Desegregation Plan for Detroit Public Schools

    DESEGREGATION PLAN 
DETROIT PUBLIC SCHOOLS 

DETROIT, MICHIGAN

pebruary 22, 1972



On December 3, 1971, attorneys for the defendant Detroit Board 

of Education submitted several documents to- the Court pursuant to a 

prior court order of November 5, 1971. The documents included Plan A 

and Plan C for desegregation of the Detroit Schools. Plan A was 

essentially a proposed expansion of the "magnet school" program at 

the high school and middle school levels, and Plan C a proposal for 

the equivalent of "one-day-a-week" desegregation for the pupils in 

grades 3-6 in schools over 80 per cent white or 80 per cent black.

Plan C was to be effectuated by busing black and white pupi Is to 

Softools where they would participate together in special humanities 

programs, . '

Later in December attorneys for the' plaintiffs in informal 

discovery sessions ordered by the Court with Mr. Merle Henrickson of 

the Detrpit Schools reviewed several unofficial proposals for desegre­

gation which various members of the staff had prepared. Modi tied 

Feeder Pattern: Plan C (attached) was one of these which appeared

to hold promise for meaningful desegregation of the system.

Accordingly, attorneys for the plaintiffs filed interrogatories 

to be answered by the Detroit Board of Education as follows:

I. utilizing the approaches and concepts contained In "Modified 

Feeder Pattern: Plan C" state a grade organization and feeder pattern

for each elementary, junior high and senior high school in the system 

necessary for complete desegregation of each school and each grade 

level In the system by the start of the 1972—73 school year.



-  2 -

2. For the schools named in answer to Interrogatory No. I

State the projected enrollment by race for each grade level in each 

such school. ■

3. For each school named in answer to Interrogatory No. i 

provide an elementary map overlay, a junior high map overlay, and a 

senior high map overlay reflecting the attendance boundaries and feeder 

pattern for each elementary, junior high and senior high school.

They also requested an additional discovery arrangement of

having their expert, Dr. Gordon Foster, meet with Mr. Henrickson peri­' *
odlcally as the answers to the interrogatories were being prepared so 

that he could be fully Informed of the resulting plans. Dr. Foster was 

In Detroit on January 17 and again on February 4 for this purpose.

Copies of his correspondence to Mr. Henrickson confirming the discussions 

on these two days are attached.

The plan was thus developed from the original Modified Feeder 

Pattern: Plan C which was expanded and completed for all grade levels

by the staff of the Board of Education in conjunction with the expert 

for the plaintiffs.

Five basic clusters, of high school constellations were established 

as follows (Figure I).

I. Murray, Western, Southwestern, Chadsey, Northwestern

II. Cody, Mackenzie, Northern

III. Central, Mumford, Cooley, Redford, Ford (plus
Winterhalter)

IV. Pershing, Osborn, Kettering

) Northeastern, Denby King, Southeastern, Finney



1971-1972



These five clusters approximated the school system as a whole 

In racial composition and were made up, with the exception of Cluster II, 

of contiguous constellations. The feeder patterns from elementary 

grades to junior high schools and from Junior high schools to senior 

high schools were then re-arranged within each of the five clusters 

so that the racial composition of each secondary school was substantially 

proportionate to that of the total district. Four-year high schools 

were proposed for Cluster I only because of capacity problems in the 

other clusters. The elementary attendance areas were paired or grouped 

In such a manner as to be substantially proportionate racially to the 

district as a whole. Kindergarten pupils were not subject to 

reassignment. - -

The plan Is not associated in any way with desegregation plans 

for the Detroit metropolitan area. No consideration was given to 

the proximity of different Detroit zones to metropolitan districts, 

Detroit transportation routes in relation to metropolitan areas, or the 

clustering of high school constellations to'relate to metropolitan 

schools.

In preparing the plan an attempt was made to follow these general 

criteria:

CI) Equitable treatment of both minority and majority pupils. *

Any transportation scheme developed must be a two-way 

process, and the burden of transportation shared equally 

by both majority and minority pupils: The determination of

V  T— » — ..........—— ■ ■ » • •

*Th!s criterion was supported by the Detroit Commission on 
Community Relations.



5 r*

which elementary schools should house primary or inter­

mediate pupils was not made on the basis of race.

(2) Constitutional requirements would be met.

(3) Econom i c feasi b iIi ty. Transportation would be kept to 

a minimum while obtaining maximum school desegregation; 

present city bus routes were considered in making the ' 

plan and should be utilized.

(43 Available classroom space and building facilities were 

* used in such a manner as to obtain maximum desegregation.

(51 Minimal time spent on the bus. The distance and time of 

transportation required was kept to a minimum while pro­

viding maximum school desegregation.

(6) The inclusion of all grade levels. Research indicates 

■ that desegregation is most effective in terms of both 

cognitive achievement and interpersonaI relationships 

If started at the earliest elementary grades.* Desegre­

gation in secondary schools has proceeded much more 

successfully where pupils were together in the 

lower grades. .

In Implementing the plans for desegregation the following recom­

mendations are made:

Cl) Curriculum content and all curriculum materials and

resources must represent different ethnic and cultural 

backgrounds. ’ .

*This criterion Is also supported by the Detroit Commissi.on 
on Community Relations.



— 6 r'

(2) Inservice education for Integration needs to be 

• relevant, required, rewarded, and continuous. A

minimum of six academic credit hours in multi-ethnic 

studies along with continued human relations training 

should be mandated for all professional staff members. 

A planning committee to oversee this inservice 

program should involve teachers, administrators, 

students, community representatives, and faculty 

from area institutions of higher education.'

C3). The entire grading, reporting, counseling, and testing 

program should be reviewed in light of desegregated 

schools compared to traditional schools. Ability 

grouping and tracking practices and the use of group 

tests are particularly vulnerable. Ability grouping 

s and other various means of tracking which have 

, occurred in the Detroit School System over a number

of years and bui It upon previous patterns of discrim­

ination must be eliminated and replaced by a more 

equitable and humane system which will not result 

In a pattern of classroom segregation within a 

desegregated school setting.

C43 An annual review of faculty assignments by school 

and teaching field, administrative assignments, and

'Title IV Centers established under the Equal Educational 
Opportunity program in the U. S. Office of Education are funded to 
assist In this type of program.



/

-  7

classified personnel assignments shall be made to 

determine to what extent race should be a factor In 

recruitment, employment, and assignment programs. A 

reasonable goal for employment would be a racial mix 

approximate to that of the student body and the city 

as a whole. Such a goal should in no way serve as 

a limitation to employment of minority groups.

Faculties of each school should be assigned so that 

their racial make-up is substantially proportionate 

to the racial composition of the faculty employed in

. the total system at the same grade level. That is,

• ff 52 per cent of Detroit's elementary teachers are

black, the number of black teachers at each elementary 

school should approximate 52 per cent. The need of 

black children for male role models in segregated 

schools is not so relevant a factor in desegregated 

schools. Faculty desegregation should be effectuated 

simultaneously with pupil desegregation.

Similar assignment patterns should prevail for admin­

istrators and classified personnel. Biracial adminis­

trative teams must be assigned where there is more 

than one building administrator. All divisions of 

the central and regional administrative office shall 

Include minority group personnel,* ' .

^Suggestions 1-4 are for the most part recommended by the 
Minority Affairs Division of the Michigan Education Association.



— 8
•  • .

(5) The concept of schools as "community centers" should be 

maintained where possible. If necessary, transportation 

should be provided so the community center concept will 

be Implemented. Desegregation in extracurr I cu I ar 

activities is a necessary component of any unitary 

plan. School parents and students must have repre­

sentation on any and all advisory and/or policy­

determining groups, committees, or boards in the 

. schools where their children are in attendance.

The mechanism must be provided by the school board 

so that this representation is extended to those 

parents who live within as well as outside the 

Immediate school attendance boundaries of a given 

school. .

C6) At the secondary level it is recommended that student 

bl racial advisory committees become a part of the 

school’s operation. . •

(7) Inservice programs in human relations and cultural 

awareness should be provided the entire classified 

personnel staff, as they maintain constant contact 

with pupils and the community.

(83 Curriculum units concerning human relations, minority 

group cultures, urban government, and urban ecology 

should be Included at each instructional level.



•  .  •

• -  9 r -

The recommended plan attempts to desegregate schools as far 

as possible within the confines of Detroit’s present racial composition 

in such a manner that they will not be racially Identifiable; not 

black schools, nor white schools —  just schools. If such a plan is 

to work effectively the entire city of Detroit will have to be dedicated 

to this end. Students, parents, faculties, administrators, and the 

entire community will all have to make their contribution to a long- 

range integration program if the plan is to succeed.

