etc.”, Feb.
1962 ................... ................... ........... ............... 2120a

510—Target Schools, Ethnic & Racial Data, Teacher
Experience and Median Achievement ............ 2124a

509—Court Designated Elementary Schools, Ethnic
& Racial Data ............................   2122a

Defendants’ Exhibits:
CD—Ethnic Distribution of Pupils ................... .....  2126a

D—Excerpts “Planning . . . Quality Education,”
A Proposal for Integrating the DPS, Oct.
1968 ........................................       2128a

DA—Percentage of New Teachers Employed by
DPS 1962-68 ....................................................   2143a

DB—Percentage of New Teachers by DPS with 3
or more years teaching experience .................   2144a

DO—Percentage of Negro Teachers Elem. Schools
1964-68 ............................................................... 2146a

Int. L—Annexation Map, City & County of Denver .. 2148a
EE—Ethnic Distributions, Percentages, Denver

Elementary Schools, 1962-69 ............................ 2150a



V

EF—Ethnic Distribution, Percentages, Denver Jr.
High, 1962-69 ........ ...................................... . 2152a

EG—Ethnic Distribution, Percentages, Denver Sr.
High, 1962-69 ............ .................... .............. . 2154a

J—Ltr., July 23,1969, from Director of Attendance
& Pupil Records, David R. McWilliams____  2156a

HK—Excerpts “Facts & Figures”, DPS 1969 ..........  2158a
VA—Report to Board of Education by Supt.

Robert D. Gilberts ..................................-.......  2160a.
YM—Court Designated Elementary Schools, Ethnic

& Racial—Teachers ........ ......... ~.................... 2162a
210A—Capacity Utilization of Manual and East

High, 1951-1961 ........ ..............................-...... 2164a
S-l—DPS, Report of Est. Ethnic Distribution of

Pupils, Oct. 27, 1969 ........................................ 2166a

Defendants’ Exhibits: page



1989a

Plaintiffs’ Exhibit 1 
(D enver Public Schools Policy 5100)

DPS Policy 5100
D en v er  P u b lic  S chools P olicy  5100 

Subject: Equality of Educational Opportunity
Reference: Minutes of the Board of Education, May 6,1964.

1. P olicy

“This Board of Education recognizes that all children 
within the District, regardless of racial or ethnic back­
grounds, are equally entitled to the benefits of good educa­
tion and that to secure such benefits the needs and aspira­
tions of all children must be considered.

Barriers of prejudice, discrimination, and of ignorance 
impede equality. Individuals, schools, and community need 
to work together to help to overcome these barriers. Equal­
ity of educational opportunity can be achieved most readily 
when school and community provide conditions which en­
able each child to develop to his full potential.

Because individuals differ greatly in their backgrounds, 
their capacities, and their motivations, equality of educa­
tional opportunity must not be conceived as the same op­
portunity for each person; that is, for example, as schools 
with the same curriculum, guidance, and instruction.

The continuation of neighborhood schools has resulted 
in the concentration of some minority racial and ethnic 
groups in some schools. Reduction of such concentration 
and the establishment of more heterogeneous or diverse 
groups in schools is desirable to achieve equality of educa­
tional opportunity. This does not mean the abandonment



1990a

of the neighborhood school principle, but rather the incor­
poration of changes or adaptations which result in a more 
diverse or heterogeneous racial and ethnic school popula­
tion, both for pupils and for school employees.

The individual group contributions of ethnic and racial 
minorities, as well as those of the majority, must become 
increasingly notable in the school through educational op­
portunities in human and intercultural relations, both for 
pupils and for school employees.

Finally, this Board recognizes that full realization of 
equality of educational opportunity involves programs 
which include some tried and some untried practices.”

2. E ffec tiv e  D a te . This policy is effective on May 6, 1964.

Distribution 
All schools 
and departments

Plaintiffs’ Exhibit 1

August 24, 1964



1991a

Plaintiffs’ Exhibit 2 
(R eso lu tio n  N u m b er 1 4 9 0 )

P art I
Policy 5100, Denver Public Schools, recognizes that the 

continuation of neighborhood schools has resulted in the 
concentration of some minority racial and ethnic groups in 
some schools and that a reduction of such concentration and 
the establishment of an intergrated school population is 
desirable to achieve equality of educational opportunity.

Therefore, in order to implement Policy 5100, the Board 
of Education hereby directs the Superintendent to submit 
to the Board of Education as soon as possible, but no later 
than September 30, 1968, a comprehensive plan for the in­
tegration of the Denver Public Schools. Such plan then to 
be considered by the Board, the Staff and the community 
and, with such refinements as may be required, shall be 
considered for adoption no later than December 31, 1968.

P a r t  II
1. The Board of Education is faced with a serious social 

crisis. We believe a majority of citizens of Denver have 
confidence in the ability of this Board to meet the complex, 
difficult and controversial issues involved in this crisis. 
However, the Board is aware of wide and deep distrust of 
its motives and actions by certain racial and ethnic groups, 
and individuals within those groups. It is accused of in­
justice, of perpetuating, without concern, the educational 
and social evils occurring with de facto segregation in 
schools. These groups have been promised much by society 
in general. Repeated failures of performance have alien­
ated good friends, have created wide distrust of motives and 
have created an atmosphere where responsible leadership



1992a

and concerned citizen support are being lost to the schools 
and to the community. We are increasingly aware of feel­
ings of antagonism, of isolation, of hopelessness, of deep 
and unyielding bitterness, real and intense. These feelings 
are strongly held and are not subject to easy communication 
to those who do not have a similar background. The Board 
now states that its policy will be to eliminate distrust of its 
motives and performance by the minority community.

2. Also, the Board is aware of a different and widespread 
community distrust of Board motives and actions. This is 
evidenced by a substantial credibility gap, based on the 
fears of many citizens that their freedom of choice of home 
location and concurrent school selection is or will be threat­
ened by proposed Board actions, particularly actions in the 
solution of the educational problems of de facto minority 
ethnic and racial segregation. The words “bussing”, or “re­
verse bussing” (meaning the transportation of white chil­
dren into minority populated schools), express the undefined 
fears of large numbers of Denver citizens that somehow the 
Board and its policies threaten deeply felt sensibilities. 
Here there is abroad in Denver a degree of distrust that is 
frightening in its intensity and has many ramifications. Ex­
pressions of such feelings are frequently prefaced by ex­
press denials of prejudice, racial or otherwise, and the 
Board accepts such denials at face value and as evidence 
of the existence of good will towards the minority communi­
ties of Denver. The Board recognizes that the voluntary 
support of citizens who presently hold such views is neces­
sary to the proper functioning of the school system.

3. A third source of distrust of Board motives and per­
formance is that body of citizens of all races, including many 
whites, who recognize and accept that segregated education

Plaintiffs’ Exhibit 2



1993a

is harmful to both minority and majority children and who 
now insist that the Board increase its efforts to eliminate 
the educational evils of de facto segregation. The Board has 
obviously failed to convince these people that its past ac­
tions, and particularly the recent approval of major junior 
high school construction and the proposed voluntary move­
ment of elementary minority pupils represent good faith 
efforts in this area. The confidence of these citizens must 
be restored and the Board proposes to seek their active 
support.

4. A fourth force presently apparent and widely com­
municated to the Board is a reluctance throughout the city 
to see the tax load—primarily the real estate tax load— 
increased in any degree. In this area, the Board has ap­
parently failed to communicate to the community the valid­
ity of the financial needs of the District. Increased State 
aid, if and when forthcoming, will be welcome but realistic­
ally can do little to reduce the real estate tax levy and will, 
in the long run, create a further class of concerned tax­
payers to whom the function, purpose, method and objec­
tives of the school system must be explained and whose 
understanding of such matters must be obtained. The Board 
states that its policy is and will be to foster such under­
standing.

5. The death of Dr. Martin Luther King has focused the 
attention of concerned people of good will upon the deep 
and festering injustices of modem urban existence with its 
contradictions of opportunity and achievement, in an 
America dedicated, at least in theory, to the equality of op­
portunity for all men. Particularly in the area of public 
education, Dr. King’s death has caused thoughtful persons 
of all races, particularly whites, to reassess beliefs long

Plaintiffs’ Exhibit 2



1994a

and dearly held and to question the pace of change and even 
its direction.

A. The Board is resolved to act as a unifying agency for 
Denver in these times. To this end, it requests the Super­
intendent in implementation of the purposes of Resolution 
No. 1490 and in response to the community concerns stated 
above, to include within the plan required by Resolution No. 
1490, or to submit separately but at the earliest practical 
time or times, a further plan, or a series of plans, including 
specific timetables, to accomplish the following:

1. The reduction of concentrations of minority racial 
and/or ethnic groups in schools and the integration 
of school populations.

2. The actual existence of equality of educational pro­
gram in all schools, regardless of location, including, 
without limitation, faculty quality, training, experience 
and attitude, course offerings, equipment and facili­
ties.

3. The active participation in programs within the metro­
politan Denver area to establish more diverse or 
heterogeneous racial and/or ethnic school populations.

4. The emphasis at all instructional levels of the indi­
vidual and group contributions of ethnic and racial 
minorities.

5. The maximum involvement, consistent with mainte­
nance requirements, of the school plant in the com­
munity activities of the Denver metropolitan area, to 
commence during the forthcoming summer.

6. Human relations and sensitivity training for all teach­
ing and administrative personnel and assurance that

Plaintiffs’ Exhibit 2



1995a

personnel recruitment and assignment policies are 
consistent with the realities of our multiracial and 
multiethnic world.

7. The establishment of citizen community support to 
accomplish the widest possible community understand­
ing of the aims, purposes, motives and affairs of the 
School District.

B. To consider, among such other factors as appear 
proper, the following:

1. The use of transportation and the degree to which 
transportation should be mandatory or voluntary.

2. The desirability of temporary or permanent closing 
of certain schools.

3. The existence of community attitudes and opinions.
4  The requirement for all children of course offerings 

in minority group cultural, historical, social and eco­
nomic contributions to our society and of qualified 
minority group member teachers.

5. The development of “magnet” or “laboratory” schools 
in core areas, including attendance policies for such 
schools.

6. The use of community resources and resource people.
7. The availability to all children at all levels of text­

books and other instructional materials which fairly 
and favorably represent minority groups and indi­
viduals.

8. The availability for use by persons in all parts of the 
the District of school facilities for extracurricular ed­
ucational, recreational and community purposes.

Plaintiffs’ Exhibit 2



1996a

9. The feasibility of some form of extended school year.
10. The degree to which present vocational, technical and 

job oriented course offerings meet the needs of the 
children of this District.

11. The active extension of intercultural and interracial 
experiences for children, including the expansion of 
the cultural art center program and similar programs.

C. The Board is impelled by a sense of urgency in these 
matters. To this end, it has requested the Superintendent 
to submit his plan responsive to Part I of this resolution 
within the periods therein provided. The plans required 
by Part II should be submitted as and when prepared for 
Board and public consideration and for adoption at the 
earliest possible time. As an example only, plans for the 
fullest use of school facilities for community summer pro­
grams are obviously needed now. Also, preliminary plans 
for community organizations can properly be expected 
shortly. In any event, the Board requests the Superinten­
dent to present plans responsive to Part II of this resolu­
tion not later than the regular meeting of the Board in 
September 1968 and periodically thereafter until complete 
plans are forthcoming.

Plaintiffs’ Exhibit 2



1997a

Plaintiffs’ Exhibit 2 0
(E x cerp ts  f ro m  R e p o rt an d  R eco m m en d a tio n s to  th e  

B o ard  of E d u ca tio n , School D istric t No. 1 )

R eport and  R eco m m en d a tio n s  
to the

B oard of E ducation  
S chool  D ist r ic t  N u m b er  O n e  

D en v er , C olorado

by
A S pec ia l  S tudy  C o m m ittee

O N

E quality  of E ducational  O ppo r t u n it y  
I n  t h e  D en v er  P u b l ic  S chools

James D. Voorhees, Chairman 
Irving P. Andrews, Vice-chairman 
Earl Rinker, Vice-chairman

Raymond A. Kimball 
Andrew J. Konersmann

James A. Atkins 
Miss Mildred Biddick 
Mrs. Lyman Blackwell 
Gr. Keith Bogert 
Alfred Gr. Brown 
Ronald E. Carlson 
Roger Cisneros 
Milton A. Davidson 
Miss Mary C. Doremus 
Mrs. W. Ross Ewing 
Thomas Faxon 
Mrs. Edward J. Fikany 
Mrs. James C. Flanigan 
Harry D. Hawkins 
Mrs. Lloyd M. Joshel

L. Edward Lashman, Jr. 
Cletus Lndden 
Mrs. Donald C. McKinlay 
Mrs. Edmond F. Noel 
Mrs. L. Joseph Pittroff 
Mrs. Clyde W. Preston 
Lloyd M. Schmidt 
Pete Shannon, Jr.
Bernard Valdez 
Mrs. Franklin P. Wherry 
Miss Vivienne S. Worley 
Minoru Yasqui

March 1, 1964
Established by the Board of Education 

School District Number One 
Denver, Colorado 

1962



1998a

Plaintiffs’ Exhibit 20

T able  of  C o n t e n t s

I ntroduction  

C o m m it t e e  R epo rts  O n :

A d m in istra tio n  and  Organization A - l

B u il d in g s , E q u ip m e n t , 
L ibraries , and S u p p l ie s B - l

C u r r ic u l u m , G u id a n c e , 
and  I n str u c tio n C-1

P u p il s  and  P e r so n n el D-l
S chool-C o m m u n it y  R elations E-l

C o n clu sio n

A p pe n d ix

Copyright © 1964 
By School District No. 1 

In The City And County Of Denver 
And State Of Colorado



1999a

Plaintiffs’ Exhibit 20 

INTRODUCTION

T h e  P roblem  The Special Study Committee on
Equality of Educational

Opportunity is pleased to submit this Report and Recom­
mendations. It was charged to study and report on the 
present status of educational opportunity in the Denver 
Public Schools, with attention to racial and ethnic factors, 
and to make recommendations. This it has done. The 
Committee’s report is presented to the Board of Education 
and through the Board to the people of the Denver com­
munity in the hope that its findings and recommendations 
will be accepted in the constructive spirit in which they 
are made.

The members of the Committee brought with them the 
diverse attitudes of various segments of the total Denver 
community—geographic, ethnic, racial, economic—ranging 
from pride in the status quo and objection to any change, 
through various shades of interest without particular opin­
ion, to feelings that real inadequacies exist, with strong de­
sires for change. Over the period of its work, however, and 
when facts were fully known and freely discussed, the Com­
mittee has gradually found substantial areas of agreement 
as to principles, findings and recommendations. The extent 
of agreement within and by a group as diverse as this 
suggests that when facts are known and freely considered, 
with mutual respect for apparently conflicting attitudes, 
solutions can be found to sensitive problems which at first 
seem insoluble. In this the Committee sees reason to expect 
substantial acceptance of its report by the total Denver 
community. The approach must be, however, on a level of 
mutual trust and mutual respect; agreements of substance 
and purpose can be had only when each group admits the 
existence of a position other than its own. Happily, in the



2000a

Committee’s experience, this did occur. Hopefully, in the 
public consideration of this report, it will also occur.

The Denver community has pride in its schools. There is 
pride in its programs for meeting the needs of the most 
able and ambitious; in its programs for the college bound; 
in the achievements of the “average” pupil who is motivated 
toward school accomplishments; in the programs for pupils 
who are physically handicapped; in the programs for pupils 
of limited ability (although the need is greater than the 
teachers and facilities available); in the broad offerings of 
Opportunity School to help adults in search of training 
and retraining; and in the national reputation of the Den­
ver system as a forerunner in education.

There is also public concern. There is general concern 
about overcrowding; concern over the needs of pupils not 
truly interested in academic pursuits; concern about drop­
outs ; concern for the adequacy of opportunity offered to 
the brilliant student; concern, widely found, that somehow, 
through the work of the Committee or otherwise, the rights 
of members of the majority culture freely to live and asso­
ciate as they wish and to send their children to schools in 
their own community were in jeopardy; concern that Den­
ver’s residential patterns, however caused, result in un­
equal educational opportunity for minority children, partic­
ularly the Negro racial minority and the Spanish surnamed 
cultural minority.

It is with this last area of concern that the Committee, 
because of its charge, has been primarily concerned. There 
are two separate but interwoven problems. One is the 
problem of the education of the urban disadvantaged child; 
the other, the problem of the effect of racial segregation 
on the educational process. They are not the same problem 
but because of an apparent correlation of proportionately 
large numbers of minority racial (Negro) and ethnic

Plaintiffs’ Exhibit 20



2001a

(Spanish-American.) groups with the other factors which 
create the class of urban disadvantaged, the two are gen­
erally linked. Care must be taken not to confuse available 
solutions.

In common with every large city in America, Denver has 
an appreciable number of citizens who, by virtue of the 
nature of their lives and their environment, probably, under 
present conditions, will never be able to compete and to 
succeed in accordance with the standards of the dominant 
urban middle class culture, although they may have been 
entirely adequate and successful in their former, often 
rural, environment. Experience elsewhere would indicate 
that unless present trends are reversed, this group will 
increase numerically and will form a caste whose adult 
members tend to be permanently uneducated, unemployed 
and unemployable. Not only does this create a financial 
drain on the entire community, but it represents a tragic 
loss in human potential and productivity. These people 
differ totally among themselves in background and heritage 
but when exposed to the urban, mechanized, automated and 
competitive society of a metropolitan center, develop cer­
tain similar characteristics. They live crowded into the 
area of lowest real estate values; they lack skills with 
which to compete and the skills they have are no longer 
of value; they lack the ability to achieve according to the 
standards of the dominant culture; they lack motivation 
for traditional education; they lack satisfaction from per­
sonal achievement; they are the last hired and first fired; 
they are in short, disadvantaged.

In Denver, as in other northern cities, the urban dis­
advantaged group is made up of all races and ethnic back­
grounds. A large part are Negroes from the rural South, 
who arrive unskilled, partially educated, burdened by tradi­
tions of legal inequality and unable to compete success­

Plaintiffs’ Exhibit 20



2002a

fully. In common with, most Negroes, they have experienced 
subtle or overt acts of discrimination throughout their life­
times, with inevitable damage to the self image in both 
adults and children. While they have been exposed to the 
cultural background and standards of the majority, they 
have not realized its benefits and to them the principles of 
democracy may be far from its practices.

Perhaps a greater number of the urban disadvantaged 
are the Spanish surnamed from New Mexico and southern 
Colorado, brought to the area first as miners and agricul­
tural workers and forced into the city by the closing of 
the mines, the seasonal nature of agricultural work and 
the increased mechanization of farms. These people and 
their ancestors have lived for more than three centuries 
in the small villages in the valleys and mountains of the 
upper Rio Grande. They bring to Denver value patterns 
and cultural characteristics which often interfere with ad­
justment to urban life and the values now dominant in an 
urban competitive society. For example, goals based upon 
the concept that worth depends upon the accumulation of 
property or money have little meaning to a people whose 
traditional and most valued characteristic is that of sharing 
with others what they may acquire.

The urban disadvantaged most frequently move to the 
older sections of town, where race, ethnic identity, language 
barriers, lack of motivation factors, lower educational stan­
dards, lack of skills and chronic unemployment combine to 
create a “culture of poverty” from which escape becomes 
most difficult. A child of whatever racial or ethnic back­
ground in such a culture, without fault of his own, usually 
adapts to the value characteristics of his neighborhood. 
While these value concepts are not generally the accepted 
values of the middle class majority culture, they do have 
strengths and characteristics upon which much can be built.

Plaintiffs’ Exhibit 20



2003a

However, the public schools, basically reflecting the interest 
of the majority culture, have established standards, meth­
ods, vocabulary and procedures based upon the experiences 
and value characteristics of that culture, and with these 
the urban disadvantaged child cannot achieve. Predictably, 
unless the educational system to which this child is inducted 
recognizes and compensates for the factors which since his 
birth have affected him, he will inevitably be behind when 
he enters the system, will get further behind as he attempts 
to progress through it, will achieve significantly less from 
it, and in a disturbingly high percentage of instances will 
never complete the secondary educational program. Be­
cause of the Committee’s particular charge and because of 
the high incidence of minority racial and ethnic composi­
tion in the urban disadvantaged in Denver, this report will 
necessarily deal at some length with the problems of this 
group.

Entirely apart from the problem of the disadvantaged 
child, there is in Denver real possibility of unequal educa­
tional opportunity because of the existence of clusters of 
minority racial (Negro) and ethnic (Spanish surnamed) 
groups within the city.

In a “neighborhood” school system one inevitable result 
of concentrations of races and ethnic groups because of 
housing patterns is concentrations of children in the schools 
into the same groups. There is abundant authority to the 
effect that such “de facto” separation in schools may result 
in educational inequalities, and there is in Denver wide 
belief among the racial and ethnic minorities that the schools 
to which their children go are in some way unequal. In 
addition, however, there is the fact that there is not avail­
able to many children (perhaps a majority of the total 
school population, regardless of race or ethnic background) 
the democratic experience of education with members of

Plaintiffs’ Exhibit 20



2004a

other races and groups with which they will have to live and 
compete. The responsibility to eliminate or reduce this re­
sult where possible and to compensate for it where elimina­
tion is not possible by the removal of prejudice (whether 
based on color, ethnic or religious background, false values, 
or any other cause) must be the responsibility of the school 
to its pupils. This report will suggest ways in which this 
may be done.

Denver retains two major assets: Effective leadership 
still within the community and a framework of public opin­
ion which has not yet polarized into opposite camps. These 
assets have been lost to other cities to the east and west 
where similar problems have existed and have not been met 
firmly and openly. So far, perhaps because of the relative 
smallness of the numbers involved, or perhaps because of 
the initiative taken by various local groups, there has not 
yet been the massive flight to the suburbs which has so often 
occurred and is now occurring in other major population 
centers. This has resulted in the retention within metropoli­
tan Denver of responsible leadership in all of the various 
groups which make up the population of the City. Also, 
while areas of tension exist, the people of Denver are still 
communicating. There is time in which to find and apply 
reasonable solutions.

The Committee hopes that what follows will be of help in 
reminding Denver that wThile it has a fine school system it 
also has problems, in common with all other large urban 
areas, the solution of which must be accepted as the re­
sponsibility of the total community. As a functioning part 
of the total community, the schools will have a part to play.

T he C o m m it t e e  The Special Study Committee on
Equality of Educational

Opportunity in the Denver Public Schools was created by 
resolution of the Board of Education on June 27, 1962.

Plaintiffs’ Exhibit 20



2005a

Members of the Committee were selected by the Board from 
more than 500 names submitted by interested citizens and 
organizations and were formally appointed on November 
7, 1962.

Formation of the Committee stemmed from proposals 
included in the School Administration’s February 1962 Re­
port to the Board on Pupil Population, School Boundaries, 
Pupil Transportation, and School Buildings to construct a 
new junior high school at 32nd and Colorado Boulevard and 
to continue certain optional boundary lines in the East- 
Manual high school area. Because the population which 
lives within the boundaries proposed for the school at 32nd 
and Colorado Boulevard is predominantly Negro, these 
proposals led to statements by some citizens that any such 
action by the Board would constitute “de facto” segregation 
of pupils and that this was forbidden under the United 
States and Colorado constitutions.

At several of its meetings in March, April and May, 1962, 
the Board of Education was urged to consider racial-ethnic 
factors in determining’ school boundaries, in locating new 
schools, and in other aspects of school operation. In addi­
tion, other evidence had reached the Board that throughout 
certain areas of Denver there was public concern over the 
educational opportunity offered to pupils of minority racial 
and ethnic groups. Appointment of a special study commit­
tee to include citizens of the community, was urged by 
groups representing many segments of the community, not 
only those immediately affected.

In creating the Special Study Committee, the Board of 
Education affirmed in its resolution that “all children with­
in the District, regardless of racial or ethnic background, 
are equally entitled to the benefits of good education, and 
that to secure such benefits, the needs and aspiration of all 
children must be considered.”

Plaintiffs’ Exhibit 20



2006a

The Committee was charged to “study and report on the 
present status of educational opportunity in the Denver 
Public Schools, with attention to racial and ethnic factors 
in the areas of curriculum, instruction and guidance; pupils 
and personnel; buildings, equipment, libraries and supplies, 
administration and organization; school-community rela­
tions, and to recommend improvements in any or all of 
such specific areas.”

The Committee which made this study and prepared this 
report was composed of a chairman, two vice-chairmen, 
three residents, not employed by the Denver Public Schools, 
from each of the eight high school areas of the District, and 
six professional staff members from the Denver Public 
Schools.

The members of the Committee, in addition to geographic 
diversity, also brought with them attitudes of the varied 
racial, ethnic, cultural and economic groups which form 
the total Denver community.

In the course of its study, the Committee invited all school 
employees and any interested organizations and citizens to 
write suggestions and comments relative to its area of in­
quiry. Nearly 200 letters were received and thoughtfully 
considered. Interviews were conducted with administrative 
personnel, with principals, teachers and non-teaching per­
sonnel, with parents, students and interested citizens. Ele­
mentary, junior and senior high schools were visited (in­
cluding classroom visits) in all six general areas of the 
Denver school system. Reports from other cities where 
similar surveys had been conducted were studied. Consult­
ants in the field, from Denver and from other parts of the 
country, spoke to and counseled with the Committee as a 
whole and with small groups. The school curriculum, its 
modifications, current pilot projects in instruction, text­

Plaintiffs’ Exhibit 20



2007a

books and teaching materials and equipment were studied. 
Pertinent data in many areas were gathered and analyzed 
by the Committee. Open meetings were held in the eight 
high school districts in Denver, at which in excess of 2300 
citizens expressed their views. A professional opinion re­
search firm was employed to obtain information on com­
munity attitudes toward the schools. A summary of this 
report will be found commencing on Page 38 of the Ap­
pendix. Twenty-five meetings of the full Committee were 
held; 30 meetings of the steering committee were held; 132 
meetings of individual subcommittees were held (not in­
cluding countless interviews by individual members); and 
87 visits in 62 different schools were made.

The Planning Services Department of the Denver Public 
Schools divides the school district into six areas. To com­
pare data the same six areas have been used by the Com­
mittee. It must be noted that these area boundaries are 
based on elementary school districts so that, while junior 
and senior high schools are included in the areas where they 
are located geographically, such schools may draw pupils 
from beyond the area in which they are situated. Page (1) 
of the Appendix shows a map of these six areas and a de­
tailed description of them commences at Page (9) of the 
Appendix.

The Committee is deeply grateful to the Denver Public 
Library and to the very many individuals and organizations 
who so unselfishly made available their help and counsel, 
without which this report would not have been possible.

In this area of the Committee’s investigation, it has re­
viewed the principle of the “neighborhood” school and its 
application in the Denver school system; the method by 
which fixed but not unchangeable boundaries are estab­
lished; the existence of optional areas of attendance; the

Plaintiffs’ Exhibit 20



2008a

transfer of pupils; and the use of pupil transportation at 
School District expense.

B oundabies A s used in  this report, the
“neighborhood school” is a school 

which is more or less centrally located within an area 
bounded by definite lines which children within that area 
are expected to attend. The report will discuss the policies 
which in the past have governed the establishment of school 
boundaries and the location of schools in Denver and will 
suggest additional policies which now are applicable. How­
ever, the basic principle of neighborhood schools is the 
prescribing of a clearly defined geographic area, determined 
by considerations which best serve the interests of all of 
the pupil population. The neighborhood school principle 
should not, however, be used to freeze school boundaries 
and changing conditions will require periodic review and 
revision of established boundaries.

The Committee generally endorses the application of the 
neighborhood school concept in the organization of the 
Denver school system, not because it is traditional in the 
American school system or because it has been adhered to 
in the past in Denver but because in the Committee’s opin­
ion an objective evaluation of the benefits and predictable 
results outweigh deficiencies when compared with other 
methods of assigning pupils to schools. Among such bene­
fits are rational distribution of the school population, con­
venience to the child in getting to and from the school, a 
close home and school relationship between parents and 
teachers, placement of pupils in relation to maximum use of 
school plants.

The Committee is fully aware that the composition of the 
school population within any attendance areas tends to be

Plaintiffs’ Exhibit 20



2009a

homogeneous in all American cities, and its investigations 
confirm that in Denver this occurs in a substantial number 
of individual school areas, particularly at the elementary 
level. In approving the continued adherence to the neigh­
borhood school principle, the Committee emphasizes that it 
should never be used deliberately as a device to contain or 
restrict any ethnic or racial group.

In administering the allocation of pupils to schools under 
a neighborhood school plan, it is axiomatic that the reasons 
and policies which dictate how boundaries are drawn and 
maintained are all important. The Denver Board of Educa­
tion has no written policy governing the setting of bound­
aries ; however, the Committee was given the following un­
official summary of rules and procedures which currently 
govern decisions regarding boundaries and which are ap­
parently well known to and followed by those charged with 
this duty:

There is every evidence that these rules and procedures 
have been followed carefully and without prejudice in the 
granting of transfers. Approvals are granted only where 
exceptional circumstances, within these rules, permit an 
exception to the principle that each student should attend 
his own neighborhood school. Once such a transfer has been 
approved, the circumstances are reviewed annually to 
verify that the condition which resulted in transfer still 
applies.

During 1963, 122 transfers to a school other than the one 
in the district in which they live were approved for ele­
mentary school pupils (less than 2/10 of one per cent of 
the total pupils); 29 for junior and senior high school stu­
dents (less than 7/100 of one per cent of the total pupils).

The Committee finds itself generally in accord with the 
rules governing pupil transfer which are being followed by 
Denver school administrators. It recognizes fully the need

Plaintiffs’ Exhibit 20



2010 a

for keeping tight control of any exceptions to the rules 
which govern the administration of the neighborhood school 
principle.

Nevertheless, there appears to be a possibility of continu­
ing firm control of transfers while permitting a flexibility 
of individual choice.

The open enrollment plan as recommended would provide 
that at stated intervals (probably annually toward the close 
of the school year in the Denver system) all schools would 
be reviewed to determine their student population as com­
pared with their student capacity. Those schools having a 
previously stated percentage (90% is working well in De­
troit) of population to capacity would be declared as open 
schools. Such a plan of open enrollment has been used in 
other communities, with reported success.

The names and location of the open schools would be 
publicized widely before the end of the current school year, 
giving the number of enrollments outside its own boundaries 
which would be permitted for each school. Children from 
any place within the Denver School District would be per­
mitted to request enrollment in those schools, with accept­
ance on a first-come, first-served basis. Such transfers 
would be permitted for each school until its previously es­
tablished quota had been met, or until a previously an­
nounced date in the new school year had been reached.

tinder this type of transfer, and this type only, no reason 
for the requested transfer would be expected or required. 
Students taking advantage of this open enrollment would be 
required to furnish their own transportation.

R eco m m en d a tio n  O n  P u p il  T ransfers

The Board of Education should supplement its present 
transfer policy by the adoption of a plan of limited open

Plaintiffs’ Exhibit 20



2011a

enrollment generally in accordance with the procedures 
discussed above. The plan adopted by the school system in 
Detroit is suggested as a model.

T babtspobtation At the present time, students are
of S tu d en ts  transported at District expense
only under certain circumstances.

The extent of transportation of students in the current 
year, together with the reasons for such transportation, 
is given in the following summary. Except for students 
at Boettcher School, no high school students are trans-

Plaintiffs’ Exhibit 20

p o r te d :
No. No.

Elementary Junior High
Reason Pupils Pupils

From overcrowded schools to those
with available capacity 183 0
From newly annexed areas which 
do not have any schools 1,552 436

From Lowry Field 331 129
From within own school sub-district 
where required traveling distance 
(possibly allowing for unusual safe­
ty  hazards) is over %  mile for ele­
mentary pupils or i %  miles for 
junior high pupils 1,493 3,270
To Boettcher School 102 59 (senior

high pupils 
included)

The Committee believes that the transportation of stu­
dents is sometimes necessary but is never desirable because, 
among other disadvantages, it involves considerable added 
costs, inconveniences to pupils and parents, particularly 
in emergency or illness, inability of the pupil to enter into 
extra-curricular activities, and difficulty in promoting close 
contacts with parents.



2012a

Transportation of pupils for the sole purpose of inte­
grating school populations is regarded by the Committee 
as impractical.

R eco m m en d a tio n  O n  P u p il  T ransportation

Transportation of pupils should be regarded as an ex­
pedient rather than as a solution to problems, including 
the problem of racial imbalance in the schools.

Opt io n a l  A reas Optional Areas are defined a s
specific geographic areas in

which the students who reside therein have a free choice 
to attend either one or the other of two schools designated 
to serve such area. The Committee finds that optional 
areas, once established for whatever reason, have a ten­
dency to continue after the reasons which caused them to 
be formed cease to exist. In recent years, however, existing 
optional areas have been reduced and at the present time, 
after the boundary changes which were made effective in 
September, 1962, only the following optional areas remain :

A. High Schools*

Manual-North, Manual-East (two areas),
East-Washington

B. Junior High Schools**
Smiley-Cole

* Appendix page 7. Map of Senior High School Boundaries and 
Optional Areas.

** Appendix page 6. Map of Junior High School Boundaries and 
Optional Areas.

Plaintiffs’ Exhibit 20



2013a

C. Elementary Schools***
Columbine-Harrington, Park Hill-Stedman,
Lincoln-McKinley

The advantages of establishing fixed geographic areas for 
all schools have been discussed and are recognized by the 
Committee, subject only to the adoption of a limited open 
enrollment policy and the continuation of the transfer 
policies now in effect. The use of optional areas forms no 
part of rational administration of the system for fixing 
boundaries which the Committee has recommended.

R ecom m endation ' O n  O pt io n a l  A reas

All optional areas should be fully eliminated at the 
earliest possible date.

# # # * *

2. The Board should adopt a written policy recognizing 
that the Denver school system necessarily deals with 
pupils of different racial, ethnic, economic and cultural 
backgrounds. To accomplish equality in the applica­
tion of the education process, sensitivity to, and the 
practice of, good human relations at all levels is re­
quired.

3. The administration should formulate by the end of the 
current school year a program of inservice human re­
lations training, making use of applicable and avail­
able resources, both in the community and from out­
side.

4. All teachers and all other school personnel should 
complete such program without delay, with priority

* * *  Appendix Map 1. Six Areas Based on Elementary School 
Boundaries.

Plaintiffs’ Exhibit 20



2014a

to be given to personnel assigned to schools containing 
substantial numbers of culturally disadvantaged 
pupils.

5. The administration should continue to cooperate with 
universities and colleges in promoting seminars in the 
field of human relations for teachers and other school 
personnel. These seminars should include materials 
drawn from intergroup relations, sociology, anthro­
pology, psychology and other behavioral sciences.

A s sig n m e n t  and  Teachers employed by the Denver
T ra n sfer  oe T ea ch ers  Public Schools are on probationary 
status for the first three years. After three years of suc­
cessful experience, teachers achieve tenure status. During 
the probationary period the teacher’s services are appraised 
twice each year, and if during this period a teacher is found 
to be unsatisfactory, he is “counseled out” and the usual re­
sult is that such teachers leave at the end of two years. 
The administration does not assure any particular assign­
ment and reserves its prerogative to place the new teacher 
where it deems advisable.

Changes of assignment (transfers) are now governed 
by Policy 1617A effective April 1, 1963 (Appendix pages 
31-34).

The Committee has seen no evidence that the administra­
tion has made any effort to appeal to qualified teachers to 
consider assignment or transfer to schools in areas largely 
populated by culturally disadvantaged children. It does 
appear that the percentage of teachers on probationary 
status in such schools may be higher than the percentage of 
such teachers in other areas.*

* Appendix page 35, Study of Teacher Status—Elementary and 
Secondary Schools.

Plaintiffs’ Exhibit 20



2015a

In the earlier part of this section of its report, the Com­
mittee has discussed various means to make more effective 
the educational process in schools largely attended by cul­
turally disadvantaged children. These practices (small class 
sizes, use of teacher aides, reduction in administrative duties 
and human relations training) appear to the Committee to 
be incentives which should be used to implement the chal­
lenge to professional teachers to succeed in such assignment, 
so as to induce qualified teachers to seek assignment to 
such schools. An affirmative recognition of the value of 
such service by the Board and the administration would 
also help.

While precise statistics are not available, the Committee 
believes that almost all of Denver Negro teachers were ini­
tially assigned to schools having a high proportion of Negro 
students. A few have been transferred to other schools. 
There is now at least one Negro teacher in each senior high 
school except for Manual which has eleven. Nine out of 
thirteen junior high schools have one or more Negro 
teachers, and Cole has thirty-three. One or two Negro 
teachers have been placed in each of seven elementary 
schools other than those which contain large numbers of 
Negro children.*

Spanish surname teachers are fewer in number than 
Negro teachers and the housing pattern of people of 
Spanish-American background is more dispersed. How­
ever, it does appear that relatively few Spanish surnamed 
teachers have been assigned to areas where there are few 
or no residents with Spanish-American background.

As a result of its interviews the Committee is convinced 
that race has been relevant in the assignment of teachers.

Plaintiffs’ Exhibit 20

* Appendix page 36, Estimate of Distribution of Teachers of 
Minority Background.



2016a

Plaintiffs’ Exhibit 20

It appears that the administration has been extremely re­
luctant to place Negro and Spanish-American teachers in 
predominantly white schools because of concern with a pos­
sible lack of acceptance on the part of a white neighborhood 
and a realistic assessment of the possible lack of support 
by some principals and faculties.

The Committee also has found evidence that some teachers 
are assigned and transferred without regard for their 
training for the particular grade. Because secondary teach­
ing calls for certain definite skills and elementary teaching 
for others, the teaching process at all levels can suffer from 
this practice. This would be particularly true in the edu­
cation of culturally disadvantaged children.

R ecom m en d a tio n s  A s To T ea ch er  A ssig n m e n t  
and  T ra n sfer

1. The Board of Education should establish and enforce 
a policy that qualified teachers of minority background 
will be assigned throughout the system.

2. The constructive policy of the Superintendent’s office 
in establishing written transfer policies should be 
continued.

3. All transfer policies should be reviewed annually by 
the Board and by the administration.

4. School principals should communicate with the par­
ticular administrative official who actually makes as­
signment decisions in regard to transfer and assign­
ment of teachers into and out of their schools. Teachers 
should be encouraged to undertake the same type of 
conference with such administrator. Principals, how­
ever, should not have final authority to accept or re­
ject any teacher assignment or transfer.



2017a

5. After a transitional period during which the other 
recommendations of this Committee are implemented, 
particularly with respect to training in human rela­
tions, no teacher (probationary or permanent) should 
he assigned to teach in a school containing substantial 
numbers of culturally disadvantaged children unless 
his preparation, experience, and/or personal qualifica­
tions demonstrate the probability that he will be suc­
cessful in teaching culturally disadvantaged children.

6. A systematic program should be established by the 
administration to encourage teachers to teach in 
schools attended by culturally disadvantaged children 
and to emphasize affirmatively the personal rewards 
and satisfactions gained by teachers who work in such 
schools.

7. In policy statements adopted by the Board and by the 
administration, it should be made clear that teacher 
preference as to assignment is subordinate to other 
criteria and that each qualified teacher in the system 
is expected to be able to teach and to be prepared to 
teach in any school where the administration thinks 
he can be most effective.

8. Teachers should be assigned or transferred to the 
elementary or secondary schools with major considera­
tion given to their qualifications for teaching at a 
certain level.

9. So that this will not be used as an excuse for careless 
placement or perpetuation of assignments contrary to 
these recommendations, the residence of a teacher 
should have nothing to do with his assignment except 
in unusual cases.

Plaintiffs’ Exhibit 20



2018a

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Plaintiffs’ Exhibit 20 

Appendix-19

S um m a ry  of P o pu la tio n  Gr o w th  
C it y  and  C o u n ty  of D en v er

AND
S chool D istr ic t  N o. 1

Population—City and County of Denver
1940 Census 322,412
1950 Census 415,786
1960 Census 493,887

Comparison of Population by Census Tracts
Core area—composed of those census tracts each of 

which had a population of at least 4,000 persons 
in the 1940 census.
1950 Census 273,279
1960 Census 256,240

Decrease of 17,039

Sparcely populated areas within City and County of Den­
ver—composed of those twelve census tracts each of 
which had a population less than 4,000 persons in the 
1940 census.

1950 Census 103,403
1960 Census 130,277

Increase of 26,874

Annexed areas since 1940—listed in 1960 census.
1950 Census 17,553 (Many tracts listed
1960 Census 97,497 “no population”)

Increase of 79,944

# Based on 51 census tracts for which data is available at Denver 
Planning Office. Population Report by Denver Planning Board 
1962.



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n y o i a s t S S i t  q q b cUOUGOQH LUiiiJUBflDftSL,uuuu.U U L I L J , ^ ^  l, L L U L J L  +  u u j u .b 0 ( ] [ ] 0

1 nnil,',inn™U[00?oanOOfldj OCDOl!CO
5 5 ' 0 -j Q l DODODl• |  ! j  _ •  1 • _  »>4 _  » *  * •

m in jDDOyoaOaSolT 1  

>□□□□
SOOOonryrKTP IH n h n o a i1 nOD&dQODB □ QDXfOOfflÔ Dap;

jQonoiBOUNDARIES!
1961

30DQ.!IHI!IiIMI ■&
5w% » W P m

: MONTCLAI* [] jj Q
DDDC'LffCsOOOOl ~innn;nnrinnnpn

<r v / >  * ’
?• -  > \ '  r  V  r  , f. r . r
V V '  * V  v- ’■■'•'■ V> r l ,

z P LA IN T IF F S
1 EXHIBIT
*ft S o
i

,v.M



2025a



2026a

Plaintiffs’ Exhibit 53
(M ap , O verlay  o f  No. 5 0 , P ro p o se d  B o u n d a ry  Chang* 

F eb . 1 9 6 2 )

(See Opposite) ESP



BOUNDARY-
CH AN GES

1 R M f  1 ]

rmci-MMqn qqc
, P f l D ;p U O . j | l l X
stoooteiaam ogc
0 0 □ 0 □ Q 0 MrCZT 
O  □ □ 0 f] 0 [lUEnJU

3 ^ ^ p G p | n O D l P | | | | R F a j l I

, 'y n  n  r5 I n n n n  U U U U U □ Lj Ufc, K' h N

SMILEY

yycc [ !uoo [

UULU

nji p] oooa oa i  j jit  ̂5' i
tjfo ODDGOOOfiDOQJ10OJljTJDQMnQ0
h i MB1ICUIII * JMHgS®

28S><waiia8W ^ M tJuU UrMONTCUw [j Q
D 00 C; l !?i*i fi 0 0 .............

BO U N D A RIES

w s ^ t m f w  
H ..... .. ■



2027a



2028a

Plaintiffs’ Exhibit 70  
(M ap , B o u n d a rie s  1 9 6 3 )

(See Opposite) HtSF5



iTn«r"i*r~tri U-U-L-TLJ lJ'TJ
m m  ocqd.0 d£)..o

DOQoodooOQBQodoo nsfra o d d' 0 0 0 0 0 0 0 0
i o n n r i o O c

n t w  * v t

P
IIODDJBDDDD-ddDDQoS

PLP P  a  CZJ y ^ tM) UDDtGJtEDODD n n n n n r n r

BOUNDARIES
1963

DDDO« v w « h j « m « t w
n n n p - ' O O O t t j C j  U u  u : montclairJ ]  n
]□□□'•[»« tgnoo

i v ] S">;
r-—^'—*

CWQOQBGOEK ;]□□□□[

OOOOiOO 
o o a t f O D M  

™  [ f x f i c i O p r
,Q  BC® :

Iv/XvXvXvl

P L A IN T IF F S
EXHIBIT
"7<0



2029a



2030a

Plaintiffs’ Exhibit 71
(M ap , O verlay  o f No. 7 0 , B o u n d a ry  C hanges 1 9 6 4 )

(See Opposite) BSP’



MOtflOOQ
m m m

P A R K  H i t  L

a o L F  . C O U R S E
n

qdi □QOOO ■.... j \

0 0 - 0 0  □ ™ “Avs..DiOiSIiDoodoDoiountren iiM m
is _!?

□  0>J l;l b! -|J!

j g g □ o a o d o n o M m i  QyuDy.QQQ.iiLi u m
uOLioaoooDQDQo

\

DOflOOMO
m m \UUuuuuu

c t m

*8oooo8oq8888qddo[0
laggapODOODOD®

{□••□or
17 t n  AVCRR HR R U U □ ETC

lO Q C
□ a o c

ODD
. Tn-n-r-n DODO*

6 V A NJffiJS3S D.OAD.L1 f l& oOTG Q 0 D̂ya Ŵ5*5EM‘a □□□ □□□[..! ;a n n npQ,c
j d

* « v* » v » * *

shfi
t

______

dO.p Odds doao:onjio□ 0,o.Odoq t
_  I odoH IB M M I & IBB IS

;MONfcwird □
DDDD£t»£§0DOtK'''
n n n j a n n n n f l n H r l i

fWnpSQcfifld? • 
;l - ,!,n c c c a s s t o f e



2031a



2032a

Plaintiffs’ Exhibit 87
(E lig ib le  O p en  E n ro llm e n t E le m e n ta ry  Schools—  
Office o f Asst. S u p t. f o r  P e rso n n e l S erv ices)

(See Opposite) iSST



D a n v a r  P u b l i c  S c h o o l s
Office of the Assistant Superintendent for Personnel Services 

ELIGIBLE OPEN ENROLLMENT ELEMENTARY SCHOOLS

Following arc the elementary schools and grade levels now designated for possible 
limited open enrollment for September, 1968. These schools are listed upon the 
best information we have on this date,

Acceptance of pupils on limited open enrollment must depend upon actual enroll­
ment in classes on Wednesday, September 4, 1968,

ABRAHAM LINCOLN HIGH SCHOOL AREA 

none

EAST HIGH SCHOOL AREA

Ellsworth Elementary School.

