Brief of O.R. Cross et al. as Amici Curiae

    KEMPER COUNTY SCHOOL SYSTEM 

APPENDIX 17  



DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 

REGIONAL OFFICE TV 

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

Mr. E. G. Palmer 
Superintendent 

Kemper County School District 

DeKalb, Mississippi 39328 

Dear Mr. Palmer: 

In accordance with the July 5, 1969 order of the United States 
District Court for the Southern District of Mississippi, the 
following desegregation plan for ending the dual system in the 
Kemper County School District is submitted for your considera- 
ation. 

We wish to express our appreciation for the cooperation received 
from you and your staff. 

Sincerely yours, 

is “a 

o L A Lim AN oe 

esse J. Jordan 
Senior Program Officer 
Equal Educational Opportunities 

 



A DESEGREGATION PLAN FOR THE 

KEMPER COUNTY SCHOOL SYSTEM 

A REPORT TO THE 

SUPERINTENDENT 

BY THE 

DIVISION OF EQUAL EDUCATIONAL OPPORTUNITIES 

UNITED STATES OFFICE OF EDUCATION 

ATLANTA, GEORGIA 30323  



TABLE OF CONTENTS 

‘I. Enrollment and Building Information I. 

II. Recommended Plan for Student Desegregation 2 

III. ' Faculty Desegregation 

IV. Transportation : J 

i School Construction and Site Selection 

Majority to Minority Transfer Policy 

Attendance Cutside System of Bestarnes 

‘Suggestions for Plan Implementation 

Resources for Assistance 

Building Information Forms 

 



  

5 i I . ™aLs 
- . a 4a 

Kemper Co. 

ve. 1968-69 “: 

- ye, 
  

  

  

    

    

  

  

  

  

  

  
  

  

  

  

    
    
      
  

      
  
    
  
          

4 Canacity | Srudents Staff 

Vans inf Schaal Creacs ! erm. Pores ? Ww x T W N T Comments 

DeKalb Att. Center | 1-12 il 660 660 | 547 1 lias 28 0 28 
1 i i 

I 
Lynville Elem. Sch. 1 1-8 | 360 360 | 110 2 112 8 0 8 » 

| | 
Scooba Elem, School 1-3 ir 270 270 136 0 | 136 9 40 9 

: T 
| 

Whisenton High Sch. 112 | 1380 1380 0 1326 | 1326 51/8) 53 

Spencer High School 1-12 F720 720 9 1rd im Oo i: 32 32 

| i 

| 703 | 2060 | 2853 

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KEMPER COUNTY 
  

RECOMMENDED PLAN FOR STUDEN T DISECRE GATION 
  

Recommendations, 1969-70 

IN ORDER TO BRING ABOUT A UNITARY SCHOOL SYSTEM IN WHICH SCiiOOLS 
ARE NOT IDSNTIFIABLE BY RACE, THE FOLLOWING RECOMMENDATIONS TO BE EFFLC- 
TIVE FOR THE 1969-70 SCHOOL YEAR ARE SUBMITTED: 

‘School. capacities and enrollment figures were supplied by the Super- 
intendent end his staff. The student assignment recemmandations are 
approximate because the pupil locator map supplied by the Kemper County 
School System was not totally complete, : 

We recommend that the county be divided into attendance zones as shown 
on the attached map. 

We recommend that: 

1." Lyaville School serve all pupils in grades 1s 9 Living within the 
area zoned as shown on the map, 

Scooba School serve all children #n grades 8-9 living within the 
zoned area as shoim on tha attached map, 

Spencer High School serve all children in grades 1-7 living within 
the geographical zone as shown on the attached map, 

Whisenton High School serve all children in grades 1-9 living 
within the zcne as shown on the attached map, 

: W\ g i . 
DeKalb Attendance Center serveSehildren in grades 10-12, 

Current Transportation Policles: 
  

Statistics furnished by the Kemper County Public School Superintendent's 
office indicate that 95% of all children are being trangported.  



  

[) 
Fit TY Er Projected 198%70 
  

  ro. ~ do 
velo VY 
mre ty npn spl 

  

Lynville 
  

    
  

Scooba Elementary 

Spencer H, S. 