Because of the short time avaiIable.to. prepare the presentation 

of the plan's basic data following their receipt from the Detroit 

staff,* several revisions and refinements are in process and will be 

submitted as soon as completed. These revisions will clarify the changes 

recommended by the plan, present further detail on pupil assignments 

and grade organization of schools, give more accurate transportation 

estimates, and will include enrollment estimates for high schools.

*Data received on February 17, 1972.



•  ' . •

M odified  F e e d e r  Pattern : P lan  C

Objective

To p rov id e  initially  at the secon d a ry  s c h o o l  le v e l ,  and by later 
ex ten sion  at the e lem en ta ry  s ch oo l  le v e l ,  a ra c ia l  m ix tu re  in 
all sch o o ls  a p p rox im a te ly  equal to that in  the c ity  as a whole. '

C h a r a c t e r is t ic s  of the plan

The plan would req u ire  grouping of high s ch o o l  con ste l la t ion s  
in a pattern to p rov id e  within each c lu s te r  o f  con s te l la t ion s  a 
r a c ia l  c o m p o s it io n  roughly  equivalent to the c ity  as a w h ole .

T h e s e  c lu s te rs  o f  con ste l la t ion s  would a ls o  be  se le c te d  in a 
pattern  w h ich  would p erm it  a substantial am ount of student 
m ov em en t  at the se con d a ry  lev e l  to be c a r r ie d  on pu b lic  t ra n s ­
portation  lines . Y /here public transportation  lines could  not 
p rov id e  rea son a b ly  conven ient or  d ir e c t  tra n soorta t ion , t ra n s ­
portation  would be prov ided  by ch a rter  b u ses .

T h is  in itia l starve would change fe e d e r  patterns a ffe c t in g  g ra d es  
7 through 10, and would in subsequent y e a rs  be  extended upward 
through the sen ior  high s ch o o l .  The intention ox this a r r a n g e ­
m en t is to perm it students a lready  en ro lled  in a se n io r  high 
s c h o o l  to continue w h ere  they a re  a lread y  en ro lled , but to continue 
the integrated  pattern as the tenth g ra d ers  p ro ce e d  into 11th and 
12th g ra d es . .

The in itia l stage would a ls o  lend itse l f  to downw ard extension in 
either of two w ays:

1. E xten s ion  downward to include grades  5 and 6 in a 
* m idd le  s ch o o l  by c o n v e r s io n  of e lem en ta ry  s ch o o ls

to m idd le  s ch o o ls  as in Plan #1

2. Within, the e lem en ta ry  s ch o o l  c lu s t e r s  that feed into 
ea ch  jun ior high, organ ization  of com b in ed  tw o -y e a r  
primary sch oo ls  and fo u r -y e a r  upper e lem en ta ry  
schools on a P rin ceton  Plan b a s is .  A l l  kindergartens 
would rem a in  in p resen t  s c h o o ls .
In gen era l this plan would w ork  m o s t  s im o ly  by  organiz­
ing tw o -y e a r  p r im a r y  s ch o o ls  in the present outlying 
white s ch o o ls ,  and org a n iz in g  fo u r -y e a r  program s in 
present inner c ity  b la ck  s c h o o ls .

To the extent that student exchanges w e r e  kept within 
the group of s ch oo ls  that fed into a jun ior  high school, 
this plan would resu lt  in a continuous a s s o c ia t io n  of 
the same students throughout their s c h o o l  career be­
yond kindergarten .

C-3-71



H**8*1**” * ***5̂ 8111̂ ^ ” ”8̂ ^  a I il i  Mil t H hi I I * - -' -•'-•.■jr̂ '1 j£ £ g £ t .

Grades 1 -6

\
Everett
Parkman 
McF arlanej

Ann Arbor^  
Kosciusko  
Winger t V,
Me G raw l 
Woodward
Goldberg j

Kerman  
Sherrill 
Barton

Marsh ^
Co olid 're 
Ford  ̂ - ­
Parker 
Monnier

Mann
Weatherby  ̂
Courtis 
Noble

J

McLean  
R uthr uff 
Tappan

Carver  
L eslie
Pattengill 
Biddle 
Samps on

Dixon  
Me Coll 
Angell 
Jamieson

Plan C

Grades 7 -9

Brooks

Lessen^erw

Iv uddiman

Drew

-> Noble

•* Tappan

-* W ebber

■* McMichael

Grades 10-12

Mackenzie

-> Mackenzie

Northwestern

-» Northwestern

-» Northwestern

-5* Cody

Cody

-> Cody

_

m



Plan C

»1 Dese gregation .

Involves initally and potentially the same grade levels as 
plan A.

Involves mixing all students in affected grades at a ratio 
equivalent to city wide.

#2 Educational Soundness

Involves a racial and socio-econom ic mixture of students 
in a rating that has not been demonstrated to have educational 
m erit.

#3 Equal Educational Opportunity

See plan A ibid. * ’

#4 Feasibility
« -

Involves the same utilization of buildings as plan #1, but it 
••• . . -  would involve longer transportation routes and movement of 

as many as two thirds of the students at each grade level out 
of their home schools.

• '. .
#5 D ecen tra liza tion

This plan is consistent with a regional pattern such as that 
Pr®P®se£  ̂ the April 7 plan in which all regions had approxi­
mately equal ratios of black and white students.

#6 Stability

This plan would have as its numerical objective a ratio of 
black to white students in each school equal to the city-wide 

There are few examples of a school achieving or 
remaining stable at this r a t io /

#7 Starting time

Same as plan A

#8 Safety

This plan would undoubtedly produce the maximum amount 
of parental anxiety about safety particularly among white 
parents whose children would be in a minority situation in 
all schools.

#9 Compatibility ..

To organize all city schools on the basis of present city-wide  
racial composition would compel subsequent reorganization  
of all schools to achieve a different racial mixture.

#10 Magnet Plan

Same as plan A. . ■ ■ . .



!

Plan C would be applicable to the following clusterings of 
high schooI consteI I at i ons:

Murray, Western Southwestern, Chadsey

Central, Mumford, Cooley, Redford, Ford

Northern, Pershing, Osborn

Northeastern, Kettering, Denby .

King, Southeastern, Finney



UNIVERSITY OF MIAMI
CORAL GABLES, FLORIDA 33124

SCHOOL OF EDUCATION 
P. O. BOX 8065 January 21, 1972

Mr. Merle Henrlckson 
Detroit Public Schools 
5057 Woodward Avenue 

' Detroit, Michigan

Dear Mr. Henrlckson:-

I thought it might be of value to confirm at least the major 
parts of our discussion on January 17 at which Mr. Beer was also present. 
_The foi1owing‘points are, of course, based on my perceptions of the 
conversation. ' _ .

I. You reviewed briefly for my edification Plans A and B which 
were directed to a 50-50 distribution of grade 7-12 students by race, 
leaving 7 of the inner city high school constellations as presently 
constituted.

." 2. -Plan C was more comprehensive
ste iI at ions and divided the

i n that it included the 7 con-
< city into D basic areas wi ih substantially

proportionate racial distribution compared to the city as a whole but 
without equal size in terms of total enrollment. While this was primarily 
a secondary plan, it was understood that it could be extrapolated to 
Include all schools at all grade levels.

. 3. The problem of capacity appeared to limit the establishment
of 4-year high schools to- the southwest, area. In all other areas 

. ...grades 10-12 would constitute the high schoo I. popu I at i ons. ■

4. Kindergarten children attend school for only half the day.
-It was agreed they would be assigned to the schools nearest their residence 
with capacity andwould not be part of the reassignment pattern.

5. The-desegregation plan would contain the following 5 areas 
based on high school constellations:

a. Murray, Western, Southwestern, Chadsey, Northwestern
b. Central, Mumford, Cooley, Redford, Ford (plus

, Winterhalter) -
c. Pershing, Osborn, Kettering .
d. Northeastern, Denby, King, Southeastern, Finney
e. Cody,"MacKenzie, Northern



Mr. Merle Henrickson 
January 21, 1972 Page 2

feeder p^ternslo^hflieJ lferh"1 W0U'dh?e>,achleved bV restructuring 
composition of each secondary srh°°|S aV ^ 9 schools so that the racial 
to the total district. °° wou d be substantially proportionate

school w!uidTbe e I*ho ̂ c a r° f ■ +h“S assigned to each middle 
racially proportionate. ClUS+ered “ oh a manner as to also be

In groupfng l^ r y T c lo o ™  ^  "° fI f kd ,pa++ern sh°bld ba utilized 
. grade 4-6 students and all white schools" g r a d f t f s ^ u d ^ s ''"9 aS$i9"ed

school gradela ^ S S s +i:ieim+aricdmLehnt0ndiSaCri? ,na+0ry ' f a "  e 'cmentary
transportation, and classroom f a c m ? v  fa r !  " " " f t ' 7 COnsideri"9 capacitiesl 
slderable numbers of b ^  M acI  , ! h i 2  U+r'makin9 sure +bat <=°n-