Kindergarten 5
First grade 5

Emerson Elementary'School

Kindergarten 2
First grade 8
Second grade 8
Third grade 4
Fifth grads 2
Sixth grade 2

Evans Elementary School

Kindergarten 10
First grade 5
Third grade 3
Fifth grade 3
Sixth grade 3

H arrington Elementary School

Kindergarten 5

GEORGE WASHINGTON HIGH SCHOOL AREA 

McMeen Elementary School

Sixth grade 10

JOHN F, KENNEDY HIGH SCHOOL AREA

MANUAL HIGH SCHOOL AREA

Crofton Elementary School

Kindergarten 10
First grade 15
Second grade 2
Third grade 5
Fifth grade 2
Sixth grade 5

Ebert Elementary School

Kindergarten 5
First grade 6
Second grade 1

Gilpin Elementary School

Kindergarten 20
First grade 5
Sixth grads 5

W yatt Elementary School

Kindergarten 32

NORTH HIGH SCHOOL AREA

Beach Court Elementary School 

Kindergarten 20

Smedley Elementary School

Kindergarten 30

none



12

U  W  U  J , kt  A A J« « '  *• A

Knight Elementary School. 

Kindergarten

Rosedale Elementary School

Fourth grade 2
Fifth grade 6

Washington P ark Elementary S

First grade 7 
Second grade 12 
Third grade 8

XdOl'■ •' JFFFFPS017 HIGH SCHOOL APM 

none

WEST H IGH SCHOOL A REA

AXaitieda E leroen tary School

K in d e rg a rte n  15

E l m  rood E lcir.enta.ry School

Kindergarten 10
First grade 15
Second grade 10
Third grade 5
Fourth grade 5
Fifth grade 5
Sixth grade 5

inan Elementary School

Kindergarten 10

•;hool

- 2 - May 1 ,  1 9 6 8



Denver Pula l ie  Schools
Office o f  t h e  A s s i s t a n t  S u p e r i n t e n d e n t  f o r  P e r s o n n e l  S e r v i c e s

ELIGIBLE O PEN ENROLLMENT SECONDARY SCHOOLS

Following are the secondary schools 
'enrollment for September, 1968. Th 
tion we have on this date on the ba 
the capacity of the building.

now designated for possible limited open 
a so schools are listed upon the best iufort 
sis of anticipated membership at related to

Acceptance of pupils on limited open enrollment must depend upon 
ment in classes on Wednesday, September 4, 1968.

actual enroll

JUNIOR HIGH SCHOOLS

Baker Junior High School 20

Cole Junior High School 150

Grant Junior High School 35

Kcpner Junior High School 225

Kunsmiller Junior High School 45

Lake Junior High School 10

Morey Junior High School 150

SENIOR HIGH SCHOOLS

East High School 35

Manual High School 35

West High School 50

May 1, 1968



TOTAL ELIGIBLE LIMITED OPEN ENROLLMENT SPACES

Blow a r,''; ’ r  y S c ho o 1 s 1968-1969

KindergaE ten 186
F i r s t  grade 66
Second grade 33
T hird  grade 25
Fourtli grade 7
F i f t h  grade 18
S ix th  grade 30

To I:?-!. EL ran o n i: a r  y

Ju n io r  11 gl > S cd1 o o l s 635

S en io r  High Schools 120

TOTAL 1120

M ay 1 , 1968



2033a



2034a

Plaintiffs’ Exhibit 89
o m e P re d o m in a n tly  A nglo  E lem . S choo ls—  

Office o f  S u p t. f o r  P e rso n n e l S erv ices)

(See Opposite) E5P



SOME PREDOMINANTLY ANGLO ELEMENT CRY SCHOOLS WITH NO 
AVAILABLE OPENINGS FOR LIMITED r'-'LL ENROLLMENT, 19c

SCHOOL
L. 0. E,
OPENINGS

NUMBER C.F 
STUDENTS UNDER 

q  p /; q  m y

p e e c e k ?
AN GLC

|?VP()T
NO. ANCMOS 

BUSSED
NO. NEC’

R03SP1

Montclair and 
Annex 0 22 95 2 yO n

Pitts o 16 99 103 0

Cory 0 6 91 155 0

Ellis 0 9 L 93 5 3

Denison 0 2 1 ss 133 q

Traylor 0 32 97 X 7 0

Asbury 0 93 39 30

Slavens 0 26 95 135

Carson 0 120 90
/ ̂00 55

Goldrick

TOTALS

0 52 / ' nl

:n

"o" R32 O? 1071 12 1

SOURCE: Denver Public Schools, Office of the Assistant Superintendent for Personnel Services,
May 1, 1969

Elementary Principals Report to Planning Services. Sep ter. cor 9, 1969

Division cf Personnel Services, Estimated Ethnic Distribution of Pupils,
Scrisncer 23, 1?6~



2035a



2036a

Plaintiffs’ Exhibit 90
(L im ited  O p en  E n ro llm e n t S pace  in  P re d o m . N egro  o r  

H isp an o  E lern . Schools, 1968— -Asst. S u p t.)

(See Opposite) EiP



LIMITED OPEN ENROLLMENT SPACE IN 

PREDOMINANTLY NEGRO OR HISPANQ 

ELEMENTARY SCHOOLS, 1963

SO :00T
L. 0, E.
OPENINGS-

NUMBER OF 
STUDENTS UNDER 
(OVE?) CAPACITY

PERCENT
ANGLO

ENROLLMENT
ANGLOS
BUSSED

NEGROES
BUSSED

Cr';f ten 39 31 5 O' 0

Eb ?rt 12 £7 12 0 0

C-i .pin 30 33 i 0 0

Ny „tt 32 18 2 0 0

Ha rtlngton 5 16 5 0 0

bra i>o 1 cy 30 (25) 33 0 0

El: u.'ooci 53 66 16 0 0

TOTAL
203 270 12 0 0

SCARCE: Denver Public Schools, Office of the Assistant Super intenaent for Personnel Services,
M?:.y 1 , 19c9

Elementary Principals Report to Planning Services, September 9, 1963

Services, Estimated Ethnic Distribution, of Pupils,
September 1967 !

Division of Personnel "\j



2037a



2038a

Plaintiffs’ Exhibit 97
(E st. E th n ic  D is tr ib u tio n  o f  P u p ils , E lem . Schools, 

S ep t. 2 3 , 1 9 6 8 — Div. P e rso n n e l Svcs.)

(S ee  Opposite) S r 1



\

-  3  -

School Anylo K*? pro Sis ano
Asian

D erivation
Araericor.

Indian Cthet. T otal Pc?-In

W ••*»*»» < *>A.SA«4> 6.33 33 0 1 0 0 667
Sr.idley 236 5 i l l 6 5 0 K C.
Snath 31 XO’tl 2.7 8 0 0 10;/
Stock -  3? 3 hu h -7 2 0 1;1 ;
Stod.T3.n 27 631; 20 5 0 0 685
Steele — Ii2li 33 38 ii f-V. 0 '.OO * ✓
StOVSiiC 297 hi 32 5 1 c ’ »v r <**,y c
Swansea , 2d0 3U 383 2 2 c J0:> 1
Teller 3ii6 58 30 10 - . 0 0 i *.t: -'4
Thatcher -  p.dh U 62 0 ; 0 :5o
Traylor - 3h? 1 . 15 5 > o 672
University Park 9lo 39 '■ 5 n > • 1 X 0
Va Ivor do hn 3 22? 3 > SuS
It; fh in &  oa Park -  liGl 0 C Hi ‘ 2 ;>05
V/cstwood 3U6' 23 U03 3 0 775',£.iae;nan 537 h9 16 8 0 610
Ivhlttior 7 818 h3 0 1 . 36?
I.'yatt 8 2ca ’ Or.O 0 \ 0 632
tfyaaa 119 H, 0 122 6 1 398

Totals 33,678 8,30U .. .,9oo i03 3 1 ' 58,576
j»«ifiMS3taBasasaissB̂saaa — — -— -— -— — r ---- ... ■«.—- _,

4



Donvor Public Schools
D ivision of Personnel Services

------------ ESTH-IA.T2D ETHNIC DISTRIBUTION OF PUPILS

SECONDARY SCHOOLS - SEPTEMBER 23, 1968

School Anglo Negro Hispano
Asian

Derivation
American
Indian Others Total Papils

Junior High 
Sole or 136 89 61*6 0 13 0
Bysrs 1053 7 65 11 2 0 1x30
Colo kS 88U 271 15 3 0 121V
Gove 561 16U 23 1 0 ?5u
Grant 696 37 . . 78 0 815
Hill 1605 26 23 19 0 0 1753
Xopner 1016 2h . 395 , 2 . 0 0 11*37
Kunsniller 15UU ' . 5 151 ' 8 ' 1 0 170?
Lake 6?5 • hi 6c6 .13 0 1336
Kama 1*52 6k 553 12 9 0 1090
Merrill 1550 5 12 •‘8 3 0 1578
Moray 237 1*27 156 6 12 0 833
Eishol 93? ' 3 y 305 3 0 0 1250
Skinnor 929 0 ' -290 3 0 0 1222
Smiley 367 1112 ' 57 • 15 • 2 0 1553

Totals 11,386 • 2,888 3,829 123 50 ‘ 0 ■ 18,576

Senior High
Abraham Lincoln 2I4II • 6 . U25 6 3 0 2851
East 11*09 1039 151 - 20 1* 0 2623
C-eorgo Washington' 2823 61* 25 10 0 0 29h2
John F. Kennedy 2577 0 86 - 1* 0 ■ 0 2oc?
Manual 73 1200 2.50 5o 0 0 15 ?3
North 1802 5 896 25 2 0 2730
South 2330 6 325 O<u 6 1 2670

3276Thomas Jefferson 3250 10 • 8 6 2 0
West mo. 97 830 7 13 0 2C3o _

Totals 17,821 2,U*7 2,996 130 30 1 23,1*25 _

T o ta ls -J r , Sc S r. 29,707 5,335 6,625 253 80 1 1*2, COl



Denver Public Schools
D ivision of Personnel Service;

School Anglo

ESTIMATED ETHNIC DTSTRIBU?ION 0? PUPILS (PERCENTAGES)

Others

ELEMENTARY SCHOOLS 

Negro Hispano

-  SEFfSI'SS?.

A sian
D erivation

2.3, I960

American
3Ca aCZ 1c-*aa

Alameda ' $1.9% »h% 145-955 .056 1.956
Alcott 8iu3 3 .8 11 .8 1 9 •*» .0 .0
Asbury 88 .9 5 .7 3 .9 1 .5 .0 .0
Ash Grove 97 .9 .6 .1 l . i .0 .3
Ashland 38 .8 .0 60 .3 .■s ¥ ' .0 .0
Ashley \ 85.8 6.U 5 .8 2 .0 .0 .0
Barnaul 69 .9 ■ ̂  *1* 3 0 .0 ® « 'V • .0 „Q
Barrett .3 9 6 .9  • 1 .9 O « ✓ .0 rO
Beach Court 63 .5 7 th 2 8 .6 .0  > .h .0
Bslnont 71.9 .0 2 8 .1 .0 .0 .0
Berkeley 86 .3 1 .3 12.2 *2 .0 *0
Boettcher Sc Bos p i t a l  75*6 ; 9 . 3 15 .5 .6 .0 .0
Boulevard 23.1 .0 76.9 .0 .0 #0
Bradlcv 93 .5 .3 .6 .1 .5 *0
*»■ * oi 11\’* oXX 92 .0 U.3 . 2 .8 .9 .0 .0
Brovm 68.1 .3 28 .3 2 .7 .6 •0
Bryant -Webster 22th .6 75 .6 1 .1 .1 .2
Carson 90.3 6 .7 .8 1 .6 .6 .0  ,
Cheltenham 38.1 3 th 5 6 .1 1 .0 1 .1 ® 3
Coif a;: 57 .6 .3 3 9 .0 .5 X*3 1 »3
College View 7U.0 ( .3 - 25.2 ,0 .5 .0
Columbian 66 .6 .0 3 3 .0 .0 oU .0
ColumbinQ .6 95 .9 U.2 .3 .0 .0
Cory 91.1 5 .1 3 .0 .8 .0 .0
Cowell 6 6 .9 •U 32 .1  ' .6 .0 .0
Crofton 5 .o 38 .7 55.2 1 .1 .0 .0
Bonison 87.6 n© 11.8 •U .0 .0
Do-all 93 .9 1 .3 i . l .7 ,0 .0
Eaglet on 39.2 .8 5 8 .U 1 .2 ,0
r*» ,acsrx . - n . ? 28 .5 59.2 «6 .0 .0
Edison 79.9  . .1 2 0 .0 .0 .0 *0
Ellis 98 .1 .0 I t k .5 .0 .0
Ellsworth 9 0 .k 2 .3 3 .h 3 .9 .0 .0

Total Pupils

IOC?
1GG 
100 
100 
100 
100 
100 
100 
100 
100 
100 
100 
100 
ICO 
ICO 
100 
100 
100 
200 
100 
100 
100 
ICO 
2.G0 
ICC 
100 
100 
100 
ICO 
100 
ICO 
ICO 
100



S c h o o l A n g l o N e g r o H i s p a n o

L l , ‘. ; * ; o o d J L P  ® U yO •  % 8 2  » 8 / »

E l y r i a > 6 S0 2 , 6 O . l .  a  U

Z . T ;  a r s o n 7 6 . 5
-) Q  

9 o j 1 5 . 6
V - V I .s > 1 * 9 . 2 1 9 . 0 3 0 . 2

i l  C i X - C i  f iO C V U M C I  
«*»5' © -*• . 2 6 0 . 7

F a i r v i e u 1 3 . 1 9 . 1 7 6 .2
F a l l i s 9 9 . 0 . 5 . 0

F o r c e 6 6 . 3 3 . 0 x O  * 0

G a r d e n  P l a c e 1 7 . 9 2 i * . 9 5 5 . 8

C - i l p i n 3 . 2 h h » 9 5 0 . 9

G o d s n a n  1 8 5 . 6 . 0 1 1 * . 2

G o l d r i c k 8 1 * . 2  _ . 0 1 5 . 8

G r e e n l a 3 1 9 . 1 2 5 . 0  ■ 5 ) 4 . 5

G u s t O O  7y  C.  m i . 0 6 . 8

K a i l a t t 1 0 , 1 8 1 * . 1 * 3 . 7

H a r r i n g t o n 5 . 0 -  7 7 . 7 1 5 . 2

J o h n s o n 8 5 . 8 . 0 1 U . 2

K n a p p 5 6 . 2 . 8 1 * 1 . 8

K n i g h t 9 5 . 7 . 3 . 5

L i n c o l n 8 6 . 2 . 2 1 2 . 6

K c K i n l e y 7 7 . 9 5 . 5 1 1 * .  9

M i l e  e n 9 6 . 9 . 1 2 . 2

I n t o h o 1 1 . 8 7 3 .  h 2 5 . U

K o n t b e l l o 8 6 . 1 * 1 * . 6 5 . 1 *

M o n t c l a i r 9 2 . 7  . 2 . 5 3 . 2

K e n t c l a i r  A n n e x 9 3 . 1 1 . 9 .0
M o o r e 7 9 . 3 8 . 3 3 . 9

i ' u n r c s • ■ 1 * 5 . 8 . 6 5 2 . 7

I x v : l c n 6 3 . 0 . 0 3 U . 9  .

P a l m e r 9 1 . 7 U . 9 1 . 7
P a r k  K i l l 7 1 . 0 2 3 .2 3 . 9

p G  V 'C ' l f ' 6 2 .7 . 0 3 7 . 3

P h i l i p s  .  ' 5 5 . 3  ' 3 6  06 5 . 2

P i t t s 9 8 . 8 . 5 .0
R e m i n g t o n 3 7 . 1 * l u U ■ 5 7 . U

. o s e d a l e 7 9 . 0 . 7 1 8 . 9

g g o x h 9 6 . 9 . 0 2 . 6

S c h e n c k 8 6 . 8 • . 1 1 1 . 7

.  0  i  u ■ 8 5 . 6 . 1 * 1 2 . 9

' h e r n a n 7 6 . 7 r
• 2 1 . 3

2

Asian
e riv a tio n

Arm-lean
Indian Others Total Vti

r^v& 1.3* .05$ "I-i- JV/J
.0 .0 .0 -*a

1 .2 Ji-9 .0
*1* a* .0 100
.0 .0 ■ .0 100
.0 1 .6 ,0 .-.00
.P ,0 . 0 - 1 G0
.0 .7 .0 100
,0 i.i* .0 100
<> ■ .0 ,2 icy*

.2 ,0 100
,0 *u 100

i'- ,9 *G 100
.5 .0 .0 ICO

1 .8 .0  . ,0 ICO
1.8 . 3 ,0 100

.0 .0 .0 100

.5 ,7 ,0 100

.5 .0 .0 100
1 .0 .0 ,0 100
i.i* .3 .0 ICO

.8 .0 .0 100
J* .0 .0 100

3.2 .i* .0 100
1 .3 .0 ICO

.0 ,0 .0 100

.9 2.6 ,0 ICO

.1 ,8 . 0 100
1.1 1 .0 .0 100

. 1.5 .2 .0 100
1.9 .0 ■ .0 ICO
■ ,0 . .0 .0 ICO
2.9 .0 .0 100

.7 .0 ,0 ICO

.0 .3 ,0 100
«p .9 A 100
.5 .0 .0 ICO.6 .8 .0 1001.0 .1 .0 ICO
.9 .0 100



2039a



2040a

Plaintiffs’ Exhibit 98
(E st. E th n ic  D is tr ib u tio n  o f P u p ils , E lem . Schools, 
(P e rc e n ta g e s ) , Sept. 2 3 , 19 6 8 — Div. P e rs . Svcs.)

(See Opposite) 2SF”



ESTIMATED ETHNIC DISTRIBUTION 0? PUPILS (PERCENTAGES)

Denver Public Schools
D ivision of Personnel Services

ELEiSNTARY SCHOOLS -  SEPTEMBER sii. i 960

Asian ■■ American
School Anglo Negro Hispano D erivation Xuo. ic.»n Others 10 * !uO.

Alameda • $ 1 .9 % ®5/» 5 5 .8JJ .056 ,C% 10C£
Alcoti Sif. ® ̂ 3.8 11.8 19 •*- .0 . 0 100
Asbury 88.9 < 7 3.9 .0 .0 100
Ash Grove 97.9 .6 .1 1.1 .0 .3 100
Ashland 38.8 $> 0 6 0 .3 ¥ ’ ” .0 .0 100
Ashley \ 85.8 6 .5  • 5.8 2 .0 .0 .0 100
Barnaul 69.9 .1 30.0 9 « ' • .0  . .0 100
Barrett .3 96.9 • 1 .9 O « ̂ »0 .0 100
Beach Court 63.5 7.5 28.6 .0  ■ .5 .0 100
Balmont 71.9 .0 28.1 ,0 .0 .0 100
Berkeley 86.3 1.3 12.2 .2 .0 .0 100
Boettcher & Bosp i ta l  75*6 / 9.3 15.5 .6 .0 .0 100
Boulevard 23.1 .0 76.9 .0 ,0 .0 3.00
Bradlcv 98.5 .3 .6 .1 .5 .0 ICO
Iroi.ruoll 92.0 5 .3 . 2.8 .9 .0 .0 100
Brown 68.1 .3 28.3 2.7 .6 .0 100
Eryant-VJebstor 22.5 .6 75.6 .1 .2 100
Carson 90.3 6.7 .8 1 .6 .6 .0 100
Cheltenham 38.1 3.5 56.1 1 .0 1.1 .3 100
Coif a:: 57.6 .3 39.0 .5 1.3 l o 100
College View 75.0 ' •3 • 25.2 .0 .5 .0 100
Columbian 66 »6 .0 33.0 .0 .5 .0 100
Columbine .6 95.9 5.2 .3 .0 .0 ICO
Cory 91.1 3.0 .8 .0 .0 100
Cov.’o ll 66.9 «u 32.1 ' .6 .0 .0 IOC
Crofton 5.o 3 8 .7 55.2 1.1 »o .0 100
Bonison 8?e6 n« 11.8 .5 .0 .0 100
Boull 93.9 1.3 5.1 .7 ,0 .0 J.00
Eagleton 39.2 .8 ' 58.5 1.2 .5 ,0 ICO
Ebert ' ■11.7 28.5 59.2 .6 .0 .0 100
Edison ?9.9 . .1 20.0 .0 .0 .0 ICO
Ellis 98.1 .0 1 .5 .5 .0 .0 ICO
Ellsworth 90.5 2.3 3.5 3.9 .0 .0 100



A nglo Negro Hisnano

MivtoccL -i cT Cef lO .U/U .3% 82.8,»
E ly ria 36.0 2,6 6 l.it
Emerson 76.5 1.8 1 5 .6
Evens 49.2 19.0 30.2
Fair-sort ■ 19.1 ■ .2 80.7
Fa iw ie n 13.1 9.1 76,2
F a il  is 99*0 .5 ,0
Force 86.3 3.0 10,0
Garden Place 17.9 21*. 9 55.8
G ilpin 3.2 44.9 50.9
Godsnan 1 85.6 .0 l i t .2
Goldrick 64.2 _ .0 15.8
Greenlee 19.1 25.0 • ' 54.5
Cast 92.7 .0 6,3
H a lle tt 10,1 8U.lt 3.7
Harrington 5.0 - 77.7 15.2
Johnson 05.8 .0 l i t .2
i..nspp 56.2 .8 41.8
Knight 90.7 .3 , .5
Lincoln 86,2 O* c, 12.6
McKinley 77.9 5,5 14.9
HeHeen 96.9 .1 2.2
M itchell . .8 73.4 25,4
Monthsilo 86.!; It.6 5.4
M ontclair 92.7 - 2.5 3.2
M ontclair Annex 93.1 1 .9 .0
Moore 79.3 8.3 3.9
Mimrcs ■ 45.3 .6 52.7
Mev.’lcn 63.0 .0 3 4 ,9 .
Palmer 91.7 4.9 1.7
Park K ill 71.0 23.2 3.9
Perry 62.7 .0 37.3
P h ilip s 55.3 36 c6 5.2
P i t ts 90.8 .5 .0
Kaningion ■ 37 .u it.it ■57.4
.esc dale 79.0 .7 18.9

Z3.QXZI 96.9 .0 2.6
Scr.onck 86.8 .1 11.7
.chmitt 85.6 .it 12.9
he-man 76.7 • 21.3

~=t O
 G

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 O
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 O

 
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 O

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 W

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A sia  a
D e r iv a t io n

American
XncixcvT* Others Total ihioil

v v>/< 
..0 

1,2

n 'j(f ‘V-*-WvV
 ̂vJ ,0 r •> -A

4.9 ok/ - '\>
44 .0 luO
.0 .0 100

1.6 .0 •s00
,0 «*0 ■ 100
.7 ®D 100

1.4 .0 100
.0 ,2 10 ;
.2 .0 100
.0 .0 100
.9 »0 100
.0 *0 ICO
.0  . ,0 ICO
.3 ,0 100
.0 .0 100
.7 ,0 100
.0 .0 100
.0 ,0 100
.3 .0 100
.0 .0 100
.0 .0 100
.4 .0 100
.3 .0 ICO
.0 .0 100

2.6 .0 100
,8 .0 100

1 .0 .0 100
.2 .0 100
.0 ■ ,0 ICO
.0 .0 ICO
.0 .0 100
.0 .0 100
.8 .0 100
.9 .0 100
.0 ,0 ICO
,8 .0 100
.1 .0 ICO

* .0 100



School Anglo Nofcro His par. o

Siavons 9 k . 9% h .9 % .KJ%
Snadley 37.7 . 7 6 0 .0
Smith 2*3 9 k . 9 1.6
Stock 06a 1 0 . 7 1.0
Steelman ' 3.9 92 a 2.9
Steele 85.0 6.6 7.6
0 G CV O 77.2 12.2 8.3
Svi&uS 0£l 36*3. 5.2 57.9
Teller 77.9 1 3oO 6.8
Thatcher 81.1 1.2 17.7
Traylor ' 97.1; .1 1.7
University Park 9U.5 - 3.9 . .5
Valverdo 6 3.6 .5 ' 35 a
Washington Park 9?.2 .0 1.6
Westwood Ui.6 3.0 52*0
Whiteman e s a 8,0 2.6
Whittier .s 9U.2 k . 9
Wyatt 1.9 U6.5 51.6
Wyman 29.9 35.2 3 0 . 6

Totals ■ 6 1 .7 % 15*2̂ 22 .0%

3

Asian American
Derivation Indian Others Toted thipila

.2% .0% .(# 100*

.9 ' .7 .0 ICO

.7 .0 .0 100
1.7 ..5 .0  ■ 100

.8 .0 .0 100

.8 .0 .0 100
1*3 1 .0 .0 100

.3 .3 .0 100
2.3 .0 .0  ' 100
cO .0 .0 100
.6 .2 .0 •100

1 “• •** • -**» .0 *0 100
©> • .3 .0 100

2.8 .it .0 100
.1+ .0 .0 100

1.3 .0 .0 100
.0 *1 .0 ICO
.0 .0 .0 100

1.5 2.8 .0 100

.7% .i# p .0 % ioo£

1



Denver Public Schools
D ivision of Personnel Services

ESTIMATED ETHNIC DISTRIBUTION VC PI r PERCENTAGES)

SECONDARY SCHOOLS - SEPTEMBER 23* 1963

Asian American
School Anglo Negro Hisnano Derivation Indian Others '■ni rw:,x w u - t *  . - vJ wu!

Junior High 
Inker ' 15.h% io.o5 73.15 .05 1.55 »0% 1005 !
Byers 9 2.5 .6 5.7 1.0 .2 ,0 100
Cole ' 3.8 72.5 22.2 1.2 .3 ' .0 100
Gove 7U.U 21.8 3.1 .6 .1 • .0 100
Grant 85. li lu5 9.3 Ji. .it ,0 10c 1
Hill ' 96.1 1.5 1.3 I f . . .0 ,0 ■ 100
Kenner 70.7 1.7 27.5 . *•’ ■ .0 .0 100
Kunsmiller 90.3 ■- .3 • 8.8 .5 .1 .0 100
Lake 50.5 3.1 li5.li .9 .1 .0 100
Kann ltl.5 5.9 50.7 1.1 .8 .0 j*\jQ
Merrill 9 8.2 .3 .8 .5 .2 .0 100
Morey 28.3 51.0 18.6 .7 l.ii ,0 100
Rishel 75.0 A 2k.k .3 .0 .0 J.00 .
Skinner 76. C .0 23.7 .3 .0 .0 100
Sniley 23.6 71.6 3.7 1.0 ,1 .0 100

Totals 6U.05 15.55 19.55 0e?5 0.35 o.o5 ioo5 ..

Senior High
Abraham Lincoln 81-.655' ,2% 1h.9% 0 C*« .15 .05 ico5
T  c* *A-
w a o  v 53.7 39.6 5.8 .7 .2 .0 100
George Washington 96.0 2,9 .8 .3 .0 .0 100

100John F, Kennedy 96.6 .0 3.2 ,0 « 0
Manual h.9 . 76.1 15.8. 3.2 ,0 . .0 ,*.00
North 66.0 .2 32.8 .9 .1 .0 ICO
South 87.3 .2 12.2 .1 .2 .0 nCO

100'Thomas Jefferson 99.2 .3 .2 .2 .1 •  0
West 514.7 U.6 39.8 0

e  ̂ .6 .0 100 _

Totals 16,1% 10.1$ 12.85 0..65 0.15 0.05 io c 5

Totals-Jr* & .  Sr. 10,1% 12.75 15.85 0.65 0.25 0.05 1005
_______ j - r s s t



2041a



2042a

Plaintiffs’ Exhibit 106
k j (E st. E th n ic  D islrib . o f P u p ils  (P e rc e n ta g e s ) , 

E lem en ta ry  Schools, Sept. 2 3 , 1 9 6 8 )

(See Opposite)



Denver P u b l i c  S c h o o ls  
D i v i s i o n  o f  P e r s o n n e l  S e r v i c e s

ESTIMATED ETHNIC DISTRIBUTION OF PUPILS (PERCENTAGES) 

ELEMENTARY SCHOOLS - SEPTEMBER 2 3 ,  1968

A s ia n
School A nglo  N egro  H isp an o  D e r i v a t i o n

Alameda 51.9% .4% 45.8% .0%
Alcot t 8 4 .3 3 .8 1 1 .8 .1
Asbury 8 8 .9 5 .7 . 3 .9  ' 1 .5
Ash Grove 9 7 .9 .6 .1 1 .1
Ashland 3 8 .8 .0 6 0 .3 .9
Ashley 8 5 .8 6 . 4 5 .8 2 . 0
Barnum 6 9 .9 .1 3 0 .0 .0
B a r re t t .3 9 6 .9 1 .9 .9
Beach C o u r t 6 3 .5 7 .4 2 8 .6 .0
Belmont 7 1 .9 .0 2 8 .1 .0
Eerkeley 
B o e ttch e r  &

8 6 .3 1 .3 1 2 .2 .2

H o s p i t a l 7 4 .6 9 .3 15 .5 . 6
Boulevard 2 3 .1 .0 7 6 .9 .0
Bradley 9 8 .5 .3 .6 .1
Broawell 9 2 .0 4 . 3 2 .8 .9
Brown
Bryant-

6 8 .1 .3 2 8 .3 2 .7

W ebster 2 2 .4 .6 7 5 .6 1 .1
Carson 9 0 .3 6 .7 .8 1 .6
Cheltenham 3 8 .1 3 .4 5 6 .1 1 .0
Colfax 5 7 .6 .3 3 9 .0 .5
College View 7 4 .0 .3 2 5 .2 .0
Columbian 6 6 .6 .0 3 3 .0 .0

1968

A m erican
I n d i a n O th e r s

D ate  o f  
F i r s t  
C o n s t r u c ­
t i o n

Mean
1960

Income

M edian
T e a c h e r
E x p e r ­
i e n c e
( Y r s . )

1.9% .0% 1902 4550 5
.0 .0 1892 6400 6
.0 .0 1925 6920 8
.0 .3 1937 8710 4 .5
.0 .0 1888 5430 3 .5
.0 .0 1929 6430 4 .5
.0 .0 1921 5700 9
.0 .0 1960 6335 3
.4 .0 1929 6265 11
.0 .0 1945 5960 4 .5
.0 .0 1902 5860 11

.0 .0 - - -

.0 .0 1883 5355 3

.5 .0 1955 • 7660 13

.0 .0 1906 6435 9

.6 .0 1952 6545 7 .5

.1 .2 1930 5000 8 •

.6 .0 1952 10000+ 9
1 .1 .3 1891 5110 3
1 .3 1 .3 1920 5110 3

.5 .0 1939 6600 4

.4 .0 1892 6250 1

Number o f  
T e a c h e r s 1968
With No Number Mean A chievem ent %
P r i o r  Ex- B lack C la s s Grade
p e r i e n c e T e a c h e r s S iz e 3 5

2 2 2 9 .3 44 27
2 1 3 0 .2 55 55
3 0 3 2 ,9 52 55
5 2 3 1 .3 72 72
6 1 3 0 .2 22 22
2 2 3 0 .7 56 44
5 1 3 2 .1 44 31
4 10 3 0 .0 23 30
2 0 3 3 .5 55 33
1 0 2 7 .6 47 31
0 1 3 2 .2 45 38

2 • - -

3 0 2 9 .1 23 20
1 2 3 1 .6 76 70
2 0 2 8 .9 78 76
5 2 3 2 .6 37 48

4 2 .5 3 2 .3 35 23
4 1 3 1 .5 74 75
4 1 30 .7 41 41
2 1 3 3 .3 46 36
3 1 3 1 .9 44 25
7 1 3 1 .9 40 25



A s ia n  A m erican
School Anglo Negro H ispano D e r i v a t i o n I n d i a n O th e r s

Columbine 67. 94.97. 4.27. .3% .07o .0%
Cory 91 1 5 .1 3 .0  , .8 .0 .0
Cowell 66 9 ’.4 3 2 .1 .6 .0 .0
C ro f to n 5 0 3 8 .7 5 5 .2 1 .1 .0 .0
D enison 87 6 .2 11 .8 .4 .0 .0
Don 11 93 9 1 .3 4 .1 .7 .0 .0
E a g le to n 39 2 .8 5 8 .4 1 .2 .4 .0
E b e r t 11 7 2 8 .5 5 9 .2 .6 .0 .0
E d ison 79 9 .1 2 0 .0 .0 .0 .0
E l l i s 98 1 .0 1 .4 .5 .0 .0
E l l s w o r th 90 4 2 .3 3 .4 3 .9 .0 .0
Elmwood 15 6 .3 8 2 .8 .0 1 .3 .0
E l y r i a 36 0 2 .6 6 1 .4 .0 .0 .0
Emerson 76 5 1 .8 15 .6 1 .2 4 .9 .0
Evans 49 2 19.8 3 0 .2 .4 .4 .0
F a irm o n t 19 1 .2 8 0 ,7 .0 .0 .0
F a i rv ie w 13 1 9 .1 7 6 .2 .0 1 .6 .0
Fa I l l s 99 0 .5 .0 .5 .0 .0
F orce 86 3 3 .0 1 0 .0 .0 .7 .0
Garden P la c e 17 9 2 4 .9 5 5 .8 .0 1 .4 .0
G i l p i n 3 2 4 4 .9 5 0 .9 .8 .0 .2
Godsman 85 6 .0 14 .2 .0 .2 .0
G o ld r ic k 84 2 .0 15 .8 .0 .0 .0
G re e n le e 19 1 2 5 .0 5 4 .5 .5 .9 .0
Gust 92 7 .0 6 .8 .5 .0 .0
H a l l e t t 10 1 8 4 .4 3 .7 1 .8 • .0 .0
H a r r i n g to n 5 0 77.7 15.2 1 .8 .3 .0  -
Jo h n so n 85 8 .0 14 .2 .0 .0 .0
Kris pp 56 2 .8 4 1 .8 .5 .7 .0
K nigh t 98 7 .3 .5 .5 .0 .0
L in c o ln 86 2 ,2 1 2 .6 1 .0 .0 .0
McKinley 77 9 5 .5 1 4 .9 1 .4 .3 .0
McMeen 96 9 .1 . 2 .2 .8 .0 .0

-2-

D ate  o f  
F i r s t  
C o n s t r u c ­
t i o n

Mean
1960

Income

1968
M edian
T e a c h e r
E x p e r ­
i e n c e

Number o f  
T e a c h e r s  
W ith  No 
P r i o r  Ex­
p e r i e n c e

Number
B lack

T e a c h e r s

1968
Mean
C la s s
S iz e

Achievement
Grade

3
( Y r s . )

1893 5500 2 .5 12 15 3 1 .0 27 |
1952 9500 8 3 1 3 2 .1 74 !
1954 5870 4 . 5 4 0 2 9 .1 44 f
1919 3630 4 3 0 2 7 .7 34 1
1960 7710 5 1 0 3 0 .2 55 7
1956 8365 13 5 1 2 9 .6 73 1
1891 5870 3 4 1 2 9 .6 40 1
1924 3680 3 4 6 2 7 .8 20 ll
1925 6335 14 1 1 3 0 .7 51 1
1957 8260 9 3 . 0 3 2 .9 85 6
1929 6435 2 2 0 2 9 .0 41 #
1885 4820 3 9 1 2 6 .3 46 II
1924 4500 2 .5 2 2 3 1 .7 27 !!
1885 4900 1 .5 3 0 2 9 .1 62 31
1904 4010 3 11 0 2 1 .2 32 I!
1924 4550 1 7 2 2 7 .8 24 !i
1902 2800 6 4 9 3 0 .1 28 11
1960 8600 9 1 0 3 0 .6 75 !l
1955 7055 8 5 1 2 8 .6 52 «
1905 4830 4 7 5 2 8 .0 17 11
1951 3680 4 .5 12 8 2 4 .7 21 13
1958 7015 7 2 1 3 0 .8 41 I>1
1952 ' 7050 4 4 0 2 9 .9 52 li
1952 3700 4 5 4 2 8 .0 27 1
1955 6890 5 .5 7 2 2 9 .5 62
1951 8175 3 7 3 2 7 .3 32 3
1926 5735 1 • 7 3 2 7 .9 15 1
1952 6850 4 4 0 2 9 .7 52 4
1956 6250 4 6 2 2 9 .3 32 3
1951 10000+ 12 i 1 3 2 .7 68 6
1904 6055 6 3 1 2 9 .6 48 3
1902 6100 5 2 0 3 0 .4 59 4
1959 7995 11 1 0 2 8 .8 72 7



School
A s ia n  A m erican

A nglo  N egro  H isp a n o  D e r i v a t i o n  I n d i a n O th e r s

M i tc h e l l .87. 73.47. 25.47. .47. .07.
Montbello 8 6 .4 4 . 6 5 .4  - 3 .2 ,4
M o n tc la i r
M o n tc la i r

9 2 .7 2’. 5 3 .2 1 .3 ' .3

Annex 9 8 .1 1 .9 .0 .0 .0
Moore. 7 9 .3 8 . 3 8 ,9 .9 2 . 6
Munroe 4 5 .8 .6 5 2 .7 .1 .8
SewIon 6 3 .0 .0 3 4 .9 1 .1 1 .0
Palmer 9 1 .7 4 .9 1 .7 1 .5 .2
Park H i l l 7 1 .0 2 3 .2 3 .9 1 .9 .0
Perry 6 2 .7 .0 • 3 7 .3 .0 .0
P h i l i p s 5 5 .3 3 6 .6 5 .2 2 . 9 .0
P i t t s 9 8 .8 .5 .0 .7 .0
Remington 3 7 .4 4 . 4 5 7 .4  . .0 .8
Rosedale 7 9 .0 .7 1 8 .9 .5 .9
Sabin 9 6 .9 .0 2 .6 .5 .0
Schenck 8 6 .8 .1 1 1 .7 .6 .8
Schmitt 8 5 .6 .4 12 .9 1 .0 .1
Sherman 7 6 .7 .0 2 1 .3 .9 1 .1
Slavens 9 4 .9 4 .9 .0 . 2 .0
Saedley 3 7 .7 .7 6 0 .0 .9 .7
S a i th 2 .8 9 4 .9 1 .6 .7 .0
Steck 8 6 .1 10 .7 1 .0 1 .7 .5
Stedman 3 .9 9 2 .4 2 .9 .8 .0
S tee le 8 5 .0 6 .6 7 .6 .8 .0
Stevens 7 7 .2 1 2 .2 8 . 3 1 .3 r . o
Swansea 3 6 .3 5 .2 5 7 .9 .3 .3
T e l l e r 7 7 .9 1 3 .0 6 .8 2 .3 .0
Thatcher 8 1 .1 1 .2 1 7 .7 .0 .0
T ray lo r
U n i v e r s i t y

9 7 .4 .1 1 .7 .6 .2

Park 9 4 .5 3 .9 .5 1 .1 .0
V alverde 6 3 .6 .5 3 5 .1 .5 .3 oo

 
o

o
o

o
o

o
o

o
o

o
o

o
o

o
o

o
o

o
o

o
o

o
o

o
o

o
 

oo

-3-

D ate  o f  
F i r s t  
C o n s t r u e -  
t i o n

M ean
1960

Income

1968
Median
T each e r
E x p e r ­
i e n c e

Number o f  
T e a c h e r s  
W ith  No 
P r i o r  Ex­
p e r i e n c e

Number
B lack

T e a c h e r s

1968
M ean
C la s s
S iz e

A ch iev em en t  X 
G rade

3 5

1898 3995
( Y r s . )  

4 13 16 2 6 .3 20 12
1966 i5 - 7 .5 1 3 2 4 .5 66 55
1943 8725 8 0 1 3 0 .8 65 56

1890 8785 1 3 1 .7 - «

1889 6820 4 6 1 3 1 .1 55 62
1962 4910 1 6 1 2 7 .8 42 21
1951 6735 10 1 2 3 0 .8 51 37
1950 8105 15.5 1 0 3 3 .1 70 - 67
1901 8070 3 6 4 3 3 .5 58 52
1911 6735 1 .5 0 0 2 0 .7 44 -
1952 8785 2 7 0 2 8 .7 66 46
1959 9100 10 . 2 0 3 1 .2 77 77
1955 6150 4 2 4 3 3 .2 36 26
1924 6265 4 2 0 3 1 .4 47 41
1958 8230 7 .5 4 0 3 2 .2 61 61
1958 6800 3 .5 1 1 3 1 .0 57 45
1955 7015 2 3 1 3 2 .5 48 36
1892 5915 45 2 0 2 8 .6 45 27
1937 10000+ 11 3 1 3 0 .8 77 77
1902 5080 2 6 1 3 0 .9 33 19
1955 7455 3 14 8 3 0 .9 32 30
1930 '1 0 0 0 0 + 2 2 0 3 1 .5 68 73
1924 7930 4 9 8 2 4 .0 34 28
1913 6850 8 2 0 3 2 .4 57 70
1900 5380 9 4 1 3 0 .4 45 37
1891 5590 3 .5 5 2 3 1 .0 36 22
1920 6660 3 4 2 2 7 .9 51 50
1920 6100 3 2 0 3 2 .5 29 31
1960 r - 11 3 0 69 62

1893 8120 8 5 2 3 1 .2 73 76
1924 7050 4 .5 3 2 3 1 .8 34 42



Schoo l

W ash in g to n
P a rk

Westwood
Whiteman
W h i t t i e r
W y a t t
Wyman

A nglo N egro H isp a n o
A s ia n

D e r i v a t i o n
A m erican

I n d i a n O th e r s

D a te  o f  
F i r s t  
C o n s t r u c ­
t i o n

95.2% .0% 1.6%' 2.8% .4% .0% 1906
4 4 .6 3’.0 5 2 .0 . 4 .0 .0 1912
8 8 .1 8 . 0 2 .6 1 .3 .0 .0 1955

.8 9 4 .2 4 .9 ,0 .1 .0 1883
1 .9 4 6 .5 5 1 .6 .0 .0 .0 1887

2 9 .9 3 5 .2 3 0 .6 1 ,5 2 . 8 .0 1891

Mean
1960

Incom e

1968
M edian
T e a c h e r
E x p e r ­
i e n c e

Number o f  
T e a c h e r s  
W ith  No 
P r i o r  Ex­
p e r i e n c e

Number
B la c k

T e a c h e r s

1968
Mean
C la s s
S iz e

Achievement 7. 
Grade

3 5

7790

( Y r s . )

4 0 0 2 7 .8 71 69
4910 4 4 1 2 9 .1 36 21

10000+ 13 1 1 3 1 .9 67 54
4630 2 12 12 2 7 .4 22 19
4050 6 3 11 2 8 .4 46 15
4606 4 4 1 2 7 .5 31 24

.7%T o t a l s 61.7% 15.2% 22.0% 4% 0 .0%



2043a



2044a

Plaintiffs’ Exhibit 203  
(B o u n d a r ie s  1 9 5 5 )

(See O pposite) BSP



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1965

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2045a



2046a

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(B o u n d a rie s  1 9 5 6 )

(See Opposite)



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2047a



2048a

Plaintiffs’ Exhibit 210
(C apacity  U tiliza tion  o f M anual a n d  E ast H igh , 

S ta tis tica l R ep o rts , D PS 1951 -1 9 6 1 )

(See O pposite)



CAPACITY UTILIZATION OF MANUAL AND EAST HIGH

1951-1961

Manual __ ___ 
Percent

School Year
Number of 
Students

Capacity
Utilization

Number of 
Students

Capacity 
Utilizat ion

1951 874 80 2344 100

1952 852 78 2422 100

1953 1003 64 2426 100

1954 1053 67 . . 2494 103

1956 1098 / ' 70 2597 107

1957

1958 1236 79 2990 123

1959

1960 1028 66 2005 83

1961 1256 80 2181 90

Capacity 1560 (New 
1083 (Old

Manual)
Manual)

2430

Sources: Statistical reports, Denver Public Schools, 1951-1961,
Report - A Study of Pupil Population, School Boundaries, 
Pupil Transportation, School Building, DPS, Feb., 1962, 
Special Study Committee on Quality of Educational 
Opportunity in the DPS, School Buildings and Site Needs, 
DPS, 1955.'



2049a



,2050a

Plaintiffs’ Exhibit 242
(E le m e n ta ry  S tu d en ts , R acia l C om position , 

1963-68 , No. P u p ils )

(See Opposite) H r’



PUPIL -  ETHNIC DISTRIBUTION C NUMBER 3

_________________________ ______________________________ __________n u m b e r _______________________________________ ________________________________________ _____ _ ______________

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2051a



Plaintiffs9 Exhibit 242

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total  39505 687« 10733 37753 7i9«.  n o n  ?6«65 7573 n n i  34992 7995 12003 3438* 9285 12103 337*9 b %qt j 2s 70

2052a



( E le m e n ta r y  S tu d e n ts ,  R a c ia l  C o m p o s it io n , 
1 9 6 3 -6 8 , P e r c e n ta g e )

PUPILS - ETHNIC DISTRIBUTION

Plaintiffs’ Exhibit 243

school i9‘3 --------mr.—htst
1964tup—uprr

P E R C E N T  A G E TOTAL STUDENTS

196S 1966
HUH M[S,  A MG, NE.i.

19 4 1 _______ 1948 1963 ___ISM---- LS4JL.
AMS'," i m  »m g . n e g .