  
—— 

Whisenton H. S.     
  

DeKalb Att. Center 

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POSSIBLE INTERIM STEPS 

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

vides for complete disestablishment of the dual school system in this 

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

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

because of the proximity of the scheduled opening of the school year, 

implementation of our recommendad plan may require delay in that sche- 

duled opening. Should the Ceurt decide to defer complete desegrega- 

tion of this school 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 Desegregation, 

1. That Lynville School serve all pupils in grades 1-9 living within 

zone as shown on thé attached map. 

That Scooba School serve all children in grades 8-9 living within 

the zone as shown on the attached map. 

That Spencer igh School sarve all children in grades 1-7 living 

within the geographical zone as shown on the attached map. 

That Whisenton High School and DeKalb Attendance Center remain as 

1-12 grade schools, 

 



  

POSSIBLE INTERIM STEPS ( CONT'D) 
  

Desegregation of Faculty and Other Staff: 
  

. 
Full desegregation of faculty and other 

staff in the grades affected by the possible in- 

terim assignments of students above, and district-wide 

desegregation of faculty and other staff in each school 

to at least 507 of the recommendation contained in Part 

I of Section III of this Plan. 

OTHER: 

  

Implementation of Sections IV, V, VI and VII contained 

in this plan. 

 



Possible Interim Steps 
  

  

  

Students 

N T i : N Comments 
  

  

Lynville i 238 | 35 
  

  Scooba Elem, 154 . @® 

Spencer H. id | : I 525 

  

  
  

Whisenton H. S. 
  

  DeXalb Att. Center 
    
  

  
  

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111, 

DESEGREGATION OF FACULTY AND OTHER STAFF 
  

The School Board shall announce and implement the following policies: 

1. The principals, teachers, teacher-aides and other staff who work 

directly with children at a school shall be so assigned for the school 

year 1969-70 and subsequent years that in no case will the racial com- 
position of a staff indicate that a school is intended for Negro students 

or white students. For the 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 mamber 

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. 

"Demot ion" 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. e 

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. 

¥. 

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. 

 



ANCE OUTSID EM 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 

8 wiio live outside the district, it shall do so on a 
scriminatory basis, except that it shall not consent to 

where the cumulative effect will reduce desegregation 
r 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 s 

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. 

2. . 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 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. Co- 

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. 

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

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

oo % onc a a ~~ 
personnel (see section on Desegre ation 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 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 ncw 

and reassigned staff with facilities, services, and building 

policies, and prepare them to carry out their important role 

in a constructive manner. The Superintendent should direct 

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

assigned for help and guidance to a teacher previously 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 dif¥icultfes 

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 rams in reading and mathematics skills, as appro- 

priate, be introduced and/or expanded for all students 

in need of ecial 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- 
- es LY, . 4 0] - $= ec 

crimititory 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 improve 

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. 

Cc. . 
Use of Federal and Statleit 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 bz 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 ail 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. 

 



EESOORCES OX ASSISTANCE 
  

In addition vo tlie regular 
available to schoul orfficials, 

carrying vut plans of deseg 
3 1 un ori ha Foll ews) rye 
a {DOT Cale aw LVF nik, 

South Mississippl 

Center 

uo 

2 Consulting 

University of Sourhern Missaissippt 
Souchern Station 

Hattiesburg, 

Phones 

or Hig 0. ~ Tr vy vf Equal wducacionsl 
2 A a u feed ER 

UF edie ol 08 TC VBR 1.3 1 TE EAE RS 
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Current Student Envollme: 

Portable and Tempora 

Kame of School 

117% 
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Number of



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BUILDING INFORMATION 

Name of School 
  
        

Address Scooba,, 
  

Nama of Principal _ William EH, Snencer 
a RU   

    

Grades in School 1-12 umber of Permanent Teachlng St Yo 

  

  

State Rated Capacity ne xirun Building Capaclty 
  

  

Portable and Temporary Class   

  

Current Student Eavollmant     

  

  

  

  

  
  

“Unite 

Other Professional Person 2 
Waite 

  

  
  

Enrollment by Grades 
  

      

      
    

  

Number   

    