■would be set up as primary or intermediate centirs preSe" t l y  “ "=+'+uted)

pup. .  a s i ; g „ : i „ H e : r : ^ +ieaia : «  : r s ' ^ t pioportionai e' ' in +e™  *
the-average for the total system I stated  th +° Pf  above or bel°"
would be expected to fall withi'n”+hc1+ + d tha+ °rdl?a n | y most schools
pattern but that I f  some were outside the96 t!?ls kind of a reassignment 
would be no problem. the ranse '"dlscrlminantly there

currently Is on the^hMd^xrept'fo^safet^fact^H °f 3,1 +ransPo r+ a+ ion ' 
Under the reassignment plan where elemental nl+i|S °P Spec,ai assignments, 
school within a mile's distance it wouM h ?  P“P !* T ®  reassISned to a 
I wasn't clear about transportation rnn^iH c°nsidered a waik-in assignment. 
In most states a t w o - m ^ ^ ^ n S a t ^ r

by your staff"to^orrespon^with'the'reassignment p^n! ^  be M d e

be neededV'lUTplan' ^ ' l ^ L ^ s V a -  ^  °f JanuarV 17 "“ Id 
anticipated that the other 4 areas won?f 35 a S°r+ °f model- ,+ *a*
total of 3 weeks altogether! require two additional weeks or a

to seeing you agafn ^Detroi t°i"n a'Ieek°oraso Mr['Beer' and 1 ,ook forward 
our initial meetina differ substantial fhY°Ur perceP+fons of
iron out the disparities at our n e ^ JZtl™. ^  P° in+S' We shduld

GF:psk
cc: Louis R. Lucas, attorney '

Louis n p___ . ;

^Sincerely,

Gordon Foster 
Professor of Education



J ? --  -n*ii& **rj ■■ ,t f ..1 \  ."s^i

V" February 7, 1972

Mr. Merle_Henrickson
■̂““TTetroi f Pub 1 i c SchcoT** _ "

5057 Woodward Avenue _ ' .­
Detroit, Michigan .

Dear Mr. Henrickson: ’ -

To confirm our meeting discussion on February 4 at which Mrs.
Jane Souris was also present:

4 » .
1. You reviewed for us the tables and charts which had been 

prepared for one of the 5 basic Detroit areas. This was the southwest 
area containing the high school constellations of Murray, Western,

. Southwestern, Chadsey, and Northwestern. The tables were based on junior 
htghs (7-8) and their elementary feeder schools, and the charts illus­
trated the grade organization of each school along with the flow of 
children through the feeder pattern to the high school. The charts and 
tables showed, of course, the elementary pairings and clusterings involved

2. A rough estimate of transportation required indicated a 
minimum of 40 per cent.

3. You estimated it would require two more weeks to finish the 
other four areas. I suggested that the plaintiff’s attorney might feel 
this timetable should be speeded up if at all possible.

4. Upon cursory examination I expressed the opinion that the 
/proposals seemed to satisfy the criterion of "substantially proportionate"

. pupil assignment and that primary students were assigned to schools which 
had been both predominantly white or black.

5. I stated that I would consult with plaintiff attorneys on 
3 points following a more careful review of the data:

a* Timing: I have an Idea that "full speed ahead" will
be needed to enable us to get the finished proposal 

• before the court as requested.

b. Method of presentation: The best format for presentation
of data and maps will need to be settled. Essentially, 
the court wiII need to understand how we get from "what 
Is now" to "what is recommended." Probably base maps



^ -it r  »HV. JJ36AiL*Jf •jia, ja--^^ ljfj(;-:

Mr. Merle Henrickson 
February 7, 1972 Page 2

of present zone assignments at each of the 3 qrade 
organization levels plus overlays of zone chanqes 
recommended will offer the best strategy. I would 
guess that tables indicating present constellation 
data followed by tables giving proposed constellation 
data would be advisable, in addition to the zone 
maps It may also be very helpful to have flow charts 
avall.abie of the sort you had prepared.

c* Changes: Any changes that need to be made In the
basic direction of the plans will have to be given 
to you quickly. I expressed my feeling that there 
would be none.

.. . Again, It was a pleasure to work with you and I appreciated 
kindness of Mrs. Souris In ferrying my coat less hulk downtown.

the

Sincerely.

- Gordon Foster
" Professor of Education

GF:psk .
cc: Louis R. Lucas, Attorney

Mrs. Jane Souris, Attorney



G rades 3-6 G ra. m 7-8

Total ’ Black T rans Tola! Black T rans

Sampson (1120) Clippe rt and Monger ( J 889)

Clippe rt 79 3 79 Clippe rt 175 81 0
Sampson 425 • 425 0 Holmes 117 11 , 0
Holmes 239 24 .239 Sampson 215 215 215
4T Logan 121 6 0

■r ' *' She r rill 353 352 353
743 452 318 Hanneman 168 85------ \ ■. 0

Sherrill (140 8) \ .
1149 750 568

She r rill 70 8 706 0 . i
Logan 264 _LI 264 1 . 1

972 719 264

Hanneman (712)

Hanneman 313 169 0 y
•_. •

1-6
...- : • 7 -8

3205 H 49

1237 568

: •

(



Murray

K Grades 1-2
Total Black T rans

\ Kennedy (768) Kennedy (768)
Kennedy 52 Kennedy 124 106 0 Kennedy .
Myrtle 84 My rtlc 142 10 3 0 My rtle

136 266 209 0

Franklin (832) Goldberg (1280)
F ranklin 123 F ranklin 194 38 0 F ranklin
Goldberg • 145 Goldbe rg 259 254 254 Goldbe rg

268 453 292 254 -

Owen (800) Chaney (896)
Chaney 77 1/2 Chaney 135 81 135 ^ Chaney
Owen 56 Owen .128 88 0 Owen
Beard 98 Beard .

231 263 169 135

' Beard (60 8) .

------ -------- Beard 193 0 0
— 1/2. Chaney 136 81 136

329 81 136

K

Total Students 635

Total Transportation v

" ' ' ' 4

G rades 3-6 Grades 7-8
Total Black T rans

Pelham (930)
Tot al Black T ran

226 189 0 Kennedy 105 85 0
252 159 0 Myrtle 10 3 68 0
478 348 0 F ranklin 169 25 0

Goldbe rg 229 226 229
Chaney 102 98 0
Owen 108 76 0

379 65 379 Beard 159 1 N 159
468 461 0 975

------  x \
> 579

1

388
847 526 379 r

•

240 235 0
■ •

1
i

\

239* 169 239
339 1 339
818 405 678^

1-6 7 -8  

3454 975 

1937 388



K

Murray

Grades 1-2

Total Black T rans 

Couzens (1248)

Couzens 79 Couzens 166 166 0
Burton 77 Burton 156 23 0

156 322 189 0

Edmonson (2112)

Edmonson 164 Edmonson 291 231 0
H ancock 38 H ancock 103 87 103

20 2 394 , 318 103

M cM illan  (640)

McMillan 32 McMillan 0 0 0
Morley 74 Morley 197 27 197
Cary 107 Cary 225 130 225

213 422 157 422

......... ........ - ............. .......  -  ■ K

Total Students

Total Transportation.

t

G rades 3-6 Grades 7 -8

Total Black T rans Tot al Black T n  5

Couzens (1248) Jefferson (1350)

Couzens 374 374
>

0 Couzens 179 179 0
Burton 245 33 0 Burton • 103 14 , 0

■ 1 "■ Edmonson 313 264 0
619 407 0 Hancock 0 0 0

McMillan 0 0 0
Edmonson (2112) *» Morley 157 34 x 157

Cary 184 115 184
Edmonson 645 525 0 —” " ’ ' r." ~~
Hancock 47 41 47 l  ' 936 606 341

692 566 47 1 • ) • •

Cary (832) '

McMillan 0 0 0
Morley 332 71 0
Cary . 392 245 392

724 316 392 J

1-6 7 -8

3173 ■ —r- 936

i . 917 . . 341

i \



Northwestern
K Grades 1-2 Grades 3 -6

*
Total Black Trans Total Black Trans

Biddle (480) Pattengill (1664) ,

Pattengill 206 Pattengill 431 430 0 Pattengill
1060 692 367Biddle 69 Biddle 138 138 0 + Neinas

Neina s 56 Neinas 128 0 0 Biddle 211 211 0
J 3 l 637 "5615 0 127T 903 367

K Grades 1-2 Grades 3 -4

Total Black Trans Total Black Trans

McGraw (800) ; Wingert (792)

Am os 119 Amos 184 0 184 Amos 184 0 184
McGraw 76 McGraw 137 137 137 McGraw 134 134 0
Wingert 74

269
Wingert 194

y re
190
377

194
"5T5

y

Wingert 181
493

179
3T3

0
T t t

Total Students * 600 ... ;

