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!:05rON PUBLIC LIBRARY
COMMONWEALTH OF MASSACHUSETTS
BOARD OF EDUCATION
REPORT NO. 2
TO THE UNITED STATES DISTRICT COURT,
DISTRICT OF MASSACHUSETTS
ON
BOSTON SCHOOL DESEGREGATION
VOLUME 11
FEBRUARY 1, 1984
BOSTON PUBLIC UBRAW
700 Boylston Street
Ni Boston, MA 02117
MASSACHUSETTS BOARD OF EDUCATION
Dr. Donald R. Walker, Reading, Chairperson
Mr. Howard A. Greis, Holden, Vice Chairperson
Ms. Darcy Fernandes, Wareham
Mrs. Anne C. Fox, Needham
Rev. Paul V. Garrity, Maiden
Ms. Milca R. Gonzalez, Worcester
Mr. James R. Grande, Hanover
Mrs. Loretta L. Roach, Boston
Mr. Joseph C. Savery, Lee
Ms. Mary Ellen Smith, Boston
Mrs. Mary C. Wright, Falmouth
Mrs. Dorothea A. Zanetti, Wilbraham
Dr. John H. Lawson, Commissioner of Education, Secretary
Mr. John B. Duff, Chancellor, Board of Regents, Ex Officio
Report Coordinated by —
Franklin Banks, Special Assistant to the Commissioner on
Boston Desegregation
Produced by the Bureau of Operational Support
Cecilia DiBella, Director
Susan Gardner, Publications Coordinator
Susan M. Ridge, Typographist
The Massachusetts Department of Education insures equal employment/educational opportunities/affirmative action regardless of race,
color, creed, national origin or sex, in compliance with title IX, or handicap, in compliance with section 504.
Publication of this Document Approved by Daniel D. Carter. State Purchasing Agent
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VOLUME II
GOVERNMENT DOCUMENTS DEPT.
^^ BOSTON PUBLIC LIBRARY
H^ 700 Boylaton Street
%^ Boston, MA 02117
Table of Contents 1^,^.
Introduction
Page (at bottom)
1
Assignments
■ Overview
Historical and Present Compliance
Extended Day Kindergarten
Magnet Elementary Schools
High Schools
HHORC and Magnet Vocational Programs
Other Minority Students
White Enrollment Patterns
5
9
27
3H
49
61
71
77
Staff
Monitoring Report
Documentation
99
105
Special Desegregation Measures
Overview
Tobin K-8 School
Burke and Dorchester High
East Boston Business Magnet
Examination Schools
151
183
190
202
213
Special Education
Monitoring Report
Documentation
271
286
Bilingual Education
Monitoring Report
Documentation
Occupational and Vocational Education
Monitoring Report
Documentation
3^3
359
391
420
Transportation
Monitoring Report
Documentation
449
455
Facilities
Monitoring Report
Documentation
469
472
Safety and Security
Monitoring Report
Documentation
475
493
Student Discipline
Monitoring Report
519
Page
Institutional Pairings
Monitoring Report
Documentation 535
539
Parent and Student Organization.c^
Parent Organization Report c-n^
Parent Organizations Documentation con
Student Organizations Report r^i
Student Organizations Documentation 533
Introducticn
This Is the second report to the Federal District Court on the progress of de-
segregation in Bostcn Public Schools, as mandated by Msmorandum and Orders of
DisengagenEnt , Decenber 23, 1982.
VolunE I is a summaiy of the major findings and reconnEndations contained in
the complete reports sxibmLtted for each of the twelve desegregation areas in
Volume H
Each of the twelve reports in Volume H contains the following major divisions:
I. Monitoring Report
A. Object Ives and Questions
B. Method
C. Findings
D. Commendations
E. RecOTraendations
H. Support Documentation (letters, statistics, memoranda in
si?)port of specific findings)
The following department personnel were responsible for the reports submitted:
1. Assigimsnts
2 . Staff
3. Special Desegregation
Measures
^. Special Education
5. Bilingual Education
6. Occunaticnal Education
Key
Monitors
Operative
Monitors
Charles Glenn
James Case
Nan Stein
Charles Glenn
(Exam Schools)
n It
If n
n n
Judith Taylor
Maureen Vferk
Prank-Hn Banks
Nan Stein
Dan French
Roger Brown
Judith Riegelhaupt
Pamela Kauftnann
Marie Tilndahl
James Case
Ernest Mazzone
Oilman Hebert
Marie Eberle
Rudolfo Rodriguez
David Cronln
Elaine Caddigan
Naisuon Chu
-1-
6. Occupational
Education
7. Transportation
8. Facilities
9. Safety and
Security
10. Student Discipline
11. Institutional
Pairings
12. Parent and Student
Organizations
Key
MOTiltors
Charles Glenn
John Raftery
Franklin Banks
James Case
Jamss Case
Operative
Monitors
Mamie Jones
Iherese Alston
Judith Taylor
John Calabro
Samuel Pike
George Perry
Dan French
James Case (Parents) - Doreen Wilkinson
Marion Gillom
(Students) - Dan French
In additiOTijthe Director of the Greater Boston Regional Center, Marlene Godfrey;
has provided much of the coordination, manpower, and support needed for several
aspects of the monitoring and report writing.
-2-
Assignments
MASSACHUSETTS DEPARTMENT Or EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
Analys's of Fall V3S3 Enrorirnerits: Overview of Fall Enroriment Monitonng
Seven rriomtoring issues are covered in separate "essays" in this section of
the Report:
(A) Compliance with Court-ordered Desegregation Standards
(B) E::;tended Day Kindergarten Programs
(C) Magnet Elementary Schools
(D) High Schools
(E) ORCy'Citywide Vocational Prograrris
(F) Distribution of Other Minority Students
(G) White Enrollment Trends
For related issues, see the section on "special desegregation measures," which
includes enrollment analyses of a number of individual schools.
MuNITORING ObJhCTIVES
(A) Compliance page 9
How many schools are in compliance with the permitted ranges for Black and
white enrollment, and how does this comipare with previous years since the
Court-ordered desegregation plan was implemented, in 1975? Do certain schools
have persistent patterns of non-compliance? If so, are there special
circumstances which contribute to this outcome? What are the prospects for
desegregation of schools which are out of compliance in November 1983';-'
Overvnew of Fall Enrc'lrrnentE pess i
(B) E>;tend£G Day KinoerssrLen Programs page 27
EstaDnErrment of new e;ctenaed day programs was approved last Spring aespite
concerns tnat certann wol;1g not be desegregatea. ano SLioseQuentTy assTgnrnentE
to a;;tenGed day programs were approved despite non-compliance v-'ith the
permitiea ranges in a niimber of casesi on the oasis of commiitTrients to recruit
additional kindergarten students and to restrict assignment of over-represented
racial applicants groups until success-^u" recruitment of underrepreEented
students. What have been the results of recruitment and assignments since May
1583? Have the coririTiitments been kept? and what contribution do these prcgrsmiE
make to the desegregation of the schools wnere tney are housed?
(C) Magnet hlementary Schoo's page 34
Concerns were e:-;='reEsed, in the last Report) about potential enrollment
instability in somie of the ten 'magnet elementary schools. How do thev
enrollments Iooki and what proDlems need attention?
(D) High SchoolE page 49
The Cou""t has ordered developrrrent of a plan for secondary school facility use
and desegregation, pararie": to the plan under "■.■■hich elementary anc m^iddle schools
were affected (and some closed) in beptemiber 1 3S1 . What is the status of
desegregation of Boston's high schools, and how much evidence ie there of efforts
to bring themi into compliance?
(E) ORC/Citywide Vocational Programs page 61
Assignmients to cityi/Hde vocational programs at the Occupational Resource
Center and in five district high schools were approved last Sprang desPite
evidence that many w-'ould be out ot" compliance with the permitted ranges for
Overview of Fall Enronments page 3
enronment by racei and would enroll dTsproportionate numbers of female and male
students. Ample unused program capacity held out the promise that additTonal
recruitment and counselling could bring at least some programs into compliance.
To what e>;tent are these programs now in compliance vjith enrollment goals?
Which programs have especially disproportionate enrollments?
(F) Distribution of Other Minority Students page 71
The last report looked at the distribution of other miinority students not
enrolled in bilingual programs, and raised potential equity concerns. This
analysis has been updated. Where do these students go to schoolj and where do
they seem over- or underrepresented?
(G) White EnrolliTient Trends page 77
It IS common i^nowiledge that wihite public school enrollment has declined in
Boston, as in other cities and indeed statewide. What is the e;-tent of this
decline in the last five years, and are certain schools more affected than others?
Is there evidence that some schools are less able than others to persuade
assigned white students to attend, or that this problem is more prevaleni: in some
sections of the city'' To wihat extent are non-public schools in Boston
desegregated, and what proportion of all white students attending school in
Boston attend desegregated schools?
NEXT STAGE OF MONITORING
In reviewing space matrices, prograrri locations, and assignmients for ^all
1984, the experience of the first two phases of monitoring will pose questions
more snarpTy than wias possible in early 1 9S3. In particular, the pattern of
assignments to substantially-separate special education programs, to extended
day kindergarten programs, and to citywnde vocational programs (including the
-7-
Overview of Fall EnrollmentE page ^
ORC) will be reviewed in relation to the outcomeE of the last round of aEEignTnentE,
aE obEer\'ed nn November 1 9S3.
The level of new asEignmentE to magnet elementary scriools '-especially
JackEon Mann and Hennigan) and to high schools (Brighton, Jamaica Plain, Burhie,
South Boston, English) which were not in compliance this Fall will receive close
attention.
-MASSACHUSETTS DEPARTMENT OF EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUnITt
^r.alysis of Fall 1983 Enroriments: Histoncal and Present uoimpliance
The Board of Education has directed us to place our review of corfiPliance
with the desegregation objectives of the Court m an historical context, noting
which schools show a persistent failure to achieve coinpliance with the
permitted ranges for each racial group. With inforrnation providec by Mr.
Coakley we have established, for each school presently in operation, b
"compliance history" since 1975, the first year of desegregation under the
plan ordered by the Court to replace the State Board's 1974 "Short-terrri
Racial Balance Plan",
Please note eacn of the following oefore drawing any conclusions from the
data ana analysis:
* three racial categories are used in all discussions of compliance:
Black, white, and other minority (including Hispamcs, Asians, and Native
Americans or Indians.!.
* kindergarten assignrfients are covered c^y separate orders, and
knncergarten enrollments are not included in the analysis which follows (but
see the discussion of Extended Day Programs)/
* the Court has set up two standards. For schools in districts I - VIII
there is a rather generous requirement that the enrollment of each racial
group be vMithm 25% plus or minus the "ideal" for that district.
Example: elerrientary schools in District VI can be fromi 23% to 45%
Black, 28% to 46% white, and 19% to 33% other minority.
For city-wide magnet schools m District IX (and this includes half of the high
school enrollment.* the requirement is much stricter: the permitted range is
five percentage points plus or minus the citywide "ideal" for white enrollment.
•9-
HiEtoncal £; F'resent Compriance psge 2
and five Percentage Points plus or minus for the corribined Black and other
minority enrollment.
Exaffiple: elementary schools in District IX can be from 49% to 55%
Black, 16%- to 26% white, and 25% to 29% other minority.
* In March 1982 the Court approved a revision of its previous assignment
requirements. The most significant aspect of this revision is that each
school would hereafter be luoged by a standard set for its grade level (1-5,
6-8, 9-12; rather than by a K-12 standard. We had supported this approach
for several years, since it establishes a realistic standard which is more
possible to Tfreet, and so actually improves accountability while autorriatically
bringing some schools into compliance which had, for essentially technical
reasons, been persistently out of compliance. It is necessary to l-:eep this
change in mind when comparing the compliance history of a school from 1975 to
19S1 witn Its compliance record in 1932 and 1 9S3.
Students who require bilingual programs must be "clustered" to provide an
effective concentration of resources and educational options, even if this
requires assignments across district lines. Host such students fall into the
"other minority'' category (Hispanics, Chinese, Vietnamese, Lao, Khmer, Hmong)
though sovTie are reported as Black (Cape Verdean, Haitian) or white (Italian,
<3reei<i. Altogether, 38% of the "other minority" students in Boston last year
were in bilingual programs (40% of the Hispanics, 37% of the Asians). The
clustering of rnany of these students in particular schools for bilingual
prograffis has a double effect upon desegregation: it tends to mak:e those
schools e>cceed the permntted range for other minority enrollment (which is set
on the basis of the total number of other minority students residing in the
district, wnether or not in bilingual programs), and it tends to miake the other
schools, to which those students would have gone were it not for a programi
assignment, fall below the permitted range.
The Court has recognized that it is sometimes necessary for the School
Defendants to fail to comply with assignment requiremients in order to assure
that students receive bilingual education if appropriate. For the same
reason, our analysis of compliance has placed more stress upon the
-10-
Historical &. Present Compliance page 3
requirements for Black ana wnne enrollment than upon that for other minority
enrollment. Even with that limitation, of course, the Black and white
enrollment in a given school can both be above the permitted range if the
other minority enrollment is very low. Only a case-by-case examination of
the schools with poor compliance histories can reveal what impact bilingual
and other program considerations may have had.
* Another distorting factor is the sue of a particular racial group in a
district. In the case of District VI, cited above, the three racial groups are
in roughly equal numbers, and the result is a permitted range in each case of
between 14 and IS percentage points. In District IV, on the other hand, the
Black Share of the total enrollment is so large, and the other minority share
so small, that the permitted ranges vary sharply. The "window" for Black
enrollment is frorf. 55% to 91%, or 36 points, while that for other minority
enrollment is from 4% to S%, or 2 points. It is obviously hard to miss the one,
and hard to hit the other! In fairness, then, the compliance history of any
school must be considered in the context of the standard by which it is being
judged.
Schools with a poor history of compliance
Our method will be to list and discuss those schools which have been out
of compliance with the permitted ranges for Blaci;: and/or white (not other
minority) at least half the timie over the nine-year period from 1975 through
1933. A school out of compliance every year on Black enrollment but always
in compliance on white enrollment would have a 50% compliance record! so
would a school out of compliance four times on Black enrollment and five times
on white enrollment. The maximum possible chances to be out of compliance,
then, IS eighteen, or two per year.
16 out of IS
no schools
-II.
1 7 out of 1 S
Lewenberq Middle
Histoncal & Present uomphance page 4
16 out of IS
Thompson Middle
Chittick Elementary
a "special desegregation" school
1 5 out of 1 y
Shaw Middle
Burke Hign
Marshall Elementary
a "special desegregation" school
a "special desegregation" school
14 out of 18
Lee Elementary
Russell Elementary
Lewis Middle
a "special desegregation" school
1 3 out of 1 8
Mendel! Elementary
Lyndon Elementary
caused by high "other minority" enrollment
1 2 out of 1 8
Henmgan Elementary
Ellis Elementary
a magnet school! large bilingual program
a "special desegregation" school
1 1 out of 1 8
J.F.Kennedy Elementary
Kent Elementary
Timilty Middle
Farragut Elementary
Winthrop Elementary
Jackson/ Mann Elementary
caused by high "other minority" enrollment
a magnet school! large bilingual program
1 0 out of 1 8
Winship Elementary
DearDorn Middle
Taylor Elementary
-12-
Historical & Present Compliance page
Dorchester High School a "special desegregation" school
Higginson Elementary
These 24 schoolsi then, were out of compliance with the requirements for
Black ana white students more than half of the time over nine years. It would
be a mistake to place too much weight on such a simple analysis, however.
The Higgmson. for example, is located m a heavily Black area! in 1975 and
1376 it enrolled too high a proportion of Black students, and in 1975 through
1981 it enrolled too low a proportion of white students. Through vigorous
program development and student recruitment, assisted with state
desegregation funding under Chapter 536, the school was in compliance for
both groups in 1982, and this Fall slightly exceeds the white permitted range,
with 31% white enrollrrient m grades 1-5. It used to be accepted wisdom that
white parents would not send their children to schools in which they were not
m the majority; the Higgmson has increased its white enrollment in grades 1-5
from 15 in 1 37S to 41 in 1983, a 173% increase, without being a magnet school.
38 of those students ride a bus to school. While the record of the Higginson
IS exceptional, it should warn us not to rely too heavily on aggregate figures
from the whole period of desegregation in Boston.
There are certain schools which have fallen below the permitted range for
white enrollTiient every year, including this year and last. They are:
Tobin Elementary Jamaica Plain High School
Ellis Elementary J.F.Kennedy Elementary
Thompson Middle Chittick Elementary
Burke High School Marshall Elementary
Emerson Elementary Blackstone Square Elementary
Two other schools have fallen below the white range for eight of the past nine
years, including this year and last:
Lewenberg Middle R.S.Shaw Middle
Two others have fallen below for seven out of nine years, including this year
and last;
Roosevelt Middle Russell Elementary
Three schools have fallen Delow for six out of nine years, including this year
and last:
13-
HiEtoncal ii Present Compliance page 6
Cleveland Middle Wilson Middle
DsarDorn Middle
These seventeen schoolsi it is fair to say. have a persistent proDlero in
enrolling enough white students to meet the Court's desegregation
requirements. It is no surprise to find that three of them head the list ot the
schools with the greatest "shrinkage" from white students assigned in May
1983 to white students attending in November 1983:
% Loss
Chit tick 69%
Marshall 55%
Ellis 51%
Wmle. of the seventeen, only five nave Deen designated DV tne Court for
"special desegregation" rrieasures (not counting the Tobin), the enrollment
history of the others suggests that, at the least, the School Department
Should seek to replicate wnat nas worked well at certain schools (the
Higgmson, the Pauline Agassii Shaw, for example) to attract and retain white
students.
Proportionately, it is middle schools which have had the greatest
difficulty in achieving compliance. In large part this may be the effect of the
siphoning off of large numbers of white students to Boston Latin School and
Latin Academy for the seventh and eighth grades, as demonstrated on tne
following chart (with 1930 figures, in an analysis by the Department of
Implementation), Those cited above for poor compliance records are
indicated with an asterisk.
Middle School White students to exam schools
37
15
64
114
104
Edison
Taft
Cur ley
Lewis
«
Roosevelt
*
Irving
Lewenberg
*
Shaw
«
-14-
Histonca'l & Present Compliance page 7
Roger E 78
Thompson * 48
Cleveland * 25
Holmes 29
Wilson * • 57
Dearoorn * 7
Gavin 3S
McCormack 26
Edwards 15
Michelangelo 2
Timrnlty * 25
Barnes IS
CnevsrLis 11
(The wide variation in levels of examination school attendance is an
interesting indication 07 which sections of the city tne enrollment of Boston
Latin School and Latin Academy are drawn fromi it will be noted that the
non-compliance of certain schools, including the Roosevelt, Cleveland!
DearDorn, and Timilty, cannot be attributed to the competition of the
e::-;amiination schools..'
Assessment of overall compliance history is complicated by the change of
standard which took effect in 1982-83. The years 1 S75 to 1981 may be
coiTiPared with one another, and we find significant initial compliance progress
on Black enrollment, with a deteriorating recoro of compliance on white
enrollrfpent:
Year Black Range Schools out of Comipliance Wnite Range
1 975 47 46
1975 39 46
1977 30 47
1978 37 46
1 979 32 46
1 930 32 39
1S81 32 57
The sharp increase in the numoer of schools out-of-compliance with the
permitted range for white enrollment from 1930 to 1981 is surely related -
15-
Historical & Present Compliance page 8
though it IS not clear why - to tne closing of 27 schools in September 1981)
after several years of planning ano hearings. During the planning process
options were prepared for the reassignment of stuaents from tne scnools tobe
closed in such a way tnat compliance would be irnprovedi but the eventual
reassignments were if anything negative in their impact.
The figures given above aggregate schools which were aciove the permitted
ranges with those -which were below. In 1975 there were 43 schools above the
range for Blac!; students, and five above the range for white students! four
were below tne range for Black and thirty-mne below that for white students.
The pattern of non-compliance, m other words, was remarkably consistent, ,,
with many schools enrolling too many Black and/or too few white students.
This pattern had changed significantly by 19S1, with a shift m the pattern
of non-compliance witn the Permiiien range for Blaci< stuaents: nineteen
scnools were above the range, and thirteen below it, while the 1575 pattern
remaineo substantially unchanged for white enrollment (54 below, 3 above;. It
seems likely - though a school-by-school analysis nas not been made - that
tne growing number of scnools below the range for Black enrollment had been
affected by the rapidly increasing other minority enrollment, especially in
schools with bilingual programs (see the discussion, in the section on magnet
elementary schools, of the Hennigan and Jaclisor Mann schools.).
The impact of the change in miethod of determining the permitted ranges,
which went into effect in 1932, was slight m the aggregate tor non-compliance
wnth Black enrollment requirements (ISSl: 19 above, 13 below! 1983; IS above,
10 below.i, but in fact this aggregate conceals 17 schools coming into
compliance ana 14 schools going out of comipliance as a result of the new
stanaard (and, of course, population changes).
The aggregate impact was much greater for compliance with white
enrollment requirements. In 19S1 53 schools u;ere Delow the permitted range
for wnite enrollment, and 3 scnools abovei m 1933 26 scnools are below and 13
schools aoove, witn some schools moving froro non-compliance to compliance.
-16-
Histoncal & Present CorriPlTsnce Page 9
Gti-ierE- from comphance 'o non-compliance, and the Lyndon in West RoxbarV
going from unaer-enrollment to over-enroHfrient of white stuaents.
The Lynaon will serve as a warning against attacmng any great
significance to these "non-compliance' figures in the aggregate. In 1981 the
scTiOol enrollec 17 white stucents in grades l-5i and in 1 SS3 it enrolls 255 as a
result of this minrmal iana encot!raging!i change the scnool appears again and
again in enrolrrrient analyses as naving an unusual enrollriient record. Only a
school-oy-school analysis, ss Delow, can give a true picture of the extent of
racial segregation remaining in the Boston schools.
i_-cmparin
with tne '-urrent yea)
inc some progress;
41
39
i_ast year, tnen, tnere were /: instances (not scnoolsj or non-comp:iance
with the permitted ranges for BlacK or white students- ano this year tnere are
63 instances of such non-comPliance. Nine scnools are out of comipliance with
doth ranges this year, twenty are out of comipliance only with the Blaci-:: range,
and thirty only with tne white range.
JNon-L-omp nance in
uioser analysis snows tnat some ot tnese instances are mo
others. These schools are out of compliance with botn ranges;
■e serious tnan
Garfield (IJ
Agassiz (Il.i
J. F. Kennedy (II)
Lewenberg (III;
F.D.Roosevelt (TV)
DearDorn (V'l.i
Warren Prescott (VII)
King (IX.i
Guild (IX)
over diaci;, over white
under Black, under white
unoer Blaci-:. under winite
over BlacK, under u.inite
unde" Blacii, over white
over Black, unaer white
unaer EHacK, over wnite
over Eilaci:, unoer white
over BlacK, over i/imte
17.
HTStoncal l: Present Cumpliance Page 10
The Giarfielcit AgaESiz. Kennedy and Guild are in aistrictE witn large o^ner
rmnority enrollmentsi vjrncri require clustering of other minority st'jaents for
DilmgLial programs at certain Echools? including the Agassir and f:.ennedy<
which there&y fall below the perrmttGO ranges for BlacK and white students.
The reciprocal effect is seen at the Garfield and Guild; Decause of clustering
of other rrnnonty students at other schools in their districts for bilingual
eaucationi they have Decorrie too high in Blaci:: and white enrollment by the
standards set for their districts) standards which reflect district-wide
enrollment including other minority stuoents. These instances of
'■non-compliance" are not significant.
The other five schools are classic cases of "racial identifiaoility"!
schools which enroll too high a proportion of the racial group which
cnaractenzes the area where they are located, and too low a proportion of
the racial group requirec to achieve desegregation. The i_e<"ienDerg Midcle m
Msttapan. the King Magnet Middle in Dorchester, and the Dearborn Middle in
fto>;bury each has a history of controversy around desegregation, and each
must make a special effort to attract and retain white students. The
Lewenberg has now unaerenrolled white stuoents for seven years straight, and
the Dearborn for five. Desegregation of the King through recruitment of
white students for voluntary transfers was one of the early success stories
of desegregation in Boston," unfortunately, the rmpetus seems to have slowed,
and the school has underenrolled white students, despite housing the District
IX Acaderriically Talented Program, for three years straight.
The F.D.Roosevelt in Hyde Park and the Warren Prescott in Charlestown
are underenrolling Black students and overenrolling white! this should be
readily correctable, in view of the reverse situation in a number of schools in
their respective districts.
There are thirteen schools which are within the permitted range for white
students, out over that for BlacI; students:
Farragut (I)
Lewis Middle (ID
Longfellow (II)
-18-
Historical Sc Present Comp nance page 11
McConTiacI:: Middle (V'l.i
Mason (VI)
Tynan (VI.i
WinthroP vVI)
East Boston High (VIII)
Adarris (VIII)
Alighieri (VIII)
Bradley (VIII)
Otis (VIII)
Haley (IX)
Of these, five are in East Boston and their "non-compliance" is a function of
the e;ctremely low range (l%-3%) for Blacl; students! the Bradley is "too high"
with a 5% Black enrolVment; the Alighieri has only 7 Black stuaentS' In the
case of East Boston High School the Business Magnet program, itsel^?
predoiTiinantly minorityt creates an apparently high Blaci< enrolliTient m a
school which IS otherwise almost entirely white.
The remaining eight schools which are too high in Blacl-:: enrollment include
four m District VI. South Boston/Roxbury. In the analysis of white
enrollment trends, we found that an number of District VI schools had
increasing white enrollments, and that overall white enrollment is declining
less in this district than in any of the others which have been desegregated.
The WinthroP has seen an encouraging 35%. increase (from 31 to 51 ) in its
grade 1-5 enrollment, despite being an old builoing m a Black neighborhood.
If this trend continues, it may be that one or more of the four will come into
compliance.
The Farragut, as noted in the section of this report devoted to Extended
Day Kinaergarten, is located near the Harvard Medical area, with new and
expensive housing nearby. Prospects seem good for stable desegregation of
this school, with few students needing to come from a distance! presently only
13 out of 32 Black students and 14 out of 45 white students require
transportation. Tne Longfellow is located in a predorriinantly white area
which sends few children to the public schools for grades 1-5, despite a
kindergarten which is 85% white! this year there are 29 white children in
-19-
Historical Si PreEent Compliance page 12
kindergarten out only 7 m the first grade. It seems likely that it could De
desegregated with vigorous recruitment frorri its assigned geocodes. The
Haley IS out of compliance to an insignificant degree.
The Lewis Middle School, on the other hand) is a school whose prospects
for desegregation do not seem particularly bright; the other two rniddle
schools in District II are also below the permitted range for white students.
Even when it was the middle school for the Model Subsysterri, Detween the
successfully-desegregated Trotter Elementary and Copley Square High
Schools, the Lewis was over the permitted range for BlacK students each year,
and below that for white students most years.
There are six schools which are within the permitted range for vjhite
students but below that for Black students:
Vnnship (I)
Mc Cor mack Middle (VI)
Edwiards Middle (VII)
P.Kennedy (VIII)
Hennigan (IX)
Jackson Mann (IX)
The Kennedy in East Boston enrolls no Black students! two would bring it
into co'mpliance! The other five schools house la'-ge bilingual pros'^ams wihose
students are "other minority"! this forces down the Blaci: proportion. In none
of these cases is there significant "non-compliance".
There are twenty schools which comply with the permitted range for Black
students but enroll too fewi white students:
I Brighton High Tobin K-S
II Jamaica Plain High Cur ley Middle
Roosevelt Middle Ellis
Puller
III Shai.v Middle
IV Thompson Middle Chittick
V Burke High Cleveland Middle
•20-
HiEtorical it. Present ComplTsnce page 13
WilEon Middle MarshBll
VI South Boston High Emerson
RuEseVi
VII Michelangelo Middle BlackEtone Square
IX Boston High
Brighton High School is a "firEt time offender", with a growing AEian
(including VietnaYriese bilingualj enrollmenti Jamaica Plain High has been below
ihe permitted range for white enrollment for nine years straight. These
schools, the BurKe, South Boston High, and Boston High Scnool are discussed
in the section of thiE report on high schools. In brief, there is encouraging
progress as a result of special desegregation measures at the Buri^e, but a
comparable effort nas not been devoted to Jamaica Plain, with its equally
dismial record of non-compliance. Boston High is a work-study school, and
presumably its enrollment reflects demand for that program. The new
non-compliance at South Boston is a matter of concern and will be
investigated.
Among the middle schools, the Shaw and Thompson are "special
desegregation" schools and are discussed at length in a separate section of
the report. A review of middle school assignments last May (included in the
Spring report) concluded that many would be in non-compliance but that in no
case did assignments among middle schools in a district appear inappropriate.
As noted above, the impact of ejiamination school assignments for many white
seventh and eighth graders brings a number of schools out of compliance.
The Ellis and Emierson are also "special desegregation" schools, and
monitoring found no plans in place to bring them into compliance. White
enrollment at the Emerson has held constant for five years, and it may benefit
from the lowi decline in white enrollment generally in District VI. The Fuller
IS located in a stably desegregated neighborhood, and would be in compliance
i.Mere not a number of Black students transported in to loin those wiho live near
the school. Unfortunately, tnere is no alternative school in the district to
which we could recommend that they be assigned. It is encouraging that there
are currently as many wihite students in the first grade as in the second, third
■21-
Hi5tonca1 ii Present Cornphance page 14
and fourth corribined; the first grade is in compliancei and perhaps over time
the school will reach compliance. The Chittici; is m a racially-transitional
section of Hyde Park, ano rriost of its white Inndergarteners do not remain for
first grade. The Marshall, m Dorchester, is iwith the Lee.i one of the schools
about which the original confrontation between the Board of Education and the
School Committee over racial imbalance remedies occurred. It has never been
in compliance on white enrollment, and it seems unlikely, in view of the rapid
white enrollment decline in District V, that it will.
The Russell is not far out of compliance, and might benefit from the
relatively stable lAihite enrollment in District VI. Blacl<stone Square, on the
other hand, has the lowest white percentage (8%.) of any public school m
Boston, despite having oeen built with extra state desegregation funding. A
very large Hispanic bilingual program (237 students') contributes to the
non-coi'fipliance, but it seems probably that vigorous leadership could attract
more white students out of the racially-mnxed South End to this attractive
facility, (By the way, there are at least five non-Public schools m Boston
with a lower percentage of white students than Blackstone Square..)
There are eight schools which are in compliance with the permitted range
for Black stucents but enroll too high a proportion of white students:
Higgmson (.11) Bates (III) Lyndon (III)
Conley (IV) Mamer (V) Perkins (VI)
Perry (VI) Hale (IX)
In the case of the Higgmson and the Hale, located in Roxbury, the
overenrollment of white students is not alarming, as a prudential rrieasure
against attrition in the upper grades! both schools are discussed elsewhere in
this report. The Mather is a large school in a racially-mixed area! at 19%
white (the permitted range is 10% to 18% for District V) it does not have a
real problem. The Bates, Conley, Lyndon, Perl-ins and Perry are located in
white areas and should not be overenrolling white students, especially m view
of the other schools in their districts which have too few white students.
This IE not to say that geococses should be reassigned, but that a system of
voluntary transfers from within the district to, for e;;ample, the Lee and the
■22-
Historical & Present Compliance page 15
Shaw and the EmerEon (all special desegregation schools'! would be justifiabls
from 3 desegregation perspective.
nummary of Present Non-Compliance
The Board's Spring Report made a preliminary judgment that fifteen
schools had serious desegregation compliance problems, based upon the
projected Fall 1383 enrollments. The list which follows (a recapitulation of
the discussion above) identifies thirty-five schools u.ihich are out of
compliance with the permitted range for either white or BlacI:: enrollment.
Those followed by an asterisk wiere included m last Spring's list as well. A
plus sign follow's those for which, in my judgment, the desegregation prospects
are quite favorable, given program development, vigorous recruitment, and
some fleKiDility aDout transfers, consistent with the approaches recommended
for "special desegregation" schools. This should not be taken to mean that I
would give up any school on the list as hopeless, having seen startling
desegregation progress in other communities as well as in Boston with
"hopeless" schools under the right circumstances, of which the most important
are leadership at the school level and support and flexibility from central
administration.
Schools with too many Black or too few wihite students
Lewenberg Middle *
King Magnet Middle +
Dearborn Middle «
Farragut +
Lewis r'"1iddle *
McCormack Middle +
Longfellow +
Mason +
Tynan +
Wmthrop +
Brighton High +
•23-
Toton K-8
Jamaica Plain High
Cur ley Miad'ie +
Roosevelt Middle *
Ellis
Fuller +
Snaw Middle » +
Thompson Middle
Ch-ttick +
Biirke Hign * +
Cleveland Middle
Wilson Ml dele
Marshall
Soutn Boston Hign +
Russell
Michelangelo Middle *
BlacksTone Square
Schools with too many white or too few BlacI-; students
F.D.Roosevelt +
warren Prescott * +
Conley * +
Perry * +
Bates * +
Lynaon +
Perkins « +
Two schools - the Eliot and the Guild - for which problems were predicted
last Spring do not appear on the present list; in tne case ot the Guild, the
overenrollment of both Blaci; and wnite students is tne result of tne
concentration of ether minority stuaents for bilingual prograrris elsewhere in
tne city-wioe district (.see discussion of the Guild above anc in the section on
magnet elementary schools.*.
-24-
Histoncal J: PrsEent Covnpnance page 2
Triere are thirty-five Ecnools identified nere as having desegregation
probleiTiS. Of thesei twenty seerr.i to offer substantial hope of compliance in
the short rangei giver the combination of favorable ingredients mentioned
above. Anotner fifteen do not seem lilcely to come into compliance, given the
present demographics and pattern of non-public school attendance, barring
really inspired leadership and initiative at one or another of them.
RecoTfiiTiendation
A specific strategy should be developed for the desegregation of each of
the scnools iaentified above as having good prospects for desegregation
compliance, identifying clearly the responsibilities of school-level leadership
and of the central adminisiration. Tne emphasis should be uPon voluntary
measures such as the successful Extended Day Kindergarten Program which
have the potential for attracting students who might leave the system!
altogether if additional miandatory assignments were made. The School
Department's proposal, several years ago, for "beacon schools" should be
studied again, wnth a view to possibly recommenaing a miodification of the
assignment orders to perinit its implementation.
Charles L. Glenn, Director
November 1 98;
-25-
MASSACHUSETTS DEPARTMENT OF EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY"
AnalysiE of Fall 1 9S3 EnrolTmentE: Extended Day Kindergarten Program (EDP)
The Court approved the eEtablishment of "extended day kindergarten
prograiTis" (EDPe) at twenty eleimentary schools for the 1979-80 school year.
The purpose of these programs was to achieve a measure of desegregation, on
a voluntary basTS, at the kindergarten level! regular half-day kindergartens
were and are desegregated to a much lesser extent than are grades 1-5, with
students generally attending a kindergarten near their homes, under the
Court-ordered assignrnent plan. The EDPs, by offering a full-day prograrn,
would encourage some parents to enroll their children in a more distant
school, thus achieving desegregated kindergartens. The enrollment standards
for EDPs was set at those for grades 1-5 in their districts.
Of the twenty original programs, four were not functional as of 1582-83.
because of school closings. Eleven more were approved for the 1982-33
school year, most of them bilingual. A non-bilingual program was approved
for the Higginson School, for example, presumably in support of that school's
vigorous efforts to attract white students. As a I'esult, twenty-seven were
operational in 1982, enrolling 1,005 students in January 1983. (The original
approval for 1979-80 authorized 2,020 places, but was never fully
implemented.)
In January 1983 the School Defendants proposed establishment of sixteen
additional EDPs, and expansion of some of the existing ones. Total proposed
enrollment, including continuing, expanded, and new) programs, was 1,436
students. The proposed programis would, in the aggregate, be 44% Black, 28%
white, and 28% other minority (the November 1933 system-wide kindergarten
enrollment is 38% Black, 39% white, and 22% other minority, while the grade
1-5 enrollment is 49% Black, 24% white, and 27% other minority).
•27-
Extended Day Kindergarten Program page 2
Review of the proposed program e::;pansion considered not only
desegregation concerns but also the equity of availability of the benefits of
an extended day program to minority students and in minority neighborhoods*
and the adequacy of provisions for limited English-speaking students.
Additional information was obtained from the Department of Implementation,
including a school-by-school analysis of the racial character of the
surrounding area. In addition, Mr. Coakley made a commitment to limit
enrollrrient in certain programs of the predominant race until the necessary
number of students of other racial groups had been recruited. Approval was
given for the program expansion on February 23rd, subject to this commitment.
At the end of April the state reviewed EDP assignments to date, and
concluded that problems rriight exist with certain programs located in white
areas, which were filling the white but not the minority spaces;
Parkman Forest Hills
Mozart Roslindale
Grew Hyde Park
F.Roosevelt Hyde Park
Russell Dorchester
Warren Prescott Charlestown
Bradley East Boston
Guild East Boston
An earlier state analysis had noted that the new program locations placed
EDPs for the first time in a number of white areas to which it might be
difficult to attract minority kindergarten students voluntarily: South Boston
(Perkins), Charlestown (Warren Prescott), West Roxbury (Kilmer), Brighton
(Garfield), the North End (Eliot), and Orient Heights (Bradley). This concern
v*ias reinforced by the April review. It was also noted that certain programs
had generally low registration as of late April: P.A.Shaw, S.Greenwood, Eliot,
Hernander.
In the monitoring this Fall, therefore, primary attention has been given to
the extent to which different racial groups are served by EDPs, and the
success of attaining desegregation goals. In this discussion, "approved" will
-28-
Extended Day Kindergarten Program page 3
mean the number of students of a particular racial group (Black, white, or
"other minority") approved for 1983-84 at each school on the basis of the list
provided to the state in January, and approved in February.
School with EDP Compliance in November 1983
Farragut substantially more Black and other minority students than
as approved; however, the enrollment of all groups is in
compliance
Gardner white percent slightly high, other minority
slightly low
Sarfield white enrollment and percent higher than projected, other
minority lower! in February Mr. Coakley commiitted to
assigning three more other minority students and not
assigning additional white students (from the waiting list)!
one iTiore white student was apparently assigned, with one
more other minority.
Tobin Spanish bilinguall almost entirely other minority
Agassir ssmei six of 25 places unfilled
Higginson substantially fewer Black and other minority students than
approved, which is sensible in view of the location! in
compliance for all groups
J.F.Kennedy Spanish bilingual! fully enrolled
Mendell white enrollment higher than approved! sensible for a
school which has been below the permitted range for white
enrollment in grades 1-5 for si>; of the past nine years
Parkman enrolled substantially as approved
Kilmer white higher than approved! within ranges! note, however,
that the Kilmer is an extreme example of the drop-off of
wihite enrollment after kindergarten (40 white students in
kindergarten, 39 in grades 1-5 total) so that the probable
contribution of this program to desegregation is limited
Lee bilingual program drastically underenrolled (27 approved, 7
enrolled! regular EDP: white lower than approved but
within the permitted range (why were additional white
applicants assigned to KiTmer rather than to Lee, in the
same district?)
•29-
E>;tended Day Kindergarten PrograTn page 4
Mattahunt bilingual prograrri (Greek) OK! regular EDP: white enronment
higher than approved, which is sensible in view of the low
white enrollment in the regular prograrri in this school
Mozart enrollment OK
Chittick white enrollment is high, sensible in a school located in
an area of rapid racial change, now predominantly Black
Grew as of February, 5 other minority students were assigned,
but there are none currently enrolled! otherwise enrollment
is as approved
F.D.Roosevelt white enrollment is only half that projected! this is
desirable from the perspective of desegregation, since the
school is in a white area and the regular (non-EDPJ
kindergarten has no Black students
P.A.Shaw this Haitian bilingual program enrolls slightly fewer
students than approved
Dickerman white enrollment substantially (3 vs. 3) lower than approved
but the program complies with the permn'tted range for the
district, at 14% white! in his February memo, Mr. Coakley
calls attention to recruitment efforts for this EDP
Fifield white enrollment lower than approved, but higher than
required
S.Greenwood this Spanish bilingual EDP was projected for a low 5, which
drew objections from El Comite! actual enrollment is 24
Marshall one of the schools with the poorest compliance histories
for white enrollment - below the permitted range for nine
years straight - it is encouraging that the EDP is above
the approved white enrollment! can these students be
retained for first grade?
Mather this is the largest EDP! white enrollment is lower than
approved but within the permitted range
Dever a Spanish bilingual program! enrollment OK
Emerson a Cape Verdean bilingual program! enrollment OK
Mason Blacl< enrollment substantially lower (S vs. 21) than
approved, and than in 1 9S2-S3! EDP seems to constitute
the entire inndergarten and 1/4 of the entire enrollment
of this small school
Perkins this new EDP was of particular concern during the approval
-30-
Extended Day Kindergarten Program page
prGcesEi because of the history of low Black enrollrfient at
the Perldns in South Boston - would enough Blaclc parents
volunteer their Inndergarteners? Mr. Coal::ley has kept his
commitment not to allow the white enrollment to exceed the
minority enrollment and the enrollment results are more
than satisfactory
Russell enrollment OK
Blackstone the Spanish bilingual programi is slightly underenrolled! the
Square regular EDP is higher on white and other minority and
substantially lower on Black enrollment than approved?
sensible in view of the failure of this school, since it was
built, ever to reach the permitted range for white students
Eliot questions were raised, in the review process, about the
location of this program in the North End, on the ground
that it would be difficult to recruit minority students! the
prograiTi was approved after a commitment to recruitment,
for 14 Black, 4 white, 14 other minority students. For
some reason 10 white students have been admiitted, with
only one other -minority student enrolled. This EDP is
unjustifiably out of compliance.
Quincy Chinese bilingual EDF'i enrollment OK
Warren-Prescott establishment of this new program was also justified on the
basis of recruitment efforts, and of the value of
strengthening public school enrollment from Charlestown.
White enrollment (7J is higher than approved (4) and
minority enrollment (14) lower (27); like the Eliot, this
Adams althougn in East Boston, this EDP enrolls somew.'hat more
minority (13 vs. 12) and fewer white (32 vs. 35) than
approved; will the minority students continue to first grade
at the Adams'^'
Bradley questions were raised about creating this new programi at a
school unlikely to attract 20% minority enrollment to a
I :: indergarten class; assurances were given about
recruitment, but in fact only 2 minority students (9%) are
enrolled. White enrollment is higher than approved or than
the assurance given in February. This EDP is unjustifiably
out of compliance.
Guild Although located in East Boston, like the Bradley, the Guild
EDP enrolls miore minority students and fewer white
students than approved, which shows that it is possible!
Hale this EDP, located in Roxbury, enrolls substantially more
-31
Extended Day Kindergarten Prograrfi pags 6
Black (27 vs. 10) and other minority (S vs. 2) stLsdents than
allowed; although white enrollment percent te not below the
perrntted range, thene assignments seem unwise,
hennigan other minority enrollment is 'much higher than approved (15
vs. 5); although not outside the permitted range, this seems
unwise in view of the persistent overenrollment of other
minority (Hispanic) students in the Henmgan and the under-
enrollment of both Black and white students for six of the
past nine years.
Hernanaei Spanish bilingual ED^': enrollment OK.
McKay Italian bilingual and regular EDPs." enrollment OK.
COMMENTS
Recruitment efforts, assignments, and enrollments for extended day
inndergarten programs are generally co'mmendable, but attention is called to
problems with certain programs:
Kilmer
Grew
Eliot
Warren Prescott
Bradley
Hale
Hennigan
If these prograiT;s are to continue in 1983-84, recruitment should be vigorous
and early; proposed assignments to these EDPs will be watched with particular
care next Spring.
In general, however, the extended day kindergarten seems a useful
component of Boston's desegregation effort. Several special desegregation
schools have sucn programs to attempt to increase their white enrolrment; two
principals mentioned their frustration that non-geocoded EDP students were
reassigned to other schools for the first grade. At the Higgmson, a school
which has made particularly successful desegregation efforts without a
special designation, these students were apparently permitted to rerriain and
-32-
Extended Day Kindergarten Program page 7
contributed sigmficantly to desegregation. If this mas possible at the other
schools visitedi the principals seerried unaware of it! such a provision seerns
sensible from a desegregation perspective.
The demand for extended day inndergarten appears strong arriong all
racial groups, though we noted that several of the bilingual EDPs were
under-enrolled. Total EDP enrollment as of November 3rd was 583 Black
(43%). 377 white (23%), and 408 other friinority (30%); because of the bilingual
programs, other rriinority students are over-served by ejctended day
kindergarten, which must be considered a significant effort to improve their
long-termi educational performiance.
Charles L. Glenn, Director
November 17th 1983
•33-
MASSACHUSETTS DEPARTMENT 0~ EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
Analvs-JE- of T383-4 goston Enrol hTients: Magnet Elementary SchoolE
Boston operates ten magnet elementary schools under the 1975
Desegregation Order. Desegregation of these schools is achieved entirely
by voluntary attendance by students whose parents make applications in the
Spring of each year on a city-wide basis.
Eight of the schools are expected to achieve racial proportions which
reflect system-wide enrollment in grades 1-5, except those students resident
in District VIII (East Boston). Racial/ethnic percentage goals for 1 9S3-S4
were computed in early April 1983:
Ideal Permitted Range
Black 52% 49% - 55%
White 21% 16% -26%
Other 27% 25% - 29%
Sources: May 10, 1975 Order! March 24, 1 9S2 Order! April 12, 19S3 memo from
John Coakley to John Canty.
The McKay School in East Boston is required to reflect city wide
percentages in grades 1-5, thus including East Boston:
Ideal Permitted Range
Black 47% 45% - 49%
White 28% 23% - 33%
Other 25% 24% - 26%
Sources: March 24, 1982 Order, with percentages calculated by me from the
April 27, 1933 print-out of proposed assignments.
The Hernandez School in Dorchester is required to comply with the
following provision of the May 10, 1975 Order, reaffirmed by the March 24,
1982 Order: "The Hernandez School, which contains a citywide
Spanish-English bilingual program, miay enroll a student body up to 65%
-34-
Magnet Elementary School Analys-is page 2
Hispanic. Non-Hispanic other rfiinority students will be eligible along with
white and black students, within the remaining 35% of school capacity" (page
75f.).
The chart which I have prepared applies the standard set for the eight
schools to tne other two as well) in order to consider the overall impact of
magnet schools, but in my discussion I will take into account the special
criteria set for the McKay and Hernandez.
Further language in a March 10, 1982 School Department proposal
approved by the Court in the March 24, 1982 Order should be noted:
Exceptions to the variation limits . . . shall
continue to be permitted where necessary to allow.'
appropriate bilingual and/or substantially separate
special needs assignmients.
Several magnet elementary schools are heavily impacted by bilingual and/or
substantially separate special needs assignments:
School 1983-84 Bilingual 1983-84 Sub. Separate
Cur ley 0 0
Guild 0 0
Hale 0 0
Haley 0 0
Hennigan 139 (Spanish) 49
Hernandez 115 (Spanish) 0
Jackson/Mann 1 97 (Vietnamese) 31 *■
McKay 82(Italian/Portugue5e) 0
Ohrenberger 53 (Lao/Khmer) 21
Trotter 0 20
* does not include 146 substantially-separate students in the Horace
Mann section of the facility
The enrollments of magnet elementary schools will be analyzed m two
ways: to determine how closely each school meets the desegregation goals in
the three racial/ethnic categories, and to assess the relation between Black
and white enrollment. The second analysis will permit us to set "other
■35-
F^'lagnet Elemeritary School AnalysiE page 3
minority" enrollment aside and thus to avoid the distorting effect of bilingual
programs (except the Italian progrsmri) upon racial proportions. The ratio
between "ideal Black percentage" and "ideal white percentage" for 1 9S3-S4 is
2.48/1 1 and the white and Black proportions of each school will be assessed
for proxrmity to that ratio.
These are the questions which I will be asking of the enrollment data
and projections:
* Is each school in compliance in the three racial/ethnic categories?
If not, how serious are the instances of non-compliance? Are there program
considerations which explain it, such as a bilingual program? -Cln this
analysis we will leave the kindergarten enrollment aside, as with other
elementary schools, though in the case of magnet schools there should be no
significant difference.)-
* To what extent do Fall 1983 assignments to the first grade correct
past problems, as measured by racial/ethnic proportions in first grades in
April 1933, and by overall racial/ethnic proportions in grades 1-5? Do the
new assignments to the first grade (I have no way of assessing assignments
to upper grades) in any case exacerbate desegregation problems? For the
purpose of this analysis please note that the permitted ranges for 1 SS2-83
were as follows:
Ideal
Permitted
Black
52%
49% - 52%
White
23%
1 8% - 28%
Other
25%
23% - 27%
The ratio of "ideal Black percentage" to "ideal white percentage" was 2.25/1.
* Have these new 1983 assignments had the desired effect? Do the
actual November 1933 enrollments reflect the enrollments projected at the
time that the assignrrients were approved? What is the relation between the
number of students assigned (especially minority students assigned to magnet
schools in predominantly white neighborhoods, and white students assigned to
magnet schools in predominantly minority neighborhoods) and the number
•36-
Magnet Elementary School AnalysiE page 4
actually enrolled? Are there inEtances which call for attention to improved
Echool-hoTTie contact after assignmentE are lEEued?
* Do overall magnet elementary school enrollments meet the intentions
of the desegregation orders, including equitable representation of the three
racial/ethnic categories? For example, is the permitted over-enrollment of
Hispanic students at the Hernandez balanced elsewhere?
PROJECTED COMPLIANCE
Cur ley
This school was projected to be within the permitted range for Black and
white students, but belou.i the range for other miinority students. The
entering class has more Blaci< students and fewer other minority students
than projected, and the first grade is 10% over the "ideal" Black proportion.
Overall enrollment, however, is within the permitted range for Black: and
white students, though not as securely as projected. As we will see again
and again, the magnet elementary schools without bilingual programs fall
below the permitted range on other minority enrollment; this is probably
unavoidable. The ratio of Black to white students, on the other hand, is
nearly perfect, and is in fact better than was projected last Spring.
Guild
This school was identified by the Court in 1977 for special
desegregation measures "to strengthen the rffagnetism", but in subsequent
years it has been out of compliance a number of times. Since the school is
located in East Boston, vigorous efforts are needed to assure a sufficient
number of minority students. Last Spring it was noted that the then first
grade had much too high a Black enrollment - 75% - but that the
newly-assigned first grade swung too far in the other direction. As a
result, the white enrollment w»ould go well above the permitted range, and 48%
-37-
Magnet Elementary School Analysis page 5
above the "ideal". Concern was expressed about an apparent instability of
desegregation, and the need for a long-term assignment strategy for the
school.
The actual enrollment of the school is rather better than projected,
with an increase in Black and a decrease in white enrollment at the first
grade level. Whereas the ratio of Black to white in this grade was to have
swung frorri an excessive 4.5/1 to a deficient 1.3/1, the actual enrollment is a
nearly-perfect 2.7/1. Other minority enrollment continues low, as at the
Curley. The school continues rather above the permitted range in Black
enrolliTient, especially in the lower grades (not unrealistic, in view of the
probably higher attrition rate of Black students at a school in East Boston),
and exactly at the "ideal" rate for white enrolrment.
The concerns expressed in the last report have been answered! we will
continue to monitor enrollment at the Guild.
Hale
This school, by contrast, is located in Ro>;bury, and was originally
unsuccessfully desegregated as a district school. Black enrollment was too
high in 1S75, 1976, and 1377, and white enrollment too low in those years and
in 197S. More recently the Hale has had a good record as a desegregated
magnet school, meeting the more stringent standards for such schools in most
years. It is worth noting that the white percent in grade 1-5 enrollment has
declined less at the Hale than at any other magnet school (except the
Hernandez) between 1978 and 1983: from 33% (57 white students) to 27% (47);
compare the Trotter (40% to 24%), the Ohrenberger (43% to 21%), the McKay
(52% to 21%).
New assignments last Spring were substantially high on white and low on
Black students! as noted in the last report, "over-assignment of white
students to this school, in view of its location, is more sensible than
-38-
Magnet Elementary School AnslysiE page 6
over-asEigniTient of white students to the Guild! it may be regarded as a
prudent margin; there ie, in fact, a corrective action involved." 19S2-83
grade 1-5 enrollrfpent was 58% Black, rather above the permitted range!
projected enrollment was to be 51% Blacki and the actual grade 1-5
enrollment is 55% Black, within though at the high end of the permitted range.
More detailed analysis shows that S white students were assigned to first
grade and S are enrolled! the higher-than-projected Black percentage is the
result of 15 Black students in the first grade compared with 11 assigned last
Spring. It is not clear whether additional students were assigned, or some
students held back in first grade. In either case, the first grade remains
slightly above the permiitted range for white students, a "prudent margin" as
in the case of high Black enrollment at the Guild.
On the other hand, as noted in the report on Extended Day Kindergarten
programs, the Hale program is 63% Black, well above the approved
assignments or the permitted range! care should be tal<en to assure that the
school remains stably desegregated.
The Hale was designated as a "special desegregation" school in 1976,
when it was a District VII school which had not become desegregated. A
small and rather antiquated building located in a predominantly Black
neighborhood, it was not closed under the state plan of 1974 or the Court's
plan of 1975 because so many other schools in the same area were closed, but
the prospects for desegregating it seemed slight. After becoming a magnet
school, the Hale developed a distinctive "friendly" quality which a number of
white parents found attractive, and it has generally met white enrollment
requirements in recent years. As we have learned around the state, the
success of a magnet school depends less upon a new facility or a highly
distinctive program than it does upon an atmosphere of responsiveness to
parent concerns! often a small school flourishes as a magnet. The Hale, lil<e
its neighbor the Higgmson, has demonstrated that white parents will enroll
their children in an "ordinary" school in a heavily Black neighborhood, if they
develop confidence in the staff and philosophy of the school.
■39-
Magnet Elementary School AnaTyEis page 7
Haley
The Haley, located ir Roslindale, has consistently been a successfully
desegregated school, though with a high Black enronrnent several years
because of low other-rrnnority enrolliTient. The ratio of BlacI-: to white
students projected was a nearly-ideal 2.38/1; the actual grade 1:5 enrolTment
is 2.43/1 - close to the ideal 2.4S/1 . Black enrollment is slightly high (10%
above the ideal), and white enrollment within the range though also slightly
high.
The Haley is one of the few schools in Boston which was a magnet from
the start. Approved by the Board of Education under a racial balance plan,
the school opened in a racially-neutral commercial area, in a converted
bowling alleyi
Hennigan
With the Hennigan in Jamaica Plain we begin to see where the other
minority magnet students have been assigned. The school was 5S% high in
this category (37% projected, 25% ideal) last year, with Black students 25%
low and white students 15%. low (though within the permitted range). The
ratio of Black to white was a quite favorable 2.14/1, however, and the
enrollment problems are attributable largely to the large Spanish bilingual
program.
The Hennigan has been below the permitted range in Black enrollment in
si;; of the nine years since the 1975 plan was implemented, and also below the
white permitted range in six of those nine years.
This large school was low in BlacI-. enrollment in each grade last year
but tne first, which was assigned an unusually high number of BlacI:. students
in 1982, in common with other magnet elementary schools. The
newly-assigned first grade swung sharply the other way, bringing the
school-wide proportion Black down from 42% to 38%, with actual numibers of
■40-
Magnet Elementary School Analysis page 8
Black first graders dropping from 5S to 23. Subsequent to the approved
assignments, however) an additional fifteen Black students have appeared in
the first grade, bringing the grade from 36% to 44% Black, The second grade
is 50% Black, bringing it within the permitted range, with the upper grades
substantially lower. The fourth and fifth grades at the Hennigan are the
most heavily white, as a result of the Advanced Work classes. It is not
clear why the school enrolls at present 22 more white students than
projected in the approved assignments last Spring, but the increase is in the
upper grades. The school overall is in perfect compliance with the permitted
range for white students, though the new first grade is at the bottom edge of
that range.
The other minority grades 1-5 enrollment, already substantially above
the permitted range, becomes even further above the ideal (41%^ versus 27%)
as a result of the decline in Black assignments to the first grade! note,
however, that this is the result of the large Spanish bilingual program, and
that non-bilingual other minority enrollment is below 13%. The necessity of
concentrating - "clustering" - students for bilingual education results in
under-enrollment of other miinority students at those magnet schools without
such programs, and over-enrollment at the Henmgan and other schools with
programs. It is for this reason that, in assessing the compliance history of
schools in Boston, we have concentrated upon EHack and white enrollmient, and
upon the relation between the two.
Hernandez
In 1 97S the Hernandez was the only public school in Boston with lass
than 10% white enrollment (8%, 19 white students grades 1-5); in 1983 there
are three schools with a smaller percentage of white students. The
Hernandez is 9% white, making it one of a handful of Boston schools which
have increased their white percent - and the only magnet school. By any
standard, though, the school is identifiably minority.
•41-
Magnet Elementary School Analysis page 9
The Hernande2 is slightly above its permitted other minority proportion
(SS% versus 65%) as a result, largely, of the Spanish bilingual programi. It
appears that 17 Hispanic students attend the Hernandez who are not enrolled
in the program, together with 22 white and 54 Black students (K-5), resulting
in a non-bilingual enrollment which is 54% Black, 25% white, and 21% other
minority. The Black/white ratio is a near-perfect 2.53/1, as a result of a
larger-than-projected Black enrollment and a smialler-than-projected white
enrollment. Two white students were assigned to first grade, and two are
enrolled, but grade 1-5 vjhite enrollment has dropped fromi a projected 20 to
15.
The Hernandez is the only rriagnet (District IX) school in Boston which
increased its white enrollmient percent from 1 97S to 1 9S3 (grades 1-5), though
only from S% to 9%! In 197S the school was the on'y one in Boston with less
than 10% white enrollment, while there are now three schools - Chittick,
Marshall, and Blaclistone Square - with slightly lower white enrollrrient
percents! there are only two schools (Endicott, Lucy Stone) with fewer white
students than the Hernandez.
The unusual assignment pattern of the Hernandez, though permntted by
the Court, creates problems from the point of view of state bilingual program
policy, which seeks to locate bilingual programis in large schools with a
majority of non-limited-English-spealnng students, to facilitate educational
mainstreaming and maxiiTium integration in non-instructional activities. The
Hernandez is one of the smallest schools in Boston, with one of the largest
elementary bilingual programs.
Jackson Mann
This school, located in Allston/Brighton, has a poor record of
compliance with the permitted ranges for both Elacl< and white students,
falling short in six of nine years for Black enrollment and in five of nine
years for white enrollment. Last Spring the school was projected to be high
in other minority enrollment (34% above the ideal), with a large Vietnamese
-42-
Magnet Elementary School AnalyE-is page 10
bilingual program accounting for thiEj actual enrollment is almost 30 other
minority students higher, so that the actual percentage is 42% (56% above
the ideal of 27%). White enrollment is slightly low but within the permitted
range, while Black enrollment, though higher than projected, is, at 35%,
substantially below the permitted range (25% below the ideal of 52%). The
ratio between Black and white enrollment is low at 2.14/1. The
Jackson/Mann and the Hennigan have both been out of compliance with the
permitted ranges far more than the average! while this is in part
attributable to bilingual programs, both schools have also had recurring
difficulty reaching the Black and white ranges.
The Jackson Mann has one of the fastest rates of decline in white
enrollment, from 43% in 1 973 to 21% in 19S3, or 1 S3 fewer white students, the
highest numerical loss for any elementary school in Boston.
McKay
The McKay, in East Boston, is subject to special provisions (outlined
above) which raise the permitted range for white students and lower those
for Black and other minority students! the presence of an Italian bilingual
program also has the effect of pushing wihite enrollment up. In the eight
years prior to 1 9S3 the white enrollment was higher than the permitted range
for other magnet elementary schools six timnes. It is interesting to observe,
therefore, that the Black enrollment proportion is within the higher range
which other magnet schools must observe, and is "too high" for the special
provisions applying to the McKay. White enrollment, at 27%, is slightly above
the range applied to other magnet schools but slightly lowi by the "McKay
standard", wihile other minority enrollment (18%) is substantially low by either
standard. The Black/white ratio is a low 1 .99/1 . In brief, the school seems
to be doing quite well.
•43-
I
Magnet Elementary School Analysis page 11
Ohrenberger
The Ohrenberger, like the Haley and the Trotter, began as a rciagnet
school before the May 10, 1975 Order, and has consistently functioned well as
a desegregated school. White enrollment has been in compliance with the
permitted range every year, while Black enrollment has been high three years
(in a school in a white area) and low once. Black, white, and other mnnority
enrollment are all very close to ideal, with the Black/white ratio a positive
2.39/1. In this case the presence of a bilingual program has not upset the
desegregated balance of enrollment; indeed it has helped the Ohrenberger to
overcome a persistent non-comipliance in other minority enrollment.
Trotter
The Trotter shares with the formier Greene School in New Bedford the
honor of being the first "magnet school" in Massachusetts, and has attracted
national attention for its strong linkages with minority and white parents.
The school has been in compliance with the permitted range for white
enrollment every year! it has been high on Black enrollment once (in 1975) and
low once (1979). Blac!:: enrollment is ideal this year, white at the upper end
of the permitted range, and other minority (24%) slightly below the permitted
range (25%-29%). Black/white ratio is somewhat low at 2.12/1. The Trotter
is located in a almost entirely Black neighborhood, as the Ohrenberger is in
an almost entirely white neighborhood! neither has any difficulty attracting
a desegregated enrollment.
Sumriiary
It has been customary to state "compliance" in terms of the number of
schools in or out of compliance in each of the three racial/ethnic categories,
I hope that this detailed discussion demonstrates that each school is much
more dynamic than such an analysis can hope to show, and that particularly
-44--
Magnet Elementary School Analysis page 12
the relation between bilingual program assignments and other minority
enrollment requires other approaches to assessing compliance. For example,
the over-representation of other minority students in certain schools
(Hennigan, Hernandez, Jackson/Mann) to permit clustering of bilingual
students for a full program requires under-assigning such students to other
magnet elementary schools, unless they are to receive far more than their
share of magnet school places. The reason that the Ohrenberger does
better than the Haley or the Trotter in meeting the other minority standard
is that it accommodates a small Lao/Khmer bilingual program. In short, only
a clear view of the broad picture mal<es it possible to do justice to the
enrollment efforts for individual schools. I believe the ratio between Black
and white enrollment represents a helpful "short-hand" by which schools can
be compared with one another, without suggesting that this represents a new
standard for compliance with court orders.
OVERALL MAGNET ELEMENTARY ENROLLMENT
The opinion is widespread, that magnet elementary schools in Boston (as
in many other cities) cater especially to white students, and serve them to a
disproportionate extent. An analysis of the current enrollment data makes
it clear that this is not true. Magnet schools in Boston (as in eight other
Massachusetts cities: Brockton, Cambridge, Holyoke, Lawrence, Lowell, Lynn,
Medford, Springfield, and Worcester.'! are not elitist and do not serve a
disproportionate number of white students, exception being made for Boston's
e>;amiination schools.
Considering grades 1-5 in Boston, 17% of the Black students, 16% of the
white students, and 19% of the other minority students attend magnet schools
in November 1 9S3, compared with 17%, 17% and 18% last year.
Magnet elementary schools serve a slightly lower proportion of white
students than do other public schools in Boston. Magnet schools are 47.3%
Black, 22.8% white, and 29.9% other minority in grades 1-5; corresponding
figures for the entire school system are 43.9% Black, 23.9% white, and 27.2%
-45-
Magnet Elementary School AnalyEis page 13
other minority. The large bilingual programs at several magnet elementary
schools have the effect of giving a disproportionately large numiber of
magnet school places to other minority students. At the middle school level,
by contrast, other -minority students are under-represented in magnet
schools because of the distorting effect of the heavily-white seventh and
eighth grades in Boston Latin School and Latin Academy . . . but that is
another story, and the object of a special monitoring report.
In brief, miagnet elementary schools are at least equally available to
minority students as to white students in Boston.
On a less positive note, magnet elementary schools have been declining
in white enrollment more rapidly than has the system as a whole; of the 12
elementary schools (out of 7S) which have experienced the sharpest white
enrollment decline since 197S, si;; (out of 10) are magnet schools:
School
% White Enrollment Decline
Eliot (VII)
71%
Kenny (V)
70%
O'Hearn (V)
66%
Jackson Mann (IX)
63%
Marshall (V)
63%
Beethoven (III;
61 %
S.Greenwood (V)
5S%
Haley (IX)
5S%
J.Curley (IX)
57%
Ohrenberger (IX)
57%
McKay (IX)
55%
Trotter (IX)
54%
Conclusions and Recomimendations
The magnet elementary schools in Boston are equitable in terms of whom
they serve, and successful from a desegregation perspective. Although it is
not within the scope of this analysis, it may be important to add that these
-46-
Magnet Elementary School AnalyEiE page 14
schools cannot be called "elitist" in the sense that some magnet elementary
schools in other states deliberately seek the most academically gi-fted
students.
Bilingual program students are "over-represented" in magnet elementary
schools, representing 15.2% of the total enrollment, compared with 11.2% in
the system in general. Substantially-separate students, on the other hand,
represent 3.6% of the grade 1-5 magnet school enrollment comipared with 4.8%
for the system in general.
The Hennigan and Jackson Mann schools cause some concern because of
their persistent non-compliance with the permitted ranges. We have noted
the contribution which large bilingual programs make to this problemn, but it
would be desirable to develop a long-term assignment strategy to provide
stability and improved compliance.
White enrollments have generally declined faster in magnet elementary
schools than in other elementary schools. Since miagnet school enrollments
are a function of assignments, especially at the elementary and middle levels
wihere there is generally a surplus of white applicants, this decline must be a
matter of decision to assign fewier of them. In certain respects this seems a
wise decision, to protect white enrollments at the less popular district
schools. On the other hand, the evident popularity of Boston's magnet
schools among all racial groups suggests that their continued viability meets
a real educational need.
There should be a long-term strategy (as with the Hennigan and Jackson
Mann) to assure that magnet schools continue to be successful and to offer
education alternatives with distinctive flavor to a racially-diverse
enrollment.
Boston's magnet elementary schools are, generally, a success, but this
does not mean that they could not be strengthened, both in themselves and in
their contribution to the system as a whole. It is not within the scope of
this analysis to offer suggestions which go beyond the determination of
-47-
Magnet Elementary School Analysis page 15
compliance or non-compliance, but it would be encouraging to see discussion
taking place about the place of magnet schools in Boston's future, and how
Boston could learn from e>cperience elsewhere with desegregated rrragnet
schools in the absence of court requirements and supervision.
Charles L. Glenn, Director
November 1 933
I
-48.
MASSACHUSETTS DEPARTMENT OF EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
Analysis of F5I"! 1933 Enrorirfients: High Schools
The review of proposed high school assignments, in late April, found them
generally acceptable but noted several areas of concern for further
monitoring;
* despite an effort to assign a higher proportion of white students to
Burke. Dorchester, and Jamaica Plain High Schools, concern was expressed
about whether the staff of these schools would reach out successfully to
assure that the assigned students actually enrolled!
* the attrition of Blaci-: enrollment at Boston Latin, Latin Academy, and
East Boston High School indicated a need for close monitoring of support
measures at these schoolsl
* continuing difficulty in attracting white students to English High and
Madison Park School - both new facilities built with state desegregation funds
- indicated a need to strengthen program, climate, and perception of what
these schools have to offer!
* analysis of the preferences expressed by students in the eighth grade
for high school assignments demonstrated the strong popularity - among all
racial groups - of the Urnana and of Copley Square High School, and an
unwillingness of all racial groups to attend certain other high schools! it was
suggested that this "annual referendum" be used as a basis for program
planning and development.
The Spring proposed assignments cannot be more than an approximation of
wihat the actual enrollments will be, because of a great variety of factors
including non-promotions, residential mobility, transfers to non-public schools
or to the Metco program, and new registrants. The first task in monitoring of
enrollments, therefore, has been to compare the actual enrollments with the
projected enrollments and with the permitted ranges for each school. As in
the earlier report, we have confined this analysis to Black and white
enrollments, since other minority enrollments are heavily impacted by program
-49-
High School EnrolTments page 2
considerations. As last Spring, there will be a separate review of the
placement of other minority students, m and out of bilingual programs.
The second aspect of this Fall mionitoring has been to follow up on the
questions raised last Spring. On-site monitoring has occurred at the
examination schools, at Burke and Dorchester High Schools, and at East
Boston High, and efforts to strengthen the desegregation of these schools are
described in separate sections of this report. Jamaica Plain, English and
Madison Park High Schools were not monitored during the present period,
though the author has visited each of them at least a dozen times in the past.
Other aspects of the Court-ordered monitoring task - including student
discipline, safety and security, bilingual education, and vocational education
- will be correlated with enrollmient monitoring over the months ahead to
provide an in-depth view of compliance with specific orders as well as success
in achieving the desegregation and equal opportunity objectives which lie
behind these orders.
BLACK ENROLLMENT
As predicted last Spring, the assignments have generally been successful
in achieving compliance with the permitted ranges for Black enrollment in the
seventeen high schools. It had been projected that Brighton High School
would be slightly high in Black enrollment; in fact, it is not. All district high
schools are in compliance.
The March 1332 modification of the method for calculating the target
percentages for enrollments has made compliance considerably easier to
achieve at district high schools. Burke High, for example, was too high in
Black enrollrfient for six of the first seven years of desegregation! it has now
been in compliance for three years straight. The "window" for compliance
with the permitted range for Black enrollment is from 52% to 86% in District V
-50-
High School Enrollrnents page 3
(Burke and DorcheEter) for example, while it is only from 49% to 57% for
District I.X high Echools, including English and Madison Park.
AiTiong the magnet high schools only English is above the permitted range,
for the fourth time in nine years but the third year in a row (60% Black vs,
4S%-57% allowedJ, with SS more Black students attending than had been
proiected last Spring.
Madison Park enrolls 103 more Black students than projected, but also 48
more white students, so that the projected racial proportions are rfiaintamed.
Charlestown High also enrolls substantially (43) more Black students than
projected, but has a perfect (40%) proportion of Black students.
Dorchester High also increased its Black enrollment (by 46) but has a
nearly perfect proportion, while Burke added 162 Black students over the
projectd number and is 13%. above the "ideal" proportion, though not out of the
permitted range. This additional assignment of students to the Burke is
discussed in the "special desegregation" report on that school.
Several high schools enroll substantially fewer Black students than
projected last Spring. West Roxbury enrolls 79 fewer Black and 42 fewer
white students, so that the racial proportions are not disturbed. The
numbers assigned to this school seemed high, but it is strongly popular among
Black as well as white students in District III. We will seek information on
why the numbers dropped so much for both groups! West Roxbury High has had
a "perfect score" on both Black and white enrollment since it opened.
East Boston High enrolls 2S fewer Black students than projected, and this
will be considered in our "special desegregation" monitoring of that school.
East Boston is "out of compliance" almost every year because of Black
enrollment above the permitted range! this is the result of counting the
business magnet program, which operates under District LX admission
standards, in with the enrollment of East Boston High School where it is
housed.
-51-
High School Enronments page 4
Boston High School - the work-Etudy school - enrolls 41 fewer Black
students than projected! since its students are all at least sixteen and
employed as part of their course of study? it may be that some chose not to
continue their studies! white enrollment declined by 25 as well. The
enrollment of this school generally builds up over the yeart by referrals from
other schools.
The examination schools enroll fewer Black (99.1 and white (163) students
than projected! it miay be that this is a function of the many applications from
students already attending or planning to attend non-public schools. The
Assignment Unit counts on a certain "shrink:age" of the number of students who
receive exam school assignments. The group monitoring these schools is also
lool::ing closely at the informiation on students "discharged", including those
who choose to return to other Boston schools, for clues to the high attrition
rate of minority students,
This miay be an appropriate point at which to correct an impression gained
by Mr. Coakley, and perhaps by others, from the remarks in the Spring report
about the examination schools. It was pointed out (volume II, page 103) that
they "deviate very sharply fromi city-wide enrollment". Mr. Coakley has
correctly pointed out that admissions to these schools are governed by strict
Court orders, whose administration we monitored and approved last Spring.
The question which we seek to raise is not whether there is any
non-compliance with those admission requirements, but whether the long-term
effect of such admissions over the past eight years has been to achieve
effective desegregation. We have pointed out the need to retain minority
students in the Boston Latin School, in particular, if the annual assignments
are to have the desired effect.
Mr. Coakley points out, in a letter dated August 15, 19S3, that the 12th
grade at this school in May 1977 was 2% Black and 0.4% Hispanic, and in June
1 9S3 was 13% Black and 3% Hispanic. This represents definite progress, even
though the November 3rd 1983 print-out indicates that the present 12th grade
-52-
High School Enrollments page 5
is only 9.84% Black and 2.2% Hispanic. But the population of the city has also
changed substantially in that period: in 1977-73 the public school enrollment
was 43% Black and 11% Hispanic! in 1933-84 it is 48% Black and 16% Hispanic.
The enrollment of the Latin schools is changing to reflect changes in the
population frorri which it draws, but they by no means serve a proportionate
share of minority students. Again, this is not a comment about
"non-compliance" but rather an observation about the result of a number of
years of generally strict compliance with admission standards, and the need
for continued efforts to provide educational support.
Mr. Coakley also observes that the high proportion of white students in
the Latin schools is partly attributable to the many white students who enter
from non-public schools! the Latin schools thus reflect the school-age
residential population of the city rather than the public school enrollment.
This is a fair observation, but it should be put in the context of the fact that
the total combined enrollment of public and non-public schools located in
Boston is substantially more heavily minority than is that of Boston Latin
School:
% Black % White % Hispanic
K-1 2 enrollment of all 39% 43% 13%
schools reporting
7-12 enrollment of 22% 60% 5%
Boston Latin School
The problem! to which the Spring report sought to draw attention, however,
was that of the attrition of Black and Hispanic students at the examination
schools. As of November 3rd, Boston Latin School is 33,6% Black at the 7th
grade and 9.8% Black at the 12th grade. Put another way, there are 169 Black
students in the 7th grade and only S3 in the 3th. It is precisely because of
the general recognition of the academic excellence of these schools and the
opportunity which they have offered to generations of Boston children who
would not otherwise have gone on to successful careers that we have urged a
close look at the support systems now in place. We have done so not on the
authority of the assignment orders but on that of the "special desegregation"
-53-
High School EnrolliTientE page S
order of March 21 st 1 S78, which applies to "support services at the
examination schools."
Altogether) there are 47 more Black students enrolled in grades 9-12
(9077) in the Boston Public Schools than was projected last Spring (9030). Of
these only the 1034 who attend English High School attend a school out of
compliance with the permitted range for their racial group.
WHITE ENROLLMENT
Several district high schools have not done as well on white enrollment as
was projected during the Spring assignment process. Brighton High was
projected to be 17% below the white "ideal", but is in fact 33% below (ideal
24%, actual 16%j; this is attributable primarily to increased Black and other
rninority enrollment. Brighton High has never before been out of compliance
with the permitted range for white enrollment.
Jarfiaica Plain High, on the other hand, has failed to reach the minimum
required white percentage for nine out of nine years. Last Spring the school
was projected to be 26% below the "ideal" - slightly out of compliance - but it
IS actually 37% below (ideal 27%, actual 17%). Burke High (also nine for nine)
was projected to be 30% below the "ideal", but is actually 40% below (ideal
20%, actual 12%).
Most disappointing. South Boston High, which has not been out of
compliance with the permitted range for white enrollment since 1975 (when it
was too high), is out of compliance this year. The school was projected to be
20% below the "ideal" and within the perrriitted range, but is actually 32% below
(ideal 40%, actual 27%). On the other hand. West Roxbury, Dorchester (!), and
Hyde Park High Schools achieved their projected white percentages, in each
case with rather more white students than were projected last Spring.
■54-
High School Enrollment s page 7
Four district high schoolE-, then, are Out-of-cornpliance with the white
permitted range! in the case of all but Brighton High, we can at least report
that the ninth grade has a higher white proportion than the tenth and higher
grades, which suggests progress toward compliance. In the case of Euri-:e
High, in particular, school improvement rrieasures are under way (and discussed
in another section of the report) which give some promise of attracting a more
substantial white enrollment. South Boston High seems to be a school which
has already "turned the corner" educationally (based on expressed student
preferences last Spring, and on repeated monitoring over recent yeBrs')i but
14% of the assigned white students are not enrolled at present. Since 75
white eighth graders gave South Boston as their first high school preference,
one might expect more than the present 97 to be enrolled in the ninth grade.
By contrast, only 4 white students gave Burke or Dorchester as their first
choice, but 99 white students are presently enrolled in the ninth grades of the
two schools.
By the time wie review the proposed 1 9S4 assignments we hope to have an
improved insight into the relation between preferences, assignments, and
actual attendance.
Of the magnet high schools, Madison Park did rather better than expected
and English High rather worse, again with no obvious relation to expressed
preferences:
White Students
First Preference
Assigned 9th Grade
9th Grade 11/33
All Grades 11/83
% White ("Ideal" 28%)
As a result, Madison Park is just within the permitted range, and English High
just below it.
It seems evident that the desegregation issue with these city-wide
schools, potentially the leaders in providing effective urban education, has to
-55-
English
Madison Par
22
15
141
199
150
187
377
490
22%
24%
High School Enrollments page S
do with Echool climate and strengthening of educational program more than
with assignments. Between them thev enroll 15% of the white high school
students in Boston - less than Boston Latin School by itself) and somewhat
more than East Boston High by itself, but a not insignificant proportion.
Unlike the district high schools, they are not obligated to seek to please every
student! they are not only permitted but required to be distinctive, flavorful,
attractive. They already have far rriore to offer than many prospective
students and their parents know, but we have heard again and again that
concerns about safety and learning clirriate make many unwilling to give either
of these schools a chance. This attitude gains some support, in the case of
English, from the finding of monitoring of safety and security issues, that
there were more than three times as many safety- and crime-related incidents
in September and October 1 9S3 at English as at any other school. It is
obvious that the educational and "magnet" potential of the school cannot be
fully developed until it can provide an appropriate environment.
