Desegregation Plan and Report for South Pike Consolidated School System

    fPPEND IX / 

 



  

» 

A DESEGREGATION PLAN FOR THE 

SOUTH PIKE CONSOLIDATED SCHOOL SYSTEM 

A REPORT TO: THE 
SUPERINTENDENT 

BY THE 

DIVISION OF EQUAL EDUCATION OPPORTUNITIES 

UNITED STATES OFFICE OF EDUCATION 

ATLANTA GEORGIA 30323 

 



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DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 

, REGIONAL OFFICE g 

Room 404, 50 Seventh Street, N.E. 
OFFICE OF EDUCATION Atlanta, Georgia 30323 

  

AJ 

Mr. Thomas N. Spright ° | 
Superintendent £2 i Ye 
South Pike Consolidated Fea : gh 

School District : £3 : 
Magnolia, Mississippi 39652 

- Dear Mr. Spright: 

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 South Pike Consolida- 

ted School District is submitted for your consideration. 

We wish tc express our appreciation for the cooperation received from 

you and your staff. . : 

Sincerely yours, 

- ht ™ ng 

: Af TA Kr 

Jesse“J. Jordan 
Senior Program Officer 

Equal Educational Opportunities 

\ 

 



TABLE OF CONTENTS 

Enrollment and Building Information 

Recommended Plan for Student Destirezarion 

Faculty Deresracation 

Transportation 

School Construction and Site Selection 

Majority to Minority Transfer Policy 

Attendance Cutside System of Residence 

Suggestions for Plan Implementation 

Resources for Assistance 

Building Information Forms 

 



DAE: |.F X - G 7 

i DY O51 1TE BU] ee INFORMATION FOKM 

be ane, (Pr ¢ Loin 7 Cs, Dela oA ye aL RP Dui? 

  
Capacity 

Perm. ¥. Ports. 

Students 

z Comments 

  
Name of School 

57/7 

  

9; ’ 

or Lh folk STO 

S60 L330 

  
re ei 

240     
  
ao 59094 

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4 

SOUTH PIKE CONSOLIDATED SCHOOL DISTRICT 

3 - 

RECOMMENDATIONS FOR SCHOOL DESEGREGATION 

Recommendations, 1969-70 

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

not identifiable by race, the following recommendations to be effective 

for the 1969-70 school year are submitted: 

Student assignment recommendations are approximate, since the pupil 

locator map used was made up for the 1967-68 school year, and numbers 
were adjusted to fit 1968-69 enrollment figures. Building capacities 

are based on data furnished by the school system, and checked by multi- 

plying the number of standard classrooms by 30. 

1. That South Pike be used as the senior high school for grades 
10-12 for the entire district.” Five (5) portables may be 
moved from Eva Gordon to accommodate the overflow, 

That Eva Gordon be used as a middle school, serving rss 

5-9 for the district. 

That Progress serve all students residing in blocks 1N-9E, 
2N-9E, 3N-9E, and IN-9E on the pupil locator map 

7 

That Lula Woods - Osyka be paired and serve all students, 
grades 1-4, residing in blocks 2N-8E and IN-7E on the pupil 

locator map. Grade placements in the buildings will be left 

to the local school board. 

That Magnolia - Fernwood will be paired to serve all students 
grades 1-4, residing in blocks 3N-7E, 3N-8E, and 2N- 7E on the 

pupil locator map. 

 



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TRANSPORTATION: ag it 

0ols are already receiving The lowest Percentage reported The district average is 76%, 

    

 



COMPOSITE BUILD: « INFORMATION FORM 

A J RE R 1. A. pe. AL d ¢ 

NIE 7 Rory (247-70 Jo wld Co i Grint Gd Skee 20 bod” 
  

  
Capacity | Students | 

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

eloest] (Do - S70 RA | Woroese 5 porlibloss 
iter os So 566 530| FE 4) 149: HL i dn 
er — 4 J ou0 Li 
7 0 Ne 4 wm 420 | J07 

Jifcta il od /— | 21 2 bo = A 

  

    
      
          
    

  
  

SINE EE FTE UNITY Iti wab i ar 

ICTAR             

  

    
  

        
  

    
                                       



  