--------T ala» » " w 0 , 0 6 7 . 2 0 , 0 6 3 , 0 0 , 0 5 8 , 5 0 . 0 4 7 , 8 0,9 5 1 . 9 0 , 4 246 232 227 258 228 260
2 ALCOTT 9 3 . 7 0 , 2 9 1 , 8 0 , 2 9 5 . 1 0 , 2 8 6 , 2 0 , 4 8 7 , 5 0 , 2 84 , 3 3 , 8 538 616 409 522 527 580
3 ASBURY 9 6 . 7 9 5 . 7 0 . 1 96 . * 0 . 1 0 5 . 4 0 . 1 9 5 . 2 0 . 4 8 9 . 9  .. 5 . 7 688 697 7 3.4 _5A2. .
4 ASWSRH ~ w y ~ 0 , 0 99 s 1 b . o 9 7 ,  P. 0 , 0 9 8 , 8 0 , 3 9 7 , 4 0 , 5 9 7 , 9 0 , 6 771 811 828 781 803 SO 1
5 ashlan 5 0 , 7 o . c 4 7 , 6 0 . 3 4 0 . 6 0 , 5 3 0 , 6 0 , 5 37 , 5 0 , 8 3 8 , 8 0 , 0 629 603 603 625 595 609
6 ASHLEY 9 5 . 9 0 . ft 8 9 . 4 2 . 5 99. f i 3 . 7 8 0 . 6 5 . 3 8 0 . 4 5 . 6 6 5 . " o . k 463 -52® ... 5«0 568 _ 2 U L _ _ m .
r BARNUM 7 9 . 2 0 . 4 7 5 . 1 0 . 1 7 1 . 2 0 . 1 7 1 , 9 0 , 0 66 . 1 0 , 6 6 9 , 9 o . l 804 802 6 17 872 855 870
8 BARRET 1 . 9 99 . 5 . 8 97 , 8 4 . 4 9 3 , 3 6 . 2 8 6 , 3 0 , 9 9 4 , 3 0 , 2 9 6 . 9 ASO 498 4S0 452 424 423
9 BEACHC 8 4 . 2 0 . 0 8 1 . 0 0 . 0 7 5 . 5 0 , 0 7 f t . 5 0 . 0 6 7 . 7 4 . 5 <51.0.5..... r . « . „ _ M a _ 394 383 81» 647 _ i . 1 T

10 BELH0N 8 6 . 4 o . n 8 0 . 8 0 , 0 7 4 . 5 0 , 0 6 8 . 3 0 , 0 7 5 . 9 0 , 0 7 1 . 9 0 , 0 308 280 274 265 270 205
i i BERKEL 9 4 , 1 o . c 38»2 0 , 0 92 , 1 0 , 0 8 7 , 7 0 , 0 8 9 , 2 2 . 1 8 6 . 3 1 . 3 322 297 378 311 395
12 boetch 7 4 . 5 9«* 7 2 . 8 10 , 6 7 7 . 5 7 . 1 - 2 . 7 7 , 2 45 , 1 5 , 4 . 9} .  2.. 4 , 7 161 ?95 _ J 1 S _ 237 _ | S | _ _ i n

T P s AOLe V 5 7 ^ 3 8 , 5  ' " S’.'b f r t r - o„o 10 . 9 6 , 6 i s . A 6 , 6 23 , 1 6 , 6 407 419 449 '*t? 40§ 390
14 8RA0LE 9 9 , 6 0 , 0 99 , 1 0 , 0 9 9 , 6 o . n 9 8 , 9 0 , 3 9 8 , 7 0 . 3 ®8.5 0 , 3 945 994 1044 1049 1050 998
15 9 6 . 6 1 . 2 95 . 1 2 . 0 95 . c 1 . 3 .. 9 6 . 5 1 . 0 9 0 . 3 6 . 2 9 2 . 0 _ L J _ _ _ 3 2 2 _ — 2 3 4 .. i f l i m ... .. 321.. 3 2 1 .

— l T BRO^O "“ 86 , 5 0 . 6 9 3 , 7 T ^ T 90 . 1 0 . 1 7 7 , 8 0 . 2 7 3 , 4 0 , 4 6 8 , 2 0 , 3 716 687 717 649 711 707
U BRYANT 3 6 . 4 o . l 3 1 . 3 0 . 1 2 9 , 9 0 , 3 2 7 , 2 0 , 3 2 5 . 1 2 2 . 4 0 , 6 770 » 8 l 737 7 l « 745 822
18 CARSON 98 . 9 9 7 . 6 1 . 1 9 8 . 2 0 . 4 9 2 .5 5 . 0 8 9 . 3 7*l 9 0 . 3 6 . 7 611 683 656 698 629

“  lT* CHELTE “ i M 6,1 3 6 . 6 6 . 2 3 5 , 7 5 , 5 3 7 , 4 5 , 6 4 0 , 0 4 . 3 38 , 1 3 , 4 620 410 676 733 765 79 0
20 COLFAX 92 .  r 0 , 6 7 6 , 0 0 . 5 68.1 0 , 6 60 . 6 0 , 5 5 9 , 2 0 , 5 5 7 , 6 r' . 3 358 366 3 6 | 3#e 377 382
21 cm. LEG 7 7 . 9 0 . 5 8 1 . 0 0 . 4 7 9 . ° 0 , 4 7 5 . 5 0 , 5 7 6 , 0 0 . 3 7 4 . 0 » . 3 746 720 _ i A i _ _ J P _ 6 IQ _ p i -
22 COLUMB 9 0 , 2 “ X T P M T t o ~ 8 3 , ' o 7 0 , 8 6 , 4 7 1 , 4 6 , 0 6^ * <4 o , 6 531 523 573 5^5 566 518
23 COLUME 0 . 4 94 , 4 2 . 1 9 2 . 2 0 , 9 9 3 . 6 0 , 5 9 7 , 0 0 . 5 9 6 , 2 0 , 6 9 4 , 9 1139 1055 l ogo 1021 1000 957
24 CORY 9 9 , 5 0 , 2 9 8 . 0 0 , 2 9 7 , 8 0 . 2 9 7 , 9 0 , 5 9 6 , 9 0 . 4 91 . 1 5 , 0 ..... 626 809 627 565 679 595
25 ‘‘CoheLT"" ' 73". 8 — r f r " " T I T S - .. i r . y - T ? 7 ’~ T p T i . 5 T 7T~ 0 ,2 T T * 0 , 4 T T “
26 croft 2 . 9 3 4 , 5 3 . 1 s o . 3 9 , 2 2 3 . 6 3 . 1 38 , 2 2 , 4 45 . 1 5 «C 3 « , 7 447 318 292 286 286 279
27 DENlSO 9 5 , 4 0 . " 9 4 . 4 0 , 0 9 4 . 4 0 , 0 9 3 , 6 0 . 0 9 3 , 8 r ,0 0 7 , 6 - * 4 - 610 642 646 5 6 | 528 550

■■ n OOULL 9T;  5 " o , n "5775 ' ' ...- f fTt r ?7"‘ l .. 5 . 5 " 9 7 , 9 o . o T i ,  5~~ 0 , 0 $ 3 , 3 i . i 1180 t u t 1104 ■ 1 otto 94? 981
29 eaglet 5 8 , 1 0 > 52 , 6 0 , 7 5 0 , 3 0 . 7 39 , 8 0 , 6 4 4 , 0 0 , 6 3 9 , 9 0 , 8 473 456 «29 502 516 485
30 f b f r T 15 . 9 39 ..3 9 . 2 38. 1 17 . 9 30 . 2 11 . 7 2 9 . 5 1 0 . 6 34 . 5 11.-7. 2 8 5 6l 1— 433 430 325 n ? 333

31 EOjSCN 9 1 , 3 0 , 0 92 , 1 0 . 0 90 \ 0 , 0 4 4 , 7 0 , 0 8 2 , 6 ° . l 79,9 0 , 1 745 725 ?24 731 757 761
32 ELL! S 9 9 , 2 0 / 99 , 1 0 , 0 9817 0 , 0 0 8 , 5 0 , 0 9 9 , 5 0 . 1 98 , 1 0 , 0 1003 950 966 890 944 806
33 ELLSwn 9 1 . 5 2.1 9 7 . 4 0 . 5 9 3 . 6 0 . 5 9 4 , 8 0 , 0 9 0 . 2 4.1 9 0 , 4 2 . 3 189 19S 191 194 .... i j L

------- ST E l MW£6 T t r “ i r j r r o . r T T T — T T i J . « 6 , 2 11 . * C , 5 "T C P o , 3 §22 566 i i T I TT" 39? ' 384
35 ELYRIA 36 , 0 6 , C 3 6 , 0 5 , 8 1 7 . 8 5 . ? 3 2 . 8 2 . 3 3 8 , 3 3 , 9 3 6 , 0 2 , 6 150 139 11 9 131 128 li ft

emfrso 7 8 . 4 7 ? . 9 5 7 . 0 0 . 3 -=7.7 2 . 3 71 .8 0 . 9 . 7.6.5. 1 . 9 394. 350 321 300 514 32.9 .
37 EVANS 66, 4 1 • 1 5 9 , 8 1 , 2 6 2 , C 2 . 9 17 , 3 4 9 , 8 17,1 4 9 , 2 19 , 8 271 241 242 2?8 291 252
38 FAIRMO 3 5 , 3 0 . ? 2 7 . 4 0 . 2 2 5 , ^ 0 , 2 2 4 , 1 0 . 3 2 0 , 2 0 . 2 19,1 0 , 2 604 541 540 585 526 601
39 FAIRVl 11 . 6 15.1 9 . 7 1 3 . 6 8 . 4 13 . 6 9 . 9 15 , 0 u . i 13 . 1 » . t 1013 887 617 765 832 825
40 FALLIS 9 9 , 6 0,ft T ? f P 6 , 0 9 8 . 7 0 . 3 0 6 . f 0 . 3 ...i l l ? T T T 9 9 . 6 f t , 5 T ? r SoT" i 9 i J 9 T 5 W 3$§
41 FOR 3E 9 1 , 8 0 , 0 9 9 , 6 o . n 93 . 1 0 , 0 9 1 , 5 0 , 0 9 0 , 0 c . o 8 6 , 3 3 , 0 1001 961 950 881 843 862
42 ft A R ft F M . 25 . 7 22 . 9 22 . 4 2 2 . 2 19 . 5 2 2 . 2 1 6 . 2 2 6 . 9 2 0 . 4 24 . 0 17 . 9 24- 9 . 5.53. 76S... 7 3 5 747 7 9X. BOO
43 GILPIN 2 . 1 5 1 . 2 1 . 0 4 ^ , 3 2 . 6 4 8 , 8 2 , 6 4 5 , 3 3 , 0 45, 1 3 , 2 45 , 0 967 800 785 71? 6 A 5 627
44 godsma 9 3 , 8 0 , 0 9 1 , 9 0 , 0 9 2 . 5 0 , 0 8 9 , 2 0 , 0 8 6 , 9 0 , 0 8 5 , 6 0 , 0 879 639 684 611 57! 564

. . 45 GOI..DRT 9 1 . 6 0 . 0 9 2 . 3 0 . 0 9 0 . 5 0 . 0 a 9 . 0 0 . 0 87 . 1 0 . 0 6 4 . 2 0 . 0 901 -  - I P - — P i - f j j i . §21 7 9 3 .
— I T greenl 2 2 , 8 9 , 8 ~ w fr — T | T I T T 9 .0 T O " 13 , 0 1 8 , 9 t T 25*8 1148 1 60S ^ 9 4 6 852 h .f I f l lo

2053a



Plaintiffs' Exhibit 243

6,1GUST 96,0 0,0 94.5 0,0 94.1 0.0 96.1 0,0 94,8 0.0 9?,7 0,0 79? 903 869 796 773 813
48 HAILET 66.4 29.1 4 1 • 4 51.3 24.6 67.« 1 6,0 76.2 11.2 83,5 10.1 84,4 6jS 577 631 648 661 751
49 HARR IN 4.6 81 . 1 5.9 81.6 . 2.9 .£A.«A... 4.0 84.9 .. 2*2. 80.5 _JU2_ 77.7 710 641 617 630 583 560
SO JOHNSQ 91.9 0,0 91.9 0,0 90.4 0,0 87.3 0.0 87.7 0.1 05.8 0,0 829 751 835 795 762 783
S i knapp 69,1 0 , A 6 7.8 0.7 62,6 0,6 59,3 0,8 57.8 0.5 56*2 0,8 848 816 7®8 791 785 831
52 KNIGHT 99.6 0.0 99.5 0.0 98.9 O.Q 9 9.4. _iSju7_ 0.0 98.8 __OX-_Jus_—MA__4I!_-.IIL.33 LINCOI 94,5 0.2 94,1 0,3 88,6 0,3 35,4 0.2 76,5 0.3 86,2 0,2 638 611 588 6fli 5§A
34 WCKINL 85,9 0,0 84,7 0.3 91.0 0,0 77,1 1.6 85 „7 1.5 77,9 5,5 297 327 311 253 271 28®
55 mCmEEN 99 s 2 O.o 99,1 0.0 90,9 0.0 96.8 0.2 97.1 0.2 96.5 0.1 . _ m _4M_ 709 883 — -4J4M"CTTThT"...if?~s ty ~trrs ty 1 . 1 s ty !tr^ 75.5 1.6 s ty 6,8 ' rs.411 845 1069 1052 t s f - #70 §89
5? * * * * **** **** * A It h * * * * * * * * **** * *** 85,2 1 ,8 86,4 4,6 0 0 0 0 169 280
98 96.5 0,0 94.7 0.3 93.5 1 .5 9 3.1 0.9 .9.2.1 . 0.9 92,7....2.5 69 3 ...ISA.._15A- 634

MONT An 94,6 1.* 94,7 0.0 88.2 2,6 00.1 6,6 92.5 5,0 98,1 1.0 167 190 152 181 159 1«1
60 MQOPE 96,8 O.t 92,9 0.2 9l,5 0,2 88,0 0,7 90,1 0,5 79,3 8,3 689 65® 061 592 827 580
61 57.2 52.3 0.5 30.4 0.4 53.9 0-3.. 55.? 0.3 45.3 0.6 .4li_ _ua_ 515...—521.
*2 NEWLON fvrr 0,1 0,0 66.2 0,0 7 2.4 0,0 61,0 63.0 0,0 771 778 7 28 761 730 744
63 PALMER 98,1 0,0 97,5 0,0 97,4 0,0 90,9 5.3 ?1.3 4,4 91.7 5,0 464 485 5S0 506 490 4»2
69 PARKHI 98.2 i .3 89,8 8,3 65.0 9.9 77.8 14*5 76.« 17,1 71.0 23.2 ...755 8jo 840 91! 96J - i p
65TcrTt 86,9 0.0- 81,7 0,0 78.6 0.0 68,2 0,0 77.9 0.0 62.7 0,0 99 120 117 110 104 101
66 PHILIP 97,4 0,8 8 2.7 14,7 60.3 28.2 62,3 31,9 59,3 36,7 55,3 36,6 499 652 631 855 622 555
67 PITTS 99.2 0.0 98.7 0.0 98.3 0.0 ... 9 9 . - 8  . 0.0... 98.9 r*9 ■90.8 0.5 _1Z±_ —M£_ 434

-Ins reming 48 ,! 3,9 47,9 4,9 38.7 6.3 33.3 3.5 36,4 1,0 37,4 4,4 421 403 398 36® 398 390
69 ROSEDA 87,9 1.4 81,9 1,5 83.4 0,7 *0.3 0.8 «3,6 0,7 79,0 0,7 430 403 459 466 438 448
7® SABIN 98,9 0.0 98.6 0.0 98.0 0.0 97.6 0.0 97,2 6.0 96.9 0.0 . . m . -JL41AJM L S5“7 1303.

“ 71"“§C HEN C 9 1 . 1 6,0 ?«:r 6.0 “5e.o 0.6 0.0 *5,6 0,0 TsTT̂ <5,1 800 791 7*4 756 76® 735
12SCHMIT 92,8 O.o 89,5 0,0 9jl, 4 0.0 9j_, 9 0,0 83,9 0,3 85,6 0,4 749 722 694 704 770 727
Tjl SHERMA 89,6 0.0 32,8 0.0 63.1 0.0 7 3 . 5 0,5 75,2 im 76,7 0.0 404 _J00 -l»o 30S 346

"'it s l a V e n
-_wrr 0,0 T t f r —o ~ y y 6,5 s ty —O rTic!" 0.3 94.9 4, £ 774 M 722 705 Z7T" «7T

73smedle 38,0 4,3 50.2 5,3 32.1 4,3 14.1 1.9 26,6 1.0 37.7 0,7 6 7 9 697 8 S2 692 670 685
16SMITH 54,4 39.6 32.6 61,7 18. f 78,6 4.3 90.5 3,4 93,9 2.6 94,9 1035 1141 -mi- 126* 1315 1097—rrTTETR—TT7B~ 6,-1 OTTO' 2.3 SVy. 3>7 ””aT7T“T7T"T7T* 7,u TSTf- pv.i ~ STB" S5T“ IT"TW~“TTO78 ST£0“A 16,0 76.« 8,9 84,7 4,9 89,4 5.8 88,7 4*5 91,0 3.9 92.4 79g 838 922 706 668 6®6
79 S T f f l f . 97.0. .0.2 . 94 a 4 0.2 93.7 0.3 93.0 0,1 . 09.7 0,6 65.0 6,6 638 639 599 667 698 —AS!80 STpVEN 95,3 0,0 93.8 0,3 88,7 3,2 s ty 1,7 08,2 5.6 77,1 12.2 320 -fff”""STS' ~ w TIF" 385
81 skawse 47,0 7.9 41.3 7.6 32,*' 11,0 3 3,6 0.7 42,3 5,9 36,3 5,1 739 686 704 654 683 661
82 TEl L E R 98,9 1.4 89,0 1.5 92.4 0.4 85.6 7 „ 8 80.0 15.1 77.9 13.1 —A22-__UA_-S5&-__u£_ 465

'TIT thatCh arts'- 1.4 - r s t r f t" T?T" l.S 8 5 s 3 1.9 s 61 r 1.3 81. t 1.1 367 397 340 361 375 330
84 TRAYLO * * *  * * * * * * * * * * ** * * * * * 4 4 * * * *  ** * * * * * * * * * « * * 97,4 0.1 0 0 0 0 0 672
65 U N  T VP  A 99.0 0 . 0 9 8.1 0.0 9 7 . 6 0 . 0 97.2 o . o 98.2 C.O 64.5 .3.9.... 1055 1016 _ m 2 _ «8S 1 0 , 0 0-if- V A L V £ R - r t t r I P ?4.S V t 2 69,0 0.4 6®,? o f i 63.6 6 , 5 810 745 843 696 6 8 3 646
S7 WASHPA 96,8 0 , «> 97,2 0,8 97,3 0,4 98,2 0.0 98,1 c . o »5,2 0,0 4J7 533 524 619 528 505
88 WESTWO 58,5 2,6 55,3 3,0 52.° 3.9 48.7 2.8 47,3 ■/%’> 44.6 3 . 0 ” 1 9£l__J£7_ 780 r r"ST■wrrrr“ w r r * —rtrT 7 T S.'S B 8 ,5 6,7 - r i r r - ITT-s t y —r r r T it!- 8,0 660 687 641 014 6 2 7 610
90 WHITTI 1.1 9 3 , 1 0,7 97,9 0.7 97,1 0.5 95,6 0,7 93,6 0,8 94,1 702 908 872 928 #18 869
91 W Y a T T 5.9 49 . 1 2.8 2.4 45.6 1.6 43,9 1.0 4 3 . 7 ...1.9 46.5. .... 6 4 8  . 4 96 450 444 470 ._JLi2
92 WYMAN 3 5 ; ^ 40.4 34,2 38,5 3 7 , 4 35,1 32,4 39.1 27,4 4 3,4 29.9 s ty 649 44 7 404 kio 424 398

TO TAL 6 5 , 2  12 , 0  6 7 . 5  12 , 6  66.1'  13 , 9  6 3 , 6  1 4 , 5  6 2 . 6  15 , 1  6 1 , 6  1 5 , 2  57199 55968 53249 54991 54774 54536

2054a



P la in ti f f s ’ E x h ib i t  244*
( E le m e n ta r y  F a c u lty , R a c ia l  C o m p o s it io n , 1 9 6 3 -6 8 , N u m b e r )

F A C U L T Y  -  E T H N I C  D I S T R I B U T I O N  ( N U M B E R )

N U M B E R

1965 1 5988

A. N, H. 0 • TUT, A . N , H. 0 • TOT, A, N , H. 0 9 TOT, A, N. H, 0 * TOT. A. N. H. U TOT ,

— r
* t A H E 6 — ■— r ~ i 6 T .. f i r ™ — r r ~ 0 0 0 11 12 1 0 0 li 11 2 0 0 13 10 2 0 U

2 A L C O T T 19 1 0 0 20 18 1 0 0 19 1 7 1 0 0 18 17 1 0 i 19 is 1 0 1

3 A SBUHY 22 1 1 0 24 20 1 0 0 21 2« 0 1 0 25 25 0 0 ,0 . 25 M  ,
'4 a s m g r o 57 0 1 1 29 - f r ~ 0 0 1 28 26 1 0 1 28 27 2 0 0 29 2? 2 0 0 29

5 a s h l a n 20 1 0 0 21 ?5 0 0 0 25 23 1 . 0 0 24 26 1 1 0 28 23 1 1

& A SHLEY 16 1 0 0 17 1 0 0 1 8 ! r 0 0 19 i? 2 , 0 ft ___ U L „ _ 17 _ 2 _ 1.
— r B A R N U M ~ r r ~ 4 T T T — f r ~ 30 6 0 6 30 M 8 0 0 31 30 0 0 0 30 34 1 1 0 36

8 B A R R E T 11 7 0 0 18 1 2 8 0 0 20 1! 8 0 0 19 8 11 0 0 19 9 10 0 0 19

9 BEACHC 14 0 0 0 14 15 0 p p 15 16 P p 0 16 16 P 8. .JL. 17 9 p p 1 1.
ift x ? r m r c r “ 9 0 0 0 9 9 0 0 0 9 10 0 0 0 to 9 0 0 1 10 9 0 0 1 10

li B E R K E L 10 0 0 0 10 12 1 0 0 13 11 1 1 0 13 12 1 0 0 13 12 1 0 0 1 3

if b o e t c h 23 9 0 li 24 19 . 1 \ ft 21 . 14. 3 1 p ...1 9  . 19 _ 2 . JL_ J O _ 1ft ,2,„ 1 a„. 19

13 e a u t E V 1« 0 0 0 14 15 1 0 0 16 19 0 0 0 19 21 0 0 0 21 19 0 0 0 19

1 4 B R A D L E 31 1 0 0 32 33 1 0 0 34 33 1 0 0 34 33 1 0 0 34 31 2 1 0 34

15 B R 0 M * E 11 0 0 0 11 1 1 0 0 0 11 11 9 0 0 11 10 0 9 t 11 n 0 0 0 11
ie m m - T T " — r — 5 T W T — * T 1 0 0 2* ■ ■ » 1 6 6 — 5 4 " 23 2 0 0 25 24 2 0 0 2§

17 B R Y A N T 24 2 0 0 26 ?4 1 0 0 25 24 2 0 0 26 25 2 0 0 27 27 3 0 0 30

18 C A R S O N 20 0 0 0 20 ?3 0 0 \ 24 23 \ 0 ■ 1 25 25 0 ft 26 21 __L. - J . 0 23 ^

1$ w a r ™ .T T 2 0 T 23 2^ 1 1 1 26 2 T ~ 1 2 1 2 6 24 1 2 1 28 26 1 3 0 30

20 C O L F A X 11 2 0 0 13 13 1 0 0 14 n 2 0 0 13 13 1 0 0 14 13 1 0 0 14

21 C O L L E G 25 1 0 0 26 ?5 1 0 0 26 24 0 0 0 24 ?s _.j. p ft _ _ 2 i _ 2,1,. J „.8_ fl„
2? C O L O M g ’— ■ T7“ T -TT..T lT 16 1 0 0 .. l T - 16 2 0 6 18 18 1 0 0 19 is 1 0 0 19

23 C OLUME 25 19 0 0 44 ?4 1 r 0 0 41 28 15 0 0 43 26 15 0 0 41 3t 15 0 0 46

24 CORY 21 0 n 0 21 ?2 0 ft p 22 ?? l 9 0 23 1 } _ A . 9 JL £ i _ . 2,0... 1 p JL__2 1 -
?•? T W I X - T T - 0 6 T 18 15 0 0 1 16 15 0 0 i 16 IB 0 0 1 19 16 0 1 0 17

26 C R 0 F T 0 8 3 1 2 14 7 3 1 1 12 9 2 1 1 13 11 1 1 1 14 13 0 0 1 14

27 D t N l S O 21 0 0 0 21 22 0 0 0 22 18 \ 0 0 19 if 1 i fl — IS — 56 , 1 p p ...is.
" T T T m j r r — 34 “ T “ TT-T T — 5? “ I T 0 0 6 36 34 6 6 5 H 32 1 0 0 33 32 1

29 E AGLET 18 0 0 0 18 t? 0 0 0 17 20 0 0 0 20 20 1 0 0 21 19 1 l 0

30 EBERT 12 7 0 1 20 11 6 0 1 18 9 7 1 1 18 8 8 2 l.__ i» 1 2 6 0 - L — 12..
~ r r T U T T W ■ “  54 1 T T -T .. 7 5 “ 2^ 1 0 0 23 T T " 1 0 6 ..2 4 ... 24 1 0 0 25 24 1 0 0 25

32 ELLIS 3 i 0 0 0 31 31 1 0 0 32 31 0 0 0 31 34 0 0 0 34 33 0 0 0 3 3

E L L S W O 7 1 0 1 9 7 1 ft l 9 7 __L _ s _ 1 9 « __L s , 1 ... . 9 ... 9 __SL ft
34 E L M ™ 2 6 2 0 4 22 is 2 1 0 21 1« 1 2 0 22 20 1 2 0 23 21 1 1 U 23

35 E L Y R I A 4 1 0 1 6 3 2 0 0 5 5 1 0 0 6 5 i 0 0 6 4 2 6

36 e m e r s o 11 1 0 0 12 11 1 0 0 12 11 1 0 0 12 11 i 0 0 12 — u ~ 0 0 0 12

—TTi r a s — 43 1 U “IT.....TT~ ■ r r —T T T T --- JT™— ft-— tr 0 "tr— gTP- • 2/ li 6 6 29 29 ft ft 0 29

38 F A I R M O 20 0 0 0 20 19 0 0 1 20 19 2 0 0 21 20 2 2 0 24 22 2 3 0 27

39 F AIRVI 23 | 3 4 0 40 15 11 4 0 30 20 9 3 0 32 23 7 3 p 33 . i t . 9 5 0 40

lo F ALL I a — T T 0 0 0 IS —h r 0 1 0 H 14 0 0 0 14 14 0 0 0 H 14 0 0 0 14

41 F O R C E 31 1 0 1 33 28 1 0 1 30 29 0 0 1 30 31 1 1 1 34 31 1 1 1 34

42 6 A R 0 E N 26 4 1 0 31 24 5 \ 0 30 27 5 t 0 33 27 5 1 JL 33 33 5 0 ft 38

"TT G ILPIN ....TT l i 1 T ... T5 20 14 0 1 35 22 11 0 2 3$ 26 10 0 i 37 28 8 0 1 37
44 g o d s m a 21 0 0 0 21 22 0 0 0 22 20 1 0 0 21 20 1 0 0 21 20 1 0 0 21

45 GOLORI 30 0 p 0 30 30 0 0 0 30 29 5. 0 0 30 29 0 i 0 30 29 0 1 0 30

46 iR'HTL 3 ̂ 4 - f - T 42 — f r 4 5 0 T T 31 k 4 5— 59 1 33 i i 1 46 36 4 i i 44°

2055a



Plaintiffs’ Exhibit 244

4? G U S T 27 1 0 0 ?8 ?7 0 0 0 27 26 1 0 0 2 7 26 2 0 0 2 8 28 2 0 0 30
4 8 H A L L E T 20 0 0 0 2 0 19 1 0 0 0 29 23 1 0 0 24 2 6 2 0 0 2 3 25 3 0 0 2 8
4 9 H A R R  IN 12 9 i _ 2 _ — 2 A — --- Ll „ 7 0 I 22 15 6 0 2 2 3 17 5 \ 0 23 19 3 t 0 23
50 J 0 H N S 0 23 0 0 i 24 30 0 0 1 31 28 0 0 1 29 27 0 0 1 28 30 0 0 1 31
51 K N A P P 23 0 1 2 26 2 2 0 1 2 25 24 0 2 I 2 7 25 0 2 28 24 2 2 0 28
5 ? k n i g h t 24 — i- s 0 ?5 ___Z L .___ L _L J L . S3 ?3 p P 0 23 2 2 1 0 p 23 23 1 0 0 24
5 3 l i n c u l 22 0 0 0 2 2 ?  3 0 0 0 23 23 1 0 0 24 2 2 0 1 1 24 20 1 1 0 22
5 4 M C K I N U 13 0 0 0 13 12 1 0 0 13 13 0 0 0 1 3 15 0 0 0 15 14 0 0 0 14

. . M C M E E N ... 2 S 1 _ j l J L _ a — 2 1 — \ 0 Q __ 2J_.._ . 31 1 0 0 32 31 p p 31 32
56 M J T C H E 27 17 1 1 46 ?4 1 8 i 1 44 28 19 i 1 4 9 29 18 2 1 50 3? 16 i 1 50
57 M O N T H E 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 2 0 i 7 9 3 0 1 1 3
35 m o n t c l 2 ? Q - 0 „ f i _ _ Z L _ 23 0 0 0 __ 2 1 ______22.... 1 n 9 23 23 i P 2 4
59 m o n t a n 5 0 0 0 5 4 0 0 0 4 5 0 0 0 5 3 1 0 0 4 1 0 0 5
60 M Q O R t 24 0 0 0 24 ?3 0 0 0 23 21 1 0 0 22 23 1 0 0 2 4 24 i 0 0 2 5

. . . Al. _ 2 _ 0 J L _ - 2 1 — .— 22...___1— J L 0 2 3 2 3 1 9 0 24 24 l 0 p 25 2 6 0 0 7 1
6 2 N E W L O N 27 1 0 0 2 6 ? 3 2 0 1 26 24 2 0 1 27 24 2 0 1 27 2 5 2 0 26
83 P A L M E R 1 5 0 0 0 15 17 0 0 0 17 15 i 0 0 16 15 1 0 0 16 16 0 0 0 16

-£A E £ i l l _ , .. i h —J - J L J _ —2A.... — 2 1 , S p 0 . _25 .. -.26 . p 9 30 28 4 0
85 P E R R Y 4 0 0 0 4 4 0 0 i 5 3 0 0 l 4 4 0 0 i 5 1 5
66 P H I L I P 19 0 0 0 S 9 19 3 0 0 22 19 4 0 i 2 4 2 5 1 0 0 26 2 3 0 0 23
67 P I T T S 18 _ J L p 0 ... i? !« - X . ..CL 0 i? 17 1 0 0 . 1 8  . 16 P p p 16 18 p p p \8
68 # E M  i n g 17 0 0 0 17 15 0 1 0 16 12 2 i 0 1.5 13 3 0 0 16 14 4 0 0 1869 R O S E D A 14 2 0 0 16 16 0 0 0 16 16* 0 0 0 16 17 0 0 0 17 18 0 0 0 18
SLA. s a r i n _ £ 2 _ _ o _ J _ - 1 — hi __ ajSL-—CL.„,L, \ 5 1 . ...5Q 0 1 l 5 2 5 0 0 p 51
?! s c h e n c 26 0 1 0 27 26 0 1 0 27 26 0 1 0 27 26 1 0 28 26 0 2 8? 2 S C H K I T 24 1 0 1 26 2 2 1 0 1 24 24 0 0 1 25 25 0 0 26 24 1 26

....... o S H f R M A 13 9 0 l — U L _ — U L . - J L . l 15 i» p 9 1 19 15 p p 18 0 0
74 S L A V I N 24 0 0 0 24 2 5 0 0 0 25 24 1 0 0 25 23 1 0 0 24 23 0 0
75 S M E O L E 23 2 0 0 25 24 ? 0 0 26 2® 2 0 0 30 2 8 0 0 0 28 25 2 0

— J U L - . 3 7 - J L . J L J L - — &fl____ *8 ? 0 p 44 6 0 51 8
7 7 S T E C K 13 1 0 0 14 1 3 1 0 0 14 14 1 0 0 15 15 0 0 0 15 15 0 0
78 S T e d H A 2 2 6 1 0 29 22 7 1 0 30 2! 7 1 0 29 26 9 1 i 37 2 7 8 1 2 38

— 1 2 . S T E E L E 89 — JL--JL.«JL— — 21___ _ 2 2 _ .1 a 0 23 2 2 1 Q 9 23 24 | 0 25 21
80 S T E V E N 10 1 0 0 i i 10 1 0 0 11 13 1 0 0 14 13 2 0 15 0
81 S W A N S f 23 3 0 0 26 22 3 0 0 25 26 1 0 0 27 25 2 0 0 27 28 2 0 0 30

-  I f |2 l ; 0 .. 19 — L - Q 9 17 16 g 9 0 18 16 \ 0 17 1 5 08 3 T H A T C H 12 0 0 0 12 12 0 0 0 12 12 0 0 0 12 i i 0 0 0 13 12 0 f>.. 0
84 T R A Y L O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 30

-AA. ON  T V P  A 3 5 c 0 0 _ a s _ ___ii— 2 J L - p 33 _ J 2 _ ? 9 0 34 4 0 p 0 p 4 2 35 0 0 3786 V A l V E R 24 0 0 0 24'. 2 2 0 0 0 2 2 23 1 0 0 2 4 2 2 1 i 0 24 21 2 T i r
19 0 1 0 2 0 19 0 1 0 20 22 1 0 0 2 3 21 0 0 0 21 20 0 0S3 33 2 1 0 36 30 2 1 0 3 3 30 2 1 0 3 3 30 1 2 p 35 31 1 ? ? 36
21 i (!) 0 2̂ 21 0 1 0 22 IS 1 6 6 20 20 i 0 0 21 20 0

90 W H I T T  I 21 18 0 0 39 21 16 0 0 37 23 17 0 0 40 24 1 6 1 0 41 39 12 3 0 54
9! K V s T l 9 10 i 1 21 u 7 0 1 12 10 0 l 23 12 11 0 \ 24 12 0 1 24H Y m AN 1 8 2 0 0 So 17 3 0 0 2o is 1 0 6 a— 2 0

-J-
0 0 Si - f i r ~ r - 0 0 "Tt

TOTAL 1835 H i  25 20 2061 18)9 192 25 21 2057 1865 197 26 22 2110 1925 200 34 26 2185 2012 193 39 21 2265

2056a



Plaintiffs’ Exhibit 245

( E le m e n ta r y  F a c u l ty , R a c ia l  C o m p o s it io n ,
19 6 3 “6 8 ,  P e r c e n ta g e )

F A C U L T Y  - E T H N I C  D I S T R I B U T I O N  ( P E R C E N T A G E )

-
b C H U O L 1 9 6 4 1 9 6 5

P E R C E N T A G E

1 9 6 6 ___1 9 6 ? 1 9  6 8 _______1964.

T O T A L  T E A C H E R S  

1 9 6 5  1 9 6 6  1 9 6 7  .196 8
A. N, H. A » Ho H, A, N. H. A e N» H, A • N, H •

1 A L A M E D 90 1 0 0 1 0 0 0 0 92 8 0 85 15 0 8 3 17 0 1 0 1 1 13 1 3 1 2
2 A L C O T T 95 5 0 9 5 5 0 94 6 0 89 5 0 90 5 0 2 0 19 18 19 2 0

? A S B U R Y 92 4 4 95 5 0 ?f> P 1 O P P P 1PP P 0 .....  .24 .2 1 ? 5 2 5 2 0
A A S h G R O 93 0 3 9 6 0 0 9 3 4 0 9 3 7 0 93 7 0 29 28 2 8 2 9 2 9
5 A S h L A N 95 5 0 1 0 0 0 0 9 8 4 0 9 3 4 4 9 2 4 4 2 1 25 24 2 8 25
6 A S H L E Y »4 6 0 94 6 9 9 9 n 0 ft? 1 t 0 6 9 1 1 0 . ____  17 l  8 1 ? 19 19
7 B A R N U M t o o 0 0 J O O 0 0 1 0 0 0 0 1 0 0 0 0 9 4 3 3 27 30 31 30 36
9 B A R R E T 6 j 39 0 6 0 4 0 0 5 8 42 0 4 2 5 8 0 47 5 3 0 18 2 0 19 19 19

— JL.JL£A£iiL« - l-flo Q 0 1 0 0 o 0 _ u m _ 0 0 u m Q 0 1 0 0 0 0 14 15 16 16 1 7
1 0 B E L M U N 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 90 0 0 9 0 0 0 9 9 1 0 1 0 1 0
1 1 B E R K E L 1 0 0 0 0 92 8 0 8 5 8 8 9 2 8 0 9 2 8 0 1 0 13 1 3 13 13

_ u . B Q r  T C H 96 0 0 9 9 5 7 8 U 6 fU 1 ? 4 ft 4 1 1 5 ....... 24 2 1 18 2 3 1 9
1 3 B Q U I E V 1 0 0 0 0 94 6 0 1 0 0 0 b 1 0 0 0 0 1 0 0 0 0 14 16 19 2 1 19
14 b R A O L E 9 7 3 0 9 7 3 0 9 7 3 0 9 7 3 0 91 6 3 32 34 34 34 34
1 % -8 & M J U - . - i o n i ii ,6 ,.»Q,« 1 0 0 0 0 t n o 0 0 J31 0 0 1 0 0 Q .0 1 1 ii 1 1 1 ! 1 1
16 B r o u n 92 4 4 9 6 4 0 96 4 0 9 2 8 0 9 2 0 0 24 24 24 25 26
If B R Y A N T 9? 8 0 9 6 4 0 9 ? 8 0 9 3 7 0 9 0 1 0 0 26 2 5 26 27 30
1 ? C A S 1 M  _ 1 0 0 9 9 96 9 9 9 2 4 9 9ft 4 p ^ 1 4 4 2 0 24 2 5 26 2  3
i* c h e l t e * 1 . 9 0 8 6 4 4 86 4 7 8 6 4 7 87 3 1 “ 23 2 6 2 ft 28 30
g© C O L F A X «5 15 0 93 7 0 85 15 0 93 7 0 9 3 7 0 13 14 13 14 14
? 1 C O L L E G »♦ A 0 9 6 4 9 1 0 0 0 0 » f 4 9 s? ft 0 26 ?« 24 2 3 26
2 ^ T B u J B F ” 1 0 0 6 0 $ 4 6 0 8 9 1 1 0 9 5 5 6 § 5 5 a r r ~ 17 18 19 19
2 3 C O L U M E 57 4 3 0 5 9 41 0 6 5 3 5 0 0 3 3? 0 67 33 0 44 41 43 4! 46
24 C O R Y 1 0 0 0 0 1 0 0 _ J 2_ 1 9 ? « 4 p 9 5 5 0 2 ! 2 fi 2 3 2 ft 2 1
Jib f O « L L 94 0 0 94 0 0 94 0 0 9 5 0 0 9 4 6 ~ T — — — — T g — 16 16 19 17
26 C ^ O F I O 57 2 1 7 5 8 25 8 6 9 15 8 79 7 7 93 0 0 14 1 2 1 3 14 14
2 7 D E N I S O 1 0 0 0 0 1 0 0 0 0 5 0 69 5 5 9 5 5 0 21 2 2 19 19 19
lie D O U L L .... W i 0 “ f(Jo 0 0 100 6 0 9 7 ft 0 T r 3 " 5 T5 3<5 34 33 33
29 E A G L E T 100 0 0 100 0 0 100 0 0 95 5 0 9 0 5 5 18 17 2 0 21 21
3? E B E R T ...- 60 35 o ‘ 1 33 0 . 5.0 3 9 0 . 4 2 9 ? i  1 6>, i t ? 0 20 18 18 19 19.
31 E D I S O N 96 4 0 96 4 0 96 4 0 9 6 4 0 96 4 0 25 23 24 25 2 5
32 E L L I S 100 0 0 97 3 0 1 0 0 0 0 1 0 0 0 0 1 0 0 0 0 31 32 31 34 33

J . L t L L S H O 78 n 0 78 I t 9 T f I t Q 9 9 1 1 n 1 Op 0 0 9 9 9 9 9
34 E L M W O O » i 9 0 86 10 5 8 6 5 9 87 4 9 »! 4 4 22 21 2 2 23 23
35 E L Y R I A 67 17 0 60 40 0 8 3 17 0 83 1 F 0 6 7 3 3 0 6 5 6 6 6
?f e m e r s o ______’L L 8 0 92 8 0 »? 8 0 92 8 0 t o o 0 0 12 12 12 12 12
37 N a n s 98 2 0 96 4 0 i o n 6 0 9 3 7 6 w a “ 5-------- — -----5T? - n r F T “ W 2 9
38 F A I H M O 1 0 0 0 0 95 0 0 9 0 10 0 8 3 8 6 81 7 U 20 2 0 21 24 27

..is. r u m  ......  5 8 33 \ q 5 0 3 r 13 6 3 9 70 ? \ 9 65 23 1-* ....... 40 30 32 _ 33 4 0
40 F A L L  IS 1 0 0 0 0 93 0 7 10ft 0 0 l o o 0 0 1 0 0 0 0 13 14 14 14 14
41 F O R C E 94 3 0 93 3 0 9 7 0 0 91 3 3 91 3 J 33 30 30 34 34
42 G A R D E N 64 13 3 80 17 3 8 2 15 3 8 2 15 3 87 13 0 31 30 33 33 36
4J T U T T n 4 9 U 3 4a a 6 3 ii a 9 6 2^ a T T T 3 --------

-----
“T 5 ~ w ~ " T T 37

44 G O D S M A 100 0 0 100 0 0 9 5 5 0 9 5 5 0 9 5 5 0 21 22 21 21 21
S O I P R I 100 9 9 |00 0 9 9 7 3 ? ?r 0 3 9 7 0 3 30 30 30 30 30

46 g r e e n l 7 9 10 12 ?6 1 1 13 79 1 0 1 0 8 3 8 8 8 2 9 ( 4 2 38 39 4 0 44

2057a



Plaintiffs’ Exhibit 245

47 G U S T 96 4 0 100 0 0 96 4 0 9 3 7 0 9 3 i o 28 27 27 28 30
4 6  M A L L E T 100 0 0 66 34 0 9 6 4 0 9 3 7 0 8 9 1 i 0 20 29 24 28 2 8
4 9  H A R R  I N 50 38 4 64 P p 6 S 26 0 74 ? l 4 8 J 4 24 2 2 23 2 3 2 3
5*6 J 0 h n S6 96 0 0 0 0 9 7 0 0 9 6 0 0 97 0 0 24 31 2 9 28 31
5t K N A P P 08 0 4 8 8 0 4 0 9 0 7 89 0 7 3 0 7 7 2 6 25 2 7 28 2 8
5 Z K N t S H T 96 4 0 «> 4 4 seo p 0 9 $ 4 p 96 4 0 2 5 23 2 3 2 3 24
5 3  L I N C O L 100 0 0 100 0 0 98 4 0 9 2 0 4 91 5 5 2 2 23 24 24 22
5 J  M C K I N L 1 0 0 0 0 92 8 0 ion 0 0 I C O 0 0 1 0 0 0 0 13 13 13 15 14

— U . 4 ■ J L _ _ 2 t 4 n ..3 . 0 , IQS 0 0 * 0 9 G 0 23 23 32 31 32
5 6  M I T C H E 59 37 2 55 41 2 5 7 39 2 50 3 6 4 64 32 2 4 6 44 49 56 50
5 7  M O N T B E * * * * * * * * * * * * * * * * * * 5 7 2 9 0 69 2 3 0 0 0 0 7 i 3

. 3 ®  M O N T C L 100 0 0 0 p n 4 _SL_ 96 9 96 » 0 ......  2 3 23 23 24 2 3
5 ?  M O N f A N 100 0 0 1 6 0 0 0 100 0 0 75 ?5 0 80 20 d 5 4 5 4 5
60  M O O R E 100 0 0 t o o 0 0 95 5 0 9 6 4 0 96 4 0 24 23 22 24 25
6| M U N R U E 1 0 0 0 0 96 4 0 .. n 4 0 90 4 0 9 6 4 0 24 23 24 2 5 2 7
6 2 ~ S t 5 T W h 4 0 8 0 8Q 7 0 89 7 0 89 7 6 ~ 2 f 26 27

,„r
28

6 3  p a l m e r i o o 0 0 too 0 0 94 6 0 94 6 0 1 0 0 0 0 15 17 16 16 1 6
6 4  P A R K H T 96 4 -JL. - S U L 4 -JL. . i i _ , „CL , 8 8 1 ? 9 B? u 0 26 25 30 32 37
6 3  P £ R R ? 1 0 0 0 0 SO 0 0 7 5 0 0 80 0 0 8 0 0 0 4 5 4 5 5
66  P H I L I P 1 0 0 0 0 86 14 0 7 9 1? 0 96 4 0 too 0 0 19 22 24 26 2 3
67  P T T T S 100 0 0 93 7 0 94 6 _ g _ | O 0 _ 4 _ 0 1 0 0 0 0 18 15 18 16 1 8
"&B R E M I N G rt n r D u 94 6 6 8 0 13 7 81 b “ n T 2 2 0 ■------ ~ r r I T 15 IS' 5 8
6 9  R 8 S E D A 08 13 0 100 0 0 too 0 e 1 0 0 0 0 1 0 0 0 0 16 16 16 17 18
r 0 S A B I N 94 s _ 2 _ 96 0 J L .— 24. 0 ? «e 0 0 98 9 0 5 2 51 5 2 51 50
7 l  5 C H I N C 96 0 4 96 0 4 9 6 0 4 9 3 4 0 9 3 4 0 27 27 27 28
? 2  S C H M I T 9j 4 0 92 4 0 96 0 0 9 6 0 0 9 2 4 0 26 24 2 5 26
T 3 S N E R M A 0 0 93 0 9 95 0 p 9 4 0 0 9 5 p 0 14 15 19 16 19
7 4  S L a V E N 1 0 0 0 0 i oo 0 0 96 4 0 9 6 4 0 96 4 0 24 25 25 24
7 5  S M E D L E 9? 8 0 9 2 8 0 93 7 0 100 0 0 89 4 7 25 26 30 28 28
7 6  S M I T H 93 8 0 84 16 9 S A 12 2 0 2 *6 2 8 3 15 2 40 4 5 51 51
7 7  S T F C K 93 7 0 93 7 0 9 3 7 0 1 0 0 0 0 100 0 0 14 14 15 15 1 5
78 S T E D M A 76 21 3 73 23 3 7? 24 3 70 24 3 71 21 i 29 30 2 9 37 38
79 S T E E L E 100 0 0 9 6 4 0 9 6 4 0 9 6 4 0 (00 0 0 24 2 3 23 25 21
8 0  S T E V E N 9 0 91 $ 0 93 7 0 8 7 1 5 0 4J ~ 7 ~ T — — “ ~ T X 1 i 14 15 1$
8 i S W A N S E 08 12 0 8 8 12 0 96 4 0 93 7 0 93 7 0 2 6 25 27 27
8 f  T E L L E R 06 7 7 94 6 0 8 9 it 0 94 6 0 88 u 0 1 4 17 18 17 1 7
8 3  T H A T C H ! W 0 6 " T W 0 0 ion 0 0 100 6 0 i 6 0 0 0 12 12 12 1 3
84  T R A Y L O 100 0 0 0 0 0

~ § 5 -  uitiyPA 100 - J L _ 0 94 6 JL - _ 2 a .... $ Q 9 5 5 9 9 5 5 0 35 33 3486 V A L V E R 100 0 0 100 0 0 96 4 0 92 4 4 88 8 4 24 22 24
8 7  w a S H H a 95 0 5 9 5 0 5 96 4 0 100 0 0 too 0 0 20 20 2 3 218® W E S T W O ____ £Z _ 91 $ 3 91 6 ? 8 6 3 6 Pft 3 0 36 33 33 35
8 9  W h i T £ M 95 5 0 95 0 5 96 5 0 9 5 5 0 9 5 5 0 22 22 20 2190 W H  I T 1 I 5<» 46 0 57 43 0 5 8 4 3 0 5 9 39 2 72 22 6 39 37 40

43 48 5 58 37 0 5 2 4 3 0 5 0 4 6 0 5 0 46 0 21 19 23 24
9o id 0 " I T T " ib- 0 86 u 0 9 5 5 0 4*3 5 6 20 2o 21 2!

t o t a l 89 9 1 88 9 1 88 9 1 88 9 2 8 9 9 2 2 0 6 1 2 0 5 7 2110 2 1 8 5 2 2 6 5

2058a



MINORITY SCHOOL TEACHERS_____
M IN ORITY vs. A N G LO  E L E M . S C H O O L S  fl

3 I CmJtcVBST

PER CENT OF TOTAL TEACHERS I!