There is no question that the school system and the building
administrators are l<eenly aware of these problems! if they can find solutions
they will be maldng a significant contribution not only to education but also to
desegregation.
There are 263 fewer white students enrolled in grades 9-12 (5293) in the
Boston Public Schools than was projected last Spring (5556)! this represents a
"shrinl<age" of 5%! this does not seem an e>;cessive rate of change, in view of
national and statewide trends.
It is interesting to note the destinations of white students who were
"discharged" fromi the ninth grade in the Boston Public Schools between July
1st 1982 and April 14th 1983 (more recent figures are not available):
Destination Number of White 9th Graders
"Parochial" 184
"Non-Parochial" 62
Massachusetts Public 71
Out of State 27
-56-
High bchool EnronrnentE. page 9
Did Not Report 31
Moved - No Address 19
Other 45
Of the white students who are currently enrolled, 1073 attend the five
hiqh schools which are out of compliance for white enrollment.
OTHER MINORITY ENROLLMENT
Throughout this Report the point has been made that "compliance" with
respect to other minority enrollment is profoundly affected by the enrollment
of nearly half (42%) of Hispanic and of Oriental students in bilingual classes.
Since students are "clustered" for bilingual programs, even if that involves
assignments across district lines, it is inevitable that some schools will have
other TTiinority enrollments over the permitted range, and that correspondingly
others will be under it. Under these circumstances, a finding of
"non-compliance" would be inappropriate in many cases, and discussion of
compliance has therefore been limited to Black and white enrollments.
In a separate analysis of other -minority students who are not enrolled in
bilingual programis, it becomes very clear that the Hispanic and "Oriental"
students who make up 5S% of the other minority category are distributed in
distinctively different ways, with equity implications. This is a further
reason why the aggregation of the two groups for compliance analysis is of
limited usefulness.
DISTRIBUTION OF STUDENTS
A final point of interest is the distribution of Black and of white students
among the high schools in Boston. 24% of the Black students (and 29% of the
Hispanic students not in bilingual programs) in Boston high schools attend
-57-
High School EnroTlrfients page 10
English or Madison Park, compared with 16% of the white students (and 6% of
the Oriental students not in bilingual programs).
By contrast, 31% of the white students (and an astonishing 57% of
Oriental students not in bilingual programs) attend one of the three
examination schools, compared with 11% of the Black students (and 8% of the
Hispanic students not in bilingual programs).
In other words, there is an almost perfect symmetry which may be
represented as follows:
Exam Schools English/Madison Park
Oriental* 57% fa%-
White 31% 16%
Black 11% 24%
Hispanic* 8% 2S%
* non-bilingual program
RECRUITMENT
Some of the assignments wiere optimistic and required recruitment
follow-up, as we noted in the Spring report. Those efforts which occur along
this line (though note that we have not mionitored on-site for high school
recruitment efforts yet) seem to be of a generalized nature. In late March,
for example, Mr. Coakley sent sample fliers about registration for the Boston
Public Schools to community superintendents, building administrators, and
school parent councils! these were to be distributed as they wished to
agencies and churches, in shopping centers and stores, or by mail. In
rriid-March he sent cut a press release on student recruitment to more than 75
mdeia outlets. The principal efforts, quite naturally, have to do with
kindergarten registration. Otherwise, this central "recruitment" effort is
more in the nature of public information about registration times and places
than of an attempt to convince parents and students to give the public
-58-
High School EnrollmentE. page 11
schools a chance by presenting the diversity and strength of what they can
offer.
More pro-mising, though limited, is the participation by individual schools,
including Burke and Dorchester, in a "high school information day" at Boston
College High School on October 16th. According to a report addressed to Mr.
Coakley, "The Burke, in addition to literature, had s personal computer
operating for students to experiment with, Dorchester High's magnet
programs were informative and nicely displayed. Messr. Holland and Schwartz
were in attendance and actively recruiting potential students. Mr. Beattie
was also in attendance providing support to the magnet schools represented."
School people who are convinced that what they have to offer will be of
real benefit to prospective students are the most effective "recruiters", in
any community. Opportunities should be multiplied to reach students and
their parents in direct ways.
CONCLUSIONS
Only one high school - English - is out of compliance with the permitted
ranges for Black students, but five - Brighton, Jamaica Plain, Burke, South
Boston, and English - underenroll white students.
A promising start has been made at the Burke, and Jamaica Plain High
should be considered for similar efforts. Brighton High School's enrollment
should be wiatched closely. Improving the environment for education at
English High School is an important desegregation priority.
In view of the critical significance of desegregation of South Boston High
School, our mionitoring plans for the Spring will include a review of any
factors which may be contributing to its current non-compliance with the
permitted range for white enrollment.
-59-
High School EnrolVments page 12
High school "recruitment" was not monitored on-site this Fall, though we
did monitor program development at three high schools for which special
desegregation rrieasures have been ordered.
The support and retention of minority students at the examination schools
is a continuing problem, as indicated by the enrollment figures, and intensive
monitoring is under way in that area.
The distribution of different racial/ethnic groups in citywide high schools
deserves close attention for equity implications in the development of a
long-term secondary plan for the Boston Public Schools.
Charles L. Glenn, Director
November 29th 1983
■60-
i
MASSACHUSETTS DEPARTMENT OF EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNIT'^i
Analysis of Fall 1983 Enroll-mentE.' Occupational Resource Center and other-
magnet vocational programs
Students entering ninth grade in Boston are given the opportunity, as part
of their assignment application, to express a desire to participate in an
exploratory program at the Occupational Resource Center (ORC.1. This program
IE offered on a half-day basis for either the first or second semester.
Students entering grades ten, eleven, or twelve are given the opportunity
to apply for up to three half-day skill training programs from among 35
provided in nine "clusters" by the ORC. Such students are also assigned to a
high school for their academic program. Students may also request a "magnet"
vocational program at a district high school," if admitted, they enroll full-time
in that school, even if it is not their own district school.
The controlling standards for assignments to the ORC and to other
"magnet" vocational programs are the "admissions criteria" found on pages
5-11 of the Unified Plan of Septerfiber 8, 1975, as modified by the Court in the
Spring of 1932 to exclude the enrollment of the examination schools from the
city-wide enrollment standard for the ORC. The most important are:
* students may be assigned to a program only voluntarily
* oversubscribed programs will be subject to random selection of
applicants, provided that racial and male-female objectives are met thereby
* all programs "will reflect the racial ratios established by the Court for
the city-wide schools" (modified as noted above, this means a range of 52%-50%
Black, 18%-28% White, and 20%-22% Other Minority for 1 9S3-S4:i
•61.
Occupational Resource Center page 2
* "In those programs in which students of one sex have represented less
than 35% of the enrollment of that program, the admission . . . shall
specifically encourage a student composition ... in keeping with the citywide
rnale/female ratio."
* "Insufficient applications for a particular program from students of
one race will result in the underenrollment of the program." This provision was
intended to assure that program school staff would recruit vigorously for
applicants from under-represented groupS) and also that questions would be
raised about programs which proved persistently unable to attract applicants
from all groups.
* If applications in appropriate racial proportions greatly exceed
program capacity, consideration is to be given to expanding the program
through use of out-of-school sites and training resources.
* "Admissions to each such employability skill prograrri shall be made on
the basis of equal numbers of male and female students, so far as the pool of
applications filed permits."
* Students already enrolled are to be allowed to continue in programs
"without regard to the racial or se;;ual composition of the enrollment of the
second year of the program". While this provision applied to 1975, it states a
principle which should still be operative.
As will immediately be apparent, these requirements and the large number
of programs make analysis of assignments and enrollments a matter of great
complexity; compliance with the Order cannot be measured by the outcome
alone. In order to monitor the process employed last Spring, with a view to
assuring that the process used in the Spring of 1 9S4 complies fully with the
Court's requirements, we have requested and received a computer tape of
individual student preferences for high school and vocational program
assignments, and we will be analyzing this data over the next several months.
Before completing this analysis it will not be possible to say, for example, how
•62-
Occupational Resource Center page 3
many students have not been assigned to particular programs for which there
are openings because of efforts to comply with desegregation requirements, or
whether female and male students were in fact assigned on a one-for-one basis
within the pool of applicants.
The present report, therefore, does not offer conclusions about
compliance with all aspects of the 1975 Unified Plan! it addresses itself only to
the expected outcome that, as noted above, all programs "will reflect the
racial ratios established by the Court for the city-wide schools", and also to
the goal that programs enroll at least 35% of students of each se;;.
ORC Program Enrollments as of October 24th 1333
(a) Twelve programs (of thirty-five) were left underenrolled in June 1933
because of desegregation considerations. That is, an insufficient number of
white students (for example) applied to a program to permit all of the Black
applicants to be assigned to the program, even though some space was left
available. These prograrrrs were well below the permitted range in white
assigned enrollment:
Retailing Machine
Advanced Office Dental Assistant
Banking Health Aide
Medical Office Assistant
Nursing Assistant Commercial Design
Photo Technology Television Production
The only programs over the permitted range for white students were;
Carpentry Heating, Air Conditioning
Note that it was not possible to say whether the newly assigned students
for each program complied with the permitted range or helped to bring the
■63-
Occupational Resource Center page 4
program toward compliance. The form of analysTS carried out in detail with
school assignmentE could not be done for the ORC with the data available.
Review of the ORC program data in October 1983 shows that a number of
programs are out of compliance with the enrollment goals of the Unified Plan.
Of 35 programs, eleven were within the permitted range for white enrollment,
while four were significantly over that range (lS%-28%) and eleven
significantly under it:
Program
% White
Banking
0
Health Aide
6%
Fashion
7%
Medical Office
8%
Photography
8%
Retail
9%
Hotel
1 0%
TV Production
10%
Machine Shop
1 2%.
Office
12%
Nursing Assistant
12%
Plumbing
34%
Dental Assistant 3S%
Carpentry 39%
Heating/Air Conditioning 42%
There are ten programs in compliance with the permitted range for Black
enrollment (52%-60%.i, with five significantly under and twelve significantly
over the range:
Programi
% Black
Dental Assistant
1 9%
Building Maintenance
38%
Legal Office
40%
Machine Drafting
42%
•64-
Occupational Resource Center page 5
Heating/AC 42%
TV Production 70%
Hotel 72%
Retail 7S%
Fashion 76%
Office 76%
Machine Shop 80%
(Note that the citywide machine shop program located at Hyde Park High School
is only 46% Black although the school is 76% Black; there are thus two machine
shop programs, one too high in Black enrollment and one too low. A third
program, at East Boston High, is being phased out; it is currently 64% Black,)
There are four programs which comply with the narrow (20%-22'4}
permitted range for other minority enrollment; five programs are significantly
below and two significantly above the range:
Program % Other Minority
Illustration 6%
Sheet Metal 7%
Machine Shop 8%
Plumbing 9%
Retail 9%
Banking 42%
Dental Assistant 44%
The question of language support for students of limited English-speaking
ability (in view of the 1975 Order's requirement of bilingual vocational
programs for these students) is dealt with in another section of this report.
(b) The assignment process is required to give preference to male or
female students to the e>;tent appropriate to correct past
-65-
Occupational Resource Center page 6
under-representation of either group. It appears that this aspect of the
Unified Plan has not been momtored in recent years! it is unusual for a race
desegregation plan to include such a provision, but Massachusetts law places
an obligation upon school systems to tal<e active efforts in this area. In June
1982, for example, the Board of Education approved a high school racial
balance plan for Springfield which dealt explicitly with male/female
enrollments.
The assignment projections showed sixteen of the thirty-five skills
programs underenrolling female students (tailing 35% as the standard), and ten
underenrolling male students! the programs were generally predictable. Mr.
Coakley pointed out that second and third year students might account for
much of this disparity, and also that racial considerations may have precluded
assigning all of the female students expressing a preference for a particular
program.
There are only six programs which are between 35% and 65% female and
male: food, photography, data processing, hotel, illustration, and retail. In
eleven programs female students are significantly under-represented, and in
nine they are significantly over-represented:
Program % Female
Heating/AC 0
Plumbing 2%
Auto Repair 2%
Maritime 2%
Auto Body 3%
Welding 3%
Electrical 4%
Machine 4%
Carpentry 4%
Electronics 5%
Cabinetmaking 15%
Health 81%
■66-
Occupational Resource Center page 7
Dental Assistant 38%
Word Processing 8S%
Child Care 38%
Fashion 30%
Legal Office 32%
Medical Office 34%
Nursing Assistant 34%
Cosmetology 36%
It should be noted that the Unified Plan included specific requirements for
career exploratory programs for all students in grades six, seven, eight, and
nine, and for particular attention to counselling students into non-traditional
occupations. The Department supported this effort with over $1.5 million in
state desegregation funds and with substantial federal vocational funds, to
assure that such programs were in place in each middle and high school.
Follow-through was weak, with commitment to the goals of non-stereotyped
career education varying greatly from school to school, and with little
consistent support from central administration, as was noted in several
evaluations of the funded programs. The distribution of female students,
sharply over-represented in traditional female occupations and sharply
under-represented in traditional male (and financially more rewardingi
occupations, suggests that much remains to be done.
Other "Magnet" Vocational Programs
Less complete information is presently available for the five citywide
vocational programs offered in district high schools, which are subject to the
same enrollment guidelines as are programs at the ORC. The weeidy school
enrollment reports provide information for these programs by race, though not
by sex. Four of the five programs are in compliance with the permitted range
for Black enrollment, two with that for white enrollment, and none with that for
other minority enrollment:
•67-
Occupational Resource Center page S
Black
White
Other Minority
52% -
60%
1 8% -
28%
20% - 22%
55%
34%
10%
57%
28%
16%
45%
53%
1%
60%
25%
15%
60%
36%
3%
permitted range
Brighton
West Roxbury
Hyae Park
Dorchester
East Boston
A few comments about these programs, which are, in most cass, the last
relic of the old system of effective vocational programs in Boston (in contrast
with the Boys and Girls Trade Schools). The low other minority enrollment at
Brighton is odd in view of the 43% other minority enrollment of that schools!
the high white enrollment (in a school only 16% white overall, and below the
permiitted range) reflects the traditional high enrollment of white male
students in these programs.
We have noted, above, the contrast between the machine shop program at
Hyde Park High and that at the ORC; the school is 76% Black and 21% white.
The Dorchester High figures will require refinement? one of the vocational
programis is being phased out, while another is serving as a "magnet" to help
desegregate the school.
The East Boston machine shop program is also being phased out, by the
expedient of not assigning new students. As noted in the detailed discussion
of this school, the "desegregation" of the school in the future will rest
exclusively upon the "business magnet" prograrri.
In brief, the citywide vocational programs located in district high schools
are in somewhat better compliance than are those at the ORC with respect to
Black enrollment and perhaps even to white enrollment, but they have a
considerable way to go. Their other minority enrollment is uniformly too low,
especially at Hyde Park and East Boston, The program in Hyde Park, in
particular, seems to reflect its community much more closely than it does the
-68-
Occupational Resource Center page 9
city; there was a diEcusEion of the pattern of applications- in the Spring
report. No review has yet been conducted of enrollment by sex.
SuTfimary
Citywide vocational assignments were approved in June despite the
projected non-compliance of many programs because of the nature of the
assignment process. At least twenty-seven of the forty programs had
available space either for additional students who might be encouraged to
apply, or for additional students already on the waiting list if students of the
under-represented racial groups could be persuaded to apply so that
desegregation requirements would be met. In other words? the assignment
process was far from complete when the initial assignments were -made.
Unfortunately! the effect of recruitment and additional assignments over
the summer was limited. Female enrollment was increased in plurribing! white
enrollment in the medical office assistant program, Black enrollment in
heating/air conditioning, and there was other progress. On the other hand,
Black enrollment decreased from the projected in carpentry and white
enrollrfient in photographic technology and nursing assistant. The ORC
programs overall are out of compliance to roughly the extent projected.
For several years after the 1975 Unified Plan was ordered state monitors
noted a lack of progress in implementing its sweeping provisions for
desegregation and improvement of vocational educational opportunities in
Boston. District core programs, career exploratory programs, bilingual
programs were delayed in their development or modification, while the citywide
cooperative industrial programs remained predominantly white. The
heavily-minority Boston Trade School languished. All hopes were pinned upon
the construction and phase-in of the Occupational Resource Center.
The ORC is now operational, and another section of this report reviewis
the status of its programs, which include many offerings not previously
available in Boston. It is clear that, on balance, enhanced educational
-69-
Occupational ReEource Center page 10
opportunities are now available to Boston students. On the other hand, the
analysis of enrollments demonstrates that there is much left to doi that
vocational education in Boston is far from being desegregated by race or se;;.
It may be that there are problems with the way in which assignments are
made! as noted above, it is not yet possible to reach any conclusions about
that, but an analysis and recommendations will be included in the Spring 1984
Report.
It is clear that much more needs to be done to create demand, on the part
of students of the different racial groups and of male and female students, for
programs for which such demand would be non-traditional. Career education,
counselling and vigorous recruitment will need to be in place and well
coordinated. The assignment task is dependent, in the case of such voluntary
programs, upon prior efforts.
In addition, those programs which have not been able to attract
applicants frorri all groups should be reviewed to determine whether there is an
e."planation in the content of the programs or the opportunities which they
offer for later employment and career satisfaction.
Review of citywide vocational enrollments makes it clear that the Division
of Occupational Education will need to work with the Boston Public Schools
over the months ahead, applying what has been learned through the annual
admissions review process with selective vocational schools statewide. This
is 3 field in which the Department has considerable resources of expertise
among its staff, as well as models of successful school-level leadership to
offer. No effort which could be made over the next year would have so great
an impact upon sex equity and the life-chances of minority students.
Charles L. Glenn, Director
Judith Taylor
November 1983
-70-
^'iASSALHUSETTS L'cf-'MRTMtNT OF ^rUUCA i luN
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
Analysis of FaTi 1983 tinrorimerits: Other Minority btudsnts
More than one third of the Other Minority students in Eoston are
assigned to tilingual programs:
Racial Category In TBE Prog Not in TBE Total % in TBE
"Oriental'^*
3611 37%
3932 42%
3569 40%
52G3 42%
234 2%
273 1.5%
12514 38%
13408 41%
* corresponds to "Asian" in state and federal reports
(Note that an additional 1657 students in bilingual Prograrfis (incuding
Haitian French, Italian, PortLiguese, Cape Verdean, and Greel<) are
classified as "BlacK" or "white"; altogether there are 7182 students
assigned to TBE programs for 1933-84, or 12.5% of system enrollment.)
The increases between the projected assignments of April 1983 and
the actual enrollments as of November 7th may be attributed, in part, to
the late registration of other minority students for kindergarten or first
grade, but they also undoubtedly indicate a continuation of tne rapid
growth of the Hispanic ana Asian population, and especially of families
wnth young cnildren. The overall enrollment of the Boston Public Scnools
is over 27%. other minority in grades 1-5, over 23% in grades 6-S, and not
quite 20%- in grades 9-12.
assigned 4/83
1338
2273
actual 11/83
1654
2258
Hispanic
assignee 4/83
3452
5217
actual 11/83
3857
5346
Native American
assigned 4/83
5
229
actual 11 /S3
4
269
Total
assigned 4/83
4795
7719
actual 1 1/83
5525
7883
-71-
rtUC
tne
1 Bee
un
Other f-hnority Student Ass-gnfTients page 2
It 1.S difficult to asEesE desegregstion asEignmentE of other miriority'
ents, because of the priority given to bilingual program asEignments,
neea to cluster studentE in such programs for effective instuction
the bilingual reports and oecauEe other minority students are
■■enly aistributea among the geographical districts:
Asian
Hispanic
Indian
I
954
1327
IS
II
44
1754
18
III
145
311
6
IV
33
103
IS
V
4S
1 1 70
43
VI
133
1031
57
VII
1179
1085
S
VIII
73
195
22
<IX>*
1 339
2223
oi-
total
3932
3203
273
* draws students city-wide
One aspect of other minority student desegregation cJeserves special
attention, however; the distribution of such students who are not in
Dilinguai programs at tne
c -* ■t-'-,^ '-■-
;n scnooi ieve ;
it was within recent memorv
trist Hispanic stucents began to be significantly represented in nigh
schools, and a oecaoe ago their drop-out rate was nearly 100%, The
number of Asian (including not only Cmnese but an increasing number of
Vietnamese, Cambodian, Lao anc other Asian students) and Hispanic
students at each high school Provides significant information about the
educational benefits available to such students.
The distribution of other minority students among the district high
schools follows neighborhood resiaentia"! patterns, with 1^^% of Asian
stuaants '.not in bilingual programs) attending Brighton High, anc Hispamc
stucents neavily represented at both Brighton and Jamaica Plain (11% of
the citywide non-bilingual enrollment at each).
72.
other Minority Student AESignments page 3
It IE trie city-WTde schools which might De expected to enroll other
minority students in roughly comparable nuTHDersI in fact, we see that
Asian and Hispanic stuaents nave sharply different enroHrritnt patterns.
For tne purpose of this analysis, we corfipare tne proportion of students
of eacn group wno would be e>;pected to atteno each school, if tney were
distriDuted randorrily, with the number actually enrolled.
Asian students are enrolled at Boston High (the v^iorh-study school)
ana at Englisn nigh at less than half the expected rate, while they are
even scarcer at Madison Park High (only 17% of the expected number;.
On tne otner hanc, Asian students attend Latin AcaaerfiV at double tneir
numoers systemi-wide, Latin School at £ 1/2 trmes, and Boston Technical
at nearly 3 1/2 times tneir proportional rate. Copley Square has almost
the "ideal' number of Asian students, while Umana Tech nas substantially
r'lore than tne proportional number.
msr'anic students, on the other hand, are strongly over-represented
at Boston High and Hadison Pari:, and somewhat over-represented at
English, Copley Square, ar.v. Umana. Tnev are under-represented at
Technical Uhough note that the schoc/ also has a Spanish TBE programs
at less tnan half the Proportiona" nuTiibers at Boston Latin, and at less
than one third the proportional numibers at Latin Acaoerr.y.
In the section of this Report on high schools a chart is presented
which show's the proportion of high school students of each of four grcjps
citywide who attend the examination scnools and English and Madison
Park. The groups are: Black, white, Asian students not in bilingual
classes, and Kispanic students not in bilingual classes:
Exam Schools Engl i s h / M a d i s o n Par i<
Asian 57% 5%
:,;i---^ 111 V 1S»>'
Black 11% 24%
Hispanic 8% 29%
The symmetry of this distribution is disturbing; it suggests equity issues
73-
Uther Hinofity Student Assignments &age 4
wriicn go far Dei'ond compliance with Court-ordered assignment
requireiTients. .Note that there is no suggestion nere that SLich
assignments are not being made properTy'i but the fact remains that Asian
students are talking fuller aavantage of tne Boston high schools which
are college-orienteo! in clear contrast with Hispanic studentsi who are
concentrated in the district and general high schools.
Hispanic students are under-represented in those vocational
programs which traditionally have led to good jobs without higher
education. Of 521 students enrolled in full-tirfie vocational education
programs (such as machine shop or carpentry, at district high schools),
only S% are Hispanic, though 12% of hign school enrollment and 15% of
K-12 enrollment is Hispanic. By contrast, 35% of the vocational prog^-am
enrollment is white, compared with less tnan 30% of the overall high
school enrollment, Asian stuaents are severely under-represented in
vocational programs (1% of vocational enrollment but 7% of high school
enrollment); many' are in the examination schools and many in bilingual
programs.
Mention was made, above, of the low; proportion of Hispanic students
in Boston high schools a few years ago, because of a strong drop-out
rate. Information is provided, in the section of this Report on bilingual
education monitoring, which suggests an encouraging improvement in the
number and rate of students in bilingual programs who graduate from high
school and who go on to higher education, often with scholarships.
Without in any way detracting from what is a real and solid
accomplishYTient, it is important to point out that these outcomes are
distributed very differently among the language groups.
In 1583 90 students graduated from hign school Spanish bilingual
p r o g r a w s :! B r i g h t o n , J a m a i c a Plain, Dorchester, S o u t h B o s ton,
Charlestown, English, Madison Pari-;:.) and 136 from Chinese (Charlestown,',
Vietnamese (Brighton) and Lao (English High) bilingual prograrris," the
Khmer or Cambodian programi at South Boston is expected to graduate
-74-
other Minority Student Assignments page 5
students in 15'S4. Of tne former group, SI plan to go on to higher
education? and among them they won 33 scholarship awards! of the latter
group, 114 plan to go on to higher education, and they won 94 awards.
There is no question that this represents solid progress, but the
discrepancy between the two groups (and note that riiany of the Asian
students are recent refugees!* shows how seriously Hispanic students are
lagging behind.
The grade 9-12 enrollment of the Spanish bilingual programs
mentioned is 600 (November 19S3); the proportion of 1933 graduates is
15%. The grade 9-12 enrollment of the Chinese, Vietnamese and Lao
programs is 374, and the proportion of graduates is 37%, This suggests,
by the way, that the gratifyingly-high number of students graduating
from bilingual programis is m part a one-time phenomenon reflecting a
skewed age-profile among Vietnamsse and Chinese high school students,
with more students graduating in each case last year than are m the
entering freshman classes this year.
Of Hispanic graduates, S8% are planning to go on to higher
education, compared with 83% of the Asian graduates! there was roughly
one scholarship award for every three Hispanic graduates end two for
every three Asian graduates.
SUMMARY
It is clear that Hispanic students on the one hand and Chinese and
Vietnamese students on the other are deriving very different benefits
from the Boston schools. Many factors beyond the control of educators
contribuie to the heartening success of Chinese and Vietnamiese high
school students, as illustrated oy their reoresentation in the examination
schools and by their high school graduation and scholarship award
records.
■75-
other Minority Student Assignments page S
Hispanic students do not fare so well in the Boston schoolsi and it
is legitimate to ask whether factors over which educators do have
control are contributing to these unev/en outcomes.
Without having available direct information on drop-out rates, it is
disturbing to note that overall Hispanic enrollment (both in and out of
bilingual programsi this November is 354 in the ninth grade, 245 in the
tenth, 251 in the eleventh, and 151 in the twelth.
It would be appropriate to review the educational opportunities -
and outcomes - for Hispanic students who zre not enrolled in TBE
programs, and to ask whether the programs and services available could
challenge and support them more effectively.
Charles L. Glenn, Director
November 1 933
-76-
MASSACHUSETTS DEPARTMENT OF EDLJCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
AriBlyEis of Fall 1583 EnroriiTisnts: White Enrollment Patterns
In aEsesEing deEegregation progress in Boston, one of the rriajor diffiizulties is
caused by the constant changes in the overall enrollment of the school systerfi and
in the rf;al::eijp of its commLimty districts. The steady decline in the nLtmbet" of
white students, the increase and then leveling-off in the nLrmber of Black
students, and the recent sharp rise in the number of Hispanic and Asian stLidents
have made Boston a \'ery different school systern today than when the Student
AssignTnent Plan was ordered, in 1975.
The emphasis of this section of the Report is on some of the patterns of
enrolrment change in the Boston public schools, with particular stress on the
distribution of white students geographically, historically, and between public and
non-public schools in Boston. Its purpose is to begin to create a context for
Bssessment of the extent to which the Boston Public Schools are now a "unitary
school system" in which the vestiges of illegal segregation have been elirninated;
needless to say, no such assessment will be ventured at this prelifninary stage.
Changes l^SQ - 1983
When the Massachusetts Racial Imbalance Law was enacted, in 1 9S5, the
enrollment of the Boston Public Schools was 74.3% white and 25.7% "non-white".
"Non-white" corresponded generally to those students who are now designated
"Black", though it appears that some of the small Chinese and Hispanic enrollment
was reported as "non-white" and some as "white".
In 1950 the white proportion was 83.6% and the non-white IS. 4%, so that the
change frorri 1350 to 1955 was 1.85 percentage points a year, the combination of
Black enrollment increases (largely through in-migration) and white enrollirfient
•77-
White Enrollment .Analysis page 2
declines as a result of suburbamzation and the aging of the white population of
Boston's neighborhoods.
If the racial proportions had continued to change at the savfie rate, Boston's
1 9S3 enrollment would be 59.2% non-uihite and 40. S% white in 1983. In facti of
course, the demography of the city changed in ways which would not have been
predicted in 1965. The sharp decline in white birthrate statewide and even
nation^iide, the slowing of Elacl; in-migration and the decline in birthrate among
Blacks, and the strong in-rriigration of Hispanic and (more recently) of Chinese,
Vietnamese, Cambodian and Lao famiilies have produced a school enrollment which
must be described in three categories, none of which is in the majority. The
enrollment November 3rd 1 983 was 48.4% Black, 28.2% white, and 23.5% "other
minority".
\In any discussion of recent enrollment changes, it is important to tai;e note
of the impact of dropping the first year of kindergarten effective September 1932.
Since - as we will see below - white enrollment is 3S% lower in first grade than it
is in kindergarten systerffwide, as a result primarily of the transfer of students to
parochial schools which do not offer kindergarten, the drastic decline in
kindergarten enrolTment in 1932 had disproportionate impact on white enrollment
totals. The analyses which follow are not affected by the 1 9S2 abbreviation of
kindergarten^
The Growth of Hispanic Enrollment
It seems likely that Hispanic enrollment will continue to represent a larger
share of the whole over the years ahead, while Asian enrollment will depend for
the ne::;t few years on the flow of refugees, many of whom are of school age when
they arrive. This is suggested by a 1980 survey by the Boston Redevelopment
Authority, which found that 17% of the Hispanic population was below the age of
5, compared with 11% of the Black population, and 5% of the Asian and white
populations. The growth of Hispanic population has been especially strong in
certain neighborhoods;
78-
White Enronrfisnt Analysis page 3
Hispanics as % of populatTon
East Boston
South Enc
A 1 Is t on/Br ight on
Jamaica Pla in/Pa r|::er Hill
Roxbury
North Dorchester
South Dorchester
Mattapan
1970
1977
1 930
1 .6%
1%
3%
7.2%
13%
14%
2.9%
3%
4%
S.5%
16%
25%
S.5%
6%
9%
4%
9%
13%
1.3%
6%
4%
2.8%
1%
6%
Despite these significant changes, Boston is not nearly as heavily Hispanic as
3re several other Massachusetts school systems, with 16% Hispamc enrollment
lornpared with 41% in Lawrence, 36% in Chelsea, 35% in Holyoke, and 23% in
Bpnngfield.
State-wide Trends
The Boston enrollment trends are comparable, though in an exaggerated form,
to those occuring state-wide.'
1S74
1978
•lance 1974-1981
White
1,101,033
383,291
844,378
ii I- .'C-
Black
59,202
61 ,422
57,673
- 2.5'
Hispanic
27,750
31,508
35,488
■*■ 28%
Asian
5,937
S,217
1 1 ,9S9
+ 102%
The continuing movement of wihite famiilies with school-aged children to
suburban communities and of minority families new to Massachusetts to" Boston
and other cities exaggerates the statewide trends in Boston's enrollment,
Between 1978 and 1981 wihite enrollment in the Boston Public Schols declned by
26.3%. Over the samie period, white enrollment in school systems wihich we"e not
desegregating also declined substantially. For example, white nrollment in Quincy
declined by 20.4%, that in Medford by 23.2%, that in Newton by 19%, that in
•79-
White EnrolVment AnaTysis page 4
Lexington by 1S%. White enrolTment in Chicago, which was not desegregating over
this period, oeclined by 2S.5%.
Changes 1975 - 1 9S0 by Boston District
In October 1 9S1 Mr, Coakley prepared an analysis of racial changes between
1975 and 1980 in each o+ twenty-four geographical areas which he identified.
Over this period white enrollment declined from 47% to 35% of the systerri, Blacl^
enrollment increased from 41% to 46%, Hispanic enrollment from 9% to 14%, and
Asian enrollment fromi 3% to 5%.
Mr. Coakley's data reflect residential enrollment, the number of students
living in each geographical area and attending Boston public schools, whether or
not they attend "district" schools. This helpful form of analysis rnalies it
possible to identify the neighborhoods which have experienced the most dramatic
change in either the number or the percent of students in each racial group.
White enrollment declined by 12,398 or 34% in this period. In three areas the
decline was substantially heavier, 50% or 51% over five years: Mattapan,
Mattapan/Hyde Park, and tJorth Dorchester (Franislin Field to Fields Corner). As
we will see below, these are areas wnere many schools have experienced
especially heavy white enrollment loss from 1378 to 1983, indicating that the
pattern of the earlier period is continuing.
Although these three areas experienced particularly strong white enrollment
decline, there was no section of the city which did not lose white enrollment. As
Mr, Coakley points out, "Although District VIII \East Boston> was least affected
by the Court Orders on student desegregation, it lost 1097 student residents,
representing a 21% decline which was second only to District Ill's residential
decline of 22%". This is a helpful remiinder that population trends ujhich have
nothing to do with desegregation are an important factor in white enrollment
decline.
■80-
White Erirollment Analysis page 5
District VIII had 3 high overall enrollrfient loss because it has few minority
students, and thus does not benefit frorri the rrnnority enrollment increases wrnch
partially offset white enrollment declines in District IV' (Mattapan and Hyde Park)
and District V (Dorchester). The Black enrollment gain in the transitional
Mattapan/Hyde Pari; area was 17S%, or 1077 students, while white enrollment
dropped by 8S5 students. In the Codman Square/Lower Mills section of
Dorchester, Black enrollment increased by 529 (43%), partially offsetting the
white enrollment declines noted above in other sections of Dorchester-
Black enrollment in the public schools declined by 2% over these f^ive years!
since white enrollment declined even more rapidly. Black enrollment became a
larger proportion of overall enrollment. Substantial increases in the two areas
mentioned were more than offset by a 25% (573 students) decline in Black:
enrollment from the Mission Hill area (District I), a 13% (537 students) decline in
the Mattapan North/Franklin Field area (III), a 43% (395 students) decrease in
Columbia Point (VI) as a result of the depopulation of the housing development,
and a 10% (333 students) decrease in the Lower Ro.xbury/South End area (VII).
Asian enrollment increased by 45%, concentrated largely in Allston (I) (188
students or 32%), Brighton (I) (139 students or 133%), Mission Hill/Fenway (I) (210
students or 67%), and Chinatown (VII) (209 students or 37%.; Asian enrollment did
not increase significantly (43 students or 6%) in the South End. Note, by the way,
that these figures do not reflect the very recent growth in Asian enrollment
through the resettlement of refugees.
Hispanic enrollment increased by 23%, with strong increases in Mission Hill (I)
200 students or 14%), Egleston Square (ID (433 students or 35%), Jamaica Plain
West (II) (220 students or 27%), North Dorchester (V) (533 students or 44%), Dudley
Street (VI) (2S3 students or 23%), and the South End (VII) (242 students or 20%).
Hispanic enrollment declined in Columbia Point (VI) and there was a sharp though
numerically slight decline in Hispanic students resident in South Boston (from 33
students in 1975 to 7 students in 1930), perhaps as a result of the harrassment
which some Hispanic families experienced in public housing there.
•8L
White EnrolTrnent AnBlVEis page 6
Certain of the areas identified by Mr. Coakley are dintinctively white, others
racially rriijted, while yet others are predominantly Black; only one of the
twenty-four was more than half Asian (North End/Back Bay/Chinatown was 4S%
Asian in 1975 and S5% Asian in 1 9S0) and none was more than half Hispanic.
Following is a brief characterization of the areas in 1930, based upon their public
school enrollments:
I Allston
Brighton
Mission Hill
II Egleston Square
Forest H/Roslindale
Jamaica Plain West
III Roslindale
Mattapan/Roslindale
West Ro>;bury
IV Mattapan/Hyde Park
Hyde Park South
Mattapan
V Dorchester East
Dorchester South
Dorchester North
V I R o X bur y / Dorchester
South Boston
Columbia Point
Dorchester Avenue
VII North End/Chinatown
South End/Roxbury
Charlestown
VIII East Boston (E)
East Boston (W)
white (41%) and Asian (36%)
predominantly (68%) white
Blacio (45%) and Hispanic (38%)
Black (67%) and Hispanic (24%)
predominantly (68%) white
white (49%:i and Hispanic (41%)
predominantly (83%) white
predominantly (86%) Black
predominantly (94%) white
Black (64%) and white (33%)
predominantly (94%) white
predominantly (90%) Black
preacmmantly (94%) white
Black (50%) and white (41%)
predominantly (74%) Black
Black (62%) and Hispanic (33%)
predominantly (98%) white
predominantly (81%) Black
predominantly (31%) white
Asian (65%) and white (29%)
Black (56%) and Hispanic (23%)
predominantly (96%) white
predominantly (89%) white
predominantly (93%) white
Nine of the 24 areas identified by Mr, Coakley are racially-mixed, eleven are
predominantly white, and four are predominantly Black:.
•82-
White Enronment Analysis page 7
A few of these areas experienced substantial racial change over the period
1375-1930. Allston's white enrollment dropped substantially while its Asian
enrollment increased! the same thing happened in Brighton. Mission Hill's Elacl<
enrollment dropped and its Hispanic enrollment increased. White enrollment
dropped and Hispanic enrollment increased in Jamaica Plain west of the Corridor.
As already noted, white enrollment was replaced with Black in the Hyde
Park/Mattapan area (so that some now refer to northern Hyde Park as "Mattapan
West). Black: enrollment decreased relative to Hispanic in the section of Ro>;bury
and Dorchester along Dudley Street, and also in the South End. White enrollment
decreased and Asian increased in the downtown area (North End, Back Bay,
Chinatown, Bay Village).
Distribution of Students among Schools
Early racial balance efforts were designed in general to increase the Black
enrollment in predominantly white schools, primarily through parent-initiated
"controlled transfer" and through construction of new schools (such as the Lee,
the Marshall, the Holland, and the Hennigan in areas where, it was projected, they
would be able to draw both minority and white students on a walk-in basis).
Transportation costs for voluntary transfers and construction costs for schools
which would contribute to racial balance were provided extra financial support by
the Commonwealth
In a 1971 Bureau of Equal Educational Opportunity analysis of Boston
enrollments, it was found that most white students attended schools wihich were
over 90% white, and most "non-white" (generally, Black) students attended school
which were over S0% non-w^hite. One indication of the extent of desegregation i
the shift of white students away from heavily-white schools:
School % White 1971 White Students 1 9S3
0-10% 447 fO, 7%) 200 (1%)
10.1-20% 393(0.6%) 2929(19%)
20.1-30% 1,277(2.0%) 5416(34%)
30.1-40% 1,501(2.3%) 1771(11%)
'S
■83-
White Enrollment Analysis page 3
40.1 - 50% 2,432 (3.9%) 899 (.&%)
50,1 - S0% 1,855(2.9%) 816 (5%)
60,1 -70% 3,081 (4.8%) 2043(13%)
70,1-80% 2,763(4,3%) 222 (1%)
80,1-90% 11,843(18.5%) 861 (5%)
90,1-100% 37,698(59.5%) 488 (3%)
Todsy there are only s few public schools which are predominantly white! thus
Boston schools are far more desegregated than they were a decade ago. Only 3%
of the white students in Boston public schools attend schools which are over 90%.
white! only 11% attend schools (all in East Boston) which are over 70% white! most
vjhite students in Boston attended such schools in 1973, as do most white students
who attend non-public schools in Boston today. The majority of white students
(about 7,500 of 14,000 grades 1-12) in the public schools attend schools which srs
less than 30% white.
As we will see below, the non-public schools in Boston continue to reflect the
racial pattern characteristic of the public schools in 1971, with 63%- of non-public
schools 90% or more white.
A major part of the current desegregation tasl; is to assign and retain a
sufficient number of white students at schools which are predominantly minority
to provide a racially-integrated education for all students and to prevent racially
identifiable schools.
Other sections of this report deal in depth with the program supports needed
to provide a satisfactory educational experience for minority students at several
predominantly-white schools: East Boston High (69% white), Boston Latin School
(60% white), Boston Latin Academy (51% white). Yet others deal with recruitment
efforts for particular "special desegregation" schools with heavily minority
enrollments, with city-wide magnet schools, and vjith other aspects of
assignments for desegregation. The present section steps bacli to look broadly
at where white students are distributed among schools in Boston, including nearly
•84-
White Enron-ment AnalysTS page 9
sixty non-public Echools which report their enrollrrientE to the Massachusetts
Department of Education.
Please note that this is not a discussion of where Boston-resident students
go to school; it does not include nearly three thousand minority students who
attend suburban schools under the Metco program, nor does it include Boston
residents who attend public or private schools outside of Boston under individual
arrangemients. The Boston School Department reported, in 1932, that 25,S2S
students resident in the city attended non-public schoolsl this figure would
include such schools located outside of Boston and also a few non-public schools
located in Boston which do not make a voluntary enrollment report to the state.
We will be concerned with students attending schools which are located in Boston,
wherever those students may live.
Public and Non-public schools
There were more than 34,000 white students attending school through grade 12
in Boston in 1 9S2-83; of these, 16,975 (49%) attended the Boston Public Schools.
Another 17,324 attended 59 non-public schools located in Boston which reported
their enrollments to the Massachusetts Depart-ment of Education,
These 34,000 students made up 43% of all the students attending schools in
Boston, with 30,516 Black students representing 39%, 9,925 Hispanic students
representing 13%, and 4,500 "other minority" (mostly Asian) students representing
6% of all students attending schools in Boston.
As these figures suggest, Boston has an unusually high proportion of its
resident school-age children in non-public schools. Statewide- in 1982, 12.4% of
school-age children attended non-public schools! m such cities as Springfield
(20%) and Worcester (17.5%i the proportion rose substantially higher. Boston's
rate of non-public school attendance was the highest, at 29%.
•85-
White EnrolTment AnalysiE page 10
In general, the piiblic schoolE in Boston <*iere much more 1-l::e1y than non-public
schools to reflect the city-wide racial proportions. There were 1 OS public
schools (Sl% of the total of public schools) which enrolled between 10% and 69%
white students, corripared with si;-; non-public schools (11% of the total of
non-public schools).
Nearly half (45%) of the white students attended two public and thirty-sev.'en
non-public schools which were at least 50% white. Six non-public schools
reported enrollment 100% white, while 21 reported enrolling no Black students. At
the other extreme, two public and six non-public schools reported less than 10%
white enrolliTient, with three of the non-public schools reporting no white students.
There were a number of exceptions to the clustering of non-public schools at
the ends of the continuum of racial proportions, schools which are desegregated
by the standards with which public schools are judged.
Cathedral High School in the South End, for example, was 13% white, within the
11-15% range required of neighboring public schools in District VII. Other
schools with the same white proportion were the Tobin, the Quincy (a near
neighbor), and Dorchester High School, Eight public schools were 11% or 12%
white, and nine were 14% or 15% white. 34 public schools were between 10% and
19% white.
Parkside School in Jamaica Plain was 25% white, as were the public Edison and
Wheatley Middle Schools. Altogether, 38 public schools were between 20%. and 29%
white.
Three other Jamaica Plain non-public schools - Blessed Sacrament (5S%), Our
Lady of Lourdes (57%.) and Holy Childhood (58%i - were clearly desegregated, and
in the same range as several desegregated public schools; the Clap (South
Boston), the Bates (Roslindale), the Kilmer (West Roxbury), the Lyndon (West
Roxbury), and the Perry and Tynan (South Boston),
-86-
White EnrolTment Analysis page 11
Shaw Prep in the Back Bay was 48% white, exactly the same as the McCormack
Middle School in Columbia Point, Dorchester, The Advent School on Beacon Hill
was 70% white, exactly the same as East Boston High School counting its magnet
programs.
As noted above, 45% of the white students attending schools located in Boston
are in schools at least 30% whitel another 12% attend schools between 70% and
S9% white. By the definition in Massachusetts state law, then, 57% of the
students attend "racially isolated" schools (more than 70% white). Only eight
public schools compared with forty-seven non-public schools fall into this
category.
Only two public schools (and six non-public schools) are more than 90%
minority! this contrasts with the years prior to desegregation, when 30 public
schools in Boston were more than 90% miinority.
It is important to note that some three thousand minority students are being
educated in non-public schools in Boston, a numiber equivalent to that in the
urban/suburban Metco Program, but without state financial support. Several
schools serve significant numbers of Black students: St. Patrick's (353),
Cathedral High (250), Parkside (223), St. Matthew's (204), St. Angela's (195), St.
Gregory's (ISl), St. Joseph's (141), We have no enrollment figures from Berea
School (Adventist), which is predominantly Black, and there may well be others.
Hispanic students are less commonly served by non-public schools, with Our
Lady of Lourdes (60) and St- Patricia's (49) serving the greatest number, followed
by Cathedral High (39) and Blessed Sacrament (31). This is curious, given the
heavy reliance of earlier predominantly Catholic immigrant groups on parochial
schools, but it IS a pattern common around the country, as is the use, by many
non-Catholic Elacic families, of parochial schools. Of Blacic students attending
any school in Boston (which reported its enrollment), 7% attended non-public
schools, as contrasted with 51% of white students. 4% of Hispanic students and
5% of "other minority" students attended reporting non-public schools.
-87-
White Enrollment AnalVEis page 12
ParliEide School is affiliated with the Asseimblies of God! the other schools
cited as serving fairly large numbers of minority students are Roman Catholic.
What conclusions can we draw from this brief overview of the distribution of
white students in Boston?
(1) The great majority (99 of 113) of public schools in Boston are clustered in
the range froin 10% to A3% white, within twenty percentage points of the 29% white
which represents the public school's overall enrollment. This is a very
substantial contribution of the desegregation efforts over recent yearsi by
contrast with 1971, when the majority of white students attended schools over
30% white, and the riiaiority of Elaci-: students attended schools over S0%- Blaci<.
(2) The majority (3S of 59) of non-public schools reporting their enrolTments
were more than 90% white, and 45% of the white students in Boston schools
attended these 36 non-public schools or three public schools, all in East Boston,
in the sarfie enrollment range. Put another way, almost all of the rnost heavily
wihite schools were non-public.
(3) At the other e;;trerfie, six of the eight schools with very heavy minority
proportions were non-public. These and other non-public schools educated some
three thousand minority students.
(4) A few non-public- schools are as desegregated as equivalent Boston
schools! four of the seven are in Jamiaica Plain, two are downtown, and one is in
the South End. Four are Romian Catholic, one Assemblies of God and one
Episcopalian.
The chart which follows presents white enrollment figures for schools in each
percentage range, with the number of public and non-public schools in each.
•88-
White Enrollrfient Analysis page 13
Public Schools Non-Public Schools
2 6
34 1
35 1
15 0
12 1
1 3
0 0
2 5
4 5
2 37
Note the Ermilarity to the chart of the distribution of white enrollment in the
public schools in 1971.
% Whi
10%
# of White Students
0% -
219 (<1%)
11% -
20%
2137 (6%)
21% -
30%
5353 sl5%)
31% -
40%
2655 (3%)
41% -
50%
1594 (5%)
51% -
60%
1386 (4%.)
£1% -
70%
1588 (5%.t
71 % -
30%
1993 (S%)
SI % -
90%
2071 (6%)
90% -
1 00%
15272 (45%)
Declining White Enrollment
A constant concern of those following Boston desegregation is the decline m
white enrollment over recent years. This decline cannot be attributed entirely to
desegregation, since it was already talking place rapidly before implementation of
the first desegregation plan, as a result of declining births, an aging residential
population, and the post-war tendency of young families to settle in suburban
communitieE. The white enrollment of the Worcester public schools, for example?
declined by 22% from 1978 to 1982, and the state-wide public school white
enrollment by 20%. This trend must be kept in 'mind when assessing the white
enrollment decline at individual Boston schools.
Despite these cautions, it seems valid to note that iMhite enrollment decline
has not affected all Boson public schools equally, and to take the rate of such
decline as at least one indicator of whether a school is in difficulties with
respect to parental perceptions, at the very least. Continually assigning new
-89-
White Enrollment AnalysiE page 14
white students to a Echool rnust prove ineffective for desegregation if their
parents will not enroll or keep them there.
There are wide variations among Boston schools in the rate of white
enrollrfient decline from 1978 to 1 S83. Some of these variations depend, of
course, on whether the neighborhoods from which a school draws is undergoing
rapid racial change or a dynamic housing market with young white families moving
in. Magnet schools are affected if fewer students are assigned for some reason,
even if there were m/ore than enough applicants to maintain enrollment. In some
cases the movement of programs in or out of schools can have a significant
effect.
For these reasons, and others, the figures presented below should be tal;:en as
a preliminary scanning of data which may indicate areas of strength and
weakness, rather than as a sophisticated diagnosis of what may have taken place
at different schools. The primary use of this data will be to identify schools
which may have been unusually successful in attracting and retaining white
students.
Two measures are used. One is the rate and scale of wihite enrollment change
from 1978 to 1983, exclusive of kindergarten! this data is subject to the
distorting factors mentioned above. The other is the rate of "shrinkage" of the
white enrollmient assigned in May 1983, as compared wnth enrollments in November
1983. Note that the latter is subject to distortion by the additional assignments
made by the Department of Implementation as new students register over the
Summer and Fall, and by the wiell-known phenomenon of white Idndergarten
students continuing on to first grade in parochial schools which do not offer
Inndergarten.
There are 25 public schools in Boston which lost half or more of their white
enrollment between 1973 and 1983," this includes si;: elementary and three middle
schools located in predominantly white areas." the Eliot (-71%) and Michelangelo
Middle in the North End, the Kenney (-70%) and O'Hearn (-66%) in Dorchester, the
Beethoven and the Shaw Middle in West Roxbury, the Irving Middle in Roslindale,
-90-
White Enronment Analy'EiE. page 15
the Clap in South Boston and the AgasEiz in Jamaica Plain. In these cases we
may assume that the areas surrounding the schools are either changing in age
profile or sending more students to non-public schools.
Eight magnet schools lost half or more of their white enrollment, including the
Jackson-Mann (-63%), Haley, J.Curley, Ohrenberger, McKay and Trotter elementary
schools, the King Middle School, and English High School! with the e>;ception of the
two last, it IS likely that there were more white applicants than were admitted
each year, so that the enrollment decline must be the result of a policy decision
not to assign as many students, while remaining within the permitted ranges for
wihite enrollment, as most of these schools have done each year.
The other eight schools with a loss of at least half of their white enrollment
are located in Black or racially transitional areas: the Marshall (-53%), Sarah
Greenwood, and Taylor elementary schools in Dorchester and the Fuller in Jamaica
Plain, and the Wilson (-S2%), Thompson, Cleveland, and Holmes middle schools in
Dorchester, In the case of these schools we may assume that the geocodes from
which they draw white students are either racially changing themselves, changing
in the age profile of the population, or sending miore students to non-public
schools,
Qf the seventeen non-magnet schools which lost half or more of their white
enrollment, seven are in District V, three in III, twio each in II, IV and VII, and one
IS in District VI, None of them is in districts I or VIII, though Brighton High lost
47% of its white enrollment in the five-year period.
On the other hand, one must note that white first grade enrollment is actually
higher than wihite kindergarten enrollment in District VIII (East Boston), the one
section of the city where district elementary schools have not been desegregated.
The percent decline in white enrollment doesn't tell the wihole story, of
course! it is also useful to look at the schools wihich have lost the largest number
of white students since 197S, Citywide, the white enrollment decline in grades
1-12 has been 7,527, or 35% of the white enrollment in 197S, for an average
-91-
White Enronrnent Analysis page 16
decline of 7% a year (compar-e with the 5.5% annual decline in Worcester, and 5%
annual decline statewide from 1978 to 1982). The following schools have the
largest decline in the number of white students over the period 1978 to 1983:
School District # White Decline % White Decline
English High IX 514 58%
Madison Park High IX 468 49%
Boston Technical High IX 312 53%
Irving Middle School III 212 50%
King Middle School IX 1 94 63%
East Boston High VII 185 21%
Jackson Mann Elementary IX 183 63%
White Enrollrnent Gain
Turning to the fifteen schools which have experienced no white enrollment loss
in the period 1978-83, and thus have actually gamed relative to citywide and"
statewide (indeed, nationwide) trends, we find that five of them are in District VI,
four in I. twio in V, and one each in II, III, VII and VIII. None is in District IV,
Hyde Park-Mattapan.
The unquestioned leader is the Higginson, which increased white enrollment by
173% through a conscious effort of recruitment in its assigned geocodes. Also in
a Black area is the Winthrop, which increased white enrollment by 65%. In 1973 or
1979 the Bureau of Equal Educational Opportunity made supplementary Chapter
636 funds available on a competitive basis to carry out special recruitment
projects for schools which needed to improve their desegregation, and the
Higginson and Winthrop i«iere two of the schools awarded grants. Whether the
grants helped, or the eagerness to compete for them indicated qualities of
initiative u.ihich have directly impacted upon white enrollment, both of these
schools stand out for their ability to attract wihite students into non-magnet end
older school buildings.
92-
White Enrollment Analys-is page 17
The Toton'E white enronment increased by 2S%| this is an instance of an
apparent improvement caused by a program change, the addition in 1 SS2-S3 oi
middle school grades, currently enrolling twenty white students.
A fourth school in a predominantly minority area is the Emerson, the only one
of this group of 15 designated by the Court as a "special desegregation school".
The Emerson has exactly level white enrollment with 1978. In the report on
special desegregation schools discusses the Emerson in some detail.
The Dever is located in Columbia Point, a predoTrnnantly-rrnnority public
housing development with a declining residential population; its white enrollment
has increased by 20%. The Fifield, in Dorchester, is the school to which some
white parents insisted upon sending their children, in 1971, rather than to the
newily-opened Lee School, When the School Committee reversed its earlier
commitments to the Board of Education and allowied the Lee to open racially
segregated, the legal controversies began wihich led the Board of Education and
eventually the Federal District Court to require implementation of a
comprehensive desegregation plan. The neighborhood has now become
substantially Blacl;, and it is interesting to note that the Fifield is ones again
proving popular with white students!
The Farragut School has always been considered to be in a "Black"
neighborhood because of its Roxbury address and the proximity of Mission Hill
Housing Development, but in fact the school is nearer to the Harvard Medical area
and a considerable amount of new and expensive housing. The school would seem
to have good long-term prospects as a desegregated school! at present only 14 of
its 45 white students receive transportation to the school.
These eight schools in predominantly minority areas have held even or
increased their white enrollments since 1973! so have seven schools in
predominantly v*ihite areas; the Gardner and Winship f+39%) in Brighton, the
Perlnns and Condon in South Boston, the Alighieri in East Boston (+46%), the Kent
in Charlestown (+33%), and the Lyndon-in West Roxbury (+79%).
-93-
White Enronment AnalysiE page 13
The figureE for District VI (Roxbury/South Boston) are especially interesting.
As noted above, five schools in this district have shoiAin strong white enrollment
trends. South Boston continues to provide affordable housing for young families;
IS it possible that their children are returning to the public schools as a result of
a gradual easing of the tensions created by desegregation? If so, the relative
ease with which the Emerson School retains the white students assigned to it (see
the report on special desegregation schools) compared with the Lee (District III)
or the P.A.Shaw (District IV) may reflect a greater acceptance of desegregated
public schools than in West Ro::;bury or Hyde Park. On the other hand, it may
simply reflect a greater ability, in the latter communities, to afford non-public
schooling. School closings have had their impact as well, of course. Whatever
the reasons, the five District VI schools enroll 85 more white students in grades
1-5 than they did in 1 97S.
"No Show" Assignments
In the discussion of "special desegregation schools" the problem of white
student assignments which do not result in i.vhite enrollment is discussed with
respect to four elementary schools for which the Court has ordered special
efforts to achieve desegregation requirements. Historically rriany Boston parents
- most of them white - have sent their children to public schools for kindergarten
and then on to parochial schools for first grade. Since the students have been
registered for kindergarten, they are assigned to first grade places which in fact
they never fill. When assignments are made, in April, it appears that
considerable desegregation progress will be made, but these hopes are
disappointed when hundreds of white children fail to appear for first grade in the
Fall.
The phenomenon does not affect all districts and all schools equally, and
indeed the loss of students is partially offset by others who register for the first
time in the Fall, so that ten elementary schools - including several in
predominantly minority neighborhoods - actually enroll more wihite students than
wer& projected last Spring. System-wide at the elementary level (exclusive of
-94-
White EnrDllinrient Analysis page IS
kindergarten) the white enrollment this November was 14% below the enrollment
projected last April, but some schools have much higher rates of loss.
The Chittick in the racially-transitional area between Hyde Park: and
Mattapan lost 69% of its assigned white students this Fall; the kindergarten
enrolls three times as many white students as the first grade. The Marshall lost
56% of its assigned white students, and the Ellis (a special desegregation school)
lost 51%. The Lee, another special desegregation school, lost 38%, as did the
Lyndon in West Roxbury; close behind were the Hemenway in Southern Hyde Park:
(37%), the Kenney (35%), the Mason (34%) and the P.A.Shaw (33%) - another special
desegregation school - in Dorchester, the Beethoven (32%) in West Roxbury, the
Blackstone Square (31%) in the South End, the Channing (31%) in Hyde Park, and
the Winship (30%) in Brighton. It is clear that attrition of assigned white
students is a problem in many parts of the city.
There are variations on this theme, however. By comparing the white
enrollment in kindergarten and in first grade for each of the nine districts it is
possible to identify the areas in which the greatest "shrinkage" occurs. In
District III (most of the u.ihite students live in West Roxbury and Roslindale), there
are 61% fewer wihite students in first grade than in kindergarten. In District I
(Allston/Brighton), the drop is 59%, in District IV (Hyde Park) it is 53%. and in
District V (Dorchester) it is 52%, In District VI (South Boston), by contrast, the
drop is only 20%, and in District II (Jamaica Plain) it is 29%^,
In District I and District III the number of white first graders "discharged" to
non-public schools is 18% higher than the numjber attending public schools, and in
District V the number is 14% higher! it seems likely that this understates the
preponderance of non-public school enrollment among white students in these
districts. In District VI, by contrast, the number of white students discharged to
non-public schools in first grade is 30% lou.ier than the number attending public
schools.
While the pattern of white students leaving public schools after kindergarten
is discouraging from a desegregation perspective, it also represents an
-95-
White Enrollment Analysis page 20
opportunity for outreach and persuasion. Parents who have placed their children
in a public school kindergarten should be given every opportunity to understand
what the schools can offer in the elementary grades and beyond. Needless to
say, this "recruitment" can be successful only if public school representatives are
clear about what it is that they offer, not only academically but in terms of
school climate, values, and commitment to the development of each child. There
is abundant evidence that parents choose non-public schools for their children for
Tfiany reasons other than concern about racial integration.
Withdrawing children at the end of kindergarten is a pattern of long standing,
only exacerbated by desegregation. Can any special desegregation strategy hope
to attract an increased proportion of the white students who would otherwise
attend non-public schools'^' In Chicago and other communities the desegregation
effort has made explicit attempts to recruit frorfi local non-public schools, and it
IS possible to imagine such an effort occurring in Boston. If it did, it would have
to take into account recent research on the reasons which lead parents to select
between public and non-public schools.
According to a major study released recently (July 13S3) by the United States
Department of Education (Private Elementary and Secondary Educaticmj, parents
transferring their children from public to non-pubhc schools cite three reasons
with roughly equal frequency; academic standards, discipline, and religious
instruction; the primary reasons given for transfers the other way were cost and
convenience. This suggests that public schools have not been as effective at
articulating clearly what it is that they have to offer in terms of educational
quality, school climate, and the teaching of moral values as have non-public
schools. Last year's community-wide survey in Springfield and several of the
Gallup Polls on education have pointed to discipline and moral values as the most
serious perceived lacks in trie public schools. These elusive questions of school
climate and focus are very close to the heart of successful special desegregation
measures, and surely much more so than are specialised program offerings.
■96-
White Enrollment Analysis page 21
IMPLICATIONS
(1) The pattern of racial change in Boston is one of long standing, and a
school system most of whose students are members of minority groups could have
t^een predicted on the basis of the changes which occurred between 1 9bU and 1355.
The present racial mal<e-up of the systemi has also been affected by the more
recent settlement of thousands of Hispanic and Asian families in Boston in recent
years, and by the dramatic decline m white birth-rate in the 1960's.
(2) Certain sections of the city have been experiencing rapid racial change
since implemientation of the student desegregation plan, as reflected in public
school enrollment. Most strildng has been the decrease in white enrollrrient and
increase in Black enrollment from the Hyde Park/Mattapan area. In
Allston/Brighton and in the downtown area white enrollment has dropped and Asian
enrollment increased. In Mission Hill, along Dudley Street in Roxbury/North
Dorchester, and in the South End Black enrollment decreased and Hispanic
enrolrment increased. In Jamaica Plain Hispanic enrollment grew while white
enrollment declined.
(3) The distribution of white students among public schools in Boston has
changed radically since desegregation, with most (64%) white students noui
attending schools which are between 10% and 40% white, contrasted with 1971,
when 78% of white students attended schools which were miore than 30%- white. A
very substantial degree of desegregation of the public schools has been achieved.
(4) Non-public schools are much more racially-identifiable than are public
schools in Boston, with nearly two-thirds of non-public schools over 90% white.
Slightly more than half of the white students attending schools located m Boston
attend non-public schools. Thousands of white students in Boston continue to
attend schools which are almost entirely white - out this is true of only a few of
the white students attending public schools.
(5) Some non-public schools in Boston are thoroughly desegregated, and
about three thousand minority students are educated in non-public schools.
-97-
White Enronment AnalyEiE page 22
(6) Declining white enronrnent has affected some public Echools with
particular severity, while others ha\/e remained stable or even increased their
white enrollment. Some of each category are located in white neighborhoods and
in minority neighborhoodsi and it is apparent that demographic change is only one
of the factors which affect enrollment levels. <The ne;;t Report will seel; to
identify other factors. >
(7) Magnet schools have been especially hard-hit by white enrollment declines
over the past five years, and it is suggested that the policy implications require
careful consideration in view of the preference of many minority and white
parents alilie for these schools. ■
(8) The famiiliar Boston phenomienon of white students enrolled for
kindergarten but talien out of public school for first grade inhibits desegregation
compliance in many parts of the city, but particularly in Districts I
(Allston/Brighton), III (West Roxburyi, IV (Hyde Parki and V (Dorchester). It
should be a priority to reach the parents of such children with a convincing
message of what the public schools can offer! this will require clarity of purpose
and philosophy, sound instruction, and positive school climate, and the ability and
recources to communicate these qualities.
Charles L. Glenn, Director
December 19S3
■98-
Staff
FACULTY AND ADMINISTRATIVE STAFF
MANDATE
The deseareqation of faculty and administrative staff shall
be implemented accordinq to the standards contained in the
orders of Julv 31, 1974: January 28, 1975; the amended Order
of Auqust 30, 1975; the Order of February 24, 1976, the
Special Order of July 7, 1977: the Further Order of July 5,
1978; the Modification of January 27, 1981; the Conditional
Order of June 2, 1981; and the Bench Order of July 9, 1981.
PROCESS
The followinq documents from the School Department were
analyzed: Report on Faculty Recruitinq and Hirinq, October
15, 1983; Memorandum on Cateqory I Administrators of
November 2, 1983; and a subsequent computer print-out of
all actinq appointments; the "appointments" section of min-
utes of the Boston School Committee; a computer print-out
of all teachinq assiqnments and credentials in the School
Department (as of October, 1983) ; and miscellaneous other
documents. Monitors interviewed the Deputy Superintendent
and the Director and staff of the Office of Personnel and
Labor Relations, and met with the staff and members of the
City-wide Parent Council (CPC) .
OBJECTIVE
1. To determine whether the 20% Black requirement for
teaching and administrative positions continues to
be met.
QUESTION: It was reported to the Court in July, 198 3, that
as of March, 1983, the 20% Black requirement was
being met for teaching positions and both cate-
gories of administrative positions.
Is this requirement still being met?
FINDINGS
In March, 1983, the percentage of Black teachers in Boston
was 20.46; by October, 1983, that percentage had fallen
slightly to 20.30. Since the total number of teachers in
Boston is declining (from 4,096 to f.085 in this reporting
-99-
period) , and since the turnover is relatively slight
(137 people left the teaching force; 126 were newly
hired into it), this decline is not remarkable; Boston
is working within very narrow limits, and three or
four people can affect the percentages. But since
Boston is skating very close to the edge of the 20%
figure, any decline is cause for concern.
It should be noted that Boston is still rehiring teachers
previously laid off and on the recall roster. Once that
roster is exhausted, the Court's requirements that Boston
make its best efforts to raise the number of Black teachers
to 25% comes into effect again. This requirement will be
monitored during the next reporting period.
Of the 55 Black teachers who left the teaching force be-
tween March and October 1983, 2 5 were promoted to adminis-
trative positions. As a result, the percentage of minority
administrators in Category I (headmasters and principals)
has increased slightly. The percentage of minority head-
masters and principals in acting positions, however, is still
almost four times greater than that of non-minority.
PRINCIPALS AND HEADMASTERS
ACTINq
PERMANENT
TOTAL
White
4 (5%)
87 (95%)
92 (100%)
Minority 6 (19%)
25 (81%)
31 (100%)
TOTAL
11 (9%)
112 (91%)
123 (100%)
Source: Boston Public Schools 11/2/83
Since reports on Category II administrators were not re-
quired by the Court until January of each year, the analy-
sis of data on all administrators other than headmasters
and principals is not included in this report but will be
included in the July, 1984, Monitoring Report.
-100-
QUESTION: Are acting administrative appointments being
used to circumvent this requirement?
FINDINGS
It is already clear that the desegregation of the
administrative staff in both categories cannot be
considered separately from Boston's use of acting
rather than permanent appointments. Leaving aside
entirely the question of intentionality , the use of
acting appointments is having the effect of barring
parents (and others) from participating in the selec-
tion of administrators, and is probably decreasing
the chances of minority candidates to be hired or
promoted. There are presently 343 administrators in
Boston serving in an acting capacity, out of a total
of 710. Furthermore, since the number of new acting
appointments had been and continues to be in excess
of the number of new permanent appointments, the
"backlog" of acting appointments has increased each
year.
OBJECTIVE
2. To determine whether the required procedure for
administrative ratings has been followed in all
cases.
QUESTION: How many ratings have been conducted during
this monitoring period?
FINDINGS
The number of permanent appointments remains small be-
cause Boston has been unable or unwilling to use the
promotional rating process ordered by the Court for all
permanent administrative appointments. During this re-
porting period, only seven promotional ratings have been
scheduled, and only two completed.
-101-
QUESTION: How full and effective has parent participation
in this procedure been?
FINDINGS
Not only have few promotional ratings been scheduled,
but there have been problems with parent participa-
tion, with the definition of those jobs that are ex-
empt from the process, and with acting appointments
made after and independently of a promotional rat-
ing. Parents have reported and documented: (a) in-
convenient scheduling, (b) short notice, and (c) in-
sufficient preparation for interviewing. In one
instance, members of the promotional rating team
were given assigned questions by the Chairman just
before the interview. In another, a parent received
a mailgram on a Saturday requesting her presence at
an interview the following Thursday. In at least
two other cases, recommendations of rating teams
have been apparently ignored and acting appoint-
ments made, leaving team members frustrated over
wasted time and effort.
QUESTION: What positions are exempt from the rating
procedure?
FINDINGS
At the monitor's request, Boston has clarified its
understanding of the positions exempted by the Court
from the promotional rating process, and this
clarification has been found acceptable.
There have been attempts by the School Department to
streamline the promotional rating system in order
to deal with the backlog of acting promotions. Nothing
has come of these attempts to d=^+-e although they still
continue.
-102-
OBJECTIVE
3. To assess the affirmative action efforts of the
School Department to reach the goal of 25% Black
teachers and administrators.
STATUS
It was reported to the Court in July, 1983, that the
School Department had made no effort to meet this re-
quirement because it was still filling vacancies from
the recall list, as specifically allowed by the Court.
This Situation still holds.
OBJECTIVE
4. To assess the best efforts of the School Department
to increase the percentage of other minority teachers
and administrators system-wide.
QUESTION: It was reported to the Court in July, 1983,
that there was a slight increase in the over-
all percentage of other minorities.
Have these percentages increased in this
monitoring period?
FINDINGS
In March, 1983, the percentage of other minority teachers
was 8.25, an increase of one percent from the previous
hear. In October, 1983, the percentage increased slightly
again to 8.54. This percentage represents an increase in
the actual number of other minority teachers of eleven
(from 338 to 349) .
QUESTION; If there has been an increase, how is it spread
among various programs and categories of positions?
FINDINGS
Other minority teachers are now somewhat less concentrated
than previously in bilingual programs; the percentages in
regular, vocational, and special education programs increased
slightly (less than 15%) while the percentage of bilingual pro-
grams decreased slightly (less than 3%). Tho porcontagu of
other minority headmasters and principals, however, remains
very low (2.44). -103-
QUESTION: What affirmative action and recruitment activ-
ities have taken place?
STATUS
Affirmative action and recruitment activities will
be monitored during the next reporting period.
OBJECTIVE
5. To determine whether the School Department is in com-
pliance with state certification laws and regulations,
particularly with reference to minority teachers whose
certifications were waived by the Court.
This objective was not previously monitored
FINDINGS
The monitor's analysis of the certification data supplied
by Boston shows that 95.9% of all Boston teachers are ap-
propriately certified for the function to which they are
officially assigned. Of the remaining teachers, 2.9% (or
122) are or will be covered by waivers granted by the Depart-
ment, .2% (or 7) are exempted by the Court, and 1.0% (42)
are currently under certification review by Boston's Personnel
Office and will be reported on in the next monitoring report.
RECOMMENDATIONS
1. The decrease in the percent of black teachers, even
though it remains within the limits set by the Court,
and even though Boston is still recalling teachers,
should be reversed as soon as possible by aggressive
recruiting and the implementation of the recently adop-
ted affirmative action plan.
2. The percentage of other minority teachers and adminis-
trators should be increased through the same means.
3. The number of "acting" administrative appointments must be
drastically reduced in a manner consistent with the pro-
motional rating process
-104-
In order to meet this recommendation, either the pro-
motional rating process will have to be modified, with the
approval of the Court; or a major high priority adminis-
trative effort must be undertaken by the School Depart-
ment; or both. Any proposed modification to the process
must guarantee the participation of parents and teachers,
ensure racially balanced screening committees, and be
less unwieldy. (See Finding #2 above.) At the very
least and as evidence of good faith, the School Depart-
ment should establish immediately a schedule of ratings
for all positions currently filled on an acting basis.
-105-
TI-IE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF PERSONNEL AND LABOR RELATIONS
MANAGER
IDAV\/HITE
October 14, 1983
Dr. Robert R. Spillane
Boston School Corntiittee
26 Court Street
Boston, Massachusetts 02108
Decur Dr. Spillane:
The United States District Court in its Order on Faculty Recruiting and
Hiring, issued on January 28, 1 975, requires that the City Defendants be-
ginning on April 15th of each year and on the 15th day of each successive
month through October 15th shall file with the Court and with all parties a
report detailing:
. a. The projected nuniber of teaching vacancies in various categories;
.b. The projected number of permanent and provisional teachers to be hired;
c. A suiraiary'of "applications~and interviev? activity of black applicants;
d. The number and race of permanent and provisioriol teachers hired or
r^ired.
In its July 5, 1978 Memorandum and Further Orders on Faculty Recruiting and
Hiring, the United States District Court also ordered that the reports due March
15 and October 15 shall include tables shai^ing:
i. The number and percentages of white, black and otiier minority' teachers
in regular, special and bilingual education for the current year and
the previous three (3) years;
ii. The number of black, \*iite and other minority first, second and third
year provisicnals currently eirplcyed and provisionals hired for a
fourth year;
iii. The number of ne-;ly hired provisional teachers for the current year and
the previous three (3) ^ears subdivided by subject areas to viiich assigned.
iv. The number of newly appointed permanent teachers for the current year and
the previous three (3) years subdivided by subject areas to uhich assigned.
Enclosed here.-jith for your processing is the information required by the Court
for October 15, 1983.
Very truly yours,
I^a~^Vhrte, lianager
HVnilh
enclosLires
26 COURT STREET, BOSTO.N, MASSACHUSfTrS 02'.0i- ■/2-.:-GeK>: E.I 5&:0 A?l-\ b:7
-105-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF PERSONNEL AND LABOR RELATIONS
MANAGER
IDA WHITE
October 14, 1983
MEMORANDUM
To: Robert R. Spillane, Superintendent of Schools
From: Ida White3V'
Re: October 15, 1983 Court Report
After reviewing the percentages of Black teachers being reported
in the Court Report, I feel that it is necessary to provide you with
some explanation for the slight decrease (.16%) from the March figure
(20.46%) to the October figure (20.30%).
In the aggregate, we are down 11 teachers in the total teaching
force and 9 in the Black teachers category. The major factors which
contributed to the_ reduction of Black teachers are as follows:
(1) 25 teachers who were counted in the March
Report were promoted to administrative
positions.
(2) 17 teachers who had provisional contracts
in 1982-1983 have not been rehired because
they are not available, have refused assign-
ment, are uncertified, were unsatisfactory,
or failed to re-register.
(3) 1? permanent teachers left the system as a
result of terminations — resignations, retirements,
etc.
(4) 1 permanent teacher took a leave of absence.
-The net impact on the Black teacher count is 55. One additional
factor which contributed to the reduction in the Black percentage is the
fact that no layoffs took place for this school year.
My staff is confident that with new hires and the filling of
vacancies, we will be able to surpass the March, 1983 percentage.
26 COURT STREET, BOSTON, MASSACHUSETTS 021C3* 726-66'00 Ext. J>600 AREA 517
-106-
REPORT ON FACULTY RECRUITING AND HIRING
OCTOBER 15^ 1983
Projected Number of Teaching Vacancies in Various Categories
The projected number of teaching vacancies as of October 1983 is
as follows:
Elementary Schools
2
Middle Schools
*11
High Schools
** 7
Bilingual Schools
*** 9
Special Education
***.*14.5
Vocational Education
***** 3
Total:
4 6.5
♦Includes three (3) Mathematics; Two (2) General
Science; two (2) English; one (1) Spanish;
two (2) French; one (1) Performing Arts
**Includes five (5) Mathematics; one (1) English;
one (1) Music/ Vocal
***Includes three (3) Cape Verdean; one (1) Chinese;
one (1) Spanish; one (1) English as a Second
Language; one-half {h) Laotian/Hmong; one-half {h)
Spanish/Portuguese; tv/o (2) Laotian '
**** Includes one and one-half (H) Resource Room;
three (3) L.A.B.; one (1) S.A.R. ; One (1) L.D. ;
one (1) Speech & Language; two (2) Vision Resources;
one (l)Bilingual Early Childhood; one (1) Bilingual
Speech & Language; one (1) YES Alternative Program;
two (2) Career Instructional Managers
*****Includes one (1) Culinary Arts-Chef; one (1) Data
Processing; one (1) Automotive Repair
B. Projected Numbers of Permanent and Provisional Teachers to be Hired
At the present time the vacancies listed above are being filled by
permanent teachers from the recall list or teachers who have been
recruited through the efforts of the Office of Recruitment and
Evaluation.
C. Summary of Applications and Interview Activity of Black Applicants
Attached hereto as Appendix A.
-107-
L''^-- -"•"" ; -or REHIRED
PERMANENT TEACHERS HIRED
■SPANISH ASIAN OTHER
BLACK 17HITE SURNAME AMERICAN MINORITY TOTAL
"7" 0 0 0 0 0
\
\
•108-
PROVISIONAL TEACHERS HIRED
ELEMENTARY
MIDDLE
HIGH
BILINGUAL
SPECIAL ED,
BLACK
WHITE
OTHER
MINORITY
TOTAL
41
5
3
49
19
1
0
20
36
21
10
67
34
11
85
130
31
56
20
107
TOTAL PROV.
161
9^
118
373
-109-
'TEMPORARY TEACHERS HIRED
BLACK WHITE OTHER MINORITY TOTAL
LEMENTARY
1
0
0
1
IDDLE
5
2
0
7
IGH
1
2
2
5
1 LINGUAL
1
5i
3
9^
P. EDUCATION
3
1
3
7
OTAL TEMPS
n
lOi
8
29 i
no-
TOTAL TEACHERS HIRED
BLACK
WHITE
OTHER MINORITY
TOTAL
ELEMENTARY
k2
5
3
50
MIDDLE
2k
3
0
27
HIGH
yj
23
12
72
BILINGUAL
35
I6i
88
139
SPECIAL EDUCATION
3^
57
23
nii
TOTAL
172
1041
126
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to 10
vo
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cr»
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12
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en
CM
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SJcaqo^ax
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saaip=3i
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ro
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.CM
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00
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*
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saaqoeaj,
£:raupi?aj.
vo
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VO
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CM
CO
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CO
in
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00
CM
VO
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-r4-
vo
CM
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cn
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-fS-
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ro CTi
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VD O
r- O
<D
00
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-CM.
CM
o
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vo
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CO
00
CM
O
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VO
ro
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CM
vo
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o
CM
ro
vo
CM
OO
•vo
CM
o
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-vr
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c
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to
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en rt
CM
00
I
o
c
o
u
^ J3
• 5
tn
grllZco
CO }!'
I
CM
a
TT
tr>
00
B
€J\
M
1
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ro
en
C)
c
a
u
YEAR (PERHANEHT) PROVISIONALS
ltl^l%l • • I •*\^* y «^W\«VI1t>> flll(\b/ r^*%Lf I UUtVll.'
BLACK
V/HITE
OTHER MINORITY
FIRST
53
.hh
29
SECOND
57
2k
ks
TH 1 RD
16
ii
20
FOURTH
35
15
20
TOTAL
126
130
70
161
Bh
118
373
•113-
XJ.X jiijn r x\v/ V .L >j jL '^11 f\ jj m.r\Lij j->.t xj-ir>i.\ i ^mj u i ^i ^ci_/ oi
1980-81 1981-82 1982-83
.EMENTARY
B 3 % 5
\1 0 0 0
O 0 0 2
T 3 % 7
ZCONDARY
B 23 0 9
W 2 0 0.
0 _2_ JD_ _1_
iT 27 0 10
^ • ■
B 0 0 1 0 1
-V7 do 0 0 0
.0 0 0 0 0 0
1983-84 .
TOTAL
PERCENT
BY AREA
12
20%
71.94
4
4
14.03
2
4
14.03
18
28%
100.00
20.