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

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

Proximity of the scheduled opening of the school year, implementation 

district beyond the Opening of the coming . school term, the following 
steps could in our judgment be taken this fall to accomplish partial 
desegregation of the school System without delay, or with very minimal 

delay, in the scheduled opening of the school year, 

Student Deseore ation: —————=-==388regation 

l. That Eva Gordon School continue to serve Students in grades 2-4 d 

2. That Progress Scho 
In addition, aij} Negro Students in grades 1 and 5 who 1jve in 

3. That Magnolia Schoo] continue to serve students in grades 1-4, 
In addition, alj Negro Students in the first grade who live in 

4. That Lyia Woods be paired with Osyka so that students in grades 
1-4 will attend Osyka, and Students in grades 5-8 will attend 
Lula Woods, All Negro Students in grades 1 and 5 who 1ive in 
this attendance Zone will attend Osyka and Lula Woods respectively, 

Desegregation of Faculty and Other Staff: 
gat} 

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i Ta INFORMATION FORM anal :, : 
3 ger 0 Count Ehisalidmy WERE 

‘DALE: (oso iy Sofonisms, Slaps,   

  Students N IT Comments 

Capacity 

Grades Perm. W. Ports. 

| $70 os JOO S57) 

/5col 7830) .87|/¢mtr72d fas re 

240 1381 §9227 | | 
[80 17 

240 | [2.5] 

  
Name of School 

  
    
  

  
  

i or v " 

TL ni » fe 4 a 6 20 i 

1360 A90| 16/134       
  § ition adh ih cu Sunn NESS en pa 

| 1/9502 
          
    
  

  

  
      
                               



  

DESEGREGATI ON OF FACULTY AND OTHER STAFF 

1. The Principals, teachers, teacher-ajdes and other staff who work 

directly with children at @ school shajj be so assigned for the School 

Year 1969.70 and subsequent years that in no case will the racial com- 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 Ceachers ijn 

each school, ang the ratio of other staff in each, are Substantially the 

Same as each Such ratio is to the teachers ang other staff, Fespectively, 

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 - 
ts. 

y 
2. Staff members who work directly with children, ang Professional staff 

who work on the administratjve level will be hired, assigned, Promoted, paid, 

demoted, dismissed, and Otherwise treated without regarg Lo race, color, or 

nationa] origin, €Xcept to the extent Necessary to Correct discrimination, 

no staff vacancy may be filled through recruitment of a berson of ga race, 

color, or nationaj origin different frop that of the individuaj dismissed or 

. Prior to such gq reduction, the School board will develop or require the develop- 

ment of nNon-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 pe retained by the schoo] district, The schoo] 

which he has had Substantial €Xperience within ga reasonably current period. 

In general ang depending upon the Subject matter involved, five years is such 

& reasonable Period, 

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Iv. 

TRANSPORTATION 
  

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

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

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

discriminatory basis. 

Vv. 

SCHOOL CONSTRUCTION AND SITE SELECTION » 
  “ 

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

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

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

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

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

this desegregation plan is implemented. | 

Yl. 

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. 

|W) 

 



  

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, 

i 

 



  

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. 
Phe? 

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

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

orders of the Court in an effective and educationally responsible 

manner, 

3. School officials should seek and encourage support and understanding 

of the press and community organizations representing both races. 

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

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

of Education and its staff throughout the implementation of the 

desegregation plan. Such committee should seek to open up community 

understanding and communication, to assist the Board in interpreting 

legal and educational requirements to the public. 

5. The Superintendent should actively seck 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 Perscnnel 
  

1. The Superintendent should provide all personnel copies of the 

desegregation plan and arrange for meetings where the personnel 

will have an opportunity to hear it explained. 

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

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

personnel (see section on Desegregation of Scaffl. 

7 2 

 



  

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 spe<¢ial 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 during the school year to assist personnel in resolving difficulties 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, 
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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- 

crimindtory 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. j 

 



Headstart or similar preschool programs for. children of both 

races should be implemented. 

€ 
Use of Federal and Statisn education funds should be planned 

comprehensively for maximum educational benefit to all eligible 
children, : 

STUDENTS 

1. 

3. 

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. 

 



  

in Piste te the regu 

or eH il 

 § 

RESOURCE FOR AS SSISTANCE 

lar rescurcey for assistance 
to gcheol officials, districts developi 

out plans of deseg L 
upon tha following agencies for help: 

South Mississippi In-Service Consulting 
Center 

University of Southern M 
Southern Station 
Hattiesburg, Missi i 

Phone: 601) 268.7y50 

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mn
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or 
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Divisior of Equal Educuvionsal Opportunities 
3, 8, Office of Education : ~~ ~~ 

50 Seventh Street, N, E., Koom 404 
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