P l a i n t i f f s ’ E x h i b i t  2 4 5



2059a

Plaintiffs’ Exhibit 258
(C hart-—M inority  School T each e rs )



2060a

Plaintiffs’ Exhibit 263
(C h a rt— T each ers  W ith  No D PS  E x p erien ce , 

E lem . Schs., 1964-68)

(See O pposite) H r ’



_Lf\S 3
 O

 
' H

3
d

TEACHERS W ITH NO DPS 
EXPERIENCE ELEM. SCHOOLS, 1964-68

o
1964

PER CENT OF TOTAL TEACHERS

1965 1966  1967
YEAR

1968

25-

20~

IQ - 10 PE
R 

CE
N

T



2061a



2062a

Plaintiffs’ Exhibit 264
(C h a rt— P ro b a tio n a ry  T each e rs  E lem . Schools, 1964-68)

(See O pposite) iS P



P
E

R
 

C
E

N
T

PROBATIONARY T E A C H E R S  
ELEM . S C H O O L S , 1964-68

...........
? P LA IN TIFF  S 
| EXHIBIT
I
ZMk :--------------- --, lir̂

1984 1965 1966 1967 1968
YEAR

PER CENT OF TOTAL TEACHERS

l ~zUJ
u
O'LjJ
0 .



2063a



2064a

Plaintiffs’ Exhibit 265
(C h a rt— T each e rs  W ith  10 o r  M ore Y ears D PS E x p e rien ce )

(S ee  O pposite) SSP



P
E

R
 

C
E

N
T

TEA C H ER S WITH 10 OR MORE 
YEARS D P S  EXPERIEN CE

ELEM . S C H O O L S  1 9 6 4 -6 8

1964 1 96 .5 1 9 6  7 1968

PE
R 

CE
NT



2065a



2066a

Plaintiffs’ Exhibit 266
(C h a rt -M edian Y ears D PS E x p erien ce  

School (E le m .)  T each ers )

(See O pposite) IBT



MEDIAN Y EA R S D PS EX P ER IEN C E  
ELEM. SCH O O L TEA C H ER S, 1964-1968

Y EA R



2067a



2068a

Plaintiffs’ Exhibit 270
(C h a rt— A cres p e r  100  S tuden ts, M inority  v, A nglo S chools)

(See O pposite) IKP



A
CR

ES
ACRES PER 100 STUDENTS

MINORITY VS. AN GLO E LE M . S C H O O L S

* P L A IN T IF F S  
I EXHIBIT
! o?76
M

1 9 6 8

.0

2 0  M IN O R ITY  21 A N G  L O  
SCHOOLS SCHOOLS

A
C

R
E

S



2069a



2070a

Plaintiffs’ Exhibit 271
(C hart-—A verage Age o f O rig in a l S tru c tu re , 

M inority  vs. A nglo E lem en ta ry  Schools)

(See O pposite) Eir'



YE
A

R
S

AVERAGE AGE OF ORIGINAL STRUCTURE
MINORITY VS. ANG LO  E LE M . S C H O O L S

1 9  6 8

40 -

5 0 - ^ 5 0

20-

20 MINORITY 21 ANGLO SCHOOLS SCHOOLS

If)cc
<
Ll I

f  .....-"'I■1 P L A IN T IF F S  
i EXHIBIT
{ ^ ?f
J  ....... —



2071a



2072a

Plaintiffs’ Exhibit 273
( J r .  H ig h  S tu den ts, R acia l C om position , 

1963-68 , No. S tu d en ts)

(See O pposite) B5F



PUPIL -  ETHNIC DISTRIBUTION (NUMBER)

1 9 6 3 1 9 6 4

n u m b e r

1 9 6 5 1 9 6 6 1 9 6 7 1 9 6 8
A, N, H. A. N . H. A 6 N. M . A, N . H. A. N • H  „ A « N. H *

1 b a k e r 2 1 8 40 7 7 2 1 7 0 4 9 7 3 « 1 4 5 I l l 6 6 6 1 5 8 3 3 6 5 4 8 0 6 5 7 1 8 1 3 6 8 9 6 5 9
2 B Y E R S 1 0 8 8 3 7 0 1 1 0 8 7 6 3 1 1 3 0 9 5 9 1 1 2 5 15 91 1 1 5 7 8 6 0 1 0 5 3 7 7 8
3 C O L E . _15 4 __L2 2 (> J I _ .... 1 3.5,. 7 5 5 5 2  7 1 0 8 8 4 5 5 5 3 1 0 7 8 4 2 4 8 9 79 9 1 7 4 2 1 4 6 8 8 4 2 8 9
4 G O V E 7 4 7 4 13 0 2 0 5 8 36 6 6 8 1 0 1 4 0 5 9 7 1 4 0 2 6 5 7 4 1 7 0 30 5 6 1 1 6 4 2 9
5 G R A N T 7 0 9 6 7 9 7 3 1 2 73 7 0 4 4 7 5 6 9 4 5 6 6 6 8 4 1 5 9 5 6 9 6 37 8 2
6 . H U L L___ -1 5 4 1 .. O __ ___l L _ -...n.33_ __ 2P .....u _ _ l X L 5 i 1 4 ?7 1 5 9 8 1? 2 8 1 6 6 1
7 K E N N E D 0 0 0 0 0 0 0 0 0 1 2 0 7 1 13 1 3 2 4 1 8 1 3 8 5 0 4 8

K E P N E R 1 1 6 1 9 4 2 2 1 1 8 6 4 4 1 2 1 1 1 5 11 4 5 3 1 0 3 2 1 0 3 9 8 1 0 3 8 1 2 3 9 3 1 0 1 6 2 4 3 9 7
2 4 4 3 1 1 3 0 3 I X ? _ z z i .4 _ 3 1 0 6 1 6 2 0 3 1 1 7 1 5 9 4 2 1 4 1 1 5 4 4 5

1 0 L A K E 7 1 5 24 4 8 7 6 5 8 1 8 4 9 2 6 8 4 30 4 5 1 6 1 2 6 4 5 6 4 6 7 3 6 5 5 8 7 6 7 5 41
11 M A N N 4 7 4 1 4 7 6 1 3 3 9 9 t 6 1 5 9 0 3 6 0 1 5 7 5 6 6 3 6 0 1 5 7 5 6 6 4 4 6 6 5 5 7 9 4 5 2 6 4 5 7 4
1 2 m e r r i l 1 3 4 4 0 3 1 5 8 0 5 7 _ 1 6 4 4 . 3 14 1 6 0 1 8 11 1 4 7 3 4 1 0 1 5 5 0 5
1 3 M O R E Y 3 7 0 3 2 9 2 0 5 3 0 5 3 5 5 2 3 1 2 4 ? 3 5 3 1 7 9 2 1 9 3 5 0 1 6 1 2 2 0 4 1 0 1 4 6 2 3 7 4 2 7 1 7 4

r i s h e l 1 0 8 5 1 2 2 1 6 1 0 3 4 7 2 3 8 1 1 9 3 4 2 4 5 1 0 1 9 2 2 7 8 9 8 3 3 2 9 7 9 3 9 3 3 0 8
15 S K I N N E 1 1 5 3 1 1 3 5 1 1 3 0 4 1 3 5 U 1 6 3 1 8 9 1 0  78 3 1 9 7 9 8 6 5 2 4 4 9 2 9 0 2 9 3
16 S M I L E Y ? 2 4 7 6 7 9 3 6 5 7 9 0 7 7 3 5 0 4 1 0 2 7 1 0 9 5 8 2 9 3 5 ~ r r 4 7 5 1 0 5 1 6 7 3 6 0 1 1 1 2 7 4
17 T H O M A S 1 1 6 2 0 3 1 2 3 1 0 1 0 1 3 4 8 1 4 1 4 4 9 1 « I 5 7 f 2 14 1 5 8 4 5 8

TOTAL 1511C ^078 3900 i «9«6 2385 1813 15233 ?A76 3736 15058 2588 3?36 15024 ? 8 i 5  3849- *4848 2893 3858

2073a



(J r . High Students, Racital Com position 
1963-68, Percentage)

P U P I L S  ” E T H N I C  D I S T R I B U T I O N

Plaintiffs’ Exhibit 274

p e r c e n t a g e  t o t a l  s t u d e n t s

S C H O O L _________1 9 M ______________1 9 6 4 ______________ 1$L6.S______________L9.6 A _____________ 1 9 6 7 _____________ 1 9 6 8 _______________ 1 9 6 3  1 9 6 4  1.96.5 1 9 6 6  1 9 6 7  1 9 6 8
a n g . N E G . A N G . N E G . A N G . NEfi. A N G . N E G . A N G . N E G . * N G . N E G ,

i B A K E R 2 1 . 2 3 . 9 1 7 . 8 5 . 1 1 5 . 7 1 2 . 0 1 0 . 7 3 . 9 9 , 3 7 , 5 1 5 . 4 1 0 , 1 1 0 3 0 9 5 3 9 2 2 8 4 5 8 6 3 8 8 4

2 B Y E R S 9 3 . 7 0 . 3 9 4 . 1 0 . 6 9 4 . 3 0 . 8 9 1 . 4 1 . 2 9 4 , 4 0 . 7 9 2 , 5 0 , 6 1 1 6 1 1 1 7 8 1 1 9 8 12-Si 1 2 2 5 1 1 3 8

3 C O L E 1 0 . 2 4 7 . 7 9 . 3 5 4 . 3 7 jl2 L 5 6  e 1 ... _5-8-6 _ 6 4 , 7 3 * 8 r z . s 1.5.13. ...14 47.. 1 4 3 8 . J A I L . .. 1 2 1 9  .
4 G O V E 9 7 . 8 0 . 5 8 6 . 0 a . i 8 2 . 6 1 2 . 5 7 0 . 2 1 8 . 3 7 4 . 2 2 2 , 0 7 4 , 4 2 1 , 6 7 6 4 7 1 4 8 0 9 7 6 3 7 7 4 7 5 4
5 g r a n t 8 9 . 3 0 . 8 9 0 . 7 0 . 2 0 9 . 9 0 . 5 9 0 . 7 0 . 7 8 6 , 1 1 * 9 8 5 . 4 4 , 5 7 9 4 8 0 6 7 8 3 7 6 5 7 9 4 8 1 5
6 H I L L 9 0 . 1 0 . 8 9 7 , 9 1 . 3 9 7 . 4 0 . 9 1 . 2 9 6 , 6 1 4 2 . 9 6 , 1 . 1 1 9 3 . 15-7.1- 1 5 9 6 1 8 4 2 1 7 2 0 1 7 5 3
7 K E N N E D * * * * * * * * ft*** * * *  * *  * ft * * * * * 9 8 , 9 0 , 1 9 9 . 3 o n 9 6 . 7 0 , 0 0 0 0 1 2 2 1 1 3 3 3 1 4 3 3
8 K E P N E R 7 2 . 9 0 . 6 7 4 »0 0 , 2 7 0 . 6 0 . 7 7 1 , 7 0 , 7 7 1 , 9 0  j8 7 0 . 7 1 , 7 1 5 9 ? 1 6 0 2 1 5 7 9 1 4 4 0 1 4 4 3 1 4 3 7
9 K U N S M I 9 A . 9 0 . 0 9 3 . 2 0 . 1  . ____Q.iL_ ? 3 d „ . . 9 1 , S - ° 4 9 0 , 3 0 . 3 2 5 7 4 2 6 9 6 2 8 2 3 1 7 4 0 1 7 3 7 1 7 0 9

1 0 L A K E 5 8 . 3 2 . 0 5 6 . 3 1 , 5 5 3 , 7 2 . 6 4 9 , 4 5 , 2 5 0 , 8 4 * 9 5 0 . 5 3 , 1 1 2 2 6 1 1 , 8 1 1 6 5 1 2 « 0 1 3 2 5 1 3 3 6

11 M A N N 3 8 . 4 1 1 . » 3 4 . 7 1 4 . 0 3 3 . 2 1 4 . 5 3 3 . 2 1 « . 5 4 0 , 9 6 , 0 4 1 . 5 5 , 9 1 2 3 4 1 1 8 0 1 0 8 3 1 0 8 3 1 0 9 0 1 0 9 0

1.2. M E R R I L 9 9 , 8 o . o ” .2 ° . 3 9 9 . 0 .. ..<U2 9 8 , 8 0 . 5 -9 9,1 0 . 3 9 8 , 2 O j  3 .. 1 3 9 7 1 5 9 2 1 8 8 1 1 6 2 0 1 4 8 7 1 5 7 8

13 M O R E Y 4 0 . 9 3 6 . 4 3 4 . 2 3 9 , 8 3 1 . 3 4 5 . 6 3 0 . 0 4 7 , 9 2 8 , 4 5 2 . 8 2 8 , 3 5 1 , 0 9 0 4 8 9 1 7 7  4 7 3 0 7 7 6 8 3 8
14 R 1 S H E L 8 2 . 6 0 , 9 8 0 . 8 0 , 5 8 2 , 7 0 . 3 7  8 , 4 0 . 2 7 6 , 6 0 . 2 7 5 , 1 0 , 2 1 3 1 3 1 2 7 9 1 4 4 2 1 2 9 9 1 2 8 3 1 2 5 0

15 S K I N N t 8 9 . 4 0 . 1 8 9 . 0 0 , 3 8 5 , 3 0 . 2 8 4 . 4 ___0 . 2 7 9 , 8 0 . 4 7 0 . 0 0 . 0 1 2 0 9 1 2 6 9 1 3 0 8 1 2 7 8 1 2 3 5 1 2 2 2
16 S M I L E Y 4 5 . 6 4 8 . 3 4 0 . 1 5 5 . 4 3 0 . 7 6 2 . 6 3 6 , 8 5 8 , 7 2 9 . 8 6 6 , 0 2 3 , 3 n . 9 1 5 8 9 1 6 3 7 3 6 4 0 1 5 9 3 1 5 9 3 1 5 4 6
17 T h o m a s 9 9 , 7 0 . 0 9 9 . 2 0 . 0 9 9 . 6 0 . 1 9 9 . 7 0 . 1 9 9 , 0 0 . 1 9 9 , 2 0 , 3 1 1 6 5 1 2 4 1 5 3 5 3 1 4 5 4 1 5 9 3 1 5 9 7

t o t a l 7 1 . 7 9 . 9 7 0 . 8 L I ,  3_ 7 0 . 4 1 2 jJL n w i . _ L ? j 1 . 6 9 , 3 1340 6 S . 7 1 3 , 4 2iOfl8 2 1 1 9 4 2 1 6 4 2 2 1 3 8 2 2 1 6 8 8 2 1 5 9 9

2074a



(J r . H igh Faculty, Racial C om position, 1963-68, N um ber) 
FACULTY - ETHNIC DISTRIBUTION (NUMBER)

Plain tiffs’ E xhibit 275

NUMBER

SCHOOL________ 1964 1965 ___________ 1966 1967 _________j9a8
A • N, H. TSTw r ~ k » N • H. A. TOT, A* N. H  « 0 0TST7~ A ® N. H, a. TOT o 6, N» H. 0. TOT,

1 abraWa- 148 2 2 1 153 147 3 3 l 154 122 2 3 1 128 120 3 3 i 127 123 2 4"T 130
2 east 110 2 1 1 IS A l(l6 2 i 1 110 115 3 i 0 119 116 5 2 0 123 116 6 2 0 124
3 GEORGE n« 1_4_ 0 116 i 1 s 2 ? 1 120 120 2 i 2 125 129 » 1 ft 131 1 30 1 2 2 135
KENNED 0 0 « 6 0 0 0 0 0 6 i03 J 0 6 164 119 i 6 2 123 - n r 1 6 * 1365 MANUAL 63 11 0 i 75 63 ii 0 4 78 69 12 i 3 83 80 20 0 3 103 93 25 4 5 1276 NORTH 120 2 i 0 123 u ? 2 2 0 123 111 2 2 0 113 117 1 2 0 120 132 2 2 0 136

r T ouT h 124 1 0 1 128 115 1 0 1 117 n e i i 1 113 118 S a i 120 120 1 I 3 1258 THOMAS 11» 2 2 0 122 1?« 2 3 0 129 144 2 3 0 149 145 3 2 0 150 154 3 2 0 159
L REST 101 4 2 0 107 93 4 3 _ L 10! . 100 4 3 1 108 9 4 3 4 _JL 102 102 3 4 1 n o

898 25 9 « »36 _ 882 ?7 14 9 #32 994 3115 8 1®*® 1038 39 1* 8 1099 llOj 64 |1 t* i182total



Plaintiffs’ Exhibit 276
(J r , High Faculty, Racial C om position, 1963-68, Percen tage) 

FACULTY « ETHNIC DISTRIBUTION CPERCENTASE)

PERCENTAGE TOTAL TEACHERS

SCHOOL 1964 j 965 1 9 6 7
A, N. H, A. N « H, A. N, H, A, N« N e A. N « H *

TTWTFfX w 1 1 T 5 2 2 95 2 2 2 2 95 2 3 153 154 1 2 8 127 n o
2 EAST 9 6 2 1 96 2 i 97 3 1 94 4 2 94 5 2 114 110 119 123 124
3 GEORGE 98 i 1 96 2 2 96 2 1 98 1 8 98 1 i 116 120 125 131 135
« KENNED-- ****#**&£ &*«?«***** 9 7 3 0 97 2 0 98 1 0 0 0 106 123 136 '
5 HANUAL BA 15 0 81 14 0 si 14 1 76 19 0 7 3 20 3 75 7 8 85 103 127
6 NORTH 98 2 1 97 2 2 9 ? 2 1 98 1 2 97 1 1 123 123 415 120 136
T SOUTH 1 6 9 8 1 5 97 i s 48 1T ”~ W i t ~ "  •T ? r “T I T 113 15W ™ 125
8 THOMAS 9 7 2 2 96 2 2 9 7 1 2 97 2 1 9 7 2 1 122 129 149 150 1599 WEST ?4 4 ? 92 4 3 ?3 4 3 9? 3 4 93 3 4 107 id J0«_.1®2_98 93? 9l2l048 1099 U82

2076a



0 -

1964 1965 1966 1967
YEAR

1968

20 -

h

u 15
U
K
LlI
a. 10-

MI NOR IT Y SC H O O L T E A C H E R S  
J R . HIGH S C H O O LS

1964-68

PLAINTIFF'S
EXHIBIT

PE
R

 C
EN

T



2077a

Plaintiffs’ Exhibit 289
(M inority  School T each ers , J r .  H igh  Schools 1964-68  ( C h a r t ) )



2078a

Plaintiffs’ Exhibit 302
(S e n io r  H ig h  S tu den ts, R acia l C om position  

1963-68 , N u m b er o f S tu d en ts)

(See Opposite) lEiP



PUPIL - ETHNIC DISTRIBUTION (NUMBER)

NUMBER

1963 19A4 1965 1966 1967 i960
A. N. H « A. N, H. A« N • He A, N, H* a9 N, H, A* N. H.

i ABRAHa 3028 3 336 3256 *3 317 3164 4 4 9 3 2530 4 33! 2532 3 344 2*11 & 434
2 EAST 2210 347 112 1643 511 227 1839 708 228 1528 7 7 7 173 1437 932 198 1409 1039 175
3 GEORGE 2 3 A 1 0 7 2546 2 * 20 2369 56 35 2654 125 «0 273.3 92 16 2823 84 35
T KENNED ~ ~ s ~ 0 ---5~ 0 0 6 0 0 433 1 io 1083 1 3 1192 0 42
5 MANUAL 2 5 9 804 389 134 931 438 132 972 451 107 1120 3 7 3 107 1109 376 78 1200 300
6 NORTH 2 2 0 1 5 594 2098 14 718 1954 S« 77} 1803 7 888 1798 5 890 1602 5 ...983.
? SOUTH 2M0 4 9T~'"7553" 3 ioi 2550 S 172 I w 1 106 2403 3 263 2330 6 334
8 THCJNAS 1182 0 3 1231 0 11 1337 1 4 1433 0 3 1342 2 13 1 6 6 6 5 8
9 NEST 1322 89 688 1382 100 746 1412 80 6 7 3 1378 79 646 1182 so 754 1141 97 850

TOTAL 15132 1261 222* 15143 1586 j>5 8}  1 4 7 5 7  ,843 2787 t4870 ju 4 2570 14797 2229 2 8 6 5 1 4 8 3 2 3 4 4? )]li

2079a



Plaintiffs’ E xhibit 303
(S e n io r  H igh  S tu d en ts , Racial C o m p o sitio n  

1963-68 Percentage)
PUPILS - ETHNIC DISTRIBUTION

percentage total STUDENTS

SCHOOL 1563 1964 1 965 i sea 1967 1968 I«63 1 964 1965 1964 1967 1966
ANG, NES, ang. nES, ANG, NEG. ANG. nEG. ANG. NEG. ang, NEG.

1 ABRAKA 85.9 0,1 91.0 0,1 a r.« 0.1 88,3 0.1 87,9 0,1 84®6 0.2 336? 3578 9*21 2865 2879 2851
2 EAST 82*8 13,0 Tl.A 19,8 63,7 2T.5 61 .7 31,4 56,0 36,3 53,7 39,6 2669 2581 2575 297® 2567 2623
3 GEORGE 99,3 0.4 98,5 0.8 96.6 2,1 94,1 4.4 96.2 3.2 96,0 2.9 235? 2586 2660 2819 2841 2942
« KENNED * * * * **** **** *** * **** 96.8 0,1 99,4 o.i 96,6 0,0 0 0 0 844 1071 1234
3 MANUAL IT.8 55,A 8,9 61 ,9 6,5 62,5 6,T 70,0 6.7 69,7 4,9 76,0 1450 1503 1555 1600 1392 1578
6 ÔRTH 78,6 <L£. TA.t 0,5 Tt.2 O.T 66,8 0*3 66,? 0,2 66,0 —  0.2... 2800 2830 2719 2698 268* 2730
y TtTOTTi 9 6", 3 ~ X i vs. i u.2 ~ ~ n ~ r o.l -?T)T" 0,0 6 9 , 9 0,2 •it, 5 0,2 Irpr 2762 2?2S 2*11 ~~2675“HTTIJ '
8 THOMAS 99,7 0,0 99,1 0,0 99,6 0,1 99,8 0*0 99,0 o.s 99,2 0e3 1165 1242 1392 1436 1537 1679t REST 63,0 A,? 6 2 , 0 495 65.2 3,T 65,5 3,8 58,6 A ,0 54.6 4,6 2099 222« 2145 2t°J 2Gl9 2088

TOTAL 81,3 6,8 78.4 8.2 T6.1 9.5 T6,0 10,8 74.4 11.2 72,8 12.0 te s t? 19310 19387 19554 19887 205«5

2080a



P la in t i f f s ’ E x h ib i t  3 0 4

(S en io r H igh Faculty , R acial C om position  
1963-68, N u m b er)

f a C U L t 7  • E T H N I C  D I S T R I B U T I O N  ( N U M B E R )

N U M B E R

S C H O O L 19 6 4 19 6 5 1 9 6 6 19 6 7 19 6 8
A. N, H. o* TOT. A . N. H, 0 . TO T . A. N. H, n. TOT. A « N « H. 0 . TO T . A. N, H. 0. TOT,

1 B A K E R 47 4 4 0 55 45 3 2 0 5 0 48 2 2 1 53 51 3 2 ”0 "  ’ 52 3 2 0 57
3 B Y E R S 55 1 0 0 56 56 1 0 0 57 55 0 1 1 57 58 0 0 0 58 56 0 0 1 57
3 C O L E 48 29 3 2 62 4^ -27 9 1. 8i_. n.. 23 9 84 48 2 7 . ? 96 5i 3? & 1 89
4 G O V E 32 1 1 1 35 33 1 i 1 36 34 2 0 1 37 33 3 1 1 38 37 5 1 1 44
5 G R A N T 47 0 0 0 47 36 2 0 0 38 37 1 0 0 38 39 2 0 0 «1 39 2 0 0 41
6 H J L L 69 1. 0 0 70 7Q.. ___2— 0 0 . . 7 2 . 70 l 1_ 0 72 74 ? ? 0 78 re ? 1 0 81
7 K E N N E 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
8 K E P N E R 65 1 1 2 6 9 64 4 0 0 68 62 4 0 0 66 82 4 1 0 67 6 4 4 2 0 70
9 K U N S M I 117 . ? 0 1 120 119 3 0 0 . 1 2 2 76 2 0 0 78 7 8 1 2 0 81 78 t ? 0 81

io l a k e 49 1 4 0 54 5 3 i 2 0 56 53 3 2 0 58 65 4 2 0 71 5 5 5 2 0 6 2
1 1 M A N N 51 2 0 1 54 49 2 0 a 22 52 2 0 1 5 5 5 4 2 i i 58 56 2 1 1 6 0
1 2 M E R R I L 67 1 I 0 69 69 2 i s 73 70 2 2 0 74 68 2 i 0 71 73 1 0 0 74
S3 MO'RE’T 48 2 i 0 51 39 4 3 0 46 60 5 3 0 48 39 7 4 0 50 46 6 4 0 56
19 r i s h e l 55 0 1 1 57 51 1 i i 54 54 1 1 i 5? 58 1 1 0 60 61 0 0 0 6 1
15 S W I N N E 55 1 1 0 57 57 1 0 0 56 56 1 0 0 57 57 t O 0 58 62 ? l 0 65
1 8 S M I L E Y 0 1 75 70 1 0 0 1 81 1 3 13 0 2 8 8 77 14 2 93 73 23 0 2 98
IT T H O M A S 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

T O T A L a r o  55 i r  s 955 a* i s  a aj i  t 2 2 t s  222 661 73  36 a »7a a a i  s r  22 a »9a

2081a



Plaintiffs’ Exhibit 305
(Senior High Faculty, Racial C om position  

1963-68, Percentage)

r A C U l T V  - e t h n i c  D I S T R I B U T I O N  ( P E R C E N T A G E )

5 C H  0  0  L ____________ 1 1t> 4 ____________l ? 4 1
A 0 N* H. A , N , H.

i B A K E R 8 5 7 7 9 0 6 4
t B Y E R S 98 2 0 9 8 2 0
3 C O L E 5 9 35 4 5 4 3 3 1 1
4 G O V E 91 3 3 9 ? 3 3
5 G R A N T i O O 0 0 9 5 5 0
6 H I L L 99 1 0 97 3 0
7 K E N N E * * * * * * * * *
e K E P N E S ' * t 1 9 4 6 0
9 M J N S M I 9 8 2 0 9 8 9 0

1 0 L A K E *1 2 7 9 5 2 4
1 1 f-ANN 9 4 4 0 9 4 4 0
1 2 M g R R l L 9 7 1 1 9 5 3 1
13 M O R E Y 94 4 2 85 9 7
14 R I S H E l 9 6 0 2 9 4 2 2
15 S K I N N E 9 6 2 2 9 8 2 0
i 6 S H I L E Y 8 7 12 0 86 12 0
1 7 TH ( jM A  S * * * * * * * * *

T O T A L 6 _ x . 91 7 2

P E R C E N T A G E  T O T A L  T E A C H E R S

--------- I H A ---------------- 1 9 6 1 ----------------- I S M _____________________1 9 6 4  1 9 6 5  1 » 6 0  1 RAT 1 0 48
A. N, H, A. N. M, A. N, h .

9 t 4 4 91 5 4 91 5 4 55 50 5 3 50 57
96 0 2 100 0 0 98 0 0 50 57 5 7 58 57

! 1 5 0 ?a 20 57  35 7 82 # 1 84 96 89
*2 5 0 87 8 3 64 n 2 35 36 37 38 44
97 3 0 95 5 0 95  5 0 47 38 38 41 41
97 1 ..1 95 3 3 9 6  2 1 70 72 7 2 78 81

- - - ■ ■ * - * » A. W » W * i* 0 0 0 0
94 6 0 93 6 I 91 0 3 69 00 60 67 70
97 3 0 9 6 1 ?_ . « 6  S 2 1 2 0 122 78 ®S 81
9 t 5 3 9 2 6 3 89 8 3 54 56 58 7! 62
95 4 0 93 3 2 9 3  3 2 54 52 55 38 80
95 . 1 3 $6 3 1 9 9  1 0 69 73 74 71 74
83 10 6 7 8 14 0 8 2  11 7 51 46 48 50 36
95 2 2 97 2 2 too 0 0 57 54 57 6 0 61
9 8 2 0 98 2 0 9 5  3 2 5? 5® 57 58 65
83 15 0 83 15 0 74 23 0 7 5 81 88 93 98* * * * * * * * * * * * * * * * * * 0 0 0 0
9.0 . 7 2 68 7 4 . 8 8  9 2 9 5 1 9 4 4 9 2 2 9 7 6 9 9 6

2082a



-p
&S

T 
P

E
R

 
C

E
N

T
MINORITY SC H O O L T E A C H E R S

SENSOR HIGH S C H O O L S

1984 =“88



2083a

Plaintiffs’ Exhibit 318
(C h a rt, M inority  School T eachers , 

S r. H igh  Schools 1964-68)



2084a

Plaintiffs’ Exhibit 336
(E n ro llm e n t A ccord ing  to  R ace by  Schools, 1946-47)

(See Opposite) US?0



Z>“f:V£ S t  S* UBT-. IC  SCI-iOOLS

T)EPARTVjSNT OF RESEARCH
2KE0LLMRET ACCORDING TO RACE BY SCHOOLS, 1946-1947 

Exclusive of Westwood Schools
POBM 1037-A DSP 1-47-100 t--1<—31377 ■ .•— - •

t la t i  v e- 
Born 

W hite

'Foreign-"
B orn

W hite llc^ra

iSn&n.Sp. 
‘A m erican 

f o n s o l ia n  and Hex, TOTAL
1 A d a m s  S t r e e t 298 --i 6 ; 304 :
2 A l a m e d a 306 | 1 306 !
3 A l e o t t 569 3 3 3 i 578 ;
4 A s b u r y 788 | i 788
5 A s h l a n d 675 11 102 j ?88
6 A s h l e y 301 1 302 !
7 B a r n u m 795 6 15 816 !
8 B e a c h  C o u r t 334 1 335 1
D B e r k e l e y 333 333 i

10  B o u l e v a r d 576 31 607
11 B r o m w e l l 28? 4 1 f 292
12 B r y a n t - W e b s t e r  j 46o 16 263 739
13  C e n t r a l 28 5 160 445
14 C h e l t e n h a m 508 5 1 4 61 579

5 C o l f a x 346 2 . . 348
.6 C o l u m b i a n 615 2 '61?

17  C o l u m b i n e 468 39 1 2 510
18  K a g l e t o n 580 4 36 620
19 E b e r t 4?1 3 78 42 240 834
20 E d i s o n 921 1 922 .
21  E l l s w o r t h I 83 11 194 j
22 E l m w o o d 409 72 481 i
23 E l y r i a 116 2? 143 t
24  E m e r s o n 395 2 1 398
25 E v a n s 457 1 3 28 489
26  F a i r m o n t 573 1 25 599 !
2 7 F a i r v i e w 112 3 4 554 673
2S F r a n k l i n 409 1 1 2 235 648 i
29 G a r d e n  P l a c e 409 3 124 536 1
30  G a r f i e l d 35 ■ ■ 2 212 215 -
3 1  G i l p i n 138 143 64 468 81.3 i
32  L i n c o l n 690 2 3 69 5
3 3 M c K i n l e y 482 482
3 4 M i l t o n 146 2 30 178
35 M i t c h e l l 357 1 156 38 320 872
' 6  M o n t c l a i r 609 1 • 610
j7 M o n t c l a i r  A n n e x 248 248
38 M o o r e 808 2 1 1 5 81?
39 P a r k  H i l l 1 ,0 2 8 4 ' 3 1 ,035
40  P e r r y 144 1 145
41  R e y n o l d s 92 11 22 125
4 2 R o s e d a l e j  -^542 1 9 352
4 3 S h e r m a n 399 399
4 4 S m e d l e y 474 1 3 57 512
4 5 S t e c k 616 3 2 1 .1 - 622
4 6 S t e d m a n | 566 4 2 1 1 573 i
4 7 S t e e l e 1 642 ! j 1 1 644 !
4 8 S t e v e n s | 448 1 j 4 453 j
49 S w a n s e a | 42? ! 2 28 457 j
50  T e l l e r i 745 . . 1 1 3 1 750 1
51  T h a t c h e r j 423 3 1 426
5 2 T w e n t y - f o u r t h  S t . 126 6 87 294 513
53 U n i v e r s i t y  P a r k 447 1 2 450
5 4 V a l v c r d e 572 7 2 581
5 5 W a s h i n g t o n  P a r k 846 ! 346 . ........
56 W h i t t i e r 29 1 586 14 i 22 i 651
" ~ W v a t t 414 ! 13 7 ! 140 57 4

W y m a n 410 3 J___2 \ .  _ j _  5__ j . 1____ 5.0.3—
25 ,6 7 9 36 ; 1 ,1 5 2 1 332

!
! 3 ,6 0 1
1 .

j 30 ,800
.................

r . c t7J?u,- =>/ c

1 3 7 3  J O o lc itv a rc  S i r e d  -J

Vcuv.t;rt  C o lorado  60:

I
ii

-



r

1 B aker 494 1 1 180 676
2 B yers 1 ,3 2 6 2 3 4 1.335
3 Cole 717 345 1 1 8 483 1 ,6 6 3 '
4 G ore 736 5 5 2 3 751
5 G ran t 1,024 . 3 .. 10 41 1 ,0 7 8
6 L ake 870 9 2 4 156 1,041
7 H orace M ann 535 5 150 690
8 M orey 1 ,0 6 8 1 23 3 1 1 1 ,1 6 0  /
9 S k inner 1,118 5 1 1 1,134

10 Sm iley 879 ... 7 3 .. 1 890
8 ,76? 391 139 1,039 1 0 ,36$ “ “

1 East 2,372 20 29 9 9 2,439
2 M anual T ra in in g 5 1 0 ..... ... 248. . .131-___ 179....... 1 ,0 6 8
1 N orth 2 ,1 0 6 4 1 5 19 2,135
4 South 2,377 13 5 4 6 2,405
5 W est 1,523 6 8 251 1,788

8T§8§ 3? 2W9 157 464 97835
-time Day School42,334. . 1 0 1 . . ..1,332 ... 6 2 8... 5,104 50,999
. J. H. 22 1 . 15 38

1 B oettcher 143 3 6 152
2 O pportun ity 1 6 ,8 3 6 518 574 163 302 18,393
3 O pportun ity  Eve.
4 Eve. Yoc. H igh 991 . . 18 .... 30 4 12 1,055

GRAND TOTAL 6 1 ,3 2 6

1.

638 2,439 795 5,439 70,637

/



2085a



2086a

P la in t i f f s ’ E x h ib i t  3 5 6  

(T h e  New M anual— M anual T ra in in g  H igh  S choo l)

(See Opposite)



j_>, i . , - i r u i / r  c/tJ A- -JA'" J DTTC- *&3

RAYMOND UARRY IRVIN. ARCU IH U 
SU!Y H WUUIJl. SOSC8I HtNt. U » N  ft K T lliO N . ASSOCIATE

m  mm...
P LA IN TIFF

EXHIBIT
s?s~ 6

f C  f V f f  W . . . .  j

^ U m ***’
PROFPSciONAL LIBRARY 

DENVER r’UOUC SCHOOLS



TABL3 OF CONTENTS

CHAPTER PAGE

I .  A NEED ARISES IN DENVER .......................................................  1

Manual Training High School Is  on the

Replacement L is t 2

i i .  sols; basic problems t o  be faced in  planning

A HEN MANUAL . h

I I I .  THE IANUAL COMMUNITY SURVEY . . . . . . . . . . . . .  7

The Heeds of Manual Pupils are D ifferent from

Those of the Youth of Other Sections of Denver. . 7

The Coxmnunity Voices I t s  Opinion . . . . . . . . .  17

IV. HOW TIB BUILDING PLAN'S WERE MADS . . . . . . . . . .  1 9

What Teachers Wanted 20

The A rchitect States h is  Views , . . . * * . , . 20

People Aided in  Planning the New Manual . . . . . .  29

From the A dm inistrator's Side of the Desk . . . . .  30

V. WHAT OF THE EDUCATIONAL PROGRAM?     , 33

APPENDIX Is LOG OF MANUAL BUILDING PROJECT . . . . . . .  -37

APPENDIX I I :  SPACE ALLOCATION FOR VARIOUS TYPE ROOMS . . .  39

APPENDIX I I I :  INSTRUMENT USED El HIE COMMUNITY SURVEY . . .

APPENDIX IV REPLIES TO INSTRUMENT BY GROUPS RESPONDING. .



CHAPTER I I

30133 BAJIC PR0BL3K3 TO B3 FACED IN PLANNING A HEW MANUAL

There was l i t t l e  doubt when i t  became known th a t Manual would 

be on the "iiuat" l i s t  of the new buildings th a t Manual could not be 

ju s t  a high school cut from a general p a tte rn . Manual i s  d ifferen t*

The college preparatory function of a high school i s  not the f i r s t  

consideration in  Manual although i t  has not been neglected fo r those 

boys and g ir ls  who do go to  college® For roughly three-fourths of the 

student body college i s  v ir tu a lly  an iinpo33i b i l i t y *

The usual problems faced by youth are sharpened fo r the many 

Manual boys and g i r ls  v.ho are members of minority groups. Since 1926 

the Anglo population a t  Manual lias dropped from over eighty per cent to  

about forty-one per cent; the Negro population has gone from ten  to  

twenty-seven per centj the Spanish-Anerican figure has risen  from 

less  than one per cent to  twenty-three and one-half per centj and the 

O riental lias gone from seven-tenths of one per cent to eight per cent* 

These boys and g ir ls  have needs v.tiich the school must meet in  order to  

prepare them fo r a ffec tive  p a rtic ip a tio n  in  the community. The chart 

folloYfing shows the changing ra c ia l d is tr ib u tio n  in  Manual,

Teachers in  th e ir  experience with Manual students had a good 

understanding of the special need3 which should d ire c t planning fo r 

a new building* Many of th e i r  ideas were based on information which 

had been structured toward changes in  curriculum. Other changes could 

not be made e ffec tiv e ly  within the lim its  of the outdated building*



CIIART I

RACIAL DISTRIBUTICH OF FANUAL 3TUD3NT3, 1926-1950

5

Year Humber
vb ite

students
tfP

Humber
colored
students

rfP
Humber

Opanish
students

i*
P

Number
O riental
students

P

1926-27 623 87.2 73 1 0 .3 3 .6 7 .7

1927-28 560 85.1 79 1 3 .2 8 1 .2 5 .9

1928-29 5o? 85.8 66 13 5 .9 9 .7

1929-30 556 85.1 86 12.7 6 .9 10 1.5

1930-31 635 8 3 .1 111 16.5 7 1.0 16 1.6

1931-32 726 83.O 126 16.1 7 .8 ID 1.1

1932-33 007 82.1 153 15.6 12 . .9 12 1.6

1933-31+ 880 80.5 172 15.8 29 2.7 21 1.7

1936-35 838 78.2 175 16.1 62 6*0 29 2.3

1935-36 890 77.9 195 1 6 .1 67 6.5 26 2.6

1936-37 820 76.6 200 17.2 80 5.9 28 2.5

1937-38 869 72.7 199 16*6 101 8.6 27 2.6

1933-39 699 69.6 229 17.7 126 10.0 36 2.3
1939-1+0 095 67.2 235 17.2 171 13.6 35 2.6

191+0-61 876 65.6 225 16.8 207 15.5 28 2.1

1961-1+2 770 62.0 269 19.5 200 16.3 32 2.3

1962-63 61+6 59.0 227 20.5 191 17.3 60 3.6
1963-156 569 56.7 333 22.7 169 16.7 53 5.1

1966-65 515 53.9 231 26.2 161 16.7 65 6.0

1965-66 567 67.5 231 20.6 178 15.7 176 15.3

1966-67 512 68.9 260 23.2 170 16.8 131 12.2

1960-69 619 66.0 239 2 5 .1 230 26.2 66 6.7
1969-50 606 60.7 275 27.7 236 23.5 01 8.1



6

One indication of serious problems vra.3 the large number of drop­

outs from  school. A s tu d y  of four classes entering Manual and th e ir  

ra te  o f  drop-out i3  3hovm in  the following charts

CHART I I

RATE OF DROP-OUT OF MANUAL STUDENTS

19U5 19h6 19U7 19U8

10th Grade 573 52U 5ho U65

19U6 ■ 19 k 7 19h8 19U9

11th Grade 305 2 9 2 315 263

19li7 19U8 19U 9 195b

Graduates . 207 2 h 7 198 231

Another ind ication  th a t an academic program was not in  step 

with the actual l i f e  needs of many Manual boys and g irl3  was the fac t 

th a t the students were fo r  the most p a rt going in to  early  marriage and 

homemalcing and in to  jobs fa llin g  in to  the unskilled  and sem i-skilled 

categories. Again* records showed th a t very few Manual students went 

on to  college. Soma of those who wont to  college could do so only 

i f  they had some kind of part-tim e job . From a l l  of these observa­

tions Manual teachers -were ce rta in  th a t th e ir  program must be cognizant 

of the r e a l i t ie s  confronting the boys and girls®



CIIAPTUR H I

TIE MANUAL COIOTITY SURVSY

In order to  have d e fin ite  evidence fo r planning; Superintendent 

Kenneth 2. Gbsrholtr.er in s titu te d  a program looking to a survey of 

community opinion. Two Manual teachers no re released from classroom 

dutios to  prepare an instrument of evaluation to  include responses 

from Manual teachers and teachers -working in  other schools in  the area, 

Manual students and junior high school students who would go to Manual, 

Manual graduates, drop-outo, parents, and com unity leaders. From these 

responses would come the answers to  what unique needs the now building 

must meat. After the instruments were prepared and approved by the 

facu lty , student interview ers wore trained  to  secure responses from 

graduates, drop-outs, and parents. Teachers interviewed community 

leaders. Responses from students s t i l l  in  school were obtained on 

school time. A fter the data -wore gathered, the coordinator of in stru c ­

tio n  a t Manual wars released from duty in  the school to summarize data 

and prepare the report.

The Meeds of Manual Pupil3 are D ifferent from Those 

of tho Youth of Other Sections of Denver 

A study of the ch a rac te ris tic s  of the Manual d is t r ic t ,  par­

tic u la r ly  of the needs of boys and g ir ls  of high school age, h a 3  been 

made by the faculty  of Manual Training High School, These needs a3 

studied and analyzed are d iffe ren t from those of other sections of

Denver in  th a t



Fev/or pupils go to  college.

Fewer talcs college preparatory subjects, 

lo ro  go to  Yrork immediately.

More go in to  unskilled  and sem iskilled labor.

This study includes the following! 1, Investigation of the 

in te re s ts  and educational neods of pupils •while thoy are in  school a3 

shown by th e ir  vocational in te re s ts , acadoaic a b i l i t i e s ,  and selection  

of c lasses. 2. Investigation  through study of school records a3 to  

tho length of time these boy3 and g ir ls  stay in  school and why thoy 

leave. 3. A survey of former pupils, both graduates and dropouts, to  

find out what happens to  them a f te r  they leave school and what jobs 

they can got. l<. A sampling of the opinions of members of the commu­

n ity  about tho opportunities the school should provide. 3. Evaluation 

of the present program of the school to see i f  i t  meets adequately the 

needs recognized as common to  all. youth. Tho common needs are sta ted  

in  Planning fo r American Youth as the "Ten Imperative Need3,H The 

findings of those investigations are the basis  fo r some conclusions 

which should a ffec t the p lan 3  fo r the new building.

1. Vocational and educational in te re s ts  and needs of p u p ils . 

Analysis of 813 Kuder Vocational In te re s t P ro files of Manual pupils 

(See Chart I I I )  indicates th a t the number of Manual pupils in te rested  

in  vocational f ie ld s  on professional levels i s  much smaller than the 

number in te rested  in  a r t i s t i c ,  musical, c le r ic a l , and soc ia l service 

areas. Ilia re la tiv e ly  small in te re s t shown in  vocational areas th a t 

require scholastic  a b il i ty  indicates th a t approximately 75 per cent

8



of pup ils do not have vocational in te re s ts  which demand college preparatory 

stud ies. Instead such pupils m y p ro f it  more by grea ter opportunity 

to  prepare fo r unskilled  and sem iskilled jobs. The needs of the 

smaller academic group should continue to  be met, but Manual should do 

much more prevocational education in  the f ie ld s  which in te re s t the 

la rger number.