52
82.54
6-
• 8
12.70
0
3
. 4.76
26
63
100.00
T ' ■■■ Q~:r. TjO -t: 1 ' 0 1 100.00
3MS ECONOMICS
B 5 0 0.0 5 100.00
W 0 0 0 0 0
O 0 0 0 0 0
T 5 0 0 0-5 100.00
:;dustrial arts
B 0 0 1 0.1 100.00
W 0 0 0 0 0
o o' 0 0 .0 0
T ,0 0 1 0 1 100.00
3CATI0NAL ED
B 18 0 6
W 10 0 1
O 8_ 0 3
T 36 0 _ii4_10 7 53 100.00
1
25
47.16
3'
14
26.42
3
14
26.42
NEVJ iilRES (continued)
•
•
1980-81
1981-32
1982-83"
1983-84
TOTAL
PERCENT
BY AREA
■;sic
2
0
0
0
2
B
66.67
W
0
0
0
1 -
1
33.33
O
T
0
2
0
0
0
0
0^
1
0
3
100.00
lYSICAL ED. •
3
1
1
0
5
B
83.33
W
- 0
0
0
0
0
r • ■*.' -
0
1
0
0
0
1
16.67
T
•4
1
1
0
6
100.00
n;DED
7
4
0
0
n
3
57.89
V7
5
0
0
0
5
26.32
0
3
0
0
0
3
15.79
T
15' ' "
"4 ~
0
•0
19
100.00
ULT ED.
0
0
0
0
0
•
B
W
0
. 0
0
0
0
3
0
0
0
0
0
r
0
0
0
0
0
3LISH L.2i^3GUAGE
%
;^;tsr
V
•• •
3
0
0
p
0
0
•7
1
0
0
0
1
100.00
D
0
0
0
0
0
[*
1
0
0
0
1
100.00
-115-
■IHCtVi nxnCJ vl,wij uxnuoa;
* .
. -.:
PERCENT
1980-81
1981-82
1982-83
1983-84
TOTAL
BY AREA
'LINGUAL
Ft
12
1
8
8
29
19;21
W
2
1
2
5
.1.0
6.62
o
46 '
16^
29
21 •
112
74.17
-T
60
18^
39
34
151
100.00
FECIAL ED.
* ,
B
43
2
5
11
61
43.26
W
14
3
11
19.
• 47
33.33
■O
12
7
3
11
33 •
23.41
"T
69
12
19
41
141
100.00
.^JVMD TOTALS
■
-E
116
8^
36
53
213
45.23
K
34
4
14
44
96
20.34
0
72
23Ji
38
*-
&
162
34.43
T
222
36
88
126.
472
100.00
Si
-116-
iv. . -NEWLY APPOINTED PERMANENT BLACK, WHITE, AND OTHER MINIQRITY TEACHRR.^
1980-1981 through 1983-1984
PERCENT
1982-83 1983-84 TOTAL BY AREA
0 0 0 0
0 0 0.0
0 0 0 0
0 0 0 0
0
0
0
•
1980-81
1981-82
SECONDARY
B
0
0
W
0
0
0
0
0
T
0
0
ART
B
0
0
W
0
0
0
0
0
T
0
0
FUNDED
B ,
0
o._
W
0
0
o
0
0
T
0
0
.gra>;d
TOTALS
B
0
0
W
0
0
0
0
0
T
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0 0 0 0
b 0 0 0
0 0 0 0
0 0 0 0
n?.
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
RECRUITMENT AND EVALUATION UNIT
VICTOR A. MclNNlS, Ed. D.
SENIOR EVALUATION COORDINATOR
JOSEPH F. CAREY
Eva'jsiion Specialist
UVAUGHN CHAPMAN
Recruitment Spacial:st
October 11, 1983
MEMORANDUM
TO: Ida White, Manager
Department of Personnel and Labor Relations
FROM: Livaughn Chapman, Recruitment Specialist^^^v^j^ /ly
SUBJECT: Recruitment Activities '-■('''
April 15, 1983 - September 15, 1983
I, Interviewing and Counseling Activities
a. The Recruitment Specialist of the Office of Recruitment and
Evaluation interviewed and referred a combined total of nine
hundred and twenty five (925) prospective minority and white
candidates interested in working with the Boston Public
Schools. These candidates were screened lui a lluilLed number
of administrative, professional and teaching positions. Given
the economic times many of the prospective employees were
walk-ins and referrals.
b. The recruiter interviewed and referred a combined total of
forty five (45) minority candidates for non-professional
positions with the School System.
\'
c. The Recruitment Specialist served as Counselor for black, white
and other minorities relative to employment possibilities, pro-
viding job referrals and job related counseling.
26 COURT STREET. BOSTON. MASSACHUSETTS 02103
• 720 6600 EXT 56 59 AREA 617
- 2 -
the Boston Public Schools,
II • Recruitment Activitjas
a.
In an effort to meet the court mandate for hiring black and
adve\\?^rifL"f''f'^' ^'^ recruiter vill con'tinue to
general u.r.l? ^"^ "^tional newspapers, network, and in
general use all recruitment tools necessarv tn <:«ov\i ^ ^
minority candidates to fill staff vacancS. '"^ ""'
-119-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
TD:
FROM:
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF PERSONNEL AND LABOR RELATIONS
MANAGER
IDA WHITE
Novariber 2, 1983
MEMORANDUM
Ida l-Jhite, Manager
Jchn M. Conley
SJBJECT: Category I Ac3nanistrators, (Heacannasters and Principals)
by Level
KLOi SCHOOL HEADMASTERS
BLACK
WHITE
OTHER MINORITY
TOTAL
Perrranent
4
11
0
15
Acting
Total
3
7
2
13
0
0
5
20
Percent
35.00%
65.00%
MIDDLE
0%
SCHOOL PRINCIPALS
Permanent
9
11
1
21
Acting
Total
Percent
2
11
45.83%
1
12
50.00%
ELEf1E^!TAEY
0
1
4.17%
SCHOOL PRINCIPALS
3
24
Permanent
10
65
1
76
Acting
Total
0
10
2
67
1
2
3
79
Percent
12.66%
84.81%
2.53%
T
23
OTAL HEADMASTERS A\'D PRINCIPALS
Permanent
87
2
112
Acting
Total
5
28
5
92
1
3
11
123
Percent
22.76%
74.80%
2.44%
26 COURT STREET. BOSTON. r/ASS^CHuS? T fb O^ICH* 72;". 6C>'' Em i.OiO A-lEA ot7
-120-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
FINANCE AND ADMINISTRATION
ROSEMARIEV ROSEN
MEMORANDUM
October 24, 198 3
TO: Michael Betcher, General Counsel
FROM: Rosemarie V. Rosen, Deputy Superintendent
Finance and Administration
SUBJECT: RATING AND SCREENING PROCESS
I met with Jim Case recently as part of his regular
review of staffing issues related to monitoring the court
orders. He expressed some interest and restrained support
■for our notion of streamlining the process. If we take the
initiative, I think the State would be helpful. They would
not serve as mediators, but I think they can see the deficiencies
in the current process. Would you mention this to Henry and
let me know what you both think.
x.c:
Ida \"Jhite
Jim Case
/ha
26 COURT STREET. BOSTON t.';ASSACHL:SETTSC2T0S
-121-
r25tI;CJG Ea 1 ocvjO z-'-::--'! o '
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
RECRLMTMENT AND EVALUATION UNiT
VICTOR A MclNNIS. Ed D
SENIOR EVALUATION COORDINATOR
JOSEPH F, CAREY
Evaluation Specialist
November 10, 1983
LIVA'JGHN CHAPMAr;
Pecruitment Specialist
PROMOTIOHAL RATINGS
Since July 1, 198 3
(including those initially posted in June, 198 ^
Name of Position
Occupational Development Specialist
HHHORC (posted 6/10/83)
Placement Specialist Ch. 74
HHHORC (posted 6/10/83)
Headmaster, English High School
(posted 6/15/83)
Program Director for Reading
Project Director for Interagency
Collaboration
Project Director - Department of
Student Support Services
Educational Specialist /Horticultural
- Phillis Wheatley School
Status (as of November 10, 1983)
Approved by School Committee
Approved by School Committee
Finalists' names sent to
Superintendent for nomination
of one to School Committee
Candidates being interviewed by
central screening committee
Applications due 11/21/83
Credentials due 11/30/83
To be posted approximately
on 11/14/83
To be posted approximately
on 11/15/83
/,^/fSi^.^l_
26 COURT STREET. BOSTON. MASSACHUSETTS 02108 • 726-6389 AREA 617
-122-
BQSTQr.i PUELIC SCHOni DEPT CARE R
■55 "'Ew DUDLEY ST
HOxiauwy MA 02119 2flAM
a-05-5aa-^?3ni 10/28/83 ICS IPmmtzZ CSP BS^A
6l7au2l35ri ^GM THMj ROXSURY MA bU 10-28 OUS^P EST
^s Clarice o-ie^s
U8 H4ZF|_TCiJ ST
MATTaPAiw '--ft 02126
PLE4SF BE DPESfKjT FOR THE SCREENINP COMMITTEE INTEPVIE^^ OF CANDIDATES
FOP T^F POSITION! OF" PROGRAM DIRECTOR POR READING ON THURSDAY NOVEHBER
3 1^583 AT lOAM IN THE DISTRICT 9 OFFICE. PLEASE CALL ME OR My
ASSISTANT JiMES GARVIN IF YOU ARE UNABLE TO ATTEND THIS MEETING ON
THE SPECIFIED DAY OR TIME.
SiN'CERELY,
R0r,F9 9FATTIE
16:55 EST
rtGMCOMP
-123-
im
1. Tvhat is your philosophy in counselling? How do you perceive your
role?
2. What do you see as the needs of the Cape Verdean students at
Madison Park High School?
3. How would you program and monitor a 16 year old, newly arrived Cape
Verdean student v7ho has a 2nd grade level of education?
4. What techniques or methods would you use to develop rapport with
students?
5. T-That outside resources would you use for Madison Park High School
Cape Verdean students? (crisis intervention)
6.. What would you immediately do to help a student:
(a) Who is threatening suicide?
<b) Who is pregnant?
(c) Who is using drugs?
7. What would you do to initiate and maintain communications with
parents?
WjV a/sL N' Kre sabi modi na Madison Park High bu ta pripara alumus
'j,(A ^ Kabaverdianus pa un besita p'es bai ti Kabuverdi^
How would you prepare student for a summer trip to Cape Verde and
V7hat would you do while visiting Cape Verde?
(^'■^ 9. Are there any activities that you can think. of that would provide
the Cape Verdean students with multi-Cultural experiences?
124-
THE SCHOOL COMMITTER OF THE CITY OF BOSTON
Vv. :«.v; ,.y
BOSTOM PUBLIC SCHOOLS
OFFICE OF THu co^;^.rj,\iTY $ur5Ri,\rE,\D:;.-.T
SCR£aTIZrS COMHIgTSg REGIS5HATICIT
HAIffi
ADDIGS3 6> il'C^cA^ k^^-r^J
H02.E PHCirS ITOLSgl ^^^ —Sj^^^ '
SCHOOI PHOZTE ITUT.SS ^h^Jcjjl "^ fC^^ -^^i:'
125-
T)
JcP^
//
1
■'ZcJ ^JcL^ .^'yy-^.r^jJ
y .
/•
y-
/-/
i^/jayc'U^ /<:'■< x^- ^M/z^^. >-> -^//^
^/^, A(^^X^/ y^Zy /^:^>4b'^^/ ^^^ .-«/ c:'/^^'^^^'^- ■
V. y ' /' / ^ —7& ^ -^ ^
^=- — ^ y'2/^i/^^'/ y<:?^'c^'^.^~a^^ y^^'^^zj^ .•:^
^Z^ _y97-/^y^J -<;/?.^^?c^ ^^^^^
y..../y ^ / ^, ' v^y ., /^ / y y.yy
'#
?^' ; "y^'p^^c^^^^y J-A-i-^ .r/-/z^jL<^yCv^/^/^^'^
■U6- ■
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
JOSEPH F. CAREY
Evaluation Specialist
LIVAUGHN CHAPMAN
Recruitment Specialist
BOSTON PUBLIC SCHOOLS
RECRUITMENT AND EVALUATION UNIT
VICTOR A MclNNIS. Ed D
SENIOR EVALUATION COORDINATOR
November 30, 1983
Mr. James Case, Associate Commissioner
Massachusetts Department of Education
1385 Hancock St.
Quincy, MA 02169
Dear l^^^-GaseTH^ ^V J*
In accordanc4/with your request, a sampling of letters sent by
chairpersons of screening committees to organizations providing
members is enclosed.
I hope this information proves helpful.
Sincerely,
fictoT A. Mclnnis
Unit Leader
rt
26 COURT STREET, BOSTON, MASSACHUSETTS 02108
-127-
726-6600 EXT 5649 AREA 617
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE COMMUNITY SUPERINTENDENT
ROGER BEATTIE
DISTRICT IX
October 13 , J 983
Mr. Thomas E. Clegg
President, B.A.S.A.S.
Blackstone School
380 Shav/mut Avenue
Boston, Mk. 021] 8
Dear Mr. Cleg^:
I am currently forming a screening committee to select finalists for the position
of Program Director for Reading. According to Boston School Department guidelines for
composition of this committee there must be two (2) B.A.S.A.S. members (1 blsck, 1 white)
selected by B.A.S.A.S. o'' the committee.
Therefoic, 1 an, requesting that yo'i forv.arc' the r:hove inforrrirllon to n.r \>y rriri.y,
October 21, 1983.
Thank you for your continued cooperation.
Sincerely,
J:>s^-/t^i
Roger Beattie
Community Superintendent
RBrpmm
c.c. Dr. Victor Mclnnis
Mr. James Garvin
t^-AD!3uM i'Arr, HIGH SCHUOL, i'l") fJFW DL'DLEV STRfET, BUILL^ING 1, tlQiHUHY, .MASo-
-128-
■■■ij-'r j-ri .A.-??A ri'
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
A
BOSTON PUBLIC SCHOOLS
OFFICE OF THE CO.MMUNITY SUP£RI^;TE^JDE^.■T
DISTRICT IX
October 14, 1983
Tubal Padilla
District IX Parent Coordinator
59 Temple Place
Boston, Ma. 02111
Dear Mr. Padilla,
I am currently forming a screening committee to select finalists for the
position of Program Director for Reading. According to the Boston School Department
guidelines for composition of the committee there mast be 3 parents (1 black, 1 white,
1 other minority) who are members of the C-P.C. or D.P.C- selected by the C.P.C. on the
committee.
Therefore, I am requesting that you forward the above information to me by
Friday, October 21, 1983.
Thank you for your continued cooperation.
Sincerely,
Roger Beattie
Community Superintendent
RBrpmm
c.c. Dr. Victor Mclnnis
Mr. James Garvin
-129-
City wide Parents Council
59TemplePlace Boston.Mass. 02111 (617)426-2450
November 15, 198 3
James H. Case
Nan D. Stein
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Jim & Nan:
Enclosed are copies of
regarding screening committ
of documentation. The firs
quests for parents to serve
to those requests. The sec
phone requests for parental
The third is a CPC memo to
of all the screening commit
this timetable. The fourth
One is feedback from a pare
meeting while the other is
the corres
ees . Thes
t group CO
on the sc
ond set do
part icipa
the School
tee meetin
type of d
nt who was
the mailg
pondences made to and fron the CPC
e correspondences represent four types
nsists of the School Department's re-
re en in g committees and the CPC's replies
cuments the School Departcent's tele-
tion and the CPC's subsequent responses.
Department requesting for a schedule
g dates. We still have not received
ocumentation was submitted by parents.
unable to attend our October 24th
ram we had discussed at the meeting.
Nan, in response to your inquiry, the CPC was not notified of the screen-
ings for the positions of Occupational Development Specialist and Placenent
Specialist Ch . 74 at the H.H.H.O.R.C. According to Roger Beattie (District
9 Community Superintendent), parents were called to re-screen the position
of English High School Headmaster but only one parent attended and it was
for a single resume review session. Moreover, upon speaking with a parent
on the issue of the Program Director for Reading, it was indicated to Tne
that the screenings for this position. has been suspended for unspecified
reasons. As for the position of Project Director for Interagency Collabora-
tion, a request has been made and I will be submitting the names soon.
Also enclosed are two copies of the November 8, 1982 Agreement. The
section pertaining to screening committees is now invalid. Due to a dispute.
Judge Garrity ruled in June 1983 that the original orders on screening com-
mittees be in force.
A multi-cultural parents organization monitoring quality, desegregated education
-130-
-2-
I hope this material wil] flc;c-!c:^ ,
:ional correspondences become avL-I^Kr" t" ^^^ >^eport. Should any addi-
ecome available, I will again forward copies to you,
gmd
Enclosures
Sincerely ,
Carol K. Ng 0
Monitoring Assistant
■131
A-
June 7, 1983
James Stanton, Executive Director
City Wide Parents Council
59 Temple Place
Boston, MA ■ 02111
Dear Mr. Stanton:
This is to inform you that in accordance with Personnel Circular
No. 67 (enclosed) , there will be a Central Screening Committee for the
Academic Administrative position of Program Director for Health and
Physical Education.
Please select three (3) parents, one (1) black, one (1) white and
one (1) other minority, to serve on this Screening Committee, per Federal
Requirements.
Thank you very much for your cooperation in this regard. I will
be in contact with you by telephone in the next few days concerning
names, addresses and telephone numbers of your selections for this
important task. As this will involve meetings during the early summer
its important that I convey this to your selectees.
Sincerely yours.
Frank G. Power, Jr.
Internal Advisor
FGP:B
End.
•132-
PERSONNEL CIRCULAR
No. 67, 1982-1983
May 27, 1983 -
^-isiia^
PROMOTIONAL RATINGS
PROGRAM DIRECTOR FOR HEALTH AND PHYSICAL EDUCATION
ATHLETIC DIRECTOR
To: Comnunity Superiiiwt^dents , Headmasters, Principals, and other Admin-
istrative Heads
HEADMASTERS, Principals, and other Administrative Heads are requested to
keep on file a DATED CHECKLIST signed by all academic personnel under their
jurisdiction as evidence that each has read this circular.
As part of the reorganization of the Division of Curriciilum and Instruction
approved by the School Committee, the position of Athletic Director posted
in Personnel Circular #82, June 14, 1582 and #7, September 21, 1982, and not
filled, has been redesigned. In addition, the position of Program Director
for Health and Physical Education was created.
Therefore, two professional positions are available immediately:
PROGRAM DIRECTOR FOR HEALTH AND PHYSICAL EDUCATION
Description: Reports to the Manager for Instructional Services and respons-
ible for directing curriculum for Health and Physical Education K-12, includ-
ing monitoring implementation through frequent, regular on-site visits and
department workshops; measuring objectives and standards, evaluating student
achievement; advising on selecting texts and other materials; disseminating
information; participating in selection and evaluation of teachers; advising
on staffing levels ; providing orientation and in-service training for teach-
ers; in conjunction with Headmasters and Principals, evaluates Department
Heads and programs for all schools.
Qualifications
Required: Education
Master's degree plus 30 graduate semester
hours. Within the Master's or supplementary
to it, 9 semester hours in administration/
supervision
Certification - 1. Teacher Certificate Options;
Massachusetts Certificate ifUl (Special
Subject Teacher - Health and Physical
Education) (old certificate)
-133-
City wide Parents Council
59TemplePlace Boston, Mass. 02111 (617)426-2450
June 14, 1983
Mr. Frank G. Power, Jr.
Internal Advisor
Boston Public Schools
26 Court Street
Boston, MA 02108
Dear Mr. Powers:
Thank you for contacting our office regarding the upcoming
recornmencement of the screening process for the position of
Director of Physcial Education.
The names of 3 parents are as follows:
Linda Tate
41 Michigan Ave.
Dorchester, MA 02124
Sonia Toledo
P.O. Box 1029
Roxbury Crossing, MA
Mary Jane Lavrakas
101 Robinwood Ave.
Jamaica Plain, MA 02130
Black
436-0097
Cleveland, Dorchester High
Hispanic
445-0061
Garfield Elementary
White
522-6221
J.F. Kennedy Elementary
Please provide these parents with adequate meeting notification
and information. Feel free to contact our office for further in-
formation.
■I
/jv
■<Jim Stanton
Executive Director
134-
- 3 -
No. 67, 1982-1983
May 27, 1983
ATHLETIC DIRECTOR
Description: Reports to the Program Director for Health and Physical Educa-
tion and responsible for developing, implementing, and evaluating intramural
and inter-scholastic sports programs for 22 middle schools and 17 high
schools. Duties include training and evaluating coaches; scheduling games;
selecting game sites; coordinating players' transportation; purchasing
uniforms and eqxiipment; arranging for officials, doctors, and security and
evaluating and improving extra-curricular sports programs, K-12.
QUALIFICATIONS
Required :
Preferred:
1. Bachelor's Degree
2. Minimum of 3 years supervising athletics at
a secondary or college level
3. Coaching, administering and/or officiating
in an athletic program involving multi-ethnic
youth
4. Demonstrated ability in building talent,
strong teams , parental and local community
support, and pride in competitive play
5. Commitment to provide Equal Opportunity in
varsity sports for both boys and girls.
1. Demonstrated ability to involve large nxmibers
of students in athletics
Terms:
2. Evidence of success in advocating athletic
programs for youth by involvement in fund
raising and related public relations with
the media, and business and community leaders.
Managerial position. Class 7, 12 months; Salar;/ $32,400
$36,300 (consistent with Management Titles and Compensa-
tion Plan)
APPLICATION PROCEDURES:
Forward to the Recruitment and Evaluation Unit, 26 Court Street,
Boston, MA 02108 (726-6600, Ext. 5649) immediately, or no later
than June 14,1983, a letter of application and resume.
a. State name, home address and telephone nximber, business
address and telephone number.
-135-
B
City wide Parents Council
59TemplePlace Boston,Mass. 02111 (617)426-2450
June 21, 1983
Mr. Frank Power
Internal Advisor
Boston Public Schools
26 Court Street
Boston, MA 02108
Dear Mr Power:
I am wrii-ing to respond to your request for an individual
to serve on the non-academic screening committee for the Fall
Sports Program Coaching positons. Your request called for an
individual (preferably a parent) with experience, through his/
her child's participation, in school sports.
I am pleased to say that the person identified accomodates
your request:
Lillian Overshown
60 Kendall Street
Boston, MA 02118
Please be in touch with me if I can be of further assistance
to you.
Sincerely,
Jim Stanton
Executive Director
/jv
■136-
City wide Parents Council
59TemplePIace Boston,Mass. 02111 (617)426-2450
DEPARTMENT DF FTKT.D SPKCTAT.T.STF;
July 2.0, 1983
Dr. Robert S. Peterkin
Deputy Superintendent
School Operations
26 Court Street
Boston MA 02108
Dear Dr. Peterkin:
In response to your request for a parent to serve on
the screening committee for positions related to the office
of Planning and Engineering, I have been able to recruit a
parent from the Tobin School in District One to work
with your group.
The personal data you will need to get in touch
with her is:
Name:
Address :
City/State
Contact :
Pamela Goncalves ^
365 Massachusetts Avenue
Boston MA 02115
work: 266-8604
home: 536-3099
Just a suggestion, Mrs. Goncalves works as you can. see.
In district 8 , there was a need for a parent to get time off
for a committee that was meeting in the daytime, so the
Community Superintendent made contact with the irector of
one of the parent participants place of work, and was able
to get the parent release time, which did not affect the
parent's vacation, sick or personal time. You may want to
assist Mrs. Goncalves in this way.
-137-
A mt ilti.ctiltural rwrents oroanization monitorina auaiitv. deseoreoated education
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
TO:
FROM:
RE:
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF PERSONNEL AND LABOR RELATIONS
MANAGER
IDA WHITE
November 7, 1983
it -J
c^-' i^^.^
■ z
h-^
l^
T-
Rosemarie V. Rosen, Deputy Superintendent/ (O- ^^-^
Finance and Administration
.^J^
Ida White, Manager
Acting Appointments
■■^'\ ,.^* l.l^''
rr^
As of November 2, 1983, there are a total of A36 positions in the
School Department that are filled on an acting basis. Acting
positions are distributed by central division and bargaining unit
as follows:
Division
BTU
BASAS
MGRL
65
207
16A
TOTAL
Curriculum & Instruction
3
/' 17
33
53
Finance & Administration
0
3
46
49
School Operations
62
187
30
279
Superintendent
53
53
School Committee
2
2
^JO
Distributed by location:
School
District
Central
BTU
BASAS
MGRL
TOTAL
23
•176
5
212
8
10
18
34
31
149
214
•138-
26 COURT STREET. BOSTOM, MASSACHUSETTS C2108* 726-66CX) Ext 56M AREA CI 7
Ms. Evalena Higginbottom
Page Two
October 6, 1983
Superintendent Wood, the Court made explicit what had been
inplicit all along and expressly exempted, inter alia, five
Senior Management Officer positions from the screening process.
In 1982, the "Tregor Bill" attempted to strengthen the
management of the school system by repealing the 1978 statute
prescribing specific numbers and titles of senior school
officers. It was thought that the Superintendent and School
Committee, and not the City Council and Legislature, ought to
determine which administrative configuration best suited the
needs of the school system.
' "The r979' amendment " to' the Administrator DesegFeg'atiofTOrSer
exempted ten senior officer or "cabinet" positions: two deputy
superintendents, five senior management officers and three
managers. Since 1979, various senior officer positions have
been abolished or converted to non-cabinet level positions.
Superintendent Spillane presently has six "unrated" senior
staff: the three deputy superintendents, the Director of
Education and Employment, the Senior Officer for Implementation
and, and arguably, the General Counsel. (As noted above, the
Senior Officer for Equal Opportunity has been appointed pursuant
to rating) . The restoration of the senior officer in charge of
special education as a cabinet-level, exempt position is well
within the scope of the exemptions authorized by the
Administrator Desegregation Order.
Very truly yours,
Michael J. Betcher
General Counsel
KJH/ctm
cc: School Committee Members
Superintendent
139-
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
October 27, 1983
Rosemary Rosen, Deputy Superintendent
Boston Public Schools
26 Court Street
Boston, Massachusetts 02108
Dear Rosemary:
There has been some confusion about which positions are exempt
from rating and screening. Could you please give us the title of
those positions which the Boston Public Schools are now defining as
exempt, and the names of the people who currently hold those positions
7
We will need this infomation and the information which we requested
in our previous letter (October 5, 1983) by November 7th. If, by any
chance, you have the information ready by Wednesday November 2, 1983,
please let Ida ^Thite know, as we will be meeting with her at 11 a.m.
Sincerely,
'/CU^
James H. Case
Associate Commissioner
.n
Civil Rights Specialist ^ , ^'p
/l
Enclosures /«^ \ JO"! ., t^
\(^\f^i\ i-'-i
0
.rl^'
140-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
FINANCE AND ADMINISTRATION
ROSEMARIE V. ROSEN
October 24, 1983
Mr James H. Case
Associate Commissioner
Massachusetts Department of Education
1335 Hancock Street
Quincy, MA 02169
Dear Jim:
This is to bring you up-to-date on our rating and screening
activities.
Enclosed is the listing of acting positions and my memorandum
to the other Deputies of July 1983. Summer activities of pre-
paring for the opening of schools - teacher assignment pools -
and training sessions for principals and headmasters - intervened
before we v/snt any further in the preparation of our schedule.
Also, the enclosed listing was difficult for the Deputies to use
since it was not clearly organized by location of position and
it includes some of the positions in the high school administra-
tive structure which cannot be rated until we continue negotiations
with the appropriate union.
We are preparing an updated list organized by major department
area. This list will be reviewed by the Deputies for recommendation
on scheduling. In compiling a schedule, we will give priority to
positions filled the longest on an acting basis and those v;hich,
lacking permanent appointments, are creating the most serious service
problems .
I expect to have the schedule set by the end of November and \>7ill
keep you posted.
Sincerely,
^osemarie V. Rosen
Deputy Superintendent
Finance and Administration
em
enclosures
26 COURT STREET BOSTON, MASSACHUSETTS 02 108 • 726-6200 EXT 5800 AREA 617
-141-
■^^■
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE GENERAL COUNSEL
M E M 0 R A K D U M
MICHAEL J. BETCHER
Genersl Counsel
klARYJOHOLLENDER
Associate General Counsel
TO:' Sandy "Tennant '
Executive Assistant
FROM: Michael J. Betcheryn^}^
General Counsel V
DATE: Kovenber 14, 1983
RE: Exempt Positions
As explained more fully in my October 6, 1983 letter
to Evalena Higginbottom, copy attached, Judge Garrity has
exempted ten senior positions from screening and rating as
follows: two deputy susperintendents , five senior
management officers, and three managers. There are
presently seven senior officers in exempt positions:
Rosen, Peterkin, Lancaster, Coakley, Caradonio, Betcher,
Caldwell. In responding to the State, I suggest that we
reserve the* right for the Superintendent to add exempt
positions to his "cabinet" if he ,should so choose, at least
up to the level of ten senior exempt positions already
approved by the court.
MJB/ctm y.
Enclosure _^^^
cc: Rosemarie V. Rosen ^^vZ-^-^— <—
c/'^^--
7
^■'-^-■<_^ ^ cf^^^ C<'^
t
6 I
n^
^f-^.
/l^ya-^A-^-^ t'"^^
i^,-^-
iK-^^-i^<.
A^-^'-y^
26 CO L'RT STREET . BOSTON
.rjASSACHUSETT^CqiCy. !617) 726-629/^ '^ '
/vS
^^ ^,£^ ^ '^/^y/?^-
City wide Parents Council
59TemplePlace Boston,Mass. 02111 (617)426-2450
November 17, 1983
Rosanarie V. Rosen
Deputy Superintendent of
Finance and Administration
26 Court Street
Boston, MA 02108
Dear Ms. Rosen:
I am writing to each of the Deputy Superintendent's regarding the issue of
Ckxnmunity and Central Screening Committees in the hope of refining procedures
that will be both consistent with the applicable Court Orders and likely to
increase effective parent participation on these canmittees . I believe this
is a goal we both seek to attain.
The Conmunity and Central Screening Committees' section of the November 8,
1982 Agreement between the CPC and School Committee has been voided by the
Court in favor of the original order largely because of the inability of tte
two parties to resolve the issue of parent/staff representation. However, I
feel that there was no disagreement on the first ttacee points in the above
mentioned section of the November 8th agreement aix3, therefore, I would like
to suggest following these points in order to lead to more effective parent
participation on these ccnmittees . I have listed ttese points below:
1. The School Department shall give the Citywide Parents Council and,
where appropriate, tte School Parent Councils three (3) weeks advance
notice, in writing, of its intention to set up Central and Community
Screening Conmittees. The CPC will provide to the School Department,
one (1) week prior to the start of a screening committee, tte names
of parents who will serve on that screening conmittee. If the CPC is
unable to provide parent representatives, the screening process shall
proceed on schedule.
2. The initial meeting of any screening committee must be at tte
convenience of all members. The dates, times, and places of
subsequent meetings shall be determined by a consensus of committee
members.
3. Members of each committee must be provided with a job description for
the position, procedures followed in recruiting and advertising for
candidates, a listing of all the candidates who applied, and a clear,
concise statement of committee procedures and responsibilities.
-14/1.
Amulti-culturalparentsorganization monitoring quaHty, desegregated education
Letter to Rosenarie V. Rosen
Page Two
The first point will give us a realistic time frame for recruiting
parents. The second point will give parents a sense that tteir participation
is valued and desired. The third point gives parents the baseliiie infonnation
necessary for participation.
The CPC is making efforts to strengthen parent participation including
working with Massachusetts Advocacy Center to develop a brief, but useful,
one-session training program for parents who are chosen to serve on a
screening committee but have no prior experience. We hope to have this in
place jxjst after the first of the year.
Carol Ng, of our staff will be coordinating this training as well as
setting 14) a file of parents who indicate a willingness to serve on screening
committees. So, all futxice correspondence on screening committees should be
addressed to her.
There are two additional steps I hope the school department will consider
inplementing to strengthen parent participation.
1. Providing transportation and babysitiing allowances for parents \Ax)
would not otherwise be able to attend all committee meetings. (Both
the CPC and a number of SPCs have found this to be essential for
maintaining the active involvement of some parents) .
2. Once a committee coapletes its work it would reinforce parents' sense
of accon^jlishment if the School Department could notify each parent
of the decision made by the Si^rlntendent and School Committee.
Finally, I would like to ask if it vrould be possible for your office to
provide us with a quarterly calender of proposed screening committee start ips
and the position to be screening, as this would greatly facilitate our efforts
to effectively involve parents in the screening committee.
Thank you in advance fcr your thoughtful attention to these requests.
Sincerely,
Stanton
'Executive Director
/jv
xc: Dr. James Case
Nan Stein
-145
'%
1
JUNE 22, 1983
137
CITY OF BOSTON
'V
Proceedings of School Committee
June 22, 1983.
A meeting of the School Committee of the
City of Boston was held in the Administration
Building, 26 Court Street, Boston between the
hours of 1 :30 p.m. and 4;30 p.m.
PRESENT: N/lrs. McGuIre, Mr. O'Bryant,
Mrs. Walsh-Tomasini, Mrs. Sullivan McKeigur,
Mr. McCluskey.
Mr. McCluskey presided.
EXECUTIVE SESSION
ORDERED, That the Committee go into ex-
ecutive session for the purpose of discussing
contract negotiations, the Committee to re-
turn as soon as possible.
On roll call the order was approved by the fol-
lowing vote:
YEAS — Mrs. Sullivan McKeigue, Mrs.
Walsh-Tomasini, and Mrs. McCluskey — 3.
NAYS — 0.
ABSENT — Mrs. McGuire and Mr. O'Bryant
— 2.
APPOINTMENTS
The Superintendent presented the follow-
ing nominations for vacant category two high
school positions.
BRIGHTON HIGH SCHOOL:
Department Head (Acting):
Dominic Bruno (W), Careet Preparation.
James O'Connor (W), Bilingual.
Joyce Campbell (W), Language Arts.
William Quinn (W), Humanities.
John X. Doherty (W), Technology.
Doris Phillips (W), Business.
Ruth Connaughton (W), Special Education,
t Development Officer (Acting):
»^ Carol Scott (B).
i^'Registrar (Acting):
John W Henry (W).
Guidance:
Gloria Pope (B), Acting.
Isabel Nicks (B), Permanent.
JAMAICA PLAIN HIGH SCHOOL:
Department Head (Acting):
Gerald Howland (W), Technology.
Virginia Kemp (B), Career Preparation
^
Aileen Rice (W), Language Arts.
Placida Gaidi (W), Humanities.
Paul Howe (W), Special Education.
t^-H^gistrar (Acting):
Kathleen Bartlett(W).
Guidance:
Dolores Perenyi (B), Permanent.
Elaine Gelinas (W), Permanent.
Luz Osario Burns (H), Permanent/Bilingual.
i,,.-Bevelopment Officer (Acting):
WEST ROXBURY HIGH SCHOOL;
Assistant Headmaster Admin. (Acting):
Roger Harris (B).
David Glenn (W).
7 Department Head (Acting):
Edmund Sprissler (W), Career Preparation.
Edward Holland (W), Special Education.
Derrick Sudeall (B), Mathematics.
Robert Feeney (W), English.
Daniel Foley (W), Business.
Ruth Morgan (W), Science.
John Golner (W), Social Studies.
Development Officer (Acting):
X Alfred Lennon (W).
^/Registrar (Acting):
V' Alicia Barrasso (W).
HYDE PARK HIGH SCHOOL:
Assistant Headmaster Admin (Acting):
r <^^
) Department Head (Acting):
Robert McNutt (W), Career Preparation.
Special Education.
Michael Roberts (B), Humanities.
Phillip Capernaros (W), Business.
(B), Language Arts.
James Mullan (W), Technology,
j^evelopment Officer (Acting):
John Shea (W).
^flegistrar (Acting):
*^ Garv Lewis (W).
BURKE HIGH SCHOOL:
Assistant Headmaster Admin. (Acting):
Rosalind Brown (B).
William Heath (B).
Guidance:
Lorraine Mazzola (W), Permanent.
(B), Permanent.
Department Head (Acting):
Kathleen Rannery (W), Special Education.
Mary Haley (W), Language Arts
(W), Technology.
Helen Varasso (W), Career Preparation.
(B), Humanities.
velopment Officer (Acting):
Ann Foley Tierney (W).
Registrar (Acting):
\y Phyllis Cook (W).
i
-146-
138
JUNE 22, 1983
V- DORCHESTER HIGH SCHOOL:
Department Head (Acting):
Mariano Communale (W), Career Prepara-
tion.
Charles Flaherty (W), Special Education.
Joseph Casey (W). Language Arts.
Joseph LaCroix (W), Math/Technology.
Christina Capernaros (W), Science.
/ Rosemary Sport (B), Humanities.
I ^Development Officer (Acting):
^ William Fitzgerald (W).
J^egistrat (Acting):
\/ Joseph Scarbo (W).
7
SOUTH BOSTON HIGH SCHOOL:
Assistant Headmaster Admin. (Acting):
Department Head (Acting):
Isabel Mendez (H), Bilingual.
Thomas Pillari (W), Career Preparation.
James Poor (W), Humanities,
Audrey Leung-Tat (B), Language Arts.
Thomas Leydon (W). Math/Technology
Paul W. Grueter (W), Science.
Charles Martindale (W), Special Education.
CHARLESTOWN HIGH SCHOOL:
Guidance:
Name (B). Acting.
David Sheehan (W), Permanent.
<^ Department Head (Acting);
Wendy Lee (O), Bilingual.
Leo Raftery (W). Special Education
John Morris (W), Language Arts/Humani-
ties.
Willie Williams (B), Technology
Warren Toland (W), Career Education.
V ^Development Officer (Acting):
*^ Ralph Berkowitz (W)
Registrar (Acting):
^ John Green (W).
EAST BOSTON HIGH SCHOOL:
^ Assistant Headmaster Admin. (Acting):
"trt Department Head (Acting):
^ Max Corbett (W), Career Preparation.
Elaine Halkopoulos (W), Language Arts.
Anthony Loro(W), Humanities.
Ann Fisher (B), Business.
Paul Natola(W), Technology
Rocco Jesso (W), Special Education.
J^fevelopment Officer (Acting):
\/^ William Kearns (W)
^flegistrar (Acting):
\-/ Raymond Gerrior(W).
Admin. Assistant:
Michale Rubin (B).
LATIN ACADEMY:
Assistant Headmaster Admin. (Acting):
(B).
Department Head (Acting):
William Sullivan (W), Classics.
Frederick C. Spracklin (W), English.
Thomas Lavin (W), Humanities.
Krishna Rajangam (B), Mathematics.
Eraldo DeSantis (W), Foreign Language.
Sandra Driggens (W), Science.
j^„XJevelopment Officer (Acting);
Mary Thomsen (W)
Registrar:
\^ Richard Bailey (W).
BOSTON LATIN SCHOOL:
Assistant Headmaster Admin. (Acting):
Steven Leonard (B).
Guidance:
Janet Owens (B), Acting
. , Department Head:
1 ^ William Durante (W), Mathematics.
Maureen White (W), English
Joseph Desmond (W), Classics.
Joseph Connolly (W), Physics.
Joseph Walsh (W), Chemistry.
Peggy Kemp (B), History
James Donovan (W), German.
Helen Cummings (W), French
Paul Costello (W), Physical Education.
Jerry Boisen (W), Music.
/ Develoment Officer (Acting):
l^ Jacqueline Tibbetts (Amer Ind).
BOSTON BUSINESS SCHOOL:
Department Head (Acting)
Mildred Sanders (B), Business.
r
BOSTON TECHNICAL HIGH SCHOOL:
Guidance:
Yolanda Allison (B), Permanent.
Department Head (Acting):
Peter Walsh (W), Social Studies.
Sonya Leroy (H), Language Arts.
James O'Day (W), Career Preoaration.
Richard Brown (B), Mathematics.
Kenneth Cray (W), Science.
Development Officer (Acting);
Jane MacDonald (W).
R)»gistrar (Acting);
\^James S. Halliqan (W).
^ COPLEY HIGH SCHOOL:
*" Guidance:
Margaret Zenger (W). Permanent
Department Head (Acting):
Maureen Tisei (W), Language Arts
Paul Foley (W), Technology
Mildred Fryer (B), Humanities
•147-
JUNE 22, 1983
139
L
U
ENGLISH HIGH SCHOOL:
Guidance:
Joan Dazzi (W), Permanent.
Department Head (Acting):
Bilingual.
Betty Bowker (W), Art.
Antoinio Gizzi (W), Career Preparation.
John Yurewicz (W), Lanuage Arts.
Joseph Sheppeck (W), Mathematics.
Doris Jones (B), Science.
Louis Liggerio (W), Social Studies.
Development Officer (Acting):
(B)
Registrar (Acting):
'^ William Brown (W).
MADISON PARK HIGH SCHOOL:
Administrative Assistant:
Guidance:
Roberta O'Leary(W), Permanent.
Thomas Gilarde (W), Permanent.
Manuel Gonsalves (B), Permanent/Bilin-
gual.
n Department Head:
' Joan Taylor (W), Bilingual.
Jane Sullivan (W), Special Education.
Ronald Gwiazda (W), Language Arts.
Patricia Tremblay (W), Mathematics.
Eufrazia Hamadeh (W), Science.
Will Wyatt (B), Humanities.
Allen Butters (W), Career Preoaration.
James Thornton (W), Physical Education.
Robert Winfrey (B), Performing Arts.
/Development Officer (Acting):
JillByerly(W).
Registrar (Acting):
^ Ronald Tremblay (W).
UMANA HIGH SCHOOL:
Assistant Headmaster (Acting):
Frederick Johnson (B).
r- Department Head (Acting):
Nicholas Rubino (W), Mathematics.
Dwight Barnett (B), Humanities.
Mary Canty (W), English.
Frank Santosuosso (W), Science.
Jacqueline Hill (B), Special Education.
Registrar (Acting):
''^■- Diane Vraux (W).
TERMS AND CONDITIONS OF EMPLOY-
MENT FOR
ACTING DEPARTMENT HEADS, SCHOOL
REGISTRARS, AND SCHOOL DEVELOP-
MENT OFFICERS
The follovifing terms of employment are sub-
ject to discussion with appropriate collective
bargaining groups:
Effective Date of Employment - July 1 , 1983.
Salary:
Department Head
1 St year, $31 ,500 in 24 payments
School Registrar
1st year, $29,000 in 24 payments
School Development Officer
1st year, $29,000 in 24 payments
Work Year:
Eleven months, including the regular
school year, plus three weeks before the
opening of school and one additional
week of work during July or August. Work
may be required during some school va-
cations between September and June
Hours:
The school day plus whatever other lime is
required to accomplish necessary tasks
including aftemoon and evening meet-
ings with staff and parents.
Sick Leave:
1 5 days per year.
On roll call the nominations were approved
by the following vote:
YEAS— Mrs. McGuire. Mr O'Bryant. Mrs
Sullivan McKeigue, Mr McCluskey— 4.
NAYS— Mrs. Walsh-Tomasini— 1 .
ARA TRANSPORTATION, INC. CONTRACT
Ordered, That on recommendation of the
Superintendent the proposal and contract for
furnishing school transportation services for
theCityof Boston for the period July 15, 1983,
through August 31, 1985, with optional re-
newals of September 1 , 1 985, through August
31, 1986, and September 1, 1986, through
August 31, 1987, in the amount of
$53,378,000 for the four-year period be
awarded to ARA Transporatation, Inc.
On roll call the order was approved by the
following vote:
YEAS— Mrs. McGuire, Mr O'Bryant, Mrs.
Sullivan McKeigue, Mrs. Walsh-Tomasini, and
Mr McCluskey— 5.
NAY— 0.
TRANSCOM, INC. CONTRACT
Ordered, That on recommendation of the
Superintendent the proposal and contract for
furnishing Out-Of-City Special Needs Trans-
portation Services for the Boston Public
148-
140
JUNE 22, 1983
Schools for the period September 1, 1983,
through August 31, 1985, with optional re-
newals of SeptenDber 1 , 1 985, through August
31, 1986, and September 1, 1986, through
August 31,1 987, in the amount of $6,400,000
for the four-year period be awarded to Trans-
corn, Inc.
On roll call the order was approved by the
following vote:
YEAS— Mrs. McGuire, N/lr. O'Bryant, l^rs.
Sullivan McKelgue, Mrs. Walsh-Tomasini, and
Mr. McCluskey— 5.
NAYS— 0.
TEXTBOOKS
The Superintendent submitted for review
and consideration by the School Committee,
a list of reading materials for secondary
schools in District 3. These materials have
been reviewed and approved by Deputy Su-
perintendent Oliver Lancaster.
Laid over.
The meeting adjourned.
Attest.
EDWARD J. WINTER,
Secretary.
CITY OF BOSTON
PRINTING SECTION
149-
Division of Occupational Education
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
MEMORANDUM
TO:
James Case
FROM:
David F. Cronin> '
SUBJECT :
Staffing Problems at HHORC
DATE:
November 10, 1983
The Division has reviewed the HHORC faculty register for school year
ending June 30, 1984. There are two instructors who have yet to apply
but for whom the Superintendent has requested temporary conditional
approval. Assistant Headmaster, Thomas Giacchetto has assured Gene Curran
that they are obtaining documentation. The two individuals are Cesar
Coloma, electronics and Frederick Lee, auto mechanics. It is anticipated
that their processing will be completed within two weeks.
/mjc
cc: Elaine Cadigan
Naisuon Chu
-150-
Special Desegregation IVIeasures
MASSACHUSETTS DEPARTMENT OF EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
Anslysis of Fall 1 9S3 EnrQlnTients: uverview of Specisl Desegreg;
■tons-
The Uourt has deaignated certain schools for "special desegregation
rriesEures":
Order
1 S7b
bchools
May 3rd
ElllE
Lee
Bradford
Hale
CoTfrments
now closed
now a magnet school
May Sth 197
R.G.Shaw Middle
ThoTfiPson Middle
P.A.Shaw
Emerson
TLiclierman
Guild
Henmgan
McKay
East Boston High
now ciosea
a magnet school
a magnet school
3 iii^gnet Ecn.i'j ,
create a "Ousiness education magnet'
March 21st 1978 Boston Latin School "support" for minority student;
Boston Latin Academy same
Boston Technical High same
November 1931 Burke High
Dorchester High
not issued - voluntary compliance
same
May 1982
I ODin
became K-3
-151-
Overview of bpecial Desegregation page 2
Five monitoring issues are covered in separate "essays" in this section of the
Report;
(A) Eight "special desegregation" schools
(B) Toton K-S bchool
(C)' Burke and Dorchester High Schools
(D) East Boston Business Education Magnet
(E) Support Services at E:-:arrnnation Schools
Note that four schools listed abo^.'e (Hale, Guild, Henmgan, and McKay) are
discussed at length in the section on magnet elementary schools, under "Student
Assignirients". Note also that aspects of the Burke and Dochester High Schools
are discussed under both (A) and (C).
MONITORIN G OBJECTIVES
(A) "Special Desegregation Schools" page 155
What nave been the effects upon compliance i«nth enrollment requirements c^"
the designation of certain schools for "special desegregation rrieasures"'^' Have
these schools been assisted in developing distinit-ve and attractr-'e program
emphases'^' In recruiting students actively from their assigned geocodes"' In
increasing their white enrollment in other ways? To what extent does each
operate under an articulated strategy to become a stably desegregated school?
(BJ The Tobin K-8 School page 183
What has been the impact of the K-S structure upon the enrollment - and thus
the extent of compliance - of this school'^' How do Fall 1 983 enrollments compare
with Spring 1 3S3 assignments? Is there evidence of a negative impact upon the
District I middle schools?
152-
Overview of Special Desegregation page 3
CO Burke and Dorchester High SchoolE page 190
How far advanced are the facility and program development aspects of the
cornmitment made to these schools in November 1 9S1 ? Note that a discussion of
the enrollment of the two schools is included under (A).
(D) East Boston Business Magnet Program page 202
Have the issues raised in the Spring Report - program quality and
distinctiveness, relation with the host high school, assignment and transfer
policies - been addressed'^' Is the program meeting its intended purpose?
(E) Support Services at the E;:amination Schools page 213
What are the causes of the disproportionate attrition of Blacl; and Hispanic
students admitted to the e>;am schools? How effective is the preparation offeree
by Advanced Work/Academiically Talented programs? Hou.i effective sre suppoi-t
services provided at the exam schools? How coulc the retention and success rati
be improved?
NEXT STAGE OF MONITORING
For the Ellis, Lee, P.A.Shaw, Emerson, Tobin, R.G.Shaw, Thompson, Burke and
Dorchester, the next stage of special desegregation monitoring wnll review the
recruitment efforts made to increase the number of white applications and to
reach white parents whose children are geocoded to these schools. What
encouragement do the administrators and other staff of the schools designated
for special desegregation measures receive to miake such efforts, and v^ihat
recources are made available to them? What decisions are made with respect to
153-
Overview of Special Desegregatiorr page 4
programE which will be housed in these schools and assignment of students for
1984-85?
For the Burke, Dorchester, and East Boston high schools, the next stage of
TTionitonng will ask whether program development has made it possible to meet the
needs and expectations of students who have been attracted on the basis of a
program description.
For the three examination schools, the next stage of rrionitonng will follow up
on several lines si:etchea out in the present report; preparation of students for
the demanding academic atmosphere of these schools, identification of students
who need extra support, provision of academic and counselling services, including
support for students whose first language is not English,
154-
MASSACHUSETTS DEPARTMENT OF EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
AnalysiE of Fall 1 983 Enron-ments: Special Desegregation Schools
Certain schools have been identified by the Court from time to time as
subject to special desegregation requirements. We have prepared reports on
East Boston High School and on Buri::e and Dorchester High Schools, and on
measures taken at the three examination schools to provide support services
to encourage and assist Black and Hispanic. Requirements for the bilingual
program at Charlestown High School are being reviewed as part of the
monitoring of bilingual programs in general. The Guild, Henmgan, Hale and
McKay schools are discussed in the report on magnet elementary schools.
The "special desegregation" schools not identified above aree the Ellis,
Pauline Agassii Shaw, Lee, and Eriierson elementary schools and the Robert
Gould Shaw and Thompson middle schools. These six schools are discussed in
the present report, together with an enrollment analysis of Burke and
Dorchester High Schools, wihose program and facility development are discussed
in the separate report mentioned above.
The discussion of these schools vjill follow this outline;
* the enrollment history of each school with respect to the permittee
ranges of enrollment established by the Court, and in
comparison wiith other Boston schools;
* the demonstrated ability of each school to attract white students, in
comparison wnth other Boston schools (note that, for several
"special desegregation" schools - Guild, McKay, Boston Latin,
Latin Academry - discussed elsewhere, the challenge is to
attract and retain minority students)!
* the irripact of the assignments approved last Spring, with special
attention to the proportion of assigned white students who are
actually enrolled as of November 1933!
« the "recruitment" measures undertaken by each school to assure that
assigned students will actually enroll," and
155-
AnalyEiE of Special Desegregation SchoolE page £
* any program ronsiderations (other than at Burke and Dorchester)
which seern relevant to achieving the Court's objectives for
these schools.
Applicable Orders
On May 3rd 1976 the Court ordered the defendants to "formulate and
implement forthwith special measures for the effective desegregation of four
elementary schools which are currently identifiably black schools . .". The
schools were the Ellis, the Lee, the Bradford (since closed), and the Hale (now
a magnet school).
On May Sth 1977 the Court oraered the Department of Implementation to
"formulate and implement special measures, including, where appropriate,
modifications in geocode units and assignments of Kl and K2 students, for the
effective desegregation of the schools listed below"! the schools were the Sh3w
Middle, the Thompson Middle, the Shaw Elementary, the Emerson, and the
Tucl<erman (since closed).
Enrollment o-f' White Students
1 97S-1 983 Change % of 19 73 White E n r o 1 1 rri e n t
system (1-12)
-7527
Emerson
0
P.A.Shaw
-8
Ellis
-7
Lee
-23
Dorchester High
-79
Burke High
-77
Shaw Middle
-75
Thompson Middle
-84
0%
-14%
-17%
-25%
-38%
-47%
-56%
-60%
-156-
Analysis of Special Desegregation Schools page 3
Discussion of Individual Schools
PAULINE AGASSIZ SHAW
Enrollment in grades 1-5 in April 19S3 was
number
percent
permitted
Black
127
69%
54% -90%
White
50
27%
18%-30%
Other
Min
6
4%
3%-5%
percent
permitted
70%
55%-91%
2S%
1 6%-28%
2%
4%-6%
The school was therefore in compliance in all three racial/ethnic categories.
Enrollment in grades 1-5 for November 1 9S3 is
number
Black 119
White 48
Other Hin 3
The other minority enrollment is too low), but the Court has relaxed the
enrollment requirements in those districts with few other minority students.
White enrollment is at the upper end of the permitted '•"ange, a significant
accomplishment for a school located, as the P.A.Shaw is, within blocks of the
corner of Blue Hill Avenue and Morton Streets, notorious for racial tensions.
The Shaw must, in fact, be considered a remarkable Euccess for desegregation.
The Shawi was below the permitted range for white students in 1975, 197St
and 1977, and again in 19Si; Black enrollment percent wias above the permitted
range in 1975 and 1976. The median Boston school has been out of compliance
with these twio ranges four times over the past nine years, and 24 schools have
been out of compliance between 10 and 17 times! the Shaw's record of si;-; timies,
largely in the earlier years, compares very favorably.
The last Monitoring Report pointed out that white students were
over-assigned to the Shaw, so that the school was projected to be
-157-
Analysis of Special Desegregation Schools page 4
substantTally above the permitted range for white enrollmenti and I observed
that this was only realistic, since many white students attending kindergarten
in 1982-83 in Hyde Pari-; elementary schools would undoubtedly go on the
parochial schools for first grade, as indeed has been the case since long
before desegregation. There was in fact a "shrinl::age" of 24 white students,
or 33% of those assigned. Is this a high rate under the circumstances? The
Chittick school, located in Hyde Park and thus nearer to the white residential
portion of the same district, but in a racially-changing area, experienced a
59% "shrink:age" from assigned to enrolled white students! the Hemenwey,
located in the white section of Hyde Park but enrolling many Blaci: students
fro-m the vicinity of the Shaw, lost 37% of its assigned white students.
A closer look at the assignments and enrollments shows that 31 white
students were assigned to first grade at the Shaw (including, presumably, the
two who were in its kindergarten last year), and that eleven white students are
in the first grade, making it 3Q% white or above the permitted range. It is
apparently necessary to assign 3 white students to assure that one will
attend. This is not necessarily an e>;cessive rate, given the traditional
strength of non-public schools in Hyde Park:, where the four schools reporting
enroll some 900 students in grades 1-8,
In the upper grades, the Shaw seems to do quite well at retaining its
students.
5
n
1 L.
1 i-
5
11
12
12
6
9
10
12
5
-2
_2
0
0
18%
17%
0%
0%
in previous grade at Shaw 82-3
assigned for Fall 1983
enrolled Fall 1983
"shrinkage" from assigned
percent "shnni'age"
Note that a certain amount of "shrinkage" occurs with no relation to
desegregation or to racial issues! two students in a grade could easily move or
be withdrawn for other reasons having little to do with the perceived quality of
the school.
158-
Analysis of Special Desegregation Schools page
Principal John Bradley was asked about his efforts to assure that
assigned students actually attend. He reported that it is his practice to send
letters to new parents, and also to phone as many of themi as possible to invite
theiTi to visit the school. Other Hyde Park parents, he said, also phone, and he
placed great importance on direct communication among parents. The concern
expressed most frequently, he said, was with the safety of white students
attending the Shaw, on the way to school and in school! he felt that the good
safety record and the currently excellent transportation service were
important factors in reassuring white parents. It is also his practice to
telephone or have his teachers telephone, by 10 AM, to the parents of any child
missing that day, to assure that the parent was aware of the child's absence.
Concerns about the neighborhood were, he admitted, a real difficulty to be
overcome, but he felt that many parents sent their children to non-public
schools in Hyde Park or Milton for traditional reasons. Others, he conceded,
were unliiiely to agree to send their children to the Shaw under any
circumstances.
The Shaw offers no special prograrri attractions, nor does it seern to need
any. Mr. Bradley spolce of his stable and experienced staff, some of whorr.
have been with him and with the school since the start of desegregation and
longer, of their willingness to make e>;tr3 efforts to reach out to parents, and
of the good custodial care of the building. The school has neither an extended
day kindergarten nor an advanced work class, nor does it receive special
benefits under Chapter 63£ or other programs. Several microcomputers are
now in place for instructional purposes, as in other schools, and planning for
their use seemed ahead of so'me other schools visited, though behind at least
one other. The bilingual kindergarten program, for Haitian children, actually
results in the assignment of more Black students to the school, without
bringing it out of compliance.
The visitor to the Shaw is struck by how welcorriing the hallways are, with
a variety of messages and decorations designed to create a positive
atmosphere. Mr. Bradley, though unhappy about the lack of a full-timie clerk,
-159-
Analysis of Special Desegregation Schools page S
was using the constant interruptions by telephone as an opportunity for
positive contact with parents - and for lobbying with School Department
callers for his school's needs.
He recently received a letter from one white parent, expressing
appreciation that her concerns had been allayed, and that her children were
having a positive experience at the Shaw. "My children, all three of therri at
the Shaw School, race out of doors in the morning to get to their busses. In
short, they are enjoying school very much - they actually come bursting through
the door in mid-afternoon laughing, chattering about their day and showing rne
graded school ivork. Whatever you and your staff are doing over there, by all
means continue - it works!".
The 1982-83 Annual Report for the school confirms the impression of
vigorous educational leadership and outreach to parents. Among the
attachments are a number of circulars to teachers on matters of instructional
strategy, techniques for relating individually to students, and expectations on
the handling of attendance and discipline problems. I found these concrete
and helpful, especially the ones posing open-ended questions for teacher
self-evaluation of, for exarriple, a reading lesson. The school "philosophy"
calls for flexible grouping practices and independent work habits, and Mr.
Bradley has translated these global objectives into specific expectations for
teachers! the inspirational mottoes and posters around the school are backed
up with classroom practices.
A new (and mysterious) poster had made its appearance the day of the
monitoring visit! it said, "Shaw is 5", The principal was counting on curious
students to asl< hirri what it meant: that education goes on five days a weelr at
the Shaw, and students need to be there every day. One of the expectations
placed upon teachers is that they will report all absent students by 9 each
morning for the principal's daily telephone checl; with their parents! an attempt
IS also made to involve active parents in telephoning to other parents. When
health or other problems lead to chronic absenteeism, the parents are informed
of community and school services available to help them. "Principal and
-160-
Analysis of Special Desegregation Schools page 7
teacher visits to homes" is one of the school's objectives, and is stated as an
expectation in one communication to teachers, together with the suggestion
that parents be called to congratulate children on good attendance.
In visits to "special desegregation" schools inquiry was always made
about written as w»ell as oral communication with the parents of
newly-assigned students in the crucial weeks after they receive an assignment
and while they may be considering whether to withdraw! their children from the
public schools. The letter sent by the Shawi, while by no means unique, is a
good example of the provision of reassuring information. Basic facts about
the location, organization, hours, and programs of the school are provided in a
two-page letter, together wnth a statement of the school's philosophy of
developing a positive self-image "in all our children" through giving each
opportunities for success and creativity. All of the materials used, the letter
says, are "both multi-level and multi-cultural in content and are in full
compliance with Chapter 622" <the reference must be mysterious to almost
every parenti it should be restated in terms of avoiding stereotypes of race,
religion, sex or national origin, and shownng the contributions which various
groups have made and are mainng to American life). "Given such exciting
programs, experienced, motivated, caring teachers and adrriinistration,
cooperating parents, happy and relaxed children, is it any wonder that we feel
that the Shaw School is an 'Opportunity School'?" the lettei- asks.
There is nothing "glamorous" about this small, rather traditional school,
but mriany parents would find it extremely attractive.
LEE
It was around the Lee School, in 1971, that a serious confrontation arose
between the Board of Education and the School Comrmittee over the letter's
failure to follow through on the agreements under which the school had been
built. John Coakley developed the newi, desegregated district for the school
which the School Committee would not implement fully, and the Board found the
-161-
67%
4S%-73%
24%
22%-3S%
9%
6%-in%
AnalysiE of Special Desegregation Schools page 8
Committee in violation of the Fourteenth Amendment because of the de jure
segregation of the Lee School which resulted. Out of this incident grew the
decision, by Black Plaintiffs, to institute the Morgan case. For the first
seven years of desegregation under the Federal Court Plan, the Lee was
consistently out of compliance with the permitted ranges for Black, white, and
other minority students each year. Small wonder, then, that the Lee has
remained on the list of schools for special attention.
Last year's (April 1933) enrollment in grades 1-5 was:
number percent permitted
Black 213
White 75
Other Min 2S
The school was then in compliance.
Projected enrollment for September 1983 was:
number percent permitted
Black 197 5S% 46%-7S%
White ill 33% 22%-36%
Other Mm 29 9% 7%-l 1 %
It was reasonable to expect a drop-off in white enrollment, since 52 white
students were projected for first grade in comparison with 43 for grades 2-5.
If the drop-off were drastic, observed the Spring report, reducing the entering
class to ten white students (equivalent to the projected second grade), the
school would be 21% white in September, or slightly below the permitted range.
Clearly, then, it would be important to make every effort to retain as many as
possible of the assigned white students.
The actual first grade enrollment, on Novemiber 3rd, was 19 white first
graders, or 31% of those assigned in May. Overall enrollment (grades 1-5)
number
percent
permitted
Black
201
69%
45% - 78%
White
69
24%
22% - 36%
-162-
AnalyEiE of Special Desegregation SchoolE page 9
Other 22 8% 7% - 11%
with 17 of the white students (and 43 minority students) in the Advanced Work
Class.
The Lee was below the permitted range for white enrollment for the first
seven years of desegregation, but has been in compliance now for two years.
Similarly, the Blach: enrollment was over the permitted range for seven years,
and has been in compliance for two. Like the P.A.Shaw, the Lee is a
desegregation success story.
Contacts with parents of newly-assigned students seem less formalized at
the Lee than at the Shaw, but Principal Frances Kelley stressed, as did John
Bradley, the importance of parent-to-parent contacts. She attributed the
Lee's ability to attract white students from West Poxbury to the Extended Day
Kindergarten (though regretting restrictions on those students continuing on to
first grade unless so geocoded), to a Chapter S36-funded program fo>"
academically-talented students in grades 1-3, and to the advanced work
classes for grades 4 and 5, as well as to the school's emphasis upon the
performing arts.
It IS instructive to compare the grade profile of the Shaw and Lee schools
as of May 1 S83 (see below," each astensi: represents one white student).
r-: ,-\ C? '■-. T. ! - '
'4-
5
■¥- -jf -H" "T^ ■*':■ ^;- "^r -K" ^ t;' "X" ^
■K- * -S- # -S- ****** *
*****
4f. 4-|. ^ ^ ^. ^ ^ JH ^*- *.
*'!*:"******** "S" * * 'M* •??■
***********
* * * * * * * *
**********
* * * * * * * * * **■?•■ * * * * *
*******************#****■
The Lee shows a strong white enrollment in kindergarten (the Extended
Day PrograiTi), dropping off considerably by the second grade, and then strong
-163-
Analysis of bpecial Desegregation Schools page 10
again in the fourth and fifth grades (Advanced Worl:: Classes)! clearly these
special programs play a rriajor part in its desegregation. The Shaw, by
contrasti has few white students in kindergarten, then maintains a very even
profile until the fourth grade, when presumably students transfer to the Taylor
for the district Advanced Work Class, Special programs are not a factor in
desegregation of the Shaw.
The 1932-S3 Annual Report of the Lee School stresses the rich resources
offered by the school, but also the problems created by the on-going threat of
staff lay-offs (apparently not a problem at the Shaw, with its veteran staff).
A variety of performing arts activities took place during the year, on a scale
which would not be possible in a smaller school. In the view of the parent
council, the special programs were the primary mode of attracting "students
from the white neighborhoods assigned to the Lee School."
ELLIS
The April 1933 enrollment of the Ellis, grades l-5< was;
number percent permitted
Black lfa2 46% 33%-55%
White 40 11% 1 7%-2S%
Other Mm 154 43% 25%-41%
The high other rrnnority enrollmient was the result of the presence of a large
bilingual program, amounting to 120 Hispanic students; this is permitted by the
Court. The white enrollment, on the other hand, was clearly below the
permitted range, despite the presence of an Advanced Work Class which
increased white numbers in the 4th and 5th grades:
3rade
Number White Students
K
0
1
4
2
4
3
5
4
13
164-
AnalysiE of Special Desegregation Schools page 11
14
The projected enrollment for September 19S3 was:
number percent permitted
Black 161 45% 32%-54%
White 71 20% 1 b%-26%
Other Min 123 36% 27%-45%
The significant increase in white enrollment - into compliance - was the result
of assignment of forty white students to the incoming first grade. The Spring
Report to the Court observed that "white students are clearly available) since
each of these is presumably in a kindergarten run by the public schoolsi but it
is to be feared that the 1983-84 first grade will be nearer to the 4 white
students of 1982-33 than to the proiected 40!" - unfortunately, this prediction
proved accurate, and there were only seven white students in first grade as of
November 3rd, or 18% of the number assigned? total white enrollment is lower
than it was last Spring.
The November 3rd enrollment (grades 1-5) was:
number percent permitted
Black 167 50% 32%- 54%
White 35 11% 15% - 26%
Other 131 39% 27% - 45%
with 10 of the white students (and 48 minority students) in the Advanced Work
Class.
The Ellis has been below the permitted range for white students for nine
years straight; it is interesting to note, however, that that it was over the
permitted range for Black students for the first three years of desegregation,
but has now been in compliance for Black students for six years straight.
The principal, Florence Hadley, did not hesitate to point out shortcomings
in the school's ability to function as an attractive educational setting. She
started the 1982-83 school year new to the Ellis, and with fifteen (!) teachers
-165-
AnslysiE of Special Desegregation Schools page 12
new to the building, some of them teaching at levels inappropriate to their
previous experience and with insufficient orientation and support. Secretarial
support was entirely inadequate (the one complaint expressed spontaneously by
each of the elementary special desegregation school principals). As she put it
in her annual report, "there was a great deal of confusion during the first
part of the year," though conditions irriproved over the course of the year.
Ms. Hadley was aware of the school's "special desegregation" status in
only the most general terrris, and not of any specific implications for her
operational goals (unlike Mr. Bradley of the Shaw and Ms. Kelley of the Lee,
who were principals of those schools when they were so designated by the
Court). In her annual report and in conversation she expressed doubt that
much could be done m the u'ay of increasing support by white parents without a
resolution of security problems! "until the negative perception of this
community is turned around, we will always have difficulty recruiting white
pupils," she wrote. She does not feel that the school is given special
attention or support fromi Court Street to become strongly attractive. Even in
a physical sense, the building was not properly cleaned and maintained (a
complaint expressed in several other schools).
'when asked about what might persuade a white parent to send a child to
her school, Ms. Hadley stressed only the Advanced Work Classes.
Unfortunately, such classes only affect the enrollment of grades 4 and 5, and
they cannot really be said to desegregate the regular classes even at that
level. Such schools as the P.A.Shaw and the Higginson (see below) do not
house AWCs, and may as a result have a more solid integration.
The November 19S3 enrollment of the Ellis is 10.5% white in grades 1-5,
outside the permitted range of ie.%-26%. Two blocks away is the Higginson,
also a District II school but one which has vigorously recruited white students
from its assigned geocodes, though without a "special desegregation"
designation and mandate, and is currently 30.3% white in grades 1-5, above the
permitted range. It would be presumptuous, on the basis of brief visits and
review of the 1982-33 reports, to reach any conclusions about the greater
-166-
AnalyEiE of Special Desegregation SchoolE page 13
succesE ot the Higginson than the Ellis at attracting geocoded white EtudentEi
but preEumably leadership has Eomething to do with it. Me. Hadley has
properly devoted her first year to rebuilding a badly disrupted faculty and
school organization; it remains to be seen whether she will now be able to
convince white parents of the value of what the school can offer. Our
attention in the next phase of monitoring of special desegregation rrieasures
will turn to the extent to which she and other principals are given support)
guidance, resources, staff stability, and the other ingredients necessary to
exercise such leadership.
EMERSON
The Emerson and the Ellis are perhaps fifteen blocks apart in Roxbury,
but the one draws white students from the far side of South Boston High School
and the other from the far side of the Arnold Arboretumi. The grade 1-5
enrollment of the Emerson in April 1983 was;
number percent
Black 52 45%
White 28 20%
Other Mm 48 35%
The Emerson houses a Cape Verdean bilingual programi (the students counted as
Black), and is one of the few schools in Boston with a significant proportion
(9%) of American Indian students. It is located along Dudley Street, where
rapid growth in Hispanic population is occurring.
The school has too few white students and too rriany Hispanic students to
be in compliance with the permitted ranges for its district. Its enrollment has
been below the permitted range for white students for nine years straight.
The projected Fall 1983 enrollment was;
number percent permitted
Black 52 41% 2S%-46%
White 29 23% 28%-46%
-167-
per re
litted
2S%-
-46%
29%-
-49%
1 8%.-
-30%
Analysis of Special Desegregation Schools page 14
Other Min 34 27% 1 9%-33%
The projected racial proportions improved largely because fewer Black and
Hispanic students had been assigned to the first grade than were in that grade
in 1S82-S3; unlike the schools discussed abovei the Emerson was not assigned
an unrealistically high number of white students! To the contrary, fewer white
students were assigned to first grade than were in attendance in that grade
last year! of those assigned (7), the majority (4) attend this Fall! giving a much
lower "shrinl<3ge" rate than for other elementary "special desegregation"
schools. Does this mean that, in South Boston, students are less likely to go
to public kindergarten and then on to parochial first grade than in Hyde Park
or West Ro>;bury? An analysis of the decline from aggregate kindergarten
enrollment to first grade enrollment in each district in the current year shows
that District VI (South Boston/Ro/cbury) is lower than average for the city.
Citywide there are 38% fewer white first graders than kindergarteners! in
District VI the drop is only 20%, compared with 51% in District IJI (West
Roxbury, includes the Lee School) and 53% in District IV (Hyde Parl<, includes
the P. A, Shaw).
The actual November 1983 enrollments (grades 1-5) are:
number percent permitted
Black 45 37% 2S% - 46%
White 27 22% 28% - 46%
Other 49 41% 1 9% - 33%
The principal, Mr, wloseph Prendergast, is new to the Emerson this year
having previously served for a number of years at the Hennigan, a large magnet
elementary school. He expresses satisfaction with the change, and confident
that his earlier service at the Gavin School in South Boston will help him to
reach out to that community. Like Ms, Hadley at the Ellis, he was given no
special orientation to obligations related to heading a "special desegregation"
school, and had no strategies in mind to reach out to white parents whose
children had been assigned! in fairness, he was not at the Emerson when
assignments were made last Spring.
168-
Analysis of Special Desegregation Schools page 15
The "grade profile" of the Emerson, like that of the Shaw, is quite regular,
in contrast with the Ellis and the Lee, which draw white students to prograrns
which serve only grades 4 and 5 (and kindergarten, in the case of the Lee).
Last year's annual report, prepared by the previous principal, reflects
energetic efforts to improve the quality of instruction and to reach out to the
South Boston coTTimunity to encourage increased white enrollment. Relatively
high reading and math scores were reported. Credit was given to assistance
from the Institute for Learning and Teaching at UMass, Boston.
According to the annual report, a substantial majority of the students
come from homes where a language other than English is spok:en, whether Cape
Verdean or Spanish. Concern was expressed about the difficulty of
maintaining consistent attendance, a theme at each school! in fact, the
Em-erson's attendance rate was the best of this group, with 42% of its students
(62% of its white students) missing school five days or less, compared with 26%
(17% for white students) compiling an equivalent record at the P.A.Shaw.
In some respects the Emerson seemis to have the least likelihood of
succeeding as a special desegregation school; located off Dudley Street in
Roxbury, seeking to draw white students from South Boston, providing no
special programs to attract tnem, and educating a student oody high in cnildren
from homes where English is a second language. On the other hand, it is 5
pleasant small school and seems to provide a solid and basic education
prograTTh the student body is well-integrated, though it is not in compliance
with the Court's standard for the district (VI) in wihich the school is located.
The new principal, though comjing from a rnagnet school, has no special
orientation toward recruitment, but this will clearly be a major challenge for
him in the months ahead. In addition, the fact that few white students are
assigned to the Emierson suggests that either insufficient South Boston
geocodes are assigned to the school, or students are using false addresses to
enroll at elemientary schools located in South Boston. Two South Boston
schools have actually increased their white enrolVment since 1 97S; the Condon
( + 14%) and the Perkins (+5%).
169-
Analysis of Special Desegregation Schools page 16
SHAW MIDDLE SCHOOL
The Shaw and the Thompson were discussed last Spring in the report on
middle school assignments as well as in the special desegregation report.
April 1933 enrollment of the Shaw was:
number percent permitted
Black 234 71% 41%-69%
White 63 19% 2S%-4S%
Other Mm 32 10 5%-9%
The school was slightly high in Blacl: and other minority enrollriienti and
significantly low in white enrollment, though located in heavily white West
Roxbury (non-public schools in West Roxbury enrolled more than 2000 white
students in grades 1-12 last year). Fall 1933 enrollment is:
number
perce
nt
permitted
Black
210
70%
42%-70%
White
59
20%
27%-45%
Other
'••hn
29
9%
6%-10%
Obviously, there is a slight improverrient but not compliance with the white
permitted range. It might be noted, however, that the three middle schools in
District III have a combined enrollment which is only 26% white, below the
bottomi of the "range".
The Shaw has been below the permitted range for white students for the
past eight years, and was above the permitted range for Black students for
seven of the first eight years of desegregation! the new standard has brought
it into compliance.
White enrollrrfent has in fact declined sharply at all District III middle
schools since 1978: Shaw (56%:), Irving (50%), and Lewenberg (49%). On s more
positive note, the Shaw enrolls 13% more white students than were assigned
last Spring. Presumably this reflects the enrollment of some students wihose
170-
Analysis of Special Desegregation Schools page 17
parents had not accepted the assignmerit of their children, for elementary
grades, to the Lee School in Dorchester, but are willing to enroll thern in a
TTiiddle school in West Ro;;bury. Mr. Keohane, the principal, in fact reports no
difficulty in convincing assigned students to attend the school; there is no
effect, in the middle schools, comparable to the massive transfer of students
to parochial schools at the first grade level and, for middle schools which, like
the Shaw, do not house an Academically Talented Program, there is no large
exodus at 7th grade level to the Latin Schools.
The essential problems, for desegregation of the Shaw, are the changing
age profile of its community of West Roxbury, and the heavy reliance upon
non-public schools and the examination schools for students in that community.
Mr. Keohane is an advocate of mainng the R.G.Shaw a l-"'-8 school, as was
recently done, with the Court's approval, with the Tobin. He points out that
his facility originally housed those grades, and that he has the capacity
available to offer twio classes at each grade level f'-S. He argues that this
would contribute to desegregation by assuring parents of a stable educational
environment for their children over a number of years. St. Theresa's and Holy
Name schools both offer grades one through eight; they are his direct
competitors for white students. Implementation of this proposal would clearly
have implications for District III elemientary schools located in West Roxbury,
since it would be inappropriate to draw white students to the Shaw who would
otherwise attend the Lee.
THOMPSON MIDDLE SCHOOL
Enrollment of the Thompson in April 1 9S3 was:
number percent permitted
Black 369 82% 52%-SS%
White 70 15% 20%-3A%
Other Mm 13 3% 2%-4%
The way the permitted range is computed (the "ideal" Plus/rriinus 25%) has the
-17L
Analysis of Special Desegregation Schools page IS
effect of creating a very wide range if the "ideal" in any grouc is high. For
example, if the "ideal" for each group were 33%, the range would be 25%-41%, or
sixteen percentage points. When one group is as predominant as Black
students are in District IV (in part because there are few "other minority"
students), a very wide range is created - one which it would be hard to rrnss'
The white range, by the same tol^en, is a narrow and difficult one. All this by
way of explaining why the Thompson is out of compliance on white enrollment
(nine percentage points from the ideal) but in compliance on Blacl: enrollment
(twelve percentage points from the ideal).
The projected Fall 1983 enrollment was:
number percent permitted
Black 347 7S% 52%-83%
White 82 19% 2n%-34%
Other Mm 11 2% 2%-4%
The hoped-for improvement in white enrollment was based largely upon the
assignment of 43 white students to the tth grade, many of thern for the
Academically Talented Program which operates for 6th grade on''y. In fact,
only 27 white stuents are presently enrolled in the Sth grade, substantially
fewer than the 39 enrolled in that grade last year, so that the school is 84%
Black, 13% white, and 4% other minority. The Sth grade is only 7% white.
Even the faculty is predominantly minority, due to the large number of i*ihite
teachers who requested and were granted transfers out last year.
The overall November 3rd enrollment is:
number percent permitted
Black 360 S4% 52% - 8S%
White 55 13% 20% - 34%
Other Mm 15 4% 2% - 4%
Of the white students, five are enrolled in the Academically Talented Program
(with 35 minority students).
The Thompson clearly has major problems in desegregating. The decline
in white enrollment since 1 97S is 60%, and the school is higher than any other
-172-
Analysis of Special Desegregation Schools page 19
nriiddle school in "shr-nkage" from May 1933 assignments to November 1 9S3
enrollment (-33%). The school has been out of compliance with the white
enrollment requirement for all nine years since that requirement was
established by the Court, and was out of compliance with the Slack standard as
well for the first seven years (the revised standard has brought it into
compliance for 1982 and 19S3;).
It 15 significant that the section of this Report on safety and security
issues gives special attention to the Thompson as a troubled school, as does
the section on student discipline.