Total Transportation
K Grades 1-2 Grades 3 -6

Total Black Trans • Total Black Trans

Angell (1.120) P riest (1280)

Angell . 93 Angell 30 5 305 0 Angell 642 641
Angell P ri. 110 Angell Pri. 89 89 0 Priest 508 84
Priest 176 P riest 276 48 276

i
. _____  - i -

379 670 442 276 1150 725

K

Total Students 379 i

Total Transportation

Grades 5-6
Total

McGraw (800)

Black Trans

Amos. 34 0 34
McGraw 117 117 0
Wingert 144 142 0

735 753 34

l -b
3277
2020

1-6

Grades 7 - 8
Total Black T rant

Webber (1550)
Pattengill 348 348 0
Biddle 107 107 0
Neinas 240 240 ■
Am os 34 34
McGraw 117 I I I 0
Wingert 144 142\ 0

990 71-4 \ 274

Grades 7 -8

Total Black T rim
McMichael (920)

Angell
Priest

300
242

299
37

542 336 242

7 -8

1820
918

542
242



South we s tc rn 
K Grades 1-2__________

Total Black Trans

Hunte r (900)

Ilunte r 24 Hunte r and
Boynton 50 Boynton 203 123

74 20 3 123

Higgins (864)

Jeffries 51 Jeffries 163 159
Mark Twain 62 Mark Twain 163 163
Higgins 131 Higgins 271 6
Fisher . 59 Fisher 138 138

1 ' 303 - 735 466
I
.!

Total Students 
Total Transportation

K G rades 1-2
.......  Total Black

Bennett (1088)

, Bennett 
Jamieson

i

146
170
3T5

Bennett
Jamieson

i

275
387
357

0
387
377

1
i Harms (672)

Harms
Thirkell

121
132

753

Harms , 
Thirkell

191
262
"453

0
262
757

Total Students 
Total Transportation

126

126

163
163

0
138

464

K
318

T rans

0
387
337

0
262
75Z

K
569 '

%

G rades 3-6 G rade s 7 -8

Total Black T rans Total B lack T rans

Hunter (900) Boynton (1184) •

Hunte r 
Boynton -

Jeffries (704)

145
370
515

0
362
362

0
370
370

Hunte r 
Boynton 
Jeffries 
Mark Twain 
Higgins

76 
188 
191 
237 
20 4 
395

0
184 
186 
237 , 

1
553

0
0

’ 0 
0

204
754

Jeffries 
Higgins (1/2)

366
222
533

359
2

•33T

0
222
777

' s
\ '

Mark Twain (928)

Mark Twain 
Higgins (1/2)

451
222
373

451
2

453

0
222

•777

. • • I
. •

r
1-6 7 -8

2714 896

r 1404 204

Grades 3-6 ' • Grades 7 -8

Total Black Trans ............  ....... .....  Total Black ^  Trans

Jamieson (1280) \
Wilson (1160)

Bennett 497 0 497 Be nnett 233 0 0
Jamieson 636 636 0 Jamieson 312 312 312

1TT3 335 497 Harms 173 0
2 ^l Thi rkell 216 216

Thirkell (1280) /
934 528 528

Harms 372 0 372
Thi rfcell 481 481 0

353 47T 377J
. • 1-6 7 -8

3101
1518

934
528



Grades 2 -3 _  
Total Black 

Columbian (896)

Columbian Pr. 
and Columbian 205 
Preston and

Webster 319
321

K

Maybury 85
Woodward 102

' T87

Columbian Pr. 
Columbian 
Pre ston 
Webste r

32 32 
164 164 
61 17 

222 32

479 245 

Grades 1-3

Maybury (704)
Maybury 320 22
Woodward 385 382

7o3 4(51

Total Students
Total Transportation

K ______________Grade 1______________
Total Black Trans 

Potter (224) .

Potter 
+C raft .

(

43
39

“ 82

Potter 
C raft

%

41
42 

“ 88

37
33

“ 7or

0
0

— U

K ' Grades 1-2

«. \ ’ McKinstry (640)

Sill (includes 
Elli s) 

McKinstry

185

93
278

McKinstry
E llis
Sill

199
171
180

330

7
115
169
27T

0
171
180
3ST

Newbe rry (992)

Newbe rry 114 Newbe rry 253 168 0

K

Total Students 474

Total Transportation

G rades 4-6 - G rades 7-8 7'

T rans Total Black T rans Total Black Trans' .

Webster (800) ■ Earhart (990)

0 Columbian 316 316 316 ^ Columbian 214 214 214
0 Pre ston 91 30 0 Preston 58 17 0

61 Webste r . 294 34 0 Webster 192 15 0 >
111

283
701 380 316 Maybury

Woodward
177
232

15
230

0
232
446

Grades 4 -6
873 491

Woodward (832)

0 Maybury 256 21 256
•385 Woodward 350 348 350

"383 "6 0 S 363 606
y

!

' K ‘ 1-6 7 -8

| .I ^/

2761 873

1681 446

Grade 2 Grades 3 -6 Grades 7 -8

Total Black T rans Total Black Trans Total Black Tran

'  Potte r •(224) ............................  C raft (544) ' ‘ ......... ' ........... Condon (10 70)

Potte r 
C raft

47
41

“ 38

45
31

“ 76

0
0
0"

Potter
Craft

0
306
303
G rades

0
262
287

3-6

0
0
0"

Potte r 
C raft 
Sill 
Ellis
McKinstry 
Newbe rry

0
145
138
134
167

0 0 
125 0 
135 0 
10 1 ^  0 

3 V > 7
Ellis (840) 211 147 __ 0

Ellis 284 209 0 / 795 511 167
Sill 263 259 . 0

• •

McKinstry 300
317

8
178

300
30(5

Newberry (992)

Newbe rry 315 299

\ > 1-6 , 7 -8
• t ✓ ' 2442 795

914 167



Cody

K

\nn A rb o r

Grades 1-2
Total B la ck  Trans

G rades 3 -4  
Toteid

C rosm an  (1216) 
Ann A rb or

Doty (848) 
Ann A rb o r

’ otal Students 
’ otal T ran sporta tion

577 3178
2203

B la ck

T ra il 65 T ra il 154 32 154 T ra i l 156 \ 30S rosm an 140 C rosm a n 281 280 0 C rosm a n 219 'i 218Doty 86 Doty 6 191 196 Doty 192 \ 188
• 291 631 503 350 567 \ 436

Fairbanks (608) Sanders (992)
Sverett 55 E verett 75 0 75 E verett 68 \ 1■'airbanks 79 , Fairbanks 117 109 0 Fairbanks 103 99d c C o l l 60 M cC o ll 79 0 79 M c C o l l 76 \oSanders 92 Sanders 204 204 204 Sanders 150 ‘ 1^0

286 475 313 358 397 250
K 1-6 " ‘ .....

K Grades 1-3
Tota l B la ck  T rans

B re itm e y e r  (696)

Grade 4 -6
T ota l B la ck

C a r v e r  (800)

toore

breitm eyer 
f  P a lm er 93

B re itm e y e r  
+ P a lm er  335 335 0

B r e itm e y e r  
+ P a lm e r  294

Sarver 89 C a rv e r  237 30 237 C a r v e r  280
182 572 365 237 574

laybee 44
Q A

M aybee (640)
M aybee 143 
1 /2  L es l ie  79

143
0

0
79 L e s l ie  (640)

54
182

222
M oo re  (768)
M o o re  205 
1 /2  L es lie  80

285

143

205 
___0
205

79

0
80
80

M aybee 136
M oo re 142
L e s l ie 207

485

294
30

324

136'
142

0

278

Grades 5-6
Trans T ota l B la ck  Trans

Ann A rb o r  T ra i l  (768)
Ann A rb o r

156 T r a i l 143 22 0
219 C rosm a n 279 279 279

0 Doty 210 210 210
375 632 511 489

M cC o ll  (544)
68 E verett 90 1 90

103 Fairbanks 118 115 118
76 M cC o ll 92 0 0

0 Sanders 176 175 176
247 476 291 384

Trans

294
0

294

!