CHART I I I

VOCATIONAL INTERESTS SHOWN BY KUD3R
VOCATIONAL PR3FERSHCS PROFILES 1 9 h 6 ~ 1 9 h 9  

Analysis of Cl3 In te re s t P ro files

Host of those to ta ls  indicate  in te re s t expressed during grade 10. Both

charts in d ica te  tha t the five areas of g rea test in te re s t  to largo numbers of 
Manual pup ils  are a r t i s t i c ,  musical, c le r ic a l, computational, and mechanical,



Ilio proportion of academic and nonacademic pupils a t llanual is

10

approximately 25 per cent acadomic and 75 per cent nonacademic a 3 

compared to  national figures of kO per cent academic and 60 per cent 

nonacademic* Ih±3 proportion, 25 per cent to  75 per cent, i s  sub­

s ta n tia te d  by the 3tudy of te s ts  of academic a b il i ty  (See Chart IV), 

Granted th a t  the I ,  Q. i s  not an in fa l l ib le  measure of in te llig en ce , 

espec ia lly  in  lower socio-economic groups, the I ,  Q. 3t i l l  remains one 

of the most e ffective  nean3 of predicting a b il i ty  to  do academic work, 

A large proportion of danual pupils f a l l  below the average in  academic 

aptitude (Gee Chart IV), Approximately 25 per cent show a b il i ty  to  

do scho lastic  work acceptable to  most colleges.



2087a



2087a



2088a

Plaintiffs’ Exhibit 372
(M ap, A ch ievem ent, F if th  G rade , 19 6 8  A verage, 

Below  2 0 th  P e rc ’t’l)

(S ee  O pposite) 11



l
PLAINTIFF'

EXHIBIT
372 .

o
SJACH COURT

GARDEN PLACE

NORTH HIGH

MYANT-WE8STE8

SLOANS WC.

PARJC-HIU
GOLf

COURSE

HARRINGTON

*AR«rn STEDMAN HAUETT

COLFAX CHELTENHAM

SAGLETON ,★
SERVICE BUILDING

OPPORTUNITY/*

WEST HIGH 

ELMWOOD a

n
A“\  EMERSON-- iA
MOREY

-STEVENS ?SUf*

MONTCLAIR ANNEX

PERSY BARNUM

NORTH

©  VMVEROE

J  WASHINGTON PARK

lib  n
E v  ™h r t  ®ygi3 fti i W a m t u A .  fckMIEN

□

SOUTH HIGH

• A
ETCHES® A  

GRANT

A  □KUNSWUUf* UNCOIN HIGH

O
_T~L

UNIVERSITY PABSC

SCHOOL DISTRICT N o. T 
C ity a n d  C o u n ty  o f  D enver

•  E le m e n ta ry  

A  Ju n io r  H igh 

j ^ j  S e n io r  H igh 

O S ite s

>T O th er Facilities

o

A CH IEVEM EN T; 
F IF T H  G R A D E; 
1968-A VERA G E

B ELO W  20t h
p e r c e n t i l e

o



2089a



2090a

Plaintiffs’ Exhibit 373
(M ap , A chievem ent, F if th  G rade , 1968  A verage, 

Below  3 0 th  P e rc ’t i l)

(S ee O pposite) 1®“



SiACH COURT

PARK-MU 
COIF 

I COURSE

SOUltVARD

COLFAX CHELTENHAM T J

STAPLETON

AIRPORT

if
SERVICE »U!ID!N!

EMERSON 
MOREY A MON7CLAJB ANNEX

— STEVENS TSU.ES -JA_ NORTH

PERRY tARNUM

! A

®  VAIVERDEA

5  WASHINGTON PARK

®  GODSMAN

iOHNSON SCHMITT

KUNSM1UE* UNCOIN HICK
□

GUST VIEW

® r
lTRAYVoV

THATCHES ®  J ^ 
GRANT

o
1--- O

■ -’■** COUNTY

z
SCHOOL DISTRICT N o. 1 
C ity  cmd C oun ty  o f  D enver

• E le m e n ta ry  

A ,  Ju n io r  H igh

|_j S e n io r  H igh

O  S ite s

O th e r  Facilities

ACHIEVEMENT; 
FIFTH GRADE;
1968-AVERAGE

-“BELOW 30™  
PERCENTILE



2091a



2092a,

Plaintiffs’ Exhibit 374
(M ap, A chievem ent, F if th  G rade , 19 6 8  A verage, 

Below  4 0 th  P e rc ’til)

(S ee O pposite) SKr’



A1COTT
COLUMSIAN

PARK-HiU
GOLF

COURSE

SLOANS PIC L A

------------ ! lAKE
V r
COtJJtS CHEUENI

o

STAPLE TON 

j AIRPORT

ki
.ste vens Tr u e r

M o n t clair a n n e x

MONTCLAIR

k
SERVICE BUILDING

mSY BAR* DENVER £ C

A

NORTH

KUI^MILIER UNCOLN HIGH
□ o

'T VIEW

WASHINGTON P&SX

: f t j  WASHINGTON

y V  a. °

J UNIVESSITY PARKn —

SCHOOL DISTRICT N o. 1 
C ity  a n d  C o u n ty  o f  D enver

.RAPAHÔj * o
COUNTY

•  E le m e n ta ry  

J& . Ju n io r  H igh

{™] S e n io r  H igh 

O S ite s

★  O th e r  F acilities

ACHIEVEMENT; 
FIFTH GRADE; 
1968- AVERAGE 

= B E LO W  40TH i
p e r c e n t i l e !

\
o

o

o



2093a



2094a

Plaintiffs’ Exhibit 375
(M ap, Achievem ent, F ifth  G rade, 1 9 6 8  A verage, 

Below 60 th  P e rc ’til)

(S ee O pposite)



S
V
S
T

BEACH COURT

REMINGTON

BRYANTWEBSTE*

GARDEN PLACE

WORTH HIGH

HARRINGTON

| STAPLETON 

AIRPORT

BARRETT HEDMAN HAlLfTT

A
J \  WHIT 

EBERT L~~~«

OPROUTUNiTY'̂ '̂ ^
BUILD!'I27B FOX̂,

u
A*
MOEfY

-STEVENS TELLER NORTH

EAGLETON ^

SERVICE BUILDING

PERSY 8ARNUM

r ~ l ~ =
MUNROE

A
9 VALVEBDE ALAMEDA

A

SOUTH HIGH

LINCOLN HIGH

O
A

V 's

SCHOOL DISTRICT No. 1 
C ity  a n d  C oun ty  o f D enver

•  E le m e n ta ry  

A  Ju n io r H igh 

|  ^ S e n io r  H igh 

O S ites

■fc O th e r  Facilities

o

o

PLAINTIFF'S
EXHIBIT

ACHIEVEMENT; 
FIFTH GRADE;
1968 - AVERAGE 

•ABOVE 60TH
Pe r c e n t il e



2095a



2096a

Plaintiffs’ Exhibit 376-R
(E nro llm ent by Racial and E thnic G ro u p s; 

C o rre la tio n  W ith Achievem ent Scores, F ifth  G rade , 1 9 6 8 )

(S ee  O pposite) 20?°



3  7 * - / ^

ENROLLMENT BY RACIAL AND ETHNIC GROUPS; 

CORRELATION WITH ACHIEVEMENT SCORES 

Fifth Grade, 1968
(Arithmetic Average of Percentiles)

Percentile Score Percent of citywide 
of schools.

enrollment at each group

Anglo Negro Hispano

below 20 3 3 6 28

below 30 13 61 64

below 40 26 87 78

above 60 42 4 4  •

Each percentage represents the percent of the total number 
of students in Denver of that ethnic or racial group enrolled 
at those schools.

Source: PI. Exh, 83; Defendants Ehx. S . PI. Exh. 241.



2097a



2098a

Plaintiffs’ Exhibit 377 
(A verage M ean A chievem ent S co re ; T h ird  G rad e)

(S ee  O pposite) 28P



AVERAGE MEAN ACHIEVEMENT SCORE; THIRD GRADE 

TRIENNIAL TESTING; 1956 and 1968

School 1956 1968

Whittier 3.1 2.8

Gilpin 2.7 2.7

Garden Place 2.9 2.5

Fairview 2.6 3.0

Mitchell 2.9 2.7

Wyatt 3.0 3.4

Elmwood 3.2 3.4

Ebert 2.9 2.7

Greenlee 2.9 2.9

Boulevard 3.3 2.8

Bryant Webster 3.1 3.2

Fairmont 3.2 2.9

Source: Triennial testing, Denver Public Schools, 1956 and 

1968; arithmetic average of all tests administered

(Note: 1956 tests were administered in April; 1968 tests were 
administered in May; 1956 tests were six in number 
( Stanford Elem. Battery - Form K) ; 1968 tests were 
eight in number (Stanford, Primary I I  - Form Y ) .



2099a



2100a

Plaintiffs’ Exhibit 378
(E ffects of “ N orm aliz in g ”  A ch ievem ent Scores 

o n  P u b lish e d  M ean)

(S ee  O pposite) H r ”



EFFECTS OF "NORMALIZING" ACHIEVEMENT SCORES ON PUBLISHED M E M

SCORES; 1965, GRADE 5; PARAGRAPH MEANING 

Comparison with 1962 and 1968 scores

School 1962 1965 1968 1968-percentiL

Greenlee 4.2 5.4. 4.4 24

Fairview 4.2 5.5 4.2 18

Mitchell 4.4 5.9 4.1 16

Whittier 4.5 6.6 4.4 24

Wyatt 4.8 6.4 3.9 14

Ash Grove 7.3 6.4 6.8 75

Bradley 7.6 6.4 6.9 76

Doull 7.3 5.6 6.3 65

McMeen
«

7.3 , 6.9 7.3 82

Pitts 7.5 6.7 7.2 80

Source: Triennial testing, 1962,1965,1968; fifth grade- paragraph meaning



2101a



2102a

Plaintiffs’ Exhibit 380
(Stanford Achievement Tests— Paragraph Meaning, 

20 Minority Schs.)

(S ee O pposite) HSF"



STANFORD ACHEIVEMENT TESTS - PARAGRAPH MEANING 
April, 1969 ; Mean Scores By School and Grade

Twenty Minority Schools

School
Grade Level 

*
2.6

at which 

3.6

Tests Were 

4.6

Administered

5.6 6.6

Barrett (2.32) 3.09 3.45 4.35 5.29

Boulevard (1.89) 3.37 3.56 4.59 5.35

Bryant Webster (2.24) 2.87 3.73 4.73 5.13

Columbine (2.14) 2.67 3.32 4.42 4.96

Crofton 1.85 2.47 3.51 4.60 4.68

Ebert 2.27 2.59 3.52 4.07 4.75

Elmwood (2.22) 3.05 3.74 4.82 5.06

Fairmont ( 2 .0 1 )  2 .7 9 2.93 3.54 4.41 4.77

I'airview (2.23) 3.03 3,24 4.24 4.42

Garden Place (2.03) 2.56 3.32 4.10 4.80

Gilpin (2.03) 2.83 3.18 4.25 5.03

Greenlee (1.89) 2.47 3.46 4.11 4.63

Hallett 2.37 3.22 4.03 5.11 5.87

Harrington 1.99 2.54 3.25 4.23 4.59

Mitchell (1.98) 2.86 3.26 3.91 4.22

Smith 2.33 2.77 3.86 4.85 5.28

Stedman 2.76 2.94 4.00 4.67 5.50

Whittier (2.06) 2.69 3.39 4.07 4.50

Wyatt (1.95) 2.90 4.11 3.94 4.24

Wyman 2.19 3.06 4.23 4.93 5.11

AVERAGE (2.07) 2.32 2.85 3.58 4.42 4.91

combined 2.17

* Primary I Level - Form X indicated by parentheses 
Primary II Level - Form W ; no parentheses



2103a



2104a

Plaintiffs’ Exhibit 381
(Stanford. Achievement Tests— Paragraph Meaning, 

21 Anglo Schs.)

(S ee  O pposite)



STANFORD ACHEIVEMENT TESTS - PARAGRAPH MEANING 
April 1969; Mean Scores by School and Grade

Twenty-one Anglo Schools

School
Grade Level at which 

2.6* 3.6

Tests Were Administered 

4.6 5.6 6.6

Ash Grove 3.27 4.46 5.98 6.69 7.51

Bradley (2.98) 4.30 5.24 6.37 7.72

Bromwell 3.09 4.53 5.32 6.52 7.44

Carson 3.28 4.66 5.33 6.77 7.44

Cory 3.14 4.29 5.14 6.23 7.13

Doull 3.21 3.95 5.18 6.46 7.27

Ellis 2.89 4.70 5.96 6.04 - 6.97

Ellsworth 2.45 3.40 5.65 6.62 6.11

F allis 3.46 4.68 5.60 7.23 9.00

G u s t 2.69 3.77 4.65 5.74 6.63

Knight 3.33 4.27 5.56 6.72 7.16

KcMeen 3.17 4.07 5.58 6.74 7.54

Montclair 3.29 4.14 5.12 6.01 7.26

Mont. Annex 2.95 — — _ _ _ _

Palmer (2.85) 3.65 5.30 6.98 7.39

Pitts (3.02) 4.68 5.76 6.90 8.03

Sabin 3.17 4.20 5.32 6.11 7.12

Slavens 3.43 4.44 5.74 6.62 7.01

Traylor 3.13 4.42 5.20 6.62 7.50

Univ. Park 3.37 4.26 5.79 6.88 7.65

Wash. Park 3.40 4.30 5.44 6.32 7.24

AVERAGE (2.95) 3.16 4.26 5.44 6.53 7.01
combined 3.12

* Primary I Level - Form X; indicated by parentheses 
Primary II Level - Form W ; no parentheses



2105a



2106 a

P lain tiffs’ E xh ib it 4 1 0
(Negroes in  the Denver Public Schools (U rban  League K ep t.))

(See O pposite) iW



>4 * ^  ^

NEGROES IN THE DENVER PUBLIC 
SCHOOLS

The first Negro teacher to be employed by the Den­
ver Public Schools was Miss Dorothy Burdine, She be- 
oan teachino at Whittier Elementary School in Septem­
ber 1934.

The second Negro teacher, Mrs. Marie Greenwood, 
began teaching at Whittier school in September 1935.

In January 1955, almost 21 years later, Mrs. Jessie 
Maxwell was appointed principal in the Denver Public 
Schools. Mrs. Maxwell was promoted from her position 
as teacher at Whittier to the principalship of the same 
school.

The 'history of the Negro teacher in the Denver 
schools during those 21 years is interesting.

From that time until 1944 the number of Negro 
te a c h e rs  in the Denver schools at any one time never 
e x c e e d e d  five and all were assigned to Whittier Element­
ary School.

In 1954 the number uf Negro teachers w«s in­
creased.

In September 1947 Mrs. Florida Waller and Mrs. 
Ramona McHenrv were assigned as the first Negro 
teachers to Gilpin School.

In 1949 Gilbert Crutcr at Manual became tbc first 
Neoro teacher in a Denver High School.

In' September 1952, Gene Carter and Mauisuii 
Broadnox, became the first Negro teachers to be as­

signed to Mitchell School. C 7 . Junior High added two 
Negro faculty members.

September 1953 saw the number ol Negro teachers 
increased to approximately thirty. Fairview and W y ­
man schools each had a Negro teacher assigned to their 
faculties. Mrs. Alma Collins became the second Negro 
teacher on the Manual High School staff. The number 
of Negro teachers at Cole Junior High was increased 
to six.

By the end of the 1954-55 school year the Denver 
schools had their first Negro principal and a total of 43 
Negro teachers. By September 1955 the number of 
Negro teachers had been increased to 58.

As of February 1, 1956, the Denver schools had 
Negro personnel distributed as follows:

I Principal ___________Whittier Elementary School
5 Teachers ............ ....................... Manual High School

12 Teachers ..................   Cole Junior High School
1 Teacher ..................    Baker Junior High School

11 Teachers ___________  Whittier Elementary School
6 Teachers................   Mitchell Elementary School
1 Teacher 2..............   Wvman Elementary School
7 Teachers ........     Fairview Elementary School
8 Teachers _____________  Gilpin Elementary School
2 Teachers __________   Wyatt Elementary School
1 Teacher __________   Newlon Elementary School

.... 3 Teachers __^ ,^_^ ..._ ...24 th  St. Elementary School
1 Teacher ______________  Ebert Elementary School
1 Teacher ____  Columbine Elementary School
I School N u rse_______Washington Park School and

Garden Place School
1 School Psychologist ........... ....... Administration Bldg.
2 School Social Workers
1 Education Counselor ____ _____  Bovs, Inc., Gilpin

, JOIN THE URBAN LEAGUE N O W  !

' - - ( 

COMMUNITY BELIEFS CONCERNING 
THE SCHOOLS

The present controversy over the proposed school 
boundaries has unearthed several widely held beliefs 
which are prevalent in the East Denver Manual area.
Many persons think that:

1. The curriculum at Manual High School is in­
ferior to that of other Denver Senior I ligh

.. , Schools. ...

2. The upper-level student at Cole docs not re­
ceive the same kind of special attention provided 
in other junior high schools.

3. Students going from Cole to Manual are not en­
couraged to choose college preparatory courses 
because such courses arc limited at Manual.

The Urban League is deeply concerned with these 
and other questions involved in the school situation. We 
are interested in helping the community determine to 
their own satisfaction the truth or falsity of these beliefs.
We hope the schools will cooperate with the League anti 
interested parents and citizens in this effort.



2107a



2108 a

P la in tiffs ’ E x h ib it 4 1 7

(Secondary M em bership 1955-1965, 
R eport from  Principals, M anna! A rea)

(See Opposite) HEsP



School

Cole Jr. High 

Manual High

SECONDARY MEMBERSHIP 
1955-1965

REPORT FROM PRINCIPALS 
MANUAL AREA

Estimated Estimated Estimated
Building Membership Membership Membership Membership
Capacity March 1955 Sept. 1955 Sept, I960 Sept. 1965

1908 1401 1530 1920

1600 994 H 5 5  1280 1605



2109a



2110a

Plaintiffs’ Exhibit 6
(Excerpts from Minutes, June 9, 1969 (pp. 10-11))

— 10—

#  #  #  *  *

B. V o lu n ta r y  O p en  E n r o l lm e n t

It was moved by Mr. Southworth, that in addition to the 
existing voluntary open enrollment policies with transpor­
tation provided, which includes all schools of the District, 
the Superintendent and his staff be directed to develop and 
initiate concentrated and effective plans and programs de­
signed to achieve a voluntary exchange of pupils now re­
siding in the Smily Junior High School and East High 
School attendance areas with pupils now residing in the 
attendance areas of South, Thomas Jefferson and G-eorge 
Washington high schools, provided that such exchanges in 
school assignment result in improved understanding and 
integration, both in the sending school and in the receiving 
school, that such plans and programs be made effective as 
soon as feasible, and by the opening of school in September 
of 1969, if possible, and, if not, by the commencement of 
the second semester of the 1969-1970 school year and all 
such exchange programs shall be with transportation pro­
vided by the District. The motion was seconded by Mr. 
Perrill.

— 11—

A roll call vote was recorded as follows: voting “yes,” 
Mr. Berge, Mr. Knight, Mr. Perrill, and Mr. Southworth; 
voting “no,” Dr. Amesse, Mrs. Noel, and Mr. Voorhees. The 
motion was declared duly carried.

* #  *  #  *

June 9,1969 69-13



RESOLUTION NO. 1533

P L A - T/r/=S , ( jP  OL

WHEREAS, this Board of Education has rescinded 

previous resolutions adopted by it and numbered 1520, 1524, 

and 1531 for the reasons that such resolutions were hastily 

prepared, inappropriate to accomplish their intended purposes 

and lacked community support; and

WHEREAS, this Board of Education now having con­

sidered the views of the citizens of this School District, 

Resolution No. 1490 passed by this Board on May 16, 1968, 

school building capacities, optimum pupil memberships for 

schools, the need for providing transportation to pupils 

and the cost thereof, the need to stabilize pupil member­

ship in certain schools of this District and the feasibility 

of implementing some of the planning undertaken by the 

Superintendent of this School District and his staff, FINDS 

that the following steps are necessary and appropriate to the 

improvement of education in the Denver Public Schools and 
that such steps are in the public interest;

NOW, THEREFORE, IT IS RESOLVED by the Board of 

Education of School District No. 1 in the City and County 
of Denver and State of Colorado, that

1. The Superintendent is directed to continue 

development of plans in accordance with the concept of the 

Elementary School Complex as outlined in his report entitled



"Planning Quality Education" heretofore received by this 

Board of Education, and to initiate voluntary implementation 
of such plans, commencing with the opening of school in 

September of 1969, for the following groupings of elementary 
schools of this District to be known as Complex 1 and 

Complex 2, respectively:

Complex 1 Complex 2
Ashley Ashland
Carson Barnurn
Hallett Boulevard
Montclair Brown
Montclair Annex Cheltenham
Palmer Colfax
Park Hill Cowell
Philips Eagleton
Steck Edison
Teller Fairview
Whiteman Newlon

Perry
2. The Superintendent is directed to develop and 

institute plans and programs for a Hallett Elementary School 

voluntary exchange plan, before September 19 69 , by sponsoring 

a voluntary exchange of Hallett Elementary School pupils with 

pupils of other elementary schools throughout the District, 
and with transportation provided by the District.

- 2 -



3. The Superintendent is directed to take steps 

to establish pre-primary educational programs in the schools

of the North-Central portion of the District in September 1969, 

as proposed in his said report "Planning Quality education."

4. For the purpose of improving education and 

furthering the integration of schools included in Elementary 

School Complex 5, as described in the report "Planning Quality 

Education," such schools shall be grouped for cooperative 

planning with the elementary schools of other elementary 

school complexes as follow, or with such other or different 

schools as the Superintendent may designate from time to time, 

utilizing the criteria of ratio of school and group member­

ships, racial composition of memberships, potential for promot­
ing educational understanding, and utilization of school 
facilities; that such cooperative planning shall be accom­

plished by the local schools included within such groupings 

through planning committees composed of school staff members, 

P.T.A. representatives, parents and other citizens in the school 

community; that such planning committees shall be selected

and shall operate under rules and regulations prescribed by 

the Superintendent; that any cooperative plans so developed 

shall be mutually agreed upon by such committees prior to 

implementation thereof; that implementation of such cooperative 

plans may be undertaken by the Superintendent within the limita­

tions of law and the policies of this Board of Education; 

and that participation by individual families shall be 
optional.

- 3 -



Schools in Complex V
Schools Grouped with 
Complex V Schools

Crofton Bradley
Harrington Pitts

Slavens
University Park

Wyatt Bromwell
Moore
Stevens '

Columbine Godsman
Gilpin Goldrick

Gust
Sabin
Schmitt
Traylor

Whittier Asbury 
Lincoln 
Rosedale 
Thatcher 
Washington Park

Mitchell Denison
Stedman Doull

Force
Johnson
Schenck

Smith Ash Grove
Cory
Ellis
Fallis
Knight
McMeen

5. The present practices of transporting pupils from 

the attendance areas of schools of this District deemed to be 

overcrowded to other schools of this District, whenever neces­

sary to relieve such overcrowding, be continued.

- 4 -



6. The Superintendent is directed to proceed 

with plans to reduce the pupil population of Stedman Ele­

mentary School to the extent that four mobile units now 

located at that school may be used where needed at other 

Schools of this District, by soliciting approximately 120 

voluntary pupil transfers from Stedman Elementary School to 

other elementary schools of this District having space 

available and with transportation provided by the District.

- 5 -



2111a

Plaintiffs’ Exhibit 6a 
(R esolution No. 1533)



2112a

P lain tiffs’ E xh ib it 10 

(Review, P ublication DPS, April 1969)

(See O pposite)



® ®  ®School-Community Days
Come Visit Your Schools—this is an invitation from 

all who have planned the annual School-Community Days, 
April 22, 23, and 24, for the Denver Public Schools.

As a traditional part of Colorado Public Schools Week, 
the Denver Public Schools have again planned School-Com­
munity Days to show the community and its citizens the 
programs and activities that are going on in their schools. To 
better accommodate school visitors, three days have been set 
aside for visitation — Tuesday, April 22, for elementary 
schools; Wednesday, April 23, for junior high schools; and 
Thursday, April 24, for senior high schools.

“Quality Education for All—Responsible Citizenship” 
has been designated as the theme of this year's observance 
which has been proclaimed officially by Governor John A. 
Love and the State Board of Education as the week of April 
20 through 26. The Colorado Department of Education 
coordinates the planning for the event which is sponsored 
this year by 22 civic and service organizations.

Hem?. . ,
S y ste m s A n a ly s is  fa r  Ed u ca tio n a l P la n n in g  — An ap­

proach to the solution of predetermined educational problems 
(not exclusive to the field of education). Through such an 
approach the overall objectives of a school, a class, indeed an 
individual student, are identified and through the skillful 
use of planners, consultants, and community acting as team 
members with the regular school staff that the data is pro­
cessed by a computer to the end that the optimum benefit 
will accrue to the individual student. As this is done it is 
anticipated that teaching efficiency will increase and that 
alternative systems and strategies can be utilized to meet the 
established goals all the time effecting economies and effi­
ciencies in the educational process. The end result should 
be a curriculum, organization and staffing plan that will be 
adapted to meet the needs of a given, school, room, or student 
better than they have been met in the past.

D iscussion  P ictu res — A recently employed concept and 
the technique in the beginning social studies program for 
first-and second-grade classes. The purpose and approach 
here is to stimulate pupil discussion dealing with human 
understandings; to develop an appreciation of attitudes and 
values through group interplay and exchange.

Socia l S tu d ies M a te r ia ls  — Minority Groups — These 
materials, for use in all schools, are being utilized to supple­
ment existing textbooks whose treatment of the contributions 
of minority peoples is sometimes less than adequate. The 
materials are not graded, by intent, in order that teachers 
will be able and feel free to use them with children at any 
grade level where their use will enhance the teaching of these 
important concepts. Included among these materials are The 
Heritage and Contributions of The Negro American, The 
Heritage and Contributions of the Hispanic American, and 
The Heritage and Contribution of the Chinese and Japanese 
Americans. Significant is the fact that these materials were 
prepared by Denver Public Schools teachers who are mem­
bers of the minority groups they wrote about, but, more im­
portant, know about. (Mare on  pages  th ree and. four)

O ffic ia l P u b lica tion , D enver Pub lic  Schools V o l. X L IX ,  A p r i l ,  1969

® N ew  Instructional M a t e r i a l s ..................... Pages 1, 3, 4
• School-Community Days . . . . . . . .  Page 1
• Voluntary Open Enrollment . . . . . . .  Page 1
• East-Smiley Changes . . . . . . . .  Pages 2, 3
• Cole-Smiley Changes .............................................. ......  Page 4
® New Elementary Science Materials . . . . .  Page 4

Voluntary Open Enrollment Plan . . .
The voluntary pupil transfer program authorized by 

the Board of Education last November 21, attracted 1,245 
requests for changes of schools as of February, 1969. The 
plan went into effect this semester which began January 27.

Of the 1,245 who requested the transfer, 865 are pres­
ently being transported to schools other than their home 
school. Two hundred fifty-nine of the remaining 378 re­
quests were not honored because the pupils did not meet 
the requirement that the requested transfer would improve 
the racial balance. Fifty-one requests had conditions attach­
ed which could not be met and 68 requests were cancelled by 
parental request or by the district because of transportation 
problems.

Of the 1,245 who applied, 724 were Negro, 390 were 
white and 131 were Hispano. Of the 865 being transported, 
573 are Negro, 253 are white and 39 are Hispano.

The 865 pupils being transported represent an increase 
of almost 10% in number of pupils who were transported 
last semester.

The voluntary open enrollment plan adopted by the 
Board contains, in part, the following:

• " A n y  p u p il, w ith  the  p erm iss io n  of his p a re n ts , w ho  
w ish es m a y  re q u e st  e n ro llm e n t in a  school of h is cho ice  
p ro v id e d  the  re q u e ste d  tra n s fe r  is o n e  w h e re  p u p ils  in h is 
school a re  the  m a jo r ity  of h is ra c e  to a  school w h e re  the  
p u p ils  o f his ra ce  a r e  a  m in o r ity  a n d  w h e n e v e r  the  n um b ers  
a re  re a so n a b le .

• The req u e st fo r t ra n s fe r  cou ld  be fo r  a  fu ll d a y  o r h a lf  
d a y , o r e n ro llm e n t in se m in a r  c la sse s , fo r a  m in im um  of one  
se m e ste r  fo r  se n io r  h igh schoo l p u p ils ; a n d  fu ll d a y  e n ro ll­
m ent fo r e le m e n ta ry  school a n d  ju n io r h igh school p up ils  
fo r  a  m in im u m  of on e se m e ste r . The m a x im u m  w o u ld  be  
d e te rm in e d  b y  the  p up il a n d  h is p a re n ts .

• In previously integrated schools a reasonable ethnic 
ratio must be maintained for transportation of pupils to 
schools in other parts of the city where space is available. 
The purpose of the plan is to help integration and to prevent 
schools from becoming resegregated.

• Transportation of pupils will be subsidized by the 
Denver Public Schools. The Denver Public Schools may 
provide service by school bus, public transportation, private 
automobile, or chartered bus, depending upon the transpor­
tation problems.”

A p a m p h le t  d e scr ib in g  th e  o p p o r t u n i t i e s  a v a ila b le  
th ro u g h  the  V o lu n ta ry  O p e n  E n ro llm e n t P la n  is b e in g  pi e 
p a re d  fo r  d is trib u tio n  th is S p rin g .



Page Two T H E  R E  V I E  V* APRIL, 1969 T  II E  R  E  V I E  W P a g e  T h ree

P!an to Stabilize Racial and Ethnic Composition of Pupil Membership at East and Smiiey
SEN IO R  HIGH SCHO O L 

Effective  Se p tem b er 1969
(S en io rs  h a v e  th e  op tion  to go to n e w  sch o o l o r s ta y .)  
A re a  A —-141 p u p ils  fro m  Ea st, bussed  to South  
A re a  B—2 4 9  p u p ils  fro m  Ea st, to G e o rg e  W a sh in g to n  
A re a  C —172 p u p ils  fro m  So u th , to East  
A re a  D—195 p u p ils  fro m  G e o rg e  W a sh in g to n , to  East  
A re a  E—10 0  p u p ils  fro m  G e o rg e  W a sh in g to n , to South  
(The M o n tb e llo  a r e a  w ill  re m a in  in th e  E a st d istrict.)

JU N IO R  H IGH  S C H O O L  
Effective  S e p te m b e r  19 69  

A re a  A —5 5 0  p u p ils  fro m  Hill to S m ile y  
O th e r  ch a n g es:

5 0  p u p ils  fro m  S w a n se a  a r e a —fro m  C o le  to S m ile y  
5 0  M o n tb e llo  p u p ils—to S m iiey  
100 H ill p u p ils  (south end of d is tr ic t)—to H a m ilto n  
2 0 0  M e rrill p u p ils  (so utheast en d  of d is tr ic t)—to H am ilto  
8 5 0  S m ile y  p u p ils  (north end of d is tr ic t)—b u ssed  to  

2 0 0  to Hill 
2 0 0  to M errill
180  to H am ilto n , Th o m a s Je ffe rso n  

7 0  to G ra n t  
7 0  to Byers  

13 0  ftt'Ku n s m i 11 e  r

JUNIOR HIGH SCHOOL 
BOUNDARIES

o  LOUISIANA

The Board of Education last December directed the 
Superintendent and staff to prepare a plan which would 
provide for the stabilization of pupil memberships at Smiley 
Junior High School and East High School.

It was felt by the majority of the Board that “because of 
the housing patterns in the City and County of Denver, East 
High School and Smiley Junior High School contain growing 
numbers of pupils of racial and ethnic minorities; that a re­
duction of such numbers is desirable as one of the steps to 
improve educational opportunity in such schools; and that 
the changes in the attendance areas . . . will reasonably 
accomplish such reduction and thereafter stabilize the racial 
and ethnic com position of pupil memberships in these 
schools; and that such changes are in the public interest.”

The Board approved this plan at the meeting at South 
High School auditorium on Thursday, January 30. Details 
are contained in the accompanying maps and captions.

A s a  re su lt  o f th e se  ch a n g e s  a ll  p u p ils  in v o lv e d  w ill  
a tte n d  sch o o ls th a t  a r e  in te g ra te d  but a r e  p re d o m in a te ly  
w h ite .

The effect of these changes will be as follows:
E st im a te d  R a c ia l C o m p o sit io n —S m ile y

A n g lo  N e g ro  H isp a n o
J a n u a r y  1 9 6 9  2 7 %  6 7 %  6%
S e p te m b e r  1 9 6 9  7 2 %  2 3 %  5%

E stim a ted  R a c ia l C o m p o sitio n —East  
J a n u a r y  1 9 6 9  5 4 %  4 0 %  6%
S e p te m b e r  1 9 6 9  6 8 %  2 5 %  7 %

C u m u la t iv e  Effects a t  East  
of th e  Ju n io r  H igh School B o u n d a ry  ch a n g e s  

1971 8 8 %  4 %  8%

Social Studies Changes include Cityw ide Minority-group H istory Courses and New Materials
Elective course offerings in Afro-American history are 

available to students in all of the nine Denver public high 
schools. The course was introduced a year ago at one school. 
Its success, interest, and significance led to its inclusion in 
the city-wide curriculum. A course outline list of materials, 
and the like is available in all high schools. One junior high 
school is participating in this course offering on an experi­
mental basis. Popularity of the course ranges from one class 
section in some buildings to as many as 15 sections in other 
buildings.

In this same manner a course in Latin American history 
with emphasis on the Southwest is available for students 
also. This course deals largely with Hispano history and 
culture. Again it is being used on an experimental basis in 
one junior high school.

Still another possibility—this one a course in Minority 
Cultures-is being offered in one of our schools with the 
thought of inclusion at all schools if its success and interest 
warrant it.

Although elective offerings will accomplish part of the 
job of teaching about minorities, the remaining part must 
be done in the required American history courses. In order 
to upgrade the teaching about minority groups in grades eight 
and 11 history classes, substantial quantities of new mate­
rials have been purchased and distributed to schools. Also 
recognizing that teachers themselves had few professional 
resource materials on which to draw, each 8th and 11th 
grade history teacher has been supplied with four types of 
commercially prepared, professional materials which enable

the teacher to have at hand the kinds of resource materials 
which he needs.

Recognition also has been given to the fact that some 
of the older textbooks have weaknesses in the areas devoted 
to Negro history and thus a need for supplementary pupil 
materials. Therefore, schools have been supplied with addi­
tional books and instructional materials, including audio­
visual aids, in order to provide a meaningful, accurate, and 
balanced picture of American life. It should be noted also 
that these materials do not replace the standard American 
history texts.

Similar efforts are being made with respect to materials 
dealing with Hispanos—particularly in regard to Hispanic 
people of the Southwest. Publishers have not, as yet, pro­
vided the materials for this important need as they have with 
the Negro. Limited amounts are available, some is not rele­
vant to our section of the country since it is largely directed 
to the Puerto Ricans of New York or the Mexican American 
in the California area. Using knowledgeable resource persons 
in our own schools and with the cooperation of our institu­
tions of higher learning it is felt that significant advances in 
this area soon will be made.

The Denver Public Schools are intimately and enthu­
siastically involved in the area of teaching about minority 
groups. It is not reasonable to assume that educational mate­
rials and a soundly conceived social studies program can 
solve all of our society’s or community’s problems. However, 
we feel that at a time in our nation’s history when it is imper­
ative to teach about our nation’s heritage we are making good 
progress.

Teacher involvem ent, understanding, sensitivity— 
whatever the term, the concern and need is present. This has 
been a little publicized but deeply involved aspect of the pro­
gram for developing understanding minority groups. During 
this school year two seminars involving more than 100 
teachers were conducted using a title “Using New Instruc­
tional Materials on Minority Peoples in American Life”. The 
seminars included Hispano life, history, culture and contri­
butions and similar approaches for the Negro. Taught by 
expert, knowledgeable persons, every junior high and senior 
high school social studies department was represented assur­
ing that every secondary school would have at least one 
member knowledgeable and current in new methods and 
materials for teaching about minorities.

For the last several years many of our teachers have 
attended summer workshop sessions on human relations in 
cooperation with local colleges and universities—to name 
only a few, Denver University, Loretto Heights College, Met­
ropolitan State University, Colorado College. However, their 
work has not been confined to workshops only. Evening 
classes, summer institutes, summer schools and even full­
time attendance has led to retraining and better understand­
ing of the needs and problems present in teaching these 
important concepts. It is also worthy of mention that our 
institutions of higher learning are making a sincere effort 
to improve their course offerings while at the same time 
generously offering facilities and services to the schools, 
making it possible for us to have a large number of college- 
trained teachers in this area of teaching in a relatively short 
time.



Page Four T H E  R E V I E W APRIL, 1969

Pupils to M ake Elementary School 
Science Teaching M aterials

During the summer of 1969, Neighborhood Youth Corps 
pupils will be designing and manufacturing materials for use 
in the elementary school in the Denver Public Schools. It is 
anticipated that both boys and girls will participate in the 
program which will give them opportunities for meaningful 
work experiences. Such skills as woodworking, drafting, 
welding, metal working and office work will be developed. 
In addition to fostering an attitude of self-worth in the partic­
ipants the program hopes to develop increased self-under­
standing and good work habits by permitting pupils to work 
as a team.

The industrial arts facilities of a Denver Public School 
high school will be used. Items such as balances, balance 
beams, electrical kits, periscopes and simple machines will 
be manufactured in sufficient quantity for use in all Denver 
elementary schools. Other items for consideration are cen- 
trifrugal force kits, sand pendulums, range finders, and other 
similar equipment.

This program was proposed by Mr. Buel Robinson, a 
physics teacher at George Washington High School. He and 
Mr. Donald Forster, an industrial arts teacher at George 
Washington, will plan the design of the pupil projects. Both 
men will do the actual teaching and supervision during the 
six-week summer session.

In the future a project of this type might also provide for 
science equipment needed in the secondary schools.

Changes In Co le  A rea . . .

The Report. Planning Quality Education, suggested 
that consideration be given to phasing out Cole Junior High 
School. Seventh and eighth graders would be assigned to 
various junior high schools throughout the School District 
and the ninth graders accommodated at Manual High School 
as the program with Colorado State College is developed for 
that school. These steps not only would aid in further inte­
grating the junior high schools but also would priovide for 
equalizing educational opportunity for Cole pupils.

Although reduction in membership at Cole Junior High 
School is not specifically a step to “phase out” the school as 
noted above, a lower membership will produce an environ­
ment in which appropriate instructional programs can be 
developed to motivate pupils and provide for their educa­
tional needs in the most effective way.

Pupil membership will be reduced, effective in Sep­
tember, 1969, by transporting 275 children from the Cole 
Junior High School area to the five schools where there is 
room for them: Byers, Kepner, Kunsmiller, Rishel, and 
Smiley junior high schools.

Junior High Subdistrscl Changes . . .

The following areas, now a part of the Smiley Junior 
High School subdistrict, will become a part of the subdistricts 
of the junior high schools listed-effective September, 1969.

A r e a
a b o v e  m a p )

J u n i o r  h i g h  s c h o o l
a t t e n d a n c e  a r e a  t o  w h i c h  t h e  r e s p e c t i v e  a r e a s  a r e  a s s i g n e d .

i M errill Junior High School—
2 Grant Junior High School—
3 Byers Junior High School—
4 Kunsm iller Junior High School—
5 Hill Junior High School
6 Hamilton Junior High School—

Thomas Jefferson Junior-Senior High School

A r e a  7  now in the Cole Junior High School attendance 
area is assigned to the Smiley Junior High School attendance 
area.

A r e a  8 now in the Hill Junior High School and A r e a  9  
now in the Merrill Junior High School attendance areas are 
assigned to the Hamilton Junior High School and Thomas 
Jefferson Junior-Senior High School attendance area.

T H E  R E V I E W
O f f i c i a l  P u b l i c a t i o n  o f  t h e  D e n v e r  P u b l i c  S c h o o l s

Prepared by Department of Information Services 
Administration Building • 414 Fourteenth Street • Denver, Colorado 80202

APRIL, 1969
BOARD OF EDUCATION—James D. Voorhees, Jr., President; Allegra Saunders, Vice- 

President; John H, Amesse, M.D.; A. Edgar Benton; William G. Berge; Stephen J. 
Knight, Jr.; Rachel B. Noel.

ADMINISTRATIVE STAFF—Robert D. Gilberts, S u p e r i n t e n d e n t ;  Howard L. Johnson,
D e p u t y  S u p e r i n t e n d e n t . ;  Charles E. Armstrong, A s s i s t a n t  S u p e r i n t e n d e n t ; Richard P. 
Koeppe, A s s i s t a n t  S u p e r i n t e n d e n t ;  Edgar A. OSander, A s s i s t a n t  S u p e r i n t e n d e n t .



2113a



2114a

Plaintiffs’ Exhibit 11 
(Review, Publication DPS, May 1969)

(See Opposite) KT”



Elementary School Integration . . .
Excerpts from the remarks made by Dr. Robert D. 

Gilberts, Superintendent of Schools, to the Board of Educa­
tion on April 16,1969:

In Resolution 1490 the Board of Education recognized 
that the continuation of neighborhood schools has resulted 
in the concentration of some minority racial and ethnic 
groups in certain schools, and that a reduction of such con­
centration and the establishm ent of an integrated school 
population is desirable to achieve equality of educational 
opportunity.

The long range plan, P la n n in g  Qua lity  Ed u ca tio n , 
prepared by the staff, consultants, and me has received wide 
consideration.

From time to time I have proposed action on recom­
m endations contained in the plan in order that im plem enta­
tion could proceed as fast as possible and yet produce lasting 
results consistent with long range objectives.

One such recom m endation related to the stabilization 
of secondary school populations in N ortheast Denver. Par­
ticularly affected were East High School and Smiley Junior 
High School.

Complementary to the recom m endation for secondary 
schools is the plan relating to the stabilization of elementary 
school memberships in N ortheast Denver. As with the recom­
m endations for the secondary schools, this plan is an integral 
part of the long range plan for integrating the Denver Public 
Schools, as directed by Resolution 1490.

The major consideration in formulating these recommenda­
tions to provide quality integrated education is the welfare of 
Denver's children. I have been guided by these weii-established 
and accepted principles: sound fiscal management, availability of 
personnel and staff resources, and the extent of potential com­
munity acceptance.

Unlike m any cities, the citizens of Denver have a unique 
opportunity to insure a high quality of education for all of 
Denver’s children.

Our contacts with the community have shown that there is no 
consensus about the action which is required. On the one hand 
some people feel that steps such as these are too modest. Con­
versely, others feel that too much is being proposed. It is my 
professional judgment that these time-phased steps, part of the 
long-range plan, are reasonable, necessary, can be accomplished, 
and will result in meaningful progress.
ACTION TO DATE

No other large city has undertaken steps toward inte­
gration on such a large scale; and reports describing integra­
tion efforts in smaller cities fail to emphasize the differences 
in scale in such factors as geographical size, costs, num bers 
of schools involved, size of pupil m emberships, and the 
racial composition of the city.

Facilities —
Twelve additional classrooms are being added to Hamilton 
Junior High School. A new junior high school is being 
constructed at East Florida Avenue at South Quebec Street. 
At Park Hill Elementary School a half-million dollar class­
room and cafeteria addition was built.
Transportation —
Voluntary Open Enrollment —
As of February 1969, 847 pupils involving 23 secondary 
and 28 elementary sending schools are being transported 
for integrative purposes.
Limited Open Enrollment —■
638 children from 33 sending schools are participating 
in this program.
A d d i t i o n a l  T r a n s p o r t a t i o n  f o r  I n t e g r a t i o n  —
618 pupils in four elementary schools are being transport­
ed to 19 schools throughout the city.
225 junior high school pupils are being transported to two 
other schools.

The total transportation required for these programs involves 
2,328 pupils.

O ffic ia l P u b lica tion , Denver P ub lic  Schoo ls V o l. X L X , AAay, 1969

/ 6*9-70 Stftml
Pupil registration and classes begin . . Seplember 3, 1969
State professional meetings

Schools closed . . . . . . .  October 9 and 10, 1969
Thanksgiving intermission

Schools c l o s e d ............................... November 27 and 28, 1969
Winter intermission

Schools closed December 20, 1969 to January 5, 1970
First semester e n d s ................................................. January 23, 1970
Second semester begins . .........................January 26, 1970
Spring intermission

Schools c l o s e d ...............................March 21 to March 30, 1970
Second semester e n d s ................................................. June 4, 1970

Resolution 1520 —
Im plem entation of this Resolution involves 2,932 children 
and 15 secondary schools. Twenty-seven new buses cost­
ing about $450,000 are being purchased for this program. 
Additional capital outlay for storage, operation, and m ain­
tenance of these vehicles will be required.
Total Children Transported —
The above four program s involve the transportation of 
5,260 children, thus providing integrative experiences in 
a large num ber of schools in Denver.

This plan will provide integration for 10,102 elem entary 
pupils in 22 schools by the reassignm ent of 2,001 addi­
tional pupils. Additional pupils will be involved' in the 
cooperative programs linking core area schools with those 
in the rest of the city.

CONCLUSION
We are limited severely in both money and knowledge. 

Knowledge we can develop with the talent we have and a 
com m itm ent on the part of all of us in the school system. 
We have a good start in this direction—it will take tim e— 
there are no instan t solutions for the huge tasks before us. 
The schools cannot solve society’s problems alone; all com­
m unity agencies have a role to play in that process. Some 
needed actions in the areas of housing and employment are 
even more critical than those required of the educators.

The finances required to make the changes that will be neces­
sary are critical. Developing the solutions will without question 
cost money and it is likely that the solutions, when developed, 

( C o n t i n u e d  o n  p a g e  4 )

CORRECTION
The April Review  printed the following statem ent which 

is not correct:
Cumulative Effects at East 

of the Junior High School Boundary changes
Anglo Negro Hlspano

1971 88% 4% 8%
The figures which should have been used are as follows: 

Anglo Negro Hlspano
1971 73% 20% 7%



Page Two T H E  R E V I E W May, 1969 T H E  R E V I E W Page TRree

A  P lan  for tli® Stabilization ©f Memberships of Elementary Schools in H orflieast D enver and for Further integration  of the D enver P u b lic  Schools
This plan for elem entary schools consists of a num ber 

of elem ents relating to the im plem entation of the Superinten­
dent’s Report, Planning Quality Education, which was pres­
ented to the Board of Education on October 10, 1968. Con­
sideration was given to the effects reassignm ent of pupils 
will have upon —

• racial and ethnic composition of pupil member­
ships

• potential quality of the instructional program
• financing transportation equipment and personnel
• availability of time and staff to develop programs, 

communicate with parents and children, and to 
orient the personnel involved.

