Desegregation Plan and Report for the Wilkinson County School System

    WILKINSON COUNTY SCHOOL SYSTEM 

4 

 



A DESEGREGATION PLAN FOR THE 

WILKINSON COUNTY SCHOOL SYSTEM 

A REPORT TO THE 

SUPERINTENDENT 

BY THE 

DIVISION OF EQUAL EDUCAT ON OPPORTUNITIES 

UNITED STATES OFFICE OF EDUCATION 

ATLANTA, GEORGIA 30323  



TABLE OF CONTENTS 

¢ 

Enroliment and Building Information 

Recommended Plan for Student Desegregation 

Faculty Desegregation 

Transportation 

School Construction and Site Selection 

Majority to Minority Transfer Policy 

Attendance Outside System of Residence 

Suggestions for Plan Implementation 

Resources for Assistance 

Building Information Forms 

 



DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 

REGIONAL OFFICE 

Room 404, 50 Seventh Street, N.E. 

OFFICE OF EDUCATION Atlanta, Georgia 30323 

Mr. Bernard Waites 

Superintendent 
: 

Wilkinson County School District 

Woodville, Mississippi 39669 

Dear Mr. Waites: 

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 Wilkinson County 

School District is submitted fox your consideration. 

We wish to express our appreciation for the cooperation received from 

you and your staff. 

Sincerely yours, 

YY. 
NL rT £ . pr ‘Al 

esse J. Jordan 

Senior Program Officer 

Equal Educational Opportunities 

 



  

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Wilkinson County, Mississippi School District 

II. Recommended Flan for Student Desegregation Recommendations, 1969-70 
  

In order to bring about a unitary 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 recomnendations are approximate because the 

Wilkinson County School District does not have a pupil locator map. 

School capacities are based on the number of standard classrooms in 

each school as reported by school officials and multiplied by 30 for 

secondary schools and 35 for elementary schools. 

Woodville Area 
  

1. That the Wilkinson County Training School be grades 1 - 9. 

All students, Negro and white, in grades 1 - 9 residing in the Woodville 

area should be assigned to this school. 

2. That the Woodville Attendance Center be grades 10 - 12, All 

students, Negro and white, in grades 10 - 12 residing in the Woodville 

area should be assigned to this school. 

Centreville Area 
  

3. That the Finch Attendance Center be grades 1 - 6. All students, 

Negro :and white, in grades 1 - 6 residing in the Centreville area should 

be assigned to this school. 
1 

i. That the William Winans Attendance Center be grades 7 - 12. All 

students, Negro and white, in grades 7 - 12 residing in the Centreville 

area should be assigned to this school, 

 



Wilkinson County, Mississippi School District 

Current Transportation 
  

iool District Super- 
Statistics furnished by the wilkinson County Sct 

intendent's office indicate that two schools are already receiving as 

many as 96% of their students by buses. The lowest percentage reported 

in this district was slightly over 23%. The district average 1s 86%. 

 



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WILKINSON COUNTY 

POSSIBLE INTERIM STEPS 

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

Court provides for complete disestablishment of the dual candi 

system in this district at the beginning of the 1969-70 school 

year. Should the Court decide to defer complete dolor eats 

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. 

gsrudent Desegregation: 

  

Woodville areas: 

1. That Wilkinson County Training School be grades 1-6, 7, 8 

and 10-12. Negro and white students in grades 1-6 residing 

in the Woodville area should be assigned to this school. 

In addition, Negro students in grades 7, 8 and 10-12 residing 

in areas served by this school should continue to attend. 

This includes Negro students in grades 10-12 residing in the 

Centreville area. 

 



  

2. That Woodville Attendance Center be grades 7-12. White 

students in grades 7-12 residing in areas served by this 

school should continue to attend. Negro students in grade 

9 who formerly attended the Wilkinson County Training 

School should be assigned to this school, 

Centreville areas 

3. That Finch Attendance Center be grades 1-8. Negro and white 

students in grades 1-6 residing in the Centreville area 

should be assigned to this school. In addition, Negro students 

in grades 7 and 8 residing in areas served by this school 

should continue to attend. 

4, That William Winans Attendance Center be grades 7-12. Vhite 

students in grades 7-12 residing in areas served by this school 

should continue to attend. Negro students in grade 9 who 

formerly attended the Finch Attendance Center should be 

assigned to this school. 

Desegregation of Faculty and Other Staff: 

Full desegregation of faculty and other staff in the grades affected 

by the possible interim assignments of students above, and district- 

wide desegregation of faculty and other staff in each school to at 

least’ 50% of the recommendation contained in Part I:of Section 111. 0f 

this plan. 

Other: 

Implementation of Sections 1V, V, VI and VII contained in this plan. 

 



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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 thore 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 of fer to do so. 

Prior to such a reduction, the school board will develop or require the develop- 

ment of non-racial objective criteria to be used in selecting the staff member 

who is to be dismissed or demoted. These criteria shall be available for 

public inspection and shall be retained by the school district. The school 

district also shall record and preserve the evaluation of staff members under 

the criteria. Such evaluation shall be made available upon request to the 

dismissed or demoted employee. 