136
142

0

278

______________ G rades  7 -9________
Total B la ck  T ran s

Hutchins (1980)

Ann A rb o r
T r a i l 216 33 216

C rosm a n 392 392 0
Doty 298 295 . 0
E verett 127 1 N 127
Fairbanks 180 175 . 0
M cC o ll 127 0 127
Sanders ■ 258 1 257 0

1598 1153 470

i
i

G rades  7 -9  — 
T ota l B la ck  T ran s

S h erra rd  (1200)
B re itm e y e r
+ P a lm e r 294 294 0

M aybee 136 136 0
M oo re 142 142 0
L e s l ie 207 0 207
C a rv er 280 30 288

1059 602 495
1-6

Tota l Students 
T ota l T ra n sp orta t ion

K
364 2138

874



i Cody

K G rades 1-2
f

Marsh (320)

Total Black T rans

Marsh 3 1 1 Marsh 59 0 0
We a the rby 39 Monnie r 1/2 215 200 215
Monnie r 219 274 200 215

289
Weatherby (352)

Weathe rby 72 0
Monnie r 1 /2 216 200 216

288 200 • 216

Mann (768)
Mann 77 0 0
Parker 1 /2 284 25 8 284

361 258 284

Vlann 741
McLean
Parker

30
285  ̂ McLean (352)

389J McLean . 59 0 0
, , Parker 1/2 284 258 284

343 258 284

1
K 1-6

Total Students ! ; 678 3480

Total Transportation 1582

Grades  3-6 Grades 7-9

Total Black T rans Total Black T rans

Monnie r (1.472) Drew (1810) •

Marsh ■ 99 1 99 > Marsh • 70 0 70
Weatherby 153 0 15 3 Weatherby 111 0 111
Monnie r 801 743 0 Monnie r 612 5 72 0

Parker 614 553 0105 3 744 252 Mann 169 0 169
McLean 88 0 88

••

1664 1125
)

438

Parker (1632)

Mann 227 1 227
McLean 104 0 104
Parker 830 750 0

1161 751 331 > •

(



M ackenzie

K Grades 1-3 Grade 4

Total B la ck Trans Total B la ck Trans

Courtis (1440) C oolid ge  (1184)

Coolidge
Courtis
Tappan

185
195

72

452

C oolidge
C ourtis
Tappan

452
662
181

1295

13
652
178
843

452
0

181
633

C oolid ge  150 
C ourtis  239 
Tappan 61

450

7
234

61
302

0
239

61
300

T ota l Students 
T ota l T ran sporta tion

_K J_i6
452 2575

1620

K Grades 1 - 2 _______
Total Black Trans 

Barton (1056)

• Grades 3 -6jt— ,— —— ,------ ---- — ---—
T ota l B la ck  Trans

Dixon (1124)
K osc iu sk o  (608)

D ixon
K osc iu sk o
B arton  . 

' N oble at ( 
, Tappan

132
92

107

79

Dixon 
K osciu sk o  
B arton  
Noble ,

187
150
256 • 
212
805

0 • 
0

251
210

461

187
150

0
212

549

Dixon ■ 
K osc iu sk o  
B arton  
Noble

326
259
481
383

1449

0
0

473
377
850

0
259
481
383

1123

410 *
*s K 1-6

T ota l Students 410 2254

. T ota l T ran sporta tion  ' 1390 *



Alger and 
Dwyer 

Ford

'Ruth ruff 
Gardner

K

156
70

226

92
89

181

Grades 1-3

Alger (704)
Alger and 

Dwye r 
Fo rd

Total Black Trans

448
231

[Ruthruff (736)
\Ruth ruff 

Gardner

679

295
232

527

Total Students 
| Total Transportation

Grades 4 -6 Grades 7-9

Total Black T rans Total Bla ck

Ford (800) Brooks (1200) 
Alger and

1146

T rans

447 0 Dwye r 400 400 400 Dwye r 555 555 555
110 231 Ford 67 38 0 Fo rd 67 38 0

467 438 400 Ruth ruff 283 283 283
557 231 Gardner 223 1 t 0

Gardner (544) 1128 877 838

289 0 Ruth ruff 283 282 283
1 232 Gardner 223 1 0 * \ N

290 232 506 283 283

K 1-6
1% # ) 1 1 1

40 7 2179 1128

838

K Grades 1-2

Total Black Trans

Grades 3-4

Total Black Trans <

Grades 5 -6 Grades 7-9

—...McFarlane (1136) -  Herman (1824) Parkman (736)

Total Black Trans Total Black Tr

—  .... .......... ..... ........Ruddiman ------

Herman 198
McFarlane 164 
Parkman 80

442

Herman 410 273 410
McFarlane 288 253 0
Parkman 168 49 168

\ 866 575 578

K 1-6

422 2396

Herman 416 279 0. Herman
McFarlane 251 227 251 McFarlane
Parkman 146 48 146 Parkman

813 554 397

364 251 364 Herman 55 1 386
208 188 208 M cF arlane 322 291 32
145 34 0 Parkman 20 8 56 2(

717 473 572 1081 73 9 5.

1547



M u m fo i cl

K Grades 1-4

Total Black Trans
Hampton (2084)

Larned 30 Larned 152 3 152
Hampton 132 Hampton 469 278 0
Newton 123 621 381 152
Pasteur 14b

430
Grades 1-3

Total Black Trans
Pasteur (1088)

Newton 301 82 .301
Pasteur 403 365 0

704 447 301

^otal Students 

tatal Transportation

_K

430

%

Grades 5 -6 Grades 7 -9

. Total Black Trans Total Black T rans
Larned (288) Hampton (2084)

Larned 92 • 0 0 " Larned 135 2 • 135
Hampton 21 1 152 211 Hampton 311 207 0

303 152 211 Newton
Pasteur

267
470

89
458

267
0

1183 756 402
Grades 4 -6 j

Total Black Trans
>

• 1 \ •
Newton (928)

Newton. 267 ' 89 0
Pasteur 470 458 470

; 737 547 470 v

1-6

2365

1134

- 7 -9

1183

402

4



Grades 1-4 G rades 5 -6

Total Black T rans
Bagley (1472)

Bagley 255 252 0
Bow 288 64 288

543 316 288

Bagley (1472)

Bagley 171 169 0
Pitcher 166 12 166

337 181 166

1-6

, 2772

1475

Grades 5 -6

Em erson (1328)

Schulze ..... ...... ~.....  270 ..... 263 263
Em erson 208 8 0

478 271 263

1-6

1419

642

Grades 7-9

Coffey (7 10)
Total Black T rans

Bagley 396 393 396
Bow 44 3 '' 99 ' 0

Mettetai (650)

839 492 396

Bagley 264 259 s 264
Pitcher 258 18 0

* 522
|

277 2M

7-9
1361

660

Grades 7-9

Erne rson (1328)

Schulze • 
Em erson

-------- 411
306

404
10 .-

411
0

717 414 411

\
ii

7-9
m

411



v_ c u i  i  cu

Total Transportation 

K

McKerrow
Harding

294

Total Students!

Total Transportation

C uste r 
T u me r 
Dow

327

Total Students
Total Transportation

Grades 1-4 Grades 5 -6  Grades 7-9
Total Black T rans Total Bl ack Trans Total Black Trans

Birney and Cortland (1120) Healy (416) Winterhalter (1370)
Birney 493 491 493 Birney 283 282 283 Bi rney 425 "  424 0
Co rtland 75 72 75 Healy 68 0 0 Keidan 532 529 0
Healy 132 0 0 351 282 283 Healy 93 0 93

700 563 568 Hubert 323 3 323

Keidan (1472) Hube rt (10 72) 1373 956 416

Keidan 751 75 1 0 Keidan 326 32 3 326
Hubert 473 0 473 Hubert 210 3 0

1224 751 473 536 326 326 >!
K 1-6 7-9

• I

501 2811 1373 ■ *

1650 416

Grades 1-2 Grades 3-6 G rades 7-9
Harding (15 34) McKerrow (1152) Hardihg (15 34)

McKerroW 300 298 300 McKerrow . 596 7 0 McKerrow 441 435 441
Harding 286 29 0 Harding 546 72 546 Harding 394 51 0

586 327 300 1142 . 79 546 835 486 441

K 1-6 7-9
294 1728 835

849 441

Grades 1-3 Grades 4 -6 G rades 7-9
Custer (1568) ! Dow (736) Taft (920)
Custer 506 502 0 Custer 1 736 736 736 Custe r 736 736 736
Turner 251 250 251 Dow 236 6 0 Dow 236 6 0
Dow 2 30 6 2 30

987 75 8 481 972 742 736 972 742 736

K 1-6 7-9 )
/

327 1959 972 ‘ -

1217 736



K G rade s 1-4 Grades 5 -6 G rades 7-9
' * Total Black T rans Total Black Trans Total Black T rans

Guest (1376) Dossin (704)* St. Francis (528)
Dossin . 129 1 /2  Dossin 148 23 148 Dos sin 125 30 0 Dossin 20 1 45 20 1
Guest 122 Guest 616 594 • 0 Guest 320 310 320 Guest 542 5 30 542*
Guest Primary 98 ' Guest Primary 279 257 0 King 235 230 2 35 King 356- 346 35 6
King 128

477 1043 874 148 780 570 555 . 1 . • 1099 921 1099

King (992)
1/2 Dossin 149 23 149

, i
i

King 559 . 540 0 ! •

708 563 149 1

K 1-6 7-9
iotal btudents 4 if 253 1 1099

Total Transportation 852 1099

K G i*ade s 1-4 Grades 5 -6 G rades 7-9
Burns (1440) Edison (640) Cadillac (882)

Edison 127 Edison 30 8 36 30 8 Edison 122 13 0 Edison 205 22 0
Burns 180 Burns 895 • 712 0 Burns 410 336 410- Burns 651 522 0
Cadillac 80 Cadillac 154 106 106 ■

387 1357 854 414 5 32 349 410 856i 544 0

K 1-6 . 7 -9
Total Students 387 1889 856

Total Transportation 824 0 4

s'Tt will be necessary to split grade five or secure a rental in order to accommodate all of grades 5 and 6.

