Desegregation Plan and Report for Franklin County School System

    LJ} 

Ci a SO 1 Ra Lets N 
A DESEGREGATION PLAN FOR THE | 

| | 
| FRANKLIN COUNTY SCHOOL SYSTEM I 
| 

| | 
| | | ET rrr 

———— TL Re ot 

/ PrENIIX /3 

 



DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 

REGIONAL OFFICE 

Room 404, 50 Seventh Street, N.E. 

OFFICE OF SOUCATION Atlanta, Georgia 30323 

  

Mr. W. E. Boggan 
Superintendent 

Franklin County School District 

Meadville, Mississippi 39633 

Dear Mr. Boggan: 

In accordance with the July 5, 1969 order of the United States District 

Court for the Southern District of Mississippi, the following desegrega- 

tion plan for ending the dual school system in the Franklin County School 

District is submitted for your consideration. . 

We wish to express our appreciation for the cooperation received from you 

and your staff. 

Sincerely yours, 

9 Lo nn 
Jeske]. Jordan 

Senior Program Officer 

Equal Educational Opportunities 

 



  

A DESEGREGATION PLAN FOR THE 

FRANKLIN COUNTY SCHOOL SYSTEM 

A REPORT TO THE 
SUPERINTENDENT 

BY THE 

DIVISION OF EQUAL EDUCATION OPPORTUNITIES 

UNITED STATES OFFICE OF EDUCATION 

ATLANTA, GEORGIA 30323 

 



TABLE OF CONTENTS 

Enrollment and Building Information 

Recommended Plan for Student Desegregation 

Faculty Desegregation 

Transportation 

School Construction and Site Selection 

Majority to Minority Transfer Policy 

Attendance Outside System of Residence 

Suggestions for Plan Implementation 

Resources for Assistance 

Building Information Forms 

 



  

COMPOSITE BUILDING INFORMATION FORM 

    

  

  

    

  

  

  

  

  

  

  

  

ont: 1069-4.9 FE Roe meT FRAIL IN COVRTY BCHOCLS 

Capacity Studonts , Staff 

Name of School : Grades Perm. W. Ports. W N T W N T Comments 

FEAR (4) [=a VY /500) = (053.37 Wanlde ld tJ. » 

LitL1E [AE Beau a? 4 /350 — Oo Ve351/03518.5 425] 4 

Terai 109311072 | 2155 51.6 146.5 | 74.0 = 

JOES Special | Uneespes | di SG i// R80. 5 UD » 

WC TARR IED 

  

  

GRAVD TETAL ath 1094 \1075\2/69 53 | 47 | 100 
  

  

                                  
 



FRANKLIN COUNTY SCHOOL DISTRICT 

II. 

RECOMMENDED PLAN FOR STUDENT DESEGREGAT ION 

Recommendations, 1969-70 

In order to bring about a unitary school system in which schools 

are not identifiable by race, the following recommendations to be 

effective for the 1969-70 school year are submitted: 

School capacities are based on the District's formula of multiplying 

the number of teachers by 30 for both elementary and secondary schools, 

1. That the Franklin School house all students in grades 7 - 12, 

That the Lillie Mae Bryant School house all students in 

grades 1 - 6, 

That the Jones Special Retarded School should be operated 
without regard to race, color, or national origin. 

Current Transportation 
  

Statistics furnished by the Franklin County School District Superin- 

tendent's office indicate that one school was receiving as many as 

100% of its students by bus. The lowest percentage reported in this 

District was 93%. The District average is 97%. 

 



COMPOSITE #UTLLING INFORMATION FORM 

  

+) = . A om le : - cc . : re 

pA: SNOCIECTE 2. LLLPDLRINE 87 /9¢- 9-70 [ICAL 1 A) C. CMI Y SIL S 

  

Capacity Students Staff 

Name of School Grades Perm. W. Ports. N T N Comments 
  

  

  

  FAALL 1) 2§C 5/3] 

  2 = | 

Lrceec Hae Deyvauy 5371560 
  

  

  

  

  

  

Tones Seccns WC weenved 
KETARDE PD) 
  

  

  

CRALD TET. 
  

                                   



  

POSSIBLE INTERIM STEPS 
  

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

provides for complete disestablishment of the dual school system 

in this district at the beginning of the 1969-70 school year. 

Should the Court decide to defer complete desegregation of this 

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

i ' | . 

following steps could in our judgment be taken this fall to ac- 

complish partial desegregation of the school system without delay, 

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

year. 

