Riga v Alexander Brief in Opposition to Petition Writ of Certiorari

    A DESEGREGATION PLAN FOR TH 

AMITE COUNTY SCHOOL SYSTEM 

Ap PENDS X  



A DESEGREGATION PLAN FOR THE 

AMITE COUNTY SCHOOL SYSTEM 

A REPORT TO THE 

SUPERINTENDENT 

BY THE 

DIVISION OF EQUAL EDUCATION OPPORTUNITIES 

UNITED STATES OFFICE OF EDUCATION 

ATLANTA, GEORGIA 30323  



a 

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 

REGIONAL OFFICE 

Roem 404 - 50 Seventh Street, N.E. 

Atlanta, Georgia 30323 OFFICE GF EDUCATION 

Miss Annie An 

Amite County [ 

District 

following desegreg 

in the Amite County 
; . 

sidaration., 

We wish eration received 

from you 

Sincerely yours, 

7 yes ”y 

QF 2 f 4 Al 
/ ed 

Jesse J, Jordan 

Senior Program Officer: 
Equal Educational Opportunities 

 



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ny i ate J - : Number of Portable (Classrooms 0 : 
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TABLE OF CONTLNTS 

Enrollment and Building Information 

tecommendad Plan for Student Desegregation 

Faculty Descgregation 

Transportation 

School Construct 

 



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AMITE COUNTY 

31, 

RECOMMENDATIONS FCR STUDENT DESEGREGATION 

In order to bring about a unitary sys 
identifiable by race, the following 
for the 1969-70 school year are sukbmi 

N 

ons to be effective 

Student assienment recowmendations at 2pproxims because the Amite 
oOo 

School capacities are based on the number of gt dard ssrooms in each 
school as reported by schoo ificials and nult ied by 30 for secon- dary schools, and 35 for elementary : ’ J 

    

1. That the Central Schoo 2 grades 1«6., All students, Negro and vhite, in grades } by, vesiding in areas form served 
by both this school 2nd the .1berty Attendance ‘ter should 

grades 7-12. All 
: de residing in areas 

formerly served oth this ho the Central School 
be assign 

Gloster Area: 
  

3. That the Amite County Tr: g Sch ] 1-8. All 
students, Negro and white, rade ; ding in areas 
formerly served by both this s s and Crosby 
Attendance Center should be assign school. 

That the Gloster Attendance Center be grades 9-12. All 
students, Negro and white, in grades 9-12, residing in 
areas formerly served by both this school and the Amite 
County Training School should be assigned to this school.  



Crosby Area:   

5. Alternative I 

That the Crosby Attendance Center be closed. This 

school enrolls too few students (64 in grades 1-6 
in 1968-69), to provide an adequate educational pro- 

gram. Students who formerly attended this school 

should be assigned to the Amite County Training 
School. 

The Crosby physical facility, however, appears to be 

adequate for special educational needs of the school 
district, or community use. 

Alternative II 

That the Crosby Attendance Center continue to be grades 
1-6, enrolling all students, white and Negro, who reside 

in the Crosby area. 

      

furniched by the Amite County School District Superinten- 

indicate that two schools are already receiving as 

their studen by buses. The lowest percentage reported 

e trict was 68%, The District average is 84%. 

 



ILDING INFORMATION FORM 

4 4 de Cotrnty 

Letected [9469-70 
  

  

Name of School ades ji Term. W | Comments 

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Central Schoo / 

gral Nir : . 

Liberty Blo fortes 27 / hy / 4 » 

  

  

          
  

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AMITE COUNTY 

POSSIBLE INTERIM STEPS 

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

Court provides for complete disestablishment of the dual school 

system ; district at the beginning of the 1969-70 school 

Because of the number of children and schools in this dis- 

and because of the proximity of the scheduled opening of 

the school year, implementation of our recommended plan may re-. 

quire delay in that scheduled opening. Should the Court decide 

to defer complete desegregation 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 desegreza- 

tion of tha school system without delay, or with very minimal 

delay, in the scheduled opening of the school year. 

RE a   Student Desegrezation:? 

1. That Central School! be grades 1-6 and 9-12, All white 

‘students in grades 1-6 who formerly attended the Liberty 

Attendance Center should be assigned to this school. All 

Negro students in grades 1-6 and 9-12 residing in areas 

served by Central School should continue to attend this 

school, 

That the Liberty Attendance Center be grades 7-12, All 

white students in grades 7-12 residing in areas served 

by Liberty Attendance Center should continue to attend  



this school. All Negro students in grades 7 and 8 who 

formerly attended the Central School should be assigned 

to this school. 

Closter Area: 
  

3. That the Amite County Training School be grades 

1-6,7 and 10-12. All white students in grades 1-6 

who formerly attended the Gloster and Crosby Attendance 

Conters should be assigned t¢ iis school. All Negro 

students in grades 1-6, 7 and 10-12 residing in areas 

served by Amite mty Training School should continue 

to attend this 

4, That the ster Attendance Center be grades 7-12. 