■ jm m m m m m jaB U



■ —  t

K G rades 1-2

Total Black T rans

Yost (480) Clinton (1760)

Yost
Monica
Houghten
Clinton

44 Yost 
10 6 Monica 
123 
218

78
203

3
199

0
20 3

Yost . 
1 Monica 
1 Houghten 
1 Clinton

491 281-
i

202 203

Houghten (1040)
Houghten
Clinton

260
430

0
419

0
430

. i 690 419 430

K 1-6 7-9

Total Students 491 2624 1165

Total Transportation 1346 703

3 Ummm

G rades 3-6 G rades 7-9

Total. Black T rans Total Black T rans

Murphy (1250)

185 12 185 Yost 134 9 0
86 84 86

328 0 ! 0442 0 442 Houghten
940 924 0 Clinton 70 3 692 70 3

1653 1020 713 1165 701 ' 703
\\



Grades 7-9K

C o oke 122
MacCulloch 144 
Glazer 93
Joffe 65
Stewart 105

379

Grades 1-2 G rades 3-4

Total Black T rans Total Black T rans

Joffe (320) MacCulloch (1536)

1/3  Cooke 69 0 69 2 /3  Cooke 144 0 144
Joffe 154 154 0 Joffe 45 45 45

723 T34 "T 9 Glaze r 189 189 189
MacCulloch 362 359 0

Glazer (832) — ■—

1/3 Cooke 69 0 69 740 593 378

MacCulloch 328 324 328 Stewart (832)
Glazer 215 215 0 1 /3  Cooke 72 0 72

612 539 397 Stewart .214 210 0

286 210 72
Stewart (832)

1/3  Cooke 69 0 69
Stewart 249 248 0 ,

317 . 248 69 *

Grades 5 -6

Total Black T rans Total Black T

Cooke (960) Longfellow (1550)

Cooke 226 
MacCulloch 363 
Glazer 163 
Stewart 170

1
363
163
170

226
363
163
170

Cooke 
McCulloch 
Glaze r 
Stewart

348
592
255
258

1 , 3 
590 
255 
257

9 2 2 697 9 2 2 145 3 1103 3

\ '■>

•_____ .1

Total Students

K

529

1-6
3100

7-9
1453

Total Transportation

----- K--------

Reeves 20
Burgess 50
Higginbotham 92 

i McKenny 10 6
V e m o r  and Pr.127 
MacDowell 97

i 492

Itt
i
i
;

Total Students
Total Transportation

—  .  -------- ................................ G rades 1-3

Total Black T rans

Higginbotham (960)

Reeve s 22 1 22
Burges s 151 0 151
Higginbotham 356 356 0

579 357 T73

MacDowell (100 8) and Vernor Pri.

McKenny 324 19 324
Vernor and Pr.482 469 0
MacDowell 371 365 0

1T77 733 327

K

492

1907 348

Burgess (576)

Burges s 
Higginbotham

McKenny (10 88)

McKenny 
Vernor and Pri. 
MacDowell

G rades 4-6 G rades 7-9

Total Black T rans Total. Black—— T rans

*\ Beaubien (1540)

132 0 0 B u rg e s s 132 0 132
286 2 86 286 Higginbotham 286 286 , c#
ttb 735 733 McKenny 297 24 29^^

V e m o r  and Pri. 399 394 0
\ MacDowell 42 7 418 0

1541 1122 429
297 24 0
399 394 399
427 418 0

1173 733 3 3 7 , • ■
1-6 / 7-9

3247 » > 1541

1182 • ' 429



i •­
I F o rd

K G ra.de s 1-2 Grades 3-4

Total B1 ack T rans Total Black

Winship (1374) V andenbe rg (41 6)

Vandcnberg 61 V andenbe rg 125 122 125 Vandenbe rg 114 111
Lodge 34 Lodge 94 2 94 Lodge ' 90 1
Win ship 103 Winship 192 167 0 Winship 2l)8 180

198 411 291 219 312 292

K
198

(

Grades 5 -6

Trans Total Black

Lodge (416)
0 Vandenberg 131 125

90 Lodge 98 8
208 Winship 157 144

298 386 277

Grades 7-9  

Trans Total Black

Winship (1374)
131 Vandenberg 186 179

0 Lodge 1 39 8
157 Winship 265 237

288 590 424

1-6
\

\ V

1109
* . 1

.805
! •



. •» 1< Grades 1-2 Grades 3-4

Total Black T rans To tal Black

' tally and Ce rveny Primary (992) C ra ry (1056)

C' c i‘v e ny P r . 159 C e rv eny 344 304 344 C e rveny 30 3 26.7
Ilolcomb 118 Holcomb 199 0 199 Holcomb 2 12 0
C ra ry 145 C ra ry 213 76 213 C rary 237 107
Hally 91 Hally 161 161 0 Hally 172 172

513 917 541 756 924 546

K 1-6 7-9

Total Students 513 2665 1260

Total Transportation - 2082 581

K Grades 1-4
Total Black T rans Total Black

B rady (1408) •

B rady 167 B rady 586 5 85 0
Gompe rs 61- Gompe rs 255 1 255

228 841 ’ 586 255

K Grades 1-2 Grades 3 -4

Peck (1216) • Roos-evelt (1760)

Burt
Roosevelt
Peck

138 
196 

‘ 132

Burt . 
Roosevelt 
Pe ck .

242 
398 
30 4

0
396
304

242
398

0

Burt
Roosevelt
Peck

211
382
268

0
379
264

466 944 700 640 . 861 643

K 1-6 7-9
t

Total Students • 694 3864 1863

Total Transportation i 2242 533

T rans

30 3 
212 

0
172

687

T rans

211
0

268
479

G rade s 5 - 6 Grades 7 9
Total

Hol.comb (864)

Black T rans Total
C e rveny (150 8)

Black T ra:

C e rveny 257 . 238 257 C e rveny 404 370 0
Holcomb 185' 1 0 Holcomb 278 1 278
C rary 174 82 174 C ra ry 275 126 0
Hally 208 207 208 Hally 30 3 .302 303

824 528 639 1260 799 581

Grades 5 -6 «

Total Black T rans

Gompe rs (480)
B rady 247 247 247
Gompe rs 1 19 0 0

366 247 247

Grades 5 -6
Burt (1056) -

Burt t 231 0 0
Roosevelt 407 406 407
Peck 214 214 214

852 620 621

Grade s 7-9 •
Total Black T rar\.

Durfee (.1890) t. -

B rady 387 387 0 • .
Gompe rs 185 0 185 k
Burt 348 0 348
Roosevelt 589 587 0
Peck 354 35 3 o -1

1863 1327 5 33 ,
f

s

t
»
[■
t
i

I.

r .
:

!



Redfo rd

K Grades 1-4

Total Black T rans • •

Fitzgerald and Ilene (1920) Vetal (1376)

Vetal 136 
Fitzgerald 194 
Ilene 74

Vetal
Fitzgerald
Ilene

590
981
301

1
976
300

590
0
0

" Vetal 
Fitzgerald

404 1872 1277 590

• K 1-6 7-9

Total Students 404 2789 1400

Total Transportation 1241. 409 ,  •

Grades 5 -6 G rades 7-9

Total Black . Trans Total Black T ran's
->

Post (1510)

266 2 0 Vetal 409 2 409
651 647 651 Fitzge raid 991 984 0

917 649 651 1 . 1400 W \ 40 9

!



K ette ring

K Grades 1-2

Total Black T rans

Law (60 8)

Law 82 Law 69 5 0
G rant 73 1/2 G rant 64 12 64
Cooper 205 1/2 Cooper 267 226 267
Pie rce 61

421
Pierce (576)

400 243 331

Pierce 126 82 0
1/2 Grant 63 11 63
1/2 Cooper 268 226 268

•
457 319 331

* ' • K

Total Students 421

Total Transportation

K Grades 1-3

Total Black T rans

Pulaski (1136)

Pulaski 131 ' Pulaski 318 58 0
Stephens 108 Stephens 401 395 401
Marcy 74 Marcy 227 223 227
Richard 66 Richard 134 2 134

379 1080 678 762

K

379Total Students

Total Transportation

Cooper (2016) 
Law
G rant ;
Cooper 1
Pie rce

Stephens (10 88)
1/2 Pulaski
Stephens
Richard

Marcy (896)
1/2 Pulaski 
Marcy

G rades 3-6 Grades 7-9 .