  

IT OAS SI AEE 

Type of Construction Brick HZ I 1 TT TS RAI 
  

  

    
  
  

Poxrtad >] 
- ii 

  

Temporary Classrooms None 
    

Square Feet in Building 
Daa a aid       

> Acres in School Site 
    

        

Or ¢0oUursel  



Name of School 

Address 

Name of Principal 

Grades in School 

State Rated Capacity 

Portable and Temporary Classrooms 

Current Student Enrollment 

Total Student 

BUILDING TMFCE 

DeKalb 3%tte 
  laid oes   

DeKalb Mississippi 

NATTY 
pial 

, 2 + £3 + 

US 

  

  
  

a 

L. Mitchell 
  

1-12 
  

Max 
  

None 

mer Of Permanent Teaching Stat 

cimum Bull 

ions_ 22 
  

ding Capaclty 
  

(without por 

  
  

5L7 

White 
  

Enr 

SLE   
  

Total" 

  

  

Number of Teachers 

Other Frofe 

ga: 
  
  
  

ssiona 
  

Enrollment: by 

7Eh 
  

  

    

  
Si 

i, 
  

      

(WIN VIN 
AT SS ————— “2 5 

a 

  

Total 

  

  

Cradaen 
Bs ated 

Ty TI | i TE 

ih 
  

          
  

Number 

Age of 

of Students Transported 
  

1936 
Building 1949 Elem. 
  

  

    

  

Numbeyx 

Number 

Numbey 

Number 

of Portable Classrooms None 
  

    

of Temporary Class 
  

of Square Feet in Ruilding 

of Acres - in School Site 

CN AE ce i ET Wr 

AL 3/L acres 

  

  

   



  

° .,, 
BUILDING INFO DATION 

    

  

    

Name of School Lynville Elem, Schoo] 

Address Preston, Mississippi 

Name of Principal James Grady Fldridge 
- 33 

‘Grades in School 1-8 Nunber of Permansnt Teaching Stations 12 
  

  

  
State Rated Capacity Maximum Building Capacity Brey ve 

(srithout portables) 
  

  

  

    

  

    

  

  

  

  
  

  

Portable and Temporary Classrooms None 

Current Student Enrolimont 110 ; 2 Yo dA err 
White Negro Total 

Total Studant Eurollwment 112 " 

Number of Teachers 8 0 ’ 8 we 
White Negro Total 

: . . [ 4 

Other Professional Personnel 5 ; 0. ’ = a 
White Negro Total 

Enrollment Cr 

st! 2ud| 3zd| ful Soh) a | Sth | 10: 1 Tora Th 
ARIAT 

dlujvi lvl Nly til BLA LE aR! a FER EMAARAIRANE 

oo Mik 967 26} B | 8 | 15 1 ae) 18 11] | | i i thd 2 
TR Dol SIE heed Boil SOR, ware Woon NEETER. ORO TW Joptvit SERN, § ra recite isons y er 

Tot ~ ; 

al 12 loaves goa | #51 10 

  

      

  

  

      
        
    

  
  

  

  

  

  
  

        

| 3 1. {12 

Number of Students Transported _ 106 

Age of Bullding 19,1 Rone of Construction Masonry 

Number of Portable Classrooms None sre 

Number of Temporary Classrooms lone 

Rumber of Square Feet in Building fins 

Number of Acres in School Site 7 acres = 

Attach a list of the subjects or courses offered. 

4 ; : : o ne, riz 
y ] } iy EEE {4 23 V 2 s Lotti i 

 



Names of School 
  

Address 
    

Name of Principal Dan} Meacham 
  

Grades in School 1-8 Nucher of Permanent Teaching Stations 
  

  

State Rated Capacity Maximum Building Capacity 
  

  

(without portables) 

Portable and Temporary Classzooms: None 
  

Current Student Enrollment 136 
White 

    

  
  

Total Student En: Ye sent 136   

  

Number of Teachers 
  

    

Other Professiona 
  

  
  

Grades 
  

oI od 7th} 8th 
Le © a BA 5 

SEE   

  

      

              
    
    

    

  

  
  

    

Number 
    

Number 
  

Number