The views of individuals and groups of citizens have 
been considered. Consideration also was given to traffic 
conditions, housing patterns, school building capacities, and 
memberships.

The proposal is financially feasible in that the additional 
transportation requirem ents can be handled by means of 
leasing additional buses and by m axim um  utilization of 
buses already purchased out of the capital outlay accounts. 
Effective utilization will be possible by varying the opening 
and closing tim es of some schools. Effective utilization of 
curren t staff will m inimize the need for additional personnel.

The Plan is to be effective in the fall of 1969.
Facilities for the initial operation of complexes are 

available in  the addition to Park Hill Elementary School 
(Complex N um ber O ne) and the replacem ent of the Chelten­
ham  Elem entary School (Complex N um ber Two). This is 
an im portant consideration since capital reserve funds are 
obligated through 1970.
Programs in Complexes One and Two

The report, Planning Quality Education, notes the fol­
lowing program s and services which can be provided for 
elem entary schools in a cluster w ith a central complex:

1. Cultural Arts Program
Resource M aterials ( 'en icr ""
Reading Clinic 
Special Academic Facility 
Pre-Primary Facility 
Com munity Agencies Facility 
Recreation Facilities 
Adm inistrative Facility 
Special Education

Stabilization of M emberships, Complex One
Pupil m em berships of schools in  N ortheast Denver will 

be stabilized by m eans of boundary changes and transporta­
tion. These changes will assure tha t children will be trans­
ported to schools whose m em bership is at least 70% Anglo, 
thus providing integrated education. The changes which 
follow are based upon the following fa c ts :

• Pupils presently transported will be diverted to nearby 
schools

9 Differences in travel distances are m inimized
• Travel tim e differences are not increased significantly. 

A. Boundary Changes
1. Ashley — Philips 32 pupils
2. M ontclair — Philips 30 pupils

T ransportation
1. Philips to : Ashley 30 pupils

Palm er 50 pupils (exchange)
2. Park Hill to: Steck 30 pupils

Steele 70 pupils
Resulting Racial Composition of M emberships

B.

C
Current Membership Resulting Membership

School

B
ui

ld
in

g
C

ap
ac

ity

A
ng

lo
Pe

rc
en

t

N
eg

ro
Pe

rc
en

t
H

is
pa

no
Pe

rc
en

t
|

T
ot

al
 

j

o f  
c £
c £

O §
af ** £ (£ H

is
pa

no
Pe

rc
en

t

T
ot

al

Ashley 570 86 6 8 550 81 11 8 548
Carson 750 90 7 3 629 78 20 2 720
Montclair

and Annex 810 93 3 4 795 80 16 4 753
Palmer 450 92 5 3 482 81 15 4 482
Park Hill 1,080 71 23 6 963 79 13 8 863
Philips 570 55 37 8 555 70 22 8 584
Steck 420 86 11 3 410 82 17 1 431
W hitem an 570 88 8 4 610 78 18 4 550

2.
3.
4.
5.
6 .

7.
8 . 

9.
The tables below show the capacities and racial compo­

sition of m em berships of schools in  Complexes One and Two.

Change o f Racial Composition of M embership at Barrett 
The modifications which follow will change Barrett from 

predom inately Negro to predom inately Anglo.
T ransporta tion :

1. To Barrett from : W hitem an 110 pupils
Moore 42 pupils

M ontclair 115 pupils
Total 267 pupils

2. From  Barrett to: M ontclair 100 pupils
W hitem an 50 pupils

Complex Number One
Schools, Capacities, Racial Composition of 
M emberships Based on October 1968 Data

Complex Number Two
Schools, Capacities, Racial Composition of 
M emberships Based on October 1968 Data

a

Area A — From Barrett to Carson 
Area B — From Barrett to Montclair 
Area C — From Barrett to Whiteman 
Area D — From Barrett to Asbury 
Area E — From Barrett to Moore 
Area F — From Park Hill to Steele 
Area G  — From Park Hill to Steck

Area H — From Philips to Ashley 
Area I — From Philips to Palmer 
Area J — From Montclair to Philips 
Area K — From Whiteman, Moore, Mont­

clair and Montclair Annex to 
Barrett

Area L — From Palmer (transported) to 
Philips

Ashley
Carson
Hallett
M ontclair and 

Annex 
Palmer 
Park Hill 
Philips 
Steck 
Teller 
W hitem an

570 472 86 35 6 43 8 550
750 568 90 42 7 19
690 76 10 634 84 41

810 746 93
450 442 92
750 684 71

19
24

223

3 30
5 16

23 56
570 307 55 203 37 45 8
420 353 86
480 346 78
570 537 88

629
751

795
482
963
555
41044 11 13 3

58 13 40 9 444
49 8 24 4 610

Ashland 630
Barnum  690
Boulevard 390
Brown 660
Cheltenham  750 
Colfax 360
Cowell 510
Eagleton 480
Edison 690
Fair view 975
Newlon 690
Perry 150

236 39
608 70

90 23
482 68
301 38
220 58
323 62
190 39
608 80 
108 13
469 63

64 63

0 0 
1 *
0 0 
2  *  

27 3 
1 * 
2 *  

4 1 
1 * 

75 9 
0 0 
0 0

373
261
300
223
462
161
155
291
152
642
275
38

61
30
77 
32
59 
42 
32
60 
20
78 
37 
37

609
870
390
707
790
382
483
485
761
825
744
102

4,531 1,331 326 6,189 3,699 113 3,237 7,148

From Barrett to :

Resulting m em bersh ip :

Moore
Carson
Asbury

Total

42 pupils 
100 pupils 

30 pupils 
322 pupils

School
Building
Capacity

Anglo
Percent

Negro
Percent

Hispano
Percent Total

Barrett 450 73 24 3 368

73 22 52 45

Pre-Primary Programs '
Steps will be taken in  September, 1969, to establish pre­

prim ary educational program s in  the N orth-Central portion 
of the City as proposed in  Planning Quality Education. 
Change of Racial Composition at Hallet E lementary School

H allett school will become a dem onstration integrated 
school on the basis proposed by certain  interested citizens.

P resent enrollm ent at H allett is 751 of which 634 are 
Negro and approxim ately 76 Anglo. The Denver Public 
Schools will sponsor intensive recruiting efforts to obtain a 
m inim um  of 500 white volunteers from  throughout the City 
who desire an integrated elem entary school education for 
their boys and girls. Likewise, approxim ately 500 Negro 
pupils will be t r a n s p o r te d  from  H allett to those Anglo 
schools. H allett would then have a pupil population which 
would be approxim ately 60% Anglo, 40% Negro.
Expansion of the Transportation Program at Stedm an Ele­
m entary School to Further the Integration Program.

Currently, 286 pupils are being transported from  Sted­
m an to other schools. An 120 additional pupils will be trans­
ported in  order to-integrate more schools in the District. This 
will free four mobile units for use elsewhere. Pupils will be 
transported from  Stedm an to:

Denison — 30 Schenck — 30 Force — 60 
Continue Transportation Program at Sm ith  School

Currently 214 pupils are being transported to other 
schools throughout the District.

Summary of Pupil Transportation and Integration
Previous recom m endations of the Superintendent ap­

proved by the Board of Education have provided for trans­
portation of 5,260 pupils and have integrated 23,049 pupils.

The curren t proposal provides for transporting 2,001 
more pupils in tegrating 10,102 additional elem entary pupils.

Additional num bers of children will be in  integrated 
school program s when plans are completed for linking Area 
5 schools w ith schools in  other complexes.

Sum m ary Integration P lanned for September 1969

Additional Pupils Transported
Additional

Pupils
Integrated

School Level

V
ol

un
ta

ry
O

pe
n

E
nr

ol
lm

en
t

Li
m

ite
d

O
pe

n
E

nr
ol

lm
en

t

A
dd

iti
on

al

R
es

ol
ut

io
n

15
20

H

Elem entary 327 150 618 1,095
Junior High 273 252 225 2,075 2,825 ‘ 12,528
Senior High 247 236 857 1,340 ‘ 10,521

847 638 843 2,932 5,260 23,049

C urrent (E lem entary)
Proposal 2,001 10,102

Grand Total 7,261 33,151

* Resulting from  Resolution 1520
This is a substantial move in the short period of one year. In 

addition there are another 25,000 pupils in well-integrated schools 
in Denver. No other large city the size of Denver w ill have accom­
plished as much.

( C o n t i n u e d  o n  p a g e  4 )



Page Four T H E  R E V I E W MAY, 1969

Cooperative Planning to 
Achieve integration . . .

( C o n t i n u e d  f r o m  p a g e  3 )
Integration of Schools in Area 5 (N ortheast and N orth Cen­
tral D enver)

Residential housing patterns result in the concentra­
tion of m inority pupils in Area 5. In order to integrate these 
children, transportation will be required as stated in the 
report, Planning Quality Education, The accom panying data 
illustrate how schools are grouped for cooperative planning 
to achieve integration in  these complexes.

( Schools in bold face type are in Area 5 )
Current Membership

Schools
Building
Capacity

Anglo N egro Hispai
TotalNo. Percent No. Percent No. Percent

Crofton 360 14 5 108 39 157 56 279
Harringtoni 570 28 5 435 78 97 17 560
Bradley 960 983 98 3 * 12 2 998
Pitts 450 429 99 2 * 3 1 434
University

Park 960 945 95 39 4 16 1 1,000
Slavens 690 633 95 33 5 1 * 667

Wyatt 450 8 2 201 47 223 52 432
Bromwell 270 301 92 14 4 12 4 327
Moore 660 460 79 48 8 72 13 580
Stevens 390 297 77 47 12 41 11 385

Columbine
1,125 6 1 908 95 43 4 957

Gilpin 900 20 3 282 45 325 51 627
Gust 780 754 93 0 O 59 y 813
Sabin 1,320 1.262 97 0 0 41 3 1,303
Schmitt 690 622 86 3 * 102 13 727
Traylor 750 849 97 1 * 22 2 872

Whittier 1,050 7 1 818 94 44 5 869
Asbury 630 480 89 31 6 29 5 540
Lincoln 540 512 8 6 1 * 81 14 594
Rosedale 420 354 79 3 1 91 20 448
Thatcher 360 284 81 4 1 62 18 350
W ashington

Park 540 481 95 0 0 24 5 505

Mitchell 1,050 8 1 726 73 255 26 989
Stedman 795 27 4 634 92 25 3 686
Denison 570 482 88 1 * 67 12 550
Doull 930 921 94 13 1 47 4 981
Force 915 744 86 26 3 92 11 862
Johnson 750 672 86 0 0 111 14 783
Schenck 750 638 87 1 * 96 12 735

Smith 1,245 31 3 1,041 95 25 2 1,097
Ash Grove 720 784 98 5 * 12 1 801
Cory 600 542 91 30 5 23 4 595
Ellis 900 791 98 0 0 15 2 806
Fallis 360 391 99 2 * 2 * 395
Knight 630 632 99 2 * 6 1 640
McMeen 840 839 97 1 * 26 3 866

*Less than  1%
Basic planning among these cooperating groups of schools 

will originate at the local school level. Parents from cooperating 
schools will exchange visits to initiate the planning process. Cen­
tral office staff will be available to assist local committees in their 
planning, and in the implementation of their plans. Local planning 
committees will be composed of staff members, PTA representa­

t i v e s ,  a n d  o t h e r  c i t i z e n s  i n  t h e  c o m m u n i t y .  T h e  p l a n s  t h a t  a r e  

d e v e l o p e d  w i l l  b e  m u t u a l l y  a g r e e d  u p o n .  A n  i n i t i a l  s t e p  i n  t h e  

d e v e l o p m e n t  of t h e  p l a n s  w i l l  b e  t o  p r o v i d e  c o m m i t t e e  m e m b e r s  

o f  c o o p e r a t i n g  s c h o o l s  w i t h  o p p o r t u n i t i e s  t o  b e c o m e  a c q u a i n t e d ,  

a n d  t o  d e v e l o p  i d e a s  f o r  i n n o v a t i v e  p r o g r a m s .

Educational Programs
1. One-half of a class from  one school could exchange 

places with a s im i la r  num ber of children from 
another school for a designated period of time to 
carry out a p lanning project, study a required unit, 
engage in selected classroom activities, or visit places 
of in terest pertaining to the unit of study.

2. Activities sim ilar to the present Cultural Arts and 
Cultural U nderstanding program s can be organized 
among the cooperating schools.

3. Teachers of selected grades or subjects can arrange 
to exchange assignm ents for a pre-determ ined period.

Exploration of these and other ideas and development of 
understanding are necessary first steps leading toward addi­
tional mutually-agreeded-upon quality education programs 
involving several classes or entire grade levels. At the same 
time, each school would retain  its distinctive individual 
character.

Elementary School Integration . . .
( C o n t i n u e d  f r o m  p a g e  1 )

will cost money. Hopefully some of these costs can be offset by 
more effective use of what we already have, but to get to that 
point we will need more money,

I would like to urge our legislators to consider seriously 
our educational problems and provide us the resources we 
need to complete our task. Be appropriately critical of our 
effectiveness, but please do not foreclose the possibility of 
proper responses to needed change by punitive reduction and 
control of the fiscal support we so desperately need.

W hat we have proposed is, we feel, a reasonable and 
possible start in solving our problems. I hope that we shall 
be able to proceed now with the appropriate actions neces­
sary. Time is limited.

58% ©f D PS Grads Enter College . . .
The percentage of Denver Public Schools graduates who 

enter college has risen steadily since 1958. Figures released 
by the Office of College and Scholarship Guidance are as 
follow s:

Number of Number of Per Cent
Year Graduates College Bound In College

1958 2705 1253 46
1959* 3055 1379 46
1960 3159 1490 47
1961 3532 1826 52
1962* 3436 1819 53
1963 3505 1900 54
1964 4292 2496 58
1965* 5077 2913 57
1966 4989 2846 57
1967 5053 2913 58
1968 5081 2947 58

*Figures from  College Surveys— Actual entries.
All other figures are from  school lists of pupils’ fu ture plans.

T H E  R E V I E W
O f f i c i a l  P u b l i c a t i o n  o f  t h e  D e n v e r  P u b l i c  S c h o o l s

Pro pared bv Department of Public Information
Administration Building • 414 Fourteenth Street • Denver, Colorado 80202

MAY, 1969
BOARD OF EDUCATION —James D. Voorhees, Jr., President; Allegra Saunders, Vice-

President; John H. Amcsse, M.D.; A. Edgar Benton; William G. Beirge; Stephen J.
Knight, Jr..; Rachel B. Noel.

ADM I NISTR ATI V E ST A FI• — Robert D. Gilberts, S u p e r i n t e n d e n t; How ard L. Johnson,
D e p u t y  S t i p e r i n t e n d e n t ;  Charles E. Armstrong, A s s i s t a n t  S u p e r i n t e n d e tit; Richard P.
Kocppc, A s s i ; i t a n l  S u p e r i n t e . n d e n t ;  Edgar A. Oiander, A s s i s t a n t  S u p e r i n t e n d e n t .



2115a



2116a

P lain tiff s’ E xhib it 38

(E xcerpts, “ Characteristics of Negro Residences 
in  P a rk  Hill Area of Denver, Colo. 1966” )

(See Opposite) HEP”



CHARACTERISTICS OF NEGRO RESIDENCES 

IN PARK HILL AREA OF 

DENVER, COLORADO

1966

Prepared by-
George E. Bardwell, Ph.D.

Consultant to 

City and County of Denver 

Denver, Colorado

APRIL, 1966



But by I960, this same area showed a decline in Negro population o;‘ 

lation to about 76 per cent.

the total popu-

TABLE 3
TOTAL NEGRO POPULATION lit THIN CENSUS TRACTS 36 in 19U0 anji 1950 

and 36 A, 36 B and 36 C in i960

IN CENSUS TRACTS

Year
Negro

Population
Total

Population
Percent
Negro

Percent of Tc 
in Denver

&al Negro Population 
In Census Tracts

19it0 86 12,it82 0.7 1.1

1950 898 16,028 5.6 6.0

I960 8,715 17,216 5o.6 28.8

SOURCES U, S. Bureau of the Census.

In sum, by I960, Denver's Negro population has migrated, over a 

to Colorado Boulevard, the western boundary of Park Hill. In 193>0 

Negroes in the population of Park Hill was a small fraction of one

in I960, this percentage was less than two per cent. According to jour census results, 

this proportion in 1966 is about 37.1 per cent. (Table it.) Frc3|j |960Jgb 1966, the 

increase in Negro population in Park Hill has been about 6? per per year.

period of two decades, 

the proportion of 

per cent and even

TABLE k

TOTAL NEGRO POPULATION IN PARK HILL 

1950, i960, 1966

tear
Negro

Population
Total

Population
Percent
Negro

Percent of Total Negro Population 
in Denver in Park Hill

1950 5U 20,201 0.3 0.3
I960 566 32,679 1.7 1.6
1966 12,222 32 ,91*1* 37.1 28.it



6a

SOURCE: 1950, I960: Based upon non-institutional population only, U» S. Bureau of
the Census enumeration District data. There is a very slight 
over-estimate of Negro population in 1950 in each category 
since two enumeration districts included area outside Park 
Hill boundaries defined in this report.



23

3. The percentage yearly incr e in sales price reported for Areas 5 to 8

and Areas 9 to 12 for impr d properties selling under $20,000 are some-

per cent Negro residents ~f 1966.

what less than those in Ar 13 to 16. Areas 13 to 16 have less than one

in There appears to have been la diminution in average sales price of improved

properties $20,000 and oveq in Areas $ to 8 and Areas 9 to 12 over the

Some Concluding Remarks on the Park Hill Census.

If one adopts the position that a balance and stable mixture of Negro and white 

residents in Park Hill is a desirable public goal, the results of the 1966 census 

are not encouraging. There is ample evidence that the Negro movement into Park Hill 

is persistent and growing in momentum. The results suggest that a massive shift in 

racial composition in new residents moving into the area will be required to reverse 

this trend.

A number of factors suggest a continuing and mounting pressure for school 

facilities. The average size Negro family in the 1966 census is about one-fourth 

larger than the white family in the I960 census. This disparity is even more 

pronounced if the average white family in the 1966 census is used. Moveover, there is 

a relatively high vacancy rate in "transitional” areas in Park Hill. These factors, 

together with the prospect of higher proportion of Negroes in Park Hill, point to an 

impact on school populations which is likely to be more severe than that experienced 

to date.

If this public goal of a stabilized balance in the mixture of population in Park 

Hill is indeed worthwhile, the results of this 1966 census presents a serious challenge. 

To meet this will likely require a public effort of very large proportions.



2117a



2118a

Plaintiffs5 Exhibit 333
(L tr., June 20, 195b, to Bd. of Ed., Sdi. Dist. # 1 ,  

from  O berholtzer, Supt. of Schools)

(See Opposite) BSP



B o a r d  of E d u c a t i o n  
School District. Ho. 1 
City and County of Denver 
State of Colorado

Ladies and Gentlemen;

Juno 20, 1956

O n  January 18, 1956, y o u  a p p roved some p r o p o s e d  
boundary linos s X f o c o i n g  (1) Gov©^ Sniley^ and Kill junior 
n i g h  schools and (2) Morey, Gove, and Hill junior high 
schools, because of the opening of the Hill Junior H i g h  
School at the second semester of this school year. Further- 
•more,^on January 18, 1956, v/e r e c o m m e n d e d  that you p o s tpone 
a decision on the p r o p o s e d  boundary lines affecting (1) Cole 
Morey, and S m i l e y  junior h i g h  schools and (2) Manual and
high schools. A f t e r  a p e r i o d  of five months

as'
;her study

the proposals not ac^ed upon on January IS, we n o w  recommend 
the approval of the f o l l owing b o u n d a r y  lines affecting these 
schools:

I . Change in B o u n d a r y  Line Between Cole, Morey, and S m i l e y  
Junior H i g h  S c h o o l s .

A. The present optional area botwoon Colo and Smilov 
junior h i g h  schools f r o m  Thirty-fourth A v onuo to*' 
T w e n t y - t h i r d  Avonuo wost of Y o r k  Street w i l l  become 
Colo District.

— V v — V—

B. .. The  ̂ present optional aroa botwocn M o r e y  and Colo
junior h i g h  schools f r o m  Twenty-first Avonuo to 
T w o n t y - t h i r d  Avonuo wost of Y o r k  Strcot will become 
Colo District.

C. A l l  p r e s e n t  7th, 8th, and 9th grado pupils living in 
those aroas^(A and B) m a y  continuo at Smiley, Moroy, 
or Colo junior high schools u n d o r  tho p r e s o n t  option. 
All pupils ontcring junior h i g h  school from those 
aroas in tho future, boginning September, 1957, will 
attond Colo Junior H i g h  School.

D» Tho aroa bouv/ocn Colo and Smiloy junior high schools 
north of City P a r k  to Smith Road, botwcon Y o r k  Street 
and Colorado Boulevard, will remain optional to Colo 
and S miley junior high schools,

I I .  Change in Boundary Lino Between Manual and East H i g h  Schools

A. Tho aroa from Y o r k  Street to Franklin Street, b e t ween 
Twenty-first Avonuo and Scvontoonth Avonuo, will remain 
optional botwoon nast and Manual high schools,

June 20, 1956 -14-



B« The r e m a i n d e r  of the a r e a  west of Y o r k  Street and n o r t h  
of S e v e n t e e n t h  Avenue, w h i c h  is p r e s e n t l y  optional 
b e t w e e n  East a n d  Manual h i g h  schools, v/ill become M anual 
District, A l l  p r e s e n t  10th, 11th, and 12th grade 
pupils living in this area m a y  continue at E a s t  and 
Manual h i g h  schools under the present option. A l l  
pupils entering senior h i g h  school from this area in the 
future, b e g i n n i n g  September, 1957, will a t t e n d  Manual 
- High School,.

We have m e t  with groups and individuals in an effort 
to u n d e r s t a n d  their v iewpoints and to e x p l a i n  our v i e w p o i n t s  
which were involved in the p o s t p o n e m e n t  of a ction on January 18. 
As a result we are of the opinion that these p r o p osals moot tho 
needs of the p u pils and of the district fairly, in terms of 
travol distance, c a p a c i t y  of schools, a n d  tho desires of most 
school patrons* -

During tho course of discussions it has bo come a p p a r ­
ent that there are other questions than tho boundary lines 
that need further discus s i o n  w i t h  intor e s t o d  citizons, and wo 
welcome tho o p portunity to do this; for illustration, tho 
question of tho c u r r i c u l u m  at M anual versus the c u r r i c u l u m  at 
other h i g h  schools. While such questions are of importance, 
they aro not directly r o l a t o d  to tho m a t t e r  of b o u n d a r y  linos 
and s hould bo c o n s i d e r e d  separately.

However, wo believe that tho time has come to roach 
a docision w i t h  respect to the b o u n d a r y  lines. Wo, accordingly, 
rocommond tho p r o p o s a l s  as stated in this lottor to you.

« * 2 «

R e s p e c t f u l l y  submitted, 
K o n n o t h  E. O b c r h o l t z c r  
S u p o r l n t o n d e nt  of Schools

Juno 20, 1956
- 15 -



Upon motion by Mr. Traylor, seconded by Mrs. Saliman, duly 
put and carried, the recommendation of Superintendent Oberholtzer 
was approved. _

The following question relating to boundary lines was asked by 
Mr, Bain and answered by Superintendent Oberholtzer:

"You mentioned, Dr. Oberholtzer, planning for the future.
I assume that in setting these boundaries you have 
recommended here, that probably before January 18th and 
certainly since, you have given consideration to changes 
in school capacities and populations, as far as we are able 
to project them? In other words, you would have given 
that consideration in arriving at these conclusions?"

Dr. Oberholtzer: "That's right. That's certainly part of 
it. As a matter of fact, we have felt that changes of this 
sort are long overdue, and we chose the time of making 
the other changes to propose these so as to coordinate all 
of them.

"When I said 'future,' there are so many plans, in terms 
of looking ahead and planning for the program of the 
schools and the other types of planning, particularly for 
junior and senior high schools, where long before an 
action is to take effect the sooner we can act on it, the 
better it is. In this sort of situation, we try to look at 
least a year ahead."

Superintendent Oberholtzer read the following communication: ■ .rr~

June 20, 195-6 - 16 -



2119a



2120a

Plain tiffs’ E xh ib it 4 05

(E xcerpts, “ R eport . . .  A Study of, etc.” DPS, Feb. 1962)

(See Opposite)



i x

TQefant . . .  A STUDY OF

• PUPIL POPULATION

• SCHOOL BOUNDARIES

® PUPIL TRANSPORTATION 

® SCHOOL BUILDINGS

DENVER PUBLIC SCHOOLS
Denver, Colorado

FEBRUARY 1962



INTRODUCTION

T h e  D e n v e r  P u b l i c  S c h o o l  s y s t e m  f a c e s  a  c o n t i n u i n g  p r o b le m  o f  h o u s ­

i n g  g r o w i n g  n u m b e rs  o f  c h i l d r e n .  The g r o w t h  t r e n d ,  b e g u n  i n  192*6 ,  e x t e n d s  

t h r o u g h  19 6 1  a n d ,  a c c o r d i n g  t o  t h e  c u r r e n t  p u p i l  m e m b e r s h ip  s t u d i e s  w i l l  

b e  i n c r e a s i n g , t h u s  c r e a t i n g  a n e e d  f o r  m o re  f a c i l i t i e s .  C o u p le d  w i t h  

t h i s  n e e d  f o r  m ore  f a c i l i t i e s  i s  t h e  q u e s t i o n  o f  w h a t  t o  d o  w i t h  so m e  o f  

t h e  o l d e r  b u i l d i n g s .

T h e  t a b l e  b e l o w  s h o w s  t h e s e  g r o w t h  t r e n d s  f o r  f u l l - t i m e  d a y  s c h o o l s  

f r o m  1$h6 t o  1 9 6 6 „

M e m b e r s h ip  i n  F u l l - T i m e  D ay S c h o o l s  
a s  o f  S e p t e m b e r  30  E a c h  Y e a r

192*6 2i3#9 6 0 19 56 7 8 , 2 5 1
192*7 2*8 ,171 1 9 5 7 8 2 , 3 3 9
192*8 2 *9 ,079 19 58 82*, 898
192*9 5 0 , 5 2 5 1 9 5 9 8 6 , 9 5 1
19 50 5 1 , 8 7 0 i 960 9 0 , 5 1 8

1 9 5 1 5 5 ,2*56 19 6 1 9 3 , 5 5 5
19 52 6 0 , 2*11
1 9 5 3 62*, 5 3 3
1 9 5 k 6 9 , 1 5 0
1 9 5 5 7 3 f 2 9 0

E s t i m a t e d I n c l u d i n g
E s t i m a t e d M o s t  R e c e n t A n n e x a t i o n s

1962 9 6 , 3 7 0 1962 9 7 , 9 7 0
1 9 6 3 9 8 * 9 7 7 1 9 6 3 1 0 3 ,5 1 2 *
1962* i o o , i 2 *  h 1962* 105,2*2*7
19 6 5 1 0 0 ,3 2 8 1965 1 0 6 ,2 6 7
1966 1 0 0 , 9 7 ? 1 9 6 6 1 0 7 , 3 6 1

D u r i n g  t h i s  p e r i o d  o f  r a p i d  g r o w t h ,  t h e r e  h a s  b e e n  a c o n t i n u i n g  s t u d y  

o f  s c h o o l  n e e d s .  R e c o m m e n d a t io n s  b a s e d  o n  p r e v i o u s  s t u d i e s  r e s u l t e d  i n  

b o n d  i s s u e s  a p p r o v e d  b y  D e n v e r  c i t i z e n s  i n  I 9 &8 ,  1 9 5 2 ,  an d  1 9 5 5 .  A d d i t ­

i o n a l  f u n d s  a l s o  w e r e  a p p r o p r i a t e d  b y  t h e  B o a r d  o f  E d u c a t i o n  f r o m  c u r r e n t  

b u d g e t s  t o  s u p p l e m e n t  t h e  f u n d s  f r o m  t h e  t h r e e  b o n d  i s s u e s .  T h e f u n d s ,

1



totaling $83,J»00,000, were used to build h h new school buildings and k 6 

additions to existing buildings„ One new elementary school is now under 

cons truetiono Upon completion of this school, Denver will have a total 

of 11& schools including two special schools, as well as warehousing 

facilities , a Service Building, and administrative headquarters„ The 

number of school buildings classified by grade level is; elementary 89, 

junior high 1 5, senior high 7 , junior-senior high 1 , Boettcher School,, 

and Opportunity School„

Because of the many variables involved in determining school papulati 

needs, continuing study is essential,, The Board of Education authorized 

this study of pupil memberships and school building conditions so that 

proposals could be made for changes in school boundaries, pupil trans­

portation, and school buildings0

The basic question is, what school accommodations should be provided 

for the children of Denver in the future, and especially what should be 

accomplished during the next five years? Relevant to that fundamental 

problem are the following considerations;

1 0 What is the potential pupil population from 1962 through 1966 

in the elementary, junior high, and senior high schools within 

the present School District boundaries?

2 . What are the educational facilities provided in each elementary, 

junior high, and senior high school building?

3 0 What are the implications for public school enrollments of the 

land use pattern of Denver?

h a Which school buildings are overcrowded?

5 „ Which school buildings have excess capacity for pupils?



f>® What should be the percentage factor used to determine the

amount of school building space as compared to peak enrollment 

in the district served by an individual school?

7 ® What changes in facilities are needed to improve the educational 

adequacy of the school buildings?

8 ® What are feasible changes in boundaries which can be made to 

adjust pupil memberships to building capacities ?

9 ® What is a feasible plan of transportation of pupils which can 

be used to adjust pupil memberships to building capacities?

1 0® What additions to buildings and new buildings are needed t o  

accommodate the children?

1 1® What is a feasible method of accommodating pupils living in

annexations that are presently being challenged in the courts?

To determine answers to these questions, certain research procedures 

w e r e  followed®

f i i i



2121a



2122a

P lain tiffs’ E xh ib it 5 0 9

(C ourt Designated E lem entary  Schools—-Ethnic &  R acial)

(See Opposite) §5?°



ETHNIC & RACIA1COURT D E S IGNATED ELEMENTARY SCHOOLS

DATA, TEACHER EXPERIENCE AND MEDIAN ACHIEVEMENTK A  A X  j

Enrollment(%) 
1969

l  V. J.. J-.J LX V v / J  J .X  I ' i i J  W i X a JLJ j U I u  / I V

'lre a e her Dat a (’IT)
1968

V I '.T X j  l x  J

Median Achievement 
1968

Anglo Negro Hispano New
Probat ion- 

ary

Median 
- Exper­
ience Percentile ,  Grade 5

Bryant 
Webs to r 23 1 76 14 35 8.0 23
Columbine 1 97 2 27 50 2.5 20
Elmwood 8 - 92 39 39 CO o 28
Fairmont 20 - 80 25 79 1.0 16
Fairviow 7 8 83 10 33 6.0 18
Greenlee 17 9 73 13 40 4.0 17
Hallett 38 58 3 25 46 3.0 32
Harringtoi . 2 7 6 20 30 74 1.0 14
Mitchell 2 71 27 26 44 4.0 12
Smith 4 92 3 2 6 49 CO o 30
Steelman 4 93 3 24 40 4.0 28
Whittier 1 94 5 27 57 2.0 19
Average 11 52 37 23 48 3.5 21



2123a



2124a

P lain tiffs’ E xh ib it 5 1 0

(T arge t Schools, E thnic &  Racial Data, 
T eacher Experience and  M edian A chievem ent)

(See Opposite) SSt”



TARGET SCHOOLS,
AND MEDIAN ACHIEVEMENT

Ethnic Enrollment(%) Teacher Data(%) Median Achievement
1969 (1968) (1968)

Proba- Median
Anglo Negro Ilispano New tionary Experience Percent!1c,Grade 5

GiIpin 3 36 60 25 42 4.5 23

Crof ton 7 38 52 21 43 4 o 0 18

Eber t 11 35 52 21 42 oCO 18

Wyatt 2 46 52 14 27 6.0 15
Boulevard 30 1 68 17 50 CO o 20

Garden Pla ce 17 17 65 18 37 4.0 16

Wyman 28 38 30 22 50 4.0 24

Smedley 20 2 77 21 57 2.0 19
Elyria 27 - 73 33 50 2.5 23
Swansea 29- 4 67 18 36 3.5 22

Average 16 20 64 20 42 3.7 20
Ave.,Court

Schools 11 52 37 23 48 3.5 21
City

Average 60 15 24 16 37 5 o 6 43

~ 9  -



2125a



2126a

Defendants’ Exhibits

The following list of Defendants’ Exhibits are large maps 
which cannot conveniently be reproduced in this Appendix. 
The originals are to be filed with the Clerk of this Court.

Exhibits AC 
AF 
AH 
AN 
BD 
BF

Defendants’ Exhibit CG
(C hart, E thnic D istribu tion  of Pupils, L im ited Open E nro ll.)

(See Opposite)



NU
MB
ER
 O
F 

PU
PI
LS

ETHNIC DISTRIBUTION OF PUPILS

LIMITED OPEN ENROLLMENT 

1965 —  I960

1000

900

800

700

600

500

400

300

200

100

n

«
ss

““ ** **• TOTA 
®*8» <»*,

ss
✓

&

ANGLO^__^
* *

NFRRO....—
» 0I0M

------

1 1LUl\U ^
e ***'*’*

HISPANO

1 % 5 1966 1967 1968

YEftR



2127a



2128a

D efendan ts’ E xhib it D

(E xcerp ts “ P lann ing  . . . Q uality E ducation ,” 
A P roposal fo r  In tegrating  the  DPS, Oct. 1968)

(See Opposite) EiP



PLANNING.. .
QUALITY EDUCATION

A PROPOSAL FOR INTEGRATING THE DENVER PUBLIC SCHOOLS
ROBERT D. GILBERTS, Superintendent

OCTOBER, 1968



2129 a



2130a

Defendants’ Exhibit D (Continued)

(S ee  O pposite) ISP"



D efen d a n ts ’ E xh ib i t  D
TABLE OF CONTENTS

Page

INTRODUCTION . . . . .  ......................................................................... 6

THE C O M M U N I T Y ................................■................................................  11

RATIONALE .....................................................................................  17

THE C O N C E P T ...........................    24

CONCEPT DESIGN CRITERIA .....................................................  . ............. 28

ELEMENTARY MODEL-SCHOOL COMPLEX ..........................................  . ...............  32

JUNIOR HIGH MODEL-SCHOOL COMPLEX . . . .  ...................................................  39

SENIOR HIGH MODEL-SCHOOL COMPLEX .............................    43

DENVER MODEL-SCHOOL COMPLEX ..................................................................  49

CONCEPT OPERATIONAL'REQUIREMENTS

Transportation and Pupil Assignment .............................. . ........  . . . . .  55

Instructional Programs ..................................................................  58

S t a f f i n g .......................    69

Facilities...............................................................................  77

2131a



Defendants’ Exhibit D

TABLE OF CONTENTS (continued)
Page

CONCEPT TIME-PHASES .................................... ....................... .................85

Phase One . . . ..................................................................... 85

Phase T w o ............... . ................................... ...........................  87

Phase T h r e e ...............................................................................  88

Phase Four ..................................................................................  95

FINANCING QUALITY-INTEGRATED EDUCATION ......................................... , . ........  100

PLANS. FOR INVOLVEMENT..........................................   .102

WHAT THE PLAN ACCOMPLISHES - A S U M M A R Y ......................................................... 106

APPENDICES . . . . .  ..................................................................  . . . .  120

2132a



Defendants’ Exhibit D 

INTRODUCTION

In May 1968 the Board of Education of the Denver Public Schools, through Resolution 1490, directed 

the Superintendent to submit a comprehensive plan for the integration of the Denver Public Schools; 

such plan then to be considered, and refined by the Board, the Staff, and the community prior to its 

adoption. Two major elements keynote this resolution. First and foremost is the emphasis upon a com­

prehensive plan for integration. Second is the provision for thoughtful consideration and refinement 

of the proposal. The plan which is proposed meets these criteria.

Quality-Integrated Education

As the Superintendent, the consultants, and the staff began studying possible courses of action it 

became clear that while the reduction of concentrations of minority racial and ethnic groups in the 

schools would be an important step toward integrating school populations, the actual existence of equal­

ity of educational programs in all schools would rest upon provisions for qua!ity education as well. 

These, then, are the bases upon which the plan is bui1t--so that the goal of Quality-Integrated 

Education can be achieved.

A Comprehensive Plan for Quality Integrated Education

That plans for racial integration must be accompanied by concomitant provisions for quality educa­

tion is obvious. Research has indicated that even when integrated education is achieved, the need for 

intensified educational programs continues. Children of all races who come from deprived environments

6

2133a



Defendants’ Exhibit D

require additional educational efforts if they are to overcome the limitations imposed by their back­

ground and to realize their full achievement potential.

A second, major justification exists for constructing integration plans upon a comprehensive 

program of quality education. Parents of all races desire the best possible education for their boys

and girls. When parents are presented with a comprehensive integration plan, combined with the benefits

of superior educational programs, they are likely to support such proposals.

Consideration of some of the more important elements of the proposal will assist in understanding 

the comprehensive plan.

Model-School Concept

Key to the plan is the concept of elementary and secondary Model-School Complexes--each a local­

ized unit of the school system. The Model-School Complexes are designed to preserve the best of two 

worlds. The neighborhood school would be maintained as the basic unit, but maximum social and racial 

integration would be achieved by providing special programs--too expensive to offer on a neighborhood 

basis— in the larger areas comprising the cluster.

Each cluster will form an administrative unit that designs its own instructional program to con­

form to the interests and requirements of the students it educates. Within each cluster will be central

administrative and resource units with specialized personnel to aid in the development, evaluation, and
7

2134a



Defend ants* Exhibit D

diffusion of educational innovations. It is planned that the special opportunities offered within 

these centers will promote integration by attracting pupils of all races.

Pupil Transportation and Assignment

Study has shown that the Model Education Complexes will go far toward broadening integration in 

schools in all but a few core areas of the city, heavily populated by minority families. To achieve 

meaningful integration in these areas other approaches will be required. These include: 

transportation of minority pupils, on the basis of geographical 

attendance areas, to other schools where room exists 

. an open-enrollment plan, with transportation provided by the 

School District whenever integration in the receiving school is 

improved and when the requests are reasonable in terms of numbers 

and the district's resources.

Quality Instruction

Within the comprehensive plan are proposals for outstanding, innovative educational programs which 

will promote integration through racially and socially shared learning, such as:

. an outdoor education center with "live-in" experiences 

. a new "Space Age" high school center to offer a wide spectrum 

of educational offerings ranging from the technological to initial 

college course work 8

2135a



Defendants’ Exhibit D

the establishment of Manual-College High as a joint venture between 

the Denver Public Schools and a leading institution of higher 

learni ng

pre-primary education programs designed to alter the environment of 

disadvantaged children by beginning their education at earlier ages 

than is presently the case. Important to the success of this program 

is parental involvement, training, and perhaps employment as teacher 

ai des.

Staffing for Integration

Competent teachers and administrative staff skilled in providing quality, integrated education are 

most important. Continuing attention will be given to their recruitment and assignment. Special 

efforts will continue to recruit and assign qualified teachers or administrators from minority groups. 

Employees will also be provided with a well-planned Human Relations Program designed to promote sen­

sitivity, understanding, and respect for peoples of varied ethnic backgrounds.

School Construction

Implementation of the Model-School Complex concept will make possible the continuing use of many 

existing structures. However, in some areas schools will be converted to other than their present 

uses. In addition some older buildings will need to be replaced, and new schools built utilizing the

9

2136a



Defendants’ Exhibit D

latest design concepts to insure that teachers and pupils will have the most modern educational 

environment.

Summary

Briefly, then, these are the components of the comprehensive plan for quality-integrated educa­

tion. The elements are presented in more detail in the pages which follow. The time for their develop­

ment has been short. More refinement will come through the work of the Superintendent, the consultants, 

and the professional staff of the School District. The consideration of the plan by the Board of 

Education and the community will lead to further improvements. This is as it should be for a plan is 

but a beginning. The wholehearted efforts of concerned parents, teachers, and citizens will be re­

quired to translate the plan into action.

10

2137a



Defendant?’ Exhibit D

Integration in the City's high schools will also occur through expansion of the open enrollment 

plan with transportation being provided Lhenever the requested transfer improves integration and when­

ever numbers of pupils are within the capability of the District to be accommodated. Determination of 

the number of pupils who will exercise j their option under this plan can be made during the current 

school year.

Other Integration Plans

Meaningful integration will alsoloccur through metropolitan student exchanges; at the Outdoor 

Education Center providing live-in, integrated quality education for as many as 1 ,000 youngsters per 

week; and in other culturally-shared/learning experiences such as are provided by the Cultural Under­

standing Program, the Cultural Arts Center, the regular summer school programs, and the after-school 

recreation programs.

Transportation and Pupil Assignment

Changes in pupil assignment d  means of modifications it school attendance areas will also be 

utilized to improve integration. /Careful study has revealed that such boundary changes will be 

of most value in preventing re^egrej^xion in certain areas oJ the city.

Open Enrollment Plan

At tne present m e  within i< - City and County of Denver there are 24 elementary schools, 5 junior 

,■ gh schools, and 4 senior high schools which have less than 10ft Negro and Spamsh-American pupils. In 

ontrast, there are elementary schools, 2 junior high sc cols, and 1 senior nigh school having more

2138a



Defendants' Exhibit D

than 50% Negro, and 18 elementary schools and 2 junior high schools having an enrollment of over 50% 

Spanish-American pupils Students who attend these schools live within almost completely segregated 

communities, and cannot be placed in integrated school situations by means of revising subdistrict area 

boundaries. Offering integrated school experience to these pupils will require transportation of some 

pupi1s.

There is crowding in some schools in the city. Schools in other sections have under-utilized 

capacity. These schools may be used to improve integration. When new schools are constructed, addi­

tional capacity will be included so that pupils from inner-city schools may attend.

The proposed plan, effective the second semester of the 1968-1969 school year, is presented as 

follows:

Senior High Schools

Any senior high school student who wishes may request enrollment in the school of his 

choice provided the transfer will permit him to participate in an integrated school 

program. This request for transfer could be full-day or half-day enrollment for a 

minimum of one semester. The maximum time would be determined by the student and nis 

parents. Transportation of students will be subsidized by the Denver Public Schools 

The schools may provide services by school bus, public transportation, private auto­

mobile, or chartered bus, depending on the transportation problem. ” 2

2139a



The plan will operate under the following conditions:

1. Request for enrollment in another school must improve integration in the receiving 
school.

2. Request for enrollment must be in writing and signed by the student and his parent 
or guardian.

3. Request for enrollment must be approved by the school'administration since decisions 
must be based upon the reasonableness of the numbers of pupils involved.

4. Request'for enrollment must be for one-half or a full-day for a minimum of one 
semester,

..... 5. If a student elects full enrollment in another school, he will be eligible to partic­
ipate in all student activities in that school, subject to existing limitations on 
students who transfer from other situations. Otherwise, he will continue to partic- ■ 
ipate in student activities at the school of his original enrollment.

6. Transportation will be established so that any brothers and sisters of a pupil 
requesting a transfer also may be enrolled in the new school.

Junior High Schools

Any junior high school student who wishes may request enrollment in a junior high school of his 

choice provided tne transfer will improve integration. This request for transfer must be made for 

full-day enrollment for a minimum of one semester. Transportation of students may be by school bus, 

public transportation, private automobile, or chartered bus, depending on the transportation problem.

The plan will operate under the following conditions:

1. Request for enrollment in another school must improve integration in the receiving
school. - - 113

Defendants’ Exhibit D

2140a



D e fe n d a n ts ’ E x h ib it  D

2. Request for enrollment must be in writing and signed by the student and his parent or 
guardian.

3. Request for enrollment must be approved by the administration since decisions must be 
based upon the reasonableness of the numbers of pupils involved.

4. Request for enrollment must be for a full-day for a minimum of one semester.

5. Transportation will be established so that any brothers and sisters of a pupil request­
ing a transfer may also be enrolled in the new school.

Elementary Schools

Any parent or guardian of an elementary school pupil who wishes may request to have his child 

enrolled in any elementary school provided the transfer will improve integration. This request for 

transfer must be for a full-day enrollment for a minimum of one semester. Transportation of the 

students will be provided by the School District.

The plan will operate under the following conditions:

1. Request for enrollment in another school must improve integration in the receiving
school.

2. Request for enrollment must be in writing and signed by the parent or legal guardian.

3. Request for enrollment must be approved by the school administration since decisions
must be based upon the reasonableness of numbers involved.

4. Request for enrollment must be for a full-day for a minimum of one semester.

5. Students will be assigned in such a way that they will be integrated throughout the 
grades and classes of the receiving school.

6. Transportation will be established so that brothers and sisters of a pupil request­
ing a transfer may also be enrolled in the new school. 114

2141a



Defendants' Exhibit D

These provisions for voluntary open enrollment - with transportation provided by the District - 

to improve integration in the Denver Public Schools represent a major step forward. While the initial 

phases may be governed by the reasonableness of numbers in terms of space and the ability of the Dis­

trict to finance the program, the long-term implications are extremely promising.

Implementation of pupil transportation proposals to provide quality, integrated education has been 

started. Approximately 900 pupils already are being transported from Philips, Smiley, Smith, and 

Stedman Schools to other schools with available capacity. This aspect of the integration plan can be 

expanded as needed schools constructed in newer parts of the city provide additional capacity.

Instructional Programs

The real value of any transportation plan depends upon the educational prqgt'cPm that awaits pupils 

at the end of their journey. ThisNjs the key to the proposed plan for q u ^ m y , integrated education. 

Programs of massive cross-busing for racS^l balance do not, in themspfves, contain sufficient promise 

of long-range educational benefits.