All white students in grade -12 residing in areas 

served by Gloster Attendance Center should continue 

to attend this school, All Negro students in grades 

8-9 who formerly attended the Amite County Training 

1 
School should be assigned to this school. 

Crosby Area: 
  

5. -Alternative I- That the Crosby Attendance Center 

be closed. This school enrolls too few students (64 

in grades 1-6 in 1968-69) to provide an adequate edu- 

cational program Students who formerly attended this 

schocl should be assigned to the Amite County Training 

School.  



The Crosby physical facility, however, appears to be 

adequate for special educational needs of the school 

district or community use, 

Alternative II- That the Crosby Attendance Center 

remain grades 1-6, enrolling students residing in the 

Crosby area. 

Desegreration 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 III of this plan. 

 



  

COMPOSITE BUILDING INFORMATION FORM Dl 

2, ie . Amite Coun ty 
DATE: [255 ble Tides Steps : 
  

  

  

) Capaclt Students Staff 

Name of School Grades Pern. W. Ports. W N T W N Comments 
1 mn 0 

  
Ihe lesde s groae 7-6 

i Lom Libemty 
  

  

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Central olnil! {=f fig 3 £I2Y /22/ 

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g uJ am Ys 0 4.29] 429! 
: 

2 

fPsS1en Grados 7 ¢€ E 

+o L1benty 
  

  

      

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Libeniy B.C, LToNg MEY Leff & | 297 | 7450 — i! ! 

i {/nclvcles grades 7 —4 
JA a ) p ’ He 
itmite Lo Tre) ni né [—& 292 | SL/ | FLD Fromm Cresty £ Clos   

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III. 

DESEGREGATION OF FACULTY AND OTHER STAFF 
  

The School Board shall announce and implement the following policies: 

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

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

year 1969-70 and subsequent years that in no case will the racial com- 

position of a staff indicate that a school is intended for Negro students 

or white students. For the 1969-70 school year the district shall assign 

the staff described above so that the ratio of Negro to white teachers in 

each school, and the ratio of other staff in each, are substantially the 

same as each such ratio is to the teachers and other staff, respectively, 

in the entire school system. 

The school district shall, to the extent necessary to carry out this desegre- 

gation plan, direct members of its staff as a condition of continued employ- 

ment to accept new assignments. 

2. Staff members who work directly with children, and professional staff 

who work on the administrative level will be hired, assigned, promoted, paid, 

demoted, dismissed, and otherwise treated without regard to race, color, or 

national origin, except to the extent necessary to correct discrimination. 

3. If there is to be a reduction in the number of principals, teachers, 

teacher-aides, or other professional staff employed by the school district 

which will result in a dismissal or demotion of any such staff members, the 

staff member to be dismissed or demoted must be selected on the basis of 

objective and reasonable non-discriminatory standards from among all the staff 

of the school district. In addition if there is any such dismissal or demotion, 

no staff vacancy may be fjlled through recruitment of a person of a race, 

color, or national origin different from that of the individual dismissed or 

demoted, until each displaced staff member who is qualified has had an oppor- 

tunity to fill the vacancy and has failed to accept an offer to do so. 

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

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

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

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

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

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

dismissed or demoted employee. : 

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

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

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

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

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

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

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

a reasonable period.  



  

we 

TRANSPORTATION 

Iv. 

  

The transportation system shall be 

the 

tation of 

discriminatory basi 18% 

superintendent, his staff, 

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

V. 

HOOL. CONSTRUCTION AND 

Cc 

1% he 

QQ 
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0) 
pe 4 

ompletely re-examined regularly by 

school board. 

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

LECTION 
  

All: school construction, school 

the location of any temporary classrooms) 

manner which will prevent 

desegregation plan is implemented. 1g 
C 

MAJORITY TO MINORITY T 

Whenever there shall 

this school district 

school ‘in which his r 

school where space is 

the 

i | LJ 

PANQ 
IVALYD 

consolidat 

location of new school buildings and additions to existing 

an significantly affect desegregation now and in the future. 

on, and site selection (including i - ’ 

in this system shall be done in a 

f the dual school structure 

FER POLICY 
  

schools containing a majority of Negro students, 

permit a student (Negro or 

in the majority to choose to attend another 

and where his race is able, 

  

routes and 

white) attending a 

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 ou 
the district, or if it permits transfers into the district of 
students who live outside the district, it shall do so on a 
non-discriminatory basis, except that it shall not consent to 
transfers where the cumulative effect will reduce desegregation 
in either district or reinforce the dual school system. 

 



VIII. 

SUGGESTIONS FOR PLAN IMPLEMENTATION 
  

Successful implementation of desegregation plans largely depends upon local 

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

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

assist local officials in planning for implementation of desegregation orders. 