"Demotion" as used above includes any reassignment (1) under which the 

staff member receives less pay or has less responsibility than under the assign- 

ment he held previously, (2) which requires a lesser degree of skill than did 

the assignment he held previously, or (3) under which the staff member is asked 

to teach a subject or grade other than one for which he is certified or for 

which he has had substantial experience within a reasonably current period. 

In general and depending upon the subject matter involved, five years is such 

a reasonable period.  



TRANSPORTATION 
  

The transportation system shall be completely re-examined regularly by 

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

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

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

discriminatory basis. 

V. 

SCHOOL CONSTRUCTION AND SITE SELECTION 
  

  

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

buildings can 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. 

Al. 

MAJORITY TO MINORITY TRANSFER POLICY 
        

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

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

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

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

 



  ATTENDANCE OUTSIDE SYSTEM OF RESIDENCE 
  

  

If the School District grants transfers to students living 

in the district for their attendance at public schools outside 

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

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

non~discriminatory basis, except that it shall not consent LO 

transfers where the cumulative effect will reduce desegregation 

in elther district or reinforce the dual school system. 

 



VIII. 

SUGGESTIONS FOR PLAN IMPLEMENTATION 
  

    

Successful implementation of desegregation plans largely depends upon local 

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

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

assist local officials in planning for implementation of desegregation orders. 

Community 

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

inform all citizens of the community about the legal requirements 

for school desegregation and their plans for complying with these 

legal requirements. 

. The Board of Education should issue a public statement clearly 

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

orders of the Court in an effective and educationally responsible 

manner. 

School officials should seek and encourage support and understanding 

of the press and community organizations representing both races. 

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

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

of Education and its staff throughout the implementation of the 

desegregation plan. Such committee should seek to open up community 

understanding and communication, to assist the Board in interpreting 

legal and educational requirements to the public. 

The Superintendent should actively seek greater involvement of parents 

of both races through school meetings, n wsletters, an active and bl- 

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

visits by school personnel. 

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

the community on progress in implementing the desegregation plan. 

School Personnel 

1. The Superintendent should provide all personnel copies of the 

desegregation plan and arrange for meetings where the personnel 

will have an opportunity to hear it explained. 

The Board of Education should issue a policy statement setting forth 

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

personnel (see section on Desegregation of Staff).  



  

Assignments of staff for the school year should be made as 

quickly as possible with appropriate followings by school 

principals to assure both welcome and support for personnel 

new to each school. Invitations to visit school before the 

new school year begins should be offered. 

The Superintendent should see that a special orientation 

program is planned and carried out for both the professional 

and non-professional staffs (including bus drivers, cafeteria 

workers, secretaries and custodians) preparatory to the new 

school year. He should make every effort to familiarize new 

and reassigned staff with facilities, services, and building 

policies, and prepare them to carry out their important role 

in a constructive manner. The Superintendent should direct 

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

assigned for help and guidance to a teacher previously assigned 

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

tunity to meet before the school year actually begins. 

The Superintendent should arrange an in-service training program 

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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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. i 

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- 

criminAdtory basis and should include students of both races. 

Guidance counselors should be oriented and urged to plan a 

leading role in successful implementation of the desegregation 

plan. 

The curriculum should be reviewed and, as necessary, revised 

to provide recognition of Negro history, culture and contri- 

butions to our society. Library books which deal with such 

subjects should be added to school book collections. 

Vocational education offerings should be reviewed and improved 

as a means of providing students of both races with education 

relevant to vocational interests and .as a means of reducing 

dropouts.  



Headstart or similar preschool programs for children of both 

races should be implemented. 

£- 

Use of Federal and Statien education funds should be planned 

comprehensively for maximum educational benefit to all eligible 

children. 

STUDENTS 

1, The Superintendent should direct each principal to hold special 

orientation programs welcoming students who will be new to a 

school, before the regular school year begins. 

The Superintendent should require each principal to see that 

students are frankly and fully informed about the desegregation 

plan and their responsibilities to help carry it out. Each 

principal should seek to establish rapport and communication 

links with new students to encourage mutual understanding and 

confidence. 

The Superintendent should direct each principal to establish 

a student-faculty human relations ccmmittee 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 n1ate bus' for those staying 

after school to participate in such programs. 

Each principal should request teachers to make themselves 

available to students outside of regular class for counseling 

and extra instructional help. 

 



RESOURCES FOR ASSI: 
We ns———— 

In addition to the regular resources for assistance 

available to school officials, districts developing 

or carrying out plans of desegregation in Mississippi 

may call upon the following agencies for help: 

South Mississippi In-Service Consulting 

Center 

University of Southern Mississippi 

Southern Station 

Hattiesburg, Mississippi 39401 

Phone: (601) 266-7150 

Division of Equal Fducational Opportunities 

Uy, 5. Office of Education 

50 Seventh Streel, N. E., Room 404 

Atlanta, Georgla 30323 

Phone: (404) 526-3076 

 



  

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