The principal, Mr. Gerald Hill, attributes these problems to several
causes, including the assignment of geocodes to the school which were
predominantly white when first implemented but are now largely Black (there
are three bus loads of Black students transported to the Thompson, he said,
who could walk to the Lewenberg Middle School). Continuity of staff is a
problem. Transportation satety issues (a bus from Readville in southern Hyde
Park was late and had been stoned the day of my visit) and fighting outside the
school crested a climate which did not encourage white parents to keeo their
children in the school. His efforts to reorganize the school with ungraded
houses and teachers working together had been largely frustrated, he says, by
staff insiability and other problems.
The 19S2-S3 Annual Report provides sorrietimes poignant confirmation of
these difficulties. The Parent Council co-chairs com^plain of frequent teacher
absences, and that "the substitutes that replace these teachers are not
qualified to teach children in this age group. They do not follow through with
the work that the teachers leave for them. Some of the substitutes that are
in the building can hardly speak or understand English, and these are the
people that allow the student to roam in the halls and disrupt the classes of
the teachers that do care." The Student Council report concludes, "We would
like a cleaner scnool and more white students."
-173.
Analysis of Special Desegregation Schools page 20
It seems unlikely that the school will attract more i/.'hite students - even
the Academically Talented Program enrolls only 5 white students at present
compared with 19 who were invitedi for a "shriniiage" of 74%. While this
problem plagues every program, the chart which follows shows that the problem
IS especially exacerbated for the Thompson. It will be noted that several
other middle schools located in areas as heavily minority as that of the
Thompson - the Holmes, the Timilty, the McCormack - do much better at drawnng
white students to ATPs (from white sections of Dorchester, from Charlestown,
from South Boston) than does the Thorvipson frorri Hyde Pari::. It is also
interesting, and cause for concern, that the King magnet middle school does
almost as poorly as the Thompson . . . but that is another story.
■p School Invited Enrol led
Edison
Cur 1 ey
Irving
Thompson
Ho Imes
McCormack
T i TTi 1 It y ' 2
30
15
1 3
22
19
18
2S
H a r n e s
K 1 n g
Total ■■ "
Average
19
1
1 S
s
-0 .40
. 10
-0.23
17
- C . 2 3
5
-0.74
12
-0.3 3
1 8
-0.31
1 0
-0.17
-0.23
1
-0.6 3
1 1 1
-0.3 6
. 3 3
-0.35
There is no question that the location of the Thompson works against its
desegregation, though note that it is located only blocl<s from< the Pauline
Agassiz Shaw. So does the fact that (based on a number of indicators) Hyde
Park seemis particularly intransigent whth respect to accepting desegregation.
Staff turnover and other problems, as well as the general difficulties of
working with students in grades 6-S, create challenges which do not exist, for
-174-
AnalysiE of Special Desegregation Schools page 21
example, at the P.A.Shaw. It would not be easy to make the Thompson a stably
desegregated school, with the best of will and strategy. Without such a
strategy and commitment, as seem to be developing around Bur|::e and
Dorchester High Schools, it is most unlikely that the Thompson will meet the
Court's requirements.
BURKE HIGH SCHOOL
Desegregation of the Burke has special significance: it was in part the
manipulation of feeder patterns and grade sructures which segregated the
Burke as an aVmost all-Black school in the late 1950s which led to the liability
finding by the Federal District Court. A former girls' high school, the Burl<e
does not provide some of the facilities which schools planned for boys make
routinely available, and it has not proved easy to achieve the Court's
desegregation objectives. The Burke has in fact underenrolled white students
for nine years straight, since the Court-ordered 1975 Plan went into effect,
and it overenrolled Black students for six of the first seven years (the
modified compliance standard has made it difficult not to comply vjith the Black
enroll'ment requirement for the past two years).
The white enrollment of the Burl-;:e in April 19S3 was:
Grade Number Percent
15%
7%
3%
6%
9%
The ideal white enrollment would have been 22%, and the permitted range was
15% tto 28%, so that even the ninth grade was out of compliance, though showing
significant progress. Compare the Decemiber white enrollments as they fell
and then began to be rebuilt:
Year Number Percent
1978 154 15%
-175-
9
34
10
11
n
3
12
6
Total
54
AnalyETE of Special Desegregation Schools page 22
T3S1
41
6%
1932
70
1 0%
1 933
S7
12%
For 19S3-84 the same number (34) ot white students were assigned to the
ninth grade that were enrolled in that grade last year, but a much smaller
number of Black students were assigned, with the result that projected white
percentage for ninth grade rose to 33%. Vigorous objections were raised at
the implications, for the school, of a decline from 231 to SS in its entering
class, and the Department of Implementation tool; measures to increase this
enrollment after the approved assignments had been made in early May. The
actual ninth grade enrollment is 204, with 141 Black students compared with
the 45 Black students originally assigned. Additional white students were
assigned as well, so that white ninth grade enrollment is now 41 or 20%.
The overall enrollment, as of Novemiber 3rd, wias:
number percent permitted
Black 553 78% 52% - 36%
White 37 12% 15% -25%
Other Sb 9% 3% - 14%
In a sense, the Department of Implementation attempted to wrench the
Burke into compliance in a single year, and then adopted a more gradual
approach which leaves the ninth grade at the ideal percentage and the tenth
grade only very slightly below the permitted range.
The Burke assignments provide an opportunity to examine in unusual detail
the process of student assignments and the choices which rriust be made along
the way; wie will outline the steps in the process briefly.
(a) On April 23, 1983 the Department of Implementation (DI) provided 3
printout of proposed assignments for all schools. As noted above, those for
the Buriie showed a substantial decline in the minority enrollment of the ninth
grade, and a consequent improvement of the white percentage in the school
-176-
Analysis of Special Desegregation Schools page 23
overall. The state's analysis) dated April 30) noted this progress and some
indications that many of the assigned white students would attend. A
subsequent analysis of expressed student preferences for the ninth grade
(June 1) noted that only 40 Black students in District V had expressed a first
preference for either Burl::e or Dorchester) though S9 were assigned to the two
schools; in other wordsi the low Black enrollfnent in the ninth grade was clearly
not the result of the DI turning away students who were seeking to attend the
school.
(b.i In a May 23. 1 9S3 memo John Coal<ley s-eported that) contrary to his
intentions) some of the white prospective ninth graders living in District V had
not been assigned to Burke or Dorchester, but rather to other high schools.
Of the 45 students so assigned) 14 were assigned to English High and 10 to
Madison Park High! there has been an on-going controversy about "robbing"
these district high schools in order to assure that the citywide magnet high
schools met the racial guidelines of the Court. Seven of them had been
assigned to vocational progranns at Brighton and Hyde Park High SchoolS)
presumably on the basis of an expressed preference) five to the East Boston
High business program) and nine to Boston High) the work:-5tudy school. Of the
45) 20 live in Burl^e High geocodes! had they been assigned to Burl<e, as Mr,
Coakley had intended) it would have been possible also to assign significantly
more miinority students to the school while continuing to irr.prove compliance
with the permitted range for white enrollment.
(c.i On May 31st Mr, Coakley and I talked by phone about ways to increase
ninth grade enrollment at the Burke) and on June 9th he wrote to
Superintendent Spillane to much the same effect. His approach was to
identify Black and other minority students from District V who had either
received none of their choices in the application/assignment process (15)) or
had failed to return an application (62)) and to invite the headmasters of Buri;e
and Dorchester high schools to attempt to recruit volunteers from these groups
(and others) to transfer to their schools. He suggested to the headmasters
(June 2) that they work with the middle school principals to identify students
who might be open to considering Burke or Dorchester) depending upon geocode
-177-
Analysis of Special Desegregation Schools page 24
of residence. The merrio also includes the information that 332 Black and other
minority students from District V received their first choice schools) and 31
their second or third choice schoolsi other than Burke or Dorchester. This is
additional confirmation that the under-enrollrnent of the ninth grades at these
schools was not the result of denying admission to minority students who
expressed a desire to attend thern.
(d) In a report to the state dated September ISth, Mr. Coakley reported
on subsequent developments. The recruitment results were modesti but grade
nine enrollment at both high schools had been increased in two ways: by the
unfortunate fact that a substantial number of 1982-33 ninth graders were not
promoted (this amounted to 43 Blacki 5 white) and 4 other minority students at
Burke)) and a determined effort to assign students registering after May
(generally) new residents) to Burl<e and Dorchester.
Note that the additional assignments (after early May) were not reviewed
with the state) though the approach used was discussed in principle.
As of September 15th 46 white students were assigned to the ninth grsde
at the Burke! as of November 3rd 41 were enrolled? this seems to indicate that
the school has done quite well at retaining the assigned white students. It is
especially encouraging that 32 white students are enrolled in the tenth grade)
only a slight decline from the 34 in ninth grade last year.
In Mr. Coakley's wordS) last Spring "very few students of any racial group
- in fact) less than ten percent of any group - expressed a preference of any
kind for the Burke School." This supports the analysis of the preference data
included in the Board's last Report. Obviously it is essential that the program
and climate of the school be strengthened and (just as important) that the
perception of the school be changed, as a oasis for successful recruitment of
Tfrinonty as well as white students. Our monitoring of the program and facility
improvements to which the Superintendent has committed the School Department
are presented separately.
178-
Ana1y£i£ of Special Desegregation Schools page 25
DORCHESTER HIGH SCHOOL
Dorchester has a somewhat better compliance history than Burl^ei having
been under the permitted range for white students seven of the past nine
years, and over the permitted range for Black students only three of those
years! unlil;:e Burke, it was a racially-rrnxed (though rapidly changing) school
prior to desegregation.
Enrollment as of November 3rd 1 9S3 was:
number percent pennitted
Black 582 70% 52% - 86%
White 129 16% 15% -25%
Other 120 14% S% - 14%
White enrollment has followed much the same "curve" as at the Burke,
though at a higher level:
Year
Number
Percent
1978
208
20%
1981
113
11%
1982
130
14%
1933
129
16%
The grade profile is rather more even than at Burke, where there were
very few white students in the upper grades last year; at Dorchester the
vocational programs have served to retain more white students:
Grade (S2-S3) Number Percent
9 43 16%
10 28 11%
n 24 14%
12 23 1 6%
The prospective ninth grade assigned last May was 30% white, again
through the expedient of assigning far fewer Black students than usual. The
-179-
AnalyEiE. of Special DeE-egregation SchoolE page 25
proteEts and the proceEE outlined above with respect to the Burke occurred
with respect to Dorchester High as well, and Blacl< ninth grade enrollment was
increased from the 74 projected in May to the 144 now enrolled, with white
enrollment also going up to 58 from the 49 assigned. The present ninth grade
IS over 22% white,
A related enrollment controversy at Dorchester High has involved the
Spanish bilingual program, and whether it could be expanded to include the
students nowi assigned to the Spanish bilingual program at Charlestown High?
the former serves 78 students and the latter 74, so that both are below the 100
student level specified in Boston's Lau Plan. To do so would bring the white
enrollment to 14%, below the permitted range.
The detailed reviewi of Burke enrollment process and the separate report
on program and facility developments at Burke and Dorchester make it
unnecessary to discuss Dorchester High at greater length here.
CONCLUSIONS
This rapid review of eight "special desegregation" schools, based upon
statistics, annual reports, and brief visits, cannot do justice to the complexity
of their history and the reality of their present and future prospects.
Continuing monitoring wnll seek to clarify further this reality and to develop
recommendations. Certain prelimriinary conclusions would not be arriiss at this
point, however, and they are offered subject to correction on the basis of
closer study.
(1) There seems to be no forum or vehicle for the discussion and
developrrient of special desegregation measures for each of these schools, and
for sharing, among Central Office planners, the Department of Implementation,
community district superintendents, and the leadership of each of these
schools, in a search for solutions to the non-compliance which characterizes
most of them.
-180.
Analysis of Special Desegregation Schools page 2'
(2) There is no concerted effort of recruitment, either to retain students
who have been enrolled at a lower level (frorri kindergarten to grade one, grade
five to grade six, grade eight to grade nine), or for students who have never
been enrolled in the public schools, which can assist schools in presenting their
strengths and answering concerns. Generalized public relations for the Boston
Public Schools, while necessary, has very little to do with the specific
questions which parents have about particular schools. Boston could learn a
good deal in this respect frorri Worcester, Springfield, and other communities in
Massachusetts which have desegregated, in most cases more recently.
(3) The fact that a particular school has been designated for special
desegregation measures seems not to be taken into account in appointing
principals, upon whomi will rest the ultimate success or failure of the effort.
(4) The staff of the different special desegregation schools seem newer
to have been brought together to discuss their commion responsibility to
respond to the orders of the Court? I suspect that some of them are unaware of
these orders,
(5) Some aspects of the assignment orders may militate against
successful implementation of the special desegregation orders. One example
would be the apparent reassignment of students who have attended an Extended
Day Kindergarten to another school for first grade, unless they live in the
right geocodes. Another would be the inability of special desegregation
schools to recruit beyond their assigned geocodes, as was proposed by the
School Department, in a sense, in the "Beacon School" proposal of several
years ago. The magnet schools in other cities in Massachusetts, unlike those
in Boston, have assigned geographical districts and attract additional
students whose attendance improves desegregation! the special desegregation
schools in Boston are not free to do so.
(6) None of the special desegregation schools identified staff (other than
the principal) with responsibility for outreach efforts to increase enrollment
-181-
AnalyEiE of Special Desegregation Schools page 28
from the assigned geocodes! arrangements for such effortsi where they existed
at all (P.A.Shaw, Lee), seemed to rest with concerned parents end the
principal. In each of the four elementary schools the inadequacy of clerical
support was a problem, and there is no question that an effective and friendly
office staff can have a major impact upon perception of a school and upon the
regularity of communication - especially by telephone - with parents and
prospective parents. In several cases special publications intended to
support recruitment had been prepared in the past, but consensus seemed to
exist that on-going and aggressive person-to-person communication was more
important. Every special desegregation school should be staffed for effective
communication.
(7) A contrast wias noted between the Lee School, which seems to have
relied upon s variety of special and supplementary programs to attract white
students, and the P.A.Shaw, wihich offers only a solid and conventional
instructional program and a welcoming atmosphere. Both approaches can be
effective, as these examples show, but experience elsewhere suggests that
they may be successful wnth different types of parents. Some of the white
parents geocoded to the Shawi but not attending might, I would speculate, have
attended the Lee if offered that options, and conversely some of those not
dra'Ain to the "glamorous" Lee rrnght be very attracted to the "homey" ShaiM.
It is a serious limitation upon recruitment efforts, l^lhich depend in part on
a distinctive school flavor, if the school must seek to please all of the parents
in its assigned geocodes. Unlike non-public schools, and unlil;e many rriagnet
schools, these special desegregation schools are not really free to develop a
distinctive appeal, and this is an inherent limitation upon their success. This
suggests that more program and enrollment flexibility (and the desire, on the
part of principals, to take advantage of it) might be of greater importance
than any extraordinary resources in achieving compliance with the Court's
requirements.
Charles L. Glenn, Director
182-
MASSACHUSETTS DEPARTMENT OF EDUCATICfN
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
Analyses of Fall 19S5 EnroTlTngnts: Tobin K-S School
The Toton School deserves special analysis because of the decision by
the Court, in the Spring of 1932, to allow the school to function as a K-S
school "Pilot" school, despite severe Tmsgivings on the part of the Court's
= -;pert about the impact of tnis innovation upon the overall desegregation
plan. These misgivings, expressed in a memorandum dated April 26, 1932,
were answered in part by John Coakley in rrieiTioranaa dated April 29 anc May
3, 1333, Mr. Coaiiley especially gave assurances that the effect of the pilot
would not be to create non-compliance with the Court's standards at the
Edison and Taft Middle Schools in the same district.
It was after considering the positions expressed that the Court agreed
to approve the Tobin "pilot", with the proviso that the intermediate grades
(6-3) would reflect the district permitted range at that level, rather than the
e I e m enter y 1 e v e 1 .
What does the Tobin "pilot" consist of? The Tobin, lii^e other
elemientary schools in Boston, serves Inndergarten students from its
imrmediate neignborhood (tne Mission Hill section of Roxbury), and students in
grades 1-5 drawn from 2S "geocodes" or geographical areas within District I,
Under the approved "pilot", the Tobin is allowed to draw students in grades
6-3 on a voluntary basis from any part of District I, sub.iect to the
requirement that these grades reflect the District middle school permitted
range of racial/ethnic enrollment.
The prTmary educational benefit clarmed for h--3 schools is the greater
continuity of instruction possible, and especially the education of
intermediate students in the relati^.'ely stable environment of an elementary
school rather than the sometimies difficult atmosphere of a middle school. In
particular, parents who expect their children to go on to one of the
183-
Boston Assignment Analysis; Tobm School page 2
exarrnnation schools or to the Umana Technical school in grade seven rr.ight
well be expected to prefer a sixth year in an elementary school to a one-year
stay in a middle school.
That a K-8 structure per se is not inconsistent with desegregation is
clear from the use of that structure in the highly successful Cambridge
desegregation plant the proposed use of a mixed K-5, K-8 structure in the
Lawrence desegregation plan, the phase-in of K-8 schools as part of the
Worcester desegregation plan, and the fact that virtually all elernentary
schools affected by the Chicago Desegregation Plan are K-8, Brookline, with
its large Metco program, also uses the K-S structure.
A survey of Worcester parents (February 1982;' conducted with state
desegregation funds found that 3"?% of 6140 parents responding e.ipressed a
first preference for the K-S, 9-12 structure by corripanson with only 12% for
the K-5, 6-S, 9-12 structure now employed in Boston? it should be noted that
neither is the general structure in Worcester at present. Parents whose
children are now in K-8 schools in Worcester supported that structure 43% to
5% for the K-5, 6-8, 9-12 structure.
The general problem with the K-3 structure with respect to
desegregation is that a school can acccmrmodate fewer students at eacr.
grade level tnan if there are fewer grades in the school. The rationale
behind building the large elementary schools in Boston (funded with state
desegregation funds starting with the mid-1950s) was to bring together white
and minority students from a wide area and thus to achieve racial balance.
Increasing the number of grades in such a school shrinks the area from which
students may be assigned, and thus the "safety margin" for stable
desegregation. By drawing intermediate students on a x'oluntary basis,
however, the Tobin disarms this particular concern.
184-
Boston Assignment Analysis: Tobin School page 3
IMPACT ON THE TOBIN SCHOOL ENROLLMENT
The Tobin appears to be maldng some progress in increasing its white
enrollment in the lower grades;
White Students Fall 1982 Fall 1983
grade 112 11
grade 2 7 11
grade 3 3 1
grade 4 2 5 '
The entering first grade was projected (last April) to enroll only S white
studentsi which was the number of white kindergarten students last year. It
may be that white parents are encouraged to send their children to the
"geocoded" school because of the assurance that they will be able to remain
there through the eighth grade, which is the basic premise of a K-S "magnet".
In this connection, note that the present first and second grades, which are
clearly enrolling more white students than the higher elementary grades, are
the only classes which have entered since the K-S "e;;periment" began! each
IS .iust within the permitted range for white enrollment, at 14.5% white.
On the other hand, the overall white percent in the elementary grades
(1-5) declined slightly, from 10% to S%. The Tobin "lost" 14 (22%) of the
white students assigned to the school last Spring! twenty-four desegregated
elementary schools lost a higher proportion of their assigned white students,
while forty-four lost a lower proportion. In other words, "shrinl<age" of
white student assignments is definitely a problem for the Tobin, but not
markedly more than for other schools! one might even conclude that, given its
location in the Mission Hill Housing Development, the school does rather well
to hold its white "shrinl::age" to 22%.
The drop in proportion white at the Tobin miay be attributed, in fact,
primarily to larger Black and Hispanic enrollments than pro;ected.
185-
Boston AsEignment Analysis; Tobin School page 4
The elementary grades are out of co'mp'liance with the permitted range
for white enrollment, which is 14% - 24% for District I elementary schools.
The middle school gradesi by contrast, are in compliance with the
permitted range for middle school white enrollment (13% - 30%i, with 24%
white enrollment; the Black and other minority enrollments are also in
compliance.
The Taft and Edison Middle Schools sre in compliance with all three
ranges, which suggests that the Tobin has not had a destabilizing effect, as
feared, upon the other schools in its district.
The last Report included a detailed discussion of the Tobm, with an
analysis of the students i/iho requested assignments to the Tobin and to the
othr District I middle schools for 19S3-84, Taking first choices alone into
account, substantially more Black and Other Minority stuaents requested the
sixth, the seventh, and the eighth grades at the Tobin than were
subsequently assigned, while slightly fewer wihite students requested the
Tobin as their first choice than were assigned:
First choice 1383-4 Black
Requestea 5th 14
assigned 4/ S3 5
enrolled 11/83 S
Requested 7th 27
assigned 4/83 1 3
enrolled 1 1/83 12
Requested 8th 24
assigned 4/83 . 1 1
enrolled 11/83 7
After a year m operation, the Tobm has established itself as an
attractive option for students in District I. It might be noted, however,
that virtually all of the white students who requested the Tobm we'e
currently attending the school, with one first choice applicant from the
186-
White
Other J
Minority
7
44
9
IS
7
n
8
26
8
17
7
14
8
20
10
16
6
13
Boston Assignment Analysis: Totnn School page 5
Esldwin and one from the Winship for the sixth grade at the Tobin, for
example. This suggests that fears that the Tobin would bring the Taft or
Edison out of compliance were ill-founded! it also suggests that the school is
not yet perceived as a "middle school" option for white students from other
elementary schools.
Of equal interest is the substantial number of Black students attending
the Edison or the Taft who requested the Tobin for the seventh or eighth
grade; twenty for the seventh and si;;teen for the eighth, "'"o what extent is
this a "neighborhood school" preference (though the immediate vicinity of the
school IS more Hispanic than Black)i and to what e:;tent a reflection on the
e>;perience of these students at the Edison or Taft? It would be useful to
know . . .
Talnng into account the students who expressed a second or third
preference for the Tobin, there were 57 Black students and IIS other
minority students who expressed interest in the school for grades six through
eight who could not be accorrrmodated. While an unl::nown number of these
students may have received another of their preferences, it is a matter of
some concern that many students are being offered an opportunity which in
fact they will not be able to tai::e ad">'antage of. It might be, for example,
that minority students should be eligible only coming out o"' the fifth grade at
the Tobin School (that is, out of the geocodes assigned to the school), with
white students eligible district-wide. The effect of this would be that
minority students living in areas near the Tobin which are "geocoded" to
schools in Allston or Brighton would not be encouraged to apply to a school to
which they cannot, because of desegregation requirements, be assigned.
Since most of the other minority applicants were seeldng admnssion to a
bilingual prograrri offered at the Tobin in grades 6-S, it may be that the
program shoula extend only to grade 5, as was the case until last year. With
179 students, the Tobin has one of the largest bilingual programs in Boston
at any level, amiounting to 35% of its total enrollment. In view of the fact
that both Edison and Taft offer Spanish bilingual programjs at the middle
-187-
BoEtcn AESignment AnalysTs: Tobin School page 6
school level, with the Taft enrolling only SI students in its program compared
with the rrnmrnum of SO called for by the Lau, Plan, it is questionable to offer
3 third program for grades 6-8 at the Tobin. The effects of offering this
program are disappointment for students who cannot be admitted because of
desegregation requirements, underenrolTment of the program at the Taft, and
an extremely large bilingual program at the Tobin.
CONCLUSIONS
To judge by enrollment, the Tobin pilot lOS grade structure m,ay be
judged a success. Not only have grades 6-S attracted an enrollment which
meet the Court's requirements, but there is an apparent improvement in the
composition' of the entering grades. The experience in Worcester and other
cities, that parents appreciate the continuity offered by a K-S school, seemis
to be confirmed - though in a very preliminary way - at the Tobin.
In addition, it does not appear that the desegregation of the Edison and
Taft has been adversely affected by the imiplementation of grades 6-8 at the
Tobin. There is no reason to believe that city-wnde miagnet schools will find
the Tobin damiaging comipetition.
On the other hand, the "success" of the Tobin should not be generalized
into a conclusion that K-S schools could be created indiscriminately, with no
damage to desegregation. Each potential l-:>S school should be considered in
its context of district, neighborhoods, and other schools. It would appear,
for examiple, that the seriously under-utilized Lee School (one whole wing of
this modern facility has been closed off) in Dorchester might serve as an
appropriate K-S school, in a section of the city ^«.'ith few miagnet schools (the
Haley in Roslindale, the Ohrenberger in West Ro;;bury), Even in this case the
potential imiPact upon the under-utilized middle schools in District III would
have to be taken into account. The fact that the principal of the Robert
Gould Shauj Middle School in the samie district has asked to extend the grades
of that school down to kindergarten, and argues that he has room for two
188-
Boston AsEignrnent Analy'E-is: Tobin School page 7
clssses at each grade level K-8, derrions-ti-ates. that there is more than one
way to move to a K-S structure. Whether either or both of these schools
should beco'ffle a K-8 school is of course a question requiring careful study.
Finally, note that the Tobin attracts white students alfnost exclusively
from its own enrollment, while encouraging far mjore applications from
minority students attending other District I schools than could be
accommiodated. In particular, a large number of Hispanic students apply to
ihe bilingual program in those grades at the Tobin, Is it wise to offer this
grade 6-8 program in comipetition with the under-enrolled Spanish bilingual
program at the Taft school?
In the next phase of monitoring, the Tobin will be mionitored on-site and
evidence sought of any problem) s or new strengths which have developed as a
result of adoption of the K-S structure in 1382-83. Efforts to recruit and
retain white students will De assessed.
In reviewing the space miatrix and proposed assignments for 1984-85,
the issues noted above of bilingual enrollment in grades S-S and of miinority
students disappointed in their applications for the Tobin will be discussed
with tr.e Departmient of Implementation.
Charles L. Glenn, Director
November 1 S83
189-
mrsshchusetts department of EDUChTIGN'
burehu of eouhl educhTionhl opportunity
ftnaiysis of Fail iySJ t.nroi Irnents: tiu.rke and L)orc~s~-tBr
Hioh
DORCHESTER HIGH SCHOOL
MflNDPiTE
Dvaft Order of November 6, 1961: With resoGct to
Dorchester, the D.I. shall conduct an assessment of the
CLirr icuiar. ohysical olant ariC staffing needs of Dorchester
High School for the 19SE-S5 school year and shall file a
reoort of the results of such study, including
recommendations for change.
*■ CURRICULUM AND STAFFING
KEY QUESTION; Are curriculum revisions and staffing
□atterns consistent with the special desegregation plans
submitted to the Court?
METHOD: Monitors visited the soecial, citywide programs
designed to attract studevits to Dorchester High School , and
interviewed the heac of the vocational educatiori de□^^rtment
FINDINGS
Programs
Dorchester High ScnooPs sceciai desegregation Dlan "i^ocusec:
on magnet (.citywide) vocational education oro grams as a
mechanism for attracting additional students, especially
white students, to the school. At the time the pl-an was
written, Dorchester had two "trade and industry" magnet
shoDs: woodworking and upholstery. The oian proposed that
one additional magnet "careers program" be established: a
Human Services orogram. Since tfiat time one additional
magnet shoo has been added (urban retrofit, the restoration
of older dwellings incorporating energy-saving techniques)
and ovis has begun to be ohased out (uahoistery) . A
recommencat ion has also been made tnat the woodworking
orogram be phased out.
The removal of these orograms was mandated by tne Uviified
Plan for Vocational Education. which was written in 1075,,
The plan called for transfer of both the upholstery and the
woodworking shoos to the Occupational Resource Center (see-
the report on occupational education in this volume). The
-190-
fact that the soecial desenrenat ion Dian, which was wv^itten
in i9Sc:, relied on these same rnaanet prograims to att'ract
new and out-of-d istrict students oresents a diiemrna„
ihe soecial desegregation efforts at Dov^chester High Sch^:
rnav be weakeried bv the removal of these arocrams.
present ,
mere
are S4 students enrolled in ail the mannel
shoos: 46 Black, £0 White, and IS other minority. Sixty
eicnt of these students ars in woodworkiriD or upholstev^y :
37 Black, 16 White s/od 13 other minority. It is essential
that proposals to remove programs from the school should be
evaluated for their imoact ori desepreqat ion.
did
;h regard to the operation of the magnet shoo;
the vocational deoartment expreesed
ni:
! e "^ h a t ij i~ r
the head
sat i sf act i on, but
Chester High School lacks a Coooerative
Education supervisor. Because there is no fulltimie
supervisor, tnere is a limit on the number of students who
can be o laced in cooperative vs/ork sites, ar\u thus a limit
on the number of students who can benefit fr-om the
experience and employmevit opportunities -result ir,g from
coooerative work expev^ience.
Particular attention was paid to the Health Careers I'^agnet,
which was a centerpiece of Dorchester High School's special
desegregation plavu The plan initially proDosed an
ambitious but impracticable "Human Services" program, fron-
which the Health Careers Manriet has nevolved. f^t the
writing of the last report, there seemed to be very little;
orooress i'n imolementinn the Health CareG^-^B l^annet.
'_' r I
1 }
X S
ul 1
wo
seauent 1'
tne
or 1 mar
monitor inc
quest ion;
wnether a pv^ogram has been established,
educational objectives a're~ Tne r-v:
orogram at the introductory level now
new staff have oeen hired — a Provraur,
ci r I L.
mi tors f
Coord ins
L-oncernttL.
(£) what
.i '. ' r I „
=1 .
'w O CI
for
rd i n
; or
U'jnc
has
riur
;in:
the program' s gaining entv^ee
t o
:ree, i
med ica!
Li inic;
rereauisi te
nst it ut ions) . These two staff members ars working closely
ith the head of the science department: all seem com.mitted
o develooinq an excellent oronram.
Students
There are thirty nine students enrolled in the program.
Attendance is S0% — a figure which pleases the staff
Decause it includes several students have no real interest
m tne orogram ana so lower the attendance rate. The
health Careers Magnet has lost several stuoents, or imav^i iy
for reasons that involve transportation. Pill HeaJth
Careers hagnet students must use the i'lBTft. Several students
who left lived nearby. but had to use MBTh routes which
took them into town and back out: two left because they
preferred magnet programs for which they could get busing;;
ana two had originally sinned uo to get out of another high
-191-
Bchooi, but soon returned because they could net their own
buses to that school.
P 1 3r:r-\ inn and I rn d 1 ement at 1 on
The staff members described the goal of their Dronrani as
''Diacmg kids in jobs and college — using the program to
motivate them to go on to higher education." During the
first two years of the progremi, students will take core
courses ar\ti observe numerous clinical sites. By ths 11th
grade, students will be ore pared to decide between a
clinical internship or college prep (with clinical time
arranged to minimize loss of in-school time).
The Dianning group for the Health Careers Magnet included
reDv--esentat ives of the QRC, the University of
Massachusetts, the Department of Implementation, and the
Office of School Operations office. Recruiting for the
arogram was done by the Development Officer of Dorchester
High School, and New England Telephone (Dorchester's
business oairing) did the recruiting brochures.
The Health Careers i^iagnet staff v^esorted that they nave
received full coooeration from the Boston School
Deoartment. In particular, they are collaborating with the
ORC, so that they can use its traiviinc facilities. The-
only problem they reported concerned trarisportat ion —
arranging the buses necessary to transport Health Careers
Magnet students to and from their clinical observation
sites. The monitors will evaluate the result i'.'ig
t ra.nsportat ion arrangements during the next phase of
monitoring.
Tne Healtn Careers Magnet staff also reported receiving all
tne curricui urn materia is they nad ordered in time for the
start of school. These included several new texts, as well
as the relevant ORC "learning guides" (the development of
whicn was primarily funded by the state).
The monitors were pleased to learn that the staff of the
Health Careers Magnet is investigating the possibility of
coordination with a Department of Education-funded program
at Dimock Community Health Center, whose purpose is
recruiting, counseling and placing students in health
careers. The Health Careers Magnet staff a.re hoping to use
the health center as ari observation/clinical site, and to
take advantage of its counseling resources.
In summary, the staff a/re enthusiastic about the program,
and believe their students are also: "the kids see a real
purpose to it." The staff's (ana students') one ainxiety
concerns the future. Students inquire whether the program
will still be there in three years, and the staff are
hesitant to offer reassurance.
-192-
staff
H final question concer^ns whether the Boston School
Decartrnent is meeting the needs for additiorial staff
outlined in the special desegregation plan. The Headmaster
of Dorchester High School stated that all his staffing
needs had been met. Not only have two coordinators for tne
Health Careers Magnet been hired, but also a new ROTC
instructor has joined the staff. Hccordinn to the
Headmaster. there is a real demand for RDTC at Dorchester
High School; 91 students wanted to take ROTC, but only SQ'
(4£i boys and iE:0 girls) could be accepted. The Headmaster
hooes to hire an assistant ROTC instructor for next school
year. The Headmaster did note a need, however, for an
instructor to train his staff in the use of the computers
Ejorchester High School has just received. It should be
noted that all three of the new staff at Dorchester High
Sch oo 1 ar-B white.
«- CfiPITftL IMPROVEMENTS
KEY QUESTION: To what extent have the facility improve-
ments Cj.ted in the plan submitted to the court iDeen under-
taken and /or completed?
MbTHQu: Review of written plans submitted to the school
f ac i 1 i t i es mon i t or , ar]d on-s i t e o bser vat i on .
The Headmaster reported that the imorovements are actually
uriderway; in fact, the first of them — a new blacktop
surface for the pairkinn lot — commenced during o'ne of the
monitoring visits.
The Headmaster renorted a good working relat lovish i d with
both the architectural firm and the DBrier-s.l contract o:-"-
resDorisible for the improvements. He said that the contra-
ctor had won the contv^act with a bid that was *£'00, ©iZiG
under the allotted $1.3 million, but was finding that the
work required was going to be more extensive, and expen-
sive, than he had originally thought. The Headmiaster did
not know whether the architect's fees — which were not in-
cluded among the original itemized costs — would nece-
ssitate elimination of any of the planned improvements.
When asked whether the staff and students a.re takivic heart
from the renovations, he 'replied that the teachers ars
berinning to believe that the improvements will happen, but
that ne didn't think the students are, "They get promisee
so many things that never happen. I don't think, they'll
believe in the renovations until they don't have to wear-
overcoats in classrooms anvmore because the windows don't
leak. "
-193-
* SAFETY HND SECURITY
KEY QIJESTIOM: five safety and security concerns being
resolved?
METHOD: Consultation with the monitor for safety and
security, and on-site observation,
FINDINGS
This proceed ure for discipline requires teacher involvement.
The Headmaster said that one of the first things he did
when becoming headmaster was tci have a lot of telephones-
installed. Teachers are not allowed to refer students for
discipline without evidence that they have first attempted
to handle the orobiem on their own. Teachers ax-^e
encouraged to call the parents of students before referring
them; the Headmaster believes that this not only improves
Darent-school communication, but also makes discipline more
effective since many students are deterred from misbehavior
by the prospect that their parents will be infc'rmed. The
Headmaster also relies heavily on oairent conferences, often
using them as an alternative to suspension.
The Headmaster is pleased v-Jith his security staff — OTie
sergeant anc two officers: each of them has been at
Dorchester High School at least two years. He says that
the security staff has increased respect for authiority
among students as a v^esult of the way they handle
themselves. The teachers also resaect the security sta-^f,
and always back up the officers, he said.
The Headmaster believes that it is important to have
"alternative programs" available for students with repeated
discipline violations, but noted that there ars not enough
"slots" aval laible in the alternative orogram for Dorchester
High School. and emphasized the need for more alternative
schools and orograms in tne school system.
During two site visits to Dorchester High this fall, the
atmosphere seemed both secure and quiet. Hallways were
emoty while classes were in session. Between classes,,
students were spirited but orderly. The monitor was in
several classes briefly without Dorchester staff, and the
-194-
5tuderits v-jere polite and friendly. (See the seoarate
report on safety arid security for further information.)
* RECRUITMENT ftND RETENTION
KEY QUESTION: Is the school effectively recruiting
students, and s.re students being retained?
METHOD: Interview with the Headmaster.
flccording to the Headmaster^ the Dorchester High School
E'evelopment Officer did some recruiting last year, but it
was the school's first attempt. He believes they will be
able to do a much better job this year. With regard to
retention rates. it is still too early in the school VBd.r
for evaluation. Both recruiting and retention records
will be examined closely during the next phase of
monitoring.
See the discussion of recruitment in the section of this
Report on "soecial desenreoat ion schools".
JEREMIfiH E BURKE HIGH SCHOOL
MRNDRTE
L»raft Order of November 6, 19Si: With respect to Burke,
the E'eoartment of Implementation shall preoare three planss
a curricuiar orogram olan, a facility imorovement oian, artC
a olan for staffing which fits the curricularr program for
Burke High School.
* CURRICULUnI AND STAFFING
MONITORING OBJECTIVE: fire curriculum revisions and
staffing patterns consistent with the special desegregation
Dlans submitted to the Court?
METHOD: Interviews with Headmaster and curriculum
consultant.
FINDINGS
ftccoraing to the Headmaster, the Boston School Deoartment
has resDonded to all his reouests for staff. He is short
one math teacher — but has been told there aren't any to
be had in the system.
The special desegregation olan for the Burke included
Drovisions for two new orograms: Commumi cat ions Plrts 3.rtd
-195-
Comouters. flccording to the Headmaster, the Comrnuriicat i on
Hrts Drogram has Deen reduced to a Theatre Arts program,
which uses &3b funds and has a permanent staff. He
believes that the communications arts plan was too complex,
and he had serious difficulties putting together a
teaching staff appropriate for the program.
The computer program seems to be going well. The monitors
interviewed the liaison from the University of
rlassachusetts (656-funded, university pairing) responsible
for establishing the computer program at the Burke. He
stated that the computer program has two strands: business
education and computer science. He has already revised the
entire business curriculum to accommodate the new
computers, and is now establishing a computer-assisted
learning lab for all teachers to use.
He also worked with the E-turke last year, when a successful
in-service training involving computers resulted in the
Burke's having the highest percentage of computer-trained
teachers in the system. The first semester of this
trairiinc was after school and entirely voluntary — but
attendance was good. E'uring the second semester, teache-'s
recBivBd credit for attendance. He reports that teacher
enthusiasm for computers is high — a result of both the
teachers' initiative arid the administration's commitment to
providing training and technical assistance.
It must be noted, however, that the intent of the special
desegregation plan — that new and unique programs be
developed to improve the Quality of the school ar\d attract
new students — has not been fulfilled. The pared-down
Theatre Arts program seems to function more as ayi
interesting elective for Burk.e students, and its future and
purpose av-s uncertain. The computer program, while it
certainly seems to be good, is not unicue — all Boston
hinn schools ar^e "computer izinn. "
* CflPITPiL II>1PR0VEMENTS
KEY DUESTIOIM: To what extent have the facility improve-
ments cited in the plan submitted to the Court been under —
taken and completed?
MtTHQD: Review of written documents submitted to monitors
for scnooi facilities, ana on-site observation.
FINDINGS
It was anticipated that the facility improvements would be
made during the summer vacation, 1983. Ot the time of the
monitors' interview with the Headmaster, no improvements
-196-
had benuri. The Headmaster expressed impatience, noting
especially that the Burke's accreditation fv-om the New
Ennland Association of Schools and Colleges was being held
up by because the current facilities s.re unacceotable. Ivi
general, the lack of orogress on renovations seems to be
further evidence to students and staff that the Boston
School Denartment is planning to abandon the Burke.
Inquiry into the status of the renovations revealed that
the cause of the delay is the failure, thus far, of the
Public Facilities Department to obtain the certifications
necessav^y to present their application to the Board of
Education. These certifications will not be ready for
action by the Board until January, at the earliest. It
must be concluded that the City of Boston Public Facilities
Deoartment has not fulfilled its obligations under this
part of the special desegregation plan in a. timelv manner.
* RECRUITMENT AND RETENTION
KEY QUESTION: is the school effectively recruiting
students, and ax-e students beina retained?
METHOD: Interview with Headmaster.
FINDINGS
The Burke has an energetic School Development Officer, who
will be responsible for recruiting. She appears to have a
close working relationship with the Burke's business and
institutional partners, so it is anticipated that thE
r- e c r u. i t i n g will be v :'. g cr r"- o u s . Both r e c r u i t i r i r a i"i d r e t e r i t i ■:> n
will be monitored during tne next months.
See the discussion of recruitment in the section of this
Report on "special desenreuat ion schools".
KEY DUtSTION: What ars the procedures used to assign
students to the 9th grade?
METHOD: Interview with Headmaster.
Difficulties arose last Spring in connection with the
aissignment of new ninth graders to Burke (and, to some
extent, to Dorcnester) : the issues are discussed at some
length in the section of this Report on "special
desegregat iovi schools". The size of the ninth grade is
much larger than originally projected in part because of
new assignments and in part because of non-promotion of
manv students.
■197-
The Headmaster was pleased that the size of the freshman
class at Burke was increased from 69 to £07. The increase
heioed allay fears that the Burke was being abandoned:
"Everybody believed that the small freshman class meant
that the Burke was going to be closed. "
He made several comments regarding the results of the
assignment procedure at the Burke which identified ways in
which the assignment orocedure and SDecial desegregation
affect each other. First, he noted that of the 148 newly-
assigned freshmen at the Burke, only 54 came from the
Burke- s traditional feeder schools, Cleveland and Wilson^
fts a result the freshmen clusters (introduced as part of
the special desegregation plan), which were successful last
year in Dart because the students all kne^^| each other from
miodle school, did not work well this year. The Headmaster-
also noted that there were £84 new students (all grades)
assigviBd to the Eiurke this year; only Madison Park had a
higher number, he said. Since new students arrive without
schedules, programs, etc, high numbers of them create many
DroDlems during the ojening days of school.
The last report noted that a small ninth graide (as-
originally projected) might be an opDortunity to strengthen
the educational program of the Burke, if staffing was not
correspondingly reduced. The demand which emerged in
several Quarters, in May and June, for assignment of
additional students was responded to by the Denartment of
Implementation, but not without creating other kinds of
Droblems.
* MID-TERM SDCIfiL PROMOTIONS
KEY QUESTION: Hre mici-term social cromotions decreasing?
METHOD: Interview with Headmaster.
The Headmaster stated that District V has agreed that there
VMill not be any promotions of students to the Sth grade
excent durinn the summer.
** RECOMMENDhTIONS
Dorchester High School
1. Proposals to remove magnet vocatiorial education
programs from Dorchester should be evaluated for their
imoact on special desepreaat ion efforts in that school.
■198-
£. Hrrangernents should be made to er.aare that ther- i-
adeauate suoervisior, of coooerative education rnaanet
students who ax-e. or sy-<=^ .= iin-ihi= +•.-. i.^ ni==^=H • ^-'^'^,
placed in work
students who are, or are eliaible to be
sites. ~ '
3. H-rrangernents should be made to enerir:=
be adecuate transportation for the Health
Dians to provide extensive clinical site'
part ici pat inn st udents.
that there will
Lareers Macnet ■ s
J b 5 e r V a t i o n f jd r
burke Hiqh School
1. 'h\Ji*y '--'^ Boston Public Facilities Deoartment should
ensure that the renovations called for in th^ sp^ci^l
JSrit^ly. °''" -'^-tted to the Court are undertaken
£■ The Boston School Department should develoo and ornpnsB
a new magnet oronram to replace and serve the same function
as the Communication Arts Procram.
Judith C. Taylor
December 1983
•199-
^f-O^/iivl!!!
E£ OF
TMECiTY O
83-692
L-t,UJi
-^Z
! i ii iCA ri'.'r:.i-:-.-"^'_;» ." ^r'A •
November 28, 1983
MEM0F3iNDUM TO:
FROM :
RE:
V
Dr. Robert Spillane,>>, Superintendent
Jim Caradonio, Director, Education & Employment
future of vocational; programs s^- —
1
The Department of Implementation has requested changes in the
student assignment booklet. In order to finalize the courses
of f ered, for 1984-85/ I recommend the following:
1. Automotive /Brighton High; No changes.
2. Agribusiness/West Roxbury: No changes.
, 3 .. Machine Shop/Hvde Park; No changes - , ^^
*■ 4 ^ Machine Shoo/East Boston: No changes.
(No new students will be admitted to this program. Existing
students will return to complete cheir studies. Until we
study all our machine programs and complete a labor market
study, we will maintain the status quo.)
5;. Do:fchester High School
a) Upholstery: Drop the program. Last year no new students-
were admitted. Current enrollmed:: 12 students. Last ■'-^
year we clearly indicted that we were phasing this program
out. Labor market needs for upholstery workers remains low.
We shall proceed with our plan to drop this program.
b) Woodworking: Begin to phase program out. Do not admit new
students (9th & 10th grade) . Existing students return to
complete their studies. By September, 1985/ the program
will terminate. (Rationale: 'low labor market demand.)
Dorchester can shift resources (staff salaries and supplies) to:
1) Increase Health Magnet
2) Upgrade Business Education (add computers and '.^/ord Process-
ing)
3) Assume costs for Urban Retrofit program. (In June 1984, the
third year of the funded retrofit program will end. The
State requires Boston to ccn-inue this program with GSP
funds . )
-200-
Dr. Spillane
Future of vocational programs
Students who wish to study woodworking can do so at the small
program we will offer at the Humphrey Center. This one small
program corresponds to labor market needs .
The Federal) Court mandates that the Upholstery program and
Woodwoifking' programs be transferred from Dorchester to the
■^ Humphrey Center. The programs will no longer operate at
Dorchester; we do not need to transfer them to the Center.
We must phase out these programs since they are outdated.
r expect opposition from District V, Dorchester, and community
groups .
On November 29, I am meeting with District V and Dorchester High
staff to discuss the future of programs at Dorchester.
If you do not approve of these recommendations, please contact me
Otherwise, I will proceed to implement these program directions.
/n
Oliver Lancaster
Robert Peterkin
Rosem.arie Rosen
John Coakley •. '
Joyce Malyn-Sraith
Frank Laquidara
Cl-if ford ■ Janey
\
N
■201-
MASSflCHUSETTS DEPARTMENT GF EDUCATION
BUREAU OF EQUAL EDUCATIONAL OPPORTUNITY
9D^ly5i5 of Fall liQ3 Enrollment: EAST BOSTON BUSINESS
MAGNET
MANDATE
Order of May 6, 19785 East Boston High shall... be
desegregatejj in accordance with plans to be formal at sd by
the parties and submitted to the court....
* CURRICULUM OF THE BUSINESS MAGNET PROGRAM
KEY QUESTION; What is the curriculum of the business
magnet program and does it comply with the court-approved
METHOD: I he monitors visited the business Magnet, and
asked to review curricula.
OVERVIEW
The "Freshman Cluster"
The plan submitted by the Boston School Department for a
Business Magnet at East Boston High School had two parts-
(1) The first part proposed a "freshman cluster" that
would integrate incoming students from District VIII arid
studerits recruited to the Business Magnet . It would have
its own permanent staff of teachers ana aides (including a
minority aide) and would occupy a distinct section of the
high school building. The purpose of the cluster would be
"to establish a climate for learning, and motivation,,
through a program of iristruct ional support activities such
as team teaching, tutoring and field trips." Teachers were
to be available for one houv" after school four days a week
to contact parents, counsel and tutov^ students and plan
cluster activities. The cluster classrooms were to be
equipped with special educational equipment and support
materials such as minority texts and magazines.
"Salable Commercial Skills"
(£) The second phase of the Business Magnet was to be
based on "a magnet theme of salable commercial skills."
Students could select from four areas: legal secretary,
medical secretary, computerized bookkeeping and court
stenography. "Substantial number Cs]" of Business Magnet
students would be assured slots in a Vocational Work Study
-202-
ProDvam. Finally, a specified naraber of studei'its would be
assured seats in the Boston Business School for orade 13.
FINDIMGS
There is rto freshman cluster, aud consequently vio special
classrooms, no special staff, no aides (minority or
othe-rwise). Freshmen Business ["^annet students are all
assigned to the same schedule, which is substantially the
same as the schedule for "regular" business majors at the
high school.
LH freshman remedial reading program, funded through
Chaptev" 636, has been available for some time; it is
intended to promote integration by having white and
minority students attend the same class. Previously, only
students requiring remedial assistance were assigned to the
Drogram. This year, because only £8 of the incoming ■
freshmen read at or above grade level, all freshmeri were
assigned to the orogram. Unfort unately, the program is noiA;
structured so that eacn freshman receives one semester of
reading and one semester of career exploratory.
Consequently the program is not available to students on an
"as-needed" basis.]
The Business Magnet majors have also been modified; they
are now: legal/medical clerical, legal /medical secretary,
reprographics and computer-oriented accounting. The
clerical major is less demanding than the secretary major
as it does not reauire stenography. Only two classes
distinguish the legal/medical secretary major fv^orn the
regular business major; a Ifith grade legal/med ical
termiviology/of f ice procedures class, and b.ti lith grade
legal/medical typing class.
Each of the four mapnet maiors is composed of core courses
attended by all business majors (e.g., typing) and magnet
cotirses — such as the ienal /med ical typing ciass ~ which
students.
The claim that "repropraph ics" is a major seems inflated.
Its students major in office reproduction eouipment,
inciudinc a xeroK machine, a collator, a stapler, and an
offset duDlicator. The instructor said he also teacher
"some layout and proofreading." It is difficult to imagine
that the students reauire a three-year major to master
these reproduction machines. The program could be a sound
one if it actually taught the skills of layout and
proofreadino in an office context, but it lacks the
necessary equipment, and there was no indication that
students' received intensive instruction in the
-203-
proofreading/editing skills that rnarpy offices would find
valuable.
The computer-oriented accounting major sounds more
promising, especially since East Boston High School now has
computers. Howevev% the Math Department has taken the lead
in establishing a computer program at East Boston High
School, and the ex'tent of involvement by the E-Jusiness
Department is unclear.
Planning and Leadership
The Business Magnet is directed by the head of the
Businiess Department. She is actually in charge of three
programs: Business Magnet, regular business and college
business. fls a result of fiscal cutbacks, she is also
responsible for teaching some business courses. Aside
from the Director and the Business Department teachers,
there Are no additional Business Magnet staff.
These demands or\ the time of the Business Magnet director
have the inevitaDle result of denying her the time to
develop art excellent program. For example, she has not
been able to arrange any training in computers for the
business department staff. Nor has she had time to assist
staff in developing curricula. She has just this year
asked the Business Depav^tment staff to prepare outlines of
their curricula; there were no curricula for the monitors
to examine. The director did note that special curricula
were originally prepared for the Business Magnet, but they
wet-e never used: "they would probably be great, if we had
any money. "
when asked whether she had developed proposals fov" funds to
enhance and/or evaluate the program, the director indicated
that hev" responsibilities deny her the time. The program
used to benefit from ESflPi funds and an annual Chapter 536
grant to recruit students, but at present does not receive
any outside funds. (Chapter 63& funds were provided for
recruiting, and withdrawn when it became clear that more
than enough students were coming to the Business Magnet
through the assignemtn procedure. ESftfl funds merged into a
block grant whose fund are available to the Boston School
Department; apparently the Business Magnet did not benefit
from block grant funds. ) It should be noted that an
original condition on the Business Magnet was that it
should not rely on "soft" money. The School Department has
complied, using local funds to support the program. This
supDort, however, seems to be minimal.
The entire business department suffers from fragmentation.
Business Magnet students are in one section and can avail
themselves only of its four majors. Regular students are
in the other two sections, potentially benefitting from
-204-
Vlf.i!^ "college" cornoonent or their data Drocessino
cornDor.ent, bat unable to take advantane r.f -h« ^^^--^^'5
.^agnet's_ rna,ors. cm order fc^lt::^S^sl:''arrJ"''t^
Drwgram lines, they would have to request \rd "loo
transfer frnrn the Di=;ti--ir-4- ty d requesr, and receive, a
the District VIM F-i!p . Business Magnet oroqrarn 'to
Li^tMct Vi.I E..st Boston High School regular prograrr.. ]
Finally, the Business Mannet se^rns tr, s,,f^^..
administrative nenl^r-^ =.^h ^ ' _, ■ =--'"- c._. surter from
Boston Hinn Scht'i adrnfnlt.';t "'" -^'''"^ example, an East
the RM=i,,L^^ \ ^^-^'-^ inacvertantly r^fey^t-eti tn
^ne Business Magnet as "transit innal " ir - J -'errea .,...
It wa=; cle^r fha+- K= ' "fi^-i-i' luncii, m ^ content where
v.=^ Clear that ne meant academically weak Ho , Lf
rererring to the Deoartment of Implement tt i -^f^ • .
on honorinn renuest= frnm m^n^of r.^^K t'"^ insistence
transfer t,-, ^h'l V ^'^^^'^'^^ machine shop students to
i-rcinsrei- to the repular aronram at F=^<=-t u-^-^-- -r,_
administrator indicated that he th'nuaht i- wn'-'^d ^^ '^
appropriate to transfer th^. n^r-h ! wuuxd be more
their ooor academic 5"^=% -^h"'- ^^'"^ students, with
- • c^-<-=ii-c;,llll_ SKI lis, to the BlU^mpcic: M;Jn•-^^- -r.-
th(
Imp! icat ions
it should be remembered that after the nz,r,v--.+.
is Phased nut th^ p,,L7^„ m f magnet machine shop
r.,=..4!;„::!^._.: !l . ^^ Business Magnet will be the onlv
mani,estation of desegregation m East Bostnr, Hiuh Schn.v
The School Department's commitment to the prnpr^r^ ha;
Shrunk to maintaining a part-time director who^^il^k" bn?h
the time and resources to upgrade or evaluate the program !^
propram'""Tr,-,^f.^T' '" " P^^^dominant ly minority female
pr-^gvc.m- It cuulu become a valuable resource fnr en-pr^n-
the access of minority females to secure emplnvm^nt" and/n"
aov.ncea training. However, competition for emoro;me;;t Ind
training siots will be intense, and there i^' Titt^- %•-.
suggest that the Business Magnet will proC dr anO
cumpetitive edge to its graduates. Most student/ cnn Vd
T-Z/^IV"T '■'' '^"'" d^Btrict high schools and re^ei^ed'a
comparable business education traininp (or, in snme case=^
better training, since a number of other high schnnli a^;
pursuing curriculum revision and staff develnprne^.t mnr^
nr^misr'LlS'^ur i^^' '^=''^^ ^''^ school );"'f?rrLnc;:
promise held out by a magnet program —that it w^ll
provide training/education that is more specialized and -,f
higner quality than local schools can offer - ts nnt
realizeq by the East Boston High School Business Majnet.
* RETENTION AND JOB PLACEMENT RATES
KEY QUESTION: What are the retention rate and the mb
Placement rate of the business magnet program^ ^
-205-
METHOD: The monitors requested from East Boston High
School the retention rate for Business Magnet students, the
rate of placement of graduates in jobs, and information
regarding placement of students in work experience sites.
OVERVIEW
The plan submitted by the Boston School Department to the
Court for the East Boston High School Business Magnet
specifically promised special arrangements for work-site
experience and for post-graduate training. The promised
"slots" at Boston Business School have never materialized.
Furthermore, the Business Magnet program has not taken
direct responsibility for ensuring work-site experience.
While the plan did not specifically promise to monitor"
retention and job placement rates, such evaluative
procedures should be automatically included in any well-run
special program — and job placement rates ay^s a
significant criterion used to evaulate any employment-
training program.
FINDINGS
The Director of the Business Magnet does not collect or
analyze such data hev^self. The monitors were told that the
Guidance department would have any retention data that were
available, and that two other staff persons might have
information concerning placement in cooperative work sites
and information concerning placement in jobs.
East Boston High School did respond to questions rega>->ding
retention and olacement rates in a letter dated November
£i, 1983 (see attachment). According to the letter, the
Business Magnet does not collect data regarding retention
in orogram, but the Headmaster estimated that the retention
rate is £5"/. (on average, the number of seniors is
aoproximately one quarter the number of freshmen in any
given year) .
Recording to the same letter, there are now 14 Business
Magnet students participating in work settings. It should
be noted that the job descriptions for 5 of these students
ay^e unrelated to the training offered by the Business
Magnet: cook, bus person, sanitation controller.
Finally, the letter states that "placement of graduates is
not a part of the [Business Magnet] orogram. Many times,
of course, the availability of jobs does come to tne
attention of the Guidance Department, and these jobs are
made known to ail students." The Headmaster does point out
in his letter that the special desegregation plan for the
East Boston High School Business Magnet did not promise
that job placement would be a part of the priogram.
-206-
Irnpi icat ions
The Boston School Department has failed to supoly
sufficient support to the Business Magnet pv-ograrn to ensure
that (1) minimal evaluation procedures can be carried out,
(£) students atx-^B retained in the program, (3) appropriate
work sites are developed for qualified students, and (4)
students are indeed trained in "salable commercial skills,"
measured by job placement rates.
* ASSIGNMENT AND TRANSFER POLICIES
KEY QUESTION: How has Boston re-evaluated its assignment
and transfer policies between the business magnet program
and the rest of East Boston High School, as sugaested in
the last Reoort?
METHOD: The monitors submitted a written request to the
Department of Implementation for clarification of its
pol icies.
FINDINGS
In a memorandum dated September 23, 1383, John Coakley of
the Department of Implementation stated that the Boston
School Department's policy regarding transfers out of the
Business Magnet is as follows: Minority students may
request a transfer from the Business Magnet to the regular
education comoonent of East Boston High School, and "will
receive such a transfer. " Furthermore, "the Department of
Implementation has asserted that black and other minority
students seeking to transfer out of either specialized
Drogram at East Boston High School [Business Magnet or
Coooerative Vocational Education Program] must be advised
of their rights to transfer into the regular educat iori
component." White students v-equesting such transfers
cannot, on the other hand, be guaranteed seats in the
regular component of East Boston High School on account of
the racial/ethnic percentage goals for East Boston High
School. Usually the regular education component is closed
to white students after the Spring Assignment Process,
according to Mr. Coakley, and white students requesting
transfers will usually receive assignments/transfers to
English High School, Madison Park High School or possibly
Boston High School.
One problem remains in this regard: monitoring transfers.
The Department of Education's monitoring plan originally
requested that East Boston High School officials maintain a
log of all recjuests to transfer from the Business Magnet to
the regular education component of East Boston High School.
However, the Headmaster of East Boston High School informed
the Departmental monitor that he never sees such requests
— they 3.re sent directly to the Department of
I mp 1 ement at i on.
-207-
* PftREIMT/COMMUIMITY MQNITORING
KEY QUESTION: How effective is the parent /cornmuri it y
monitoring required by the Court-approved plan?
METHOD: The monitor for student /parent councils conferred
with the Executive Director of the Citywide Parent Council.
OVERVIEW
On January 3, 1979, the Court ordered that "the functions
heretofore performed by the SMB CSpecial i^onitoring
Board] ... shal 1 be transferred to and assumed by CDhC VIII
and the RE PC" upon dissolution of the Special Monitoring
Board. fts related in the wTuly report to the Court,
monitoring had been carried out by parent /community
councils for several years, but had become negligible in
recent years, perhaps as a result of the loss of ESflfl
funds.
FINDINGS
During this monitoring period, the Department contacted the
Citywide Parents Council, and stressed its obligation to
monitor the East Boston High School Business Magnet The CPC
has assured the Department that it will carry out this
responsibility; the Department will, in turn, monitor the
Citywide Parents Council efforts.
RECOMMENDATIONS
i. The Boston School Department should improve
sigviif icarit iy the content of the Business Magnet at East
Boston High School and enhance its administrait ive
struct ure.
£. The Boston School Department should take steps to
ensure that data are systematically collected for (1)
retention of students in the program, id.) placement of
students in work-sites during their training, and (3)
placement of graduates in related employment and post-
graduate training.
3. The Boston School Department should develop and
implement a procedure for keeping a record of requests from
Business Magnet students to transfer to the regular
education component of East Boston High School.
4. The Citywide Parents Council should undertake
monitoring of the Business Magnet.
Judith C, Taylor
-208- December 1983
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF IMPLEMENTATION
John R. Coakley, Senior Officer
September 29, 1983
MEMORANDUM
TO: Charles Glenn
FROM: John CoakleJ? >W/f
SUBJECT: A Partial R^ponse to r/ohitoring Data Request (9/7/83) -
Special Desegregation H)
By this stage in the process of responding to your data
monitoring request of 9/7/83 I feel that half of my September
salary should be paid by the Board of Education. This paper is
only a partial response to Special Desegregation (9) .
The practice of the Department of Implementation on behalf of
the Boston Public Schools for assignments into East Boston High
School's Business Education Magnet is as follows:
1 . The enrollment of the program must reflect the racial/ethnic
percentage goals for high schools of District IX. Note that
these goals are dramatically different from the allowable
goals for the regular education component of District VIII 's
East Boston High School. Assignments or transfers into the
program must reflect the District IX high school high-low
percentages .
2. Transfers out of the program are allowed at any time although
a conscious effort is made to limit the actual processing to
occur at the end of a given marking period.
a) A white student seeking to transfer out of the East Boston
Business Magnet is not guaranteed a seat in the regular
education component of East Boston High School. Rather,
in common with all other East Boston residents seeking a
high school seat, he is allowed to express preference or
preferences but is dependent on DI assignment decisions.
Note that usually East Boston High School's regular
education component is closed to white students after the
Spring Assignment Process; such students usually receive
assignments/transfers to English High School, Madison Park
High School or possibly Boston High School.
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200, EXT 5500, 726-6555, EXT 5500 AREA 617
- 2 -
b) A black or other minority student seeking to transfer out
of the East Boston Business Magnet (or the East Boston
Cooperative Vocational Education Program) may request to
transfer to the regular education component of East Boston
High School. He will receive such a transfer. I have
re-affirmed this practice to Department of Implementation
staff and to the Community Superintendent of District VIII.
Such practice is justified on the basis of Note 5 in the
modification of student assignment orders, approved by the
Court on March 24, 1982. (Reference page 181 of your
Monitoring Report - Volume II.) The Department of
Implementation has asserted that black and other minority
students seeking to transfer out of either specialized
program at East Boston High School must be advised of
their rights to transfer into the regular education
component. Only recently, our staff monitored and enforced
that ruling. (Reference Dr. Ellison.)
mm
cc: Office of Superintendent
Robert Peterkin
Catherine Ellison
-210-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
JOHN A POTO
tBXai^. Headmasler
XXIXDffiifi&KK Jane O'Leary
■Vcting Assistant Headmaster
BOSTON PUBLIC SCHOOLS
EAST BOSTON HIGH SCHOOL
November 21, 1983
Ms. Judith C. Taylor
Bureau of Equal Educational Opportunity
Commonwealth of Massachusetts
Dept. of Education
1385 Hancock Street
Quincy, MA. 02169
Dear Ms. Taylor:
With reference to your letter of November 1 regarding your monitoring of the Busi-
ness Magnet Program at East Boston High School, herewith is the information for which
you asked.
1. Retention Rate
The retention rate for Business Magnet students averages approximately 25%. For
example, the number of students entering Grade 9 for 1983-84 school year is approxi-
mately 120. This is about average for each year. The number who are currently in
their senior year is 28. In the earlier years, the retention may have been slightly
higher.
A followup study was planned a few years ago in order to determine where the Magnet
students went when they left Kpst Ro5!ton wjoh. Due to the withdrawal of Federal
funds and to teacher shortage which resulted in the Magnet Coordinator returning
full time to the classroom, the followup study could not be undertaken. However,
just from observation and talking with students during the school year, such reasons
as moving to another place or not wanting to take the bus ride to East Boston would
certainly seem to prevail over the reason of being dissatisfied with the program.
Those students who remain here seem to think highly of the program. This is evidenced
by the fact that many of our freshmen are friends and relatives of students who have
been here in the program.
2 . Students Participating in Work Settings
Ellen Barbetta - Mass. General Hospital - Secretary
Vicki Brown - Filene's - Stock Clerk
Lena Campbell - Boston Five Bank - Clerk
86 WHITE STREET, EAST BOSTON, MASSACHUSETTS 02128 • 567-2140 AREA 617
-211-
-2-
Students Participating in Work Settings (Continued)
Benita Connolly - Liberty Mutual - Clerk Typist
Hermania Cooper - McDonald's - Cashier
Elvira Federico - Lucia Restaurant - Bus Person
Shaunette Fitzpatrick - Dimmock Health Clinic - File Clerk
Clynder Moody - Harvard University - Sanitation Controller
Denise Parham - Northeastern University - Food Service
Paula Romano - Burger King - Cashier
Tracey Smallwood - JFK Building - Asst. Timekeeper
Vincenzo Valenti - Logan Hilton - Cook
Troy Wilson - Federal Reserve Bank - Sanitation Controller
Cheryl Martin - Burger King - Cook
The other Business Magnet seniors are still seeking employment.
3. Job Placement for Graduates
Job placement was to have been a part of the Business Magnet Program only insofar
as senior-year placement. Before funds through the Emergency School Aid Act
were discontinued, the Magnet Program had a job-placement person for this specific
reason. Subsequently, placement during the course of the school year has been made
whenever possible. However, placement of graduates is not a part of the program.
Many times, of course, the availability of jobs does come to the attention of the
Guidance Department, and these jobs are made known to all students.
Some of the higher achieving Magnet graduates who do not go on to school are able
to get office jobs. A number of the graduates have been able to go on to either
junior colleges or a regular four-year college, while some of the male students,
unable to find jobs, have gone into the military service.
I do hope the above will supply you with some of the information which you are
seeking. We are planning to institute a form this year which would help us to
know what the plans of the seniors are after graduation. In this way, we should
have a better idea of what Business Magnet students hope to do once they have
completed high school.
SincereTv vnurs.
(7- 9k
m A. Poto
headmaster
■212-
I
Special Desegregation Measures: Examination Schools
OVERVIEW
The Spring 1983 Report noted a disproportionate attrition rate
among Black and Hispanic students assigned to Boston Latin School
and Latin Academy, and a disproportionate suspension rate for
Black students at Boston Latin School. These issues were made
a primary focus of Fall 1983 monitoring.
The review was conducted by Franklin Banks, Office of the Cormissioner;
Dan French, Student Services; Nan Stein, Civil Rights Specialist; and
Maureen Wark, Equal Educational Opportunity.
The problem of attrition seems to be most severe at Boston Latin
School. Black and Hispanic students constitute 24% of enrollment
but 46% of all withdrawals and transfers. At Boston Technical
High, by contrast. Black and Hispanic students constitute 54% of
enrollment but only 48% of all withdrawals and transfers.
Of particular significance are the transfers from the two Latin
schools to other Boston public schools. Blacks comprise 71% and
Hispanics 63% of such transfers. Most of these transfers are
described as "programmatic", leaving open the question of precise
motivation. The next stage of monitoring will seek, through
interviews with former Boston Latin School and Latin Academy students,
to determine more clearly what factors led to the transfer.
The first focus of monitoring has been upon the classes in grades
4, 5 and 6 for academically talented students. How are students
selected for participation in these programs, to what extent does
such participation prepare them for success in the examination
schools, and how complete and helpful is the information which they
and their parents receive about what will be expected of them if
they attend examination schools?
The monitors were told, by an assistant headmaster at Boston Latin
School, that many parochial and private schools do a better job of
preparing students for success in the examination schools than do
Boston public middle schools. The chart which follows shows that
white students are disproportionately prepared by non-public schools,
which may give them an advantage to the extent that this observation
is accurate.
Seventh Grade Enrollment: Latin School and Latin Academy
Black/Hispanic White/Asian Total
From Public Schools 187 (74%) 190 (45%) 377 (56%)
From Non-Pub Schools 67 (26%) 232 (55%) 299 (44%)
-213-
A second focus of monitoring has been upon the orientation programs
put on by each of the three examination schools in the summer prior
to admission and the early identification of those students who
will require additional academic support.
A third focus has been upon the remediation and counselling available
to students experiencing academic or social difficulties in the
examination schools, including the role of guidance staff.
A fourth focus has been upon issues of discipline and attendance which
may have implications for the disproportionate attrition rate among
Black and Hispanic students.
Future monitoring will look in more detail at support services, and
will seek more precise information through interviews with minority
students formerly and presently in the three schools.
During the course of the monitoring this Fall the problem of language
support for students from homes where English is not the primary
language emerged as especially critical. Commissioner Lawson brought
the urgency of this problem to Superintendent Spillane's attention,
and there is evidence that progress has been made in recent weeks.
PREPARATION AND ORIENTATION
Question: How are students attending Boston Public Schools prepared to
succeed in the examination schools and how are they oriented to the
academic and other requirements of these schools?
Monitoring Process: Monitors observed part of the orientation sessions
held for incoming students at Boston Latin Academy and Boston Technical
High. Monitors interviewed staff involved with orientation programs
at all their examination schools, and collected samples of curricula,
attendance records, schedules and other relevant data.
Monitors also visited five of the advanced work classes and academically
talented sections: The Murphy School (AWC), the Hennigan School
(regular and bilingual AWC), the Mackey Middle School (bilingual ATS),
the McCormack Middle School (ATS) and the Thompson Middle School (ATS).
AWC/ATS teachers and the Headmasters/Headmastresses were interviewed
at these schools. The citywide director of the AWC/ATS program,
Joanne McManus, was interviewed, and provided much written and verbal
information on the present operation of the program and plans for its
future.
■214-
Findings: Advanced Work Classes and Academically Talented Sections
io'rk'cfasses ^(ITTJ,'" J"^^"^^""l^>' f ^e students, the Advanced
c^^^-^ /ATc^ ^-.^"^^^^^ ^°^^ 3"^ five and Academically Talented
Sections ATS: grade six) are designed to prepare some of the
students in each district for entry into the examination schools
IJ H '' '.V^^"^ ^'°"^ ^^' ^^^^ that the programs go only through ^ixth
grade with Boston Latin School and Latin Academy admtting students
hi middi:";chno : ^^^t^^^°" -t Provide a continuaJ?o'n p o am
^Itt^xte^n^^rL-dln^!^^^ ' ^^^ ''''''' ^^^ devel JplS'sSJS programs
ATsln'a m?dd?f Jhno? ^^^"^^"J^7 ^^hool in each district, and one
Distric? IX Thf^°°] ' Vh*^ district, with the exception of citywide
y.n T 5' ^?^ citywide district has two schools housing AWCs
A?Ss onplf ' 1^'"^'? K^''^''^ ^^^^ ^"d t^° "Middle sc 00 s housing
ATSs (one IS exclusively Spanish bilingual). "uubing
Students from the sixth grade Academically Talented Sections in each
district are encouraged to take the SSAT in October for entrv into
one of the Latin Schools in grade seven. ^
Assignment to AWC/ATS
Students are selected for the AWC/ATS on the basis of Readina ;,nd
Math scores on the Metropol itan Achievement Tetadminineed n
grade three. With n each district, students scoring n ?he top
each racial category are sent invitations. Invitations are limited
by the number of seats available (5% of each district wthiech
Hp'tc f ^"^Pt^'^" of invitations often means transferring stu-
e Ad InceSl^rn f' '''T''.'' '''°'' '° ''''''' school ho sing
tne Advanced Work Class in the district. Once enrolled the onlv
way a student can be removed is through parental request. ^
Admissions Standards
In^Li^^^^^!i^^ consensus among program administrators, teachers
ad aul e Ihff 'h''^' ''' '''''''''' '''''''' f°^ AWC/A? are
inadequate. The inadequacies are most often described bv AWC/ATS
teachers in terms of the inclusion of some students who fail to
demonstrate high academic ability, and the exclusion of other
students who have demonstrated this high potential. Some of these
inadequacies are clearly focused on the selection process by racial
tr-^l- disadvantage for admission while some minority students
scoring below grade level in reading, are sometimes included '
-215-
Teachers have also cited cases of high achieving minority students
who have been excluded because of a low score on the Metropolitan
on that particular occasion.
The sole use of achievement test scores to identify students with
high intellectual or academic potential is considered archair and
inappropriate by national standards. This identification method
clearly excludes students who (1) may have high potential but lack
test-taking skills, (2) students who have psychological blocks to
all testing, and (3) students who may not feel well the day the test
is administered. The Metropolitan Achievement Test is also just
that--an achievement test--niether an aptitude test nor a test of
native ability. In the case of some minority students, the issue of
culture-bias on some test items may also work to their disadvantage
and not provide a true picture of either achievement or ability.
While AWC/ATS administrators and the Department of Implementation
are aware of most of these inadequacies, and have piloted alternate
selection procedures, they have not yet proposed a replacement for
the inadequate criteria now being used. Other urban school systems
in Massachusetts have moved ahead in this respect, to identify and
serve academically able minority students.
The most serious questions about the adequacy of both the AWC/ATS
selection process and the operation of the program surface in examining
the track record of the AWC/ATS programs in getting students into the
Latin schools (see Appendix I). Less than half (47%) of the Boston
Public School students who entered the seventh grade (1983) at the
two Latin schools, came from AWC/ATS programs. Only 40% of the Black
Boston Public School students entering the seventh grade at the Latin
Schools came from AWC/ATS programs. Only 179 out of 341 ATS students
were accepted into the Latin Schools. This is a poor track record
for a program which was designed to (1) identify and serve the edu-
cational needs of all students with high academic ability and (2)
prepare them for success at the examination schools.
[Mr. Coakley has pointed out that not all ATS students apply to
attend the Latin Schools.].
Transfers
Teachers have also cited difficulties in convincing the parents of
'inappropriately' assigned students, especially students who are
unhappy and frustrated in class, to transfer them back to the regular
program. Sometimes students are allowed to experience failure for
a year or more before their parents are convinced.
On the other hand, it is apparently difficult to get academically
able students, enrolling in a school in mid-year, and/or students
who have not taken the Metropolitan, into empty AWC/ATS slots.
-216-
Curriculum and Staff Development
It is evident from the sample of AWC/ATS programs visited that there
IS no clear curriculum, consistently implemented by all AWC/ATS
teachers. In some cases even the new citywide curricula are not
being followed, and in others there is no evidence of differentiated
?n'wMn 'aJ^/a?^''^?'''""^^^ '^^' ^^^^^"^^- This leads to instance
in which AWC/ATS classes are merely groupings of the higher scorers
on the Metropolitan Achievement Test within each district On the
other hand some AWC/ATS schools have made great efforts to provide
an appropriately differentiated curriculum to assigned students.
ISl?nnT ^S "^'k^' specific differentiated curriculum has been
developed and is being used is more a function of the school which
houses the particular AWC or ATS program and the administrative and
teaching leadership in that school, than of any citywide curriculum
or program mandate. While the past AWC/ATS citywide director ha
developed an "Activity Resource Handbook" (1981) which has been
distributed to all AWC/ATS teachers, it is unknown or rarely referred
to in some schools. ^ icicrrtu
This handbook, which is not a curriculum but a series of strategies
and a list of materials for approaching existing curriculua in ways
appropriate to the needs of gifted students, was developed and ex-
plained in a series of workshops for AWC/ATS teachers and other
teachers of gifted programs. Attendance at these workshops was
optional, and many AWC/ATS teachers, particularly bilingual AWC/ATS
teachers, did not attend any of these workshops.
Bilingual AWC/ATS
While there are clearly some excellent teachers involved in aspects
?JrM?c;":'r"'' ^']'T^^ AWC/ATS, as a whole the program, like other
AWC/ATS programs, lacks a clear focus. The bilingual ATS (gr. 6)
students are mixed and leveled with all other bilingual sixth, seventh
lit h^o^o'^'^k'^".^" '^^ ''^°°^' ^"^ ^he^e ^'S' i" effect, no speci??'
til AT?^m?HH?'^°"h ^se^ection process. The bilingual coordinator for
e?thpl A3r/2I^ 'h^°° TP?"^' ^^'^ ^" ^^' ^^^eived no direction from
aJelv .PrSinI a^^^k"!''^"'^?"' ": ^^" bilingual department in appropri-
ately serving ATS bilingual students.
Another issue of concern is whether bilingual students are prepared
schonlf ;?h.^"'f ^'"^ in non-bilingual classes at the examination
schools (there are now no bilingual or ESL services at any of the
examination schools). Monitors observed too many AWC/ATS classes
rnml'nn'nfT'';''^^ '" ^P^^i^^' ^nd interviewed some instructors whose
command of English was imperfect. How can students coming out of
such a program be expected to succeed in highly competitive classes
conducted solely in Engl ish at the Latin Schools? There is no apparent
emphasis placed on helping students make this transition
-217-
AWC/STS Preparation for Examination Schools
Examination school administrators and teachers complained that too
many Incoming students, especially those from some Boston Public
Schools, have not developed the study habits and other disciples
necessary for success at the examination schools. They also com-
plained that some students do not have a solid enough foundation In
grammar and other basic skills to ensure their success in learning
Latin, writing papers for courses, and math. However, there is
no communication link or forum by which these kinds of concerns
are communicated routinely to AWC/ATS staff. A few AWC/ATS teachers
have, on their own, found out what skills are expected of students
at the Latin Schools, and have altered their programs accordingly.
Most apparently have not.
The AWC/ATS programs which have established some of these communica-
tion 1 inks have:
1. Incorporated increasing amounts of homework (some at
least U or 2 hours per night) through grade six;
2. placed great emphasis on writing, and given regular
writing assignments, requiring complete, grammatically
correct sentences;
3. Incorporated study skills instruction into all aspects
of the curriculum;
4. placed great emphasis on reading, both recreational and
school -related;
5. prepared students to take the SSAT;
6. emphasized the development of self-directed learning
skills in all parts of the curriculum;
7. communicated with parents about exam school expectations
and ways to support their children when they are enrolled;
8. stressed positive self-image in a variety of ways.
Even with this kind of preparation in some ATS programs, teachers
report students returning fromthe Latin Schools discouraged by the
amount of homework, the lack of free time, and the intensity of
learning and competition. The return of students with complaints
of this sort appear to be much higher at schools where Latin School
expectations have not been already built into the curriculum. More
specific data on each school 's program and its record of students
admitted to and remaining in exam schools will be included in the
next report.
Plans for the Future of AWC/ATS
The operating plans developed by the AWC/ATS program director
recognize most of the problems and inadequacies cited in these
findings, and include activities designed to remedy them. In
particular, the plans focus on:
-218-
improving the selection process by incorporating multiple
criteria
providing continuty and consistency in curricula
• improving staff development
• developing other options for academically talented studpntc
* kiS«."?h»?i^''^ '"h"'^''' 5^^*"" P™9'"^'"5 t° 1"<:l"<'e arts.