The recommended plan is based upon programs of e&tu^monal excellence. When transported pupils 

arrive, they will benefit from the educational exopnence has been carefully planned to provide

a level of instruction beyond that possible y/every school.

The racially and socially sharedA^arning experiences proposed in thesgjan will succeed, because 

they are built upon exemplary e^atfational programs. At the elementary level, tn&s^ducational complexes
115

2142a



PERCENTAGE OF NEW TEACHERS*EMPLOYED 
BY THE DENYER PUBLIC SCHOOLS 

WITH PREVIOUS TEACHING EXPERIENCE
1962 - 1968

51 
48 
45 
42  
39 
36 
33 
30
27 
24 
21 
18 
15 
12 
9 
6 
3

1962 1963 1964 1965 1966 1967 1968

^includes new teachers em ployed for the second 
sem ester of the preceding ye a r. .



2143a

Defendants’ Exhibit DA
(C hart, Percentage of New Teachers Employed 

by DPS 1962-68)



2144a

Defendants’ Exhibit DB
(C hart, Percentage of New T eachers Em ployed by DPS 

w /3  o r  M ore Years T eaching E x p e r .)

(S ee  O pposite) H r 5



P
er

ce
n

t 
o

f 
N

ew
 T

ea
ch

er
s

DB

PERCENTAGE OF NEW TEACHERS*'EMPLOYED BY 
THE DENVER PUBLIC SCHOOLS WITH 

THREE OR MORE YEARS TEACHING EXPERIENCE
1962 -  1968

24

21

18

15

12 j

9 

6

3

0  -------— - .................... ... -   ------ -------- --- -------------------
1 9 6 2  1 9 6 3  1 9 6 4  1 9 6 5  1 9 6 6  1 9 6 7  1 9 6 8

^Includes new teachers em ployed for the second 
sem ester of the preceding ye a r.



2145a



2146a

D efendan ts’ E xh ib it DG

(C hart, Percentage of Negro T chrs., 1964-1968 
in  Elem . Schs. w /Faculties 2 0 %  o r  M ore N egro)

(S ee O pposite)



Percent ©f Negro Teachers

Barrett

Columbine

Crofton

Ebert

Fairview

Gilpin

Harrington

t

Mitchell

Sfedmetn

Whittier

C O o

s

OO

s
i

oooo

03

S2
I

0 3OO

oo

03

OO

D
d>

Wyatt

PER
CEN

TA
G

E 
O

F N
EG

R
O

 TEA
CH

ER
S 

FRO
M

 
1964 TH

R
O

U
G

H
 1968 IN ELEM

. 
SC

H
O

O
LS 

W
ITH

 
FA

CU
LTIES 

TW
EN

TY 
PER

CEN
T OR M

ORE NEGRO
AS OF SEPTEM

BER, 1964



2147a



2148a

D efendan t In te rv e n e rs ’ Exhibit L 

(A nnexation  Map, City & County of D enver)

(S ee  O pposite) K P



l utfCNDANf'S 1
| <• exhibit

1 j ^  L  i A N N E X A T I O N  MAP
t j  , ___ J City and County of Denver

Engi near
3 . Ord. No. File

Engineer 
P lat Book

Recording Date 
of Plat Name Location Acres

Total St;
Miles

March 11, 1864 Corporate Limits (Ter. Ses.
L.P. 170)

11th Ave. & Pla tte  River 2252.800 3.5200

I Feb. 13, 1874 T err i to r ia l  Session Laws (P.225) Colfax Avenue & High Street 1638.400 6.C0QQ
l Feb. 13, 1883 Session Laws of Colorado (P.53) 6th Ave. & University Blvd. 4601.600 13.2700

] March 11, 1889 Session Laws of Colorado (P.124) 6th Ave. & University Blvd. 2400.000 17.0200

\ May 1, 1893 Session Laws of Colorado (P.132) 48th Ave. & Colorado Blvd. 9721.600 32.2100

j Feb. 7, 1894 South Denver Yale Ave. & Colorado Blvd. 5766.400 41.2200

) Feb. 18, 1895 Harman 1st Ave. & Colorado Blvd. 320.000 41.7200
1 Aug. 25, 1896 Highlands Colfax Ave. & Sheridan Blvd. 2560.000 45.7200
j Sept. 1, 1896 Barnum Alameda Ave. & Federal Blvd. 921.600 47.1600

July 7, 1897 Colfax Colfax Ave. & Pla tte  River 486.400 47.9200

-A April 16, 1901 Session Laws of Colorado (P.162) 13th Ave. & Sheridan Blvd. 723.200 49.0500

-B April 16, ’ PC' Session Laws of Colorado (P.162) Mississippi Ave. & Pecos St. 512.000 49.8500

Nov. 4, 1902 Argo 44th Ave. & Broadway 409.600 50.4900

Nov. 4, 1902 Berkeley 38th Ave. & Sheridan Blvd. 972.800 52.0100

Nov. 4, 1902 Elyria 46th Ave. & Colorado Blvd. 896.000 53.4100

Nov. 4, 1902 Globeville 44th Ave. & Broadway 448.000 54.1100

Nov. 4, 1902 Monte!air 26th Ave. & Monaco St. Pkwy. 2156.800 57.4800

Nov. 4, 1902 Valverde Mississippi Ave. & Zuni Street 812.800 58.7500

CO



6

No. Ord, No.
Engineer

File
Engineer 
P la t Book

Recording Date 
of Plat Name Location Acres

Total Sq. 
Miles

88 466-59 723 33/27A Dec. 29, 1959 Glendale Area No,' 8 Tennesse'e Ave. & Birch St. 3.000 73.7912

89 233-60 726 41/4 Sept. 13, 1960 Garrett-Bromfield Hampden Ave. & Holly St. 91.247 73.9338

90 287-60 728 41/8 ' Nov. 9, 1960 Bear Valley ——" Yale Ave. & Sheridan Blvd. 470.190 74.6635

91 347-60 730 41/10 Dec. 28, 1960 Airport Annexation W.1/2 Sec. 15, T .3S., & parts of 
Sec. 22 & 27, T.3S., R.67W., of 
the 6th P.M.

816.480 75.9443

92 49-61 735 41/21 March 13, 1961 Evans Ave. Annexation Jewell Ave. & Quebec St. 424.600 76.6077

93 Oe-annexed by 
Court Order

Feb. 14, 1961 Hutchinson University PI. Colorado Blvd. & Wesley Ave. -69.952 76.4984

94 109-61 737 41/22 May 8, 1961 Green Meadows Evans Ave. & Sheridan Blvd. 82.500 76.6273

95 140-61 739 41/27 June 13, 1961 McMeen Cherry Creek & Mississippi Ave. 36.900 76.6850 •

96 ■ 141-61 740 41/28 June 13, 1961 Robinson Brick & Tile Pla tte  River Dr. & Yale Ave. 59.000 76.7772

9? 142-61 741 41/29 June 13, 1961 George Washington Virginia Ave. & Kearney St. 357.720 77.3361

98 167-61 742 41/31 July 3, 1961 Union Pacific Smi th Rd. & Havana St. 522.500 78.1525

99 186-61 743 41/32 July 25, 1961 Hutchinsons University PI. Colorado Blvd. & Wesley Ave. 66.192 78.2559 ■

100 197-61 744 41/34 Aug. 7, 1961 Fort Logan Hampden Ave. & Lowell Blvd. 1040.520 79.8817

101 355-61 750 41/39 Dec. 29, 1961 Oaksdale No. 1 Oneida St. & Jewell Ave. 15.420 79.9058

:Q2 356-61 751 41/40 Dec. 29, 1961 Third Christian Reformed Church Wesley Ave. & Ash St. 2.550 79.9098

03 357-61 .752 41/41 Dec. 29, 1961 Prince of Peace Colorado Blvd. & Wesley Ave. 1.000 79.9114

04 ig 65-62 756 41/46 March 19, 1962 College View Federal Blvd. & Jewell Ave. 571.800 80.8048

OS h* 73-62 rn 757 41/52 March 27, 1962 West Jewell Depew St. & Jewell Ave. 33.593 80.8573

06 256-62 763 41/62 July 31, 1962 West Bear Valley Lamar St. & Yale Ave. . 254.340 81.2547



7

io. Ord. No.
Engi neer 

File
Engineer 
P la t Book

Recording Date 
of Plat Name Location Acres

Total Sq 
Miles

07 282-62 764 41/64 Sept. 6, 1962 Forest St. , Leetsdale Dr. & Forest St. 4.500 81.2617

03 291-62 765 41/65 Sept. 11, 1962 Centennial Estates' Lowell Blvd. & Wagon Trail Dr. 44.230 81.3308

,09 ’ 306-62 767 42/3 Oct. 2, 1962 Inspiration Point Estates Sheridan Blvd. & W. 52nd Ave. 68.660 81.4381

110 339-62 769 42/7 Oct. 15, 1962 Garrett-Bromfleld No. 2 Hampden Ave. & Quebec St. 379.870 82.0316

111 125-63 774 42/17 April 15, 1963 University Heights Evans Ave. & Valley Hwy. 93.230 82.1773

112 158-63 776 42/20 May 23, 1963 Deane Buick Colorado Blvd. & Mississippi Ave. 5.009 82.1851

113 175-63 778 42/22 June 6, 1963 Marycrest Federal Blvd. & W. 52nd Ave. 26.100 82.2259

114 196-63 780 42/24 June 18, 1963 Oakesdale No. 3 Jewell Ave. & S. Oneida St. 15.313 82.2498

115 222-63 781 42/25 June 24, 1963 Bear Valley Church Yale Ave. & S. Lamar St. 2.215 82.2533

115 ' 236-63 782 42/26 July 9, 1963 Bear Valley South Kenyon Ave. & S. Sheridan Blvd. 80.187 82.3786

117 255-63 784 42/28 * Aug. 6, 1963 Elm St. Leetsdale Drive & Elm St. 10.120 82.3944

118 256-63 786 42/30 Aug. 6, 1963 Centennial Acres Trumac Federal Blvd. & W. Union Ave. 98.870 82.5489

119 257-63 785 42/29 Aug. 6, 1963 Harri s Niagara St. & Panorama Lane 6.720 82.5594

120 271-63 787 42/35 Aug. 27, 1963 East Mississippi Quebec St. & Mississippi Ave. 1085.380 84.2553

12V 279-63 789 42/42 Sept. 4, 1963 Hampden North Monaco St. Pkwy. & Hampden Ave. 560.000 85.1303 -

122 280-63 790 42/43 Sept. 4, 1963 Hampden South Quebec St. & Hampden Ave. 640.000 86.1303

123 435-63 794 42/51 Dec. 17, 1963 Bruno Colorado Blvd. & Arizona Ave. .820 86.1316

124 458-63 796 42/53 Dec. 30, 1963 East Belleview Quincy Ave. & Syracuse St. 400.000 86.7566

125 to
r* 459-63 797 42/54 Dec. 30, 1963 Eastern Star Highline Canal & Wesley Ave. 19.890 86.7877126 s 20-64 800 42/57 Feb. 10, 1964. Range View No. 2 Fulton St. & Mississippi Ave. 15.000. 86.8111125 S



8

No. Ord, No.
Englneer

File
Engineer 
P la t Book

Recording Date 
of Plat Name Location Acres

Total Sq, 
Miles

127 21-64 801 42/59 Feb. 11, 1964 Stapleton East ( . Havana St. & E. 56th Ave. 476.380 87.5554
128 105-64 803 42/61 April 27, 1964

/
Galilee Baptist Church Parker Rd. & Mississippi Dr. 3.350 87.5606

129 133-64 805 43/2 Hay 11, 1964 Range View No. 3 Mississippi Ave. & Havana St. 12.040 87.5794
130 175-64 806 43/3 June 9, 1964 Lowry 6th Ave. & Dayton St. 584.250 88.4923
131 183-64 . 807 43/4 June 24, 1964 Bear Valley South No. 2 Kenyon Ave. & Harlan St. 5.030 88.5002
132 184-64 808 43/5 June 24, 1964 Bear Valley South No. 3 Sheridan Blvd. & Kenyon Ave. 1.210 88.5021
133 185-64 809 43/6 June 24, 1964 Hi 11 c re s t  Reservoir Happy Canyon Rd. & Monaco Blvd. 38.420 88.5621
J 34 220-64 * 811 43/8 July 21, 1964 Ames Dahlia St. & C & S R.R. 2.240 88.5656
135 221-54 812 43/9 July 21, 1964 Maddox Vassar Ave. & Fairfax St. 8.690 88.5792
36 222-64 813 43/10 July 21, 1964 Rieger Evans Ave. & Grape St. 20.670 88.6115

37 348-64 817 43/14 Oct. 20, 1964 Runyan Sheridan Blvd. & W. 10th Ave. 9.210 88.6259
38 349-64 818 43/15 Oct. 20, 1964 Crosby Hampden Ave. & Lamar St. 10.020 88.6416

39 395-64 820 43/17 Nov. 16, 1964 Myrtle Hill Colorado Blvd. & Amherst Ave. 7.267 88.6552

40 414-64 821 43/18' ’ Nov. 24, 1964 Bethesda 11 i f f  Ave. & Birch St. 19.930 88.6863
41 ’ 420-64 822 43/19 Dec. 4, 1964 H allcraft Hampden Ave. & Yosemite St. 142.610 88.9091

42 421-64 823 43/27 Nov. 30, 1964 Stapleton West 56th Ave. & Quebec S treet 970.680 90.4258

43 432-64 824 43/28 Dec. 8, 1964 Warren Avenue Warren Ave. & Grape St. .860 90.4271

■14 476-64 825 43/29 Dec. 31, 1964 Dahlia-11 i f f So. Dahlia & East I l i f f  Ave. 8.380 90.4402

+5'!-* 477-64 826 43/30 Dec. 31, 1964 Associated Grocers Valley Hwy. & 52nd Ave. (extended) 6.890 90.4510

••5°, 478-64 827 43/31 Dec. 31, 1964 Ruby Hill So. Pecos St. & West Mexico Ave, 5.000 90.4588



Engineer Engi neer Recording Date
No. Ord. No. File P lat Book of Plat

147 316-64 ' 829 43/33 Mar. 18, 1965

148 57-65 830 43/47 Mar. 22, 1965

149 68-65 831 43/48 ' April 5, 1965

150 69-65 832 43/49 April 5, 1965

151 72-65 833 43/50 April 19, 1965

152 98-65 835 43/52 May 3, 1965

153 105-65 836 43/53 May 17, 1965

154 De-annexed by 
Court Order

May 17, 1965

155 Dismissed by 
Court Order

*

June 30, 1965

155 198-65 840 44/5 July 12, 1965

157 249-65 845 44/10 Aug. 23, 1965

158 262-65 846 44/11 Sept. 13, 1965

159 278-65 847 44/12 Sept. 27, 1965

150 343-65 851 44/16 Dec. 6, 1965
161 344-65 852 44/17 Dec. 6, 1965
162 fO 345~65 853 44/18 Dec. 6, 1965
163 M 354-65 854 44/19 Dec. 13, 1965

164 355-65 855 44/20 Dec. 13, 1965

_________ Name _______

Hampden Heights '

Golden Key '

Moore

Dahlia-Evans 

Holly Ridge 

Barnes

Transfer Station

Fort Logan Annexation 
Colo.Supreme Court Action
#20743 402P2d P..206

Centennial Estates & 
Centennial Trumac

Moore No. 2

Rutter

In te rs ta te

P.B.C.

Federal-Dartmouth 

Kennedy Golf Course 

Jeffersonian Apartments 

Harris No. 2 

Union Pacific No. 2

Location

9

Acres
Total Sq. 

Miles

Hampden Ave. & Yosemite St. 640.000 91,4588

Yosemite St. & Syracuse Way 193.350 91.7609

Valley Hwy. & Yale Ave. 5.870 91.7701

Dahlia St. & Evans Ave. 10.710 91.7868

Hampden Ave. & Monaco St. 129.390 91.9890

Colorado Blvd. & Arizona Ave. .730 91.9901

Cherry Creek, Jewell Ave. (extended) 
& Quebec St. (extended).

14.970 92.0135

Hampden Ave. & Lowell Blvd. -1040.520 90.3877

Lowell Blvd. & Wagon Trail Dr. 
Federal Blvd. & Union Ave.

- 143.100 90.1641

Vassar Ave. & Colo. State Hwy.#185 1.280 90.1661

Evans Ave. & Elm St. 33.140 90.2179

Havana St. & In ters ta te  Hwy. #70 2931.680 94.7987

Sheridan Blvd. & Hampden Ave. 907.070 96.2160

Dartmouth Ave. & Federal Blvd. 9.420 96.2307

Hampden Avenue & Havana St. 363.540 96.7987

I l i f f  Ave. & Valley Hwy. 4.752 96.8061

Colorado Ave. & Oneida St. 19.580 96.8367

Smith Road & Peoria St. 10.830 96.8536



10

Mo. Ord. No.
Engineer

File
Engineer 
P lat Book

Recording Date 
of Plat Name Location Acres

Total Sj, 
Miles 1

165 381-65 856 44/21 Dec. 27, 1965 State Hospital W. Oxford Ave. & S. Lowell Blvd. 310.59 97.3389

166 82-66 858 44/23 Jan. 21, 1966 Holly Evans Holly St. & Evans Ave. 47.765 97.4135

167 142-66 865 44/31 March 28, 1966 Fehlmann W. Yale Ave. & S. Wadsworth Blvd. 47.790 97.4882

168 143-66 866 44/32 March 28, 1966 Treatment Plant Clifford Ave. between Lafayette St. 
& Downing St.

10.390 97.5041

169 178-66 868 44/35 April 18, 1966 Treatment Plant #2 Clifford Ave. (54th Ave.) between 
Downing St. & Ogden St.

5.345 97.5128

170 j

1
<

De-arwexed by 
Court Order "

July 1, 1966 
July 1, 1966 
July 1, 1966

Bear Valley South 
Bear Valley South #2 
Bear Valley South #3 
Jefferson County Civil 
Action #23899

W.Kenyon Ave. & S.Sheridan Blvd.-80.187 
W.Kenyon Ave. & S.Harlan St. - 5.030 
S.Sheridan Blvd. & W.Kenyon Ave.- 1.210

• 86.427)
)

97.3777

171 377-66 876 45/24 ' Aug. 22, 1966 Bear Valley Heights W. Lehigh Ave. & S. Sheridan Blvd. 53.4124 97.4612

172 504-66 882 45/32 Nov. 21, 1966 Cherry Creek No. 4 Yale Ave. & S. Galena St. 19.4003 97.4915

173 505-66 883 • 45/33 Nov. 21, 1966 General Motors Warren Ave. & S. Dahlia St. 3.4100 97.4968

174 546-66 884 45/34 Dec. 27, 1966 Teen City H i f f  Ave. & S. Parker Rd. 166.2300 97.7565

175 547-66 885 45/35 Dec. 27, 1966 Cherry Creek Galleries No. 1 Cherry Creek ROW & Jewell Ave. Ext. 22.3780 97.7915

176 11-67 886 45/36 Jan. 16, 1967 Bear Valley Heights No. 2 W. Kenyon Ave. Ext. & S. Sheridan Blvd. 30.4920 97.8391'

177 Oe-annexed by 
Court Order

Nov. 1, 1967 A par t  of Lowry
Decree in Arapahoe County
Civil Action #26074 !

1st Ave. & Dayton St. - .6800 97.8380

1 7 8 ^ 419-67 902 46/8 Dec. 11, 1967 Glasier Kentucky Ave. & Cherry Creek ROW 2.3700 97.8411

17970

180

7-68 903 46/9 Jan. 22, 1968 Bear Valley Park W. Teller Ave. & Bear Creek 4.7700 97.8491

13-68 904 46/10 Jan. 22, 1968 Belqui nee Quincy Ave. & Valley Hwy. 316.2200 98.3432



No. Ord. No.
Engi neer 

File
Engineer 
P la t  Book

Recording Date 
of P lat Name

181 47-68 906 46/13 Feb. 19, 1968 Golden Key Park

182 139-68 908 ' 46/15 May 13,-1968 Marycrest No. 2

183 299-68 912 46/23 Sept. 9, 1968 Decatur-Dartmouth

184 434-68 917 46/29 Dec. 30, 1968 Glasier No. 2

.185 48-69 92G 46/33 March 24, 1969 West Inspiration Point

186 49-69 921 46/34 March 24, 1969 Floyd-Federal

187 301-69 ■ 924 46/38 S e p t .  9 ,  1969 Sheridan-K enyon

188 441-69 929 46/43 Nov. 21, 1969 Fehlman No. 2

189 462-69 . 930 46/44 Dec. 15, 1969 Pinehurst

190 489-69 931 46/45 Dec. 29, 1969 Centennial Estates #2

191 490-69 532 46/46 Jan. 6, 1970 Stapeleton North

192 510-69 933 • 46/47 Jan. 6, 1970 Havana-Parker

11 ■

Location Acres
Total ‘ 

Mi 1 •

S. Syracuse Way & S. Xanthia St. 2.8470 98.34 '•

W. 54th Ave. & Columbine Rd. 2.2310 98.35

W. Dartmouth Ave. & S. Decatur Ave. 10.9520 98.36 I

Kentucky Ave. & Cherry Creek ROW 
W,52nd Ave. & Jay St. (extended)

22.6300
14.0300

98.40 t 
90,42 >•

W.Floyd Ave. & So. Federal Blvd. 7.7800 90.43

S .S h e r i d a n  B lv d .  & W.Hampden Ave. 25 .4110 98.47 '

West Vassar Ave. & East of S. Wadsworth .6300 98.47 ;

West Quincy Ave. & S. Sheridan Blvd. '367.0500 99.05

W. Wagon T ra i1 Dr. & S. Perry St. 37.7200 99.11 ■

56th Ave. & Yosemite St. 622.0000 ICO. 8

S. Havana St. & Parker Rd. 27.2400 100.12



2149a



2150a

Defendants’ Exhibit EE
(E thn ic  Diatribe. (P ercen tag es), D enver Elem . Schs. ’62-’69)

(S ee  O pposite) 03§p



E E

E T H N I C  D I S T R I B U T I O N S
( p e r c e n t a g e s )

D E N V E R  E L E M .  S C H O O L S  
1962-1969

1 0 0

90

80

70

m  6B
©
g

Z  5Q
Ml
u

m
40

30

20

Anglo
Membership}

H ispano MembershipV
Negro M embershipV/ B B • ■ ■ ® ® S®

B a#

<«̂ Other M inorities Membership
V X  •<* X  X  X  Bk. ' V% \  \  \  «v x  x  v  x . x x f

#•CNJ CQ
CO CO
c n  g o

l o  c o  p *** o o  c o  
co os co co co co
CD  C3D CO  CD  C O  ©*>

*MAY



2151a



2152 a

Defendants’ Exhibit EF
(C hart, E thnic D istrib. (P ctgs.) Denver J r . Hi 1962-69)

(S ee  O pposite) IE3P



EF

ETHNIC DISTRIBUTION
(percentages)

DENVER JR. HIGH SCHOOLS  
1962-1969

* -  MAY



2153a



2154a

D efendan ts’ E xh ib it EG

(C hart, E thnic D istrib. (P ctgs.) Denver Sr. H igh, 1962-69)

(S ee  O pposite)



E T H N I C  D I S T R I B U T I O N
(percentages)

m n v m  $ r . high schools
1 9 6 2 -  1 9 6 9

mm
O
<

z
u i
u
0*
u i
a .

1 0 0

90

80

70

SO

50

40

30

20

10

CM CO -*3“ cr> C O r-* O O era
C O CO c o CO C O C O C O C O
e ra era era era era era era era

’r~“ ’•*** v—

,, /.Anglo membership
'***»

 ̂Hispano membership

*  *  •  * XNegro membership 
/other minorities membership
k X ' V X . X . X X X X X ' V V X X X X ' V V V V X ’VX.  X*X *

*  MAY



2155a



2156a

D efendan ts’ E xh ib it J

(L tr., Ju ly  23, 1969 f r  David R. M cV ras., 
D ir. A ttend. &  P u p il R ecords)

(S ee  O pposite) S3§p



\ J  b  CT

Denver Public Schools
ROBERT D. GILBERTS, Superintendent

ADMINISTRATION BUILDING • 414 FOURTEENTH STREET ® DENVER, COLORADO 80202

DIVISION OF EDUCATION
RICHARD P. KOEPPE, Assistant Superintendent

DEPARTMENT OF PUPIL SERVICES 
JAMES M. O'HARA, Executive Director July 23, 1969

On June 9, 1969, the Board of Education of the Denver Public Schools rescinded 
Resolutions 1520, 1524, and 1531 which related primarily to the assignment of 
pupils to schools in September 1969. Specifically, the area in which you reside 
has been reassigned from the East High Scnool attendance area to the South High 
School attendance area.

The class programs for high school pupils residing in this area are now being 
prepared at South High School and questions relating to individual pupil 
schedules should be directed to the school. Every effort will be made to provide 
pupils with the same program requested by them at an earlier date.

The Board of Education and its administrative staff are committed to an educational 
program which includes the Voluntary Open Enrollment Plan. This plan affords 
pupils the opportunity to attend a school which brings about a voluntary exchange 
of pupils with a goal of improved understandings and integration. Attached are 
a description of the plan, a list of eligible open enrollment schools, and a 
request card. If your child is eligible to participate in the Voluntary Open 
Enrollment Plan and if you want your child to attend a school other than South 
High School, please complete the enclosed request card and return it to the 
Office of Attendance and Pupil Records, School Administration Building,
414 Fourteenth Street, Denver, Colorado, 80202, by August 5, 1969. Since the 
school assignment must improve integration at both the residence and receiving 
schools, please indicate the racial or ethnic background of the pupil on the card.

If you have further questions regarding the Voluntary Open Enrollment Plan, please 
call Mr. Edward W. Mohr, Office of Attendance and Pupil Records, 266-2255, ex. 304.

Sincerely,

David R. McWilliams, Director 
Office of Attendance and Pupil Records

Ds E K  X



DENVER PUBLIC SCHOOLS 
DIVISION OF EDUCATION 

Department of Pupil Services 
Office of Attendance and Pupil Records

JUNE 1969-

VOLUNTARY OPEN ENROLLMENT PLAN WITH TRANSPORTATION

The purpose of the Voluntary Open Enrollment Plan is to provide 
parents with an opportunity to enroll their child in another 
Denver public school of their choice if space is available at 
the receiving school and if the change in school assignment 
results in improved integration both at the residence and receiving 
school. Transportation is provided for by School District No. 1 
(elementary, more than 1 mile; secondary, more than 2 miles).

The following administrative procedures have been adopted to 
implement the plan:

1. Enrollment is for a period of at least one semester 
an the maximum would be determined by the pupil 
and his parents.

2. Pupils entering a Denver public school for the 
first time or re-entering a Denver public school 
may participate in the program upon application 
for enrollment.

3. The request for transfer may be for a full day or
a half day for senior high school pupils and a full 
day for junior high school and elementary school 
pupils (grades 1 through 6). Kindergarten pupils 
are not eligible to participate in the Voluntary 
Open Enrollment Plan.

4. Pupils who have completed the sixth or ninth grade
in June 1969 may continue on Voluntary Open Enrollment 
in the junior or senior high school (whichever is 
applicable) in September 1969 at the school which that 
sixth or ninth grade feeds. This is contingent upon 
available open pupil stations at the requested receiving 
school and improved integration at both the sending and 
receiving schools.

5. Younger brothers or sisters of pupils continuing on 
Voluntary Open Enrollment may enroll in the school 
the older child is attending if space is available.



. OLUNTARY OPEN E'lROLLtlEiiT SCHOOL 
ELEMEiiTARY

1059-1970 SCHOOL YEAR

Revi sed 
July 1, 1969

ABRAHAm LliiCOLi: HIGH SCHOOL AREA

Belmont Elementary flunroe Elementary
Force Elementary Schenck Elementary
Godsman Elementary Schmitt Elementary
Goldrick Elementary Valverde Elementary

"estwood Elementary

EAST HIGH SCtPOL AREA

Ashley Elementary Evans Elementary
uarrett Elementary Harrington Elementary
Columbine Elementary Hoore Elementary
Ellsworth Elementary Stevens Elementary
Emerson Elementary Teller Elementary

'Oman Elementary

GEORGE HASHI iGTOil HIGH SCHOOL AREA

Carson Elementary Steck Elementary
Palmer Elementary

J. F. KE.iMEDY HIGH SCHOOL AREA

Denison Elementary Johnson Elementary
Doul1 Elementary Sabin Elementary

Traylor Elementary

Af'UAL HIGH SCI POL AREA

Croftor. Elementary Swansea Elementary
Giloin Elementary ..'hittier Elementary
'Uitchell Elementary ’yatt Elementary

ivORTH hlc.. SCHOOL AREA

Alcott Elementary arown Elementary
Beach Court Elementary Colfax El emen Pry

Smedley Elementary

SOUTH HIGH SCHOOL AREA

HcKinley Elementary Steels Elementary
Rosedale Elementary Thatcher Elementary

Hashinoton Park Elementary

Till AS JEFFERS?’’ HIGH SCHOOL AREA

oradley Elementary Slavens Elementary
Pitts Elementary

This list will receive continual review to determine if nupil selections 
warrant the addition of schools not Dresently listed or the delation of 
schools*currently shown as open enrollment schools.



VOLUNTARY GPEM ENROLLIIE.IT PLAN
elementary schools

19G9-1970 School Year

Revised 
July 1, 1Soi

L.TCGRATICV 13 I.-,PROVED IF

AH A;CLO PUPIL
Transfers from: Alcott, Asbury, Ash Grove, Ashley, Berkeley, 

Bradley, Cromwell, Carson, Cory, Denison, 
Doull, Ellis, Ellsworth, Emerson, Fallis, 
Force, Godsman, Goldrick, Gust, Johnson, 
Knight, Lincoln, McKinley, Me ieen, Montbello, 
iicntclair, Montclair Annex, '.core, Palmer, 
Pitts, Tosedale, Sabin, Scnenck, Schmitt, 
Sherman, Slavens, Steck, Steele, Stevens, 
Teller, Thatcher, Traylor, University Park,

a Washington Park and "hitenan.

Transfers to: Barrett, ueach Court, uelmont, Colfax, 
Columbine, Crofton, Evans, Gilpin, Harrington, 
.itchall, Munros, Srnedley, Swansea, Valverde, 
"sst-ood, Whittier, "yatt, and Wyman.

A HISPANO PUPIL
Transfers from: Alameda, Asnland, Barnum, Beach Court, jelmont, 

boulevard, Bren, bryant-"ebster, Cheltenham, 
Colfax, College View, Columbian, Cowell,
Crofton, Eaqleton, Ebert, Edison, Eln ood, 
Elyria, Evans, Fairmont, fairview, Garden Place, 
GilPin, Greenlee, Knano, Mitchell, i'iunroe, 
.ev/lon, f'erry, Remington, Sherman, Smedley, 
Swansea, Valverde, '.lest",-ood, "yatt and Wyman.

Transfers to: Alcott, As hi lay, Barrett, Bradley, Carson, 
Columbine, Denison, Doull, Ellsworth, Emerson, 
Force, Godsman, Goldrick, Harrington, Johnson, 
McKinley, Moore, Palmer, Pitts, Sabin, Schenck, 
Schmitt, Slavens, Steel;, Steele, Stevens, Teller, 
Traylor, Washington Park and Whittier.

A JEiR^ PUPIL
Transfers from: Barrett, Columbine, Crofton, L~ert, Evans,

Garden Place, Gilpin, Greenlee, Hallett, 
Uarrinnton, Mitchell, Park Hill, Phi lies, Smith, 
Stedman, "hittier, "yatt and Wyman.

Transfers to: Alcott, Asaley, teach Court, Belmont, Bradley, 
Crown, Carson, Colfax, Denison, Boul1, 
ills”*orth, Emerson, Force, Godsman, Coldrich, 
Johnson, McKinley, !:oore, -unroe, Palmer, Pitts, 
Rosadale, Sabin, Schenck, Schmitt, Slavens, 
Smedley, Steck, Steele, Stevens, Swansea,
Teller, Thatcher, Traylor, Valverde, and 
Washington Park.



VOLUNTARY OPEN ENROLLMENT SCHOOLS 
JUNIOR HIGH SCHOOLS 
1965-1970 School Year 
REVISED June 16* 1969

♦JUNIOR HIGH SCHOOLS

Baker Junior High 
Byers Junior High 
Gove Junior High 
Grant Junior High 
Hamilton Junior High 

**J, F. Kennedy Junior High 
Kepner Junior High 
Kunsmiller Junior High 
Lake Junior High 
Mann Junior High 
Merrill Junior High 
Thomas Jefferson Junior High

* This list will receive continual review to determine if pupil 
selections warrant the addition of schools not presently listed 
or the deletion of schools currently shown as open enrollment 
schools.

** Double Session Schedule (Junior High School 12:05 p.m. to 5:25 p.m.)

INTEGRATION IS IMPROVED IF

AH ANGLO PUPIL
Transfers from: Byers, Grant, Hamilton (7th & 8th grade

only), Hill, J. F. Kennedy, Kepner, 
Kunsmiller, Merrill, Rishel, Skinner and 
Thomas Jefferson (9th grade only)

Transfers to__: Baker, Lake and Horace Mann

A HISPANO PUPIL
Transfers from: Baker, Cole, Kepner, Horace Mann, Lake

Morey, Rishel and Skinner,

Transfers to : Byers, Gcve, Grant, Hami1 ton (7th & 8th
grade only), J.F. Kennedy, Kunsmiller, 
Merrill and Thomas Jefferson (9th grade 
only)

A NEGRO PUPIL
Transfers from: Cole, Gove, Morey and Smiley

Transfers to : Baker, Byers, Grant, Hamilton (7th & 8th
grade only), J.F. Kennedy, Kepner, Kuns­
miller, Lake, Mann, Merrill and Thomas 
Jefferson (9th grade only)



VOLUNTARY OPEN ENROLLMENT SCHOOLS 
SENIOR HIGH SCHOOLS 
1969-1970 School Year 
REVISED June 16, 1969

^SENIOR HIGH SCHOOLS

Abraham Lincoln High School 
East High School 

**J. F. Kennedy High School 
Manual High School 
North High School 
South High School 
Thomas Jefferson High School 
West High School

* This list will receive continual review to determine if pupil 
selections warrant the addition of schools not presently listed 
or the deletion of schools currently shown as open enrollment 
schools.

** Double Session Schedule (Senior High School 7:00 a.m. to Noon)

INTEGRATION IS IMPROVED IF

AN ANGLO PUPIL
Transfers from: Abraham Lincoln, George Washington,

J. F. Kennedy, North, South, and 
Thomas Jefferson

Transfers to : East, Manual and West

A HISPANO PUPIL
Transfers from: North and West

Transfers to : Abraham Lincoln, East, J. F. Kennedy
Manual, South and Thomas Jefferson

A NEGRO PUPIL
Transfers from: East and Manual

Transfers to : Abraham Lincoln, J. F. Kennedy,
North, South, Thomas Jefferson 
and West



Ill N V i .R  I 'l  iil. '.c: :■( M O O U i

jU EST FOR VOLUNTARY OPEN ENROLUW <T
(1969 - 1970 School Year)

(Type o r p r in t first, m iddle, and last name o f pup il)

___________________________________School (1st choice)

________________  School (2nd choice)

_________    School (3rd choice)

instead of_________ ______  School. (Senior high only: full day----------

or half day_______ )

T his pupil is currently enrolled in grade------- ---------- section nv.mher--------------------- -

Signed ______ ____________ ____________ —-------------Home phone
(Parent o r legal guard ian)

Home address _____ ___ — —-------------- -------— ------- —  Zip code------

Date ................................. .

I request that. 

be enrolled ia

(For instructions concerning request see other side.)



r HJEST FCi: VOLUNTARY OPEN ENROLL!/* T

T he purpose of the Voluntary Open Eniollm etit Plan is to provide parents with an 
opportunity to enroll their child in another Denver public school of their choice if 
space is available in the receiving school and if the change in school assignment results 
in improved integration both in the receiving and sending schools.

Requests under the Voluntary Open Enrollm ent Plan are for either a full day or 
half day program for senior high pupils, and a full day program for jun io r high and 
elementary pupils in grade i-ti. Kindergarten pupils are not eligible to participate in 
the Voluntary Open Enrollm ent Plan.

This request must be returned to the Office of Attendance and Pupil Records, Den-
\e r  Public Schou!,, 414 Fourtoi nth Street, Denver, Colorado KithC, ON O il PEA ,1 KE 
l L’hsD Ai, A t l' UST 5, cjuj.

Transportation under the Voluntary Open Enrollm ent Plan is provided for by 
School District No. 1. (Elementary, more than one mile; secondary, more than two 
miles.)

D S P  6-69-4M H-91-62I t $



2157a



2158a

Defendants’ Exhibit HK
(E xcerp t “ Facts & F igures”  DPS 1969)

(See Opposite) KT"



C . C P  T-

DENVER PUBLI C  SCHOOLS 1340- 1060
COMPARATIVE DATA- J IV E  “

1940 1969
” 1

s

SCHOOL CAPACITY 44,610 96,446
PUPIL MEMBERSHIP............
( F u l l  t i m e  Da/ S c h o o l s )

48,531 96,634

NUMBER OF . . .
SCHOOLS 79 120
CLASSROOMS 1,487 3,394
TEACHERS ................. i 1,468 4,380
( F u l l  t i m e  D a y  S c h o o l s )

TOTAL EMPLOYEES .
(I n c l u d i n g  T e a c h e r s )

j. , . . 3,043 6,782

CITY SQUARE MILES 58.8 98.4



2159a



2160a

Defendants’ Exhibit VA 
(K ept, to  Bd. of Ed. by Supt. Robt. D. G ilberts)

(See Opposite) SSi’3



: i . ; \ :v  O l . V U . U i  L D

W U K T i  U.

e Board of Education

i.\ ACCORD KITH RESOLUTION 1562

Submitted by 
Jiibcrts, Superintendent

Denver Public Schools 
May 1970



A Plan Submitted to the Board of Education

by Robert D. Gilberts, Superintendent

This plan has been developed in response to Board Resolution 

1562, a copy of which is included for reference. The intent of the 

Resolution is to improve pupil achievement in the schools.

Although the time available for preparing the plan was limited, 

it was possible to do so because of the cooperative efforts of central 

administrative staff, principals, and other school staff members.

The preparation was further facilitated because the basic concepts 

were contained in Planning Quality Education.

A summary analysis is included as a first part of the report 

to show briefly the major elements of the programs proposed, the time 

schedule, and estimated costs.

The Board may wish to assign priorities to the various elements 

in the plan in terms of available resources and potential future funds 

and on the basis of these financial considerations to direct the appro 

priate division heads to prepare the required operational details for 

the plan.



2

. RESOLUTION NO.

#

WHEREAS,  t h i s  B o a r d  o f  E d u c a t i o n ,  i n  c o mm o n  w i t h  

o t h e r  b o a r d s  o f  e d u c a t i o n  i n  u r b a n  a r e a s  i n  t h i s  c o u n t r y ,  

h a s  b e f o r e  i t  t h e  e x t r e m e l y  d i f f i c u l t  t a s k  o f  p r o v i d i n g  

r e l e v a n t  a n d  e f f e c t i v e  e d u c a t i o n  t o  c h i l d r e n  o f  i n f i n i t e l y  

v a r i e d  b a c k g r o u n d s  a n d  a b i l i t i e s ;  a n d

WHEREAS,  t h i s  B o a r d  o f  E d u c a t i o n  i s  c o n c e r n e d  

a b o u t  a l l  t h e  c h i l d r e n  o f  D e n v e r  a n d  i s  c o n s t a n t l y  s e a r c h i n g  

f o r  w a y s  a n d  m e a n s  t o  i m p r o v e  t h e  q u a l i t y  o f  e d u c a t i o n  

o f f e r e d  t o  t h e m ;  a n d

WHEREAS,  t h i s  B o a r d  o f  E d u c a t i o n  h a s ,  a s  a n  i n t e r i m  

m e a s u r e ,  a d o p t e d  v a r i o u s  p l a n s  a n d  a p p r o a c h e s  t o w a r d  t h e  

i m p r o v e m e n t  o f  t h e  q u a l i t y  o f  e d u c a t i o n  o f f e r e d  t o  t h e  

c h i l d r e n  o f  D e n v e r ,  i n c l u d i n g  v o l u n t a r y  o p e n  e n r o l l m e n t  

w i t h  t r a n s p o r t a t i o n  p r o v i d e d ;  a n d

WHEREAS,  t h e  i n t e r v e n t i o n  o f  a  l a w s u i t  i n  t h e  

U n i t e d  S t a t e s  D i s t r i c t  C o u r t  h a s  p r e v e n t e d  t h i s  i n t e r i m  

m e a s u r e  f r o m  a c h i e v i n g  i t s  f u l l  p o t e n t i a l ; a n d

WHEREAS, t h a t  C o u r t  i n  i t s  M e m o r a n d u m  O p i n i o n  

d a t e d  M a r c h  21 , 1970,  h a s  f o u n d  t h a t  c e r t a i n  s c h o o l s  o f  

t h i s  S c h o o l  D i s t r i c t  s h o w  a v e r a g e  p u p i 1 a c h i e v e m e n t  b e l o w  

t h e  c i t y - w i d e  a v e r a g e  a c h i e v e m e n t  o f  p u p i l s ; a n d

WHEREAS,  t h i s  B o a r d  i s ,  a n d  h a s  b e e n ,  a w a r e  o f  

t h e s e  d i f f e r e n c e s  i n  a v e r a g e  p u p i l  a c h i e v e m e n t  a m o n g  t h e  

v a r i o u s  s c h o o l s  a n d  h a s  b e e n  a t t e m p t i n g  t o  s e t  e d u c a t i o n a l



policy which will permit the professional staff of this 

School District to devise and employ new methods of educa­

tion designed to improve achievement in all schools includ 

ing those with low achievement averages, by such means 

as early childhood education, intensified reading programs, 

cultural arts centers, outdoor education centers, school 

clusters or complexes, in-service education, modification 

and expansion of curricular offerings, and other promising 

ideas; and

W11ERE7\S, the United States District Court now 

has invited this Board to devise and present to it a plan 

designed to improve the achievement of pupils in certain 

of its schools;

NOW, THEREFORE, IT IS RESOLVED by this Board 

of Education that, regardless of the final outcome of the 

litigation, this Board reaffirms its intent to continue 

improvement in the quality of education offered to all 

of the children of Denver, and it hereby directs the Super­

intendent and his staff to devise a plan directed toward 

raising the educational achievement levels at the schools 

specified by the District Court in its opinion. This plan 

shall be a pilot program which shall include consideration 

of the following:

1. Differentiated staffing;



4

2. Increasing the level of faculty experience and 

decreasing faculty turnover;

3 . Increased and improved inservice training for 

staff;

4. Voluntary open enrollment as opposed to mandator 

transfers for pupils;

5. The school complex concept which will focus on 

decentralized decision-making, community and 

parent involvement, new educational programs 

and agency cooperation;

6. Early childhood education;

7. Special programs now being implemented at 

Cole Junior High School and Manual High School;

8. Special programs available under the Educa­

tional Achievement Act of Colorado (Senate 

Bill 174);

9. Other promising educational innovations.

The plan shall be feasible and within the financial ability 

of the District, and include a timetable for implementation.

Such a plan shall be submitted to the Board on or

before Hay 6, 1970.



SUMMARY

New Voluntary Open Enrollment

Schedule
Program__________________________________ of Implementation____________ Estimated Costs

New voluntary open enrollment January 1971 *Unit costs:

fifteen subject schools- 
transportation provided 
choice of schools 
attendance - one year minimum 
guaranteed space -

use of available space 
extending building capacity 

10 - 15%
extended school day 
mobile units 
additional construction

$3.50 per bus hour 
.25 per bus mile

Bus purchase - $ 9 , 0 0 0  
per unit

Current voluntary open enroll­
ment Currently operational

applies to all schools 
transportation provided 
full day enrollment

*Total err' v. Ill p " ’ upon the number of pupils who avail themselves of the 
program. Current transportation requirements utilize all available transportation.



6

Staff Stabilization

SUMMARY

Program
Schedule

of Implementation Estimated Costs

Staff Stabilization

Increasing faculty experience 
and decreasing faculty turnover.

1970

Voluntary incentives: 1970

additional pay - extended 
work year
experienced teacher transfer 
with cooperation of DCTA 
superior materials 
special programs 
smaller classes

$633,000 per year

previsitation to assigned 
school

. orientation program
$1,500 per year 
$15,000 per year

Hiring experienced teachers: 1970 No additional

recruiting teachers trained to 
work in minority schools 
Hispano and Negro recruiters

Maintaining level of staff 
experience

Denver Public Schools percent 
probationary 34.4% 
subject schools 30.1% 
employment of career teachers

1970 No additional



SUMMARY

Differentiated Staffing

Schedule
Program of Implementation Estimated Costs

Differentiated Staffing 1971

Responsibility and compen­
sation based on competency.

. student volunteers 
adult volunteers 

. teacher aides $ 3,600 per person 
per year *

paraprofessionals 

student teachers

$ 4,160 per person 
per year *

regular teachers 
master teachers 

. psychologists 

. social workers 
coordinators

$212,000
reassignment
reassignment
reassignment

Provide program planning and 
counseling time No additional

Motivation to upgrade 
competency

Large-group, small-group 
instruction

No additional

Extended work year $114,500 *

*See Staff Stabiliz 
ation also

*Total cost will depend on the extent of implementation.



8

Improved Inservice Training

SUMMARY

Program
Schedule

of Implementation Estimated Costs

Improved Inservice Training

human relations seminars 
workshops - history and 

culture of minorities 
building inservice meet­

ings related to minority 
instructional materials

teaching the disadvantaged 
pupi 1

improving educational 
climate for minority 
pupils

. corrective instructional 
techniques

language problem of bi­
lingual children

. cooperative work shops - 
Black Educators United, 
Congress of Hispanic 
Educators

Phase I - September 
1970

Implemented to extent 
of currently budgeted 
available funds.