Student Desegregation: 
  

1. That the Franklin School house all students in grades 4-6 sul] 

- : in the county as well as those students in grades 7-12 who 

are already registered to attend the Franklin School for 

1969-70. 

2. That the Lillie Mae Bryant School house all students in 

. ovd- 6 

grades 1-340 the county as well as those students in grades 

7-12 who are already registered to attend the Lillie Mae 

Bryant School for 1969-70. 

3, That the Jones Special Retarded School should be operated 

without regard to race, color, or national origin. 

  
  

 



Desegregation of Faculty and Other Staff: 
  

Full desegregation of faculty and other starr 3 the grades 

affected by the possible interim assignments of students 

"above, and district-wide desegregation of 2 scaly End other 

staff in each school to at least 50% of the Foconmendetton 

contained in Part I of Section III of this plan. 

OTHER: 
Implementation of Sections Iv, V, VI and VII contained in 

this plan. | | 

 



- 

7 . INFURNT IG, FOR 

FRAIL IL a OOTY mits 35184 TRIER Im STEAS 

  Students Starf | Capacity 

T Ww N T : Comments vane of School Grados | CeIn. 3. Porzs., 1 Y N 

  

  

  
Fron WILLA) laZD 299) 

  
an— 

  

  
Bevavr er 

494) 
  O8 

£ 
  

  
JopES. SPECIAL \(eraep) | IL 8 

  

  

Grsup IAL 
      
      
                         



111. 

DESEGREGATION OF FACULTY AND OTHER: STAFF 
  

The School Board shall announce and implement the following policies: 

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

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

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

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

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

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



IV. 

TRANSPORTATION 
  

The transportation system shall be completely re-examined regularly by 

the superintendent, his staff, and the school board. Bus routes and the 

assignment of students to buses will be designed to insure the transpor- 

tation of all eligible pupils on a non-segregated and otherwise non- 

discriminatory basis. 

V. 

SCHOOL CONSTRUCTION AND SITE SELECTION 
  

The size and location of new school buildings and additions to existing 

buildings ¢an significantly affect desegregation now and in the future. 

All school construction, school consolidation, and site selection (including 

the location of any temporary classrooms) in this system shall be done in a - 

manner which will prevent the recurrance of the dual school structure once 

this desegregation plan is implemented. 

Ni. 

MAJORITY TO MINORITY TRANSFER POLICY 
  

Whenever there shall exist schools containing a majority of Negro students, 

this school district shall permit a student (Negro or white) attending a 

school in which his race is in the majority to choose to attend another 

school where space is available, and where his race is in a minority. 

 



ATTENDANCE OUTSIDE SYSTEM OF RESIDENCE 
  

If the School District grants transfers to students living 
in the district for their attendance at public schools outside 

the district, or if it permits transfers into the district of 

students who live outside the district, it shall do so on a 

: non-discriminatory basis, except that it shall not consent to 
transfers where the cumulative effect will reduce desegregation 
in either district or reinforce the dual school system. 

 



VIII. 

SUGGESTIONS FOR PLAN IMPLEMENTATION 
  
  

Successful implementation of desegregation plans largely depends upon local 

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

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

assist local officials in planning for implementation of desegregation orders. 

Community 
  

1. The Superintendent and Board of Education should frankly and fully 

inform all citizens of the community about the legal requirements 

for school desegregation and their plans for complying with these 

legal requirements. 

The Board of Education should issue a public statement clearly 

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

orders of the Court in an effective and educationally responsible 

manner. 

School officials should seek and encourage support and understanding 

of the press and community organizations representing both races. 

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

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

of Education and its staff throughout the implementation of the 

desegregation plan. Such committee should seek to open up community 

understanding and communication, to assist the Board in interpreting 

legal and educational requirements to the public. 

The Superintendent should actively seek greater involvement of parents 

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

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

visits by school personnel, 

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

the community on progress in implementing the desegregation plan. 

School Personnel 
  

1. The Superintendent should provide all personnel copies of the 

desegregation plan and arrange for meetings where the personnel 

will have an opportunity to hear it explained. : 

The Board of Education should issue a policy statement setting forth 

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

personnel (see section on Desegregation of Staff).  



Assignments of staff for the school year should be made as 

quickly as possible with appropriate followings by school 

principals to assure both welcome and support for personnel 

new to each school. Invitations to visit school before the 

new school year begins should be offered. 