Kinesthetics and sciences.
This plan is an admirable one and is wholly consistent with the
position paper accepted and approved by the School CommUtee two
to'wha?'?^ h'^''-!;^' '■'' I' '' iniplemented. In o der t'give me
P?an ?or thp'nSr/S?.^ '' ^^' P°'^"^^'°" P^P^^ «"d to carry out th
plan for the AWC/ATS program, aggressive and active oromotinn nf
change is needed from the highest levels of Boston"pSbl?f Ministration.
Recommendations
1. The School Department should develop and implement a bettpr
method ofselecting students for AWC/ATS - a method'which
ses niu tip e criteria including some subjective data
(e.g., teacher and parent checklists).
2. The School Department should develop a consistent and
. appropriate curriculum for this program ncudgea^^in^
objectives consistent with examination school requirements
^' link^hpj! Department should create strong communication
iinKs between the examination schools and the AWC/ATS
programs. Sharing of curricula, academic and other
bP rn.'^i^°n^.!"'' information on student outcomes must
De a part of this communication.
'^' S%5.'f?°H °^P3^tme"t should develop a consistent approach
to staff development for the program, utilizing the latest
i?aininn%'h' f^'^'^^^^' academically giften'pro r ms
Training should be required of all teachers in the program.
5. The School Department should develop and implement a clear
and consistent evaluation process. ""P'ement a clear
-219-
The School Department should provide better information
for parents of AWC/ATS invitees about the goals of the
AWC/ATS and its relation to the exam schools, in several
languages. It should also provide more information about
what students may expect at examination schools.
For the bilingual component of this program to be effective,
it must be tied more closely to the non-bilingual program,
with equal emphasis on staff development, and with more
time devoted to speaking and writing English, especially
in the sixth grade.
Findings: Orientation Programs
Each of the examination schools offers an orientation program for
incoming students. Boston Latin Academy's orientation is the last
two weeks before school begins. The Boston Latin School 's orienta-
tion is the first three weeks in August, and Boston Technical High
provided a three-day orientation in the week before school begins.
Boston Latin Academy
Boston Latin Academy offers a '^ery structured orientation in which
students are academically engaged in English, Math, and Study Skills
courses from 9:00 until 12:00 each day. This program is designed
to (1) provide refreshment of skills already learned, (2) diagnose
areas of weakness, and (3) prepare students for the kinds of skills
they will need as seventh or ninth graders. Students who are
diagnosed as deficient in the skills assessed are referred to
tutoring and the other support services provided. The Regis College
collaboration is responsible for the study skills curriculum and
other aspects of the orientation. Students are given pre and post
tests for all three courses. Staff are regular Boston Latin Academy
staff, with some emphasis placed on the involvement of minority
staff. The program served 153 students in 1983, 74 White, 64 Black
and Hispanic and 15 Asian.
Boston Latin School
Boston Latin School provided a three-week orientation, beginning in
early August, called the 'Boston Latin School Enrichment Program.'
The program went from 9:00 to 12:00 each weekday, and included
course work in English, Math and Study Skills as well as an intro-
duction to the school facility, school policies, regulations and
the discipline code. Students diagnosed as having skills deficits
were referred to the guidance office for additional help in the Fall
-220-
Teachers in areas in which a student had a skil Is' deficit were also
notified of potential problems. The program served 336 students:
173 White, 94 Black, and 69 other minority.
Boston Technical High
The orientation provided for incoming students (grades 9 and 10)
lasted only three days this year. In the past, orientation has
lasted a week, but a reduction in program funds has necessitated
this curtailment. Students were provided very brief reviews of
skills they were supposed to have learned, a brief overview of the
major subject areas (Math, English), some study skills, and infor-
mation on support services offered. Students were also given
tours of the building and the discipline code and other regulations
were explained by the counseling staff. This program was not as
structured, diagnostic or comprehensive an orientation as that
provided by the two Latin Schools. 166 students attended the ori-
entation in 1983: 46 White, 77 Black and Hispanic and 44 other
minority.
Attendance
Boston Latin Academy--Of a combined incoming seventh and ninth grade
(1983) enrollment of 264, 153 (58%) showed up at least once for the
orientation. Average daily attendance was 118 (77%).
Boston Latin School --Of a combined incoming seventh and ninth grade
(1983) enrollment of 485, 336 (69%) showed up at least once for the
orientation. Of these the average daily attendance was 211 (63%).
Boston Technical High--Of a combined incoming ninth and tenth grade
enrollment of 348, 166 (48%) showed up at least once for the orienta-
tion. Of these the average daily attendance was 148 (89%).
While some students and their parents clearly understand the value
of these orientations to their future success at the examination
schools, others do not. There were some students who worked during
this orientation period and did not attend for that reason. The
families of some students vacationed during part of the time, and
some parents claimed the Latin School Orientation was too long
anyway. According to staff interviewed, many of the students who
do not regularly attend the orientation sessions are the ones most
in need of skills refreshment, skills diagnosis, and eventually
extra help. In fact, since this orientation is, in the case of the
two Latin Schools, the only early warning system for impending
academic problems, non-attendance poses a serious problem for
those trying to identify students in need of additional academic
-221-
support. For this reason and because enrollment in the examination
schools should be a serious commitment of thought, energy and time,
attendance at orientations should be mandatory, as a part of the
acceptance commitment. Non-attendance for part of orientation should
only be allowed for those students who have clearly demonstrated
their preparedness for school success by passing a special test
which incorporates the major skills covered in the orientation courses.
Orientation Commendations
Both Latin Schools should be commended for their efforts to provide
orientation programs which are focused on skills review and refresh-
ment, diagnosis of academic defects, and the provision of new and
important information for incoming students. Monitors especially
applaud the direct focus on study skills. The Regis College col-
laborative at Boston Latin Academy has developed a particularly
fine study skills' curriculum, worthy of wider dissemination, es-
pecially to AWC/ATS classes. The carefully structured and focused
programs offered by the two Latin Schools appear to serve well those
students who attend.
Orientation Recommendations
Because of the high attrition rate among Black and Hispanic students,
and the disparity in preparation among incoming students, attendance
at orientation programs should be required of all incoming students.
Each school should review evaluation feed-back from past orientations
to determine the best time during the summer and early fall for ori-
entation. Orientation for all examination schools should last a
minimum of two weeks, and the length of time should be uniform for
all three schools. Program content should include academic skills
review, pre- and post diagnostic testing, study skills, and intro-
duction to school rules, regulations, the discipline code and support
services. Each program should have a rigorous evaluation process to
insure that each program remains maximally effective. Whenever
possible, operating expenses should be included in the regular budget
to insure program consistency and continuity from year to year.
■222-
QUESTIONS
What academic and other supports are provided to Black and
Hispanic students in the examination schools, and how are
those in need of services identified and encouraged to use
those services?
PROCESS
Interviews with 59 different people were conducted over the
course of four months (August - November, 1983).
Title
District Superintendent
Headmaster
Assistant Headmaster
Guidance Staff
Development Officer
Registrar
Special Support Staff
(including Chapter I, Study Skill,
Reading, Social Workers, Tutors,
Summer Orientation Coordinators)
Teachers
Alumni Representative
Latin
Tech.
Latin
Academy
High
Total
1
1
1
1
3
3
2
2
7
2
3
3
8
1
1
1
1
1
3
4
5
5
14
21
1
Totals
19
21
18
59
Interviews with students, and staff at external agencies who offer
student support services, will commence in the winter and will be
reported on in the next monitoring report.
-223-
FINDINGS
Boston Latin Academy
A. Support Services
1. List of Services Identified by the Boston School Department,
Spring 1983 and Submitted to the Department of Education
Service
Current Status Determined by
Department of Education during
Fall, 1983 Monitoring
Approximately 60 minority
7th graders participate in
the shared program with Latin
School at Shady Hill for three
weeks in the Summer. Students
are pretested and post-tested
for improvement. Math, English
and enrichment are offered.
District 636 funds provide
tutoring to over 100 students
twice a week. Tutoring is
provided by two teachers and
twenty students. A late bus
is provided to facilitate
transportation for these stu-
dents involved in the program.
72 students participated in
the program; 38 or 39 of those
students were Black.
Tutoring program which is conducted
primarily before and after school ,
began on 11/7/83; 25 tutors are
available who were trained in
October. As of November 10, 67
students had been referred, but
only 25 can be served. One teacher
with a busy schedule is responsible
for coordinating the program.
c. Chapter 636 funds also provide 23 students receive services from
a generic teacher for students a generic teacher; 14 of those
needing .1 and .2 resource students are Black,
assistance.
d. The Educational Enrichment
Incorporated provides for
approximately 60 students
attending a six-week summer
program at Shady Hill.
e. Students also provide peer
counsel and peer tutoring.
f. Study skills class provided
for all 7th graders, five
times a week.
-224-
See above (a)
All 7th graders take the Study
Skills class, once a day, for
the entire year. In addition,
they have one study hall period,
daily, for the entire year.
2. Additional Support Services Identified by the Department
of Education during Fall, 1983 Monitoring:
a. About 20-30 students benefit from Mass PEP, a private,
voluntary after school program.
B. Identification of Students in Need/Encouragement to Use Services
Boston Latin Academy uses the following methods to identify students
in need of services:
t observation of students in the summer orientation program,
especially results from pre- and post-tests in reading
and math
• standardized test information from the students' 6th
grade records
• referrals from teachers, and from parental requests
• warning slips, which are sent out during the mid-point
of the first marking period.
As of October 5th, 47 7th graders had been referred for tutoring.
Only 25 tutors will be available, and tutoring did not begin until
November 7. This was after the close of the first marking period
and 67 students had been referred by November 10; the tutoring
program clearly cannot serve all the students in need of services.
According to the Boston Latin Academy staff members interviewed by
the monitors, the responsibility for coordination of the identifica-
tion and referral system falls on the guidance counselors. However,
this is not a formal priority of the guidance department, which is
hard pressed to fulfill its regular tasks. Boston Latin Academy
provides no clerical support to the guidance department, for example.
The guidance office operates under a staggering student load:
• One counselor for the 7th and 8th grades, a ratio of 650 to 1
t One counselor for the 9th and 10th grades, a ratio of 400 to 1
• One counselor for the 11th and 12th grades, a ratio of
250/300 to 1
Students are assigned to counselors on the basis of grade, and as
a result, the youngest and newest students (7th and 8th graders)
are assigned to the most over-worked counselor. According to the
staff interviewed, this assignment procedure reflects the priorities
■225-
of Boston Latin Academy, which places primary emphasis on getting
graduates into college and less importance on retaining young
students in the school. Those young students who are the most
vulnerable to the pressures of dropping out have the least access
to Boston Latin Academy's guidance counselor resources.
Furthermore, there seems to be little coordination between the
guidance department and other units of Boston Latin Academy. Accord-
ing to some of the staff interviewed, truant officers are often not
informed of student absences, and the truant officers do not work
cooperatively with the guidance department. One administrator
stated that there is a need to develop a clear-cut procedure to
provide the guidance staff with information from teachers on
student behavioral problems.
In general, the monitors found that the support services to the
students of Boston Latin Academy are insufficient. Of the few pro-
grams available to students during the school year, almost none are
available during school hours. The after-school programs operate
on a voluntary basis. The major after-school program, tutoring
staffed by older students, did not begin until after the first
marking period and currently lacks enough tutors for two-thirds of
referred students. A full-time teacher with a busy schedule is
responsible for coordinating the program. According to one staff
person, there is an additional problem with the tutoring program
that concerns limited-English proficient students. Peer tutors find
it frustrating to work with LEP students and refuse to serve them.
There is neither ESL nor native language support available to these
students at Boston Latin Academy.
The inadequacy of school-year programs is exacerbated by problems
associated with the Boston School Department Summer School program.
These problems are system-wide, but affect the examination schools
in a distinctive way.
According to current Boston Public Schools' policy, students who
have failed courses are only permitted to enroll in one summer-
school course, regardless of the number of courses they failed.
This policy was apparently instituted for fiscal reasons, but is
problematic and seems to perpretuate the cycle of failure for
students with academic problems. Since students with two or more
failing grades cannot be promoted, students who fail three or more
classes cannot qualify themselves for promotion regardless of how
hard they work during the summer. (It appears, but is not certain,
that the Boston Public Schools would not accept summer school work
from outside the Boston system.) Students who rectify one grade
during summer school, but still have two or more failing grades,
must repeat al 1 their subjects from the prior year--a mind-dulling
process at best, at worst an encouragement to additional failures.
-226-
The examination schools are not immune from the phenomenon of second
and third year repeaters which results from this promotional policy.
Indeed, the summer school program seems to work least ^11 for
examination school students. According to many of the ^taff inter-
viewed, the content of the summer courses is not at a sufficiently
high level for the exam schools, and the courses offered in summer
school do not reflect the requirements of the exam schools. The
exam schools, cognizant of the inadequate level of the course
content at summer school, have instituted tests which summer-school
students must pass before being credited with a passing grade
Students find themselves in a catch-22. Those with the initiative
to sit through a summer school course often find themselves suffer-
ing through material they have already mastered, and then must
confront a qualifying test for which they have not been prepared.
Finally, Boston Latin Academy suffers from the lack of a systematic
procedure for identifying, referring, and tracking students in need
of services. A number of staff members characterized the process
as "random," and depending solely on "the vigilance of the guidance
counselor."
Those guidance counselors and other staff members who have made,
on their own initiative, attempts to serve students are to be
commended. For example, one counselor attempts to see all his
students by October 15--no easy task even when he meets them in
groups of six or seven because he is responsible for 650.
The new administrative team has put much time and effort into help-
ing students. The monitors found an atmosphere of openness and re-
evaluation at Latin Academy. For example, the administration is
considering a revision of its promotional policy that would exempt
non-promoted students from repeating those courses in which they
received either an A or a B. A new discipline code was developed
over the summer and is currently being reviewed by parents. There
is a new method for sending report cards home. In the past, they
were sent by mail— a costly process that implied distrust of students
Now students take their report cards home, and are required to return
them in three days with a parent's signature.
These and other measures demonstrate higher expectations of and
greater respect for students. The new Headmaster stated that
messages do not change behaviors; examples change behavior."
Accordingly, the monitors will be looking for concrete examples
of improvement.
Boston Latin School
A. Support Services
1. List of Services Identified by the Boston School Department in
the Spring, 1983, and submitted to the Department of Education.
-227- _
(Boston Latin School )
Service
Current Status Determined by
Department of Education during
Fall. 1983 Monitoring
\
The Student Leadership Program
funded through Chapter 636
provides a tutorial program
after school with supervising
and monitoring staff.
A reading specialist is funded
through Chapter 636 with
Boston University. This per-
son also provides study skills.
No longer exists under this
funding source; tutoring is
offered by the National Honor
Society, on a volunteer basis.
There is one full-time reading
teacher; students may receive
this class about twice a week,
based on referrals from their
English teacher, and/or through
the summer orientation testing
program.
Social worker is available four
times a week; psychologist visits
twice a week for i day each time.
The Roxbury Multi-Service
Center, in conjunction with
Chapter 636 funds from the
District, provides a full-time
social worker at the school
who gives counselling and out-
reach services. Seventh grade
minority students are targeted
for this service. A psychologist
also provides service one day a
week. Off-site tutoring is
being planned.
A privately funded summer en- This program has existed for two
richment program with the Shady years about 50 students partici-
Hill School has proven to be pate (about 75% minority). It is
quite successful. Approxi- the alternative to summer school,
mately fifty 7th grade students (Evaluation submitted; see
(heavily minority in racial
composition) attend for three
weeks in the summer. (This
program is also shared with
Latin Academy. )
A program with Boston Univer-
sity targets minority 8th
graders for self image re-
enforcement and role modeling
sessions which include follow-
up during the school year.
Approximately 20 students are
involved.
-228-
attachments. )
A summer program, offered to students
between grades 7-8, and 8-9. It is
not remedial, but rather enrichment,
and targets students who have had
difficulties, but are generally
successful, though in need of an ,
extra push. Follow-up is provided I
on Saturday sessions, which sometimes
includes sessions with parents as ,
well as with the staff from Boston
University. (Evaluation submitted;
see attachments. )
Service
Current Status Determined by
Department of Education during
Fall, 1983 Monitoring
A private program--Massa-
chusetts Pep--offers a pre-
engineering program, also
for minority students.
Contractual services:
with Children's Hospital for
a pediatric resident who
provides services for four
hours, once a week.
Mass. Mental Health--two
psychologists available on
a referral basis.
Offered after school, on volunteer
basis. Low participation.
On-going
Additional use of facilities at
other times are also provided.
Additional Support Services Identified by the Department of Educa-
tion during Fall, 1983 Monitoring.
a. A new Assistant Headmaster position has been created. This
Black Assistant Headmaster focuses on the 7th and 8th grades,
overseeing and coordinating the support services and the
referral process. He intervenes both with discipline prob-
lems and with students identified to have academic problems.
This position represents a systematic attempt to retain
incoming minority students.
b. One guidance counselor has, on her own initiative, established
a "survival skills" group program for her 75 7th grade
counselees. Students are counseled in groups of 15-20. She
uses these groups to identify students who are having academic
difficulties.
B. Identification of Students in Need/Encouragement to Use Services
Boston Latin School uses the following methods to identify students in
need of services:
• standardized test information from the students' 6th grade records
• results of pre-and post-tests given during summer orientation
• attempts to contact students who did not attend summer orientation,
but no formal testing of these students is done once school starts
• teacher to floorrTiaster referrals for academic and discipline
problems
-229-
• warning slips, which are sent out at the mid-point of the first
and subsequent marking periods
• a referral sheet
Boston Latin School has not had a systematic process for keeping track
of the progress of students who have been referred for assistance.
Generally speaking, information is forwarded to the Headmaster, but he
believes that this information reaches him when it is already too late.
However, this year, two new positions were created which should con-
tribute to more systematic provision of support services: Assistant
Headmaster for the 7th grade, and Director of Guidance.
Those support services which are available during school hours are few
and inadequate. There is no class in study skills. There is only one
academic resource teachers, a reading teacher who sees referred students
twice a week. Virtually all the staff interviewed cited the lack of
academic resource teachers and classes in study skills as a major factor
contributing to the loss of minority students.
Finally, some staff reported that a number of teachers have a "sink or
swim" attitude toward their students. As a result, these teachers may be
disinclined to refer students with problems to those few support services
provided by Boston Latin School.
Again, those staff who undertake on their own initiative to help students
are to be commended. So also is the new attempt to provide systematic
assistance evidenced by the creation of two new administrative positions.
Much more is needed.
Boston Technical High
A. Support Services
1. List of Services Identified by the Boston School Department in
the Spring, 1983, and submitted to the Department of Education.
Current Status Determined by
Department of Education during
Service Fall, 1983 Monitoring
a. The school provides an after Has not begun; is slated to begin
school tutorial program, Monday around January 1, 1984, pending
through Thursday for 45 minutes, approvals.
Transportation is provided for
these students through Chapter
636 funds with Tufts Univer-
sity. Peer tutoring is funded
through Chapter 636 Student
Leadership stipends. The
tutorship is supervised by teachers.
-230-
(Boston Technical High)
Service
b. A Resource Room teacher pro-
vides 766 resource assistance
as well as core evaluations
upon request.
c. Three guidance counselors
provide counsel 1 ing.
Current Status Determined by
Department of Education during
Fall, 1983 Monitoring
766 Eligible students only. At
this time 42 students are served;
23 are Black, 17 white, 1 Asian,
1 Hispanic.
Ratio of students to guidance staff
is about 400:1.
d. A one-week orientation is given
to all incoming students. This
orientation will be decreased
to three days for the 1983-84
school year due to 636 budget-
ary cutbacks.
Three-day orientation program;
50% participation, no formalized
testing/evaluation occurs. The
budgetary cutbacks were 636 funds
and the Headmaster's decision to
save two days worth of funds for
the cost of after school transporta-
tion.
Open House is held at 7:00 a.m.
with teachers and this has been
quite successful .
In addition, two Sunday Open
House events are held each
year (September and March).
Teachers volunteer their time
for all events.
An after school remedial and
enrichment program is being
developed for the 1983-84
school year. This program
will use computers four days
per week for 45 minutes a day,
including the late transporta-
tion for the participating
students.
Held four times a year, at Report
card time.
Has not begun; slated to begin
around January 1, 1984, at the
earliest, pending approvals.
Funded by 636-Tufts.
Minority students are not
singularly targeted for these
services, however, because the
student population at this
school is heavily minority.
The support programs reflect
high minority participation.
Mass. PEP -
graders.
emphasis on 9th
Orientation held on 11/15/83.
-231-
Current Status Determined by
Department of Education during
Service Fall, 1983 Monitoring
j. Peer Counselling: 15 students Has not begun; expected to begin
will be trained and available around January 1, 1984.
during the school day. Funded
by 636 Student Leadership funds.
2. Additional Support Services Identified by the Department of Education
during Fall, 1983 Monitoring:
a. Boston Technical High School has been selected as a pilot
site for the Human Resources Collaborative.
b. Chapter I reading teachers and an aide, who are available
only to those students eligible under the Chapter I
guidel ines.
c. One special education team leader is available twice a
week for referrals for core evaluations and for meeting
parents and teachers.
d. One psychologist visits the school twice a week for half
a day.
e. One speech therapist visits the school once a week.
f. Referrals to outside agencies: Roxbury Multi-Service
Center and Lenox Park Community Center.
B. Identification of Students in Need/Encouragement to Use Services
Tech uses only one method to identify students in need of services:
warning slips sent at the mid-point of the first marking period.
Tech offers no classes in study skills and provides no regular access
to academic remediation during school hours. There are two full-time
Chapter I remedial teachers--which is much more than the other exam
schools have— but they are available only to Chapter I eligible students,
Tech does not seem to have any systematic procedures for identifying,
referring, assisting or tracking students in need of support services.
The consequences of this lack of an "early warning system" became
evident this Fall. The monitors learned that there are a number of
students at Tech whose primary language is other than English, and who
are not proficient in the English language. Some of these students have
Lau categories of A or B (requiring bilingual education), and others
-232-
lacked sufficient English proficiency to grasp abstract concepts
presented in lectures and books. Still, they had the academic
ability to gain admittance to Tech. There are no English-language
support services at Tech despite repeated requests from the Head-
master for assistance. Several students with severe problems in
classes caused by limited-English proficiency have communicated
these concerns to school staff.
The Commissioner of Education determined that the situation
warranted invocation of Section 4C of the Disengagement Order,
under which the Department may take immediate action to remedy
a serious problem. A letter was sent to the Superintendent of
the Boston School Department informing him of this situation,
and asking for further information and a plan for remediation.
In December, on Engl ish-as-a-Second-Language teacher was added
to the staff. (See attachment.)
RECOMMENDATIONS
All Examination Schools
e Should develop and implement an "early warning system" that
will enable identification and referral of students requiring
support services to remain and succeed in the examination
schools.
t Should at minimum make available during school hours a basic
structure of support services that includes study skills
classes, academic resource teachers and classes, a procedure
for "tracking" referred students, and adequate guidance
counseling services.
• Should develop and implement a uniform format and procedure
for "exit interviews" of students leaving an examination
school, so that it will be possible to determine more
precise the causes that underlie why Black, Hispanic and other
students leave the examination schools. The District Super-
intendent did develop an exit interview format and procedure
(in conjunction with one of the party's attorneys) several
years ago, but they have never been implemented.
• Should ensure that there are appropriate courses, both in
content and level of difficulty, available to examination
school students in summer school. Preliminary findings
suggest a need for Algebra, English, French and Spanish.
• Should establish promotional policies that do not penalize
students by requiring them to repeat courses in which they
have already succeeded.
-233-
Boston Latin Academy
• Should ease the burden on the guidance department by
providing clerical staff and/or attendance staff, and
reducing the student loads of counselors for the lower
grades.
• Should institute physical education classes immediately
to comply with Massachusetts law.
Boston Latin School
• Should refocus guidance counselor efforts for greater emphasis
on support services and survival skills.
0 Should require inservice training for the teaching and the
guidance staffs on successful methods for encouraging student
success, in order to combat the "sink or swim" attitude that
has prevailed among some teaching staff members.
• Should promote a more cooperative relationship between the
guidance staff and outside agencies that offer support
services to students.
Boston Technical High School
• Should provide appropriate language support services for
students whose primary language is other than English, and
whose English-language proficiency is limited.
0 Should implement immediately the rudiments of academic and
other support services, especially in light of the short,
inadequate summer orientation program.
-234-
DISCIPLINE AND PiTTENDPlNCE
QUESTION: Do Black and Hispanic students attending each
of the examination schools have special discipline and
attendance D'roblerns? If so, how av^e these problems being
addressed?
This quest iiDn was formulated to determine whether those
Black and Hispanic students who leave the examination
schools experience special discipline and attendance prob-
lems so that, if they do, the schools could develoD prog-
rams to address those problems and thereby lower the
attrition rate of Black and Hispanic students from the
e K3.m i nat i ori schoo 1 s.
PROCESS
Interviews were conducted with the Headmaster. Assistant
Headmaster in charge of discipline, guidance counselors
and several teachers at each examination school. fill were
asked whether they believed Black and Hispanic students
have special discipline and attendance problems and, if
so, why these problems exist, and what could be done to
retain more Black and Hispanic students. In addition,
statistics for the avev^age daily attendance by race and
Busoensions by race for the school year 1382-83 were
examined.
There were vio interviews of students and former students
during this phase of monitoring. These interviews are
corisidered critical for understanding the attrition rate
of Black and Hispanic students, and will be conducted
duriviD the coming winter and spring. In addition, time
constraints prevented avialysis of student-based data for
c'cademic performance, discioline, attenaance and reten-
tion. The Department hooes to be able to conduct such an
analysis (which will require extensive use of computers)
during the next phase of moviitoring.
Consequently, the findings presented in this report must
be considered partial and preliminary; all will be com-
pared with findings from the next phase of monitoring.
FINDINGS
Interviews with exam school staff
There is virtu£il consensus among the exam school staff who
were interviewed that those students who are at risk of
dropping out lack key skills irj language arts, studying,
avid efficient use of time. These students — according to
the staff — express their frustration over being unable
to succeed in class through non-attendance and/or behavior
problems. Staff believe these students are more likely to
-235-
transfer- or dv^op out of school entirely than other stu-
dents. Many staff also assert that these vulnerable stu-
dents come from the lowest tier of composite rank-scores
(SSPT test scores and grade-point average) for students
adraitted to the exam schools. It should be noted that
school staff do not have access t'O these entrance scores,
and could not know whev^e individual students placed. In
general, those staff who were interviewed believed that
discipline/attendance problems culminated in "dropping
out," BViti they attributed discipline/attendance oroblems
to unsuccessful academic performance.
When these staff attempted to account for the ooor
academic oerformance of these students, they adduced many
factors associated with poverty and inner-city life — for
example, lack of space to study in private, lack of desks
and lamDS for studying at home, work obligations, lack of
finaricial resources for outside tutors, and poor prepara-
tion in the lower grades. They believe that if students
in this predicament do not receive extensive support
services, transfers and drop-outs are likely. Since the
exam schools do not have systematic procedures to identify
students at risk and provide support to them, the chavice
of failure is greatly increased. One guidance counselor
described this situation as a "built-in failure mechanism"
for these students.
The specific factors cited by these staff fall into
several general categories. One category is that of
characteristics of the exam schools themselves. For exam-
pie, some interviewees asserted that many of the staff,
especially those who have been at an exam school for a
long time, have a "make it or break it attitude." These
staff, it was said, feel that students who attend exam
schools should already have all the skills needed to
cornalete a rigorous academic program. Students without
the skills should atterid a magnet or district high school.
One staff memiber at Boston Technical High School stated,
"most kids aren't Qualified and don't belong here." To
be sure, not all exam school staff share this attitude,
but it could account (in part) for the paucity of support
services at the exam schools. The monitors will attempt
to determine the validity of this assertion during the
next round of monitoring.
i^nother example of in-school factors is the academic prog-
ram and curricula of the exam schools themselves. Some of
the staff who were interviewed believe that the teaching
methodology arid cur-riculum content of the exam schools had
not adsipted to the modern world and were irrelevant to
many urban students. Some staff cited the Latin require-
ment at the two Latin schools as an example, although none
favored el iminat ioin of the requirement. ft number of staff
suggested that the academic rigor of the exam schools
causes studerits to drop out.
-236-
ft third in-school factor concerns teachers' "Dehavior
management = " Some guidance counselors and administrators
noted that certaivi white teachers take a confrontational
approach with Black students, especially males, often
sscalativ-iy a minor incident to a major discipline nroblem.
One guidance counselor stated, "we need an in-service
training for all of us on a non-confrontational approach
to dealing with student discipline problems."
Some staff also believe that the majority of students with
major discipline problems have had to repeat a grade at
least or\ce, and often twice. These studerits reoeat grades
with little change in their academic programs and receive
few suDport services, and often express their frustration
by not attending school and /or creating discipline
problems.
Some exam school staff who were interviewed attributed the
failure of Black and Hispanic students to their home
environmevit , especially to the economically disadvantaged
status of many families, fls one staff member at Boston
Technical High School noted, "the economic situation of a
family can be a problem where parents can't give enough
support [for their child's education]." Such statements
are of course impossible to prove or disprove, but they
reflect a perception significant of and for the attitudes
of those who work most directly with students. It is
clear at this point, however, that the exam schools are
not well prepared to educate academically able students
i^jith deficiencies in academic and study skills that stem
from economically disadvantaged backgrounds.
Pmother home-related factor cited by many staff concerns
parevital pr-essure. Piccording to these staff, many parents
believe that the exam schools represent the only high
schools in the Boston system that &rB both safe and
capable of preparing students for college — so they pres-
sure their children to apply for and attend exam schools.
However, their children often do not want to attend for a
variety of reasons. Peer pressure to attend district or
magnet schools may be intense, especially for Black and
Hispanic students. Some students fear their lack of aca-
dernic/study skills doom them to failure. Many staff
believe these students purposely do not attend or become
disruptive to call attention to their desire to attend a
different school.
H final factor concerris the central administration of the
Boston Public Schools. According to many exam school
staff, the central administration believes that the exam
schools have "the cream of the crop, " and therefore do not
need additional academic and behavioral support services.
The administrators of all three exam school recognize the
rieed for additional supports, but have difficulty
-237-
ibta. iriiriD them.
Statistical analysis
The statistics for avev^age daily attendance by race for
each exarn school for i9S£-e5 offer little suoport for the
beliefs described above. The attendance rates for Black,
white and other minority (Pisian, Hispanic and fimerican
Indian) students are all within a few percentage points of
each other, and all groups in each school have an attenda-
nce rate above those of district or magnet high schools
(see page 261). These group rates, however, do not
permit analysis of individual attendance rates. It is
possible — although impossible to determine from these
statistics — that there is a group of minority students
with poor attendance rates which is balanced by a groua of
rninority students with extremely high attendance rates.
During the next phase of monitoring, attendarice rates will
bs- examined in greater detail.
Suspension statistics for the 19e£-83 school year vary
from school to school (see page 261). fill three school
had low rates in comparison with other Boston high
schools, with Boston Latin Academy suspending only 36
students for the entire year. The percentage of students
rusDended at Boston Latin School was slightly higher than
that at Tech. Expected rates of suspensions for Black and
white students at Boston Latin Academy were even. Black
students at Boston Technical High School were suspended at
s slightly higher rate than expected, yet not high enough
to merit closer scrutiny.
Kowsver, at Boston Latin School Black students were
BUSDevidec- at a rate that was two and one-half times x-he
expected rs.te (obtained by dividing the percentage of
Black suspensions by the percentage of Black students-
enrolled.) Two Plssistant Headmasters at Boston Latin
School did not know why there were disproportionate rates,
and questioned the statistic, despite a finding in the
July Department of Education monitoring report. The
Headmaster attributed it to students' frustration over not
beiriD able to leave the building (grounds for suspension
under the Code of Discipline), stating that 63 of 131
suspensions v^ere for this reason, with 50"/ of susoensions
of 7th Arid ath graders for this reason. He did not specu-
late about the disproportionate rate by race. The third
Assistarit Headmaster (who is in his first year at tne
school) expressed concern and interest in expiorinD causes
and solutioris. He will be investigating this probiem, and
is in charge of developing program changes to redress i'
•Lr m
-238-
CQMMENDfiTICrMS
Pil three eKarninat ion schools should be commended fov-
establishino uniform disciplinary procedures. Each has
established a discipline process that is clearly struc-
tured and ensures due process to students. Each has
developed school-based rules, with student input, that are
within the guidelines of the Code of Discipline^ fill
three attempt to use alterviat ives to suspension; however,
these alternatives at-B restv^icted by inadequate funding.
Moreover, the effectiveness of the after-school detention
program is limited because staff are hesitant to enforce
attendance since the late bus only drops students at two
places, both of which by-'b considered dangerous by some
students.
fit Boston Latin School, there is an Pssistant Headmaster
who is responsible for follow-up of suspended students. h
"Btuderit Support Services" referral sheet has been deve-
loped to regulav^ize access to existing services. h
"Stress Tea;m" has been created to deal with students
perceived to be in crisis. There is ar, in-house susoen-
sior program that accounts for over 90"/ of the suspensions
at Boston Latin School; the program ensures that students
face a i-ienative consequence for their actions, i-ghile
providing time to keep up with school work ar\d Derhaps
r ece i ve counse ling.
fit Tech, the Headmaster and his two assistants have kept
suspensions low by maintaining a highly visible presence,
an open door policy for students and contact with parents.
The Code of Discioline is taught in 9th grade Civics,
which helps orient students to the school and acquaint
students with their resoovisibi 1 ites and the consequevices
of Discipline Code infract iovis. Boston Technical High
School does have an in- school suspension program, but
staffing difficulties have reduced its effectiveness.
Boston Latin ficademy should be commended for its low
suspension rate. In addition, a guidance counselor is
attempting to develop a computer program that would iso-
late factors associated with student drop outs from the
ficademv.
RECCMMENDftTIQNS
1. Develop additiona>l support services, especial iy ones
available during school hours because the students most
likely to r->eed them are often unable to stay after school
(jobs, family responsibilities, etc) See the report on
support services for related recommendations.
-239-
£. Develop a system fov- early identification and refei —
ral of students with discipline and attendance problems.
3. Hold staff development training on non-confrontational
methods of behavior management.
4. Review policies regarding students repeating grades
€irid atteniDt to eliminate features that unnecessarily
subject students to repeating courses they have already
mastered.
5. Develop parent outreach programs, especially for stu-
dents with attendance and /or behavior oroblems.
-240-
1983 - 1984 GOALS - COORDINATOR OF GIFTED /TALENTED PROGRAMS
I. Programmatic Goals
A. To make myself aware of all Gifted/Talented Programs now in
operation in grades K - 12 throughout the city by:
1. Reading all available data (federal/state regulations, grants,
program designs, etc.)
2. Contacting all personnel directly involved with these
programs and making on-site visitations.
3. Designing a systematic longitudinal observation scheme
that reflects my visitations and assessments of each
Gifted/Talented program.
B. To provide program continuity and curriculum consistency within
the AWC/ATS (grades A-6) classes by:
1. Developing an AWC/ATS Differentiated Curriculiun Model based
on Boston's Curriculum Objectives. This model will emphasize
basic skill mastery through the integration of Reading/
Language Arts with other content areas, and it will promote
the teaching of "thinking processes" through strategies
identified as conducive to organizing and executing curricula for
Gifted/Talented , students.
2. Exercising "quality control" in assessing materials presently
being used in AWC/ATS classrooms and in the acquisition of
appropriate level - new materials being ordered for the
1984 - 1985 school year by establishing a Master List of
Recommended Materials for Academically Talented Students.
C. To work closely with the Department of Implementation to improve the
present student identification procedure so that it incorporates
multiple criteria for selection of AWC/ATS students.
D. To disseminate information to parents regarding the AWC/ATS selec-
tion process and program design through creating an Informational
Brochure and organizing informational meetings at AWC/ATS schools.
II. Direct Services to Teachers /Principals
A. To issue a teacher questionnaire and survey to identify AWC/ATS
teachers' immediate concerns and needs as well as their Gifted/
' . . Talented training and experience. This information will be
helpful in designing staff development training opportunities.
B. To establish a communication system that keeps teachers/principals
informed and aware of Gifted/Talented educational opportunities^
trends and materials by issuing a monthly newsletter and
establishing a Resource Center Materials Exchange.
-241-
Joanne McManus
II. Direct Service to Teachers/Principals (Cont'd.)
C. To observe the teaching learning process in AWC/ATS classrooms on
a regularly scheduled basis and to cultivate a feeling of
mutual cooperation and trust with teachers and principals in
order to establish myself as a "resource".
D. To provide in-service training opportunities for AWC/ATS teachers
through modeling/demonstrating instructional techniques; organizing
workshops; arranging classroom visitations for teachers; and
conducting a weeklong, three credit course in curriculum development
at Lesley College - June, 1984.
E. To offer support services for teachers of regular, bilingual
and special education classrooms who must also address the
needs of the talented students they teach through continuing
my work as a DRP trainer and by assisting other Program and
Project Directors whenever possible.
III. Personal/Professional Goals
A. To open-communication lines with other Gifted Program Coordinators
by becoming an active participant in the Mass. Collaborative for
Gifted Education-- and the National Institute for Gifted
Education.
B. To continue my own education be reviewing current research
and literature. , attending specialized programs and mastering my
Apple II e Personal Computer,
C. To write a professional paper dealing with Reading/Thinking and/
' or Children's Literature — ^A Reading Program.
-242-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF
DEPUTY SUPERINTENDENT/CURRICULUM & INSTRUCTION
OLIVER W. LANCASTER
TO: Oliver W. Lancaster, Deputy Superintendent
Curriculum and Instruction
FROM: Joanne McManus, Director of Academically Talented Programs
DATE: October 31, 1983
RE: Analysis of Exam School Enrollments
Mr. Coakley's analysis of this year's new enrollees in grade 7 at
Boston Latin School and Boston Latin Academy highlights several facts
and raises three important issues.
Facts/Conclusion of Study
1. Boston Public School students constitute approximately h of the
grade 7 entrees at both Latin Schools.
2. AWC/ATS students represent h of the Boston Public School students
who entered grade 7 at both exam schools.
3. AWC/ATS graduates represent approximately \ of the total grade 7
enrollees at both exam schools.
A. The largest number of Black 7th grade entrants come from non AWC/ATS
Boston Programs.
5. Hispanic students constitute 6% of all entrees into grade 7 at
Boston Latin and Boston Latin Academy. The majority of students (20)
were ATS graduates.
Surfacing Issues
A. The fact that half of the Boston School entrees to grade seven at the
two Latin Schools come from non AWC/ATS classes raises a serious ques-
tion as to the validity of our present AWC/ATS selection process. In
1983, 199 able students (93 Black, 71 White, 21 Oriental, 13 Hispanic
and 1 American Indian) either choose not to be part of the AWC/ATS
Program or were not allowed to take part in our program due to the
limitations of our selection process.
-243-
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200, EXT 5690 AREA (617)
- 2 - October 31, 1983
Surfacing Issues (Cont'd.)
B. The Hispanic population of students attending the Latin Schools is
extremely low. and their drop out rate is high. The bilingual
coordinator at the Mackey Middle School, Francisco Ruiz, suggests
a number of explanations for this:
- The competitive academic atmosphere of the exam schools is so
very different from the culturally supportive structure of
Boston's elementary and middle school bilingual programs that
these students feel lost and alone. As a result, they leave
and re-enter their feeder middle schools.
- The exam schools lack bilingual counselors and/or advisors to
help students cope with this transition.
- Both the Latin Courses and the English Composition Courses
offered at the exam schools rely highly on a good English
Grammar foundation. Many students do not have this.
- The large amount of homework is a problem. Students have
little opportunity for home tutoring or assistance due to
having monolingual parents.
C. In comparing the AWC/ATS May 5, 1983 enrollment statistics with
Mr. Coakley's present analysis additional concerns appear.
- Only 179 ATS grade six students out of 3A1 were accepted
into the Latin Schools.
- Why aren ' t more AWC/ATS students passing the exam?
- What is happening to the remaining 162 able ATS students
who are presently not attending the exam schools?
- Parents and teachers have actively advocated for a continuous
Advanced Work Program (grades 7-12) for those students whose
learning styles need an alternative school prototype and for
those students who fail to pass the exam.
Opening up a communication system between the exam schools and the
AWC/ATS schools seems to be a first step in addressing these issues. I
have spoken with the Headmasters of both Latin Schools and they are
willing to help me set up a committee composed of exam school personnel
and AWC/ATS personnel in order to investigate these issues and exchange
ideas. Through gaining a deeper understanding of the students' needs
and the programmatic objectives, we will be able to identify those
areas of weakness that need to be strengthened.
■244-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF IMPLEMENTATION
John R Coakley, Senior Officer
October 24, 1983
MEMORANDUM
To:
From:
Subject:
Frank Banks
Johni Coakley
Impact of No»)ABPS Schools/and AWC Program on Exam School
Enrollments
In our recent conversation you offered an estimate of Advanced
Work students at the Examination Schools which seemed very high.
Therefore, I did an analysis of this year's new enrollees in grade 7
at Bbston Latin Academy and Boston Latin School.
1.
3.
New Enrollees at Boston Latin Academy and Boston Latin School, grade 7
Note: Based on Enrollment of 10/20/83. Non-Promotes Factored Out.
Black VThite Oriental Hispanic Ind .Am. Total
BLA 87 125 12 9 1 234
BLS 126 231 54 32 0 443
TOTAL 213 356 66 41 1 677
Non-BPS Enrollees (i.e., from private schools, etc.) at BLA & BLS, gr . 7
Black
White
Oriental
Hispanic
Ind .Am.
Total
BLA
22
74
1
0
0
97
BLS
37
147
10
8
0
202
TOTAL
59
221
11
8
0
299
BPS Enrollees
(i.e. , from
BPS middle
schools) at
BLA and
BLS, grade 7
Black
White
Oriental
Hispanic
Ind. Am.
Total
BLA
65
51
11
9
1
137
BLS
89
84
44
24
0
241
TOTAL
154
135
55
33
1
378
-245-
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200, EXT 5500. 726-6555, EXT 5500 AREA 617
Frank Burns 2 October 24, 1983
4 . BPS Enrollees from AWC Program at BLA and BLS , grade 7
Black
White
Oriental
Hispanic
Ind .Am.
Total
BLA
24
23
6
5
0
58
BLS
37
41
28
15
0
121
TOTAL
61
64
34
20
0
179
BPS Enrollees f
rom "Regul
ar" Program
at BLA and
BLS, grade 7
Black
White
Oriental
Hispanic
Ind. Am.
Total
BLA
41
28
5
4
1
79
BLS
52
43
16
9
0
120
TOTAL
93
71
21
13
1
199
I imagine that there are many conclusions which can be drawn from
the above data. The following are offered:
- BPS "graduates" constitute 56% of this year's new entries to
grade seven at the two Latins
- BPS "graduates" constitute 59% of this year's new entries to
grade seven at Boston Latin Academy
- BPS "graduates" constitute 54% of this year's new entries to
grade seven at Boston Latin School
- Advanced Work "graduates" constitute 47% of the BPS "graduates"
at grade seven at the two Latins, and they constitute 26% of
all new attendees at grade seven at the two Latins
- Advanced Work "graduates" constitute 42% of the BPS "graduates"
at grade seven, Boston Latin Academy, and they contitute 25%
of all new attendees at grade seven, Boston Latin Academy
- Advanced Work "graduates" constitute 50% of the BPS "graduates"
at grade seven, Boston Latin School, and they constitute 27%
of all new attendees at grade seven, Boston Latin School
- Black Advanced Work "graduates" constitute 4 0% of the Black
BPS "graduates" at grade seven at the two Latins, and they
constitute 29% of all Black new attendees at the two Latins
- White Advanced Work "graduates constitue 47% of the White BPS
"graduates" at grade seven at the two Latins, and they
constitute 18% of all White new attendees at the two Latins
JC:ab
xc : Office of Superintendent
Robert Peterkin
Oliver Lancaster
Catherine Ellison
Charles Glenn
-246-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF IMPLEMENTATION
John R Coakley, Senior Officer
December 2, 1983
MEMORANDUM
To: Franklin Banks. /i xi /»
From: John Coakle^<J^y^it^j^^
Subject: Relationsh;^ between AWCy^'^nd Exam Schools
I continue to be bothered instinctively by the inferences you
are drawing about the Advanced Work Program and its perceived
relationship as a preparation for the Examination Schools. For
example, probably based on data provided by me, you observed that
less than half the Advanced Work graduates of grade 6, 1982-83 are
in grade 7, Examination Schools, 1983-84. However, further study
shows that 95 of the 398 sixth-grade Advanced Work students of 1982-83
did not apply for the Examination Schools. Of the 3 03 students
who did apply, 62% were invited to the Examination Schools. You may
not consider 62% to be a high figure, but I do when I compare it to
the 49% figure for non-BPS applicants (which include students from
prestigious private schools , from parochial schools and from Metco
schools) . I also compare it favorably to the 45% figure for BPS
students not in the Advanced Work Program.
This memorandum is not intended to be a refutation of your
thesis, but a request to be cautious in any analysis. I suspect
that more analysis has to be done by "both sides."
ab
Enclosure
xc : Robert Spillane
Robert Peterkin
Oliver Lancaster
Catherine Ellison
Charles Glenn
-247-
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200, EXT 5500, 726-6555, EXT 5500 AREA 617
TOTAL Attending (11/4/82)
Not Applying
Invited
Not Invited
Invited/ At tending
Invited/ Applying
12/2/83
B WO
170
121
107
398
42
24
29
95
68
69
50
187
60
28
28
116
40%
57%
47%
47%
53%
71%
64%
62%
-248-
12/2/83
Analysis of 1982-83 Grade Six, Advanced Work Program and Exam
School Applications/Invitations
Edison
Cur ley
Irving
Thompson
Holmes
McCormack
Timilty
Barnes
King
Mackey
Attending (11/4/82;
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
Attending
Not Applying
Invited
Not Invited
B
w
0
T
15
12
25
52
6
0
1
7
4
10
13
27
5
2
11
18
19
13
12
44
5
3
4
12
9
7
6
22
5
3
2
10
17
20
3
40
5
2
0
7
6
13
2
21
6
5
1
12
14
9
4
27
0
0
0
0
12
6
2
20
2
3
2
7
45
10
8
63
9
0
2
11
17
8
5
30
19
2
1
22
19
17
10
46
3
5
7
15
11
7
0
18
5
5
3
13
21
8
16
45
7
2
2
11
6
4
14
24
8
2
0
10
0
20
3
23
0
12
1
13
0
4
2
6
0
4
0
4
20
12
6
38
7
0
0
7
3
10
5
18
10
2
1
13
0
0
20
20
0
0
12
12
0
0
1
1
0
0
7
7
-249-
Bo-^ion Latin. Academy.
TuiOA. TjuLinJjig. ?AJOg/iam
■J983-8U
Se^-ilon. 1 OvejivLew ofL tk<z ^oZd ofL TiitonJ fundamentaJbi ofL flanrdng. fioji TutoAJux^
^-. ''■.:. .•■'-_.(.•
.' t. ' »t^-» .'.•■
.'.•-'. "tr..:'!:' o'v C.*/';'~c".''. -i-Co --' T''!.
2. [kJ.CArrJLn.eL Ne.exLi'i} - Japut piom. tenches of. ^ub^aat cuica
QueyitLorvi/ QoriceA/L^ pwm. student.
?. S&t Ob^e.ciJ.ve.l'il - OeJ:(ZAnin.e.d bi}. length, of. ^oA^Lon. - orto. ba^Lc obJ.e.ctl.ve.
/•.■eJjoJiP.c ix) Jjn.T,e.dJ.iii.e. ae.e.dA
■'■'- , 'I'A.o vj.c • ■ J ru:,iyjj.cJiL: ,rj
T'Oxr^exLLcJuxin — iJav'zJjO puajii. cf. a-ii.e/Vi.ail.'^e. izx.plwLoiJjon^'i
"Relnfji/Lcumant of. c0n.ce.pH4)
5. -. €vajjjxvte. Outcome. - U-ie. of. que^tLoriyi fo/i fe.exijback ( FoAmatLve. €vat, J
O&veJopment of. to/ik to ^OAve. a4 SummatLve. Svat,
SeA^iZon. 2 QejxeA.cU. St'Lot&gA.Oyi fo/i 7iemexiixitLrui/7ieln.fo/icin.g. Study. SkJJJ^ and HabLtA
1, Ijjne. fllanag.ement
- A'i^-Lgne.d ^turiij. timeA {^chooJ. and home.)
Wluzt to .4tudj^ when
2. Note. Taking Tlp4 - "Key. Woad" method
3. Rote. of. MemoJiy, - Oe.vj.ceA fon. ^t/iengthenJjig. memoAy.
U. fieccUt Techniques \- A't'^ooiatiorvi
5. Reading. Ttp4 \- fiethodotogy.
SeA^lorxA 3-8 StAotegteA fieUated to Sp&ctfic Sub^e.ct Aabjoa
Each, of theAe yieA-i^ionA luitt addn.eA4 ^pectfLc -aub^ect ojieoA ( mathenuLticA , EngMiAh,
Latin) tn sequence. Half of the. ^eA^ion. wLLL be. comp/iLAed of foAjnaJL input fyuom.
the. JjiyiijuiJctoA. ofd hxitf wtti be com.pnJ.Aed. of qusAtlonA/ pnobteiM njcuAed by the.
tutoAA , bcAed on theiyi ^xpeAience -in the pAogyiam,
A total, of €J.i^ht yic^yiiori/i ujUJ. bi pADvj.dcji fo/7. the. fJyiAt ^em&yit^ji. Flvd yie^y.,lvi-iA
"^■UU. be pAovtded diming. the ^iecond AemeAteji to atLoiv foA tnnintnc). of atteyinate
tittOAA. Second /iem<iAteA. ACA^ionA wUJ. oJao be. open to tuto.iA who wcjie tnxiined
dunlng. the fJyiAt ^emz/iteji to atlotu them oppoAtunLtieA foA queAtLonA and/oA diA-
CUAAion,
Second SemeAteA.
tentative Schedule:
FiyiAt SemeAteA.
SeAAlon 1
10/26
11/1
2
11/8
11/9
3
11/15
11/16
'{
-,1/PP
11/.2-
.-
t -/ ;.
11 /'in
ft
, ,■ T f>
t / ■ '
'^
■■■--.
1 / : J
2/1
2/2
2/8
2/9
2/15
2/ 16
2/29
3/1
-250-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
BOSTON LATIN ACADEMY
ROBERT B. BINSWArjGER
Head Master
DORIS D.JONES
JAMES J ZANOR
Assislant Headmasiers
October 25, 1983
TO: PARENTS OF ACADEMY STUDENTS
FROM; ROBERT BINSWANGER, HEAD MASTER
RE: SPECIAL TUTORIAL PROGRAM
In order to counter the student transfer rate and make our curriculum
and our concurrent support services more responsive to the individual needs
of our student body, it is essential that Boston Latin Academy proceed
immediately with a peer- tutorial program. The first step is early identi-
fication of students with particular educational needs. Your son/ daughter
has been identified to participate as a tutee in our program.
Criteria for the selection process included any or all of the following
ccsnponents :
(1; pre-admission referral by summer school teachers;
(2) referral of subject teacher, in conjunction with the department
chairman;
(3) performance on the following standardized tests:
— THE METROPOLITAN READING ACHIEVEMENT TEST
— THE GATES-MACGINITIE READING TEST
— THE MACMILLAN SERIES R ACHIEVEMENT TEST
— THE DEGREES OF READING POWER TEST
— THE BOSTON PUBLIC SCHOOLS CURRICULUM-REFERENCED TESTS
[ENGLISH AND MATH]
The target date for the commencement of the program is Monday, October 31.
Incoming students in Grades 7 and 9 will be tutored by upperclassmen two to
three times a week, depending upon individual needs, either during study periods
and/or before and after school. The length of time tutored will be under
advisement of the subject teacher, in conjunction with the department chairman.
Initially tutorial subjects will include English, Latin, and Mathematics; later
on in the year, we expect to expaind the program and include additional subject
areas. Enclosed you will find two of the evaluation instruments which we will
be using to monitor your son's/daughter's progress in the program.
If, for any reason, you do not wish your son/daughter to participate in
our peer--tutoricil program, please contact Miss Walter.
-251-
174 IPSWICH STREET BOSTON, MASSACHUSETTS..02215 • 266-7546 AREA 61 7
BOSTON LATIN SCHOOL
CURRENT PROMOTION REQUIREMENTS
1. Students must pass a minimum of four (^) MAJOR
subjects of their class to gain promotion. In this in-
stance students failing one (1) MAJOR subject should
go to summer school, pass a make-up exam and there-
by remove the failure.
2. Students passing only three (3) MAJOR subjects of
their class will not be promoted. Students in this catfei™-
gory must go to summer school and then take makeup exam(s)
to gain promotion. This will enable the students to pass
the minimum requirement of four (^) MAJOR subjects of their
class .
3. .Students passing fewer than three (3) MAJOR subjects of
their class must repeat the year. They may be able to go to
summer school to gain credit for transfer purposes. Such
students should check with the appropriate guidance counselor
to see if promotion by transfer is possible.
^. Students who are a year behind in a subject and fail the
subject again must go to summer school and take a make-up exam.
5. Students who are repeating a whole class and fail the class
for a second time cannot be promoted; for such students transfer
v;ould be advisable.
6. In order to graduate, a student in Class I must pass five (5)
MAJOR Class I subjects, including English 12.
-252-
Report of the Educational Enrichment Program
at Shady Hill School
July 5 - August 17, lyaj
The sumner session of EEP at Shady Hill in 19S3t ran very much fdong
the lines laid down last summer. Students were seventh graders from Boston
Latin and Boston Latin Academy who had failures in En^lsh, Math or Latin,
and who hoped to make up this failure. This summer we also offered Earth
Science to Boston Latin students and Geography to students from Latin Aca-
demy as these were subjects many had failed.
The recruiting process was again primarily in the hands of guidance
personel at the two Boston schools. By June 23, I had a list of 117 recom-
mended students. On July 5. when school began, that list had dwindled to
107 students who had verbally committed themselves to come and in fact, 98
students were regularly in attendancd- during the 6J "^ok program. Of the
kO students eligible for make-up exams a.t Boston Latin, 3b passed. Of the
37 eligible for make-up exams at Boston Latin Academy, 25" passed. Of the
2X ineligible students, 12 were students who had come for enrichment only.
The others did not pass their Shady Hill exams and usually had absences in'
excess of the three dayB wu allowed oach stud»nt. Dostun Latin Academy
students could makn up two failurou whereas Boston Latin studentu wero only
allowed one make-up.
The faculty consisted of two returning math toachert. and an e.irth
science teacher from Honton Latin Ara.lrmyi two now I./ktln t«iiif hef;i from
-253-
EEP '83
p.2
Boston Latin, and a new and returning English teacher from independent
schools. I offered to teach geography, expecting one section of students.
Each student was scheduled for two acaxienic classes and a study
period. A few students had only one class and two studies, but most of
these decided they would prefer to take two claisses in their subject.
Aides, juniors and seniors from the two high schools, again provided much
help. They monitored the busses, tutored individual students, ran two of
the study periods, helped to mark papers and even took over classes in
time of emergency. Classes ran for 50 minutes each with a 15 minute break
after the second period for recreation and lemonade. Progress reports
went home every two weeks with the final one mailed.
The summer ran smoothly with students attending regularly and
working hard. Nevertheless there were some difficulties and issues that
we ai^dressed at a final ev£iluation meeting.
Recruitment needs to follow a more consistent pattern at both schools.
We enrolled students who would repeat seventh grade, but we didn't have
enough of them to create a special program for them. Thus their needs
were not addresiied In the liott wtty.l lUoally, thuy uu«j;ht to bt« In a avotlon
taught by two teachers concentratl iiTT^on English and math skllJi-, and stres-
sing study skills such as note taking, outlining, reviewing and test taking
8tratep;le6./ r^oston Latin Academy also sent a number of math students to
Brighton High School for reasons not clear to us.
We need to rethink offering geography and earth science. We cannot
teach or review a full year's curriculum In nix weekr,, yet that In what Is
expected since the exam can cover material from anywhere in the year. If
we are to teach these subjects again, we need to make some aKreeraent with
the heads of departments of these subjects as to which units best represent
the issues and principles they wish students to master. Both Mrs. Cunningham
-254-
EEP '83
p. 3
and I felt that we could not do justice to the subject and that students
could not concentrate on understamdlng basic principles because so nuch
material had to be reviewed. Soncwhat along the same lines, English teachers
have suggested for'th* past sumiaers ^ that literature to be read in sum-
mer ought not to be a rereading of the texts used in the winter. Boston
Latin Academy this summer worked out with me an agreement to use two books
from their summer reading list as the literature to be studied. This was
much more satisfying to teachers and students than having to review texts
already taught.
That discussion brou^t us to the cinix of the problem facing SEP, Are
we becoming just an alternate summer school for the Boston Latin schools,
doing the job of the public school in a better way because we have smaller
classes of Latin school students only, and teachers who know the students
and the Latin school curriculum ? As Mr. Gray pointed out, ESP has stood
for enrichment and we are losing that aspect of the SEP mandate under the
present set-up.
A possible solution would be to offer each student a summer remediation
; program In one subject only, to continue to offer a modified study-study
skills period, and an elective that would be truly enriching. That could
v be a writing class along the lines that Mr. Britton has been offering so
successfully, a summer literature class, a drama class, a computer program-
ming course, some offering in studio arts and/or music, an environmental
earth science course making use of the campus, confidence and group building
activities along the lines pioneered by Project Adventure especially useful
If we have a class of repeating: seventh graders. Such a proRram would serve
the needs of the Latin schools for a summer school and would also serve
the mandate of EEP. It might require some additional fjtfulty or a different
distribution of faculty, bringing about a better mix of Latin and independent
-255-
^WSi*
SEP '83
school teachers and a greater exchange of Ideas on teaching and curriculum.
The possible need for more funds brings me to another concern, the
busses. We need 3 busses to bring 100-120 children to the Shady Hill
campus. Their cost Is about one third of the cost~of the entire program.
This program exists to serve Boston public school children. There ought to
be a way to arrange to use their busses amd reduce the cost of trans-
portation. Bus behavior also remains a thorny issue. The aides do their
best as monitors, but do not feel confident or skilled in maintaining order.
The drivers have been very helpful in reporting difficulties to me rl^t
away, and parents have been supportive if students needed to be excluded
from the bus for a few days. A better training program for aides would
alleviate their distress. That would necessitate their being chosen early
enough In the spring so that two or three afternoon training sessions
could be set up.
We all agreed that my taking on the teaching of geography heul been
a mistake. Because I was tied to teaching two sections a day, I had less
tlae to visit classes, to get to know each student, to be available for
conferences or as a substitute teacher. It saved the program the salary of
a teacher, but deprived it of a more available director.
The student evaluatlonj again stressed how much they had appreciated
small cleusses, a chance to ask questions, and helpful teachers who cared
about them and wanted them to succeed. Must of them realized that they
had to study harder, read the books, do the homework, to avoid another summer
at school. Many mentioned that the quiet campus, the shorter day . helped
them to concentrate. They cill wanted more recess, and fouil. Although a
significant number found the long bus ride a burden and recommended an
in-town location for the program, over 70>i felt that Shjuiy Hill was the
best place, -256-
■ip
EEP '83
P.5
My final recommendation would be changing the date of the make-up exam
to six weeks after the last Friday of the school year. Teachers and
students need a good break from school. This program gives them about
10 days days before and a scant three weeks after, not the best arrange-
ment.
Vera Nordal
•257-
John H. Lawson, Commissioner of Education
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
Examination School Attrition
Student Transfers and Withdrawals (7/82 - 9/83)
BostCTi Latin School - Total Enrollnent (1982-83) = 2192
20% Black, H% Hispanic, 62% ^-Jhlte, Wo Asian
Total Transfers and Withdrawals = 366
Black and Hispanic - I68 = ^6%
White and Asian - 198 = 5455
Total Transfer to All Other Boston Transfers to Other ExamlnatlOTi
Public Schools Schools
Black and Hispanic VJhlte and Asian Black and Hispanic White and Asian
111 (7W) ^5 (295S) 9 3
Total = 156 Total = 12
Withdrawals from Bostoi Public Schools
Black and Hispanic White and Asian
57 (27%) 153 (73%)
Total = 210
Bostoi Latin Acadeny - Total Enrollment (1982-83) 12'<0
35% Black, 3% Hispanic, 52% White, 10% Asian
Total Transfers and Withdrawals - 289
Black and Hispanic - I35 = h7%
White and Asian - 15H = 53%
Total Transfers to All Other Boston Piibllc Schools
Black and Hispanic White and Asian
96 (63%) 56 (37%)
Tbtal = 152
Transfers to Other Examination Schools
Black a;id Hispanic White and Asian
^ 6
Total = 10
Withdrawals from Boston Public Schools
Black and Hispanic White and Asian
39 (28%) 98 (72%)
Total = 137
-258-
-2-
Bostcn Technical Hl^ - Total Enrollment (1982-83) = 1100
1^9% Black, 5% Hispanic, 29f» White, 17/5 Asian
Total Transfers and Withdrawals - 261
Black and Hispanic - 126 = H8%
White and Asian - 135 = 52^
Total Transfers to All Other Bostoi Public Schools
Black and Hispanic White and Asian
35 (W) ^5 (5655)
Total = 80
Transfers to Other Examination Schools
Black and Hispanic White and Asian
1 1
Total = 2
Withdrawals from Bostcn Public Schools
Black and Hispanic White and Asian
91 (5055) 90 (5055)
Total = 181
For All Examination Schools
Total Transfers and Withdrawals - 916
Black and Hispanic - i»29 = ^755
White and Asian - il87 = 53?
Total Transfers to All Other Boston Public Schools -388
Black and Hispanic - 242 = 6255
White and Asian - m6 = 3855
Transfers to Other Examination Schools - 2i\
Black and Hispanic - IH
White and Asian- - 10
Total Withdrawals from Boston Public Schools - 528
Black and Hispanic - lb7 = 3555
White and Asian - 3'<1 = 6555
pr^^X-l:- 4^v. Ks
-259-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF IMPLEMENTATION
John R Coaklev, Senior Officer
MEMORANDUM
October 28, 1983
To: Franklin Banks-, ,
From: John Coakley\^Wl
Subject: Average Daily Attendanceyby
School Year 1982-83 U
Race by Grade Level:
In response to your telephone request for 1982-83 attendance
data by race for the examination schools, I offer the following chart;
Black
ADA/ ADM
White
ADA/ ADM
Other
ADA/ADM
Total
ADA/ADM
Boston Latin Academy £01 = 92.0% 580 = 89.8% 142 = 90.5% 1124 = 90.6%
436 646 158 1240
Boston Latin School 388 = 87.6% 1255 = 91.9% 376 = 97.9% 2019 = 92.1%
443
1365
384
Boston Technical
459 = 85.3%
5T8
280 = 86.7% 209 = 87.4%
139
2192
948 = 86.1%
180.
323 739 1100
The total number of school days for the school year 1982-83 was
ab
-260-
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200, EXT 5500, 726-6555, EXT 5500 AREA 617
Em. SCHOOL SLISPE.N5IQN STfiTISTICS 1962-63
BOSTON LATIN fiCAD£?^Y
# students
em-olied
oercent of
total
number
susDended
percent of
ail susDensions
suscen
index*
5 ion
B_SCK
421
34.62S
14
hi.-m
1.15
tJKITE
635
K.5£)i
20
57.14*
1.05
ORIEMTftL
ii3.
9. 84%
1
2.6b>
.£9
HISPSNIC
34
£.61!t
e
M
M
TOTP^
im
35
Bu5TQ'i 'ECHNICfi:. HIGH SCriCOL
BLHilK
53i
WHITE
314
ORIENThl
163
HISPaNIC
58
TQTft.
1078
BOSTON LATIN SCHQGL
BiJHCK
42£
WHITE
1546
GRIiNTftL
277
rilSPftiNlC
193
TOTAL
£146
49. £bX
29.13*
16.96*
4.64*
15.65*
6£. 56*
12.90%
4.60*
53
26
2
5
86
92
92
4
3
191
61.63*
30. £3*
2.33*
5.81*
46.17*
46. 17*
2.89*
1.57*
l.£5
1.84
.14
l.£5
£.45
.77
.16
♦index = oercent of students suspended Mr racial grouoing divided by percent of those students enrolled; a
number aoove 1.8 indicates a disproportionately high level of suspensions
■261-
(
John H. Lavvson, CommissionBr of Education
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street Quincy. Massachusetts 02169 ,
Dctobar 25, 1933
Dr. R. Robert Spillane
Sioerintendent - ■
Boston Public Schools
25 Court Street
Boston, I-kosachusetts 02108
Dear Dr. Spillane:
Departrsnt of Education mnitors have infomsd re of a serious sit-uaticr. at
Boston Technical Hi£p School Involvins Inadeqioate crc-/i3i'cn of En~li3h lan-
guass support services for sone Asian (ChLnese) and HisparJ-C students. Ihis
situation deirands InrBdlate renEdiation. I understand that bet^.-;een six and
tvrelve .■^^ian students and three Hispanic students ar^ ercoeriencLng considerable
acadenic difficulty because of limited English proficiency, especially as it
relates to understandin?; and using English in so-e of their classes. It is also
r7 uiiderstanding that students were admitted to the school after having
r.cored v:ell enougi on the SSAT entrance ex-ominaticn to reet the criteria applied
to all other students.
\-Je consider the lack of adequate language support ser-.^ces for rinority students
attending exarlnaticn schools to be evidence of ncr.-cr:pliance vrith the special
desegregation riEasures ordered by the Federal Court. Consequently, v;e are In-
voking section IV C of the 1982 Disengagement Order to re-quest that you bring
this situation into ccrpliance by providing appropriate language support ser-
vices for these and any other students at examinaticri schools in need of such
services.
'ie request that you provide us vrith a report by ricverher 11, 19S3 v.-hich includes:
1. a description of languap^ assessment procedi.ares ccr.ducted at the examination
schools
2. the results of those procedures as v;ell as the L.-.V categories of all enrolled
students v/hose hcme-languag? is not English
3. plans to provide adequate language sunport ser^/lces including the assign-
ment of additional staff and dates for irrplementaticr.
I am specifically bringing this to your attention nc: beca^^e of the urs^ncy
of the situatlcn. I have been informed that one limited Er.glish proficient stu-
-263-
-2-
dent at Sostcn Technical lll^i recently' attenrtel suicide at the school. I ur^
you to act l"nr.ediately in order to prevent pro' further acaderrac or psyc'iological
dararp to these students. Tnan:< you for your i::rsdiate attention to this
situation.
Sincerely,
•John H. La:-.'3on
Ccnrassioner of Education
cc: John CoaI-:ley
Roc-ert Peterkin
Rosemary Rosen
Cnarles C-lerji
Jares Case
Franlclin Banl-is
Robert 31unenthal, Esq.
Robert Eohn, Esq.
-264-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE SUPERINTENDENT
ROBERT R SPILLANE
November 17, 1983
Dr. John H. Lawson
Commissioner of Education
Commonwealth of Massachusetts
Department of Education
1385 Hancock Street
Quincy, Massachusetts 02169
Dear Dr. Lawson:
In response to your inquiry of October 26, 1983, concerning the
academic difficulty of certain limited English proficient (LE?)
students at Boston Technical High School, let me say that we
are aware of the problem. As you know, we do have bilingual
programs for these students; however, their parents do not wish
for them to participate. What results often is that these
students, even with language support, fell behind in certain
academic areas. It usually takes them a year or two to acquire
the necessary English language skills to compete in their main-
stream classes. However, as you know, we cannot force children
or parents to participate in bilingual programs.
I bring this to your attention only because there was some im-
plication in your letter that these students were not receiving
adequate services. It may be that we will have to review the
criteria for the selection of LEP students and consider modifying
the entrance requirements to Boston Technical High School in
the future if this is a factor.
The language assessment procedures for the examination schools
are to assign students based on performance on the SSAT and
according to court orders. Language assessment procedures
for these students, in keeping with our Voluntary Lau Compliance
Plan, include completion of Home and School Language Surveys
and, when the surveys do not cross-validate, administration of
an oral dominance test. Once students enroll, they meet with
guidance counselors regarding their schedules and services at
the school. Boston Technical High School has a voluntary after-
school tutoring program for students who are experiencing
difficulty even though this is not required by law or regulations,
-265-
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200 AREA 617
Dr. John H. Lawson -2- November 17, 1983
Enclosed also is a Lau Printout indicating the Lau Categories
and other pertinent test data on the students. An analysis
shows that for students whose indicated home language is not
English, Lau Categories are: A-57 students; B-26 students;
C-71 students; D-23 students; E-30 students; and 45 students will,
be tested soon to determine their Lau Category. It should be
noted that Lau Categories are assessed soon after students in-
itially enroll, most students have since progressed significantly
in oral English, and their reading skills are evidenced by their
performance on the SSAT.
I must express my astonishment over the unwarranted implication
that a lack of language support services caused a suicide
attempt. Any attempted suicide is a tragic occurrence. Ado-
lescent suicide is unfortunately a growing national phenomonom,
the causes of which are as yet not clear to experts in the
field. To suggest a direct causal relationship between this
incident and services at Technical High seems inappropriate
unless the conclusions are based on a full psychological
evaluation of the student involved.
As you know, I do intend to comply fully with Department of
Education monitoring efforts. I request that these efforts
be based clearly on professional analysis of our programs and
policies.
Please feel free to contact me if you have any questions about
the enclosed material.
(obert^R. Spi/llane
Superintend^t of Schools
mc
Enclosures
-266-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
^OVlo
1983
BOSTON PUBLIC SCHOOLS
BOSTON TECHNICAL HIGH SCHOOL
CHRISTOPHER P. LANE
Head Master
November 8, 1983
To: Raffael DeGruttola, Senior Advisor
Bilingual Education
From: Christopher P. Lane, Headm<
Subject: ESL Teaching Assistance
We have reviewed the Lau category data available to us. The
statistics below should help identify and document the need:
Lau Average
3.0-3.9
4.0-4.9
5.0
No Lau Average
Grade 1 1° 11 li
30 24 27 18
23
18
66
15
35
10
34
16
Under separate cover we have forwarded to you 148 completed Lau
forms n. •
The need fo
Although Tech
is not English
comprehension
with their GPA
to understand
in English are
assistance and
r ESL services at BTHS is greater this year than ever before,
is an exam school, many of the students whose native language
score well on the entrance exam because their level of
in English and their Math scores are adequate. This along
gains them an invitation. The abilities of these students
spoken English and to use conversational skills in communicating
weak and need specialized reinforcement. They need additional
further instruction in developing their oral language skills.
During the 1982-83 school year we contacted the Bilingual Department. We
also met with Dr. Lancaster in an attempt to find an equitable solution for
the high number of students who were experiencing physical, emotional and
intellectual difficulties as a result of their inability to speak and to
comprehend English at a higher level. The numbers at that time were substantial
(at least 42 were identified - cover letter enclosed) . Our request for a
teacher to work with these students for the purpose of supplenting their
English oral skills received no response.
-267-
205 TOWNSEND STREET, DORCHESTER, MASSACHUSETTS 02121 • 445-4381 AREA 617
Continued . . . Page 2
November 8, 1983
To: Raffael DeGruttola
From: Christopher P. Lane
Headmaster/BTHS
This year the need is even greater. We have a list of students whose
reading scores and performance in academic subjects can be traced to
difficulty with spoken and written English. We feel that these
identified difficulties, if remediated by ESL instruction, could result
in an increase in the learning potential of the students. Our concern is
for the development of these students both at the academic as well as at
the emotional levels. We are not staffed or equipped to adequately provide
the instructional services that these linguistic minorities are demanding.
We at Boston Technical High School feel confident that the availability
of ESL instruction would significantly increase the retention rate of our
linguistic minorities.
CPL/g
cc: Roger Beattie, Community Superintendent/District IX
End.
-268-
THE SCHOOL COMMITTEE OF T. ;E C: i V 'jl- hoSTQN'
BOSTON PUBHC SCliU' ■-. ■>
BOS^O^J TtCll.-J, , 1. hi.., I ■.. ;: •!
lurJtiY F MuLLOr ,
'i^aJMaM.-r Septeriber 24, 1932
To:' Roger Beattie
Comiunity Superintendent - District IX
From: Christopher P. Lane, Headni^^fe^//'^'^^"
Subject: Need for an ESL Instructor
As the enclosed transfer letter request indicates, tliorc- are
students v.'ho are assigned to our school v;ho h.Tve severe difficulty
with spoken and \;ritten English. I have reviev.'c-J the o/30/R2 Lau'
language report and found nine students who have current Fnnlish
closure scores of less than 2.0 grade equivalent. Not all students
liave, these scores. Therefore, I suspect the numher of students
v;ho have this need to be even greater.
One student Is approved for transfer (enclosure) and I have
at least two more requests for transfer on ny desk. I believe that
the students can do the math and possibly some of the. science work
but they need ESL support.
I request that the language needs of our student bodv be reviewed
and if warrented an ESL instructor be assigned to Doston technical
High School.
CPL/g
End.
dd: Raffael DeGruttola
Senior Advisor - Bilingual
-269-
2CJ6 TOWNSilNU STh'ttr, DOHCHEbTL-n. MASSAC) -...il I li ,,/■.- . .t.,i. 4,-" .-.>
John H. Lawson, Commissioner of Education
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street. Quincy. Massachusetts 02169
November 30, 1983
Dr. Robert Spillane
Superintendent
Boston Public Schools
26 Court Street
Boston, MA 02198
Dear Dr. Spillane:
Thank you for your response to my letter (October 26) re-
garding problems with language sucrort services for Linited
English proficient students at Bos-or. Technical High. The
information on the LAU assessment rrccedure and the actual
figures on numbers of students in various LAU categories
have been most informative.
As of November 30, 1983, I have beer, informed that the ad-
ditional support staff needed to rer.edy the problem has not
arrived at the school, nor has the r.eadmaster received any
specific information on when this additional support v;ill b;
provided. V/ould you please inform us of specific plans for
remedying this problem, including dates by which staff v;ill
be assigned? Thank you for your prompt response.
Sincerely,
■^ ,:,_'-^^'\ \: ,_.^. ,_-, >
John K. Lav/son
Commissioner of Education
-270-
Special Education
Page 1
Objectives :
Objective #1:
To determine whether there is a resource room and appropriate staff and
materials in each school.
Objective ^f2:
To determine whether there are substantially separate classes (502.4) in at
least three schools in each district.
Questions 1 A, 2 A:
1 A. Does Boston Public Schools have a resource room in every school?
2 A. Does Boston Public Schools have substanr'.tally separate classes (502.4)
in at least three schools in each district?
Method:
The Greater Boston Regional Office of the Department of Education (DOE) will
request from Boston Public Schools, documentation indicating Special Education
programs and the numbers of staff located in each school.
Utilize Special Education Program Matrix.
Supportive Documentation:
Boston ?ub].ic Schools submitted EPS Department of Personnel and Labor
Relations, Employees with Function Code, 1301-1392 by Name, 9/27/S3, and
Position and Control Forms listing Special Education Teachers and Aides by
school and level for all schools.
The above was submitted for all schools, per agreement with the Division.
Additionally, BPS submitted a Program/Service Data Sheet for those schools
scheduled for on-site visits. (see appendix 1)
Monitoring Sites:
The following schools:
Aggasiz Elementary - 10/13/83
Condon Elementary - 10/13/83
Charlestown High School - 10/4/83
Brighton High School - 10/3/83
Dorchester High School - 10/5/83
Edwards Middle School - 10/12/83
Mackey Middle School - 10/12/83
were visited to verify program and staff.
Findings:
Programs listed on Program Service Data Sheets requested by Department prior
to on-site visit were all in place.
Based upon paper documentation submitted, there exists a resource room in
every school and substantially separate classes (502.4) in at least three schools
in each district.
-271-
Objective if I:
To determine whether there is a resource room and appropriate staff and
materials (continued) .
Question 1 Bl;
Have problems with assignment of qualified staff, especially bilingual,
been resolved?
Methods:
In correspondence dated 8/29/83, the Greater Boston Regional Office
requested from Boston Public Schools a roster of all bilingual/special
education programs, staff assigned, their certification, and/or waiver
status, a list of vacancies in the bilingual special education area, in-
cluding bilingual assessors and documentation of attempts to secure
personnel. ^
Written documentation. On-site visits to selected schools representing
a range, in levels. "•,.■
Interviews with teachers. Evaluation Team Leaders, Department Heads and
Principals.
Surportive Dccutnentation:
Boston Public Schools Department of Personnel and Labor Relations, with
Function Code. 1301-1392 by Xaiae, 9/27/83.
Bilingual Special Education Staff Status. 1983-8A.
Position and Control Forms listing Special Education Teachers and Aides by
school and level for all schools. This was submitted in response to DOE's
request for complete program and staff matrices by each school.
Update and Status Report on Those Problems Schools and Programs Cited in
the July 1983 Board Report.
(See appendix 2)
Monitoring Sites:
Site visits were conducted at the following schools:
Brighton High School
Charlestown High School
Dorchester High School
Edwards Middle School
Mackey Middle School
Agassiz Elementary School
Condon Elementarv School
■272-
-3-
Objective //I (continued):
Question 1 Bl (continued) ;
Findings:
According to the Bilingual Special Education Staff Status Report, there are
6A bilingual special education teachers representing Spanish, Italian,
Haitian, Greek, Cape Verdian and Chinese. Out of the 64, needed are: 7 first
year waiver requests, 1 second year waiver request and 5 third year requests.
Additionally, 2 staff are noted as on second year waivers where their first
year waiver requests for the 1982-83 school year were denied. Of 5 who were
identified as certified, on the Bilingual Special Education Staff Status
Report, 2 were listed as on first year waiver status on the 9/27/83 print-
out, 1 was listed as on second year waiver status, 1 was listed as on third
year waiver status. Further, T court-ordered personnel who was identified
as certified on the Bilingual Special Education Staff Status Update was
approved only as a second year waiver in the 1982-83 school year and listed
as a third year waiver on the 9/27/83 printout.