Total Black T rans Total Black T rans

Grant (960)
62 4 '62 Law 30 3 0

250 59 250 G rant 188 45 0
779 595 0 Coope r 632 491 ? 632
245 157 245 Pierce 173 111 0

1536 815 1 557 1023 650 ’ 632

1 \ \

• s
• ' | i

*
u -6 7-9

219 3 1023

1319 632

G rades 4-6 ' • Grades 7-9
Total Black T rans - ----------- T o t a l Black -T ran s

• ! 

1 7 b

Richard (930)

178 28 Pulaski 356 56 356
384 381 Q Stephens 384 381 384

1 9 6 ^ |150 8 150\ Marcy 196 194

712 417 328\ Richard 150 8 0

\> 1086 639 936

178 28 178 i ~
196 194 0

374 222 178 j
1-6 7-9

2166 \ * 10 86

* ' 1268
\ ’

936

* \ ^
•



Grades 1-4

Rose (704)

Total Black T rans

Wilkins (1088)

Rose 350 345 0 Rose
1/4 Wilkins 145 15 145 Jones

495 360 145 Joyce 
Ping ree 
Wilkins

Jones (1600)
Jones and An-

nex 662 660 0
Rose 94 1/4 Wilkins 146 16 146
Jones and An- 808 676 146

nex 157
Joyce 90
Ping ree 83 Joyce (912)
Wilkins 173 Joyce 435 430 0

597 1/4 Wilkins 145 16 145

5 80 446 145

Pingree (880)

Ping ree 370 367 0
1/4 Wilkins 145. 15 145

515 382 145

- K

Total Students ' 597

Total Transportation

Grades 5-6 Grades 7-9

Total Black T rans

Barbour (2070)

Total B1 ack T rans’ .

156 154 156 Rose 250 247 250
314 313 314 Jones 469 468 ] 0
205 205 205 Joyce 311 310 0
183 182 183 Ping ree 272 270 . 0
304 * 33 0 Wilkins 441 _19 441

1162 887 858 1743 1344 X

i

691

m

! 1-6 7-9

! 3560 1743

1439 691



Osborn

K Grades 1-2 G rades 3-6 Grades 7-9
Total Black T rans Total Black T rans Total Black T  ran s

Fleming (672) • Chandler (960)  ̂ Von Steuben (860)
Fleming 119 Fleming 180 0 0 1/2 Fleming 170 0 170 Fleming 271 o oChandler 87 Chandler 193 190 193 Chandler 434 426 0 Chandle r 347 34 1 3 4 7Hillger 83 Hillge r 187 . 185 187 S o ? . TZZ T7o Hillge r 249 248 , 249

289 560 375 380 Hillger (672) 867 589 596
' 1 /2  Fleming 171 0 171

Hillger 112 318 0
\ \

490 318 171
j

K 1-6 • 1 7 -9 |
Total Students 289 1654

1
867

Total Transportation . ■ 721 596'
K . Grades 1-2 Grades 3-6 Grades 7-9

• Total Black T rans Total Black T rans Total Black
r~.......- —
T rans

Lynch (592) Trombly (864) Burroughs (1830)
Lynch 142 Lynch 209 20 0 Lynch 292 34 292 Lynch 221 29 0T rombly 
Trix ...- .

99
83

T rombly 211 200 211 T rombly • 400 383 0 T rombly 295 279 0
Holmes and . 420 220 - 211 ............................~........ . 692 4 1 7 “ 292 1 n x  287 

Holmes and
_  75 287

Annex 324 Annex 856 823 0
648

1659 1206 287Grades 1-4 G rades 5 -6
Holmes (1968) Trix (736)
Holmes and Holmes and

Annex 1184 1131 0 Anpex 573 553 573
T rix 383 115 383 T rix 200 52 0

1567 1246 383 773 605 573

Total Students i

Total Transportation '

,.K
648

1-6

3452

145.9

i r;
7-9

1659
287



K Grades 1-4
Total Black T rans

Mason (1024)
183>Atkinson 102 1/2 Atkinson 183 182

Mason 119 Mason 361 241 0
Van Zile 119 544 423 183

340 Van Zile (10 88) >
1/2 Atkinson 183 183 183
Van Zile 476 282 0

659 465 .

CO

> • i K

Total Students ! 340

Total Transportation 1

K Grades 1-3
Total Black T rans

White (1216)

Davison 182 Davison 562 540 562
White 171 White 465 240 0
G reenfieltf .......... .. Greenfield ........... .

Union 91 Union 294 33 294

444 . 1321 813 856

K

Total Students 444

Total Transportation

;>

G rades 5-6 G radc s 7-9
To tal Black T rans Total Black T ran

Atkinson (768) Farwell (990)

Atkinson l c'4 194 0 Atkinson 297 297 0
Mason r 4 106 174 Mason 255 168 0
Van Zile 2]|3 123 213 Van Zile 321 184 0

*1 • 5 iJl 423 387 873 649 f 0

\N
• / 

7 -9
. 873

0

Grades 4 -6  Grades 7-9
Total \

J \

Black T rans Total
- ... -1/ 

Black T rans

Greenfield Union (704) 1

Davison 528 
White 377 
Greenfield Union 242

i 512 
\ 182

• 33 ; --

528
377

o ....

Cleveland (1360)

Davison . 528 
White 377 
Greenfield Union 242

512
182
33 *

0
0

*242

1147 727 242

2 :9  0
1147

1761 ' . 242

.1147 \ 727 905

\ 1 ^ 1
\ 2468

1-6 

1784 
75 3



Pe rshing 

K Grades 1-3

•
Courville

Total

(1704)

Black T rans

G reenfield 
Park . 

Courville
151
171
322

G reenfield 
Park 

Courville
536
692

1228

224
685

909

536
0

536

K Grades 1-2

Grayling (704)

Marshall 201 Marshall 396 287 396
G rayling 112 Grayling 201 32- 201

- 313 597 319 597

K

Total Students 635

Total Transportation

Grades 4 -7
Total Black T rans

Greenfield Park (1568)
G reenfield Park 615 251 0
Courville 723 714 723

1338 965 723

G rades 3-7

Marshall (1376)

Marshall 822 577 0
Grayling . 321 41 321

_ ° 1143 618 321

1-7

4306

2177

G rades 8-9
Total Black T rans

Nolan (1 350)
Greenfield Park 309 133 0
Courville 487 482 0
Marshall • . 327 229 . 

20
0

Grayling 151 0

1274 864 0

\\

8-9

1274

0



K G rades l -2

Total Black Trans

McGregor (480)

Williams 111 W illiams 228 228 228
Burbank 53 McGregor 145 46 0
McG regor 68 373 274 228
Thomas 78

310 Burbank (968)
Burbank 124 0 0
Thomas 172 I6l 172

296 I6l 172

_K_

Total Students / 310

Total Transportation 

K Grades 1-3

Ferry
Parke

188
127

Ferry (1456) 
Parke (1024)

----------------- 315---

Total Students 

Total Transportation

536
74

-610

354
34

-388

Total Black Trans

0
0

- 0 -

K
315

- G rades 3-7 Grades 8-9

Total Black T rans Total Bl ack T rans

Williams ( 1312) and Thomas (568) Burbank (968)

Williams 5 11 507 0 Williams 265 263 265’
Burb ank 347 6 347 Burbank 113 4 0
McGregor 284 6 1 284 McGregor 118 2 l 0
Thomas 267 248 0 Thomas 142 111 142

«
1409 822 631 638 419 ■ 40 7

\ \

l -7 8-9

2078
« I -638^

1031 40 7

Grades 4 -6 Grades 7-9

Total Black Trans Total Black T rans

Greusel (840)

Ferry . 417 288 0 Fe rry 4 17 288 0
Parke 324 185 0 Parke . 324 185 0

741 473 .741. _4.7.3_

1-6

1351

473

f  ■ 't.r * tj> » in  w y $ t t  -Mi;

< i '
■t #

7-9  
7 4 1



iMiiy

K G r a d e s  1 - 3

Total Black T rans

H osm er (1056) Nichols (952)

Nichols 89 Nichols 2 90 289 290 Nichols
Scripps Annex 78 Scripps Annex 241 237 241 H osm er -
H osm er 177 H osm er 462 141 0

344 993 667 531

Carstens (1984)

C arstens 363 Carstens 857 538 0 Carstens

K

Total Students 70 7

Total Transportation

G r a d e s  4 - 6 Grades 7 -9  

TotalTotal Black T rans

326 323 0
414 115 414

740 438 414

739 441 0
J

1-6

3329
945

Jackson (1470)

