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What About Educational Segregation? (Installment No. 1): Schools' Race Study Outlined

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What About Educational Segregation? (Installment No. 1)<br><br>Schools’ Race Study Outlined<br><br>Racial distribution in the pub-<br><br>tention to Jones School since itllength the problems of dealing! 2) Any pattern of racial seg-presents the most conspicuous | with racial imbalance in the|regation that appears in the instance of racial imbalance in public schools. Ann Arbor school system is not<br><br>the Ann Arbor public school) President Albert Coudron, Dr. the result of any racially dis-<br><br>________________________r___- system and since the Board of|Alexander Gotz. and L1 o y d) criminatory policy followed by<br><br>lie schools has been a matter!Education by designating it as Williams, all of the Board of the Board of Education, but of growing concern to the Annja “de facto” segregated school)Education, served as ex officio rather is the result of a pattern Arbor Board of Education. It has singled it out for special members of the committee, took of residential segregation com-has shared this concern with attention. But the total chargepart in the discussion and madejbined with the pattern of the school boards throughout the to the committee extends be- available to the other commit-'neighborhood school system, country. The U. S. Supreme yorid the special and specific'tee members their knowledge)However, it should be pointed Court's decision in Brown vs.|problems arising from racial land understanding with respect Out that the board and public<br><br>Board of Education, holding imbalance at Jones School. to board policies. Jack Elzay,<br><br>racial segregation in public' The committee has viewed its schools when required by law,)responsibility as extending to violates the equal protection the problem of racial imbalance clause of the Fourteenth's it exists at other schools, par-<br><br>Amendment, served as a catalyst for the examination of the whole problem of racial segregation in the schools, and helped to spark the movement now in progress for securing equality of right and privilege, regardless of race or color.<br><br>Although the board’s interest extends to the racial factor in all of its educational aspects and implications, it has been especially concerned with the problem of racial imbalance<br><br>ticularly Mack School. Moreover, the Committee has interpreted its charge to extend also to the related questions of the total contribution the public educational system can make in combatting the evils of racial discrimination.<br><br>The committee has been meeting regularly once a week since early October, 1963. At the outset the committee was given the benefit of studies and<br><br>superintendent of Ann Arbor Public Schools, was kept advised of the committee’s deliberations and met with the committee at its later meetings in order to advise the committee on administrative aspects of various proposals being considered as a means of dealing with the- racial imbalance problem.<br><br>It should be made clear, however, that Elzay and the members of the Board of Education who served on the committee acted in the capacity of source and advisory personnel<br><br>must share the responsibility) for permitting the situation to reach the stage where action such as is here recommended ■ must be taken.<br><br>3) The consideration of the I-problem of racial imbalance,)' particularly as it results in also-called “cte facto" segregated) school, should be directed to the) basic educational aspects of the 1 problem and to the question of)-and responsible policy to}: be exercised by the board in' dealing with it. Any racial seg-j! regation of schools by force ofh law is unconstitutional. Wheth- I er “de facto" segregation aris-1<br><br>and that the committee hasjing out of a pattern of racially i<br><br>promem ot racial imoaiance as . , . the administra- aIK1 tnat lne committee nas ■■■& ■■<br><br>it exists in the school systemJK ,t?5* tte “I!*"* “d<br><br>particularly it may'resultl™ ?"* o“a“' ~>«=« it, stuOy and ,n re.chJlribtttabl. to a state l.t, on, in a pattern ot racial TOjSf3it2?! le " U it, conclusions. M =<br><br>tion in any specific school, and:nieasurin2 lhe relative educa-i On the basis of the mforma- tlon is unconstitutional or othei- ; in educational disadvantage Negro tion, experts knowledge and ^e. illegal is a question to),<br><br>arising from or identifiable with children ii .- •*-=• ■- i«<br><br>such segregation. , |uc Schools, ana otner relevant i.memeu •>.*«* t...u»u —«• --| — event jt should ber<br><br>e. which the final answer has not .<br><br>______„____the Ann Arbor Pub-j views presented to it. supple-<br><br>lie Schools, and other relevant mented by information and re-| ,<br><br>The very high ratio of Negro-data ports from various sources, the- ‘<br><br>children at Jones School, gross-) m order to acquaint itself as committee has spent many|tee serep?!;t js pot oremTs^on1' ly disproportionate to the ratio,thoroughlv as possible with hours in its efforts to appraise; “ eport is not premised onj;<br><br>of Negro children to tne totai|the pr0blems involved and par-[the significance of the data JJ* Sg J^ttothSS “d:| enroUment in the Ann Arboriticularly with the Jones school I presented to it, to evaluate both « segregation in the nub i School District, has led the|situatiorii the committee invited1 the total picture with respect *uact° h^,f gThe eiZhasis in<br><br>Board of Education to desig-jschool personnel with specialjto racial imbalance in the pub-nalp .Tnnps Schnol as a “dpli-----------1—H..nnn;nnnA tdlir sphnnl system and the Soe-<br><br>. lie schools. The emphasis<br><br>senool personnel witn special rpnort ic „n the resi<br><br>iknowledge and experience ^als^°‘b7f!.ms preseSted^at^'dy of the board and the meet with the committee and)cial problems presented at .<br><br>responsi-l,<br><br>nate Jones School<br><br>facto” segregated school. meet w[th the committee andciai piuuicms «.n, - meptinc thp nrohlpm'<br><br>In order to enlist community!to give the committee the bene- Jones and Mack Schools, to de- context of the great'<br><br>interest in the problem of ra- fit of their knowledge, expert-1 termine the educational issues;movement 0f our dav to secure! cial imbalance in the publiclence and opinions in appraising at stake, and to identify as,Pr®‘ eauai rights and orivileges for1 schools and to secure the bene-lways and means of dealing tant to the U-M director of ad- ™ J,lV.Ue5eS.^|<br><br>fit of the views of a citizens’)with the problems. missions, also met with the ^<br><br>authorized the creation of a citi- Robert Stevenson, principal of[cisely as possible the nature of zens’ committee with the re-lJones School, Harry Mial.lthe problems arising out of and sponsibility of studying the-school psychometrist and for-) associated with racial imbalance<br><br>hind school segregation.<br><br>problems and of making ommendations to the Board.<br><br>It should be made clear at the outset in this report submitted by the committee that the charge given to it wide one. As stated board’s resolution and letter of appointment sent to the members, the committee’ responsibility is “to study the distribution of racial population in the public schools of Ann Arbor and to make recommendations accordingly.”<br><br>This point is emphasized since the committee has at times been identified as the “Jones School Committee.” To be sure the committee has devoted a major share of its time and at-<br><br>classroom teacher at Jones School, and Miss Marion Cran-principal of Burns Park School. Leonard Hoag, principal of Forsythe School and a member of the committee, reported on the experimental program for pre-school children in connection with the Perry School in Ypsilanti.<br><br>William Morse of the University’s School of Education discussed with the committee the educational .factors involved dealing with the problem of racial segregation in the schools and reported on plans being tried in various communities to deal with the problem. Leonard<br><br>the school system, and to consider and to weigh alternative proposals for dealing with the problems.<br><br>Its findings,-its understanding of the critical problems, its evaluation of various proposals and its recommendations set forth in the parts of this report that follow.<br><br>This introductory part of the report may appropriately be concluded with some general observations 1) The Ann Arbor Board of Education should be commended for its sense of serious concern with the problem of racial imbalance as it affects educa-<br><br>Sain, educational specialist, and tional opportunities and objec-<br><br>now serving<br><br>special<br><br>tives.