Based upon a review of certification waivers submitted to the Division,
S waiver requests were submitted for bilingual/special educacion staff,
3 will be forthcoraing and 1 is problematic. One individual is no longer in
bilingual/special education. Of the two denied waivers during 1982-83,
one is problematic due to out-of-state reciprocity questions, and the other
is certifiable. The list of Bilingual Special Education Specialists
indicates that one of the four psychologists is not certified; one of the
three pupil adjustment counselor positions is vacant. The three Speech
Therapists positions were reduced from 4 to 3. The Vision Resources
position is vacant.
Or. I!o%-ember 17, 1983, Boston Public Schools submitted 15 special education
waiver requests to the Division of Special Education for the current
1983-84 school year. (Appendix 3)
■273-
-A-
Objective:
To determine whether there is a resource room and appropriate staff and
materials (continued) .
Question 1 B2:
Have problems with assignment of qualified staff, especially bilingual, been
resolved?
Methods:
The Greater Boston Regional Office will review Boston Public Schools'
waiver requests for teacher certification.
Cross reference with past teacher certification requests; review all
requests to ensure appropriate documentation is meeting certification
waiver requirements. \
Supportive Documentation;
Submission of certification waiver requests. Bilingual Special Education
Staff Status, 1983-84 Boston Public Schools Department of Personnel and
Labor P.elations, Employees with Function Code, 1301-1392 by Name, 9/27/83.
Monitoring Sites:
Brighton High School
Charlesccwn High School
Dorchester High School
Edwards Middle School
Mackey Middle School
Agassiz Elementary School
Condon Elementary School
Findings;
A total of 78 Special Education Teachers were interviewed at these 7 schools.
Four did not have the appropriate Special Education approval or needed a
waiver submitted for the bilingual special education services they perform.
Eight needed their certification status further clarified.
Of the A with inappropriate certification or outstanding waivers, one
certification waiver will be submitted and three remain outstanding. Of
the 8 needing clarification, 6 are certified, 1 waiver will be forthcoming,
and 1 is provisionally approved as a vocational instructor of special needs
students.
On November 17, 1983, Boston Public Schools submitted 15 special education
waiver requests to the Division of Special Education for the current 1983-84
school year. (Appendix 3)
-274-
-5-
Objective 1:
To determine whether there is resource room and appropriate staff and materials
in each school.
Question (s) 1S3
Have problems with assignment of qualified staff, especially bilingual been
resolved ?
Methods;
The Regional Office Special Education Director will meet with the Associate
Commissioner for Curriculum and Instruction to determine process for reviewing
certification status of court ordered personnel to ensure assignment of qualified
staff to special education classes. Meetings, copies of relevant correspondence.
Supportive Documentation:
Records on file with Greater Boston Regional Education Staff Special Education
Unit. .^ .•
Monitoring Sites:
xN/A
Findings :
All problems relative to Special Education will be forwarded to the Associate
Commissioner.
-275-
-6-
Oblective 1;
To determine whether there is a resource room and appropriate staff and materials.
Questions IC:
^Jhat actions have Boston Public Schools taken to address the staffing concerns
cited in the July 1983 Board of Education Monitoring Report?
Methods:
Correspondence from the Greater Boston Regional Office, dated 8/29/83, requested
from Boston Public Schools an update and status report on those problem schools
and programs cited in the July'83 Board of Education Desegregation Report.
Utilize Special Education Matrix.
Supportive Documentation;
Boston Public Schools submitted PPS Department of Personnel and Labor Relations
Employees with Function Code, 1301-1392 by Name, 9/27/83, and Position and Control
Forms listing Special Education Teachers and Aides by school and level for all
schools. Update and status report on those problem schools cited in the July 1983
Board Report. (See Appendix 4)
Monitoring Sites;
The fcllowing schools, Agassiz Elementary, Condon Elementary, Edwards Middle,
Mackey Middle, Charlestown High Schoo]., Brighton High School, Dorchester High
School, were visited to verify program and staff.
Findings;
Based upon its site visits, the team found that Boston had taken action to address
the staffing concerns in the classrooms at the following schools:
Mackey Middle School
Charlestown High School
Edwards Middle School
Agassiz Elementary
Condon Elementary
- L/AB Teacher with certification present.
- Bilingual Chinese Resource Room Teacher present...
OSDC Culinary Arts Teacher and students present.
- SAR & Resource Room Teachers with special education
certification present .. .Bilingual Chinese Resource
Room teacher present.*
- Bilingual Spanish SAR Teacher present** ...SAR
Teacher with special education certification
present.
- Bilingual Cape Verdean Resource Room Teacher
present.***
Mixing of Spanish and Cape Verdean Special Education Students found at the Condon
Elementary. (See appendix Aa)
*The teacher does not hold appropriate Special Education certification and/or waiver.
See Massachusetts Special Education Monitoring Standards, 19.1. (Appendix 4)
**The teacher was approved for 2nd year waiver for 003 certification A/4/83. See
Massachusetts Special Education Monitoring Standards, 19.1 (Appendix 4)
*'''*Teacher was approved for 1st year waiver for 003 certification on 4/4/83. See
Massachusetts Special Education Monitoring Standards, 19.1 (Appendix 4)
-276-
-7-
Objective 1;
To determine whether there is a resource room and appropriate staff and materials.
Question(s) ID:
Does Boston Public Schools have an adequate pool of substitute teachers to ensure
Resource Room service delivery?
Methods;
The Regional Office will conduct on-going site visits to verify that qualified
substitutes are available. On-site visits. Interviews with teachers and Evaluation
Team Leaders.
Supportive Documentation:
Program and Staff Matrices ^
Monitoring Sites;
Agassiz Elementary, Condon Elementary, Edwards Middle, Mackey Middle, Charlestown
High School, Brighton High School, Dorchester High School.
Findings:
During the on-site visit, the following classrooms had substitutes:
Dorchester High School - Room 116-OSDC
Dorchester High School - L/AB Cluster
Brighton High School - Room AS, RR
None of the substitutes had special education certification. Boston Public Schools
has a pool of 20 substitutes available on a day to day basis to be deployed as needed.
Corrective Action Taken to Date
Correspondence to Personnel Office requesting clarification on length of leave and
recruitment efforts for qualified Special Education staff.
-277-
-8-
Objective 1:
To determine whether there Is a resource room and appropriate staff and materials.
Question(s) IE;
Does Boston Public Schools have a system for ordering, distribution, inventory
control and budget maintenance for educational supplies and materials, and which
ensures equalization of material distribution?
Methods:
In letter dated 8/29/83, GBREC requested "a description as to how supplies and
materials are distributed in each school or district." Letter from GBREC to
Boston Public Schools, on-site visits to verify system in place, , interviews
with teachers.
Supportive Documentation; ^
Boston provided its general budgetary guidelines for ordering supplies.
(See Appendix 5)
Monitoring Sites:
Agassiz Elementary, Condon Elementary, Edwards Kiddle, Mackey Middle, Charlestown
High School, Brighton High School, Dorchester High School.
Findings;
The majority of teachers indicated that they had adequate supplies. They indicated
familiarity with ordering process, including access to Special Education monies
from Senior Level Advisors.
Problems mentioned were:
- Spring '83 orders not received
- Materials ordered not given to teachers who requested materials
- Materials inappropriate for students because class changed
- Inadequate native language materials in Spanish and Chinese
- Inadequate number of materials hinders complying with homework policy
-278-
-9-
Objectlve 3:
To determine whether out-of-district placements of special needs students are
programmatically appropriate in consultation with the Director of Equal Educa-
tional Opportunity for assignment implications.
Question 3a:
Is Boston Public Schools continuing to Implement the Prima Facie Denial Action
Plan under 71B, Section 6, to address the over-representation of black students
in 502.3 prototype?
Question 3c:
Inhere disproportionality has been cited through the prima facie denial procedures,
are the Boston Public Schools appropriately reviewing and placing identified
special education students in accordance with the Chapter 765 procedures?
Methods:
The Greater Boston Regional Office submitted final monitoring report for '82- '83
in July, 1983.
DOE will monitor the Prima Facie Denial '33- '84 Action Plan.
3a - Site Visits
Interviews with: Special Education and Regular Education Staffs
Record Reviews
3c: The Division of Special Education will continue to determine over and under
representation of minority students in all special education prototypes.
Monitors will continue to review Boston's PFD Action Plan to assure that
previously identified over-representation in 502.3 program prototypes are
made for "compelling educational reasons".
SupDcrtive Documentation:
Prima Facie Denial Action Plan
Monitoring Sites:
A representative sample of schools from the list of over-represented schools v-'ill
be visited (Appendix 8)
Findines:
Boston submitted its Action Plan 9/30/83.
Plan will be monitored during next round, December 1983 - May, 1984
-279-
-10-
Objective 3:
To determine whether out-of-district placements of special needs students are
prograramatically appropriate, (continued)
Question 3b:
Is Boston Public Schools appropriately placing identified Special Education
students into substantially separate prototypes (502.4), especially Learning
and Adaptive Behavior (L/AB) programs in accordance with Chapter 766 procedures?
Methods:
The Greater Boston Regional Office will receive and review Boston Public Schools
submission of assurances that L/AB classroom enrollments are reviewed by Boston
Public Schools for placement appropriateness for the 1983-84 school year. The
Greater Boston Regional Office will conduct on-site visits to selective substan-
tially separate programs with a focus on L/AB programs.
Review and on-site visits, including selective individual case record reviews
and teacher interviews.
Supportive Documentation:
Boston Public Schools submission of L/AB program placements revieu process.
Boston Public Schools reports resulting from their review of 502.4 substantially
separate placements (by Jan. 1, 1984). (Appendix 9)
Monitoring Sites
M/A for first round
■280-
-11-
Objectlve 3, Question 3B
FINDINGS
The assignment of students who have been identified to be in need of a 502.4
prototype through the TEAM evaluation process involves the Department of Student
Support Services and the Department of Implementation.
The Department of Implementation has to have the space matrix in place around
February 1. According to the first Court Order (1975) bilingual and substantially
separate assignments have to be made first, that is, before regular education
assignments. The Depeirtment of Implementation knows it has to make unique
provisions for approximately 3200 students in substantially separate programs.
Some time in February the Department of Implementation staff meets with Senior
Level Advisors and Program Specialists from the Department of Student Support
Services and reviews the print-outs of assigned Special Education students to
identify those students who will receive applications and/or notices. Special
Education students who are identified as staying in substantially separate
programs for any one of the following reasons, for example:
student will be moving to a more restrictive prototype
student will be moving across programs, i.e. from L/AB to LD
student will be moving across levels, i.e. from elementary to middle
student will be staying in same program and prototype
will receive notices. The notice says that notification of assignment will be
issued around May 15th and that the assignment will be determined together with
the Department of Student Support Services through the TEAM process.
Special Education students who are moving from siibstantially separate 502.4 or
more restrictive prototypes to mainstream programs, 502.1-502.3 will receive
applications together with regular education students.
In making assignments, the Department of Implementation tries to meet court-
ordered percentages of ideal, high and low. Because high incidence disability
502.4 programs, that is, SAR, L/AB and LD, exist in every distiict, the Senior
Level Advisors are guided by the following considerations when recommending
placements of students to high disability programs* :
1) a program within geocoded school
2) at high school level, program within geocoded school first; if this doesn't
work, a District IX school
3) program in a contiguous district
4) if the above do not work, a program in a non-contigous district
Ideally, assignment notifications go out around May 15th. The day they are sent
out they become obsolete for students who:
1) move
2) are terminated
3) move from 502.4 program to less restrictive program
After May 15, the Department of Student Support Services send up D15 form
* See Memo to Pamela Kaufmann from Thomas Hehir, 11/10/83 re: L/AB Placements
-281-
-12-
Findings (continued) :
for students on whom TEAM meetings have been held and who need assignments. From
the 15th of May to the following Spring, assignments for 502.4 students and above
are done manually and daily.
TO' assure appropriate placement of students in the 502.4, 502.5 and 502.6 prototypes,
the Department of Student Support Services has developed the following procedures.
Upon completion of the TEAM meeting, at the school level, the lEP is sent to the
Senior Level Advisor, p. 88 of Boston Public School Special Education Procedures Manual,
(from here on manual will be referred to as BOSPED) . At this time the Evaluation
Team Leader also attaches the Central Review Unit Checklist and Profile (see Appendix 9 ) .
When lEP and CRU Checklist and Profile come to Compliance Unit, they are logged and
are forwarded to Senior Level Advisor who follows steps outlined in BOSPED manual,
pp. 1A1-1A5 (See Appendix 9 ). The Senior Level Advisor reviews the lEP and accompanying
materials for compliance with Chapter 766 Regulations and recommends placement in a
program based upon considerations given above.
Relative to Allen v. McDonough, the Boston Public Schools has developed The
Coinprehensive Internal Program Review (CIPRP) procedures. It is a plan to
monitor and evaluate Special Education Programs in the Boston Public Schools.
In 1983-1954 the monitoring teams will visit 60 schools . The monitoring visit
includes inspection of a sa^iple number of student's Chapter 766 files and records.
To address the State Department of Education's concern regarding the apparent over-
representation of minority students in L/AB programs, the CIPRP teams vill review
a representative, sample of minority 502.4 students in the schools where there are
502.4 classes, (Meeting between Pamela Kaufmann, Marie Lindaiil and Tom Kehir, 11/B/S3)
Furthermore, to guard against bias in the TEAM Evaluation process' at the schools and
cei-.tral office level, Boston will require that the FFD checklist be used for all
minority students at their original lEP meeting and for re-evaluations of students
placed in the L/AB program. It is already used for minority students, in the 502.2 and
502.3 protot>T5e as part of Boston's Action Plan for Prima Facie Denial of Equal Edu-
cational Opportunity. Senior Level Advisors will review all L/AB placement recommen-
dations sirce last May, They will report their findings:
L/AB placement recommendations by level, by race
Actual L/AB placement by level, by race
Central Review Unit submissions for L/AB placement will be screened to assure that al-
ternative strategies such as counseling or therapy have been attempted prior to placement
in L/AB prototype. The Over/Under Representation Project will investigate assessnents
used in educational, sociological and psychological evaluations to assure they are cul-
turally non-biased. A list of tests will be completed by the summer of 1984 and in-
service will be conducted for appropriate personnel during the 1984-85 school year.
The Department of Education monitoring team will conduct case studies of minority
students in L/AB programs during the second round of monitoring. (See appendix 9)
-282-
-13-
Additional Objective:
To determine if adequate transportation arrangements have been provided for
desegregating schools and programs (not including Special Education, which
will be reviewed within that Division.)
Additional Question 5;
VThat kinds of transportation complaints are being reported and how is Boston
responding to these problems?
Methods :
GBREC will continue to address transportation problems. i-»
GBREC will review Boston Public Schools Transportation Unit's follow-up on
Special Education complaints.
Division of Special Education, Complaint Management System
Interviews with Transportation Unit staff, school based staff and parents
Review of Transportation Unit's complaint system
Supportive Documentation
Complaints
Monitoring Sites
N/A
Findings:
During the first round of monitoring, GBREC staff met with the Transportation Unit
Director. The Transporation Unit has two forms to communicate with ARA Associates
on transportation complaints which are picked up in mid-morning and late afternoon
by ARA. (Appendix 10)
GBREC has received 2 transportation complaints since September.
During the on-site visit, concerns were addressed at some of the schools regarding
transportation. They will be followed up during 2nd round of monitoring.
The Department of Student Support Services had developed an internal complaint
management system and are working with Boston's Transportation Unit to develop a
method of coordination for tracking and conducting follow-up on transportation
complaints. The Division of Special Education will conduct a sample case study
follow-up of special education transportation complaints and the effectiveness of
Boston's system.
-283-
■14-
Other Findings:
\^ac is the largest number of special needs children you serve at any one time?
Methods :
The GBREC Special Education monitoring team interviewed service providers to
determine that class size conforms to Chapter 766 Regulations, 502.2 (b) (iv)
and 502.4 (b) and 502.8 (b) and 502.8 (c).
Interviews '
Supportive Documentation:
Program Service Data Sheets
Monitorini^ Sites
Condon Elementary Dorchester Hich School Ilackey Middle
Agassi z Elementary Charles to\>m High School
Edwards Middle Brighton High School
Findings :
The number of children in an instructional group exceeded regulatory requirements
for class size:
Mackey - Room 101 RR Charlestown - 401 — one period substantially sep.
439b LD
Dorchester H.S. - Room 304 RR 432 RR
Room 201 RR 530 RR
Room 206 Ril
Edwards - Room 209A RR
217 RR
See Chapter 756 Monitoring Standard 12.5 for DOE action.
In addition, during the on-site monitoring, it became evident that programs for
children in special education were not being provided in rooms which are at least
equal in all physical respects to the average standards of regular education
facilities in: Brighton H.S.; Mackey; Charlestown H.S.; and Dorchester H.S.
See Chapter 766 Special Education Monitoring Standards 17.1 for Required Corrective
Action. (Appendix 6)
-284-
-15-
Other Findings:
What is the age of the youngest child in 502. A program? Ifnat is the age of the
oldest child in the same 502. A program?
Methods :
The GBREC Special Education Monitoring Teair. interviewed service providers to
determine that age range of students in 502.4 classes does not exceed 48 months
without a current waiver from the Regional Center.
Chapter 766, Regulation 502, Section 4(c)
Inter'/iews
Supportive Documentation:
Age Span \Jaivers
Monitoring Sites
Agazziz Elementary Mackey Middle Dorchester H.S.
Condon Elementary Brighton H.S.
Edwards Middle Charlestown H.S.
Findings :
There were substantially separate programs at Brighton, Dorchester and Charlestown
that had students with age ranges exceeding 48 acnths. See Chapter 766 Monitoring
Standards 12.4 (Appendix 7)
Corrective Action Taken To Date
Boston Public Schools submitted waiver requests for those programs on November 1.
-285-
Greater Boston Regional Education Center
The Commonweaith of Massachusetts
Department of Education
27 Cedar Street. Wellesley. Wassachusens 02181 431-7825
August 29, 1983
Mr. Kenneth Caldvell, Manager
Departcent of Student Support Services
Boston Public Schools
26 Court Street
Boston, MS 02103
Dear Mr. Caldwell:
In preparation for our FY'S4 Desegregation Monitoring on the
orders related to Special Education, I am requesting the follow-
ing inf orr^ation:
1. Please cor.pldce progra:n and staff :::atricas by each schcol and
submit to the Greater Eostcn ".egionai Office by Sepce-;ber 16,
1953. Attached is the fora to be used.
2. Please provide by Septe-ber 16, 19S3, a cor.plete listing of all
bilingual/ special education prcgraois, staff assigned, their
certification and/or vaiver status r.nd list of vacancies in the
bilingual/special education area, including bilingual assessors,
regarding existing vacancies. Please provide this office u-ith
a stater.ent of efforts Boston Public Schools has taken to secure
appropriately certified personnel. It would be acceptable to
incorporate sone of this infojT.ation on the program and staff
matrices. (This same request will be part of the Eoston Public
School's ?ri-a Facie Denial Action Plan.)
3. Please provide by Septenber 16, 1983. the Greater Boston Regional
Office with an update and status report on those problem schools
and prograr.s cited in the July, 19S3, Board of Education Desegre-
gation Report. See Section 3i6C of the Appendix. (attachea)
4. Please provide the Greater Boston Regional Office bv Septo-ber 16,
1983, with a description as co how supplies and !?4atcriais are lILs-
tributed in each school or district. U'e are particulariv cor.corned
that new or transferred teachers be given the opporcuaitv to have
adequate suppiieb and nateriais at the start of the school year.
5. Pursuant to Rocorjnendation ■-•- in Special f.ducacion soction oz tne
July, 1983, Coseirrec^aricn "cporc, we anticipate a rcspcnse fror.
Boston Public Schocld bv October 1, 19S3, of assurances ci-.nc L.\2
classroom cnroll-ents have been rc\'tcwi2J for pl-ccr.cnt .-:::prv^pr luteness
-286-
Mr. Kenneth Caldvell, Manager
August 29, 1983 _2.
for the 1983-84 school year. Please include a description of
the process Boston Public Schools will be using to deterr.ine
placement appropriateness.
6. Certification waiver requests should be submitted to this
office by Sepcer.ber 16, 1983.
Special Education staff from this office will be conducting • '
selected on-site nonitoring from September 19 - October 15, 1983,
to verify your documentation. Tentatively, we will be visiting
the following schools: Brishton, Dorchester and Charlestown Hish;
Edwards and Mackey Middle; and Agassiz and Condon Elementary. Ke
will let you know by September 16, 1983, as to specific dates.
In planning for this coming year, whether related to Desegregation cr
Special Education Monitoring, I would appreciate receiving a list cf
anticipated CIFRP monitoring site visits, and Special Education In-
ser\'ice Training schedules.
Additionally, I would like to remind you that any requests for age
span or class size waivers should be submitted to this office by
November 1, 1983.
We appreciate your attention to these requests. Should you have
questions, we rem.ain available for assistance.
Sirrcerelv yours, /
V- /' A' /
•Pamela Kaufmann
Regional Special Education Director
PK:ed
Attachment
cc: Roger W. Brown
Judith Riegelliaupt
Maricno Godfrey
Mariij Lindarii
Gloria Arcisz
Dorothy Latham t^,
-287-
APPENDIX 2
BILINGUAL SPECIAL EDUCATION STAFF STATUS
1933 - 1934
iCHOOL
Brighton H.S.
Edison
Taft
Gardner
Tobin
Tobin
Winship
Winship
V.'inship
Jamaica Plain H.S.
Mary E. Curley
Mary E. Curley
PROGRAI-1
R R
R R
R R
R R
R R
Lang. Dev
R R
ECE
ECE
LANGUAGE
R R
R R
L. D.
Sp
Sp
Sp
Sp
Sp
Sp
Sp
Sp
Sp
Sp
Sp
Sp
TEACHER
-288-
Guillermina Guity
Robert Doherty
Mari'a Gsrcfa-Basil
Carmen Folch /
Cristina Chacon
Marisel Rivera Fontanez
Susan Ashkouri
Asuncio'n Sedo'
Vacant. Aurora Cunningham is
being hired for this newly
created position; a Waiver 1
will be recuested from State
Pedro Arias
Mary Pechewlys
Altagracia Vasquez
A substitute teacher is
currently assigned to this
class; teacher on maternity
leave till October 15-83
»-0
CERTIFIC.
STATUS
Certified
Certified
Certified
Certified
Certified !
Waiver 2
I
I
Certified \
Certified
Certified
Certified
'..'aiver 2
BILINGUAL SPECIAL EDUCATION STAFF STATUS
1933 - 1984
^Q>
:hool
PROGRAM
LANGUAGE
TEACHER
CERTIFIC. i
STATUS i
!
Mary E, Curley
L/AB
Sp
Miguel Prieto
1
1
Waiver 3
T. Roosevelt
R R
Sp
Carmen Zayas
Waiver 1
Agassiz
R R
Sp
Mel vena Green
Certified
Agassiz
SAR-L/AB
Sp
Berta Berriz
Waiver 3
Ellis
R R
Sp
Dora Brito
Certified j
J. F. Kennedy
R R
Sp
Mar 'a Arias
Certified
J. F. Kennedy
L. D.
Sp
Nancy Fernandez
Certified ;
J. F, Kennedy
Prim.
Lan. Dev.
Sp
Vacant. Fernando Perez, who
is a BPS teacher and will need
a Waiver 1, is being consi-
dered for this position ( a re
placement needed for his K)
West Roxbury H.S.
R R
Gr
Paul Vekiarides
!
Certified |
Mattahunt
R R
Gr
John Koutrobis
Certified i
Mattahunt
R R
■Sp
Shelley Rienan
J
Waiver 1
Lewenberg
R R
Ha
Jean Philogene
Certified
«
-289-
BILINGUAL SPECIAL EDUCATION STAFF STATUS
1933 - 1984
SCHOOL
PROGRAM
LANGUAGE
TEACHER
»G)
CERTIFIC.
STATUS
Dorchester H.S.
Cleveland
Sarah Greenv/ood
Holland
Marshall
Marshall
Marshall
Murphy
Dearborn
McCormack
Condon
Dever
Russell
R R
R R
R R
R R
R R
P.T.C.
ECE
R R
R R
R R
R R
R R
R R
Sp
Sp
^Sp
Sp
Sp
Sp '
Ha
C.V.
Sp
C.V.
Sp
Sp
■290-
Rafael Justiniano
Gloria Pereira
Rita Amper Agostinelli
Mary Ellen Garrit>
Victoria Escobar
Virginia Mendez
Yvonne Alvarado
Rene Georges
Ronald Seeley
Cynthia Brown
Maria Macedo
Vacant. Teacher resigned as of
September 23-84; Lilia Bartolo
me', who would need a Waiver 1,
is being interviewed for this
position; she might start 9-Z7
Margaret Salemme
i.'aiver 1
l.'aiver 3
Certified
Certified
Certified
Certified
V.'aiver 1
Certified
Certified
Certified
Certified
Certified
BILINGUAL SPECIAL EDUCATION STAFF STATUS
1983 - 1984
0
SCHOOL
PROGRAM
LANGUAGE
TEACHER
CERTIFIC.
STATUS
Charlestown H,S,
Edwards
Timilty
Timi 1 ty
Timilty
Blackstone
Elackstone
Agassiz/ Blacstone
East Boston H.S.
Barnes
Otis
English H.S.
English H.S.
English H.S.
Madison Park H.S.,
Madison Park H.S.
R R
R R
R R
L.D.
S.A.R.
R R
P.T.C.
K Int. Tea
R R
R R
R R
R R
R R
S.A.R.
R R
R R
Sp
Ch
Sp
Sp
Sp
Sp
Sp
Sp
It
It
It
Sp
Ha
Sp
Sp
C.V.
■291-
Nilda Di'az
Helen Kuo
Brad Cohen
Mayra Morales
Carmen Veray
Hayde'e Irizarry
Norma Del Ri'o
Dora Nocera
Yolanda Musto
Rudolph Telia
Agnes Capobianco
Jody Mazur
Nancy Giacobozzi
Grace Quigua
Marilia Miranda
'•'aria Rodrigues
llaiver 2
Waiver 1
Certified
Waiver 3
l.'aiver 1
Certified
Waiver 1
Certified
Certified
Certified
Certified
Certified
Certi'fied
-ertified
ertified
ertified
BILINGUAL SPECIAL EDUCATION STAFF STATUS
1983 - 1984
SCHOOL
•ladison Park H.S.
King
•lackey
■Mac key
Hennigan
JHenniaan
i
!
Henm'aan
iHennigan
Hennigan
Hennigan
iHernandez
I
; McKay
i
i
PROGRAM
LANGUAGE
L.D.-L/AB
Sp
R R
Sp
R R
Sp
S A R
Sp
•
R R
Sp
S A R
Sp
S A R -
Sp
L.D.
Sp
L/AB
Sp
E.S.D.
Sp
R R
Sp
R R
It
-292-
TEACHER
Lya Avant
Zayda Gonza'lez
Judith Zagoren White
Carolina Arango
Mariana Serra
Angela Arai
Henry Haroian
Cristina Haroian
Jose' Garci'a
Gloria Pineiro Landing
Marta Valde's
Sonia Altimari
■a
CERTIFIC.
STATUS
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
Certified
BILIfJGUAL SPECIAL EDUCATION. LIST OF BILINGUAL ASSESSORS.
Psychologists: Manuel Sedo^ Sp
Rosa Man'a Paunero Sp
Yvonne Ro.xero Sp
Vacant: recruitment effort being currently implemented Sp
Pupil Adjustment Counselors:
Diego Ballaratti
.^ Rebecca Ruiz Cantres
Vacant: recruitment effort being currently implemented
Sp
Sp
Sp
Vision Resources Teacers: ' ■"
Vacant: recruitment effort being currently implemented Sp
Speech and Language Therapists:
Carlos Ortfz Sp
Alma Aldebol Sp
Eileen Buianowski So
-293-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS '
DEPARTf.:Er>;T of PERSONNEL AND LABOR RELATIONS
.MANAGER
iCA VVHiTE
November 8, 1S33
Pairela Kaufman
Greater Boston Fegional Educational Center
Schofield School
27 Cedar Street
Wellesley, Massachusetts 02181
Dear Ms. Kaufr.on: "-•"
Attached you will fLnd the waiver requests for uncertified Special
ZJucation Staff for the 1933-1984 acadeimc year. The vraiver req'jests
are organized Lnto &« (2) groups: Ccurt-ordered persoruiei ar»d non-court
ordered persoanel.
Tne fifteen (15) narres included hereLn will be the first batch of
v.'aiver requests to be subr?j.tted this year. It is anricipated that v/e
v/ill subrrat a second batch of ^^jaiver req^jests within the coring rnonth.
lYiis gra:p was approved by the School Cornrru-ttee on KoveiTiber 1, 1983.
T:\e waiver requests breaKdo^-.m into the follo^Lng categories:
a. Court ordered personnel 3
b. Non-court ordered personnel 12
c. Modei'ate certification 9
d. Severe certification 2
e. Certified in Moderate,
experierice in Speech/Language 3
f. Bilingual Special Needs 8
In terr,-B of number of years for which these '^raiver requests have been
filed, the following breakda^m is provided:
First year 4
Second year 5 ■
l^iird year 6
The fO'ur (4) first year waiver requests are e>X)iained in the attadied
chart.
-294-
November 8, 1983
Page 2
Included for your review are all advertisements which were posted in
variojs newspapers in an effort to recruit qualified £ind certified candi-
dates .
At this time I am requesting clarification of two (2) outstanding issues.
One, is the procedure for filing v;aivers for individuals seeking Approval of
Vocational Special Needs Instructors. The other is, the procedure for filing
waivers for School Psychologists.
We trust that the 'Araiver requests are in order. Staff will be available
to answer questions upon your request.
Ihank ycu for your professional consideration in this natter. -. '
SLncerely
Ida '.\hite, Manager
Personnel/Labor Relations
Attad-iiiients
cc: Kej-ineth Cald'well
Thomas Hehir
Mima Vega
EVmlh
-295-
AJ-PEMDlX A
FINDINGS
A review of Boston's response to the issue of providing appropriately
certified special education staff at the problem schools identified in
the Board of Education Desegregation Report, July, 1983, its Special
Education Roster and its cotnplete program and staff riatrix by school
show discrepancies which make it difficult to tell how many Special
Education programs and teachers there are in the schools. These dis-
crepancies will be pursued through site visits and further review of
paper documentation during the second round of monitoring.
School
EPS Response
Appendix
Program and
Matrix
Staff
Special Education
Roster
Urn an a
4 Resource Room
1 L/A3
ILD .
Total 6
5 Resource
. 1 L/AB
1 LD
Total 7
Room
Total 8
Mackey
4 RK
1 L/AB
1 SAR
Total 6
4 RR
IL/AB
1 SAR
Total 6
Total 6
Edwards
3 PJ?
1 SAR
1 LD
Total 5
3 RR
1 SAR
1 LD
Total 5
Total 5*
Kyde Park
5RR
8 ESD
1 L/AB
1 LD
3 SAR
5RR
6 ESD
2 MH
2 SAR
■
Total 18
Total 17
Total 19
J. Burke
3 RH
3 SAR
2 LD
Total 9
3PJ^
3 SAR
2 LD
2 L/AB
Total 10
Total 10
S. Boston
4 RR
2 LD
1 L/AB
2 SAR
4 RR
1 LD
1 L/AB
2 SAR
Total 9
Total B
Total 10
Hr
-296-
School
EPS Respon
se
Program and
Special Education
Appendix
Staff Matrix
Roster
J.P.H.S.
5RR
IL/AB
1 LD
1 SAR
5 RR
1 LD
1 SAR
Total 8
Total 7
Total 10
Charlestovm H.S.
RR
OSDC
ESD
LD
SAR
L/AB
Total 16
East
Boston
H.S.
6
RR
2
SAR
1
L/AB
Barnes
Roaers
Condon
Agassis
Total 9
4
RR
1
SAR
Total
5
4
RR
2
L/AB
2
L/D
Total
8
2
RR
4
EC
3
LD
3
DDC
Total 12
SAR
RR
EC
Vision
L/AB
5 RR
5 ESD
2 MH
2 SAR
1 L/AB
Total 15
5
RR
2
SAR
1
L/AB
Total 8
4
RR
1
SAR
Total 5
3
RR
1
L/AB
1
L.D.
1
L.D. Bright
Total 6
3
RR
2
DDC
1
PTC
1
L/AB
3
L.D.
3
EC
Total 14
■297-
RR
Vision
SAR- L/AB
L/AB
EC
Itinerant
DDC
Total 16
Total 10
Total 5
Total
On-site confirmation
1 L/AB
2 RR
3 LD
3 DDC
3 EC
1 EC Itinerant
Total 13
2 SAR,
2 RR
3 EC
2 Vision
2 L/AB
/ippe/ji>ix S"
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-301-
BOSTON PUBLIC SCHOOL RESPONSE
V . TO
'82- '83 FINDINGS ON CERTIFICATION
FALL 1984
-303-
/IpO SKthW. 7
SCHOOL
Mario Umana
High School
»_ i_. \c>o
4 Resource Rooms
1 Learning Adaptive Behavior
1 Learning Disabled
ALL SPED TEACHERS
CERTIFIED
Jamaica Plain
High School
5 Resource Rooms
1 Learning Adaptive IBehavior
1 Learning Disabled
1 Supportive Academic
Remediation
ALL SPED TEACHERS
CERTIFIED
Hyde Park
Hiah School
5 Resource Rooms
8 Educational Social
pevelopment
1 Learning Adaptive Behavior
1 Learning Disabled
3 Supportive Academic
Remediation
1 Resource Room
As of 9/19/83 has a
substitute assigned.
Permanent Certified perso:
will be appointed as of
October 3, 15C3.
ALL OTHER SPED PERSONNEL
CERTIFIED
Jerimiah Burke
Hich School
3 Resource Rooms
3 Supportive Academic
Remediation
2 Learning Disabled
1 Learning Adaptive Behavior
ALL SPED TEACHERS
CERTIFIED
South Boston
High School
4 Resource Rooms
2 Learning Disabled
ALL SPED TEACHERS
CERTIFIED
1
Learning Adoptive Behavior
2
Supportive Academic
Remediation
last Boston
6
Resource Rooms
ALL SPED TEACHERS
High School
2
Supportive Academic
Remediation
CERTIFIED
y
1
Learning Adaptive Behavior
•
-304-
•
•
SCHOOL
Charlestown
High School
CLASS
1 Bilingual Resource Room
1 OSDC Culinary Arts
3 Resource Rooms
7 Educational Social
Development
1 Learning Disabled
2 Supportive Academic
Remediation
1 Learning Adaptive Behavior
* w *. • ) O
Teacher on 2nd year waive
Teacher moved. Kew teach
recommended by Tom Hehir
to fill position.
ALL SPED TEACHERS
- CERTIFIED
Mackey
Middle School
4 Resource Rooms
1 Learning Adaptive Behavior
1 Supportive Academic
Remediation
ALL SPED TEACHERS
CERTIFIED
Edward-
.Middle School
1 Bilingual Resource Room
2 Resource Rooms
1 Supportive Academic
Remediation
1 Learning Disabled
Helen Kuo , bilingual
Chinese Resource on
first year waiver.
ALL SPED TEACHERS
CERTIFIED
a'.B. Rogers
Middle School
4 Resource Rooms
2 Learning Adaptive Behavior
2 Learning Disabled
One Permanent Certified
teacher transferred into
Resource Room this year.
ALL SPED TEACHERS
CERTIFIED
:ieveland
Middle School
1 Bilingual Resource Room
5 Resource Rooms
1 Speech and Language
1 Learning Adaptive Behavior
-305-
Gloria Pereira, bilingual
on third year waiver.
ALL SRED TEACHERS
CERTIFIED
Sa-OOT. , - CLASS
Cleveland
Middle School
(cont.)
arnes
Elementary
- 1
*
1 Physically Handicapped
. 1 tjiaxnimq Disabled; ;.-><.
1 Suppcx^ive ilcademic -.
Bejncdiation
4 Eesource Rooms
1 Supportive Academic
Reniediaticn
ALL SPED TE.:u:Ui£:J^5
CERTIFIED
ALL SPED TEACHERS
CERTIFIED
Elementary
1 Resource Room
1 Supportive Academic
-Remediation
2 Learni ng Disabled
ALL SPED TEACHERS
. .^^ CERTIFIED ■'
V/- ^nniry
-urce Roi
■J»J7.=»^ec
E:r.,-c-.t.ary
1 5i:pL.c-:tivo Acaden;iv
Remediation
Lear.-, ing, Adaptive Behavior
1 Bilingual Supportive
Acc.c.--r.ii-: Rersdxalicr;
1 3u7portiv'C AcadeiTiic
fvir.-.eaiatio.T
2 Resource Rooras
3 Early Childhood
2 Visicn
2 Learning Asrptive
Behaviour
- -306-
'i: :^'
Class •cro^.vt-etrtu v^^v'*'-
of the bu5. Ic";--" rrr.
Berta Eerriz, bilincc-:J
W O- J V v., -^ fc
ALL F;Ph.D 7> :,1r~AS
CERTIFTtD
I
Marshall
Elementary
3 Resource Rooms
2 Supportive /Academic
Remediation
1 Learning Adaptive
Behavior
5 Early Childhood
3C'
ALL SPED TEACHERS
CERTIFIED
Condon
Elementary
1 Bilingual Resource Room
(Cape Verdean)
1 Resource Room
4 Early Childhood
3 Learning Disabled
3 Developmental Day Care
Maria Macodo graduated
June, 1983 - awaiting
state certification.
Mirna Vega will expediats
process.
ALL SPED TEACHERS
CERTIFIED
-307-
Special education materials ordered through Boston Public Schools funds "C
are distributed frcn two sources. Bulldlr..; principals and hcadrasters are
directed through the budget development process to allocate r.oney for special
education r.aterlals. Guidelines used for this purpose indicate that r.atcrlals
money targeted for special education be coded separately fxxjn that of recular
education. The r.oney per student at elementary schools is $33, middle school S^2. /
and hish school $U2. The per capita allowance is based on the number of students |
attending a given school.
■ The budget restrictions under which the School Department has been required
to operate for the past three years have severely impacted on our ability to
purchase educational materials and supplies. Our first priority with respect
to the commitment of both General School Purpcse funds and external monies
(P.L. S^^-l^S and P.L. 69-313) has been the provision of adequate and appropriate
staffing levels. We have attempted with a $20, COO funding level to purchase
equipment and materials for new classes as a first priority.
There are three sources of funds which are used to purchase educational
materials and equipment. _■■
1. The first source is the per capita funds budgeted In the individual
school's responsibility center. These per capita funds are allocated
on the basis of the total number of students projected for. enrollment
at the tine of the budget development. At the middle and,hlgh school
levels this allowance is calculated by multiplying the total number
of projected enrollment (Includln,^ special education students) by Z^Z;
at the c-lementary level the per capita allowance if $38' Attached here-
with you will find a directive taken from the budget guidelines document
for F'iQU, developed and distributed by the Office of Budget Coordlnaticn.
2. The second source is $20,000 budgeted in the Deparment of Student Support
Services responsibility center for the purpose of covering large purchases
of equipment and materials citywlde. Our first priority in the cor.mltment
of these r.cnies is to newly established classrooms. Materials are ordered
by senior advisors and program advisors based on the population of students
assigned to the program. Host materials ordered through this source are
more costly than there order-^d ^.t the school level. A second priority for
this money is classes or programs with newly assigned staff. Teachers are
asked to indicate the materials needed by them.
3. The third sourceis the external projects' budget. Several SPED projects
include funds for the purchase of materials. The method of determining
distribution of this money varies from project to project. In some instances-
r.aterlals are purchased by the senior adN-isor or progra:n advisor in charge
of a given project. In other projects teachers are asked to submit lists
of desired materials which are reviewed by central administrative staff.
Approximately 3/"» o^ project monies Is used for materials.
1.
-308-
-p
\Se^
I
/ /
SUPERlt^TENDEOT'S FYS 4 GOALS STATEMENT,
BUDGET CALENDAR,
GENERAL PROGRAM AND
• EUDCEYAkV CUID-£LiIJk:^~rM FY84
nFPARTMENT OF BUDGET
^ooRDirlAnoN
-309-
The Superior Courc requires cnac we oner cojpcajiicory
services prograna for special needs students who were not
given Ber\'ices during the school year. The proRraa is
typically offered on Saturdays during the school year and
during the sunser. The Superintendent reserves the right Co
deternine Che mechanisms by which these services are provided.
D. Education and Enployaent Prograns:
1.-' State regulations (Chapter 74) recommend staffing levels
for vocational programs to be 20:1. The BTU contract states
that 20:1 shall be the class size maxima for pupils in
industrial classes.
2. In Industrial Arts, Vocational, Business, and Home
Economics programs, the number of students should not exceed
the number of student stations in the laboratory or classroom,
IV. NON-SALARY ALLOCATION
A.* Schools (Per Capita)
In order to compensate for anticipated inflationary price
increases for materials, the per capita supplies allowance for all
schools will be increased from $35 per student by 87. to $38 per
student,.. In addition, an inflation-adjusted increase of 101
beyond the $3S per capita allowance will be provided to middle snd
high schools to meet the needs articulated by principals,
headmasters and community superintendents. This will raise the
per capita allowance to §42. Thus, the High School allowance will
be defined as follows:
...allowance - (total 1/ projected enrollment) x $42
^
Please keep in mind that this non-ealary allocat
all-inclusive. It should cover your expenses fo
contracted services, copying , printing etc. In
departure from last year's procedures that requi
centers to budget for each of these items sepcr
we will require every cost center to itemize the
expenses for review by the Office of the Busines
Budget to insure that all regularly occurring ex
properly budgeted. Budgeting a per capita allow
uniform across all schools will help to equalize
that now exist because of historical patterns, p
areas of equipment rental and maintenance costs.
page shows the format of the information that wi
from each principal in addition to the expense c
itemization required in -for the Fy63 budget..
]^9JTr The percaoita funds budgeted for supplies .must also nrcvlHp
b^Tic instructional materials ror vocacicnar billnnual. onri
special eoucatlon scuaents . " — ■ •
~ '■ -310-
ion is
r books, stamps,
a sense this is i
red all cost
ately. However,
se non-salary
s Manager and
penses are
ance that is
the disparities
articulary in the
The following
11 be requested
ode/function code
D-5
I
Over-
-Represented Schools S2-83
Hispanic
10-82 4-83
Black
10-52 4-83
Hispa.'
10-52
.iC
Istrict
School
4-83
I
i:discn M.S.
1 12 15
Farraour.
2 6 1
Garclr.er
6
-J
TobiTi
3 • 6
D
0
V.'inshio
/
; 1
II
• JaTaica Plain H.S.
12
17
t<arv 'zl. C^iev 'A.S.
30 33
Aaassiz
17 20 1
j
11
f\jiler
3 8
J Kennedy
ii
x5
Lcnafeiiow
3 7
f-lannir.a
2 6
2 5
III
Irvlna M.S.
33 35
Lee
2 5
r-'iattahunt
7 10
13 23
, ■
Pnili;rick
2 5
IV
Chittick
3 6
Ccniev
2 6
n. Gccei^WJOd
4 7
P. A. Shav
1 5 8
, r
Cleveland M.S.
18 22
Ho liana
.16 -19
22 27
Kcr.nv
7 ii
i'-'.ar3nali
10 13
29 23
i-rjTcnv
1 6 25
'vT
South B^ostcn H.S.
4
9'
Dearbcrn M.S.
6 14
Gavm M.S.
16 19
I-'cCcrr.ack M.S.
/
11
Ccnccn
1 6
T.-an
6 11
VII
Blackstone
15 19
5 11
11
13
Elict
i
i
4
H'jriev
1 2 6
VIII
!;one
IX
Madison Park H.S.
76 80
Kackey M.S.
5 8
Henniaan
12 20
7
11
Hernandez
7 18
Jac.-;son-;-iann
1 15 19
-311-
APPENDIX 9
DSPART.'-rEirr OF STUDETrr SUPP07-T 5ERVIC~S
INTERI.'AL PROCESS FOR PLACEMENT OF STUDEI.TS
W^CSE PROTOTYPE IS 502.4 OR ABOVT
-313-
The Schccl Committee ofths City of Boston
STUDENT SUPPORT SERVICES
Interrim Placement Process for 502. i* - 502.11b Requests
i. E.T.L. sends I.E. P. and assessments to Co.^lpl lance Unit
II. Compliance Unit logs in folder and separates SElMS Material from written
I.E. P. and assessments.
a. Error Control receives SEIMS material for logging, correcting, and holds
for printing. . '
(When SEl.'IS is fully operational, SEI.'IS forms will be checked for correctness,
then will be printed and forvyarded by the Compliance Unit to appropriate
Senior Level Advisor for processing.)
b. Compliance Unit forwards' folder (minus SEIMS material) to appropriate
Senior Level Advisor.
c. Compliance Unit forv;ards contir"ji"o .5 ""d .6 rec-js^ts to the Compliance
Uni t Special i st
111. Senior Level Advisor logs in folder, checks for technical compliance, and
finally cliecks for appropriateness of request.
IV. Senior Level Advisor makes a decision either to a. accept folder or
b. reject folder.
• A. tf accepted, Senior Level Advisor will:
1. For-.'ard folder to appropriate program specialist
2. Initiate placeme.it decision process
B. If rejected, Senior Level Advisor returns the complete folder to the
Compl iance Uni t.
V. Program Specialists make a decision to either a. accept folder or
b. reject folder.
A. If accepted, program specialists either fol lows Placement Decision Process
or forwards folder to the Compliance Unit Specialist. •
B. if rejected, program specialist returns folder to Senior Scvel Advisor
who forwards it to the Compliance Unit.
VI. Compliance Unit Specialist makes a decision either to a. accept folder or
b. reject folder
A. If accepted, the folder is forwarded to the placement sjsecialist.
B. If rejected, the folder is returned to the program specialist who makes a
placement decision or forwards to the appropriate Senior Level Advisor who
malies a placement decision.
-314-
I
- 2 -
VII. Placement Decision Process ■ ^^ j- ^ A
• .^ iS'"^'^^'^^^
A. Decision made on disability and program. . \-l Lt-V^^'^'ijk'-*^^"^ ■•''■^ ''''^ ' I
B. Class List marked with student's name and other appropriate data, '^t^ \ ItA ^ i
'C. I.E. P. p. 1 and 2 completed (p. 1 - prototype, disability, and school <r^i>-"*
p. 2 location and personnel) '. \, ''<^\
D. Compliance Unit Checklist is filled out.
Vlil. Cofnoliance Unit Activities
A. Folder returned to Compliance Unit for logging in Complianco book.
B. If placement decision is mads, Compliance Unit:
a. logs in folder
b. returns Compliance Unit Checklist and p. 1,2 of I.E. P. to E.T.L.
c. Files folder in "Unsigned f.E.P." drawer.
C. If rejected, Ccrpi lance Unit:
1. Logs In
2. Returns complete folder to E.T.L.
IX., E.T.L. receives C.U. Checklist and p. 1, 2 of I.E. P. from CcrpI iancc Uni t ,
contacts parent for signature and forwards signed I.E.?. signature sheet
to Compliance Unit.
X. Compliance Unit forwards signature sheet to appropriate place.T.ent personnel.
Xi. Appropriate placement personnel follows assignment process.
A. D. ! . J f il led out.
B. Teacher Letter filled out and sent.
'C. Folder filed in " signed I.E. P." drawer.
D. Class List marked that D.l. 5 has been completed.
E. Yellow card completed.
F. Student's arrival in program followed-up by appropriate placement personnel.
PC
-315-
' V •
».-•
J
'I.
P\acerv^er^V Per>cnne\
/
T
i) ?^r\\ ciOT o.X -3
drcvWcr .
\e-\ner- ^-\d^cc^-^^^f^^c'.,'r\•,(^\
-316-
502.4 — "DOI.. \\b
Cg)r)V{1^v^\ i^Cv
5+ .L
ZT
-V
/
) ^^S
3. P'ppropria-^s.r.ess
I
t.u.
x^
^'■4r.^. ^\; .5 e^C.
prgcyrax^s '5 Dec)Q\>-'^'':-^
£-•
Mcv
A
-4-
V .5.L.
A/
J/
5 -.Pi
P!c\c5.
•f;/,
/. b
/
\ ,'
J/
ax:irr^inTScecu\^-
Piece Y^i'i^^ 0(icN'L\co r'rcci^'-'^'
1. De:l.\Z,\CiO-0-)ac:e-
3. C.^ .
4-. Pi''.i-j cof Cc:>iT^. o\.'c\ n eg. u n^T (L^nccii'G.'V
-317-
in
CQn-ip\;c.i^c<L
1^ ^c:
b
CO
£) r-Tru r n ^ ^ o tL .T.U z ) rc% y rn<, crr^.v
bostcn iAiDlxc ^.cnooxs, L^porcT^c oi boocent bupfx^rr -e.-.-ices, roxic/ am Proreaurai
Kian-jal, September 1983
Placement in Program Prototypes 502.1, 502.2 and 502.3
The 502.1, 502.2 and 502.3 program prototypes range fro::i a regular educa-
tion program with modifications to a regular education program with no'c more
than 60% time out- of regular class time each school day.
Once a decision is made about the recommended prototype and the lEP is
•completed, the ETL shall notify the parent, or student, within ten days of the
date of completion of the lEP, that approval is needed in order that the IE? may
be implemented. The parent or student has a thirty-day (30-day) period to
either accept or reject the IcP.
If additional elements such as personnel, materials and/or equipment are
needed to implement the plan, the ETL will notify the appropriate Senior Level
Advisor of such needs. Documentation of such notification and the date shall be
retained by the ETL.
Implementation will begin according to the conditions and criteria
described by the Educational Plan immediately after parent signs the plan.
Placement in Program Prototype 502.4
Once a decision is made about the recommended program and the IE? is
comoleted, the ETL shall send it to the appropriate Senior Level Advisor. Form
BOSPED 18a or b shall be sent to the parents along with the IE?. The Senior
Level Advisor will check to see that the Transportation Plan, if one is needed,
has been signed by the parent or student.
The Senior Level Advisor will screen the delivered materials. If the
materials fail to pass the screening, they will be returned to the Evaluation
TErJ-i Leader along with a statement as to wny the materials failed to pass, and a
deadline for resubmission, with copy to the Principal /Heaamaster.
The Evaluation TEAM Leader must complete his/he*- action on the returned
materials and forward them to the Senior Level Advisor within three days, in
order. that the school department can fulfill its obligation to present the IE?
to Che parents within ten days.
The materials will be forwarded to the Central Review Unit. The Central
Review Unit Program Advisors will make the selection cf the reccmmended program
prototype and location. The IE? will be sent to the ETL to obtain
parent/student approval, during the school year. During ihe summer, the IE?
will be sent to the parent/student by the Central [Review Unit. The carent or
student has a thirty-aay (30-uay) perioa to ei"her accept or reject tne IE?.
-318-
Lateral Movement of Students in Program Prototype 502.4
The following procedures should be observed when transferring a student lateral'
ly, between two 502.4 program prototype designations:
- The ETL shall receive a written request for lateral movement
■ from the teacher, Principal /Headmaster or other school staff,
and consult with the appropriate Special Education Senior Level
Advisor/Program Advisor.
- Reasons for the request will be considered; the Senior Level
Advisor/Program Advisor will determine the appropriateness of
the request and whether it is necessary to perfonn certain
assessments, with parental consent.
- The Senior Level Advisor/Program Advisor will inform the ETL of
the decision. If the request is approved, the TEAiM shall
convene, and a new lEP be written and submitted to C.R.U along
with assessments.
- Parental approval for the lEP shall be obtained. The ETL will
infom the Central Review Unit once the transfer is completed,
for central data management purposes.
Placement in Program Prototypes 502.5 and 502.6
In those situations where the services requested in an Individualized
Educational Plan may not be offered in the Boston Public Schools, a ~ore
restrictive prototype, i.e., a 502.5 or 502.6 prototype placement, may be
recc.nmended.
Prototype 502.5 is a day school program.
Prototype 502. o is a residential school progran.
In order to request a 502.5 or 502.5 placeT^nt, the ETL must write a cover
letter to the Central Review Unit, sum.marizing the conclusions and reccmmenaa-
tions of the TEAM, and send it along with the lEP and other materials.
-319-
•■ Manual, Sepcerrxrer 1983
Department of Implementation Procedures for
Assignments/Transfers to
Special Education Programs
Boston Public Schools' Policy
(As outlined in the Boston Public Schools' Department of Implementation
Manual, 1980-81, Section VII, Procedures for Assignments, Transfers/Special Entry
Prograrris, D. Special Education, p. Zb ) .
Transfers into, out of, and within special education require particularized
procedures. This section is an amplification of section YI, B, "Transfers for
Programmatic Reasons," that must be detailed for reference of parents. Commun-
ity District Superintendents, Principals/Headmasters, and the staff within the
Department of Student Support Services and the Department of Implementation.
Ma.-jor Procedural Steps
1. Mainstreamed Programs
a) Procedures
1. The Evaluation TEAM Leader should sign and submit DI Form 4 to the:
Department of Implementation
Record f-'.anaoement Unit
26 Court Street
Boston, Massachusetts 02103 •
2. The changing of the student's code for special education shall obtain
for the stiident entering, leaving, or changing instruction in main-
stream programs within the S5:ne school. The code is a record-keeping
device for school personnel. The addition, deletion or revision of a
code is only an indication that soecialized instruction ana service
has been initiated for the student within the school of current
assignmeit.
3. Transfers into, out of, or within certain programs in Hearing
Impairment, Vision Resources, and Part-Time Integration are exempted
from these procedures (see 2a) and 2c), below).
b) All D.I. Form 4's received by the Record .''anacerTvent Unit by Wednesday of
the school week will be processed to be listed on the school's
alphabetized print-out issued on the subsequent Monday.
c) Recommendations for transfer from one school to another within mainstream
programs require Evaluation Coordinator's (for the community district)
submission of a completed referral, D.I. Form 1, with all other
documentation to Director of Mainstream Program for decision-making. The
transfer, if aoproved by the lirector, ronuircs submission of the
referral and D.I. Form 5 to the Student Services Unit.
d) On or about October 15 of the school year and every t.^o wnths thereafter
the Oepartr^nt of Impi 'rnentaticn snail involve a process witn,i_n the
-320-
respective districts to maintain the accuracy of student information
within special education. The Record Management Unit shall distribute to
the con-.munity district school-by-school print-outs listing all students
who receive service within special education. The districts shall insure
that the data for each student is verified and if necessary corrected by
means of the O.I. Form 4. The verified print-outs and completed O.I. Form
4's shall be returned to the Record Management Unit for revision of the
print-outs.
2. Substantially Separate Classes and Day or Residential Placement
a) The appropriate Senior Level Advisor or Program Advisor in the Department
of Student Support Services must make recommendations for transfers and
between October and June must request the written preferences of parents
whose children are recommended for transfer from substantially separate
classes: 1) the preference to remain assigned to the present school for
the duration of the year, or 2) the preference to accept transfer to
another school. The preference, must be offered with complete explanation
of the implications for transportation and alternative assignments based
upon th . Student Assignment Procedures. School Year 1980-81.
b) The recommendations for transfer must be submitted to the Student
Services Unit on D.I. Form 5 with the referral and parental preference
attached.
c) Transfers into, out of, or within certain programs in Hearing Impairment,
Vision Resources, Part-Time Integration, and other substantially separate
classes within the authority of the Manager, Department of Stucent
Support Ser/ices are included in this procedure, and are subject to the
approval and submissions of the Manager of Student Support Services.
d) For transfers that are authorized, the Student Services Unit shall make
appropriate changes in the students' data, notify parents. Principals/
Headmasters of sending and receiving schools (where appropriate), the
Transportation Unit and the Record Management Unit and the Department of
Student Support Services.
e). For transfers that are not authorized, the Student Services Unit shall
notify the Department of Student Support Services.
f) On or about October 15 of the school year and every ti-yo months thereafter
the Department of Implementation shall involve a process within the
respective districts to maintain the-accuracy of student information
within special education. The Record Management Unit shall distribute to
each ccmmunity district school-by-school print-outs listing all students
who receive service within special education. The District Office snail
insure that the data for each student is verified and if necessary
corrected by m.eans of the D.I. Form 4. The verified data and ccmoleted
D.I. Form 4 shall be returnea to the Department of Implementation for
revision of the print-outs.
Forms to be Used
D.I. Form 1 , 4 or 5
-321-
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D MANAGEf.
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Department of Implementation Procedures for
Assignment of Students New to the Boston Public
Schools and for Students Re-Entering the Boston
Public Schools After Previous Discharges
Boston Public SchooTs' Policy
(As outlined in the Boston Public Schools' Department of Implementation Manual
1980-81, {pp. 7 and 11).
Parents/quardians/students 18 years of age or older may request assignments at
any school office or community district office during the scheduled hours of those
offices.
Major Procedural Steps
Processing of the referral within the Department of Implementation:
For the referral expressing a request for instruction within special education
(but no other docurrentation ), the assignment will be made according to the next
paragraph; and a copy of the referral will be sent to the Department of Student
Support Services subsequent to the assignment.
. . . assignment to preference if seat available by race; assignment to
community district school for the student in grades K-VIII if no seat
available by race at preferred school; assignment to community district
scnool or to magnet school for the student in grades IX-XII if no seat is
available by race at preferred school.
For the referral submitted with a completed Individualized Educational Plan for
substantially separate instruction or for non-public school assignment, the re-
ferral will be filed for follow-up within the Department of Imolementation; and a
copy of "the referral and Individualized Educational Plan will be submitted to the
Department of Student Support Services for a recor.iiTiondation for assignment. li-
the recommendation is not forthcoming within five working days, and/or if no ex-
tenuating .situation occurs within five working days, the assignment will be made
according to the above paragraph, and the Department of Student Support Services
will be notified subsequent to the assignment.
Transfers:
The Student Assignment Procedures continue to identify five (5) categories of
transfers for students assigned to school within the Boston Public Schools.
a- change of address
b- programmatic
c- desegregative
d- sibling, and
e- medical
Each category requires scecific procedures and transmitt3l to the Deoartrrent zf
Imalcmentation and Principal s/Heac-nasters r.ust exolain t^:e policies ond proce-
dures requirea for each type of transfer as scecified in this section.
bikU-
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-323-
. , . a parent of a student or a student eighteen years or older may request
transfer into, within, or out of special education provided the directives
and procedures of the Department of Student Support Services, the Boston
School Committee, and appropriate legislative and judicial agencies, are
followed.
Transportation of Students in
Special Education Programs
Chapter 766 Regulation
900.0 Transportation the school committee must provide.
Each school committee shall provide or arrange for the provision of all
transportation recommended by a TEAM pursuant to 902.0. In meeting such
obligation, the school committee shall insure that there is full
compliance with all conditions set by a TEAM for the transportation of a
child in need of special education.
coston Public Schools' Policy
The Boston Public Schools' policy on transportation of students in special
education programs reflects the above regulation.
."'ajor Procedural Steps
A. For provision of transportation:
1) Students in program prototypes 502.1, 502.2, 502.3 and 502. i '.yill
"receive transportation in regular vehicles according to criteria set ty
. the Department of Transportation.
2) For students in program prototypes 502.1, 502.2 or 502.3, requests for
special transportation shall be accompanied by a letter from the
Principal/Headmaster and a medical statement indicating the reason for
the request.
3) For students assigned to program prototype 502.4, the need for special
transportation shall be stated on the Individualized Educational Plan
upon yearly agreement by the Principal/Headmaster, ETL and teacner. An
Application for Special Transportation shall be included in the folder
forwarded to the respective Senior Level Advisor, for approval.
4) If the approved Individualized Educational Plan requires
transportation, parents may choose to transport their child to school,
subsenuent to pre-arranqen-icnt ano discussion with personnel in the
Contracted Educational Services Unit. Although parents ar'i not
r<?auireq to provide transportation, they will be reimpursed en a per
mile basis at the "State Rate" if they choose to do so. '^'
5) Stucents should not hawe to be contir.uo-jsl y transcortoa for -ore than
one hcur.'each way wi trout specific knew) eccs ano :pcrcvai of t".e
Special Education Administrator.
-324-
RtSPONbt 10 ITEM ? b
Response to Pamela Kaufnann
Ql*
During the period of 19S0— 1981, as part of the Boston Action
Flan, a team comprised cf educators and psycholof^ists rcvleucd folders
of all 502.4 SAR and L/AB students (placed prior to September, 1978)
to determine the appropriateness of their assignments. A complete ;
report on this effort has been filed with the State Department.
In this year's current Action Plan, all minority students referred
for any new 502. A placement must be reviewed with a PFD Checklist by
the PFD Team (which includes minimally, a minority representative, special
educator, regular educator, and ETL) . (See Enclosure)
-325-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
STUDENT SUPPOUT SCnviCf,
MEMORANDUM
TO; Pamela Kaufman
FROM: Thomas Kehir "^-^>Ti
DATE: November 10, 1933
SUBJECT: Learning Adaptive Behavior (L/AB Placements)
The following actions will be taken to address the State Department
of Education's concerns regarding the apparent over-representation of
minority students in L/AB programs.
1. The PFD checklist will be used for all minority students
at their original Individual Education Plan team meeting.
2. The PFD checklist will be used for all reevaluations of
students placed in the L/A3 program.
3. The PFD checklist will be used for all probable Central
Review Unit submissions.
A. The Department of Student Support Services will develop new
and modified service delivery models within the L/AB program.
Ke will explore the use of less restrictive options for
serving students exhibiting behavioral and emoticnai difficulties.
Currently, we have requested a change of codes from the
Department of Implementativju. This change will allow us to serve
L/AB students within the less restrictive protot^-pe. Currently,
we are only allowed to assign students into the L/AB program
with a 502.4 prototype. The irplementation of new models will
include a teacher training component.
5. Senior Level Advisors will review all L/A3 placements recom-
mendations since last May. This will be reported in the follcwing
manner:
a. L/AB placement recommendations by level, by race
b. Actual L/AD placement by level, by race.
This activity will be com.pleted by December S, 1983 and forwarded
to you.
6. Central Review Unit submissions for L/AB placement will be
screened to assure that alternative strategics such as ccunccling
or therapy have been attempted prior to placement in L/AD
prototype. '
-326-
Pamela Kaufman -2- November 10, 1983
7. The Over/Under Representation Project will investigate assessnents
used in educational, sociological and psychological evaluations
to assure they are culturally non-biased. A list of tests will
be coiTpleted by the sujniner of 1984. Inservice will be conducted
■■for appropriate personnel during the 1984-35 school year. The use
of these assessment instruments citywice will co.T.mence during the
1985-66 school year.
I believe that these actions will assure that the rights of minority students
to be served in least restrictive alternatives will be protected.
If you require further information, I will be glad to provide it.
jg
cc. K. Caldwell
■327-
— ' ■'• I nc: CDOiiooL- o^iviivii I I i_i
BOSTON PUBLIC SCHOOLS
D£PARTM£,\r OF IMP'^EMENTATlOr;
Jcfin H Cojklev. Senior Oldccr
y.EMORAKDL*:!
October 3, 1983
To:
Fro.T\:
Subject;
Charles Glenn
John Coakl
Monitoring Data Request i<^/7/S3) - Assignments (S)
"ll^^dMi^^
You requested a statement of our desecregaticn guidelines for
assianing students to substantially separate prcgrcims when there is a
choice between or among programs which are prcgramr.atically similar.
I offer the f clicking:
1. Assign-.ent/Transf er requests for Substantially Separate Spt:cinl
Education are initiated by the Depart-en- cf Student Support
Services and then are examined and acted upon by the Depar-rr.2nr.
of Implementation.
a) Assignment requests for single-incidence (one site) or lev.—
incidence program.s usually pose fe;.' problems. However, the
DI does monitor such requests in an attem^pt to avoid racial
isolation or unnecessary transportation burdens.
b) Assignment requests to programs v;hich have riany sites are
scrutinized more rigorously. Usually, the DI insists that
such students bo assigned to programs in the district of
residence. Occasionally, wc. agree to a cross-district aszirr--
ment if there is a capacity problem or a teacher-cupil razio
issue or if there is' a truly unique educational/ social/
physical need. ' ~ "
2. The school dcpnrtm.ent ' a primary obliaation is to desegregate
schools . A secondary obligation is internal desccrrcga ticn v.-ithin
scnools. On March 2 4 , ll'S2 the Focierj.u^Ccur t .•'.pproved ccrram
chances in st\:dent p.c3"Tc:'r!Tr"q^ri t_ C'"^'""''' - ("cforc^co panes 178 ro
157
ci vour
;n 11
. nri. \'.'?
cert - V o 1 u r-^.e II"
i -^ ■? ci a 1
.ore = - \n
tnat ciocu;:ient oi "?.-_Ll--_J:-- - '--^ stated _tr.ar^ rac iaT/'cc!:nicpcr cr.-n tage
ranaci: <zt.\\ :;>.' oxcecded \;hcro necessary "" tQ~ a'l'lcv7~3ppr'cpfia!:a --— '
bilingual and/cr sur.." r ar.t laily separate specTal ncer.3 asHTrr.men ts . '
-328-
•T c;!-.::t. g ?:•''■-■■■'
£<r '.ico ■•-■
Charles Glenn 2 October 3, 1983
3. Notv/ithstanding the statements in items 1 and 2 above, the Depart-
ment cf Implementation strives to encourage substantially separate
special education enrollments v;hich ideally are reflective of
enrollments in the individual districts and minimally do not creat
racially-isolated groups of students within a school or district.
, ■ You should be aware of the fact that the school system's present
racial/etlinic composition is 48« Black, 29% v?hite, 23*^ Other Minority
while the substantially separate special needs enrollment is 544 "Dlac
31% VJhite, 15% Other Minority. Predictably, the various programs
serving substantially separate special needs students have racial/
ethnic compositions which vary from either of the above figures. You
also should remem.ber that our September enrollments are assigned
figures, not necessarily reported. VJe presently are pursuing v;ith the
Department of Student Support Services at least one proaram in one
school with an enrollment which appears to be racially isolated.
w v_ . aD
xc: Office of Superintendent
Kenneth Caldwell
Catherine Ellison
-329-
C :..N 1 .-vAi- ."^ '. . —-^ L.'.> >^.;LV-t^^..w . .■\.>
'iscricc
School
Student's Name
Race Date of Birth
Current Prototype
Grade
ETL' s Nar.e
D.P.tf
Requested Progra-ii
Submission
1
DATE DUE TO PArJINT
(10 working days)
of Meetir.c
Date sent Total Date Received Data CRU Total CRU Tot;
to CRU School Days bv CRU Dec^ D:v; ^-•.■'-
Delay
Yes
No Reason for Delay _
Assessnent
Assessor
BPS/NBPS
Date Reed.
Cosaents
A. Sent to Advisor
B . Rec'd by Advisor
C. Transmitted Date
SPECIALIST routii;g
2. A. Seat to Adviser
B. Rec'd by Advisor
C. Transmitted Date
3. A. Sent to Adviso:
E. Rec'd by Advise:
C. Transmitted Da r«
Plan complies with Boston Public School Process and 766 Regulations:
The following 766 Program Prototype is Approved:
The Assignment is made to the
Advisor ___^
PENDING PARENTAL AM) SCiOOL A£SIG:cyjl\-T UNIT APPROVAL
CZ'^y.ZV'S : DECISION AND/OR REJECTION
fsc:
-330-
^7 fiVnTVr.L ^~ r-rn i -^u t >: T c-T :i70?.
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
TO:
FROM:
DATE:
SUBJECT;
STUDENT SUPPORT SERVICES
i!££J2£^NDUM
Pair.ela Kaufman
Thomas Hehir
November 10, 1983
L/AB Placements
/'
5^.
The following information is, provided regarding the placement of students
in high incidence (LD, L/AB and SAR) 502.4 programs. These assignrr«nt pro-
cedures have been worked out with the Department of Implementation.
1. All students are to be placed in their geo-coded school
if such a placement is available.
2. If a placement is not available in the geo-codod school, the
student is placed in an appropriate program within the district.
3. If a placement is not possible within the district, students
are placed in a program within a contiguous district or with'n
a District IX school.
4. This procedure does not apply to low incidence programs which
generally are assigned on a citywide basis.
If you require further information, I will be glad to provide it.
39
cc. K. Caldwell
SV
-331-
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Bilingual Education
TABLE OF CONTENTS
INTRODUCTION
I
MONITORING OBJECTIVES
II
METHODOLOGY
III
FINDINGS
NEW ISSUES RAISED
IV
COMMENDATIONS
V
RECOMMENDATIONS
VI
ADDITIONAL DATA
APPENDICES A-P
343
344
344-345
346-352
351-352
352
352-354
355-357
359-390
-341-
INTRODUCTION
In order that the monitoring of the court orders in the
desegregation of Boston Public School's bilingual education
program be appropriately documented, schools, with high
concentrations of LEP students, were targeted to be monitored
by SEA bilingual specialists. For the purpose of this report,
some eighteen elementary, middle, and high schools, including
the Hubert Humphrey Occupational Resource Center, were monitored
to gather evaluative data related to the monitoring objectives
specified below.
1. To review proposed program locations and space/
program matrices during the annual assignment
process to ensure that adequate space and other
provisions have been made for the programs
required, including bilingual kindergarten and
extended day kindergarten, and so to advise the
Director of EEO.
2. To determine, through regular monitoring activities,
whether all approved and required bilingual programs,
including kindergarten and extended day kindergarten,
are in place and functioning appropriately.
3. To advise the Director of EEO on all bilingual
education aspects of students assignments, including:
examination school invitations
advanced work class invitations
student assignment handbooks
assignments (including bilingual,
special , vocational )
transfers
exceptions, for the sake of bilingual programs,
to racial percentage limits for assignments.
It should be noted that two teams of monitorers collected
the evaluative data included in this report. One team focused
on all issues related to bilingual education programming. The
other team, collaborative effort among the occupational/vocational
specialist and bilingual education specialist, focused on issues
related to bilingual vocational/occupational education programming
in Boston Public School.
The information included in this report specifies, the
monitoring objectives, methodology used to document the evaluative
data, the findings of the monitoring activities, specification
of the new issues which need to be addressed in the second round
of monitoring, commendations and recommendations, additional data
documenting Board concerns vis-a-vis bilingual programming in
Boston Public Schools and appendices which support the evaluative
findings.
-343-
I . Monitoring Objectives
The focus of the bilingual education monitoring activities was
to provide the Massachusetts Board of Education with evaluative
data relative to the results from the July 1983 findings and
Board concerns as they relate to the implementation of bilingual education
by Boston Public Schools. The goals of the monitoring team were as follows;
A. To determine the availability of bilingual staff and
space assignments in the targeted languages, including
native language teachers, aides, and supportive staff
(counselors, etc.) in bilingual education programming
including bilingual vocational/occupational education
areas.
B. To determine the implementation of procedures for the
recruitment, and assessment of limited English proficient
(LEP) students in bilingual education programming
including occupational/vocational programs.
C. To determine the availability of curricular materials in
targeted native languages in all bilingual education
programming including occupational/vocational programs.
D. To determine the accessibility of the limited English
proficient students to all programmatic educational
options, supportive services, extracurricular options,
as well as occupational/vocational programs.
E. To determine the status of the native language cluster
concept as mandated by the Voluntary LAU Plan.
F. To determine the opportunities of bilingual parents to
participate in the educational orocess of bilingual
students .
II. Methodology
A number of evaluative activities were conducted by the
State Department of Education monitoring team to gather
the data to be included in this report. The monitoring
activities dealing with bilingual vocational/occupational
education were conducted collaboratively between the bi-
lingual staff and the occupational/vocational staff
members. The bilingual staff member of this team focused
on the issues related specifically to bilingual occupational/
vocational issues. To accomplish the goals of the monitoring,
including the on-site visits conducted during the period
of October 10 through November 2, 1983 ,the following activities occurred:
1. Pre-data collection - The SEA monitoring team
requested the Department of Implementation,
the Division of Personnel, and the Bilingual
Department of the Boston Public Schools to
provide the fol lowing documentation:
-344-
(Methodology cont' pg. 2)
(a) computer print-outs with data about bilingual
teachers (names, certification numbers, and
position) and locations by district, school,
grade, and language,
(b) copies of the "Assignment Booklets" in
different languages,
(c) copies of Master PAC newsletters, and
(d) a copy of the Language Assessment Team
Handbook, (see appendix A)
2. Pre-data analysis - The SEA monitoring team reviewed
data from Boston Public Schools for FY 1983 to
determine program sites, correspondence related to
problem areas, and audit reports on bilingual
education programming including bilingual occupational/
vocational education.
3. Meetings - The SEA staff held meetings with Boston
Public Schools bilingual education staff to coordinate
monitoring visits, determine monitoring procedures
and specification of monitoring goals, (see appendix B)
4. On-site visit - The SEA monitoring team conducted the
following on-site activities.
a. Met with the bilingual coordinators for
Boston Public Schools, the building
administrators, district superintendents
and bilingual liaisons of the East Boston,
South Boston, Dorchester, West Roxbury,
Charlestown, English and Brighton High
Schools, Edison, Mackey, Taft, Roosevelt,
Curley, Irving and McCormack Middle Schools,
JFK, Agassiz, and Condon Elementary Schools,
as well as the Hubert Humphrey Occupational
Resource Center, (see appendix C and D)
b. Interviews with a sampling of bilingual
teachers, guidance counselors (bilingual
and monolingual) ESL teachers, and occupational/
vocational education teachers (bilinaual and
monolingual), (see appendices C and D).
c. Classroom observations in the above mentioned
schools.
5. Instrumentation - The SEA monitoring team developed
evaluative instruments to assess such program areas
as staffing, availability of services and materials
in the native language, recruitment procedures,
coordination activities especially between vocational/
occupational education programs and the bilingual
teachers, and parent participation, (see appendices
C and D).
-345-
-3-
III. Findings
The following evaluative findings relate to the six specified
monitoring objectives based on the results of the July 1983
findings and Board concerns. The documentation which follows
has been categorized to relate specifically to those objectives
specified in the section Objectives. Immediately following
this documentation, some key new issues will be identified to
be investigated by the monitoring team during the second round
of monitoring.
A. Availability of Staff/ Space Assignment
1. Partial or full mainstreaming still presents a
problem in twelve of the sixteen schools
monitored because of overcrowding of the regular
classes (37 to 40 students) and/or because no
parallel scheduling has been put into effect.
The Department of Implementation assigns the
TBE students on basis of 25 seats per classroom
insuring compliance with regulations (Consent
Decree). However, lack of coordination with
the Bureau of Personnel, responsible for teacher
and aide assignments, has resulted in non-
compliance issues regarding student/teacher
ratios, (see appendix G).
2. The gamut of mainstreaming patterns range from
isolation (no mainstreaming) to immersion
(full mainstreaming) for LEP students.
3. In most cases, overcrowding in the regular
education program and limited native language
support services (i.e, ESL, guidance, tutorial)
present the most serious obstacle to mainstreaming.
4. 22% of the schools monitored had at least one
uncertified bilingual teacher. In the Mackey School,
even though everyone was certified, not everyone
was teaching in the area of certification.
5. In some cases teachers certified to teach in one
area are assigned to teach subjects for which they
don't feel qualified to teach and for which they
are not certified.
6. In some schools like the Mackey Middle, Dorchester
High, and Roosevelt Middle, the physical plant does
not allow for an increase of the student population
or staff whether it is the bilingual program or the
non-bilingual program.
-346-
-4-
(Findings cont' pg. 4)
7. Occupational/vocational education instructors in the
ten monitored schools, including the HHORC, are
generally monolingual, thereby conducting instruction
monolingualy in English. In some cases teachers use
bilingual students to translate; in fewer cases, they
use native language materials; and in even fewer cases,
use a native language speaking aide. The following
are specifics relative to staffing:
a. In 90% of the ten school programs monitored
(representing 51 teachers) , including HHORC,
native language speaking teachers conducting
their vocational/occupational classes bilingually
or in the native language did not exist. The
only school in which instruction is conducted
bilingually occurs at the HHORC. These classes
are either taught monolingually in English or in
some cases some LEP students within the class
translate in the native language for the other
native speaking students who do not understand
the monolingual teacher, (see appendices C,D and E)
b. In 90% of the monitored classes, aides are
not available/used within the vocational/
occupational classes, (see appendices C, D and E)
c. In 90% of the ten targeted schools, including
the HHORC, native language speaking counselors
are available to service the LEP students.
It should be noted that a bilingual counselor
might be bilingual in Spanish assigned to a
school which houses Laotian, Cambodian, and
Spanish LEP students. Consequently, although
the counselor is bilingual, he/she cannot
orally communicate with some of the LEP
students, (see appendices C> D and E).
B. Recruitment and Assessment Procedures
1. Recruitment of LEP students for vocational/occupational
education, especially at the high school level, is
conducted in some native languages. In some schools,
however, students are advised not to enroll in vocational/
occupational education programs due to their low level
of English proficiency. This is due to the fact that the
great majority of occupational /vocational programs are taught
mono-1 ingual ly in English, thereby making it difficult for
the LEP student to be able to fully benefit from these
programs.
In some cases, there are relatively small numbers of students
getting to participate in vocational/occupational education
programming compared to the eligible numbers of students. This
discrepancy is especially true of the Haitans, Cambodians,
Laotians, Vietnameses, Chineses and Italians in that \ery
small numbers, representing 14% or less, of the eligible
students are enrolled at the HHORC.
-347-
-5-
2. In 40% of the monitored ten schools, including HHORC,
letters in the native languages are sent to parents
specifying the availability of occupational/vocational
programs in Boston Public Schools. It should be noted
that letters are not sent to the students and parents
in the native language at the middle school level and
that those disseminated letters have been, at different
times, sent in six of the eleven (Cape Verdean,
Portuguese, Haitian, Cambodian, Laotian, Vietnamese,
Chinese, Italian, Greek, Spanish, Czechoslavakian) of
the largest LEP student groups, (see appendix C)
3. The Bilingual Vocational Education Coordinator sends
information relative to the vocational/occupational
programs at the HHORC, to all high schools with
high concentration of LEP students in the Boston
Public Schools.