Nichols 326
H osm er 414
Carstens 739

1479

Black T rans

323 32(-.
115 0
441 0

879 326

7-9

1479 
32 6

•



mg
K Grades 1-4

Total Black T rans
• Bellevue (736)

Robinson 142 1/4 Robinson 92 0 92
Bellevue 10 1 ■ Bellevue 35 7 348 0
Duffield 88 w “ 9?
Bunche
Harris

105
58 Duffield (1568)

494 1/4 Robinson 91 0 91
Duffield 348 335 0

439 335 91

i
Bunche (1472) 

. 1 /4  Robinson 92 0 92
Bunche 4 12x 411 0

• . • 504 411 92
- . Harris (5 12)

. j 1/4 Robinson 92 0 92
• Harris 203 203 0

295 203 92

Chrysler (280)
Chrysler 28 Chrysler 104 43 0

522

ITotal Students 
Total Transportation

K
522

G rades 5-6 G rade s 7-9

Robinson (976)
Total Black T rans

Miller (1420)
Total Black

Robinson 20 3 1 0 Robinson 280 1
Bellevue - 150 150 150 Bellevue 226 226
Duffield 144 141 144 Duffield 2 40 232
Bunche . ' 169 169 169 Bunche ‘ 273 273 *
Harris 102 101 102 Harris 145 144
Chrysler 54 31 54 Chrysler 78 44

' -
822 593 619

•

1242 920 N
\ '

i

1-6

2613
986

T rans 

2 80

280

7-9
1 2 4 Z ®
425

i

O
 O

 o
 o

 o



Denby

K Grades 1-3
* - * - Total Black Trans

Balch (992) ■N

fealch
Carleton

44
139

60
29
70

35 3 >

Balch
1/3 Carleton

157
128

ZS5

157
37

T O

° 1128
TZS

Foster
George
Lincoln

} Foster (1056)

Foster  
1/3 Carleton

234
128
T O

231
36

T O

0
128
TZS

Lincoln (640)

Lincoln 
1/3  Carleton 
George

200
128

78
406

200
37
78

315

0
128

78
2 0 6

1 —" K
35 3

iTotal Students 
Total Transportation

Carleton (1024)
Balch
Carleton
Foster
George
Lincoln

Macomb (544)

Macomb
Norvell
Campbell

Grades 4 -6  '
Grades 7-9

Total Black Trans

164 164 164
347 69 0
208 206 208

82 82 82
118 118 H 8
919 639 572

Total Black

Spain (1040)
Balch 164 164
Carleton 347 69
Foster 20 8 206
George 82 8 2.
Lincoln 118 118

919 639

Trans

0
347

0
0
0

347

1-6
1972
1034

G rades 5-6________
Total~ Black" Trans

132 4 0
65 65 65

236 232 236

4 3 3  301 301

7-9
919
347

Grades 7-9  
Total Black:

Knudsen (930)

Macomb
Norvell

216
107

7
107

Campbell 375 371

698 485

Trans

216
0
0 (

216



Denby

K Grades 1-3
, Total Black T rans

Marxhausen Primary (352)

Marxhausen 83 1/2 Marxhau-
136 0Marxliausen sen 136

Primary 70 Marxliausen
228 0Goodale 182 Prima ry 239

335 375 364 0

Goodale (1408)
1/2 MarxhaU'

sen . 137 137 137
Goodale 378 __ 2_ 0

515 139 137

K

Total Students 335

Total Transportation

„ K Grades 1-2

Wayne (832)

Hutchinson 137 Hutchinson 340 -5-5V
Wayne 150 Wayne 225 1 0

287 573 340 348

• K

Total Students 287

Total Transportation

Grades 7-9Grades 4 -6
Total Black Trans Total Black T rans

Marxhausen (960) Goodale (1408)

Marxhausen 4 IT 410 0 Marxhausen 411 410 411

Goodale 381 6 381 Goodale 381 __6 f 0

792 416 381 792 416■ . \ 411

\N

% I
•

1-6
i

7-9

1682 792

518 411

Grades 3-7 Grades 8 -9

Hutchinson (1088) . Arthur (430)

Hutchinson----------- 483 —
Wayne 442

469 
_4

___  0 Hutchinson _ . 203 ... 105 20 3
442 Wayne 180 1 —~ 0

925 473 442 382 . 196 20 3

1-7 id*
1498 382

790 203



Finney
. K G rades 1-3

Total Black T rans

Berry (1088) Hanstein (416).

Hanstein 40 Hanstein 73 1 73 Hanstein
fee rry 46 Be rry 129 129 0 Be rry
feell 95 Bell 287 285 0

181 489 415 73

Field (1184) Clark (11 f>2)

Field 128 • Field 343 305 0 Field
Monteith 90 1/2 Clark 222 1 222 Clark
Clark 204 Monteith

422 565 306 222 L .
Monteith (1040) )

_:— Monteith 231 218 0
• 1/2 Clark 222 1 222

• • 453 219 222

' * * ---  _ *.
4 Hamilton'(896) - Hamilton (896)

Hamilton 154 Hamilton 455 329 0 Hamilton

'f.otal Students 

I ’otal Transportation

757

Grades 4 -6  Grades 7-9
Total Black T rans Total Black Trai

o ')

Butzel (1470)

55 1 Hanstein 55 1 55
313 313 313 Berry , 313 313 0

Field 355 330 0

368 314 313 Monteith
Clark

316
326

300
2

0
326

Hamilton .354 269 354

355 330 355 1719 • 1215 . 735

326 2 0 i
316 300 316

997 632 671 1 * -

354 269 0J

1-6 7-9

3681 1719

1501 735



F inney

K Grades 1-4

Total Black T rans

. St. Clair (1760)

St. Clair 142 St. Clair 894 884 0
Marquette 75 Marquette 273 1 273
Sc ripps 100 1167 885 273Stellwagen 133

! *
! 450
I .

K Grades 1-3

Scripps (896)

Scripps 296 294 0
Stellwagen • 276 0 276

572 294 276

K

Total Students . ' <- 450

Total Transportation

Grades 5 -6 Grades 7-9

Total Black T rans Total Black T rans

Marquette (864)

513

Joy (1540) \
\

St. Clair 513 506 St. Clair 787 776 ' 0
Marquette 119 1 0 Marquette 179 2 ! 179

632 507 513 Scripps
Stellwagen

394
271

394 
0 .

394
271

l '
1631 1172 xK 844

Grades 4 -6 1

•
Stellwagen (832) 
Scripps 394 394 394

!
|

1

Stellwagen 271 __ 0 0 . -
665 394 394 •

1-6 7-9

* 3036 1631

- ' ................... - - ‘ - 1456 • - - -.... - ---- ...............1 - ......  - 844

«

k>



Southeast© rn

K Grades 1-2

• Total Black T rans

Columbus (1120)

Keating
Columbus

195
114

309

Keating
Columbus

441 420 
178 __ 0

619 420

441
0

441

K

Total Students 309

Total Transportation

K Grades 1-3
Total Black

Guyton (10 88)

T rans

Stark 79 Stark 293 287 293
Guyton 166 Guyton 1 1 1 246 0

245 812 533 293

Total Students 
Total Transportation

K
245

Grades 3-6 Grades- 7-9

Keating ( 1776)

Keating
Columbus

Stark (960)
Stark
Guyton

Total Black T rans

Columbus (1120)

Total Black T rans
T

679 649 0 Keating 50 8 487 ' 50 8

313 0 313 Columbus 232 _ £  , 0

992 649 313 740 487 50 8

1-6 \N 7-9

1611 • ' 740 ^

754 1 508
| «

Grades 4 -6 Grades 7 -9

Total Black T rans
Robinson (976) '

Total Black T rans

267 263 0 Stark 267 263 0
175 80 175 Guyton 175 80 . 175

442 343 175 "  442 343 175

1-6 111
1254 442

468 175

4

*>

*
j

l
i



Southeastern

K G rades 1-2
Total Black T rans

Lingemann (896)

Lillib ridge 133 Lillib ridge 297 278 297
Tendler 102 Tendler 243 225 243
Lingemann 131 Lingemann 280 167 0

366 820 670 540

K Grades 1-2

Ives (600)

Howe 10 7 Howe 268 . 268 ‘ 268
Ives 134 Ives 198 36 0

241 466; 304 368

K

Total Students 
Total Transportation

G rades 3-6
Total Black T rans

Lillibridge (1632) >
Lillib ridge 904 850 0
Lingemann 50 2 328 502

1406- ; 1178 502

Grades 3-6

Howe (1152) I

Howe 556 556 0
Ives 336 69 336

i 892 625 336

1-6
3584

Grades 7-9
Total Black Trans

Fc ch (1690)

Li lib ridge 688 652 0
Li ig emann 363 238 0
Howe ' 438 438 0
IV€iS 239 50 1 239

1728 13 78 239

v\

7-9
1728

239