The Superintendent should see that a special orientation 

program is planned and carried out for both the professional 

and non-professional staffs (including bus drivers, cafeteria 

workers, secretaries and custodians) preparatory to the new 

school year. He should make every effort to familiarize new 

and reassigned staff with facilities, services, and building 

policies, and prepare them to carry out their important role 

in a constructive manner. The Superintendent should direct 

each principal to see that each teacher new to a school is 

assigned for help and guidance to a teacher previously assigned 

to that school. Each such pair of teachers should have an oppor- 

tunity to meet before the school year actually begins. 

The Superintendent should arrange an in-service training program 5 

during the school year to assist personnel in resolving diggiculties 

and improving instruction throughout the implementation period. 

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

Service Consulting Center at Hattiesburg, Mississippi. 

It is important that, through personal observations, students see 

that nonprofessional service positions in their schools are not for 

members of one race and that harmonious working relationships can 

exist between members of both races. The Superintendent and Board 

of Education should therefore take all necessary steps to assure 

that all staffs are bi-racial. 

 



  

Instructional Program 
  

1. Each principal should be required to appoint biracial faculty 

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

curriculum to assure better learning opportunities for all stu- 

dents. This should become a continuous activity in each school 

and throughout the district. 

Student evaluation policies and procedures should be reviewed 

continuously for areas in need of improvement and adjustment to 

encourage the educational growth and motivation of students. 

Remedial programs in reading and mathematics skills, as appro- 

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

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

ular course offerings and assignments of students. 

Grouping procedures should be reviewed and revised as necessary 

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

gation plan the district has accepted responsibility for imple- 

menting in good faith. 
: 

Participation in extracurricular activities by students of 

both races should be actively encouraged by administrators and 

teachers as a means for developing school spirit and a feeling 

of belonging. 

School organizations - student government, cheerleaders, musi- 

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

criminitory basis and should include students of both races. 

Guidance counselors should be oriented and urged to plan a 

leading role in successful implementation of the desegregation 

plan. 

The curriculum should be reviewed and, as necessary, revised 

to provide recognition of Negro history, culture and contri- 

butions to our society. Library books which deal with such 

subjects should be added to school book collections. 

Vocational education offerings should be reviewed and improved 

as a means of providing students of both races with education 

relevant to vocational interests and as a means of reducing 

dropouts. 

 



Headstart or similar preschool programs for children of both 

races should be implemented. 

Use of Federal and Station education funds should be planned 

comprehensively for maximum educational benefit to all eligible 

children. 

STUDENTS 

1. The Superintendent should direct each principal to hold special 

orientation programs welcoming students who will be new to a 

school, before the regular school year begins. 

The Superintendent should require each principal to see that 

students are frankly and fully informed about the desegregation 

plan and their responsibilities to help carry it out. Each 

principal should seek to establish rapport and communication 

links with new students to encourage mutual understanding and 

confidence. 
: 

The Superintendent should direct each principal to establish 

a student-faculty human relations committee representing both 

races to aid in the successful implementation of desegregation. 

All school staff and members of the student body should exert 

extra effort to assure the full participation of all students 

of both races in extra-curricular programs, including when 

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

after school to participate in such programs. 

Each principal should request teachers to make themselves 

available to students outside of regular class for counseling 

and extra instructional help. 

 



RESOURCES FOR ASSISTANCE 
  

In addition to the regular resources for assistance 

available to school officials, districts developing 
or carrying out plans of desegregation in Mississippi 

may call upon the following agencies for help: : 

South Mississippi In-Service Consulting 

Center | 

University of Southern Mississippi 
Southern Station 

Hattiesburg, Mississippi 3%401 

Phone: (601) 266-7150 

Division of Equal Educational Opportunities 
U., 5. Office of Educatiom 

50 Seventh Street, N. E., Koom 404 

Atlanta, Georgia 30323 

Phone: (404) 526-3076 

 



Pe RAR LIO COI 
% BUILDING INFORMATION 

  

Name of School FR AK c/n) Miiennapce  Fleen 

Address ELLIE, Us... 
~ Neme of Principal “ 2 L 5/34 VEau2 

  

  

Grades In School /—/ ol Number of Permanent Teaching Stations Alt 

State Rated Capacity /3 $20 Maximum Building Capacity /& /O 
. (without portables) 

  

  

  
  