4. At different times, information relative to the HHORC
has been disseminated via television programs in
Spanish, and church bulletins/newsletters in Spanish.
5. In general, although the assessment procedures for the
LEP students are in place and in the majority of the
cases LEP students are assigned a Lau category, the
following are problematic:
a. not all students have been assigned
a Lau category;
b. not all students have been identified
as LEP; and
c. in some cases inappropriate Lau
classification of LEP students.
6. The transfer process of LEP students is hindered due
to large class sizes in the monolingual English classes.
7. Orientation booklets to Boston Public Schools have been
written in the majority of the native languages.
C. Availability of Curriculum Materials
1. Although curricular materials for vocational/occupational
education are available in some native languages
(see appendix H), materials are either not used by the
monolingual/bilingual teachers, are not available for
teacher use, or are not available in the languages
required/needed, (see appendices C and D)
2. Most of the available native language curricular materials
are in Spanish with limited materials available in
Cambodian, Laotian, Vietnamese, and Portuguese, (see
appendix H)
-348-
3. In 86% of the time, coordination to develop native
language materials, or to teach certain concepts
in the native language or ESL classes to facilitate
the learning in the vocational/occupational programs
between the bilingual/ESL teachers and the vocational/
occupational teachers does not exist, (see appendix C)
4. In all of the schools visited, the teachers interviewed
indicated that they did not have adequate instructional
and student materials within the classroom, especially
in math, science, and social studies, which are
linguistically and culturally relevant to their student
populations.
5. In the large majority of the schools, those interviewed
responded that there were no appropriate linguistically
and culturally relevant materials located in the
library/ resource room.
Accessibility to Programs
1. Generally, LEP students have access to occupational/
vocational education programming although in some
cases LEP students are advised to opt not to enroll
into the HHORC programming before a predetermined
level of ESL is achieved by the LEP student.
2. Although some students do choose to enroll in
occupational/vocational education programs, in spite
of the lack of native language instruction, many
students choose not to participate for fear of not
being provided a program in which they will benefit
educationally, (see appendices L and M)
3. Limited English proficient students in Boston Public
Schools are subject to the same criteria for admissions
to the examination schools as any other student.
They have to pass exams in English and are expected
to compete with non-bilingual students for admission,
(see appendix I). There are no supportive services
available for bilingual students who pass the exams
and consequently are admitted. On the other hand,
admissions to the magnet schools is open to LEP
students and, since they have bilingual programs, the
students are admitted and are entitled to receive the
same services they would receive in any other district
high school .
4. In some cases, the LEP students are not provided native
language instruction in some of the required courses,
especially at the high school level, (see appendix J)
5. Limited course offerings in both bilingual and non-
bilingual education effectively denies equal acesss
to course offerings.
6. In some cases at the HHORC, teaching bilingually or in
the native language is considered by other vocational/
occupational teachers as remediation, not necessary, and
counter the philosophy of vocational/occupational education,
(see appendix D)
-34 9-
-7-
In TOO? of the schools monitored, the limited English proficient students were
7. reported to have equal access to all extra-curricular activities. However,
because of having to work after school, living far away from the school, etc,
many cannot participate in after school activities.
8. Due to limited space/physical facilities (specifically Dorchester High, Mackey
Middle, John F. Kennedy Elementary) LEP and non-LEP students cannot be provided
adequate instructional services; example, JFK has 38 students in one classroom.
9. There are no Title I funded "Native Language Reading Programs" to deal with some
of the students who are now referred unnecessarily to Special Education classes.
TO. In the two elementary schools visited, the bilingual kindergarten teachers
themselves inform parents about the availability of bilingual kindergartens.
T]. Because of lack of physical space in one of the two monitored schools, the bi-
lingual kindergarten teachers, as well as the regular kindergarten teachers,
have to share their classrooms with other teachers and with their students.
12. Bilingual teachers have been assisting with the registration of children in the
bilingual kindergartens. In order to do that, however, they have had to interrupt
their classes.
E. Bilingual Clusters
1. In the 15 schools visited, 635^ of the middle and high school Hispanic
clusters were in violation of the Voluntary Lau minimum cluster size
of 100. The Hispanic clusters in the two elementary schools were
in compliance with the Voluntary Lau Plan (See appendix K).
2. The size of the cluster by itself does not seem to be the determinant
factor in the quality of the programs offered. A case in point is that
the Cambodian Program at South Boston High has a large cluster but
limited program offerings and does not respond to the educational needs
of the LEP students. On the other hand, the Chinese program at
Charlestown High, with a large cluster and adequate staffing and
services has been able to develop an excellent bilingual program.
A smaller cluster usually lacks in appropriate numbers of teaching and
supportive staff members, and variety of course offerings and instructional
materials.
F. Parent Participation
1. The annual in-house review is conducted in all of the schools with
involvement of bilingual parents from the district, but not necesarily
from that particular school being monitored. ' Parents are invited to
participate in the process of visiting the schools using as a tool of
observation or as a point of reference the Lau review forms which are
sometimes filled by an administrator.
-350-
-8-
2. Although not all parents attend, parents in the
targeted schools are invited to participate in
meetings organized by bilingual community field
coordinators, the purpose of which is to inform
them about their rights relative to bilingual
education programming.
3. Concentrated efforts have been directed toward
conducting parent training sessions by the bilingual
staff. Opportunities for parents to become
involved in school activities and programs are
actively encouraged ("636" and Title VII).
However, sufficient numbers of trained native
language speaking staff are not in place to
addres parental concerns and to facilitate
increased parental involvement.
New Issues raised
The following issues will be investigated during the next round of
monitoring. Although these issues are not all encompassing for the
next round, more documentation must be gathered to objectively make
recommendations to the Board concerning these issues.
• Determine the actual availability of bilingual counselors
who work with LEP students.
• Determine the use of the native speaking aic^s at the
HHORC.
p Determine the validity of the Lau classification assigned
to LEP students.
• Determine the services available to LEP students admitted
into the exam schools.
• Determine the feasibility of implementing language and
culture maintenance programs.
• Determine the actual involvement of the bilingual parent in
the bilingual education in-house review process.
• Determine the variables which are determining factors in
Boston Public Schools in facilitating smooth transition of the
LEP student for partial/full mainstreaming.
• Determine the accessibility of the LEP students into the
gifted and talented programs in Boston Public Schools.
• Determine the appropriateness/validity of the information
provided by Boston Public School vis-a-vis the educational
needs of the LEP student? with special attention given to
the American Indian and the Puerto Rican linguistic and
cultural needs.
-351-
Determine the factors (i.e., conditions and atti tudes)which
have limited the successful implementation of a full-time
native language bilingual program at the high school level.
Of special concern are issues at South Boston High School
involving an itmiersion approach program with identified
Cambodian students.
IV Commendations
Based on the evaluative data collected, the following commendations are made:
A) The high degree of commitment and involvement by the Bilingual Department staff,
bilingual teachers, aides, and community field coordinators in providing quality
bilingual programming of the LEP student population.
B) The initiative taken by the bilingual education department staff to provide quality
teacher and parent training activities through conducting needs assessment, and
providing workshops/conferences related to the identified needs.
C) The consistent efforts made by the bilingual educators in Boston Public Schools
at partially and fully mainstraaming bilingual students.
D) The varied outreach activities conducted by the bilingual department staff through
the publications of "Spark: and the "Parent Newsletter" as well as through the
organization of active sub-PACs.
E) The attitude of cooperation and candor of most Boston Public School personnel in
clarifying issues and offering solutions to resolve bilingual problem areas.
F) The wide variety of occupational/vocational programs available to LEP students
especially at the HHORC.
G) The Charlestown High Chinese bilingual program having developed a programs of
academic excellence which responds to both linguistic-cultural needs of those
LEP students.
H) The success of the bilingual program of Boston Public School in graduating large
numbers of high school students who in past years have systematically dropped
out of publ ic school .
I) The parents who have participated continue to participate actively in PAC related,
activities.
Recommendations
Based on the evaluation data collected and analyzed, the following recommendations
are made. Boston Public Schools should insure that:
A) In the absence of a certified bilingual/vocational teacher, LEP students
enrolled in vocational/occupational education programs be provided supportive
services via native language speaking aides and native language instructional
materials. Most materials which are available are in Spanish with few materials
in Laotian, Cambodians, Portuguese, and Vietnamese (see appendix H). There are
no bilingual teachers at the middle and high schools levels. Although there
are seventeen bilingual teachers and four bilingual aides at the HHORC, most
of the programs in which LEP students are enrolled are not serviced by
bilingual teachers and aides (see appendices E and M).
-352-
(Recommendations cont')
2) implementing the "Policy Paper: Bilingual
Strategies and Procedures',' focusing on
the procedures and responsibilities of
those vocational/occupational instructors
servicing the LEP students, and
3) developing curricular materials in the
native languages.
C. Bilingual counselors, speaking the appropriate targeted native
language, be assigned to those vocational/occupational programs
in which LEP students are enrolled (especially at the HHORC).
D. Recruitment activities to enroll LEP students at the HHORC
be conducted systematically for all language groups.
E. Native language instructional materials for the program areas
in which large numbers of LEP students are enrolled be
developed/adapted/commercially bought to be used by the
vocational/occupational education teachers.
F. Policies of bilingual language instruction in the vocational/
occupational programs be enforced by building administrators
to irradicate the negative stigma of teaching bilingually
in the various vocational/occupational education programs.
G. Class size projections (DI) in regular education classes
allow adequate space for mainstreaming bilingual students
(i.e, reduce class size in targeted schools).
H. Adequate staff and resources be available in non-academic
subject areas (i.e, music, art) to foster integration and
mainstreaming for bilingual students.
I LEP students, who might be mainstreamed in non-bilingual schools,
be retained within those targeted schools so that they can take
advantage of existing native language services and resources within
the school building.
J. Native language speaking administrative aides be assigned to administrative
tasks so as to concentrate utilization of native language
teachers for support services and also to encourage
collaborative efforts towards increasing team teaching.
K. All necessary bilingual teachers, aides, and counselors be
hired to provide appropriate bilingual education programming.
L. The hiring process reflect the linguistic and cultural
reality of Boston Public Schools specifically at the school
building level to include administrators, teachers, aides_
and counselors representing the various targeted linguistic-
cultural groups.
M. Language Assessment Team and LAU STEP placement for all
students be implemented upon recommendation without undue
delays.
-353-
N. Language Assessment Team recommendations from the central
office computer be received orior to student scheduling
in September.
0. Administration of appropriate (CLOZE) testing of all
students, especially Indochinese high school students,
be made prior to placement and/or transfer.
P. Transfer and placement policies of ESL programming be
reviewed to insure consistent application in all targeted
schools.
Q. The acquisition of linguistically and culturally relevant
materials be instituted for the classrooms and libraries/
resource centers.
R. An interim set of ESL objectives and guidelines be
identified (although an ESL curriculum is currently being
developed) and disseminated for teachers to implement.
S. Those programs which have been identified as successfully
integrated be used as models for other bilingual
programs within the system.
T. Chapter I services be utilized systematically throughout
Boston Public Schools to service LEP students.
U. LEP students be maintreamed and that their parent's
request be honored regarding opportunities for participation
in language and culture maintenance programs.
V. The linguistic-cultural educational needs of LEP students
enrolled in the examination schools be addressed to provide
appropriate bilingual programming.
W. Sub-PAC newsletters and bulletins be developed for dissemination
to all parents.
X. Native language parent trainers be trained to conduct parent
training sessions for LEP parents.
Y. Roles and responsibilities of community field coordinators be
clearly defined to facilitate a more effective involvement
of parents in the annual in-house review.
Z. Pedagogically sound and economically efficient bilingual
program clusters be implemented throughout Boston Public
Schools.
-354-
VI. Additional Data
The following data were collected to specifically address the
concerns of the Board of Education related to length of time
that LEP student remain in the bilingual education programs,
problems encountered by Boston Public Schools in achieving
state and federal transitional bilingual education goals,
how Boston Public School deals with such problems, and
factors tending to decrease the "transitional"nature of TBE
programs.
Length of time in bilingual programs
As shown in appendix N, the majority (57%) of the LEP
students in Boston Public Schools transition into non-bilingual
education programming after one year of transitional bilingual
education. As compared to the statistics of the school year,
1981-1982,42% of the students transitioned into non-bilingual
education programming. The statistics on appendix N also shows
that 15" of the LtP students are maintained in bilingual
education programming after the three year' period for the school
year 1982-83 while 31% for the 1981-82 school year.
As shown in Appendix P, further analyzes would show that out of
the indicated 16 percent of LEP students who are maintained in
bilingual education programming after three years, 11 percent are
of Hispanic background, two percent are Italians, 0.7 percent Greeks,
and 2.3 percent are of Cape Verdean, Chinese, Portuguese, French Haitian,
and Vietnamese backgrounds.
As shown in appendix 0 the bilingual education programming in Boston
Public Schools has graduated 372 bilingual students during the 1982-83
school year. 77% of the graduating bilingual students have opted to go
on to higher education with 58% of these rf^ceiving awards of scholarship.
Problems of Boston Public Schools in achieving state and federal
transitional bilingual education goals
The following specifications identifies those related
recommendations which have previously been documented as well as
other problems encountered by Boston Public Schools in accomplishing
state and federal transitional bilingual education goals.
• Absence of parallel scheduling of the bilingual and non-
bilingual classes at the middle and high school level
hindering the possibility of partial and full-mainstreaming.
• Lack of sequential curriculums 'for the bilingual classes in
thecontent areas of language arts, science, math, and
social science^
• Resistance on the part of the bilingual teachers, students
and parents to mainstream due to the absence of supportive
services m the non-bilingual proarams
-355-
-13-
How does Boston deal with the above problems
The above stated recommendations/documentation of problem
areas have been stated in the "Bilingual Audit Report-
January, 1981" and the "Bilingual Audit Follow-up Report
June, 1982'.' Nonetheless, due to a) new immigrant groups
enrolling yearly in Boston Public Schools, b) budget cuts
in personnel, materials acquisition/development, and staff
training, c) lack of support from some teachers and
administrators vis-a-vis bilingual education programming,
and b) absence of a language policy of the bilingual
education department, the same problems, with minor changes,
are evident from year to year. Nevertheless, some strives
have been made by Boston Public Schools to remediate certain
non-compliance/problem areas. The following specifies those
positive steps taken by Boston Public Schools:
• hiring an ESL consultant to develop/scope and
sequence the Boston Public Schools ESL curriculum
as well as train teachers in ESL methodology
e developing Title VII proposals to seek federal
funds to supplement bilingual education activities
in Boston Public Schools (BPS has received two federal
grants - Project S.U.C.C.E.S.S. "Strategies to Upgrade
Children's Competencies t^hrough E_ducational S^haring
and Support "and Project C.H. I .L.D. "Comprehensive "
h[elp ^n Language Development")
» developing and receiving state 636 grants to develop
curricular materials, and conduct staff and parent
training
e computerize the LAU classification of LEP students
Factors tending to decrease the "transitional" nature of
TBE programs
Since generally LEP students transition into monolingual
education programming within the recommended three years;
nevertheless, the following decrease the "transitional"
nature of transitional bilingual education programming in
Boston Public Schools.
• Over-crowding of the non-bilingual classes making
partial or full mainstreami ng difficult if not
impossible to happen within the same school year
■356-
Absence of native language support services in
the non-bilingual education program to help in
the smooth transition of the bilingual student,
thereby, contributing to the hesitancy of the
bilingual teachers, parents, and students to
mainstream those bilingual students.
Lack of parallel scheduling with bilingual and
non-bilingual classes, especially at the middle
and high school levels, making partial
mainstreaming impossible.
-357-
The Commonwealth of Massachusetts
Department of Education
APPENDIX A
Division of Curriculum and Instruction
1385 Hancock Street. Quincy, Massachusetts 02169
September 27, 1983
Mr. Raffael DeGruttola, Senior Advisor
Boston Public Schools
26 Court Street
Boston, MA 02108
Dear Mr. DeGruttola:
We are in the process of commencing our monitoring of the Boston Public
School Consent Decree, specifically in the area of bilingual education. As
a result of the data collection conducted during school year 1982-83 relative
to bilingual education and the documentation included in the Report to the
United States District Court, District of Massachusetts on Boston School
Desegregation, Volume I and II, vie will focus our monitoring activities on
the priority of space assignments, bilingual vocational/occupational education,
and the bilingual cluster models as specified in the Boston Public School
Lau Plan. These monitoring activities will consist of reviewing related
Boston Public School documents, interviewing (see attached proposed instrumentation).
Department of Implementation and Bilingual Education staff members, attending
appropriate parent meetings and conducting on-site visits to targeted schools
and classrooms.
In order that we might provide the U.S. District Court with valid and
timely documentation about bilingual education programming in the above
mentioned priority areas, would you please provide us with the following
documents by October 5, 1983:
--Location, by school and district, of all bilingual
education programs specifying the numbers of
students by grade level, and language group as
well as the numbers of bilingual teachers serving
these LEP students.
— Bilingual certification status of the bilingual
teachers at the HHORC.
— Student lists of middle and high schools where bi-
lingual programs are in place indicating the numbers
of students in each of the language clusters.
--Lau Plan Status Report.
— Written Documentation vis-a-vis admissions criteria to
the magnet and examination schools.
— Any other documents which you feel would facilitate our
monitoring efforts.
-359-
Please note that the Greater Boston Regional Education Center will
coordinate with the Division of Occupational and Special Education in
conducting the on-site visits as well as collecting appropriate data.
It must also be noted that all responses and documentation should be
returned to the Greater Boston Regional Education Center. Mr. Allen Gilpatrick
will be in contact with you during the next few weeks to make the necessary
arrangements to conduct the on-site visits.
If you have any questions regarding this process, please contact
Mr. Allen Gilpatrick. We look forward to your continued assistance
and cooperation in the process.
Sincerely,
James H. Case
Associate Commissioner
Division of Curriculum and
Instruction
f^KOJSL/j-
Marlene Godfrey
Director, Greater Boston
Regional Education Center
Attachment
cc: Robert Spillane
Ernest J. Mazzone
-360-
The Commonwealth of Massachusetts
Department of Education
APPENDIX B
1385 Hancock Street. Quincy, Massachusetts 02169
Bureau of Transitional Bilingual Education
Memo
TO:
FROM :
RE:
DATE:
MARLENE GODFREY, DIRECTOR, GREATER BOSTON REGIONAL EDUCATION CENTER
til'
ERNEST J. MAZZONE, DIRECTOR, BUREAU OF TRANSITIONAL BILINGUAL EDUCATION
MAZZONE RESPONSE TO QUESTIONS ON BILINGUAL VOCATIONAL EDUCATION
MEETING 9-27-83.
AS PER YOUR REQUEST.
OCTOBER 3, 1983
Question:
1
Chapter 71A, M.G.L. is clear on the application of dual language
medium instruction specifically statc-d in section 2 of the Act
and regulation 20.
On this issue the Act makes no distinction between vocational
education, special education, regular academic or any other
content area. The bottom line is that instruction must be given
in the native language as well as in English once a child has been
identified as limited English proficient and who is incapable of
performing ordinary classwork in English. The treatment of
language and the time used in the native language is determined by
the educational needs of the child. The Bureau has set forth
guidelines for full-time program of instruction in TBE to assist
local school districts implement this provision.
The second issue raised in the question seeks to know the application
of the TBE law to programs not mandated for graduation. In essence
th« only mandated courses in Massachusetts are American history and
Citizenship and physical education.
Thus the reference to a full-time program of instruction in all
courses a child is required by law to receive and which are required
by the child's school committee have no reference to graduation
requirements. The Act does not say that only courses required for
graduation must be taught in the native language as well as in English.
The intent of the Act is to Insure that whatever courses are either
offered or required of children in a particular local school district
must be offered dual lingually to the LEP child.
In the hierarchy of things the higher order prevails; that is the
more rigorous provision between two conflicting legal requirements
will be the one which must be followed.
-361-
Memo to Marlene Godfrey Page 2 October 3, 1983
Example, (1) Both Chapter 71A, M.G.L. and the Lau Remedies
require certain procedures in the identification, placement
and transfer of limited English proficient children into and out
of TBE programs. The provisions in Chapter 71A M.G.L. are
less demanding than those in the Lau Remedies. In accordance
with the principle of higher order prevailing, a local school
district must follow thbse requirements of the Lau Remedies
which go beyond what is required by Massachusetts State Law.
Example (2) Bo th^ Chapter 71A, M.G.L. and the Lau Remedies require
the local school district to provide instruction in ways which
ensure access to learning for the LEP child. Lau generally requires
dual medium instruction at the elementary school level and under
certain conditions accepts ESL instruction at the secondary level.
Chapter 71A M.G.L. however requires TBE (dual medium instruction)
at both the elementary and secondary levels. On this matter, then,
in accordance with the principle of higher order, school districts
arfe required to provide native language medium instruction in all
subjects a child is given or takes both at the elementary and
secondary level. As stated before the treatment of languages and
time in each is an educational decision based on the individual
needs of the student.
The positions just stated have been the consistent policy of the
Bureau on these matters since the implementation of Chapter 71A
M.G.L. in April 1972.
3. Reference was made to the Lau categories which defines those
entitled to TBE. Specifically it means categories a^ and b^.
4. Regional staffs both occupational education and bilingual engage
in monitoring bilingual vocational education in other school
districts. Mazzone made reference to the exemplary Title VII
Vocational Education bilingual program in the Greater Lawrence
Regional Vocational School and the program at the Keefe in Framingham.
Marlene, although I gave Imput to Some of the other questions raised by Jim Caradonio,
I believe others in the group perhaps could provide you with their more indepth
responses. The questions I feel I spoke to in some depth are addressed above.
Especially critical are responses to questions 1, 2, and 4. Please call if I
can be of further help.
:gs
-362-
LEGEND
1 APPENDIX C I
(Tallied Results of
Key questions of
Appendix C)
X = indicate yes
= indicate no
1. Are there written procedures to encourage
LEP students to enroll in Occ/Voc Ed. Prog?
• Letters in native lang. to parents
2. Are LEP students provided instruction in
native language?
• guidance services in native language
• voc/occ. ed. in native language
3. Number of LEP students enrolled in the
specified school
A. The variety of program available:
Automative
Foods
Clothing
Electronic
Woods
Drafting
Metal
Data Processing
Printing
Business
Curricular materials are available in the
following native languages
Cape Verdean
Portuguese
Cambodian
Laotian
Vietnamese
Chinese
Italian
Greek
Czechoslavakian
Spanish
-363-
HIGH SCHOOLS
-r
MIDDLE SCHOOLS
A./,. Z,-^/
,^/#/.5./#/i?/.^/.^4
421 95 92 158
V / #/ #/ #/
152
68
X
X
X
101
49
X
X
X
X
125
X
X
X
X
(cont' Appendix C)
Legend
indicate yes
indicate no
HIGH SCHOOLS
MIDDLE SCHOOLS
6. Materials are used in the following languages
• Cape Verdean
• Portuguese
• Haitian
• Cambodian
• Laotian
• Vietnamese
• Chinese
• Italian
• Greek
• Czechoslavakian ,
• Spanish
Does coordination exist between the voc/occ.
education teachers and the bilingual teachers
in:
Woods
Metal
Electronic
Drafting
Printing
Computer
Foods
Cloths
Business
Automotive
Does coordination exists between the voc/
occupational education teachers and the ESL
teachers in
Woods
Metal
Electronic
Drafting
Printing
Computer
Foods
Cloths
Business
Automative
-lei-
Legend
X = indicate yes
- = indicate no
("^""l^' Appendix C)
HIGH SCHOOLS
r
MIDDLE SCHOOLS
9. Written procedures exist to determine LEP
students?
10. Are aides used in the voc/occ education
classes to help the LEP students?
-36!.
APPENDIX D
TEACHER INTERVIEW QUESTIONNAIRE (COMPOSITE)
HHORC
1. Do you use native language materials in your class?
Yes 57% iqo__43%_
2. What kind of native language materials do you use?
Spanish Vietnamese
Cape Verdean Laotian
Haitian Cambodian
3. How do you teach L.E.P. students?
1 s% teach monolingually
27% teach monolingually with a bilingual student translating
teach monolingually with some native language materials
9%
9% teach monolingual with a native language speaking aide
45% teach bilingually-in English and the targeted native
language
4. Are aides available to work with your students?
Yes 17 No 83
Wliat kinds of services are available to you which impact on the quality
of educational programming for your LEP students?
counseling
community field liaison
curriculum developers
native language materials
27% others ESL
6. Is this administration/ teaching peers receptive to bilingual education
services to the LEP students?
20% Nn 80
Yes ■'"'^ No
■f • Teaching in the native language is not appreciated by the
bpeciry innnni ingnal tparhPT _
t> teaching bilingually is not tolerated/not valued by non-bilingual
xnstructors ~ ~ ~~ ~ ~
_j^.y_
7. What administrative support would facilitate your task of responding
to the linguistic -cultural needs of the LEP students in your class?
Specify ® Need for counseling services in the native language of the
HHORC LEP students (only one bilingual Spanish counselor who work with
the students in the health and business clusters-no services available for
any other language groups')
s more time available to develop curriculum
• scheduling to permit for coordination with other bilingual teachers
€> more aides to focus on helping LEP students especially the Haitians,
Cape Verdeans and Cambodians
9 need for computers for individualized
s more materials in the targeted native languages.
-368-
APPENDIX E
Bilingual Vocational Instructors
Humphrey Occupational Resource Center
1983 - 1984
Instructor
Kenneoi Chin
Violeta Gonzalez
Ramon Suarez
Corina Murphy
Carlos Bartels .
Julio Delgardo
John Oliveria
Shirley Daly Carr
Maria Paz Lewis
Lemardo Comarzo
Alvaro Comarzo
Cesar Coloma
Leonardo Arruda
Viriato Pereira
Loray Pollinger
Efren Hidalgo
Marta Kaufman
Native Language (s)
Chinese
Spanish
Spanish
Spanish
Spanish
Spanish
Cape Verdean
Portuguese
Spanish
Spanish
Spanish
Spanish
Spanish
Cape Verdean
Cape Verdean
Spanish
Spanish
Spanish
Program
Data Processing
Data Processing
Data Processing
Cosmetology
Carpentry
Plumbing
Electricity
Health Aide
Medical Terminology
Electronics
Autobody
Electronics
Auto Mechanics
Auto Mechanics
Auto Mechanics
Special Needs Assessment
Project (SNAP)
SNAP
-369-
Appendix E-1
Bilingual Aide-^
Humphrey Occupaticnal Resource Center
1983 - 198 A
Aide Native Language (s)
Eddie Luis Ocasis Spanish
Samuel Maldonado Spanish
Esmln Rodney Spanish
John Iran Vietnamese
Chinese
French
-370-
Appendix F
School
Comp.
Non-Comp .
Language Group
Student/Teacher Ratios*
Elementary:
Condon
X
Spanish
30.1
(w/aide)
X
CV
24.1
(w/aide)
Agassiz
X
Spanish
22.1
no aide
J K
X
Spanish
21.1
(w/aide)
Middle:
Edison
X
Spanish
16.1
X
VM
**32.1
Taft
X
Spanish
21.1
No aide
Irving
X
Greek
25.1
(w/aide)
X
LA.
14. 1
no aide
X
CA
**42.1
no aide
Roosevelt
X
Spanish
14.1
no aide
McCormack
X
Spanish
18.1
aide
Mackey Midd
X
Spanish
18.1
(w/aide)
HiRh:
Brighton
X
Spanish
22.1
no aide
X
VM
** 21.1
no aide
X
ESL
25.1
no aide
East Boston
X
Italian
18.1
(w/aide)
South Boston
X
Spanish
25.1
no aide
X
CA
**105.1
no aide
Dorchester
X
Spanish
18.1
no aide
West Roxbury
X
Greek
20.1
(w/aide)
Charlestown
X
Khinese
20.1
no aide
X
Spanish
16.1
no aide
English
X
Haitian Creole
** 22.1
no aide
X
Laotian
** 19.1
no aide
X
Spanish
19.1
no aide
* The numbers reported in this column signify student/teacher ratios based
on the total number of limited English proficient students divided by the
total number of bilingual teachers assigned to the school. This, however,
does not necessarily accurately reflect what the student/ teacher ratios
are in each classroom within the school. In some classrooms there could be
more and in others there could be less.
** Most of these students range from 0 to limited English proficiency.
*** Accordltig to Regulation 14.05 of the Chapter 71A.
"Except for multi-grade level classes (classes in which more than one grade
level is/are included) , the maximum student-teacher ratio shall be 18.1,
except that the student-teacher ratio may be 25. 1 , where a native speaking
teacher's aide is assigned to a Transitional Bilingual Education class or a
non-natlve-speaking teacher's aide is assigned to a Transitional Bilingual
Education class taught by a native speaker of the primary language of the
children enrolled in the Transitional Bilingual Education program. In multi-
grade level classes, as defined supra, the ratio shall be 16:1 without said
aide and 20:1 with said aide, respectively. "
-371-
APPENDIX G
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-373-
APPENDIX G-2
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-375-
APPENDIX G-4
SEX
0
i
u
o
E
«i
TOTALS
V'Vf
\7/
-^/(^
|HHORC
5
>
5
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a9
W^
/f^
Brighton H. S.
7^77
/S/
Edison
£-^-
A^A-
Toft
oj-^
^^
Jomoico Ploin
{?? .7d
^9
Theo. Roosevelt
(cl\6)
/<Pr
1 Cor ley
b^bji
! -¥9
|W Roxbury
^^^
i /^/
1 Irving
JO ^1
. —
^/
1 Lewenburg
S7\3h
^3
1 Dorchester H. S.
Wt\'i2
^7
1 Cleveiond
|.?^3/l 1
^ip llMcCormock
\V?S5\ 1
/afi. \\ C>earborn
l-^;?'Vfl
1 f^i-J! Soyth Sosion
\(.^V.L'f\
1 /:?/ It Edwords
Sl\iV:
ifVyii Timillr
itj\^^ //7 ll Cnoriestown H. S.
'^(3lir3J /^3ll6ornes
^■•«i£/
i?x,— |l East Boston
•filr*?
/^5"|l Madison Pk
I^H^^-^
3^ 1 Umono
l^y ^?
English High
ijv^fi ! ^-.9'll'^'"9
-5y;o<yi 1 ^,^ ll Mockey
/!
1 / llMcKmley
-^b
1 1^-3 II Boston High
,.'.'/ 1^^
! ■?<•/ II boston Tech
i/c;- ?
1 j<j II Gov. n
1 1 1
iou/a I TOTAi CnvwiDE
1
1 .,^._;. \ Mole
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1 /ro"7 1 Female
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I
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-376-
/appendix h/
AVAILABLE NATIVE LANGUAGE CURRICULAR MATERIALS VOCATIONAL/OCCUPATIONAL EDUCATION
LANGUAGE
A-^)
A^
er
.^
x
.^
PROGRAM
Y
N
Y
N
/
Y
nIy
-0
N
Y N
/
Y
4i
N
Y
NlY
N'
Y
/
N
f
Y
f
Y
N
y
Y
/
N'
t
7
N
Food Service
X
Retailing, Marketing and
Management
Cabinetmakinq
X
Carpentry
X
X
Plumbina
X
X
Building Maintenance
and Repair
Autobody Repair
Laboratory
X
X
Machine Laboratory
X
Sheet Metal Laboratory
X
Welding Laboratory
X
Advanced Office and
Management
X
X
Legal Office
Procedures
X
1 —
Medical Office Assistant
X
Word Processing
K
Banking
Child Care
Cosmetology
X
Fashion/Interior Design
Hotel Hospitality
X
Data Processing
X
Health Aide
X
X
Health Laboratory Skills
X
Medical Office Assistant-
Clinical
X
Nursing Assistant
X
X
Electrical Technology
X
X
Electronics Technology
Heating. Air Conditioning,
Refrigeration
X
Commercial Design
X
X
Fashion Illustration
Machine Drafting
■
X
X
_
-311-
rAfl'ENDIX H (conf 1/
LANGUAGE
PROGRAM
Photographic Technology
Printing
Television Production
Automotive/Truck Repair
Marine and Small Engine
Repair
-378-
DEPUTY SUPERINTENDENT'S
MEMORANDUM
/APPENDIX 1/
No. 59 1983-1984
September 19, 1983
. ADMINISTRATION OF THE SECONDARY SCHOOL
ADMISSION TEST
TO: Community Superintendents, Headmasters, Principals and Other
Administrative Heads
The Secondary School Admission Test (SSAT) required for entrance into
Boston Latin Academy, Boston Latin School, and Boston Technical High School will
be administered on Saturday, November 19, 1983.
The registration deadline for the I983 SSAT will be October 5. By this
date, principals and headmasters will have forwarded to the Educational Testing
Service (ETS) in Princeton, New Jersey all computer ized cand idate regi strat ions
then in their possession. Admission Tickets will be distributed to the home
school during the week of October 31, 1983.
Appropriate notices, registration materials, and directions for reporting
grade point averages are being distributed by staff of the Department of
Implementation to our public schools which serve students in grades 6, 8, and 9,
and to comparable private and public schools in the metropolitan area.
It is imperative that potential candidates and their parents be advised
^ef- the SSAT administration' date "atid' the other dates in this notice. To this
end, principals and headmasters must direct teachers, guidance personnel and
other administrators to notify the parents of all students in grades 6, 8, and 9.
School personnel also should advise parents and students of the importance of^
t he ^ra^e~Poim~ Average ;j[t;PiA'}^ij^"^1? ing'^t^^^^
tehe examination "school s. ^'^
FOR FURTHER INFORMATION, PLEASE CONTACT PERSONNEL IN THE
DEPARTMENT OF IMPLEMENTATION, MOST PARTICULARLY
KATHLEEN BOLY SPARKS, EXTERNAL LIAISON UNIT, DEPARTMENT
OF IMPLEMENTATION, 26 COURT STREET, BOSTON, MA. 02108,
TELEPHONE 726-6555 or 726-6200 EXT. 556A.
ROBERT S, PETERKIN
Deputy Superintendent
School Operations
-379-
THE SCHOOL COMMITTEE OF THE CI
Robert s. fet
Superintendent for School
Operations
BOSTON PUBLIC SCHOOLS
DEPARTMENT OF IMPLEWENTATl
EXTERNAL LIAISON UNIT
Coakley^ ^Senior Officer,
iepartment of Implementatif
/APPENDIX 1/
TO:
FROM:
DATE:
SUBJECT ;
Headmasters and Principals of Schools
Lydia B. Francis
September 22, 1983
Materials f or^Candidacy for Boston Latin Academy, Bost^^j
^atin School, Boston Technical High S.chcjil
The Secondary School Admissions Test (SSAT), required for entrance in
19S4-85 into Boston Latin Academy, Boston Latin School, and Boston
Technical High School, will be administered on Saturday, November 19, 1983.
Enclosed please find the following materials related to the SSAT
registration process:
1. For distribution to all students in grade 6, 8, or 9,
copies of two documents entitled:
a ) SSAT Bulletin of Information for Candidates wh i ch
contains the Registration Forms
b) Procedures for Candidacy for Admission to Boston Latin
Academy, Boston Latin School, Boston Technical High
School which contain the Form For Candidate's Personal
Data and Report of Grade Point Average (GPA) and the
Examination Schools - Entrance - Fact Sheet.
2. Schedule of dates for Registration Procedures (attached
to this memorandum) .
Please distribute the enclosed information in accordance with the
attached schedule. If you have questions concerning any of the enclosed
data, please feel free to contact Kathleen Boly Sparks at 726-6200,
extensiori: 556'+.
Thank you for your cooperation.
elf
cc Community District Superintendents
Enclosures
1
-380-
26 COURT STaEET. 20ST0N MASSACHUSETTS C210S • ifii7> 77&-5553
SCHEDULE OF DATES FOR PROCEDURES
FOR CANDIDACY FOR ADMISSION TO BOSTON LATIN
ACADEMY, BOSTON LATIN SCHOOL, BOSTON TECHNICAL
September 27... on this dace you will receive a supply of:
1) Procedures for Candidacy for Admission Co Boscon Latin
Academy, Boston Latin School, Boston Technical High
School which contain Che Form for Candidace's Pergonal
Informacion and Reporc of Grade PoinC Average and the
Examination Schools -Entrance-Fact sheet .
2) SSAT-B Bulletin of Information for Candidates which
contains the Registration torms.
September 23- • .Distribution of items 1 and 2 above to all students in grades
6,8, and 9
September 30 .. .Students -must return:
1) the Registration Form (enclosed in the SSAT-B Bulletin of
Information for Candidates, 1983-84)
2) Form for Candidate's Personal Information and Report of Grade
Point Average (GPA)
October 5 ...SSAT-B Registration Forms, completed and checked, must be mailed
by the principal/headmaster to:
SECONDARY SCHOOL ADMISSIONS TEST
EDUCATIONAL TESTING SERVICE
BOX 922
PRINCETON, NEW JERSEY 08541
During the ...Each principal/headmaster will receive directly from the
week of Educational Testing Service a ticket of admission for each
October 31 properly registered candidate enrolled in his school. The
principal/headmaster must copy the registration number (on
the ticket of admission) onto each candidate's Form for
Candidate's Personal Information and Report of Grade Point
Average. Section III, item A. The candidate must present
the admission ticket on the day of the test in order to be
admitted to his/her assigned test center. The candiate
should bring some personal identif icacion co Che cesc
cencer on the day of the test. His/her parent, teacher or
principal should assist in obtaining the personal identification.
If problems arise concerning delayed tickets of admission, the
principal/headmaster, rather than the parent, should telephone
Princeton Candidate Services, SSAT Program (1-609-921-9000).
It is possible that some candidates will receive admission
tickets up until November 18.
PLEASE DO NOT DISTRIBUTE TICKETS TO CANDIDATES UNTIL THE VEEX OF ^T0VEMBER 14th.
November 19 ...Secondary School Admission Test will be administered
November 26 . . .Make-up Administration date should all test cenrers be closed on
November 19 due to inclement weather or some other eventuality
which renders chac administration impractical or impossible
February 10 ...Return to the Department of Implementacion, ATTEN: Kathleen Sparks,
]_934 the completed, signed, and dated Form for Candidate's Personal
Information and Report of Grade Point Average (GPA) (See
Directive for Grade Point Average).
-381-
Appcnclix J^
Accessibility - P.
2q\ilred Programs
& Support S
ervl
jes
School
Language •
Regul
ar N
~.n-L
inguage Courses Bilingual
Guidance
• m
iJ u
in 3
•«-l 4-1
ES .-1
3
J U
0)
u
c
•H
o
1
►J
u
nj
T.
u
I-I
<C
ID
6C
«
3
c
«
u
-H
V)
3
X.
4-
<
Oh
X
o
Counselor
Elementary
L pe
^
w/
Condon
Spanish
X
X
X
X
wk.
nc
bil.
tch.
N/A
Cape Verd.
X
-X
X
X
It
ir
N/A
Agassiz
Spanish
X
X
X
X
1 i
available
N/A
JFK
Spanish
X
X
X
X
available
Middle
Spanish
X
X
X
X
TafC
1 day per week
Edison
Spanish
Vietnamese
X
X
X
X
X
X
liinited
limited
1 day per week
Irving
Cambodian
X
X
X
X
denied access
no
Laotian
X
X
X
X
denied access
no
Roosevelt
Spanish
X
X
X
X
available
1 day per week
McCormack
Spanish
X
X
X
X
available
no
Mackey
Spanish
X
X
X
X
available
1 day per week
High School
Brighton
Spanish
limi
ted
offe
ring
s available
Vietnamese
limi
ted
Dffe
ring
s available
E. Boston
Italian
X
X
X
X
available
LEP (immigrant)
lim:
ted
ESL
serv
unavailable
full-time
S. Boston
Spanish
X
X
X
X
available
no
Cambodian
X
X
X
X
available
out-side resource
Dorchester
Spanish
no
X
X
X
available
3 days a week
West Roxbury
Greek
X
X
no
X
available
no
Charlestown
Chinese
X
X
X
X
available
3 days a week
Spanish
X
X
X
X
available
3 days a week
English
Haitian
X
X
X
X
available
1 full-time
Laotian
X
X
no
X
i..i. liable
no
Spanish
X
X
no
X
available
Ih days per week
-3
12-
Appendix K
Bilingual Program Clusters
Eleraenta
n.
School
Language
No.
of Students*
Coi
Tipliance
Non-Compliance
Condon
Spanish
Cape Verd.
96
112
X
X
JFK
Spanish
185
X
Agassiz
Spanish
271
X
Middle
Edison
Taft
Spanish
Vietnamese
Spanish
80
64
60
Irving
Greek
Carabod ian
Laotian
23
84
27
Curley
Spanish
121
Roosevelt
Spanish
57
McConnack
Spanish
70
Mackey
Spanish
95
High School
o
Brighton
Spanish
Vietnamese
110
130
So. Boston
Spanish
Cambodian
76
107
East Boston
Italian
129
Dorchester
Spanish
81
Charles tovm
Spanish
Chinese
78
219
West Roxbury
Greek
40
English
Spanish
French Haitian
Laotian
59
224
37
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X.
-383-
* Student number count verified on-site.
VOCATIONAL /OCCUPATIONAL EDUCATION
MIDDLE SCHOOLS LEVEL
"" NUMBERS OF LEP STUDENTS
/APPENDIX L/
SCHOOLS MONITORED LANG. NUMBER OF LEP STU
PROGRAM
AREAS
SCHOOLS MONITORED
LANGUAGES NUMBERS
OF LEP STUDENTS
WWAf/
1^ / — / — y — ^ — •<
'/
/
/ /
//
//
Mc Cormack
68 LEP *
Spanish 62
Cape Verdean 5
Vietnamese 1
i
!
i
33
35
i
i
;
\
t
■
1
)
Irving
101 LEP*
\ Greeks 17
i Laotian 23
Spanish 4
■Cambodian r: 57
26
60
i
; ■ ■ ■ i
i
! i
i
]
"
Roosevelt
49 LEP *
i
!
i Spanish 48
1 Chinese 1
20
26
3
'
Curley
125 LEP *
Spanish 119
Chinese 2
Cape Verdean 1
Greek 2
Laotian i
68
1
I
1
20
37
—
Edison
151 LEP*
* Lau Category A & B
Spanish 70
Vietnamese 81
28
■
-38.
7
-
i
' 31
1
85
i
i
I
1
1
;
I
j
t
1
!
i
i
i
VOCATIONAL/OCCUPATIONAL EDUCATION
HIGH SCHOOL LEVEL
NUMBERS OF LEP STUDENTS
/APPENDIX L /
PROGRAM
AREAS
>CHOOLS MONITORED
LANGUAGES /NUMBER OF
LEP STUDENTS
HOME / ,<?^^ /
1 ECONOMICS /'"S^ tS^ /
i / /
E. Boston High
1
1
i
1
7
71
95 LEP*
Italian 71
Portuguese 3
!
,
1 Cambodian 8
1
■ Vietnamese 7
1 Cape Verdea 1
i
j Spanish 5
i
!
S. Boston High
A3
J
i
24
25 1
15
92 LEP*
;■ Cambodians 30
I Spanish 52
; Cape VerdeanslO
i
!
i
t
1
i
i i
i !
I '■
i
Brighton High
6
'
2
21
|122|
7
158 LEP*
i Spanish 58
1
' Vietnamese 100
1
1
1
s
i
I
English High
99
29
25
1
152 LEP*
Haitian 72
Laotian 20
Spanish 51
Chinese 1
i
Vietnamese 5
\ 1
1
)
Cape Verdean 3
1
1 i
i
i
i
!
* LAU CATEGORY A & B
I
]
1
i
i
i
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t
1
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i
i
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i
.
-3£
5-
i
I
1
\
■
i
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i
i
LEP STUDENTS ENROLLED IN VARIOUS
VOCAT lONAL / 0 CCUP AT lONAL
EDUCATION'
/APPENDIX M/
PROGRAMS HHORC
LANGUAGE
PROGRAM
Y N
^;fx
Y nIy N Y N
1
X
Y N
Y N
%
fv N'
V
Y N'
4/
/ ^
Y N
1 Y H^
4
Y N
Y n1
if,
U N
Food Service 1
1
1
10
Retailing, Marketing and '
Manaqement 1
1
Cabinetmakinq j
3
Carpentry 1
2
1
4
Plumbinq i
1
3
1
1
Building Maintenance "
and Repair !
7
Autobody Repair '
Laboratory i
2
3
ll
Machine Laboratory j
2
1
1
1
Sheet Metal Laboratory '
1
i;
Welding Laboratory |
1
1
1
3
!
Advanced Office and '
Management j
2
2
'<
!
Legal Office 1
Procedures - !
2
i
Medical Office Assistant j
1
4
Word Processing '
3
5
Banking 1
2
1
1
j
Child Care 1
2
8
!
Cosmetology I
5
2
1
7
i
Fashion/Interior Design j
2
4
Hotel Hospitality I
1
1
3
1
Data Processing j
3
1
1
■0,
Health Aide I
2
Health Laboratory Skills '<
1
4
Medical Office Assistant- '
Clinical '
4
3
1
1
LO
Nursing Assistant |
1
2
1
1
5
Electrical Technoloqy [
7
1
1
1
7
Electronics Technology '
5
5
J.
1
2
L6
Heating. Air Conditioning, j
Refrigeration 1
1
1,
Commercial Design I
1
2
2
Fashion Illustration 1
Machine Draftinq !
r
4
3 ;
-386-
LANGUAGE
PROGRAM
Photographic Techno! dgy_
Printing
Television Production
Automotive/Truck Repair_
Marine and Small Engine
Repa i r
SNAP
Exploratory
ACTUAL ENROLLMENT TOTALS:
ACTUAL NUMBER OF STUDENTS
ELIGIBLE FOR ENROLLMENT:
/APPENDIX M/(cont') o
Y N
3
Y r; Y fiY N
Y N ! Y N
Y N
Y NjY N
Y N'Y N
U
Y NirN
23 2
2 2
8
78
78
2 22 10
15 15
130 9 222 37 20 105 180 77
25«
364
-387-
/APPENDIX N/
LENGTH OF TIME IN BILINGUAL PROGRAMS^
SCHOOL YEAR 1982-83
SCHOOL YEAR 1981-82
Total Students
Total Students
Time
Frequency
Percentage
Frequency
Percentage
0 to .9
2,787
39
1.0
1,416
19
5520
42
2.0
1,314
18
2386
18
3.0
679
9
1208
9
4.0
450
6
2426
18
5.0
318
4
1028
8
5 and up
418
5
612
5
* Data taken from Boston Public Schools Computer Print Out of 10/18/83
:gs
-388-
/APPENDIX 0/
BILINGUAL GRADUATING SENIORS
1982 - 83 SY
School
Lanouaoe
Sex
M F
T
Grad.
Hiciher
Ed.
Awards
Other
•Brighton
Spanish
11
10
21 -
15
12
06
Vietnamese
53
09
62
54
10
08
Jamaica Plain
Spanish
09
12
21
14
01
07
West Roxbury
Greek
08
09
17
10
04
07
Dorchester
Spanish
03
05
08
05
04
. 03
South Boston
Spanish
02
08
10
08
05
02
Charlestov:n
Chinese
47
24
71
57
81
14
Spanish
CI
0?
04
03
02
01
East Boston
Iraiian
08
11
19
17
'19
02
English High
Fr ./Haitian
41
32
73
60
13
13
Spanish
08
12
20
14
C7
06
Laotian
04
01
05
03
03
02
Madison Park
Spanish
03
03
06
02
02
04
Cape Verdean
Totals
21
14
35
25
05
10
219
153
372
287
168
S5
77% have indicated their intent to go on to higher education,
No Cambodian students graduated this year; however many will
be eligible next year. The relative newness of this prograiri
and the limited English language skills of the students are
two reasons for this outcome. Over 45% of the graduating
seniors received scholarships or awards of some Jiind. Of
the 23% who v.-ill not be going on to higher education, many
students have already found emplo\'ment through the efforts
of the Boston Compact's "private industry council."
-389-
(D ro -^
O
X
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a:
<0 11 '^
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o j:
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J I I I I
J o a, ^1 >
in iA u> -^ rg tf\
O <X iM r\i pg
fsj ry fsj rvi 1 fNj
I m — rg
? !
o
z
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QJ O O Jii -H
C Xt C OJ -H OJ
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O U U. O M u
I 1 I I I I
O Q U* U> M UJ
Vocational and Occupational Education
MONITORING REPORT
UNIFIED PLAN FOR VOCATIONAL AJID OCCUPATIONAL EDUCATION
BOSTON PUBLIC SCHOOLS
I. Compliance with Relevant Court Orders, State Laws and Regulations
A. Monitoring Objectives and Key Questions
The major monitoring objective has been to determine if all
vocational/occupational education programs conform to racial
ratios established by the Court and if all programs comply
with admissions criteria specified by the Unified Plan includ-
ing proportional representation by sex.
How does Boston justify disproportional enrollments
by race and sex in certain skills training programs?
What is being done to remedy this situation?
B. Methodology
Based on an analysis of enrollment data by race and by sex,
the Bureau of Equal Educational Opportunity identified 62 voca-
tional programs at 27 schools as showing disproportionality (see
Appendix I-l and the assignment section of the report). The
March 1983 data base did not include enrollments at the HHORC.
A sampling of the 27 schools (8 high schools and 8 middle schools)
was selected for on-site monitoring by regional staff (see Appendix
1-2, Charts a and b) . A data-gathering instrument was designed to
facilitate the monitoring process by gathering information from
school staff on student assignment and transfer procedures.
Questions dealt with the current year's enrollment procedures,
processes and policies.
C. Findings
Status of Compliance
Previous Reporting Period:
full compliance partial compliance X non-compliance
Current Reporting Period:
full compliance X partial compliance non-compliance
1. High Schools
Assignments and transfers in and out of programs are, for
the most part, implemented and authorized by guidance
counselors without regard for adherence to racial ratios
established by the Court. In rare cases, assignments and
transfers at high schools must be approved first by the
-391-
headmasters. South Boston High School student assignments
and transfers are approved by the headmaster. Dorchester
and Jamaica Plain High Schools schedule changes are approved
by guidance counselors before October 1 and by the head-
master thereafter. Magnet programs are an exception to this
policy and any changes for students in these programs are
done by the Department of Implementation. Students must
complete a Request for Transfer/Change form which must be
submitted to the Department of Implementation for approval.
These forms allow students to identify themselves by race
and by sex. The survey sample included two magnet programs.
Agribusiness at West Roxbury High School and Machine Coopera-
tive at Hyde Park High School. While the current enrollment
status of the Agribusiness program indicates overall compliance
for Fiscal Year 1983-1984, some units within this program
are significantly disproportionate as evidenced by underenroll-
ment of Black students in Landscaping and Gardening.
2. Middle Schools
Vocational/occupational education programs at middle schools
are part of the core curricula and all students participate
in these programs. However, student assignments to these
programs are a matter of random selection, alphabetical
selection or lottery (see Appendix 1-2, chart b) . With the
exception of two schools in the middle school sample — Timilty
and Cleveland — assignments are made by guidance staff but
approved and authorized by principals. Assignments at the
Timilty are authorized by the guidance counselors and at
the Cleveland by the registrar.
Though all staff, including principals and headmasters, at
the middle and high schools are aware that programs should
be racially balanced, it is not a consideration when schedules/
assignments are made. Disproportionate assignments to schools
is another factor that may contribute to disproportionate
enrollments in programs. Future monitoring reports will
investigate possible correlations.
D. Recommendations /Commendations
For other than magnet programs, headmasters and principals must
insure strict adherence to ratios by race and proportional
representation by sex in the assignment of students to programs
and that guidance and other responsible staff place the highest
emphasis on this requirement. Boston Public Schools must submit
a plan that addresses the resolution of disproportionate enroll-
ments in cited schools and programs. The plan should include
policies, procedures and outreach, recruitment efforts to ensure
that assignments to vocational/occupational programs conform to
court-approved racial ratios and proportional representation by
sex.
-392-
E. Documentation
Appendix I-l - Enrollment Compliance Index Listing
Appendix 1-2, Charts a and b - summary of on-site visits to
schools with disproportionate program enrollments
-393-
II. Core Programs
A. Monitoring Objectives and Key Questions
The monitoring objective is to determine whether middle school
career and exploratory programs as well as high school exploratory
and employability programs are in place as specified in the Unified
Plan.
Which programs are currently operational and non-operational?
What steps has Boston taken to comply with provisions?
B. Methodology
Boston was requested to submit a plan delineating timelines for
implementing district core programs specified by the Unified Plan.
On site monitoring instruments were used to gather information
regarding the current status of fourteen middle and ten high school
core programs (see Appendix II-l for site visit program summaries) .
Additional data were collected from the Occupational Resource
Center sending school printout.
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance X partial compliance non-compliance
•Current Reporting Period:
full compliance X partial compliance non-compliance
1. Middle School Exploratory
The last report to the court indicated that most of Boston's
schools had identified part-time in-school staff (guidance advisor
or teacher) to bear career education responsibilities. The
Cleveland Middle School did have a full-time career education
coordinator as specified by the Unified Plan. However, this
position has been eliminated this school year. In most schools
career education has been provided through selective classroom
and school activities such as career fairs and guest speakers
through Project Business and School Volunteers. A few schools
offer career education classes.
Boston is now in the final stage of developing a citjrwide career
education plan," and recently completed new curriculum guides for
all grade levels which also include some career education
objectives for the middle schools. In the interim, the major
activities of career education in Boston continue to include
those activities described above. The Thompson, Curley and
Cheverus Middle Schools have active career education classes
and/or career education centers. In most instances school
funds have not been allocated for related activities such as
field trips to job sites and high school vocational programs.
-394-
On November 10, 1983 the Division of Occupational Education
and Boston Public School Career Guidance staffs jointly conducted
a workshop for Boston's middle school guidance advisors. The
presentation focused on state and local career education resources
including Project BICEP (Barnstable Instructional Career Education
Program), a full developed project for career education curriculum
infusion in all major subject areas as well as home economics and
industrial arts. It is anticipated that Boston will supplement
its career education plan with this model project citywide.
Middle School Exploratory Clusters
The last report to the Court indicated that the primary area of
non-compliance in exploratory cluster offerings was in the
Business Cluster. All fourteen middle schools visited were in
non-compliance with the exception of Wheatley, Timilty, and Taft.
The business program at Thomas Edison reopened this school year
and a typing class is now in operation. Computer education
appears to be the current business education focus in Boston.
All schools visited offer the Food-Home-Health Services Cluster,
including the Cheverus which was in non-compliance last reporting
period. They have experienced a reduction in staff in this
cluster. The Industry Related Cluster was in operation at the
Cheverus. The Cheverus, McKay and Jackson Mann schools were in
non-compliance in this area during the last reporting period.
The scheduling process or rotation of students in clusters continues
to vary in most districts. Some schools offer one Industry-Related
shop and one Food-Home-Health Services Related class per school
year. Others offer two Industry-Related shops and two Food-Home-
Health Services Related classes per school year but for less
periods per week than those that offer one shop/class per semester.
In most cases. Computer Education was also scheduled as an
exploratory offering. It was the general preference of shop
teachers to have double periods in lieu of single periods in
order to allow adequate teaching and student work time. Only
a few of the middle school exploratory classes are scheduled
with double period shop classes. It need also be noted that
some of the shop teachers particularly in the Graphic Arts
area indicated that they are still awaiting necessary supplies
ordered last year or prior to, which have not yet arrived.
Most exploratory classes include some degree of career awareness
related to the particular subject area.
High School Exploratory
During the last reporting period, only five high schools offered all
three required cluster areas: 1) Industry Related, 2) Food-Home-
Services Health Related, and 3) Business-Distribution-Government
Related. Those schools were Jamaica Plain High, West Roxbury High,
South Boston High, Charlestown High and Madison Park High. During
this reporting period, eight high schools visited were in compliance
in the three exploratory clusters. Dorchester High continues
not to offer the Industry Related Cluster, and East Boston High
no longer offers the Food-Home Health Services Related Cluster.
The following schools were in non-compliance last reporting period
but are in full compliance this reporting period: Brighton High,
Hyde Park High, J.E. Burke and English High (see Appendix II-2
for individual school detail) .
-395-
4. High School Employabillty
It was mentioned in the last report that none of the high schools
offered the Food-Home-Health-Related Cluster as an employabillty
skill area. It has been verified through site visits conducted
during this reporting period that the following schools offer
this cluster: Brighton High, Dorchester, South Boston High,
English High and Madison Park High. East Boston High does not
offer the Food-Home-Health Services Related Cluster nor do they
have students attending the Occupational Resource Center for this
program area. All of the ten high schools visited continue to
offer the Business-Office Education classes. However, some high
schools and particularly Madison Park High, demonstrated a need
for more trained personnel and teaching time to use effectively
the typing, word processing and micro computer labs. The four
schools cited in the last report as not offering the Distributive-
Marketing Cluster were West Roxbury, Hyde Park, South Boston and
East Boston. These programs continue to be non-operational. In
addition, two other Distributive Education Programs closed -
Jamaica Plain High and English High. The only two high schools
visited whose core programs (exploratory and employabillty) were
in full compliance were Brighton High and Madison Park High.
Recommendations /Commendations
1. Middle School Career Exploratory
Boston has made considerable efforts in reviewing the status and
needs for career education systemwide. At this time, curriculum
infusion is the primary vehicle by which career awareness, assess-
ment and development are implemented. A school system as large
and as diverse as Boston needs central, district and school
coordination. Full-time central staff and part-time school
staff exist for the middle schools and high schools. District
level coordination input and follow up, however, are not in
place. Such district coordination would increase the degree of
career education in all district schools and provide a better
transitional process for middle school students as they enter
high school.
2. Middle School Exploratory Clusters
If in fact Boston's focus for the Business Cluster will be on
computer education, then the necessary modifications or amendments
to the Unified Plan must be made. In addition, computer education
should not be implemented at the expense of the implementation
of the Food-Home Health Services Related Cluster or Industry
Related Cluser.
3. High School Exploratory Clusters
It should be noted that Boston has reopened five exploratory programs
which were previously closed. Although some schools may not offer
a particular exploratory cluster, except for East Boston High, these
schools have students attending exploratory clusters at the Humphrey
Occupational Resource Center (see Appendix II-2 for school detail) .
-396-
4. High School Employablllty Clusters
The Distributive-Marketing Clusters which have been closed
should be reopened. More in-school incentives and awards
should be provided for all vocational occupational education
students.
Documentation
Appendix II-l - Middle School Career Education/Exploratory Site
Visit Program Summaries
Appendix II-2 - High School Exploratory/Employability and Boston
Compact Chart
School brochures and materials (on file)
■397-
III. Magnet Programs
A. Monitoring Objectives and Key Questions
A major objective is to determine whether all required magnet
satellite programs are in place as specified in the Unified
Plan.
Why are certain magnet programs not being offered as
specified by the Court-ordered Unified Plan? What is
being done to implement these programs?
B. Methodology
Boston was requested to submit a plan delineating timelines for
implementing district magnet programs specified by the Unified
Plan. On site monitoring instruments were used to gather in-
formation regarding the current status of all middle and high
school core programs. Additional data were collected from the
Occupational Resource Center sending school printout.
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance X partial compliance
•Current Reporting Period:
full compliance X partial compliance
non-compliance
non-compliance
Current enrollments in the satellite programs still show non-
compliance in terms of total enrollment and no magnet program
exists in District II- Jamaica Plain High. The cooperative
programs in District VI- South Boston High and District VII-
Charlestown High were closed and transferred as indicated in
the last report. Enrollments in the operational magnet pro-
grams are as follows :
Enrollment
Enrollment
District
High School
Program
July
1983
February 1984
I
Brighton High
Automotive
223
222
III
W. Roxbury High
Agribusiness
■ 117
120
IV
Hyde Park High
Machine Shop
93
83
V
Dorchester High
Architectural/Wood
and Upholstery
84
64
VIII
E. Boston High
Machine Shop
TOTALS
132
649
62*
551
*A substantial decrease has taken place in the Machine Shop Program at East
Boston High.
-398-
I
The current enrollment at the Humphrey Occupational Resource
Center is 2,796. This year's enrollment shows an increase of
207 over last year's enrollment of 2,589.
Commendations/ Recommendations
Boston should increase its magnet programs to include federal
clusters in the districts not represented. Strong efforts must
be made to increase enrollments in existing cooperative programs.
-399-
IV. In-School Bilingual
A. Monitoring Objectives and Key Questions
The major monitoring objective was to assess the provisions for
supportive services, including administrative, counseling and
instructional support services, to limited English proficient
students enrolled in vocational/occupational education programs
in Boston Public Schools.
Are adequate and sufficient supportive services being
provided to limited English proficient students enrolled
in those programs?
B. Methodology
The monitoring method consisted of analysis of data submitted by
Boston Public Schools. In addition, on-site visits to four high
schools, five middle schools, and the Humphrey Occupational Resource
Center were conducted jointly with staff of the Bureau of Transitional
Bilingual Education. Interviews were conducted with the Coordinator
of Bilingual Vocational Occupational Education, vocational/occupational
instructors (bilingual and monolingual) , bilingual education coordina-
tors, bilingual liaisons, bilingual guidance counselor and building
administrators. Classroom observations were also conducted. (see
Appendix IV-1 for instrument summary chart).
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance X partial compliance non-compliance
•Current Reporting Period :
full compliance X partial compliance ^non-compliance
Based on data submitted by Boston Public Schools , the previous
report to the courts determined that bilingual vocational/occupational
programs were not offered by Boston Public Schools as specified by
the Unified Plan. The report also indicated that though separate and
distinct native language bilingual vocational/occupational programs
were not offered, it was evident that Boston Public Schools had made
efforts to provide vocational/occupational training to limited English
proficient students by mainstreaming them into regular vocational/
occupational programs and providing necessary support services. During
this second period of monitoring, on-site visits provided the opportunity
for a more indepth evaluation of the implementation of bilingual vocation-
al education services in the Boston Public Schools.
-400-
Boston Public Schools' Bilingual Vocational Education Policy Manual
provided the framework assessing the approach and strategies that
are used for providing services to limited English proficient students.
Developed in February of 1983, this document is intended to outline
specific guidelines and procedures for providing bilingual support
services to limited English proficient students enrolled in vocational
programs and all staff of vocational/occupational and career programs
throughout the city of Boston. These include strategies and procedures
for Vocational English-as-a-Second Language instructor, student assess-
ment, referral and placement, delivery of bilingual vocational instruc-
tion, curriculum adaptation, and counseling support services. Although
this policy has been developed as a working guide for vocational and
occupational education staff throughout the system, it was generally
found that the document has not been widely disseminated.
Based on data analysis and on-site visits to selected schools, the
following major findings emerged:
1. Bilingual Staffing for Vocational/Occupational Programs
Occupational/vocational instruction in the five middle schools
and five high schools visited is conducted monolingually in
English. In some cases instructors use bilingual students to
translate language concepts for limited English proficient
students.
In more than ninety percent of classes monitored, bilingual
aides are not available within the vocational/occupational
education classes. An aide is perhaps one of the most critical
needs of the vocational/occupational instructor in working with
limited English proficient students.
In eight of the ten targeted schools, bilingual guidance
counselors are available to serve the limited English pro-
ficient student. The time spent by the couselors in each
school varies from one to two days each week. It should be
noted that this percentage specifies the number of bilingual
counselors available to serve the limited English proficient
students. For example, a counselor might be bilingual in
Spanish and is assigned to a school with Laotian, Cambodian
and Spanish limited English proficient students. Consequently
although the counselor is bilingual, he/she cannot orally
communicate with some of the limited English proficient students.
In eight of the targeted schools and the Humphrey Occupational
Resource Center, community field coordinators are available
to serve the limited English proficient students, parents or
teacher one day per week.
-401-
The availability of bilingual instructional staff at the
Humphrey Occupational Resource Center constitutes a dif-
ferent staffing pattern. A number of bilingual vocational
teachers provide instruction in programs and clusters
throughout the Center. (see Appendix IV-2 for bilingual
teacher staffing chart). Those instructors provide English
for instruction to all students and when necessary provide
native language instruction and translation for limited
English proficient students.
A total of four bilingual aides is available for 416 limited
English proficient students enrolled in various vocational
programs throughout the Center. This represents two less
aides than the previous year. (see Appendix IV-3 for bi-
lingual aide staffing chart). As the chart indicates, aides
are not available for two significant language populations-
Cambodian and Cape Verdean.
Two instructors provide Vocational English as a Second
Language instruction at the Hiimphrey Center.
Although one period per week of Vocational English as a
Second Language at sending high schools has been proposed as
a supplement to the LAU Plan, this concept has not been
adopted nor implemented.
Only one bilingual counselor (Spanish speaking) , who is
assigned to the Data Processing and Business Clusters, is
available at the Center.
Limited English Proficient Students Recruitment and Referral
Procedures
Recruitment of limited English proficient students is conducted
in some native languages , especially at the Humphrey Occupa-
tional Resource Center and high school level. Communiques in
native languages are sent to parents of limited English pro-
ficient students specifying the availability of occupational/
vocational programs in Boston Public Schools. Occasionally,
information regarding the Humphrey Occupational Resource
Center has been disseminated in Spanish by way of television
programs, and through church and community bulletins and
newsletters. As a result of these outreach efforts, the number
of limited English proficient students enrolled in vocational/
occupational programs has increased from 2,695 during the
previous year to the current enrollment of 2,919.
-402-
A Student Needs Survey is disseminated to all vocational/
occupational instructors to indicate their needs for work-
ing with limited English proficient students. The Coordin-
ator of Bilingual Vocational Education in turn attempts to
assist the instructor to obtain appropriate resources to
meet the expressed need.
3. Availability of Native Language Curricular Materials
Although curricular materials have been adopted or are
available in some native languages (see appendix IV-4),
materials are either not used by the monolingual vocational/
occupational instructors, are not available for language
materials is in Spanish with limited materials available in
Cambodian, Laotian, Vietnamese and Portuguese. These materials
are available at the Humphrey Occupational Resource Center for
distribution systemwide.
The implementation of services to limited English proficient
students described above is overseen by the coordinator of
Bilingual Vocational Education. The coordinator, with the
assistance of a planning committee, developed the Bilingual
Vocational Education Policy referenced earlier as a guide to
the implementation of services to limited English proficient
students enrolled in vocational/occupational education programs
throughout the system.
In general, it is evident that in spite of the lack of native
languages instructional vocational/occupational programs,
Boston Public Schools continues to make provisions to provide
nearly three thousand middle and high school limited English
proficient students access to vocational/occupational education
programs (see Appendix IV-5 for the number of limited English
proficient students enrolled in vocational/occupational programs
citywide) .
D . Recommendations /Commendations
Although the approach is not consistent with the Unified Plan, the
development of a Bilingual Vocational Education Policy constitutes
a positive step toward structuring a comprehensive system for de-
livering vocational education services to limited English proficient
students .
-403-
It is evident that the Bilingual Vocational Education Policy has
received limited dissemination. An essential step in the adoption
and implementation of this policy requires that it becomes widely
disseminated and fully integrated into the vocational education system.
Immediate action must be taken to appoint native language aides to
serve the Cape Verdean and Cambodian limited English proficient stu-
dents at the Humphrey Center. In addition, steps must be taken to
provide the assistance of aides to other vocational and occupational
programs throughout the year.
The designation of one period per week of Vocational English as a
Second Language at the sending high schools and middle schools has
been proposed for inclusion in the LAU Plan. Appropriate action
should be taken to adopt and implement this provision. This would
strengthen the coordination between the English as a Second Language
and vocational/occupational instructors and provide language devel-
opment skills to limited English proficient students enrolled in such
a program.
Doctjmentation
Appendix IV-1 - On-site Monitoring Questionnaire Summary
Appendix IV-2 - Hubert H. Humphrey Occupational Resource Center Bilingual
Vocational Instructor Roster
Appendix IV-3 - Hubert H. Humphrey Occupational Resource Center Bilingual
Aides Roster
Appendix IV-4 - Native Language Vocational/Occupational Curricular Materials
Appendix IV-5 - Limited English proficient student enrollment in occupational
vocational educations programs citjrwide.
Draft LAU plan - Objective 5.5 (on file)
Native Language Recruitment Materials (on file)
Request for Bilingual Services Form (on file)
-404-
V. Out-o£-School Youth, Ages 16-21
A. Monitoring Objectives and Key Questions
The goal of the monitoring activities was to assess the
provisions for services for out-of-school youth, ages 16-21.
What is the nature and scope of services being provided
by the responsible agency? Are these services being
coordinated with the Boston Public Schools?
B. Methodology
The method of achieving this objective involved a review
of the new legislation (Job Training Partnership Act) and
its provisions for services for out-of-school youth, ages
16-21. The service plan for out-of-school youth which was
recently developed by the agency having primary responsi-
bility for providing these services was also reviewed.
C. Findings
Status of Compliance
•Previous Reporting Period:
X full compliance partial compliance non-compliance
•Current Reporting Period: Not Applicable
_full compliance partial compliance non-compliance
In view of the transition from the former Comprehensive
Employment and Training Act to the newly enacted Job Train-
ing Partnership Act, provisions for services to out-of-school
youth are in the development states. The agency responsible
for providing these services, the Neighborhood Development
and Employment Agency, has recently prepared a Job Training
Plan which contains a description of services to be provided
to out-of-school youth, ages 16-21. The implementation of
this proposed service plan will be monitored and findings
reported in the next report to the court.
D. Recommendations / Commendations
Not Applicable.
E. Documentaion
Public Law 97-300, Job Training Partnership Act (on file)
Job Training Plan, Neighborhood Development and Employment
Agency, October 1, 1983 through June 30, 1984 (on file)
-405-
VI. Vocational/Occupational Education for Special Needs Students
A. Monitoring Objectives and Key Questions
The primary monitoring objectives were to determine if vocational
and occupational program services for special needs students are
maintained and to assess vocational and occupational instructor
training in understanding and working with special needs students.
Does Boston continue to provide vocational education program
services to this target populations? What action has been
taken to provide vocational and occupational education instruc-
tor training in understanding and working with special needs
students?
B. Methodology
The methodology for monitoring this objective included a desk
review of the vocational and occupational program offerings and
Boston Public Schools' October 3, 1983 written response to the
Unified Plan monitoring instrument.
C. Findings
oPrevious Reporting Period :
full compliance partial compliance non-compliance
oCurrent Reporting Period:
Full compliance partial compliance non-compliance
The findings of the July, 1983 report to the U.S. District Court
determined that the Boston Public Schools has made significant
achievements in instituting procedures and provisions for the
comprehensive delivery of vocational and occupational services
to special needs students , in effect exceeding the requirements
set forth in the Unified Plan. A review of current program
services indicated that the Boston Public School System con-
tinues to provide this comprehensive range of vocational and
occupational education program services. The previous report
stresses the necessity of strengthening staff development train-
ing in understanding and working with special needs students for
all vocational and occupational instructors throughout the system.
Boston Public Schools ' response to this concern indicated that
such a plan has not been developed for implementation pending
contract negotiations with the Boston Teachers' Union. In the
absence of a proposed plan, it cannot be determined how Boston
intends to address this concern.
D. Recommenda t ions / Commenda t ions
A comprehensive proposed training plan should be developed to
assist all vocational and occupational instructors systemwide
in understanding and working with special needs students.
-406-
The Boston Public School System is to be commended for developing
and implementing a number of laudable vocational education programs
for special needs students. Some of the most notable programs in-
clude the Needs Special Assessment Program at the Humphrey Occupa-
tional Resource Center, a variety of vocational programs at the
Jackson Mann and McKinley Schools and the Occupational Services
Development Centers at Charlestown, Dorchester and Hyde Park High
Schools.
E. Documentation
Profile of vocational and occupational program services (on file).
Boston Public Schools' October 3, 1983 response to the Unified
Plan Monitoring Instrument, page 3, Section Ilia (on file).
-407-
VII. Program Changes and Deletions
A. Monitoring Objectives and Key Questions
The primary monitoring objective is to ascertain what action
is being taken by Boston Public Schools to complete all pro-
gram transfers as specified by the Unified Plan.
If such transfers are not desirable, what motions
have been filed with the courts to modify the ex-
isting order?
B. Methodology
The methodology used to achieve this objective Involved a
review of Boston Public School's October 3, 1983 written
response to the Unified Plan monitoring instrument.
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance x partial compliance non-compliance
•Current Reporting Period:
full compliance x partial compliance non-compliance
The previous monitoring report indicated that all program
deletions and transfers have been completed as specified
by the Unified Plan with the exception of transferring to
the Humphrey Occupational Resource Center the Machinist pro-
gram at East Boston High and the Upholstery and Cabinet Making
programs at Dorchester High. To date, these transfers have not
been completed. Boston has indicated an intention to close these
programs rather than transfer them to the Humphrey Center. Such
action, however, would not comply with the requirements of the
existing provisions of the Unified Plan.
D. Recommendations /Commendations
If the designated transfers are not desirable, a motion must be
filed with the court to modify the existing order.
E. Documentation
Boston Public Schools' October 3, 1983 written response to
Unified Plan monitoring instrument, page 4, section IV (on file).
-408-
VIIl-1. Program Support Conrponents-Management Modifications
A. Monitoring Objectives and Key Questions
The primary monitoring objective is to determine if Boston
Public Schools has implemented a distinctive management
structure for vocational and occupational education as
specified in the Unified Plan.
What action has been taken by Boston Public
Schools to institute and implement this action.
B. Methodology
Boston Public Schools was requested to submit a plan of action
including specific timelines for instituting and implementing
the management structure for vocational and occupational educa-
tion in the Boston Public Schools as specified in the Unified
Plan.
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance partial compliance non-compliance
•Current Reporting Period:
full compliance partial compliance non-compliance
The previous report to the court indicated that Boston Public
Schools was not in compliance with the court order for not in-
stituting a distinctive management structure which accounts
for an effective vocational and occupational education deliv-
ery system as specified in the Unified Plan. To date, no
plan for the implementation of the management structure has
been submitted. In addition, the following required areas
are not managed systematically within the existing structure:
(1) fiscal control for all units and programs ; assist in im-
proving systems management, district-by-district, to insure
fiscal responsibility; (2) evaluation of outreach efforts
involving in-system staff, student, parents and business/
industry and; (3) annual systemwide program activity and
accountability report. Boston has indicated that with the
possible adaptation of a long-range plan for the school
system in the near future, a redefined management structure
may emerge.
D. Recommendations/ Commendations
If the organizational and management structure as specified
in the Unified Plan is not programmatically and financially
desirable, Boston Public Schools must file a motion with the
court to modify the existing order.
E. Documentation
Appendix VIII-1 - Organizational Chart for Education and
Employment.
Boston Public Schools' written response, dated October 3,
1983 to the Unified Plan monitoring instrument (on file).
-409-
VIII-2 Program Support Components
Public Information
Monitoring Objectives and Key Questions
The primary monitoring objective is to examine steps taken
by Boston Public Schools to institute and implement a sys-
tematic, aggressive and pervasive public information system
for vocational/occupational education.
What action has been taken to appoint a full-time
experienced public information officer to implement
this system?
B. Methodology
The monitoring activity was conducted by reviewing the imp-
lementation of Boston's Public Information Key Results Action
Plan and Boston's response to the Unified Plan monitoring
instrument.
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance X partial compliance non-compliance
•Current Reporting Period:
full compliance X partial compliance ^non-compliance
The previous report to the court pointed out that the public
information segment of the Unified Plan was not being fully
implemented. The report further stressed the necessity to
appoint a full-time experienced public information officer
to coordinate an aggressive and persuasive campaign. This
recommendation has not been acted upon.
It is acknowledged that Boston has undertaken a variety of
activities to implement marketing and information strategies,
although those efforts have not encompassed the scope, impact
and thrust of the public information system described in the
Unified Plan.
D. Recommendation/ Commendations
If the Boston Public Schools has initiated some other viable
means of implementing and achieving the goals of this segment
of the Unified Plan, a motion must be filed with the court
to modify the existing order.
E. Do cumen t at i on
Boston Public Schools' October 3, 1983 response to the Unified
Plan Monitoring Instrument, page 6, section vd (on file).
-410-
VIII-3&4 Program Support Component
Professional and Inservice Development
A. Monitoring Objectives and Key Questions
The primary objective is to determine what action Boston
Public Schools has taken to develop and implement Equal
Educational Opportunity and Bilingual Vocational Educa-
tion inservice training for all vocational/occupational
instructors.
Has a training plan been developed to address
this need?
B. Methodology
Boston Public Schools was requested to submit a comprehensive
staff development plan to achieve the goal of providing in-
service training in provisions for Equal Educational Opportun-
ity and bilingual vocational/education to instructors system-
wide.
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance ^ partial compliance ^non-compliance
•Current Reporting Period:
full compliance ^ partial compliance non-compliance
The previous report to the courts indicated that staff
development training programs which are geared to equal
educational opportunity, special needs instruction and
bilingual vocational education have been conducted at the
Humphrey Occupational Resource Center. It was also evident
that those training provisions did not included all voca-
tional/occupational instructors throughout the system.
A comprehensive staff development plan to address this
concern was requested of Boston. That plan has not been
submitted pending contract negotiations between the Boston
School Committee and the Boston Teachers' Union. In the
absence of a proposed plan, it cannot be determined how
Boston intends to address this concern.
D. Recommendations /Commendations
Pending negotiations, a comprehensive proposed training plan
should be developed to address these concerns. Once the staff
development procedures are consumated, the plan can be implemented.
E. Documentation
Boston Public Schools' October 3, 1983 written response to the
Unified Plan monitoring instrument, page 3, section Ilia (on
file). .4ii_
VIII-5,6,7 Program Support Components
Indus try/ Agency /Community Involvement
A. Monitoring Objectives and Key Questions
The monitoring objective is to determine if the composition
of the Advisory Council for Career Vocational and Occupational
Education (ACCVOE) is representative of all target groups spec-
ified by the Unified Plan.
What steps have been taken by Boston to modify the
composition of the council to comply with require-
ments of the Plan?
B. Methodology
The methodology included a review of the roster of the current
membership of the ACCVOE (Blank D-1).