Community 
  

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

inform all citizens of the community about the legal requirements 

for school desegregation and their plans for complying with’ these 

legal requirements. 

The Board of Education should issue a public statement clearly 

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

orders of the Court. in an effective and educationally responsible 

manner. 

School officials should seek and encourage support and understanding 

of the press and.community organizations representing both races. 

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

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

of Education and its staff throughout the ‘implementation of the 

desegregation plan. Such committee should seek to open up community 

understanding and communication, to assist the Board in interpreting 

legal and educational requirements to the public. 

The Superintendent should actively seek greater involvement of parents 

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

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

visits by school personnel. 

6. The Superintendent and Board of Education should regularly report 

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 (sce 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 sce that a speéral orientation 
program is planned and carried out for both the professional 

and non-professional staffs (including bus drivers, cafeteria 

workers, sccretaries and custodians) preparatory to the new 

school year. He should make every effort to familiarize now 
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 cach teacher new to a school is 

assigned for help and guidance to a teacher previously assigned 

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

tunity to meet before the school year actually begins. 

The Superintendent should arrange an 

during the school year to assist person 

and improving instruction throughout the 

the lelp in doing this is available from 

Service Consulting Center at la ering 

It is important that, 

that nonprofessional service 13CS 5 | 1c 

members of one race and that harmonious workir tionships can 

exist between members of both races. The Sup 1 and Poard 

of Education should therefore take all necessary steps to assure 
that all staffs are bi-racial. 

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1. 

Instructional Program 

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 revicwed 

continuously for areas in need of improvement and adjustment to 
bh) 

encourage the educational growth and motivation of students. 

Remedial programs ad and mathematics ckills, as appro- 

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

in nced of special help. Such a program. should i dg reg- 

ular course offerings and Ss Cnn cf 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 tris t has accepted responsibility for imple- 

menting in good 

Participation in extracurricular ; 

both races should be actively encourage idministrators and 

teachers as a means for developing scho pirit and a feeling 

of belonging 

School organizations - student government, cheerleaders, musi- 

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

criminitory basis and should include students of both races. 

Guidance counselors should be oriented 

leading role in successful implementa 

plan, 

The curriculum should be reviewed and, as necessary, revised 

to provide recognition of Negro history, culture and contri- 

butions to our society. Library books which deal with such 

subjects should be added to school book collections. 

Vocational education offerings should be reviewed and improved 

as a means of providing students of both races with education 

relevant to vocational interests and as a means of reducing 

dropouts.  



Headstart or similar preschool programs for children of both 

races should be implemented. 

Use of Federal and Station education funds should be planned 

comprehensively for maximum educational benefit to all eligible 

children. s 

STUDENTS 

1. The Superintendent should direct each principal to hold special 

orientation programs welcoming students who will be new to a 

school, before the regular school year begins. 

The Superintendent should require each principal to see that 

students are frankly and fully informed about the desegregation 

plan and their responsibilities to help carry it out. Each 

principal should seek to establish rapport and communication 

links with new students to encourage mutual understanding and 

confidence, 

The Superintendent should direct each principal to establish 

a student-faculty human relations committee representing both 

races to aid in the successful implementation of desegregation. 

All school staff and members of the student body should exert 

extra effort to assure the full participation of all students 

of both races in extra-curricular programs, including when 

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

after school to participate in such programs. 

Each principal should request teachers to make themselves 

available to students outside of regular class for counseling 

and extra instructional help. 

 



RESQURCES FOR 
a 

  

In addition to the regular recsour 

available to school officials, 

or carrying out plang of desegrega 

may call upon the fcllowing 

South Miszsissip; 

Center 

University 

Southern Stat] 

Hattiecburg, 

Phone: 

 



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Nurber 
  

Age of L1ding I ot, [ nstruction   
  

  
  

  

  

umbey Portable Clogovoonsa 
    

Kuober 
  

Kurber of Square Feet in Bullding 
  

Number of Acies in School Site 
  

> 8 Ov “1 

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Murlzer of Permanent Teaching Sta 

  

  

Rated Capacity Madmen Budlding Capacity [Lf 0 

    

AP mga Ys oad Total Studer   
  
  

H   

A EAE TB IR MT EAI TA RIG NSE 

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Xa 
AGE 

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ee AR Ee San 3 a RAT I ER 

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LP SOU fo il Lifer fe wh TIAA 

      
To ixrmby oe a ei : . ea 5 rey 
Q{RRO EY ; L008 Lang pori ed 

  

A w : 
Age of Bullding G9e0 ype of Construction (Fret 

La a i ae   

        

Rumbeyr of Portabl LIST | 
  

Rumber of Temporary Clas 
  

Nucher of Square Feet in Building 
  

Number of Bcres in School Site ur 
  

Attach ¢ + 0 {ue gud jects od sources offered. hole LIN UT