Portable and Temporary Classrooms ig 
  

Current Student Enrollment [0 §.3 Y 112 
White Total 
  

Total Student Enrollment 1] RC 
  

Number of Teachers AH 3 LE 
White Negro 
    

  

    

Other Professional Persennel 2 : ] (£7) , 
: White : Negro 

Enrollment by Grades 
ACAPULCO DT   

6th | 7th | een | oth hotn hitn hath |] Total 

ERE aE ARE HW IN WIN U IN [LW 
} 

/0/\.3 1991 3 eal 03131713 31 3 | 1/053)3) 
i aed 

JO 4 /18 ¥0 ) 40 UH lao 

      

      

                            

                              
  

Number of Students Transported [045 
  

> r 
Age of Bullding Elem, - XQ Type of Construction ¥ Ler: Fram; Herng 

JR then - HO; Hie Scum —~ 2. Coesrpe om = /7, 

Number of Portable Classrooms SL. 

    

  

  

Number of Temporary Classrooms 
  

Number of Square Feet in Building 
  

Number of Acres in School Site /5 
  

Attach a list of the subjects or courses offered 

HN J EOEMAT ION On) WHA” CEADES = AE CRO 37 DEALTS 

VATE 47 2; : 

/  



* f@rrss Covwry 
BUILDING INFCRMATION 

Name of School Liccese Nac Revavr BOrrenpince Lecs 

Address / EAL VY! LE) (Thies 

Neme of Principal AC, J. (OL L1APS 

Grades in School / = /2Q lumber of Permanent Teaching Stations 4 5 

State Rated Capacity / 35D Maximum Building Capacity 137775 
(without pertables) 

  

  

  

    

  
  

Portable and Temporary Classrooms J 
  

Current Student Enrollment O 3 5 [1035 
White Total   

Total Student Enrollment /JO3R5 
  

Number of Teachers > LL] £70 

White Negro 
  

  

Other Professional Perscnnel 5 1:5 
White : Negro 
  

  

Enrollment by (rades 
  

2nd | 3rd [Len sth | 6th | 7en Hon loth | hoth h 
EARN E N{W]N EEN Wf CEE EEN VELD   

  
  

    
a, 

o lg WIA 0 ober 0 7 0|87 0 § 

54 | 86) 10 09 75 | £9 | 52 

  
                    

  
  

                          
  

Number of Students Transported J G4 55 

Age of Building Liem, -17 Type of Construction DLC Lrtmz, Her 744 

Hier scram vid ian — 7. 

Nunber of Portable Classroons___ oo) 

  

    

  

  

Number of Temporary Classrooms 
  

Number of Square Feet in Building 
  

Nunber of Acres in School Site (r/ 
  

Attach a list of th 2 sub je cr courses offered.  



  

* | Qc vcr (ovwry 
8 BUILDING INFORMATICH : 

Name of School Jo ES SOF Ctr L OE zoo 9) 

Address Heanv, LL LZ, 

Neme of Principal 

  

  

  

Grades In school [Jn &2upep Number of Permanent Teaching Stations oZ_ 
  

  

Xx 

State Rated Capacity 3O Maximum Building Capacity 
  

  

(without portables) 

Portable and Temporary Classrooms 
  

    
  

  

  
  

  

    
  

Current Student Enrollment // 3 He ’ /4/ 
: White Negro Total 

Total Student Enrollment ] 4 

Number of Teachers / | ’ ’ / 

White Negro Total 

Other Professional Persecnnel +z » YS 3 / Cine) 

wWnite ohegto ee lobed 

P Enrollment by Grades 

~ ist | 2nd 3rd hen lsen lstn | 7¢n | ath | oth hotn hin | hoth |] Total 
¢ WINJVW IN|WINIW NW {N{W IN N Riu iN {WIN} WIN {[ fi 

| | [L/ Is 

[otal | [+ 

Number of Students Transported / +/ 

  

  
  

        

                    
  

    

                            
  

  

  
  

Age of Building = Type of Construction FLOCK 

  

Number of Portable Classrooms O 
  

Number of Temporary Classrooms  (O) 
  

Number of Square Feet in Building — 
  

Number of Acres In School Site [ 
  

Attach a list of the subjects or ccurszs offered, 

x3 AA £ED on) S777 7& LEGO REMNS VT Oo /~ ALI IIT) | 

OL PE SruDEANS FEL CARSSEC7 

4