Phase II - September
1971 $100,500

Phase III - September
1972 $100,500



SUMMARY

School Complex Concept

Program
Schedule

of Implementation Estimated Costs

School Complex Concept 1971 $159,967

Elementary Complex One

Ash 1 ey 
Carson

- Hallett 
Montclair

- Montclair Annex 
Palmer

- Park Hill 
Philips 
Stock 
Teller

- Whiteman

Elementary Complex Two 1971 $167,267

Ash 1and 
Barnam 
Boulevard 
B rown
Cheltenham 
Colfax 
Cowell 
Eagleton 
Edison 
Fairview 
N ew 1 on 
Perry

Elementary Complex Five

Barrett 
Columbine 
Crofton 
Gilpin 
Harrington 
Mitchell 
Smith 
Stedman 

- Wyatt

Planning for this Complex will begin in 1971. The organization and pro­
grams will be a replication with appropriate modifications of those in 
Complexes One and Two.

1971
Planning to start in 
January. Implementation 
to start in September.



1 0

Early Childhood Education in Minority Areas

SUMMARY

Schedule
Program_________________ _________________ of Implementation____________ Estimated Costs

Early Childhood Education^in
Minority Areas Continuing

Head Start -

3 and 4 year olds 
18 centers, 600 children

. Early Childhood Education
Centers - * Continuing

4 year olds
- 3 centers, 90 children

. Follow Tlirough Continuing

- S year olds(kindergarten)
6 centers - 376 children

, Follow Through Continuing

6 year olds (1st grade)
Garden Place and Gilpin 

100 children

. National Follow Through (proposed) 1971 $80,000 Federal Funds

5 and 6 year olds 
Garden Place and Gilpin

200 children

$480,580 per year 
Federal - $384,464 
Denver Public 
Schools - $ 96,116

Denver Public Schools 
$ 66,492

$151,367
Federal - $123,938
Denver Pub lie 
Schools - $ 27,429

$ 42,411 State Funds



SUMMARY

Special Programs Being Implemented at Manual High School

Schedule
P r o g r a m ____________________________of I m p l e m e n t a t i o n ______ Estimated Costs

Special Programs Being Implement- $165,381
ed at Manual High Schodl

. Vocational Skills

building trades 
cosmetology
power and transportation 
metals . 
machine metals
Horne Economics Related Occupations

Pre-professional

pre-medicine, University 
of Colorado Medical School 

- pre-law
pre-education, University 

of Northern Colorado 
data processing^

Opportunity School 
Communications, KRMA-TV 
pre-engineering, University 

of Denver School of 
Engineering

advanced placement, University 
of Denver Community College

Future Programs 1970-1971

Environmental Design,
University of Colorado 
Architectural School and 
Alumni
Denver Urban Renewal Authority 

Outdoor Education
Job Corp Camp, Grand Junction,
Colorado

Airline Cadet, United Airlines 
and University of Denver 

Teacher Resource (counseling 
students with academic 
deficiencies)



1 2

Special Programs Being Implemented at Cole Junior High School

SUMMARY

Program
Schedule

of Implementation____________ Estimated Costs

Special Programs Being Implement- $147,510
ed at Cole Junior High School

Reading Programs

laboratory 
improvement 
speech classes 
individual tutoring

A

Mathematics

laboratory 

Social Science 

laboratory
Afro-American history 
Hispano history 
urban studies

Science

laboratory
expanded biolog)' program 
earth science - Earth 
science curriculum project

Art

ceramics
weaving

Business Education 

work study 

Home Economics

family and consumer economics 
home management occupations

Industrial Arts

graphic arts
power motor mechanics



1 3

Schedule
Program __________ of Implemcntati

Special Programs Being Implement­
ed at Cole Junior High School

Music

guitar classes

Physical Education

ROTC for boys 
Cadettes for girls 
gymnastics 
modern dance

Language

Spanish
French

Counseling

college
vocational

Educational Laboratories

Crisis room

Extension Centers

rehabilitating disruptive 
pupils

Other Programs

- tutor assistants 

Special Education 

Work-Study

Extra Curricular Activities 

motivation
to instil 1 school spirit

Estimated Costs

Total cost is shown on 
preceding page.

Instructional Materials Center



24

Special Programs - Educational Achievement Act SB 174

SUMMARY

Schedule
Program ___________________  of Implementation____________ Estimated Costs

Special Programs - Educational. 1970-1971
Achievement Act SB 174

Fairview - Interest-Motivated $110,671 per year
■ Approach

ungraded system 
- . individualized reading 

learning centers 
multi-media communication 
skill systems 
differentiated staffing

. Baker 1970-1971 $260,222 per year

- bilingual, bicultural Total for Cole and
program Baker

Hispano emphasis 
differentiated staffing 
Hispano culture and 

history
individual i zed teaching 
flexible scheduling 
home liaison
improved reading diagnosis 
Crisis rooms
educational laboratories 
storefront centers

. Cole 1970-1971

individualized teaching 
flexible "catch up" 
improved reading diagnosis 
home liaison 
Crisis rooms
educational laboratories 
extens ion centers 
differentiated staffing



15

Other Promising Educational Innovations

SUMMARY

Program_____________________________

Other Promising Educational
1 innovations

Cultural Arts

. Metropolitan Area Student 
Exchange

Outdoor Education (Balarat)

r. andr'd Summer Schools

After School Programs

Metropolitan Youth 
Opportunity Program

Educational Center - 
Vocational-Technical facility

Cooperative Education

Work Study Program

Schedule
of Implementation

Continuing

Continuing

Continuing

Continuing

Continuing

Continuing

Continuing

Continuing

1971

Estimated Costs

$165,503

2,400

$247,281

$604,063

5,000

$450,706

$250,000 

$200,500 

$ 61,200

$ 16,200 per school 
per year

Individually Guided 
Instruction 1971



Transportation will be provided in accordance with school 

district policy relating tcjj walking distance of residence 

from school of attendance.

Continuing analysis of transfers must be made in order to 

make most efficient and economical use of transportation 

reservices. ' School selection will need to be grouped by 

the numbers of childrer\s4leafing particular schools from 

a given area.

CURRENT VOLUNTARY OPEN ENROLLMENT PLAN

The following is a statement of current procedures which the 

Board intends to continue:

The Voluntary Open Enrollment plan provides parents with an 

opportunity to enroll their child in another Denver Public School of 

their choice if space is available at the receiving school and if the 

change in school assignment results in improved integration both at 

the school of residence and at the receiving school.

1. The plan is based upon a commitment by the pupil and his parents 

that the pupil will complete at least one full semester at the 

receiving school. The maximum commitment would be determined by 

the pupil and parent. Generally, as the semester progresses, 

pupils should be encouraged to complete the semester before a 

request to discontinue enrollment is considered. An unusual 

situation may arise which would prompt an immediate transfer 

request by the parent to permit the pupil to return to his



subdistrict school of residence. If a pupil does not complete 

a full semester on Voluntary Open Enrollment, he is ineligible 

to participate again until the-beginning of the semester one 

year following the effective date of the cancellation.

7. Transportation is provided for by School District Do. 1 (elementary-, 

more than one mile; secondary, more than 2 miles).

3. The request for transfer is for a full-day in Grades 1 through 12.

4. Pupils entering a Denver Public School for the first time or 

reentering a Denver Public School may participate in the Voluntary 

Open Enrollment Plan upon application for enrollment.

Voluntary Open Enrollment Procedures, September 1970

A. Priority enrollment privileges for pupils eligible to participate 

in the Voluntary Open Enrollment Plan for September 1970 are as 

follows :

1. First Priority: Pupils currently enrolled in a school and

continuing at the same school

a. A pupil currently attending a school need not re-enroll 

or compl-ete any forms to continue at the same school in 

September 1970.

2. Second Priority: Pupils entering seventh or tenth grade who

have attended a feeder elementary- or junior 

high school respectively

a. This includes pupils currently enrolled under the Voluntary 

Open Enrollment Plan and pupils zoned to a school under

Resolution 1524 or 1531.



28

b . A Voluntary Open Enrollment Request Card must be 

completed by the parent since all such pupils must 

qualify for Voluntary Open Enrollment.

c . Pupils not eligible to participate in the Vo1untary

Open Enrollment Plan must attend their school of residence 

according to the approved boundary lines on the official 

maps of the School District and are not eligible to attend 

the school which their present school of attendance feeds.

3. Third Priority: Younger brothers-or sisters of pupils currently

attending a school on Voluntary Open Enrollment 

a. A Voluntary Open Enrollment Request Card must be completed 

by the parent and the school should indicate on the front 

of the card that an older brother or sister is attending 

the requested school.

4. Fourth Priority: New requests from parents of pupils requesting

Voluntary Open Enrollment for the first time

a. A Voluntary Open Enrollment Request Card must be completed 

by the parent, and submitted to the Office of Attendance 

and Pupi1 Records by May 1, 1970. Priority IV requests 

will be considered after Priority I and III requests are 

processed.

b. The selection of second and third choice is important since 

schools eligible to receive new pupil requests for Voluntary 

Open Enrollment will be named at a later date.



B. Operational Details

1. A pupil seeking to return to his school of residence must 

have his parent complete the top half of DPS Form H543, 

"Request to Discontinue Voluntary Open E n r o l l m e n t a n d  

return it to the office at the school he is currently 

attending. Procedures relating to such a request are 

described in an Interdepartmental Communication from this 

office, "Request to Discontinue Voluntary Open Enrollment," 

dated November 26, 1969. Each school office has received a 

supply of Fora H543 at an earlier date.

2. All request cards or discontinuing forms should be forwarded 

to the Office of Attendance and Pupil Records by May 1, 1970. 

(However, deadlines for other materials from feeder schools 

may be different and should be adhered to.)

3. Schools should note on the front of each completed Voluntary 

Open Enrollment Request card the ethnic background by A, 11, 

or N, (The.Board of Education has substantive concern that 

making these notations on the V.O.E. Request card, even 

though for beneficial purposes, may be in conflict with the 

constitution of Colorado ) and the priority classification 

by I, II, III, or IV of the pupil.

4. This bulletin relates only to pupils who will be attending 

junior or senior high schools in September 1970. Application 

procedures for elementary school pupils, including the Hallett 

Plan, will be distributed and processed at a later date. 

llowe\er, principals of elementary' schools can be canvassing 

present Voluntary Open Enrollment pupils attending their

school to see if they plan to continue enrollment under



30

the Voluntary Open Enrollment Plan,

5. Voluntary Open Enrollment for senior high school pupils is 

limited to a full-day program only effective September 1970. 

Pupils currently attending a senior high school on a half­

day program and wishing to continue on a full-day program 

must complete a new request card to be classified as a 

Priority I pupil.

6 . Pupils on Limited Open Enrollment are permitted to continue 

enrollment at the receiving school until they have completed 

the sixth, ninth, or twelfth grade (whichever is applicable).

A pupil currently attending a school under the Limited Open 

Enrollment Plan need not re-enroll or complete any forms to 

continue at the same school in September 1970. If a pupil

is discontinuing Limited Open Enrollment, DPS Form H543 

should be completed and forwarded to the Office of Attendance 

and Pupil Records.

7. The completion of discontinuing Form HS43 is not required 

for any pupil completing sixth, ninth, or twelfth grade in 

June 1970; however, such pupils must be listed on the 

attached "Pupil Assignment to Schools" roster.

C. Participation Report - Voluntary' Open Enrollment Plan 
(See Appendix)

1. Instructions on the Voluntary Open Enrollment Request Cards 

state that "Pupils currently participating in the V'oluntary

O p e n  E n r o l l m e n t  P r o g r a m  a n d  w ho  w i s h  t o  c o n t i n u e  f o r  t h e



first semester of the 1970-1971 school year are not

required to complete this card." This applies only to 

pupils continuing in the same school. A card must be 

completed if a pupil is continuing on voluntary open 

enrollment at a different school, (For example: from

ninth grade at Grant to tenth grade at South or from 

sixth grade at Knight to seventh grade at Merrill). 

Additional request cards, Discontinuing Forms H543, and 

"Pupil Assignment to School" Rosters may be obtained by 

calling 266-2255 , extension 591. Information regarding 

this directive also can be obtained by calling the same

number.



VOLUNTARi OPEN ENROLLMENT 
FIRST SEMESTER - 1969-1970 SCHOOL YEAR

PUPIL PARTICIPATION 
SUMMARY SHEET

LEVEL
PARTICI

T^69
PATION

9-69
INCREASE

(DECREASE)
PERCENT
INCREASE A H N AD

ELEMENTARY 387 553 166 42.6 5 23 523 2

.HALLETT PLAN 
To Hallett 
From Hallett 
TOTAL

56
63

119

221
205

426

165
142

307

294.6
225.4

258.0

215 6
205

JUNIOR HIGH 301 368 67 22.3 10 42' 316"

SENIOR HIGH 
Half Day 
Full Day 
Seminar 
TOTAL

114
101
31

246

43
260

303

(71)
159
(31)

57

( 62.3)
157.4

(100.0)
23.2

40
138 23

3
99

TOTAL ALL LEVELS 1053 1650 597 56.5 408 94 1146 2



2161a



2162a

D efendan ts’ E xh ib it VM

(C o u r t D esig n a ted  E lem . Schs.— E th n ic  &  R acia l— T each ers)

(See Opposite) USP



COURT DESIGNATF.D ELEMENTARY SCHOOLS - i'N.IMC 4 RACIAL — / ■r? c  f i t '  f t  £

Schools

Probationary 
Experience 

Percent 
• 1970

Median 
Experience . 

Years* 
1970

Bryant-Webster 28.0'* 10

Columb ine 46.0 7

Elmwood 42.0 10

Fairmont 34.0 5

Fairview 35.0 10

Greenlee 5 2.5 5

Hallett 46.0 S

Harrington 57.0 4

Mitchell 49.0 4

Smith 48.0 6

Steaman 32.0 S

Whittier 47.5 5

Average 44.7 6.5

*This is Denver Pub lie Schools plus prior experience.



2163a



2164a

D efendan ts’ E xh ib it 210A

(Capacity U tilization of M anual and  East H igh, 1951-1961)

(See Opposite) IBP



C A PACITY U T I L I Z A T I O N  OF MANUAL AND EAST HIGH

1951-1961

Manual East

1959

1960

1961

Capacity

Number of
Percent
Capacity

School Year Students Ut ilization

1951 874 f Ql$ 80 n

1952 852 78 S3

1953 1003 1113 64 7/

1954 1053 USk 67 . 7V
lf55* i$n

70
is

1956 1098 Jiff n

1957 u<n n

1958 1236 134/ 79

Number of 
Students

Percent
Capacity
Utilization

2344

2422

2426

2494

2597

2990

Z i n

a w

z m

Ztio

3i8S

100

100 \ o \

100 \0 \
1 0 3  f a s '  

10% 
107 ||0

11$

123 125*

131

1028 |/i/l 66 73 2005 % 0 2 $ 83 W*

1256

4o00

^jL ,
2181^ 90^”

1560 (New 
1083 (Old

Manual) 
Manual) •

2430

Sources: Statistical reports, Denver Public Schools, 1951-1961.
Report - A Study of Pupil Population, School Boundaries. 
Pupil Transportation, School Building, DPS, Feb., 1962, 
Special Study Committee on Quality of Educational 
Opportunity in the DPS, School Buildings and Site Needs, 
DPS, 1955.

U s i n g  p u p i l  m e m b e r s h i p  r e p o r t s  t o  O f f i c e  
o f  B u d g e t a r y  S e r v i c e s  a t  e n d  o f  f o u r t h  
week o f  s c h o o l  y e a r .



2165a



2166a

Defendants’ Exhibit 8-1
(D PS, S ep t, of Est. E thnic D istrib. of P up ils, 1 0 /2 7 /6 9 )

(See Opposite)



DENVER PUBLIC SCHOOLS

REPORT OF ESTIMATED ETHNIC DISTRIBUTION OF PUPILS , CLASSROOM 

TEACHERS AND OTHER CERTIFICATED AND CLASSIFIED PERSONNEL 

, SEPTEMBER 26, 1969

Office of Planning, Research, and Budgeting 
October 27, 19^9



BOARD 0? EDUCATION

William G. Serge, President 
Stephen J. Knight, Jr., Vice-President

John II. Amesse, M.D. 
Rachel B. Noel 

James C . Perrill 
Prank K. SoutftVOrth 

James D. Voorhees, Jr.

ADMINISTRATIVE STAFF

Robert D. Gilberts, Superintendent 
Howard L. Johnson, Deputy Superintendent

Joseph E. Brzeinski, Executive Director 
Office of Planning, Research and Budgeting

'Gearld C. Hicken, Director of Budgeting 
Office of Planning, Research end Budgeting



■ D enver P u b l ic  S ch o o ls
O f f i c e  o f  P la n n in g , R e s e a rc h , and B u d g e tin g

ESTIMATED ETHNIC DISTRIBUTION OF FOPILS 

ELEMENTARY SCHOOLS - SEPTEMBER 26, 19o9

Anglo Negro [ispano
School No. Percent No. Percent No. Percent

'Alameda 105 1+6 .2% 2 .9$ lll+ 50.2#
sAlcott kc>9 8 0 .2 1 1 2 . 1 88 17.3
Asbury 552 85.9 5!-+ 8 .1+ 26 1+.0
Ash Grove 735 97.1 12 1 .6
' Ashland 273 1+2 .0 376 57.8
Ashley b79 - ^ 8 1 .2 69 11.7 31 5.3
Barnum 625 68.3 203 30.9
Barrett 2 kQ '6 7 .0 113 30.5 5 1 .1+
Beach Court ' 21+7 6 3 .6 2 1 5 A 118 30.1+ •
Belmont 197 70.9 8 1 2 9 .1
Berkeley 356 8 9 .0 1+3 1 0 .8
Boettcher 160 73.7 31 11+.3 2b 1 1 . 1
'Boulevard 118 29.9 2 .5 269 6 8 .1
Bradley 958 97.7 lo 1 . 6 2 .2
Brorauell 280 9 1 .8 10 3.3 12 3.9
Brora h97 6 8 .1 1 . 1 217 29.7
''Bryant -V,Teb s t er 172 23.3 1+ .5 559 75-5
Carson 559 - 7 8 .0 ll+o 19-5 6 .8
'Cheltenham 301 37.0 37 b.5 1+53 55.7
Colfax 203 5 0 .1 1 .2 199 1+8 .0
College View U63 75.7 2 .3 139 22.7
Columbian 390 71.7 ' 2 .1+ 152 27.9
Columbine- 5 .6 8 7 b 9 7 .2 ■ 20 2 .2
Cory 527 8 8 .5 39 6 .6 19 3.2
Cowell 302 57.3 3 .6 216 1+0.9
"Crofton 23 7.3 1 2 1 38.1+ 162 51.5
Denison 1+20 9 0 .8 3 .6 l+o 8 .6
Boull 8 31 90.3 16 b.7 38 l+.l
Eagleton 166 3U.1 312 61+.1
Ebert 35 10 .0 115 3b.6 1 7 !+ 52.1+
Edison 571 75.^ 1 . 1 181+ 21+.2
Ellis 835 8 8 .5 95 1 0 . 1 9 1 .0
Ellsworth 151 87.3 5 2 .9 7 U.O

Asian
Derivation

AiuOX* i c an
Indian Others

Total
Pupils

No. Percent No. Percent No. Percent No. Percent

2 • 9fo 2 .91o 2 • 9/o 227 ICO,Op
2 .1+ <■ 510 ICO, 0

1+ ;6 3 • 5 1+ .6 663 10 0 .0
10 1.3 757 10 0 .0

1 .2 650 10"
9 1.5 2 .3 • 590 . 10 0 .0
1 . 1 6 .7 915 10 0 .0
1+ 1 . 1 / 370 10 0 .0
1 .3 l .3 // 383 ■10 0 .0

278 10 0 .0
1 .2 1+00 10 0 .0
2 • 9 217 10 0 .0

6 1.5 395 10 0 .0
2 .2 3 .3 981 10 0 .0
3 1 .0 305 10 0 .0

15 2 . 1 ! JW 10 0 .0
5 .7 7b 0 10 0 .0

12 1.7 717 10 0 .0
10 1 .2 3 .1+ 10 1 .2 8ll+ 10 0 .0

2 .5 ' 5 1 .2 1+15 10 0 .0
8 1.3 612 ICO ^

58I+ 10c..-/
899 10 0 .0

10 1.7 595 10 0 .0
3 .6 3 . 6 527 10 0 .0 ■.
2 .6 7 2 .2 315 10 0 ,0

jik+* 10 0 .0
6 .7 2 .2 920 .10 0 .0
7 1 .1+ 2 .1+ 1+87 10 0 .0
2 .6 6 1 .8 332 1C0 .0
1 . 1 1 . 1 1 . 1 759 10 0 .0
1+ - .1+ 9/3 10 0 .0
9 5-2 1 .6 173 1 C0 .0



Anglo Negro
School No. Percent N o . Percent No.

Slmvood 0 1 7.9 % 1o 360
Elyria 35 26.7 96
Emerson 198 7 0 .0 6 2 . 1 55
Evans 137 5S.9 33 33.7 69
Fairmont 125 1 9 .8 503
Fairview 53 7.0 68 8 .2 695
Fallis 358 97.5 5 1 .8 3
Force 702 8 8 .8 35 8 .2 87
Oardc-n Place 1 0 A 17.0 180 17.2 525
Gilpin 22 3.2 252 3 6 .8 8 1 1
Goa SHD-Tl 867 81.9 103
Galdrick 693 63.3 3 I, • -r 119
'Greenlee 180 1 7 .0 95 9.0 772
Oust 750 93.2' 58
Kallctt 290 3 0 .2 888 5 8 .8 20
Harrington 12 2 .2 809 76.3 105
Johnson SJ5 82. 1+ 23 3-6 108
Knapp 850 57.0 6 .8 329
Knight 572 92.9 38 6 .2 1
Lincoln 505 85.ii 3 .5 78
McKinley 223 8 0 .8 12 8.3 ' 80
McMeen S3l 93.2 38 8 .0 10
Mitchell 19 2 .2 608 70.9 229
Montbello 810 8 1 .0 36 7.2 30
Montclair 232 78.9 123 21.3 18
Montclair Annex 128 93.8 2 1.5 3
Moore 383 6 5 .8 110 18.9 75
Munroe 293 50.9 8 .7 275
Hc-vlon 830 63.1 280
Palmer 381 80.3 69 1 8 .6 9
Park Hill 635 67.7 231' 2 8 .6 ■ 58
Perry 6 1 58.1 88
Philips 337 59.8 195 38.3 28
Pitts 1+28 $6 .0 18 3.1
Sersinston 150 . 3 8 .2 17 8.3 222
Posedale 387 85.5 6 1.3 59'

- 2 -

Asian American Total
iparo Derivation Indian Others Puoils
Percent No. Percent No. Percent No. Percent No. Percent

9 1 .6  i dP 2 • % clP . 393 100.05;
73.3 131 100.0
1 9 .8 3 1 . 1 .2 1 7.8 283 100.0
2 8 .6 1 .8 1 .8 28.1 100.0

' 79-9 2 -3 630 100.0
8 3 .2 13 1 . 6 838 100.0

.8 1 .3 363 100.0
1 0 .5 1 . 1 3 ’ .8 828 100.0
6 8 .7 9 1 . 1 A t 0 l.AA , 0
59.8 7 1 .0 692 100.0
1 8 . 1 570 ICO.'
15.5 2 .3 767 ■100.O'
73.0 5 .5 5 .5 1057 100.0
6.7 1 . 1 805 100.0
2 .6 6 .8 760 1 C0.0

1 9 .6 7 1.3 3 .6 ' 536 ' 100.0
1 8 .0 • 771 100.0
8 1 .6 8 .5 1 . 1 790 100.0

.2 1 .2 3 .5 615 100.0

12.5 8 1 .8 1 .2 591 100.0

18.5 1 .8 276 100.0
1 . 1 16 1.7 985 100.0.

26.7 2 .2 858 100,0
' 6 .0 17 3.8 2 .8 6 1 . 2 501 100.0

2 .8 8 1 .8 577 100,0
2 .2 8 2.9 137 100; 0

12.9 3 .5 1 .0 n 1 . 9 583 100 A

87.7 8 .7 576 100..y
35.2 7 1 .0 5 .7, 682 100.0

1.9 8 1.7 1 . 2 6 1.3 ■ 878 100.0

5.8 18 1.9 ' 938 100.0

8 1 .9 105 100.0

8.9 8 1 . 8 568 100.0

8 .9 886 100.0

5 6.5 8 1 .0 393 100.0

1 3 . 0 1 .2 853 100.0



£5
 C

O
S

-3-
A 3 ian Arc.erican m,™, k.

X O t al
ir.glo Negro III.spano Per:ivat ion 1r.dian Others Pup ils

school N o . Percent No. Percent No. Percent No . Percent N o . Percent No. Percent N o . Fercern

Sabin 1238 96.1% 2 39 3.o$ 8 M 1 ' .1$ $ JkOO IOO.O;
Sehcnck 572 81.5 16 2 .3 1 0 1 14.4 6 .9 6 .9 • 701 100,0
Schnitt 580 8 1 .6 9 1.3 113 15.9

s
0 .8 3 .4 *{ J l,a. 100.0

Sherman 255 74.1 84 24.4 2 .6 3 .9 0 • 100 . 0
Slavens 574 . 84.8 98 14.5 1 . 1 4 .6 r  r . r yOf { 100,0

""Smedley i4o 19-9 ll 1.6 . 542 77.0 8 1.1 2 .3 1 * 1. 704 100,0
~"> Smith 42 4.0 957 91.7 34 3.3 3 .3 7 . 7 1043 1C0.0

Steck 323 71.6 110 24.4 10 2.2 7 1.6 1 .2 }, r~ *• 100.0
^Stedman 27 4.1 613 92.7 18 2.7 3 -5 f 6 6 1 10 0 .0

Steele 385 73.7 84 lo.l 50 9.6 3 .6 522 10 0 .0
Stevens 287 8 0 .2 42 11.7 20 5.6 5 1.4 4 1 . 1 358 ir 1 0

^  Swansea 197 2 9 .2 24 3.6 450 6 6 ,6 2 .3 2 .3 . 675 1 c ,0
Teller 352 8 0 .8 63 14.4 13 3.0 8 1 .8 436 10 0 .0
Thatcher 296 84.1 2 .6 54 15-3 352 10 0 .0
Traylor 855 9 6 .9 18 2 .0 8 .9 2 .2 883 10 0 .0
University Park 922 89-9 77 7.5 12 1 .2 14 1.4 ■ 1025 10 0 .0
Valverde 4i4 6l. 1 2 .3 251 37.0 7 1 .0 4 .6 678 10 0 .0
Washington Park . 453 92.7 12 2.5 9 1 .8 7 1.4 3 .6 5 1 .0 489 10 0 .0
Westwood 306 41.9 23 3.2 397 54.3 2 .3 2 .3 730 10 0 .0
Whiteman 356 75.3 8 1 1 7 .2 24 5.1 9 1.9 470 10 0 .0
Whittier 12 1.4 802 94.0 38 4.5 1 . 1 853 1 C0 .C

x Wyatt 9 1.9 223 46.4 248 51.5 1 .2 4Ql 10 0 .0
\Wynan 103 27.5 142 38.0 ill 29.7 7 1.9 1 1 2.9 374 10 0 .0

Totals 32,778 6 0.2$ 8250
12

15.1$
,8 3 6 2 3.6%

391 .7$ 176 .3$ 67 .1$ 54,493 100 .0 7
V



PSPINATED ETHNIC DISTRIBUTION OP PUPILS 

SECONDARY SCHOOLS - SEPTEMBER 2 6, 1969

D enver P u b l ic  S c h o o ls
O f f i c e  o f  P la n n in g , R e s e a rc h , and B u d g e tin g

Junior High Schools
.Anglo Negro Hispano

A
Der

sian
ivation

American
Tvidian Others

Total
Punils

ITo. Percent Ho, Fercent i\0 * percent No. Percent No. Percent No. Percent No. Percent

100. a$ 
100.0' 
100.0

100 
100 . V 
100.0 
100.0 
100.0 
'100.0■ 
100.0 
100.0 
100.0 
100.0 
100.0 
100.0

^ Baker 
Byers 

x Cole 
Gove 
Grant 
Hamilton
Hill
Keener
Kunsmiller

'"Mann 
x  Merrill 
Korey 
His^el 
Skinner 
Smiley

103 
■ 978 

l4 
533 
So? 

1,309 
975 

l,OSl 
1 ,5 0 2  

602 
259 

i,24o 
215 
918 

1 ,0 1 1  
852

1 1 .6$
8 1 . 1
1.4

6 6 .5
74.1
84.8 
74.0
6 8 .6
8 1 .9
48.2
23.3
73.6 
2 6 .8  
70.'5
78.7 
6 1 .2

59 
101 
713 
194

212
309

60 
146

47
70

315
419
36
4

424

6.7$
8.4

72.1
24.3
1 2 .7
13.7
23.4 
3.9 
8 .0
3.8 
6.3 '

20.0
52.4
2.8 
.3

30.4

720
1 15
247

62
103
14 
20

420
175
585
761
15 

149 
340 
270
Oq

81.4$
9.6

2p.O
7.0 

11.4
* y

1 . 5  
2 7 .2

9 .6  
46.8 
68.6
1.0 

1 8 .6  
2 6 .1  
21.0
6.9

7 
12
8
4 
9

15
5
7 1

15
9
6 
5
8

20

dP
.6

1.2
1.0
.4
.6

1.1 
.3 
.4

1.2 
.8 
.4 
.6 
.6

1.4

0 j
' 1

3
■ 2
3

1 

7

11

1

.3$

.1

.3

.3

.3

.1

.6

1.4

.1

2

1
10

4

2

cLP
,2

.1
1.1

.4

.2

r> ^cop
1,204
’ 989 
too 
S02

1 q~ ~ —A7
1,546
1,631
1,249
1 ,1 1 0

' 1,576
. £01 
1 ,3 0 2  
1,285
3 gog

rotals 1 2 ,2 3 9 6 2.0$ 3224 16.3$ 4,092 20.7$ 130 .7$ 32 .2$ 19 .1$ 19,726 100.0]',
Senior High Schools

Abraham Lincoln 2 ,4 3 1 8 5.0$ 13 .5$ 413 14.4$ h . .1$ 1 .0$ '$ 2,8 62 100.0$
1 ,2 6 5. 5 0 .1 1023 39.9 189 7.4 48 1.9 2 .1 15 ■ .6 2,562 100 ^

George Washington 2 ,7 2 7 9 4 .4 126 4.4 20 .7 15 .5 1 .0 2 ,8 8 9 100. .
John F. Kennedy 2,755 9 7 .2 17 .6 6 1 2 .2 1 .0 2,834 100.0

~~ Manual 126 8 .2 -- 930 6 0 .2 425 27.5 6 1 3.9 4 .2 1,545 100.0
Forth 1,677 6 1 .4 27 1 .0 960 35.1 55 2.0 13 .5 • 2,732 100.0
South 2,318 9 1 .6 30 1 .2 164 6.5 15 .6 2 .1 2,529 1CO.O
Thomas Jefferson 2,391 9 4 .5 120 4 .7 10 „ b 10 .4 2,531 100.0

"-’West 1,084 5 6 .6 172 9 .0 651 34.o 8 .4 1,915 100.0
Totals 16,794 75.0$ 2458 u . o $ 2893 1 2 .9$ 2 17 1.0$ 23 .1$ 15 .0$ 22,400 100.0$
TOTALS - Junior

O  f-nd Senior H.Sch. 29,033 6 8.9$ 5682 1 3 .5$ 6985 1 6 .6$ 347 .0$ 55 .1$ 34 .1$ 42,136 100.0$



Denver Public Schools
Office of Planning, Research, and Budgeting 

ESTIMATED ETHNIC DISTRIBUTION OF CLASSROOM TSACIERS

ELEMENTARY SCHOOLS - SEPTEMBER 2o, 19o9

Anglo Negro
School No. Percent No. Percent

Alameda 10 83.3$ 2 16.7$
Alcott 18 9k. 7 1 5.3
Asbury . 24 92.3
Ash Grove 2k 92.3 2 7.7
Ashland 29 10 0 .0
Ashley .16 84.2 3 15.8
B annum 29 93.6
Barrett 9 50 .0 9 50.0
Beach Court 17 10 0 .0
Belmont 9 9 0 .0
Berkeley lb 1C0.0
Boettcher 22 8t. 6 3 11.5
Boulevard 18 ■ 10 0 .0
Bradley 32 1 C0 .0
Bromwell 10 9 0 .9 1 9.1
Bravni 26 9 2 .8 1 3.6
Br'.'ant-Webster 27.5 $0 .2 O 9.8
Carson 23 88.5 2 7.7
Cheltenham 29 8p.3 2 5.9
Colfax Ik 93.3 1 6.7
College View 25 94.3 1.5 5.7
Co limbi an 18 ' 9k.7 l 5.3
Columbine 2k 6 0 .0 16 4o.o
Cory 19 90.5 2 9-5
Cowell 18 10 0 .0
■Crofton 1 1 7 8 .7 1 7.1
Denison 18 9k. 7
Doull 32 97.0 1 ’ 3.0
Eagleton 18 85.7 1 4.8
Ebert 1 1 6k. 7 5 29.4

£0 Edison 26 96.3 1 3.7
0  Ellis 33 100.0
r* Ellsworth ■ 8.5 100.0
■̂s

Asian American
Hispano Derivation Indian Other_____

No. Percent No. Percent No. Percent No. Percent

$ ■ i  1* i

2 7.7.

1 3.2 1 3-2

1 10.0

1 3-9

1 3.6

1 3.8
3 8.8

1  7.1 1 7.1
1 5.3

2 9.5

Total
Tone her 3

No. Percent

'12 100.0$
1 c i.Ou. 0
26 ion 0
25 1C j
29 10 0 ,0
19 10 0 .0

10 0 .0
18 ICO, 0
17 10 0 .0
10 10 0 .0
l4 10 0 .0
26 10 0 .0
18 10 0 .0
32 10 0 ,0
1 1 10 0 ,0
O n 10 0 .0
30.5 1C0 .0
26 10 0 .0
34 10 0 .0
IS 10'
26.5 3.00,0
19 • 10 0 .0
40 10 0 .0
2 1 10 0 .0
13 10 0 .0
14 10 0 .0
19 10 0 .0
33 10 0 .0
2 1 10 0 .0
17 10 0 .0
27 ■ 10 0 .0
33 • 10 0 .0
8.5 10 0 .0

1 5*9



f1Lngio Negro
School No. percent No. Percent

ji Lto;ood 18 9 0 . 0% 1 5 • 0%
Elyria 3 60.0 2 2o.o
Emerson 11 9 1 .7
Hvcxis 58 92.0 3 2.8
Fairmont 22 81+.6 ■ 2 7.7
Fairview ^5 6 5 .8 7 1 8 .2
Fallis 12 10 0 .0
Force 32 Sl4.2
Garden Place 32.5 8 7. b 1 0 .1
ft 4 29 80.6 rO 1 6 .7
Qodcr*2ivi 19 90.5 2 9-5
Golcrick 29 96.7
GrcGnlco 26 76 .0 3 9 .0

26 92.9 2 7.1
Eallett 2 b 65.7 2 12.3
Harrington 18 78.3 2 17.2
Johnson 27 . 100.0
Knapp 2 b 8 5 .8 2 7.1
Knight 22 95.7 1 2.3
Lincoln 2 b 96.0 1 2.0
McKinley 12 92.3
McMeen 30 100.0
Mitchell 32 69.6 12 2 6 .1
Mcr.t'cello 12.5 7 5 .8 2 12.1
Montclair 22 9 5 .7 1 2.3
Montclair Annex . 3.5 77.8 1 22.2
Moore 2 b 96.0 1 2.0
Mirnroe ■ 22 95-7 1 2.3
Hewlon 23 92.0 1 2.0
Palmer 16 100.0
Pari: Hill 32 58.9 2 11.1
Perry b 80 .0
Philips 2 1 87.5 2 8.3
Pitts 15.5 100.0
Remington 16 814.2 3 15.8
Rosedale 16 100.0
Sabin 25 97.8
Schenck • 26 9 2 .8 1 3.6

*

CM CM VO 
H H

>cno Der
A 3II SSI 
■ivaticn

American
Indian ■ Other 7

Total
Go,C i iC IT S

'creenu No. Percent No. Perce: No. Percent No. Percent

5.0$ i ofjo i  20 100.0
5 1 0 0 .0

1 8 .3 1 0 0 .0
3.2 63 1 0 0 .0
7 . 7 26 100.0

15 .8 / 38 1 0 0 .0
/ la 100.0

2.9 1  2 . 9 1 CO, 0
2 .5 1 0 0  0

1 2 .7 3o 10c
2 1 100.0

3 .3 30 100. c
1 2 .0 1 3 .0 3 ̂ 100.0

28 100.0
2 c 100.0

2 7 <1 ̂ 3 100.0
27 100.0

7.1 28 100.0
23 100.0
25 100.0

1 7.7 13 1 0 0 .0
30 1 0 0 .0

2.3 25 1 0 0 .0
2 1 2.1 ' lb . 5 100.0

23 100.0
2.5 100

25 100. u
23 100.0

1 . 2 .0 ' 25 100.0
16 100.0
36 100.0

1 2 0 .0 t 100.0
1 22 100.0

15.5 100.0
19 100.0
16 100.0

1 2 .2 ' 26 100.0
1 3 .6 28 100.0



00 CO

Asian American n - -0 -1 X U
Anglo Negro Hisnano Deraviation Indian Other Teachers

School W o . Percent .s 0 « Percent No. Percent No. Percent No. Percent No. Percent No. rc c c

Schmitt 21 87.5# 2 ■ 8.3# rri 
1° 1 k . 2 i # 2h ICO. •

Saerinan 13 92.9 1 7.1 gl- ICO**
Slavens 22 91.7 2 8.3 2h ICO. ■
Smedley 21. 5 8 7 .7 1 k . l 1 . X 1 k . l 2k . 5 10 0..
Smith 3o 76 .6 9 19.1 2 It.3 6? 1 Qr*. :

Steck lit • 93.3 1 6.7 15 iU'J * *
Steaman 2k 66.6 9 2 5 .0 1 2 .8 2 5 .6 _* <3 £i • O 100 N
Steele 22 10 0 .0 * 22
Stevens 15 93.7 1 6.3 is 100.1
Swansea 23 88.5 2 7.7 1 3.8 £60 10 •
T e l l e r 17 9ltA 1 5.6 13 10^ . i
T h a tc h e r H3 10 0 .0 13 10 0 . (
T ra y lo r 30 - 100.0 50 i c o . i
U n iv e r s i ty  P a rk 3 it 9 6 .6 2 5 . 6 ' • 36 xO . V.
V a lv erd e 23 9 2 .0 2 8 .0 25 100 • (
W ashington  P a rk 19 10 0 .0 10 10 0 . (
Westwood 30 8 5 .7 1 2 .9 2 5.7 ■ 2 5-7 35 100. i
Whiteman l6 9 6 .1 1 5.9 17 100. (
W h it t ie r 31 7 0 .1 12 27.3 1 2.3 *-r-4 100. (
T̂ ro-**-4- • ./dwo 11 5 0.0 11 50 .0 22 100. (
Wyman 20 90.9 2 9.1 22 1C0.C

T o ta l: 197^.5 ,hh> 191.5 8,6# UP 1. 23 1 .0 # .1 # .19, 2236

' V



School

ar.ver
^ ; : : c e  cx 

SSTECATED ETH7T

c scnooii 
, orru n s > n e se a rc

1R00M RS

S3 1969

Angxo nerro
iso. percent No. Percen

rang
Percent

A. C v l i

derivation
/ m e n  can

O th e rs
Perce Percent h o . Percen .0.

Toral 
Teacher 

Perci

x

Junior High Schools
Bauer 46 8 3 . 6% 6 10.9# 3 5.5# . 9 9 d  ; /- qq-- s ICO
Byers 53 96 . 4 1 1 .8 .1 1 .8 55 ICC
Cole 47 ■ 6 1 .0 23 29.9 6 7.8 1.3 7*7. 1 1C'
C-ove 33 84.6 3 7.7 2 5.1 1 2 .6 39 1C
l9 >*'Vyi7  ■*. V-A, k i» 38 90.5 3 7.1 1 2.4 42 100
Hamilton 65*5 94.3 2 2 .9 1 1.4 1 1.4 69.5 ICO
Hill 62 98.4 1 1 .6 63 ICO
Kepner 65 92.9 4 5.7 1 1.4 70 ICC
Xur.smiller 76 92.7 4 4.9 2 2.4 82 xCo
Lake 57 9^.5 4 6.3 2 3 .2 c3 100
f 55 93.2 2 3.4 • 2 3.4 59 ICO
Merrill 72 98.6 1 1.4 73 ICO
Morey 44 81.4 7 1 3 .0 2 3.7 1 1.9 54 ICO
Bishel 58 95.1 2 3.3 T_ 1 .6 /"Ol ICO
Skinner 55 94.8 1 1.7 2 3.5 58 100
Smiley 55 70.5 20 2 5 .6 2 2 .6 1 1.3 78 100

Totals 831.5 88.39 84 8.49, 25 2 .5 7 .7 .1 998.5 ' 100

Senior High Schools

Abraham Lincoln 124.5 95. 2 1. % 3 2 .3 % % 1 M 9 130.5 ICO.
E a s t 127 91.4 10 7.2 2 1.4 139 100.
George Washington 122 96.8 "i .8 2 1.6 1 .8 126 ICO.

■ John  F . Kennedy 133 98.6 1 . .7 1 .7 140 ICO,
Manual 81 68.6 27 22.9 6 5.1 4 3.4 118 100,
N orth L29 97.0 2 1.5 2 1.5 133 ICO.
S outh 118.5 93.3 2 1.7 120.5 ICO.
Thomas Jefferson 112.5 98.3 2 - 1.7 114.5 100.

>.*> Westl ‘yj 102 8 8 .7 3 2.6 10 8.7 115. ICO.

fcCnkals 1054.5 92.89 43 4.29 25 2.29 8 .79 i .1 9 1136.5 • ICO.
tfOTALS - Junior ana

Senior Kioh Schools 1936 90.79 132 6.29 2.39 15 .79 2 .19 213S
T O' A
J  V- ^



Lc nv 0 f'u. 0lie Sencols
- r\ff ice o f  Planning, Re search, and Budget in,

September 26, 1969

ESTIMATEDi ETHNIC DISTRIBUTTON OF OTHER CSRTTT?ICAT2D AND CIJ
Asian

Certificated
n% ±o Neuro Hisp.ano Der ivation

No. Percent No. Perce;at N o , ;Percent No. Percent
•Supervising Teachers 19 ioo.o% % ------ K

1.1Coordinators 83 93.3 5 5.6 1
1°

Deans 23 85.2 3 11.1 3.7
Assistant Principals 37 8 0.If 7 15.2 2 3.3
Elementary Principals 
Jr. High Principals

80 93.1 3 3.7 1 1.2

and Metro. Youth Ed. 15 83.3 2 11.1 1 5.6
Sr. High Principals and
Cpp. School Principal 8 80.0 1 10.0 1 10.0

Supervisors 91.3 1 2.9 2 5 .7
Directors
Asst.Exec.Dir.& Adm.

24 96.0 1 3.0

Directors 5 83.3 1 16.7
Executive Directors 11 91.7 i 8.3
Teachers on Spec.Assign, 3l 73.5 9 1 6. A 3 7 .3 1 1.8
Psychologists 13 92.9 1 7.1
Social Workers 85 88.6 8 8 .3 3 ’ 3.1
Health Services 103.5 93-9 3 2.6 3 2.6 1 .9
Juvenile Hall 33 83.3 • 5 9 .8 2 3.9 1 2.0
Denver Boys, Inc. 2 50.0 1 2 5 .0 j[_ 25.0
Cpp. School Teachers 388 92.2 12 2 .9 19 3.5 2 .3
Cpp.School Preschool
Teachers 8 100.0

CLASSIFIED
Aides 313 63.0 93 1 8 .9 8l 16 .5 2 .3
Radio & TV Personnel 38 . 8 7 .3 2 3.6 5 9.1
Military Sci.Instructor; 23 33.5 2 7.7 1 3.8
Classified Adns. 2o $6.3 1 3.7 .
Classified Office Pers, :
Full-time 556 93.3 13 2.3 17 2.9 9 1 .5
Half-time

Classified Serv, Pers.:
78 91.8 3 3.5 1 1.2 3 3.5

Operation 315 60.6 91 17.5 111 21.3 2 .3
Mechanics 158 96.3 3 1.8 3 1.8
Transportation(F-T) 130 8 1 .3 17 10.6 13 8 .1
Transportation(P-l) 57 82.6 7 10.2 5 7.2
Warehouse 10 100.0

ID PERSONNEL
American
Indian Others

No. Percent No. 
~ £  —

Percent

.2

r>r*.+- 1U. kJ U w
No . Per ear.

ICO. c
t-9 ICO. c
27 Jk.</\j * \J; _ z' 1C0.0

• 05 1C0.C

1 3J.O 100.0

10 lv- J
35 100.0
25 1C0.0

6 100.0
12 1CO.O
55 1CC.0

1C0.0
96 10c. 0

115. 5 100.0
51 ICO.O

100.0
321 ICO.O

8 ioo.o

391 lOr
55 100.0
26 100.0,
27 100.0

595 100.0
85 100.0

520 100.0
l63 100.0
160 100.0
69 100.0
10 100.0



* Jf~

S3?r-iAT5D ETHNIC DISTRIBUTION OF OTHER CERTIFigATSD AND CLASSIFIED PERSONNEL, C o n tin u ed  

A nalo

CLASSIFIED, C on tinued

C la s s i f i e d  S e rv ic e  
P e r  s o n n e l , C ont.

Lunchroom 
Audio V is u a l-S p e c . 

rr .d  M ech an ics

hertro
A s ia n  A m erican

D e r iv a t io n  In d ia n Oth
No. P e rc e n t  No. P e r c e n t  No. p e rc e n t  No. P e r c e n t  No. P e r c e n t  No. P e rce n t

1+17 70.7$ 70 11.9$ 97 16.1+$ 3

6 P,~ v *• '

cc/ o• s/o O ccf * J/0

T o ta l
No. Percen t

100

loiaij Certificated
and C la s s i f i e d ________3,179-5 80.3$ 366 9.2$ 378 9.6 25 .6$ 6 .2$ 2 .if, 3,956.? 100.CT,

M5
O
/•fs w #



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