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance x partial compliance non-compliance
•Current Reporting Period
X full compliance partial compliance non-compliance
The previous report to the court indicated that the Advisory
Council for Career, Vocational and Occupational Education has
been convened as required by Chapter 7A Regulations and the
Unified Plan. The one area of non-compliance related to the
composition of the council as lacking one third (1/3) Black
membership and parent, student and special education repre-
sentatives. A review of the data obtained from Boston in-
dicates that action has been taken to achieve full (Compliance
in this area. The current composition of the ACCVOE includes
all target groups and representatives specified in the Plan.
The minutes of the most recent meeting of the ACCVOE, October
25, 1983, suggest that this council provides meaningful and ef-
fective input into the improvement of vocational education in
the City of Boston (see Appendix VIII-5,6 ,7 (a)) .
D. Recommendations /Commendations
Boston is to be commended for the steps that have been taken
to comply with this provision of the Unified Plan and to en-
sure that the ACCVOE continues to evolve as an active and ef-
fective council to assist in the development and delivery of
quality vocational/occupational education in the City of Boston.
E. Documentation
Appendix VIII-5 ,6 ,7 (a) AACVOE minutes, October 25, 1983.
Blank D-1, membership roster of Advisory Council for Career,
Vocational and Occupational Education (on file).
-412-
VIII-8 Program Support Components
Curriculum Acquisition/Revision
A. Monitoring Objectives and Key Questions
The primary monitoring objective is to review Boston Public
Schools' efforts in the development of a full-scale Personal-
ized Competency-Based Vocational Curriculiim for all programs
at the Humphrey Occupational Resource Center and other schools.
What is the status of curriculum development and
revision for all vocational and occupational programs?
B. Methodology
Boston Public Schools was requested to submit a plan of action,
including specific implementational timelines, for completing
the development and revision of Personalized Competency-Based
Vocational Curriculum for all vocational and occupational programs.
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance x partial compliance non-compliance
•Current Reporting Period:
full compliance X partial compliance non-compliance
The previous report to the court indicated that Boston
Public Schools has engaged in efforts toward the develop-
ment of a full-scale Personalized Competency-Based Voca-
tional Curriculum for all programs at the Humphrey Occupa-
tional Resource Center and selected programs at other schools.
At the Humphrey Occupational Resource Center, a significant
increase of curricular production during the 1982-1983 school
year has been noted (see Appendix VIII-8 (b) for production
schedule) . The completion of all program curricula is targeted
for the end of June 1984. The production of curriculum has been
stalled, however, due to a Boston Teachers' Union on-going griev-
ance against curriculum development by teachers during regular
working hours.
Other curricular updating efforts include Industrial Arts
(electronics and graphics) , Business Education (word pro-
cessing, electronic office, keyboard improvement and account-
ing. Health Exploratory (at Dorchester High) and adaptation
of bilingual materials.
-413-
Boston Public Schools has submitted to the Division of Occu-
pational Education a comprehensive plan to complete the de-
velopment/revision of Personalized Competency-Based Vocational
Curricula for all vocational/occupational programs (see Appendix
VIII-8 (b)).
D. Recommendations / Commendations
It is commendable that Boston Public Schools has engaged in
a series of curriculum improvement activities. These efforts
must be expanded and directed toward completing the develop-
ment/revision of curricula for all vocational/occupational
programs as outlined in the attached Plan.
E. Documentation
Appendix VIII-8 (a) - Humphrey Occupational Resource Center
Learning Guide Production, 1982-1983.
Appendix VIII-8 (b) - Curriculum Development/Revision Action
Plan.
Boston's written response dated October 3, 1983, to the
Unified Plan monitoring instrument (on file) .
-414-
VIII-9 Comprehensive Job Development and Placement
A. Monltorlns Objectives and Key Questions
The major objective is to determine whether a comprehensive
and responsive citywide job development and placement component
based upon current manpower demands, system capabilities and
student capability/interest is in place.
What action has been taken to implement this system?
B. Methodology
Boston was requested to submit a progress report on the implemen-
tation of a centralized citywide job development and placement
system. An analysis was made of current placement statistics
contained in Boston's June 1983 Chapter 74 Completer /Leaver
Report. Other reviewed materials included Boston Compact planning
documents, individual school Compact Plans collected during on-
site visits (see Appendix II-2) , and Boston Public Schools' Key
Results Action Plan for citywide placement (see Appendix VIII-9 (a)).
C. Findings
Status of Compliance
•Previous Reporting Period:
full compliance X partial compliance non-compliance
•Current Reporting Period:
full compliance X partial compliance non-compliance
The Unified Plan requires Boston to develop the capacity to:
1) Design employability plans (student's personal curriculum),
2) Establish counseling teams, 3) Plan job development,
4) Accomplish job placement and 5) Keep a statistical follow-up
(maximum of 3 years) .
The last report to the court indicated that a comprehensive
system was in place for students who attend skills training
programs at the Hubert H. Humphrey Occupational Resource Center.
However, this system was not in place citywide.
Most citjrwide district high schools provide some degree of career
education, job preparation and job placement for their students.
Activities include the placement of 1,182 students in summer jobs
through P. I.e. (Private Industry Council), active trilateral
business partnerships, implementation of the Career Passport Program
(resume and interview preparation) in some high schools, and
other individual school projects. This school year, all high
schools were required to create school work teams to develop and
implement individual school Boston Compact Plans to meet established
goals, some of which include job development and placement.
■415-
School work teams consist primarily of department heads,
teachers, guidance counselors, development officers, and in
some cases, the newly retitled Career Preparation Department
Head. Most high schools have finalized those plans and have
begun implementation (see Appendix VIII-9(b)-Compact Activities
Chart). One of the more immediate objectives for all of the
high schools is the preparation of individual student profiles for
all seniors. The Distributive Marketing Cluster had the largest
number of program completers for fiscal years '82 and '83. The
Completer/Leaver Report indicated that the employment status is
unknown for 49% of all secondary program completers for fiscal
year '82. The report, however, indicated that the employment
status is known for 100% of all secondary program completers in
fiscal year '81 as well as post secondary completers in fiscal
years '81 and '82.
The seven program areas showing the highest number of secondary
completers were as follows:
1981-82
1982-83
Distributive Education
122
133
Automotive
45
47
Architectural Wood
24
30
Electricity
21
27
Electronics
9
21
Printing
13
24
Machine
43
21
277
303
Total number of secondary completers for fiscal year '81- '82
was 436 and 477 for fiscal year '82-83. The Completer /Leaver
Report does not include Business Program Completers.
Commendations /Recommendations
The full implementation of Boston Compact goals relating to job
development and placement will fulfill the requirements of those
areas, as specified by the Unified Plan. Student employability
plans are being designed and implemented this school year through
student profile. Counseling teams are in place in some schools.
The Boston Compact school plans do not address student follow-up.
The only existing instrument that provides some follow-up data
for vocational students is the Completer/Leaver Report, which
does not report the status of all program completers, i.e.: business
students. It also does not include students who are still
enrolled, but working part-time. Boston indicated in their
Action Plan (see Appendix VIII-9(a) that a citywide work experience
coordinator would be hired by April 8, 1983. Documentation has
not been received to indicate that this has happened. Such an
individual should be hired to oversee the comprehensive citywide
system as well as to institute an adequate student follow-up
component .
-416-
E. Documentation
Appendix II-2 High School Chart
Appendix VIII-9(a) - Boston Action Plan on Citywide
Placements (2/1/83)
Appendix VIII-9(b) - Compact Activities Chart
(Materials on Boston Compact (on file))
-417-
APPENDICES
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LEGEND
Appendix IV- i
X = indicate yes
- = indicate no
SUMMARY OF ON-SITE VISIT QUESTIONNAIRE
HIC!I SCHOOLS
MIDDLE sc;:oo'
5.
6.
C
cy / ~
^ / O"
Are there written procedures to encourage
limited English proficient students to en-
roll in Occupational Vocational Education
Programs?
oletters in native language to parents
Are limited English proficient students
provided instruction in native language?
oguidance services in native language
ovocational /occupational education in
native language
Number of limited English proficient students
enrolled in the specified school
Materials are used in the following languages
Does coordiantion exist between the vocational
occupational education teachers and the bi-
lingual teachers?
Does coordination exist between the vocational
occupational education teachers and the ESL
teachers?
Written procedures exist to determine limit-
ed English proficient students?
Are aides used in the vocational occupation-
al classes to help the limited English
proficient students?
X
X
421
1 '
-428-
95
92
158
15
68
101
49
125
15
APPENDIX IV- 2
Bilingual Vocational Instructors
Humphrey Occupational Resource Center
1983 - 1984
Instructor
Kenneoi Chin
Violeta Gonzalez
Ramon Suarez
Corina Murphy
Carlos Bartels
Julio Delgardo
John Oliveria
Shirley Daly Carr
Maria Paz Lewis
Lernardo Comarzo
Alvaro Comarzo
Cesar Coloma
Leonardo Arruda
Viriato Pereira
Loray Pollinger
Efren Hidalgo
Mart a Kaufman
Native Language (s)
Chinese
Spanish
Spanish
Spanish
Spanish
Spanish
Cape Verdean
Portuguese
Spanish
Spanish
Spanish
Spanish
Spanish
Cape Verdean
Cape Verdean
Spanish
Spanish
Spanish
Program
Data Processing
Data Processing
Data Processing
Cosmetology
Carpentry
Plumbing
Electricity
Health Aide
Medical Terminology
Electronics
Autobody
Electronics
Auto Mechanics
Auto Mechanics
Auto Mechanics
Special Needs Assessment
Project (SNAP)
SNAP
-429-
Bilingual Aide';
Humphrey Occupaticnal Resource Center
1983 - 1984
Appendix IV- 3
Aide
Eddie Luis Ocasis
Samuel Maldonado
Esmin Rodney
John Iran
Native Language (s)
Spanish
Spanish
Spanish
Vietnamese
Chinese
French
s^^
b
-430-
T..
Appendix IV- 4
AVAILABLE NATIVE LANGUAGE CURRICL'LAR MATERIALS VOCATIONAL/OCCUPATIOr'IlL EDUCATIC:;
LANGUAGE
>"
'o
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Y
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4-
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1
B
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s
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X
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-:-
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X
N
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and Repair 1
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^
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s
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5
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X
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X
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:
X
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K
1
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K
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■
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X
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X
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X
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X
x|
Health Laboratory Skills '
X
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X
•
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^i
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\
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Refrigeration !
X
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X
X
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Machine Drafting '<
X
X
-431-
>
LANGUAGE
PROGRAM
Photographic Techno! dgy
Printing
Television Production
Automotive/Truck Repair
Marine and Small Engine
Repair
-432-
Appendix IV-3
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§
APPENDIX VIII - 5,6,7 (a)
ACCVOE MINUTES
The meeting of Tuesday October 25, 1983 was convened at 10:15 a.m.
by the chairperson, Jack Fandel. The new members introduced themselves.
Bob Borden pave a report on the recent state advisory meeting he
had attended. He spoke about the impendin;: statewide requirements for
hic?;h school .(graduates relative to achievinf^ higher standards on academic
.Dubjoctij. 111! al;;!' .'jaid that l\]v. state will provide us with assistance to
get more minorities and females into vocational progiams.
Jim Caradonio spoke next. He stated that one of our immediate needs
was to run pre-vocational programs for our 9th graders. He said that the
new vocational education act will hopefully meet the needs of our students.
The Boston P.I.C. provided 1200 jobs for Boston Public School students last
summer. This number will be increased next year. He spoke about vocational
education month which will be presented next year. This exhibition will be
presented in February. It will showcase the specific skills in each school
with vocational programs. He also said that technical assistance and
materials are available to help correct racial/sexual imbalance in non-
traditional occupational areas.
At our next meeting nominations for new officers will be presented.
Orientation for new members will be held. It will cover terminology,
key results, curriculum and other pertinent information that ACCVOE
members will need to know.
ACTION ITl'MS
1. Establish a Membership sub-committee.
2. E:;tabli:;h a :;ub-co!nrriJ ttce for t.tie celebration oi' Vocational Education
month .
3. Complete election of officers.
Our next meeting will be held on Tuesday, December 13, 1983, 10:00 a.m.
- 11:30 a.m. at The Humphrey Center.
Respectfully submitted
Alb
-'Vt J. Cdrlt-e
HeeordeT
-439-
APPENDIX VIII-8 (a)
HHORC LEARNING GUIDE PRODUCTION
1982-1983
Prior 3 yrs LG 1982-83 % Production
Incr.'^dsc
Commercial Mall (17-7) 97 119
Graphics Media (12-9) 51 113
Metals Fabrication (9-6) 24 51
Electricity/Electronics (12-6) 44 74
Construction (12-6) 100 76
Power Mechanics (8-4) 31 29
Business/DP (11-14) 50 154
+ 271%
+ 564%
+ 538%
Health* (7-6) 93 46 +48^
+ 393?
+ 130,
+ 190
+ 805
Average Production Increase of +367% "Ebtal of 662 Learning Guidt;s
*92.2% of all Learning Guides compicte
-440-
APPENDIX VIII-8 (b)
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Current
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Projected
Date To
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Step IV
1
ca
X n
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B
B
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Citywide High School Programs:
Home Economics
VI
Current
year
84
Practical Arts
II
86
92
Distributive Ed
I
87
93
Business
IV
84
90
Data Processing
IV
84
90
Machine Technology
III
85
91
Automotive
III
85
91
Middle School Programs:
Practical Arts
1
V
Done
89
Home Economics
IV
84
90
Career Education
II
86
92 :
Humphrey Center Programs:
Auto/Truck
IV
current
year
90
Marine
IV
current
90
Fuel /Electricity
IV
current
yP3r
90
Chassis Suspension
IV
current
90
Advanced Office
IV
current
90
Legal Office
IV
current
90
MOA/ Administration
IV
current
90
Word Processing
IV
current
year
90
Data Processing
IV
current
year
90
These program revision dates are subject to change.
Boston Public Schools reserves the right to amend this plan based
upon changes in program offerings, labor market projections and/or
equipment modifications.
-442-
SY 84
Bench/Mill
H Current
< Step
& (0 0) -P
04 Q a; w
Current
year
X > IC
<U O 0)
z c; >i
90
c
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Basic Carpentry
IV
II
90
Basic Plumbing
IV
II
90
Bldq. Maintenanance
IV
"
90
Architectual Drawing
IV
II
90
Health Aide
V
Done
89
'■ Nursing Assistant
V
It
89
MOA (Medical Office Assistant)
V
M
89
Medical Laboratory
V
n
89
f
Dental Assistant
IV
Current
90
Anatomy
V
Done
89
Medical Terminology
V
H
89
Basic Electronics
IV
Current
year
90
Communications Electronics
IV
II
90
Basic Electricity
IV
M
90
Industrial Electricity
IV
II
90
HVAC
IV
II
90
Welding
IV
II
90
Autobody
IV
M
90
Machine Technology
IV
II
90
Sheet Metal
IV
II
90
Printing
V
Done
89
Commercial Design
IV
Current
Year
90
Photo Technology
V
Done
89
Machine Drafting
IV
?gi?^"^
90
Boston Public Schools reserves the right to amend this plan based
upon changes in program offerings, labor market projections and/or
equipment modifications.
-443-
1 ... —
.• SY 84
1
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Projected
Date To
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Next
Review
Year
tn
c
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11 lustration/ Advertising
IV
Current
90
TV Production
IV
n
90
Banking
IV
■•
90
Child Care
IV
It
90
Cosmetology
IV
II
90
Fashion
IV
II
90
Food Service
IV
II
90
', Hotel/Hospitality
V
Done
89
' Retailing
IV
Current
90
Boston Public Schools reserves the right to amend this plan based
upon changes in program offerings, labor market projections and/or
equipment modifications.
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UJ
Transportation
MhlSSfiCHUbt I Tb DIuHHRTMliImT uF EDUCftTIDN
BUREfilJ OF EQUfiL EDUCflTiaNflL OPPORTUNITY
lyt;^. Desenreoat ion i i-^anSDortat ion
MflNDfiTE
"rarispo'rtat ion snail be proivided accoraing to the standards
contained at oages 30-83 of the Student Desegregation Plan,
dated riay Ifl, 1975. These standards include transportation
fov students assigned to elementary schools more than c>ne
rniie frora home. to middle schools mo^re than 1 l/£ miles from
home, and to high schools'more than E' miles from school,.
" T :- e r e a s o " '" "i r rn a n d a t o r y t r a n s p o r t a t i o ri may be d i s t a n c e ,
safety, or controlled transfer, or a combination of these. .
The court has -■equired no transportation, however, that
would pose a risk to the health of students or impinge on the
.scational process fo
distance travelled."
OBJECTIVES
i. ^o approve proposed transportation arrangements developed
pursuant to the approved student assignment plan each year,
assuri'fiQ that such arrangemerits will adequately suoport bc'th
desegregat ive and program assignments.
£:, To determine whether transportation arrangements are in
place for the opening of the school year in September.
3. To m.onitov com.plaints received by the Eioiston Public
Schools in relation to transportation, and to assess whether^
ap:rr"ODr iete responses have been made.
KEY QUESTIONS: Have adecuate transportation arrangements
been provided for desegregating schools and programs? What
kinds o-^ transportation complaints are being reported, and
how is Bc'Ston responding top these problems?
METHOD
l^onitoring for the January report had two primary purpcises:
to determine and evaluate the TrariSDortat ion Unit's
procedures for prC'V id ing transDC>rtat icm toi Boston students,
and to dete\'mine and evaluate the Transoo'rtat ion Unit's
pv-ocsdures fc^r responding to and redressing complaints. The
monitors (i) visited the Transportation Unit, examining its
op2'."-at ions arid interviewivig the Director, ana some of his
staff; and (£) reviewed data that included sample routing
schedules, transportation locators by schc"0l and geocode,
-449-
juting sheets and, as well, ail ccrnplaint fcrrns submitted as
■ il'ctobev" 14.
THE TRflNSPORTflTION SYSTEM
Sccorc; iri5 to the Director of the "'"ransDortat ion Unit, the
Bc:hool DejDar-tnient makes use o-^ both dud lie transDortat i dvi
(tne MBTh) and of School-Department owned vehicles in order
TO transport students. The Boston School Deoartment has let
ti-.'o contracts to operate its vehicles. One is with Transcorn
and one with fiRfi, ORh is responsible for all in-city
tr-ansDortst ion of _ "renular" (i.e., non Special Education)
st uoents.
"'■■rnnsoortst ion Unit E:taff members are responsible for the
actual assinnrnent of students and for monitoring the
contractors' performance. For regular students, staff members
are assinned by school district, with one staff member
responsible f'or two contiguoius districts. fl single staff
member is assigned to District IX. These staff members
Pat e. n, irie which studev/ts will be provided with corrjer-to-
corner bus transportation and which will be issued special
passes to the MBTfi.
■"o obtain max i mum use of their school buses, the
Transportation Unit uses a "three-tier" system. Most buses
rnake two triDS in the morning and three in the afternoon. The
schedule for cpeninn and closing of schools is appropriately
staiqqev^ed. In addition to providing corrter-to-corner
tr-r-.nsportat ion to and from school, the buses are also used
for athletic and "field" trips, and for after-schoo'l
activities. The Bost'On School Deoartment is reauired bv
Court Grder to provide middle and high schoc'l students with
late buses,; to allow students to participate in after-school
activities. Because magnet schools draw students from around
the city, there are constraints (numbers of buses, time,
drivers) on the after-school transDortat ion orovided to
students in District IX. fis a rule, these students are
transported to central locations such as MBTfl stoDS.
The sta^f of the Transpov^tat ion Unit state that they have
been able to maintain their level of service to students
during the years after "Proposition £ l/£" on account of the
full suDDort they have received from the School Co'mmittee.
They av-e also satisfied with the terms of the new contract
with PiRP.. The Director was fully invoilved (along with a
saecio.l consultant) in drafting the terms of the contract,
aricl rs-liex-es that it incorporates the elements ne considered
ESStf':"t; 1 a i .
-450-
1
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erE
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rid
Dr-iver Turnover
C".-"ie jC'l"5!"tial flaw of the contract should be merit ioried : the
ts:-'MT3 under which bus drivers may chavioe their rurs. R n-iajor
coriiDlaint about the transportat ip^n services from parents and
school personnel is that changes of drivers on runs are far
too. frequerit. It is charged that drivers unfarai 1 iar- with
their- runs orovice inadequate service, miss oick-uas, and
• of frecuent driver changes is a system which
; to "bid" on more attractive ruvis evey^y thirty
is high mobility among bus drivers (drivers
>re attractive one-ninDs with emoloyers such as
rivers for other sch-oo'l systems arid drivers of
veriH atteiiipt to rnOi'e into the Boston School DeoartmenT
sysi"5rn),. Because Boston School Department drivers can bid
on openings every 32 days, a "domino effect" results: the
successful bidder creates a new opening, which is in turn put
• tp for bid. avid so on.
There have been attempts to control the frequency of bidding
through the contract with RRfl (for example, limiting bidding
to several specified times during the year). The bus drivers
have been able to convince the School Committee not to order-
curbs on biddirig, but rather to retain the thirty— day system,
promising to police themselves. The School Committee is
scheduled to review the results of self-policing at the end
of the 1983-64 school year.
The Department of Education will pay close attention to this
situaticn,, especially since its monitors s.re hearing that
frsQijent driver changes continue to be a oroblem. During
visits to special desegregation schools, the monitors were
repeatedly told that transoortat ion service had great ly
improved. but that drivers unfamiliar with the routes caused
d ii-f icult les, especially failures to make scheduled stops and
late arrival at school.
It should be noted that the Transportation Unit itself must
initiate many route changes to reflect students enrolling in
or leaving schools for a variety of reasons, and new special
education transportation requirements. Each such change may
require that drivers grow familiar with new routes.
ASSIGNMENTS TC TRftNSPORTftTIDIM
Pnother issue concerninc t ransDortat ion assignments is the
question of who gets assigned to tne MBTfi and who gets
a5sicr;ed tc buses, and whether the system is fair. The issue
is complex. On the one hand, many students believe that a "T
assignment" is less desirable than a bus assipnment, and
-451-
quest iori whethev certain groups receive a disproDort lonate
share of T asr-i grfriients. On the other hand, some school staff
belie/e t;",5t many in-schoc^l discipline problems becin on
schccl b:j-30i. and scill iVito the schools, srid woncer whether a
more liberal use of T assinnments miDht forestall the
develcpment of discipline problems.
""ho Di-"c?ctor of the Transportation Unit stated that tne
■^anersl Drocsd'j.r^s 'or allocating MBTfl and bus assignments ha.s
not teen reviewed for a number of years. Pi general review of
the pv ocedu-"-e, that would include both the fairness and the
discipline issues, is needed.
Issues or discipline and safety on school buses are discussed
in the report on Safety and Security; here it will orily be
noted that the Department of Education has allowed the cost
c '^ bus rrionitc;-'s on routes for which the safety of students
r"acu,ir'ed theiii as a reimbursable transportation expenses sirice
initial implementation of the desegregation plan.
Coi rsidsrat iori should be given to whether certain routes,
especially at the middle school and high school level,
recsuire more supervision than the driver can provide.
COMPLAINT PROCEDURE
T'-.r; ""ransportat io'n Unit has revised and improved its
procedure .for processing complaints. The procedure,
according to the Director, is as follows.
Complaints, which generally come by telephone, are routed to
the staff member responsible for the district in question.
The staff member records the complaint on a special form (see
attachnisnts) and, if possible, attempts to deal with- the
co^iiplaint immediately (fc-- example, to rscord address
changes, or to ensure that a back-uD bus is sent to replace a
disabled bus). fill complaint ■forms ars forwarded to the
contractors tiA'ice daily, with a copy of each retained by tne
responsible staff member. The contractor is reauired to
respond in writing tO' each complaint: when the com.pleted
forms are returned to the Transportation Unit, they are
■returned to the appropriate staff member.
The monitors requested copies of these complaint forms and
analysed the first 176 complaints received this Fall:
l^sue E^tl^^Ot
"no shows" &6"/.
safety lay.
late Pick— UPS 147.
unauthorized passengers d'A
e a 'r 1 y pic k - u p s I'A
-452-
Vii-tually all (56%) of the cornDlaints were forwarded to flRO:
the forfiiat for reDortinc on actions taken varied and nrovided
irsij.f f i (t:. ent ceatil to oerrnit a ju.dgrnent on its
c5 '~'Z''r^o^:V' 1 at eness "
B.56- u^Q'Stit E^ti^^niL
V 5 r- b a 1 w a r n i r 1 5 5 "/
■allegatiion denied by driver 10"'.
□ r o b 1 e rn r"" e e o 1 v e d ^i' £ Y-
no v^epov^t 417-
Note that this is a very preliminary report. and in fairness
to QRP; there may not nave been time to ret u.rri all of the
reports as •o'*^ tne time that information was orovided to the
rnonitors. In the next Board Reoort there will De a more
extensive analysis of how compliants ars dealt with.
QUALITY CONTROL
The Department of ImDlementat ion has designated staff to make
daily phone calls to schools to check the quality of
transportation service. The schools ars also asked to submit
we-:.kjy reports docume'-"it ing any compiaints received or-
encountered. Finally, the Department of Implementation has
asked each school to complete a transDortat ion survey for the
month of November concerning transportation service. (see
3tt achr.ients)
Hccording to the Director, the Transportation Unit olaces
highest priority on complaints involving safety — traffic
violations, for example. He has two options for following up
serious complaints. He can send Boston School Department
Transporat ion Officers out to investigate, and hRPI has Safety
Training Personnel staff, whom he can request to investigate
? DSC i f 1 ed com p 1 a i nt s .
Tnis procedure represents an imorovement over orevious
practice: in particular, it is the first time that the
contract'ors have been required to respond in writing to each
co>mDlaint. However, there is room for further imDrovement.
It is particularly important that the procedure be made more
systematic, (see Recommendations)
-453-
RECOKMEMDRTIONS
1. The 3oston School Deaartrnent should review the orocedure
for al locat ivic bus and ME^TP: transportation assignments from
the per-s3ert ives of fairness arsd school bus safety and
d i sc i D 1 i re.
£,. The Transportation Unit should develop ana iniDlernent a
procedure for identifying and redressing "trouble soots"
through use of thie complaints system.
3. Ti;e Transportat ion Unit should develop and imolement a
system fov^ icentifying and following up inadequate responses
f---om the cr^nt'-actor. includino a standardized format for
r- e ■- o r 1 1 n g t h e a c t i o n s t a k en a n d p r o b 1 e m s resolved.
^.. The TransDortat ion Unit is to be commended for significant
i "fiDrovemerit s in transpor-t at ion and in its own monitoring of
service provided.
Cha''"les Glerii-., Reciria Ropan, Judirh Taylcir
-454-
>*^ '- <-- ^t^
^ '^- ' -*■ n '^ w' :— ■-.
MEMORANDUM
^.5^:
"I !
OF BOSTON
•i .i;
November 14, 1983
To:
From:
Principals/Hejidmasters , Certain Central Staff
ieadma
John Coa\^leY^~.^'i'\\^-dlitLi
Subject: Yet Another Svirvey of Trartsportation Service
This request is just that: a request. If you can see fit to
complete the following survey I would appreciate it. I realize that
you have been responding to our daily calls on transportation
service and that you regularly complete validation forms. The
purpose of this survey is to obtain your PERCEPTION of transportation
service for all or most of the month of November.
I ask that you consider filling out this survey and returning
it to me between November 28th and December 2nd. Also, I am providing
you with the copies of the survey, one for you to complete, one for
your transportation coordinator (if your school has one) to complete,
and one for someone associated with special education transportation
to complete.
I have been devoting much of my ene
the matter of transportation and the res
the Carrier to transportation problems,
better target problems and attempted sol
basedoon our daily calls to you, survey
issued to school personnel, as well as 1
completed validation forms. Please bear
to add to the paper blizzard. I would 1
attached survey can be answered with rea
I do appreciate your cooperation. Pleas
I will not develop a "DNR" list.
rgy thus far in 1983-84 to
ponsiveness of the DI and
It seems to me that I can
utions by developing data
s issued to parents, surveys
etters sent to us and the
with me. My intent is NOT
ike to think that the
sonable speed. At any rate,
e know that on this survey
ab
Enclosure
xc: Office of Superintendent
Deputy Superintendents
Community Superintendents
Kenneth Caldwell
James Caradonio
-455-
-tX ifiEA V
Transportation Survey: School Personnel
Please base your comments/responses only on transportation service
during the month of November 1983. Do not factor September or
October into your "answers. "
I Background Information
1. Your School:
2. Your Name:
Your District
Your Title (or Transportation Duty) :
Describe the type(s) of transportation provided to students
in your school.
A.
B.
C.
D.
Picked up at home
Picked up at a local corner
Given an MBTA Pass to get to and from school
Given an MBTA Pass to get to and from a centrally-
located yellow bus stop
Note: Circle the box or boxes which identify the service you
monitor primarily. (Please note the distinction
between monitor and responsibility. )
II. Home-to-School Bus Service (If Applicable to Your Duties)
1) Do you feel it is reasonably easy for a van driver or bus
driver to locate the homes of most students in your school
receiving this type of service?
3)
Yes
No
2) Given distance and traffic conditions, do you feel the
home-to-school van ride(s) or bus ride(s) takes a
normal length of time?
Yes
No
What is the longest time on average a student usually spends
traveling in the home-to-school van(s) or bus(es) one way
to school? (Travel time only) ("Longest" ride not "shortest"
ride!)
Less than h hour
h hour to 1 hour
-456-
More than 1 hour
4) Please rate the overall quality of home-to-school van
or bus service for students in your school.
Very
Good
Good
Fair
Poor
Very
Poor
No
Opinion
For Office Use
Only
5) Please rate the following areas of home-to-school
transportation service on average.
Very No
Very
Good
Good Fair Poor Poor Opinion
Timeliness
Vehicle Safety
(Equipment)
Vehicle Reliability
(Breakdowns)
Vehicle Cleanliness
Driver Safety
Driver Professional-
ism (Courtesy, r
Cooperation) [
Discipline
Monitor/ Aide
Please rate the timeliness of home-to-school van or
bus service in your school.
Very
Good
Good Fair Poor
Very
Poor
No
Opinion
Vehicle(s) is (are)
usually on time
7) Taking the most extreme case(s), how many times has a
student missed school or a significant part of the
school day (a half-hour or more) this school year
because of a problem with the home-to-school van or
bus? ,
I Never late 1
1 time
■457-
2 times
3 to 4 times
7) Continued
f 5 to 6 times
For Office Use
Only
7 to 8 times
More ;
Specify
Don't know
III. Corner-to-School Bus Service (If Applicable to Your
Duties)
1) On average, do you feel the (corner-to-school) bus
stops are fairly located for the majority of the
students in your school assigned to the stops?
Yes
No
No Opinion
2) Given distance and traffic conditions, do you feel
the (corner-to-school) bus rides on average for your
school take, a normal length of time?
Yes
No
Don ' t know
3) What is the longest time on average a student usually
spends traveling on the (corner-to-school) school bus
one way to school? ("Longest" ride, not "shortest"
ride! )
Less than \ hour
More than 1 hour
Please rate the overall quality of (corner-to school)
school bus service for students in vour school.
Very
Good
Good
Fair
Poor
Very
Poor
No
Opinion
-458-
5) Please rate the following areas of corner-to-school
transportation service on average for your school.
Fpr Office Use
Only
Very
Good
Good
Fair
Poor
Very
Poor
No
Opinion
Timeliness
Bus Safety
(Equipment)
Bus Reliability
(Breakdowns, etc.)
Bus Cleanliness
Bus Picks Up at
Assigned Location
Driver Safety
Driver Profession-
alism (Courtesy,
Cooperation)
Discipline
6) Please rate the timeliness of (corner-to-school) school
bus service on average for your school.
Very
Good Good
Fair Poor
Very
Poor
No
Opinion
Bus(es) is (are) I
usually on time I ' ■ '
7) Taking the most extreme case(s), how many times has a
student in your school missed school or a significant
part of the school day (a half -hour or more) because of
a problem with the (corner-to-school) school bus?
Never late
1 time
1 2 t ime s
3 to 4 times
5 to 6 times
7 to 8 times
More: specify
n Don ' t know
-459-
For
IV. MBTA Transportation (If Applicable to Your School
and/or Duties)
1) On average, do students using the MBTA Passes
experience delays more than once a month in
traveling to school?
Yes
No
Don ' t know
2) Given the distance and traffic conditions, do you
feel that the average MBTA ride for students in
your school is taking a normal length of time?
Yes
No
Don ' t know
3) How much time does the average student using an
MBTA Pass spend traveling on the MBTA one way to
school most of the time?
less than h hour
more than 1 hour
h hour to 1 hour
4) Please rate the overall quality of MBTA service fo:
the average student using an MBTA Pass in your
school?
Very
Good
Good
Fair.
Poor
Very
Poor
5) Taking the most extreme case(s), how many times this
■ school year has a student missed school or a
significant part of a school day (more than a half
hour) because of a problem with the MBTA?
None
1 time
5 to 6 times
7 to
2 times
times
13 to 4 times
More: specify
Don ' t know
-460-
Office Use
Only
V.
F<pr Office Use
Only
Follow-up Inquiries
1) To whom do you speak first when you have a problem or
question about school transportation?
District Office
Transportation Unit (School Dept. Hdqtrs)
726-6260
School Information Center (External Liaison
Unit) 726-6555
Bus Company
Driver
Other
Never have to call
2) When you have made a complaint or sought information
at one of the following, how were you treated?
D
O
0)
4J
>i U
U 3
Q) O
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3
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03
3
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-M
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3
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u w
0) -H
o
z
to iH
o a,
School
District Office
Transportation Unit
School Info. Center
Bus Company
Driver
Other
Never have to call
□ =3
Q > Q Q <
L_ ^
CI, .
1 1
1 I
-461-
3) Please describe the most serious or most unusual problems that
you have had with transportation, dealing with specific incidents
Please include as much specific information as possible, for
example, dates, time of day, bus numbers, etc. (Response is
optional. )
The nature of this survey is rather general and is designed to
provide you with an opportunity to be critical. Please feel
free to comment on any issues not raised in this survey or on
any matters deserving particular commendation (e.g., driver
courtesy.) (Again, response is optional.)
Thank you so very much for taking the time to complete this
survey. Kindly return completed document to
John R. Coakley
Senior Officer, Department of Implementation
26 Court Street, 9th floor
Boston, Massachusetts 02108
PLEASE REMENBER THAT YOU ARE
FREE TO ANSWER ALL, SOME OR
NONE OF THIS SURVEY!
-462-
Dace
Time of Call
School /Prograin_
Contact Person
BOSTON PUBLIC SCHOOLS
TRANSPORTATION MONITORING FORM - 1983-1984 SCHL YR.
Day
A
pi
.ease
Check
T
U.
A.
Dist.
Monitor Callins_
School Hours
Phone If
Comnlaint (Place a check)
Vehicle ^/
No Show
Lace -
- Scace Time
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Morning
Date
Noon
1
1
Dace
Afternoon
Date
Details of Comp
laint :
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Response/Resolution (To be completed by Bus Company or Transportation Officer):
Dace
-463-
EXTERNAL LIAISON UNIT
DEPARTMENT OF IMPLEMENTATION
SCHOOL OPENING TELEPHONE SURVEY 83-84
DATE;
DISTRICT:
ELU STAFF PERSON;
STAFF;
FACILITIES;
MATERIALS ;
SCHOOL: TELEPHONE;
PRINCIPAL/HEADMASTER: ,
COMMENTS :
PRINCIPAL/HEADMASTER SIGNATURE:
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Facilities
SCHOOL FACILITIES
MANDATE
Construction, renovation and closing of school facilities
shall occur according to the standards contained in the
interlocutory Order of June 21, 1974; the Plan of May 10,
ly75, pages b-7; the Memoranda and Orders of May 6, ly77,
pages 37-40; August 15, 1979; March 21, 19«0; April 2,
1980; and the Order on Joint Defendants' Motion for
Adoption, May 11, 1981.
OBJECTIVES AND QUESTIONS
1. To determine whether all school closing measures
ordered by the Court have been fully complied with.
STATUS: Compliance reported in July 1983 Monitoring
Keport.
2. To review all proposed construction, renovation, and
other school facility measures for consistency with
the desegregation and other requirements of the Court.
Have the renovation plans for Burke and Dorchester
High Schools progressed as expeditiously as possible?
3. To review the placement or proposed placement of any
portable unit, or the rental of any space for instruc-
tional purposes, for consistency with the desegregation
and other requirements of the Court.
Are there any plans for the rental of any space for
instructional purposes? Are these plans, if any,
consistent with requirements of the Court?
4.
Have discussions occurred among the "joint planners"
about a long-range secondary school facilities plans
-469-
.as a' necessary part of the United Facilities Plan?
What progress has been made toward deteriryining prior-
ities for the available resources and for possible
closings :
IV
PROCESS
The Director of School Building Assistance has conducted
the reviews, assisted by the Division's regional center
staff, through meetings with Boston staff in the Department
of Implementation and the Office of the Deputy Superinten-
dent for School Operations.
V . F i n d i n g s
1, Priority has been given to renovation of Burke and
Dorchester High Schools. Approval of the Burke
awaits action by the City of Boston. Joint long-
range secondary school planning has not begun.
No construction, renovation, or other facility
measures are being planned with the Commonwealth
at this time except for renovation at tne
Jeremiah E. Burke High School. The renovation
project at Dorchester High School was approved
by the Board of Education at its June 28, 19a3,
meeting. Approval of the Jeremiah Burke proposal
awaits filing of certain required material by the
City of Boston. Board approval of this project
is anticipated in January 1984.
Although there have been reports that the City of
Boston is currently planning a construction project
to upgrade Boston Latin School, the School Building
Assistance Bureau is not assisting in such planning.
If Boston intends to proceed with plans to build
another Boston Latin School, this should be
integrated into an overall secondary facilities plan
The Department of Education should be included in
such efforts. Under current procedures, projects
beyond Burke and Dorchester must await development
and approval of a completed Secondary School Facili-
ties plan, a component of the court-ordered Unified
Facilities Plan.
3. Monitors have been informed of no plans for the
rental of space for instructional purposes.
4. Joint long-range Secondary School Facilities Planning
has not yet commenced.
-470-
VI
RECOMMENDATIONS
It IS recommended
submitted without
the Department of
that any potential
that the final long-range pian not be
assurances that it is approvable by
Education. It is further recommended
upgrading of Boston Latin School
include the participation of the Department of Education
and be incorporated as part of the final long-range plan,
-471-
Greater Roaton Regional education Center
The Commonwsolth q! Massachi^setts
Oepartment of Education
K^I-IORANDUII
27 Cedar Street, Wellealey, Massachusetts 021C1
October il:, I963
TO: DT?. JOHN^A, CIJA'^W, Ani-irinETnATOH, SCiiJU "UILDIIJG ASaSTAIIGL; i^UZiK^U
,:'"'' '•' . '
mO;-;: SAi':irrL ?1K3, (yREn'^rB. BOSTON R':t[o:^AL SOUG/^TION C:5NT£H
curj: :7iLr/i'n PUi-KE :iiGH scjiOJL rax--: ocTo:^::" STATE :'o\Ri 07 ii;x:CATiOM ag::s!da
Mr, ?etcr Scarpicnoto callc;d i.io and informed rie thnt he could not
h-"vo the noces5-ir:s^ documents ready to co;nnlote tJic -u;cke HiJih School
Construction/Renovation proposrl. "-eter ct.TLed th; -g 'uMic FaciliVtleo
and City of Poston Officiaj.s' sinn-^tua-es x.'crt not nvailahlc, because
the pertinent officials vjero out or ta.-m, Ijr, Scrirpignato, of the
• Public Facilities Office further noted tliat this v;ould hrjve no affect
on pro.f^rers of the proposal, Iccauso they i;era r:iovin3 fonrard in pi'o-
parlng the final xirorkinr-; droviings necess-.ry for co-'-^-S o^t to bid. He
stated thnt all application procedures and ducoinents vrill be reacly for
December T-;&-..rd of Education action.
-472-
The Commonwealth of Massachusetts
Department of Education
1385 Hancock Street, Quincy, Massachusetts 02169
November 18, 1983
Dr. Robert Peterkiti
Deputy Superintendent of Schools
Boston Public Schools
26 Court Street
Boston, Mass. 02108
Dear Dr. Peterkin:
I have recently been reviewing file material related to long-range secondary
school facilities planning and the Boston Desegregation Monitoring effort. In
Superintendent Spillane's letter to Coiranissioner Lawson dated May 3, 1983, he
writes that his executive planning has been in a holding pattern pending the
development of recommendations by the Educational Planning Group chaired by Jean
Sullivan McKeigue. In John Coakley's report entitled The proposed Renovation
of the Burke and Dorchester Facilities, dated May 3, 1983, attached to the letter
and incorporated by reference into it, John Coakley writes that in regard to long-
range planning for schools in Boston, it is clear that the secondary school com-
ponent is an ongoing and incomplete item on the agenda of the Federal Court.
One of the key elements in the Desegregation Monitoring effort being under-
taken by the School Building Assistance Bureau is monitoring and support of efforts
aimed at production of an acceptable long-range secondary facilities plan jointly
developed by the concerned parties to the case. As you know, all future secondary
school facilities projects, with the exception of the Burke proposal which has
been separately dealt with, must be consistent with the to-be-developed plan.
Could you let me know where the City of Boston now stands in regard to such
planning and how this Bureau may help in this effort?
Sincerely yours.
(^'John A. Calabro
Administrator
School Building Assistance Bureau
770-7238
JAC/am
cc: Frank Banks
Robert Blumenthal
Charles Glenn
Marlene Godfrey
Donald Manson
John Raftery -473-
HE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTt" SUPEHIN TENDENT
SCHOOL OPERATIONS
ROBERT S PETERMN
November 23, 1983
John A. Calabro, Administrator
School Building Assistance Bureau
Department of Education
Commonwealth of Massachusetts
1385 Hancock Street
Quincy, MA 02169
Dear Mr. Calabro:
Thank you for your letter of November 18, 1983, wherein you inquire as to the
status of long range planning for secondary schools in Boston.
Please be advised that the Boston School Department is currently undertaking
the development of the long-range plan, to be developed in response to School
Committee mandate. The planning effort is headed by Robert Murray of the
Department of Implementation and Robert Hayden, Special Assistant to the
Superintendent. For the past t\TO months, Senior Officers and Deputy
Superintendents have analyzed their areas of responsibility and submitted
long-range goals and action plans to Messrs. Murray and Hayden. A first draft
recently went to School Committee for their review.
Within the long-range plan, tlie issue of secondary schools will hi aadressed.
Rather than elaborate upon a preliminary draft which the School Committee has
yet to approve, I recommend that you speak directly to Mr. Murray or Mr.
l^yden, or await the final long-range plan which will be submitted to the
School Committee sometime this calendar year for final submission to the State
and Federal District Court.
If you have any questions, please do not hesitate to call me at 726-6200,
extension 5330.
Sincerely
RSP/jMc
3ert S. Peterkin
Deputy Superintendent
School Operations
cpy: Superintendent Robert R. Spillane
L/Franklin Banks
Donald Manson
Robert Hayden «,-
Robert Murray
26 CO'JRT STREET, BOSTON. MASSACHUSETTS 02108 • 726-6200 EXT -.330 APtA 61 7
Safety and Security
SAFETY AND SECURITY
OBJECTIVE 1
QUESTION: Of those schools initially identified as
having either (1) sporadic but serious
racial violence ( Charlestown, Hyde Park)
or (2) a high incidence of violence with-
in the school (English, Hyde Park, Brighton,
Thompson) what steps is Boston taking to
identify causes for these problems and pro-
vide solutions?
METHOD: Monitors visited Hyde Park High, English
High, Charlestown High, Brighton High, and
The Thompson Middle School, and talked with
administrators, counselors, teachers, some
students and parents. Discussions were also
held with the Deputy Superintendent for School
Operations, the Chief of Safety Services and
members of their staff. Reports on school
incidents submitted by the Department of Safe-
ty Services were reviewed for May, June, Sep-
tember, October, I983.
FINDINGS:
A. Schools Cited in July Report
Some of the schools identified in the July
Report to the Court as having more serious
safety and security concerns have clearly re-
sponded to some of those problems through the
creation of new positions, the assignment of
additional staff and the development of new
programs and procedures for dealing with safety
and security and student discipline issues.
The most dramatic changes are cited below at
English High and Charlestown High.
ENGLISH HIGH
1. new alternative education program - The
Fenway School
2. replacement of security staff
3. addition of a new position - student dis-
cipline officer
4. adoption of program which provides counseling
-475-
and other services and resources to over-age,
multiple offenders (The Collaboration)
5. replacement of two assistant headmasters, one
in charge of discipline
6. involvement in"School Offenders" programs,
a court-related part of "Child In Need of
Services" (CHINS) Law
7- creation of 9th grade clusters
b. increased emphasis on staff responsibilities
for safety and security within the building
9. plans to create additional alternative programs
CHARLESTOWN HIGH
1. addition of two new counselors
2. creation of Teacher Advisory Program (TAP) for
ninth grade students
3. part-time services of 3 Boston University
counseling interns
4. plans to start a peer counseling program through
the Student Council
5. placement of a new minority assistant headmaster
with a strong counseling and criminal justice
background
5. a more comprehensive system of keeping track
of students with discipline problems
It is clear the central office, the Safety Depart-
ment and school staff have worked together to bring
about some of these changes. While Charlestown shows
a drop in racial and other Incidents, English High
has not yet shown improvement through a reduction
in violence.
Madison Park High, Brighton High, Hyde Park High and
the Thompson Middle School have all made some
changes in staffing patterns and have made efforts
to improve their links with outside social and psycho-
logical support agencies, to improve the safety climates
within their schools. Madison Park has been involved
in several ongoing efforts, including the School Im-
-476-
provement program and other collaborative efforts
to improve sarety for all stuaents. Brighton High
nas stressed more teacher involvement in patrolling
less safe areas in the Duiiding, as well as improving
tne learning opportunities within tne school. nyde
Park High nas re-aeployed staff to hanale discipline
problems, ana has increasea internship and work-
study opportunities. Tne Tnompson has a security
ofiicer wno is actively wording with tne neighbor-
hood to reduce the influx of crime and other prob-
lems into the school. Both tne Tnompson ana Hyae
Park could benei'it from the development of more
airect strategies to prevent crime and safety proo-
lems witnin those builaings.
aOUi'H BuSTuN High
Wnile recent statistics for September-uctober
point to an increase In reportea incidents (See
appendix lo-) on-site visits conrlrm that tne same
fair ana comprehensive approacn to the nanaling
or discipline and other safety-related problems
within tne school remains intact. The climate
wlthm tne school is conducive to learning and
great efrorts appear to be made to keep it that
way. Kacial incidents, usually between Just two
students, do occasionally occur, out they do not
pervade the scnoox. Monitors were informea by
some staff of increased tensions between "American"
stuaents (ootn Black and white) and uamoodians,
aithougn these tensions have not prouuced any major
incidents to aate.
Monitors were, however, appallea by the filthy con-
dition of much of the ouiiding, ootn outsiae and
insiae. r^very staff person interviewed complainea
about a lack of trash collection and basic cleaning,
as well as a lacK of attention given to repairs.
The monitors saw Classrooms witn trash cans over-
flowing to the aegree that trash had to be shoved
into corners to avoid stepping tnrough it. The
monitors aiso saw oroKen winaows with broken glass
still nanging down, others witn large winaows missing
and replacea by plywooa for more than a month, and
other evidence of lacK of attention to basic building
maintenance. witn seven custodians assigned to tnis
Duiiding, the aismal state or its general repair smacKS
or deliberate sabotage. Tne monitors visited no otner
schools as filthy as tnis one.
-477-
OTHER FINDINGS
The statistical information provided through School
Incidents reports (Appendices - I & II) presents a
similar picture of safety and security issues as
was presented in the July Report to the Federal
Court. There are still sporadic racial incidents
(16 for June-July and l8 for September-October)
and there are still incidents occurring on ARA
school buses (see report of Bus Incidents).
English High School is still by far the most out-
of-control-school in terms of the occurrence of
safety-related and criminal incidents, although
efforts are clearly being made to remedy this situa-
tion. Monitors will continue to look for evidence
at English High that some of these efforts are
resulting in a reduction in criminal and safety-re-
lated Incidents, and improvement of the school
climate in general.
WEAPONS
In September and October, 26% of all of the 'Crimes
Against Persons' and 'safety related' incidents
involved weapons. Most of these reported incidents
were just 'possession of weapons'. This includes
guns, knives, razors, 'nunchucks', projectiles and
sticks but excludes 'shod feet' which is considered
a 'dangerous weapon' In Boston's reporting system.
There have been very few reported incidents involving
guns, and these have been handled quickly and severely.
(One, this year, has resulted in an expulsion) (See
Appendix III) .
It appears from information provided by both school
administrators and by central office administrators,
that in most cases the carrying of weapons by stu-
dents does not, necessarily, signify criminal intent.
Part of this phenomenon appears to be related to peer
prestige; groups of students carry some kind of weapon
to impress their friends. When contacted about their
children carryir^g weapons, some parents, while not
condoning the practice, explain it as needed protection
in moving through dangerous areas of the city enroute
to and from school.
It is clear, however, that regardless of how benign
the Intent, having weapons in a school increases the
probability of serious and violent incidents occurring,
-478-
and jeopardizes the safety of all students.
Deputy Superintendent Peterkln has suggested two
basic approaches for improving this situation.
The first is punitive - implementing stronger, uni-
form procedures for dealing with students possessing
weapons. This might include more severe punishments
(suspensions, expulsions) for students found in
possession of weapons (other than guns), more than
once. The second approach would be a more positive
approach - spearheaded through student council and
student leadership groups. This might involve school
campaigns to encourage students to refrain from carry-
ing weapons for the sake of improving school climate
and the school's reputation.
Deputy Superintendent Peterkin has Issued a memorandum
to all Headmasters and Principals on (1) the 198O Code
of Discipline position on weapons; (2) specific pro-
cedures to follow when weapons are found; and (3) the
Importance of involving student organizations (see
appendix IV). So far, no city-wide efforts other
than the memo, have been launched to toughen disci-
plinary actions for weapons or further Involve student
or parent organizations.
RECOMMENDATIONS
Boston must continue to focus the energies of central
office staff, the Department of Safety Services, and
school staff in preventing violence and safety-related
Incidents in schools. This Includes:
1. Insuring that students are promptly given copies
of the cltywide discipline code at the beginning
of each school year and are carefully explained
its contents and the consequences of violations;
2. reducing the opportunities for violent confronta-
tions and other safety-related problems within
individual schools by: (1) looking for repeated
patterns of unsafe or dangerous behavior; (2)
identifying places within or around buildings in
which problems more frequently occur, and (3)
identifying students who are multiple offenders
and developing specific plans and strategies for
dealing with these problems.
•479-
developing stronger, more defined procedures
to discourage the possession of weapons in
schools by students - including stronger puni-
tive responses, and cltywide and school-based
involvement of student and parent organizations,
-480-
Objective I
Question :
What steps is Boston taking to investigate the extent of
safety problems on some school buses, and to remediate such
problems?
METHOD
Monitors met with central office administrators charged with
security on school buses to discuss plans for investigations
of schools bus disruptions and possible remediation. Monitors
contacted CPC and the school bus drivers union to gather and
assess data collected by these two groups on school bus violence
In addition, monitors discussed school bus safety with staff
of the Safe Schools Commissfon.
FINDINGS:
Of the 526 incidents reported for May, June, September, Oc-
tober, 1983, 43 were incidents involving school bus safety;
8 were stonings, and 35 were other safety-related incidents
occurring on school buses. (See Appendices I and II) While
Deputy Superintendent Peterkin and Chief of Safety Services
Christollni clearly do not see school bus safety as among
the more important safety problems facing the Boston Public
Schools, they have not altogether ignored its importance to
parents. They feel that the school bus reporting procedure
is a good one, and that, if properly utilized and followed-
up with appropriate disciplinary and other kinds of action,
it would reduce the repetition of certain kinds of safety
and discipline problems. They clearly do not feel that the
re-hiring of bus monitors will solve many of the disciplinary
and other problems cited, nor prove cost-effective.
The bus drivers union, CPC, and many parents and administrators
view the removal of all school bus monitors as of 1979-80 as
more of a cost-saving step than one dictated by lack of need.
In fact, the CPC cites increased costs as a result of van-
dalism caused by students on buses as an important reason to
re-install monitors on some buses. The issue is complex and
involves :
a state re-lmbursement fund(Chapter 636) for school bus
monitors which does not assure the Boston Public Schools of
directly benefitting from funds reimbursed to the city by
the state;
-481-
a school incident-reporting procedure which, according to
some administrators is under-utilized by bus drivers (and
a "Bus Behavioral Referral Form" which is being phased
out) because drivers cannot or do not find sufficient time
during their day to file timely, detailed reports with
school administrators;
criticism of frequent changes of bus drivers on certain
bus runs, decreasing the familiarity and cooperation among
drivers, student, and school administrators;
bus driver complaints about a lack of appropriate disci-
plinary responses from some administrators when reports
are filed.
charges by CPC that the BPS provides inadequate follow-
up on reports .which are filed;
charges by BPS administrators that some bus drivers do
not live up to their responsibilities for maintaining dis-
cipline, and following procedures established for handling
disruptions on buses.
While Deputy Superintendent Peterkin has re-emphasized to
principals and headmasters the importance of consistent
cooperative efforts between bus drivers and school adminis-
trators in resolving school bus safety and discipline
problems, this is not enough for those concerned about
school bus safety, and those advocating the return of
school bus monitors. Not much school department energy
or attention has gone into responding to the school bus
safety and discipline issues since the July Report to the
Federal Court .
Recommendation
Despite the relatively low percentage of safety-related
incidents reported on school buses, the Boston Public
Schools should put more effort into (1) resolving some of
the more persistent discipline and safety problems oc-
curring on certain bus runs and responding to parents con-
cerns about school bus safety in general. (2) Particular
attention should be paid to those buses serving elementary
schools and special needs students, where safety may be
jeopardized more through high spirits and immaturity than
willful disobedience or knowing violations of the discipline
code. Some options for the situation might be:
assignment and extra pay for a teacher to ride the bus
during troublesome periods
-482-
the creation of a student monitor corps, selecting res-
ponsible ^th and 5th grade students to help maintain
order and report on problems and vandalism as a part of
a student leadership program;
the permanent assignment of bus monitors to elementary
schools with particular problems
mandating problem -solving meetings between principals/
headmasters, parents and bus drivers when reported bus
incidents exceed two or three. Out of this meeting would
come a written, mutually agreed upon plan' for reducing
safety and discipline problems on buses. This plan would
be evaluated at regular Intervals.
Dealing with safety and discipline on buses serving older stu-
dents presents a different set of problems. There are more cases
of willful disobedience of rules and intentional vandalism. If
monitors are to be effective, they must be well-trained in crisis
intervention techniques, have positive and strong ties with the
school administration, have the ability to be authoritative and
yet defuse potentially explosive confrontations between and with
students. All of which adds up to someone trained more like a
Boston school police officer than an elementary bus monitor. While
Mr. Chistolinl has cited Instances in which school police have
ridden buses which have been problem-ridden, periodic assignment
of school police to certain problem-ridden runs may reduce some
abuse of the disciplinary code and Increase the climate of security
for all students riding the school bus. In its interviews with stu-
dents, the Safe Schools Commission has found that many students list
school buses as one of the least safe places within their school en-
vironment. Increasing the permanent removal from high school buses
of students who seriously violate the discipline code more than once
may also provide additional safeguards.
In general, establishing a stable group of bus drivers which clearly
understands and carries out its responsibilities for following safety
procedures, including the consistent reporting of disciplinary in-
fractions to a cooperative and responsive school staff may do more
to Improve bus safety on some runs than anything else.
Students should also be repeatedly Informed of their responsibilities
under the discipline code and be given specific consistently rein-
forced conseauencps for violation of that code, including nermanent
removal from high school buses for multiple offenses.
-483-
OBJECTIVE 1
yUESTION: m tnose scnoo±s with nign numbers of violent
inciuents, whai: steps are oeing taken to
aevelop efiective alternative programs for
tnose disruptive studeHts not benel'ltring
irom the regular school program:
MEtHOjj: MoniLors met with central office administrators
responsible for the development of such pro-
grams and assessed tne effectiveness of their
efforts in working with school administrators
in those schools with more serious safety issues,
to aevelop such programs. Monitors for both
'safety and security' and ' stuaent discipline'
made on-site visits to alternative programs and
schools, ana have begun assessing the impact
of these programs on improved school climate
FINDINGS ^^'^ uetcer xearning outcomes for students assigned.
alt^^rnative pkogkamis and STuDEMT OFFEivjDEHS
In the July 1983 Report to the Feaeral Court, state monitors
recommended that the boston fubiic Schools begin researching
and expanding program offerings In alternative education,
particularly programs serving disruptive students and
repeat offenders. This recommendation was seen as a partial
remedy lor some of the safety and security problems plaguing
several scnoois; Dy providing differentiated, more effective
and engaging educational opportunities geared to the specific
learning needs of this relatively small portion of the total
stuaent population, the boston i'ubiic ::5Chools would also be
reducing tne chances of tnese students aisrupting regular
eaucation programs, and reducing their opportunities for
victimizing other students and staff.
AS a result of on-site visits and interviews with many school
staff members chargea with student discipline and discipline
referrals, several Important issues have emerged as a oacKgrouna
for concerns about safety and security as it applies to al-
ternative eaucation programs.
MARGiNAi. AND HARDCORE STUDENT OFfENi)ER^>
Many school stafi members working on discipline and safety
issues nave made a distinction between (,a) students who are
sometimes involved in violations of the aiscipllne code affect-
ing tne safety and security of other students and staff; and
(b; those who are nabitually involved m such violations.
Tne former (a), sometimes referred to as 'marginal ' stuaents :
more often nave poor or below average academic records, are
-484-
sometimes J but not always, over age; sometimes have poor self
concepts; are occasionally Involved In acting-out behaviors
and sometimes criminal acts; but are usually not viewed as the
prime movers of criminal or other kinds of violations in a par-
ticular school. These students often respond to a tone estab-
lished in the school by other students, more heavily involved
in criminal and other offensive behaviors. The prognosis for
the 'marginal' students is often seen as more hopeful, and
many of the alternative programs do accept students with this
kind of record. Some program coordinators and others concerned
with discipline report some dramatic turnarounds in students
with this kind of record as the result of alternative edu-
cational approaches and psychological, family, and social inter-
vention strategies. Anecdotal estimates of the numbers of these
kinds of students in schools most affected by safety and security
problems, suggest a range between 10% and 20% of the total stu-
dent population of those schools with more serious safety con-
cerns .
Those students who are habitually involved in criminal and other
violations in schools, sometimes called 'hard-core' cases, are
given a much slimmer chance by school officials for rehabili-
tation within the school system. These students are: often
over-age,' are one, two and even three-time repeaters with few
of the 'points' needed for graduation; often come from un-
happy, disarrayed family situations many of which are counter-
productive to the school's attempts to provide help. These
students are described as 'incorrigible', and are seen as atten-
ding school primarily to victimize other students, staff and
their property. These are the students who most school staff
describe as "not belonging" in a regular comprehensive high
school or middle school. Estimates of the numbers of such
students in impacted schools range between 10 and 30 students
per school. Although their numbers are small, these students
are given primary blame for helping to establish a negative
school climate, by flaunting rules, disobeying and abusing staff
in front of other students, and remaining indifferent and some-
times even amused by the kinds of disciplinary actions (usually
suspensions) meted out. These students have often had several
contacts with the police and the courts for various criminal
offenses, and are often required to return to school, where they
have experienced very little success, as one of the terms of
their sentence or parole. Most of the existing 'alternative pro-
grams are reluctant to accept referrals of 'hard-core ' students
because of the recidivism rate among these students and the im-
pact such students may have on other "marginal" students in the
alternative program.
-485-
DISCIPLINARY TRANSFERS (see Appendix III)
"Hard-core and some marginal students are sometimes given "dis-
ciplinary transfers" to other (usually district) high schools
in th. hope that a new and different school setting may prove
more tiuccessful and not provide the same kind of peer support
that he/she received In the original school. According to some
reports, some of these transfers have been effective in improving
the behavior and academic performance of some students. How-
ever, most school administrators felt that while getting rid of
a habitual troublemaker may be good for them, they know he will,
more than likely, just become someone else's headache in another
school. They have expressed little faith in most disciplinary
transfers, and some have spoken resentfully of having been the
recipient of such transfers without benefit of prior warning
about the incoming student's problem-ridden record.
It is clear that the Boston Public Schools have not devised an
effective strategy for dealing with these 'hard-core cases'
educationally or behavlorally , nor have they devised an effec-
tive way of preventing these students from disrupting the edu-
cation of other students except through continual suspensions
and, in a few cases, expulsion.
Many of these hard-core students have been core-evaluated, and
placed in special needs classes for much of their school careers.
Some administrators and staff with responsibilities for dis-
cipline feel that special needs approaches have had little im-
pact on their behavior nor Improved their academic achievement
significantly. Administrators have also been constrained from
making out-of-school placements because the majority of such
'hard-care' offenders are Black males and out-of-school and
out-of-dlstrict placement sites are both difficult to find and
hareier to justify for Black males.
ALTERNATIVE PROGRAMS: Central Office Initiatives and Supports
Sid Smith, working out of the Office of School Operations has
within the last two years undertaken the following tasks re-
garding alternative programs:
1. collection and analysis of information on effective alter-
native schools and programs throughout the country
2. communication with individuals Involved with some of those
programs and schools
3. establishment and support of several alternative programs
(Fenway School and New Horizons) and a school (Boston Prep),
(See Appendix V)
^. support and evaluation of all alternative programs in the
system
-486-
I
5. provision of seed money for schools wanting to develop
alternative programs.
Mr. Smith has expressed a specific philosophy and approach to alter-
native education and has developed three new programs within the
framework of some of these ideas:
the varying educational needs of different students are
not equally served by traditional approaches to high
school and middle school education;
many students disrupt, cut classes, have excessive absen-
teeism and otherwise fail in traditional or regular programs
because the structures of those programs and their ap-
proaches to learning do not meet the overall human needs
of some students, nor engage them actively enough in
learning;
many of these same students respond and learn better in
an environment in which there are
(1) more personal contacts with a smaller number of
staff and students
(2) clearly expressed expectations for learning specific
concepts, skills and information, and
(3) frequent and regular feedback on how well one is
learning and what one needs to improve;
- specific periods within the school program to work through
with other students and perhaps counselors/teachers, per-
sonal problems and other issues associated with family,
peers and growing up; these problems will otherwise inter-
fere with learning;
- opportunities for experiential learning through internships,
job placements, are important to establishing realistic
and achievable educational and lifetime goals. (This is
similar to the work-study goals of Boston High. )
COMMENDATIONS/RECOMMENDATIONS
1. Mr. Smith is to be commended for his untiring efforts in
expanding and improving alternative education in Boston
Public Schools
2. Boston needs to provide more seed money for the develop-
ment of workable models, and to train and re-deploy staff
to run these programs.
-487-
Boston central office administrators and district admin-
istrators need to exercise more authority in seeing that
alternative programs are expanded to those schools not
now served, but most in need (e.g. Hyde Park, Thompson,
Brighton High, Jamaica Plain High, Lewenberg, Charlestown,
Gavin) and that funds are allocated and staff deployed
and trained for their implementation and operation.
Boston needs to devise more effective programs and
strategies for dealing with 'hard-core' multiple offender
students - both to limit their disruption and victimization
of the schools which now house them, and to increase their
chances for positive educational outcomes. The 'School
Offenders Program' , a part of the "Child in Need of Ser-
vices (CHINS) Law, and the development of new kinds of
collaborative efforts between the courts and the Boston
Public Schools should be given more attention, and more
Information about 'School Offenders' and other existing
programs should be disseminated among all Boston Public
Schools .
-488-
OBJECTIVE I
QUESTION
Have problems of inconsistency in incident reporting among
schools been resolved?
METHODOLOGY
Monitors interviewed administrators and staff in several schools
throughout the system where unconfirmed reports of inconsistent
reporting of incidents emanated. Monitors also spoke with John
Chistolini, Chief of Safety Services and Deputy Superintendent
Peterkin and his staff about inconsistencies in reporting in-
cidents .
FINDINGS
Dr. Peterkin and John Chistolini admit that there have been
problems in getting some school administrators to consistently
report incidents required by the Safety Procedural Manual. To
remedy this they periodically run spot checks to make sure all
incidents are being completely and accurately reported. These
spot checks consist of security staff reporting, directly to
the Safety Department, incidents occurring in the buildings to
which tney have been assigned. These reports are checked against
reports submitted by the building administrator to assess their
completeness and accuracy. If problems are found, Dr. Peterkin
goes directly to the headmaster or principal involvea.
The Safety Department will also move school police officers to
other assignments when they suspect that incidents are not being
completely or accurately reported.
The problem, briefly stated, is that some headmasters do not
want their schools to be perceived as problem-ridden, and there-
fore try to limit the number of reported inciaents. They some-
times convince safety staff to cooperate in oraer to maintain
friendly working relationships. The irony is, however, that the
more safety problems a school reports, the more likely that school
is to receive additional staff and other forms of help. Instances
of non-compliance with incident reporting required by the Safety
Procedural Manual are very difficult for monitors to document.
However, Deputy Superintendent Peterkin admits they do occur, and
says that immediate corrective action is taken when they are un-
covered.
Problems Within Schools Regarding Accurate and Complete Reporting
Some schools continue to have problems in getting staff and stu-
dents to carry out safety-related responsibilities and to report
-489-
all Incidents required by the Safety Procedural Manual. Com-
plete documentation of these problems remains elusive. Monitors
have been told and have observeu, in some instances, that noc
all staff carry out tneir responsibilities for monii^oring hall-
ways during passing periods. Some staff 'overlook' students in-
volved in inappropriate or unsafe behavior, seemingly because
they are afraid to confront these students or because filing safety
or disciplinary reports are unpleasant and time-consuming, or
both. Some teachers interviewed report that a lack of 'ap-
propriate' disciplinary responses by school administrators to
reports filed, has discouraged them from filing additional re-
ports. While many schools appear to have some of these problems,
there are clearly some schools which have very serious problems
involving staff morale, safety and student discipline - English
High prime among them.
Deputy Superintendent Peterkin and the Chief of Safety Services,
have also reported some possible cases of 'false or inaccurate
reports' - that is, students alledging to have been attacked or
robbed by someone, but without any corroborating witnesses or
evidence .
Administrators at English High and Madison Park have reported
a similar phenomenon, and, further, that some students, un-
happy about their school assignments and wishing to transfer
out of the schools, particularly White students, exaggerate
minor happenings to appear to be far more threatening than is
reported by other witnesses, in order to acquire a 'safety'
transfer' to a more comfortable school.
There is also a continuing problem at schools such as English
High and Madison Park (which have structural lay-outs which
are very difficult to supervise and monitor) with getting stu-
dents to obey 'off-limits prohibitions'. Many of the robberies
and assaults of students in these buildings occur in places in
or around these buildings which are 'off-limits', but which
students continue to frequent.
Recommendations
boston central office and all school administrators should con-
tinue:
1) vigorously checking all schools during the year to make sure
that they carry out their safety-related responsibilities
for reporting all incidents required by the Safety Procedural
Manual .
2) actively insisting that students and staff carry-out their
responsibilities for maintaining their personal safety and
the safety of others. Staff must monitor hallways, as re-
-490-
quired. Students must know all school rules and the Code of
Discipline, and obey all ' of f-llmlt ' prohibitions. Both stu-
dents and staff must report incidents required by the Safety
Procedural Manual, and staff must file disciplinary reports
as required.
-491-
la
September - October 1983
Total Incidents (Crimes Against Persons and Safety Related)
' H - 213
M - 50
E - 13
Other - 7
Total = 283
Incidents Occurring on ARA Buses
H - 14 Bus Stonings - H = 0
M - 8 M = 0
E - 2 E = 2
Other - 4
Total = 28
Racial Incidents
H - 14
M- 3
E - 1
Total = 18
Incidents in which weapons were involved
(Including robberies, assaults, alterca- ^^^^^ _ ^3 ^^ 26% of Total Incidents
tions)
-493-
lb
May - June 1 983
Total Incidents (Crimes Against Persons and Safety Related
H - 161
M- 62
E - 20
Total =243
Incidents occurring on Buses
H -
4
M-
9
E -
2
Total -
15
Racial Incidents
H -
12
M -
3
E -
1
Total =
16
Bus Stonings - H - 2
M - 2
E - 2
Total -
Incidents in which
weapons were involved Total - 66 or 21% of Total Incidents
(including robbery, assaults,
altercations)
-494-
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Drug &
Alcohol
use or
posses-
sion
Altercations
(verbal &
physical)
Robbery or
Robbery
Attempts
■
3
d
U)
<
2 (1 Racial)
1
1
1
Weapons
Possession,
Threats,
Other
1
1
1
(Bus Stoning)
1
1
(Bus Stoning)
1
1
0
Ellis
Blacks tone
Tobin
Fifield
Jackson Mann
Mather
Elihu Greenwood
Condon
S. Greenwood
Hennigan
Trotter
Longfellow
-505-
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D±SC±PLxNAnY TnAN^FEnS - Depterauer - October ly83
Total = 6
^ - Black males
2 - Blcick remales
2 01 the cases involved assaults on staff or students
4 of the cases Invoivea repeated aisruptions and fighting
(2y disciplinary transiers for 19o2-i98:s - 2/B, ^ W)
£.XPuLSiONa - September - uctober 19o3
Total = 2
d. Black maley
1 of the cases involved possession of a I'irearm
1 of the cases involved possession of a knlre and
a large amount or marijuana
^ orher expulsion requests are pending
-507-
r^.
^^--^^^<^^f DEPUTY SyPERlMTEHDEWT'S " J^8
fi^EMORAk'DOAfi
\M-rCi'wrr'.''.fCrrrj',";-i'T I nS' i r v
No. 13, 1983-1984
September 1, 1983
mN5ER0US OBJECTS
To: Ccornunity Superintendents, Headmasters, Principals and Other
Administrative Heads:
PLEASE BRING TiUS MEMCRANDUM TO THE ATTENIICN OF ALL STAFF UNDER YOUR
JURISDICTION BY MEAIS OF A RATED CHECK LIST.
Tbe 1980 Code of Discipline lists as grounds for suspension the possession of
any firearm, loiife, razor blade, club, explosive, inace or teargas, or other
dangerous objects of no reasonable vise to the student at school (Section 7.5).
Headnasters/Principals must comcnunicate to students that the possession of any-
dangerous weapons or objects in school, on the way to or from school, or
during school-related activities is strictly forbidden, and that violations of
this rule will be dealt with appropriately. Involvement from the Student
EtT-ird.c Racial Council and Student Government should be sought in this endeavor.-
In the event that a WEAPCN or aAN3RDUS OBJECT is confiscated tb.e following
procedures are to be adhered to:
1. EACH ITEM SHOULD BE KEPT IN THE POSSESSION OF THE AR-IINISTRATOR UNTIL
CONTACT IS MADE WITH A REPRESENTATIVE OF THE SAFETY SERVICE DEPARIhEvT.
(445-1400 or 726-6583) . ,
2. THIS EEPRESENTATIVE WELL BE RESPOGIBLE TO GIVE A RECEIPT, TAG AM)
TRANSPORT THE ITEM TO THE SAFETY SERVICE DEPARIMENT AT MADISCN PARK HIOl
SCHDCL (WITH THE EXCEPTION OF FIREARMS) .
3. THE SAFETY SERVICE . DEPARTMENT WILL GUARANTEE ACCESS TO THE ITEM K)R ANY
HEARINGS, CONFERENCES, COURT PROCEDURES, ETC.
4. FCLLCWING ANY PARENTAL CONFERENCES, WEAPONS WHICH ARE CLASSIFIED
ACCORDING TO MASS. GENERAL LAWS CHPS. 269 AS "DANGEROUS WEAPONS" WILL BE
TUF^NED OVER TO THE BOSTCN POLICE BY THE DEPARTMENT OF SAFETY.
In no instance should or will a weapon or dangerous object be returned to a
student. The Department of Safety will be responsible for returning any
property not classified as a dangerous weapon to parents or legal guardians
iroon request.
INQUIRIES REGARDING THIS MBCELANDUM SHOULD BE ADDRESSED TO MR. JOHN
CHISTCLINI, CHIEF OF SAFETY SERVICES, TELEPHCWE, 445-1400, 726-6583, MADISON
PARK HIGH, 55 NEW DUCLEY STREET, RQXBURY, MA 02119-
. ■ ■ -508- Robert S. Peterkin
Deputy Superintendent
School Operations
ST/iF.-ir.'G 1983-1984
10/17/=3
Va.
HOUF^
UNIT
OFFICER
PRIMARY
SLCO.'.'DARY
GREEN ZONE
7:15 -
3:15
31
7:00 -
3:00
32
7:00 -
3:00
33
8:00 -
4:00
101
7:15 -
3:15
13
7:30 -
3:30
34
7:15 -
3:15
35
7:00 -
3:00
36
7:15 -
3:15
37
7:15 -
3:15
38
oic-
SGT.
w.
Hickey
s.
Graham
B.
Butler
E.
Con lin
H.
Strickland
J.
Vasquez
P.
Collins
L.
Tate
J.
ivallace
J.
Kane
West Roxbury High
West Roxbury High
West Roxbury High
Washington Irving
Jamaica Plain High
Jamaica Plain High
Jamaica Plain High
Jamaica Plain High
Curley Middle
Roosevelt
Transportation
W. Irvine
Transportation
Kennedy
Longfellow
Parkman
Agassiz
Fuller
YELLOW ZONE
7:15 -
3:15
9
7:00 -
3:00
39
7:15 -
3:15
40
7:15 -
3:15
41
7:15 -
3:15
42
8:00 -
4:00
43
7:30 -
3:30
99
7:15 -
3:15
98
7:15 -
3:15
44
7:00 -
3:00
45
7:30 -
3:30
46
SGT. T. Gomperts
J. Coleman
J. Turner
J. Fortes
H. Dea
J. Hurney
D. Brown
J. DiReeno
D. Flakes
A. Albano
J. Giardina
Charlestown High
Charlestown High
Charlestown High
Charlestown High
Charlestown High
Edwards
Prep
Umana
Umana
E. Boston High
E. Boston High
Transportation
Late Bus
Blackstone
Edwards
Quincy
Eliot
Timilty
Guild
Prescott
Barnes
McKay
-509-
Di;rAr:r;:;;:;T o?
:TV 5UKVICES
V b
S7PSF1UG 1963-1954
HOURS
UNIT
OFFICER
PRIMARY
SECONDARY
ORANGE ZONE
7:15 -
3:15
14
7:30 -
3:30
47
7:30 -
3: 30
48
7:15 -
3:15
49
7:30 -
3:30
50
8:00 -
4:00
51
7:15 -
3:15
52
7:15 -
3:15
53
7:15 -
3:15
18
7:30 -
3:30 '
54
7:30 -
3:30
55
7:15 -
3:15
56
7:15 -
3:15
57
8:00 -
4:00
58
8:00 -
4:00
59
8:00 -
4:00
60
8:00 -
4:00
101
SGT.
7:00 -
3:00
10
7:15 -
3:15
61
7:30 -
3:30
62
7:15 -
3:15
63
7:30 -
3:30
64
7:30 -
3:30
65
7:00 -
3:00
66
7: 15 -
3:15
67
7:00 -
3:00
17
7:30 .-
3: 30
68
7:30 -
3:30
69
7:30 -
3:30
70
7:30 -
3: 30
71
8:00 -
4:00
72
SGT.
SGT.
SGT.
D. Bilotas
C. Calloway
K. Kelley
J. Gutierrez
T. Sanabria
J. Lay ton
J. Oliver
W. Fredericks
Dorthester High
Dorchester High
Dorchester High
W. Wilson Middle
Marshall
Holland
Cleveland
Cleveland
s.
Bell
Hyde Park High
K.
Winn
Hyde Park High
G.
Williams
Hyde Park High
V.
Younger
Hyde Park High
K>
Partello
Tileston
A.
Almeida
Thompson Middle
G.
Smallwood
Mattahunt
K.
Baker
Lewenberg
E.
Conlin
BLUE ZONE
W. Irving Middle
M.
Hennessey
English High
K.
Devlin
English High
W.
Baker
English High
M.
Correa
English High
T.
Clements
English High
S.
Ammidown
English High
G.
Guptill
Latin High
J.
Reteguiz
Tobin
J.
Cronin
Brighton High
W.
Murphy
Brighton High
L.
Catron
Brighton High
M.
Johnson
Brighton High
N.
McDougall
Latin Academy
A.
Hardaway
Hennigan
Transportation
S. Greenwood
Fifield
Fifield
Mather
Mather
Holland
District
Chittick
Thompson
Rogers -
Lee
District
IV
- Tayloi
Channinc
IV
Farragut
Ma eke y
Tobin
Hurley
Transportat it
Taft
Jacks on -Mann
Hennigan
Mackey
■510-
di:?akt;:i:;t or gati^ty sep.vicks
V c
UNIT
ST/.J-TIN'G 1983-198 '1
OFFICER
BROWN ZONE
PRIM-^VRY
SECONDARY
2:00
30
3:00
73
3:00
74
3:00
75
4:00
76
4:00
77
SGT. L. Allen
L. Higginbottom
J. Stew.irt
K. Bourque
John Jones
S. Willia-Tis
Technical High
Technical High
Technical High
Lewis - Ellis
M. L. King
M. L. King
Mendell
Higginson -
'■/hite Stadium
7:00 - 3:00
7: 30 - 3: 30
7:30 - 3:30
15
91
92
SGT. J. Dupree
J. Finn
I. Thibodeaux
J. E. Burke High
J. E. Burke High
J. E. Burke High
Bus Route
Hernandez
RED ZONE
3:00
5
3:30
78
3:00
79
3:30
80
3:00
81
3:30
82
4:00
83
3:30
84
3:30
85
4:00
86
3:00
19
3:15
87
3:00
88
3:00
89
2:00
90
93
94
95
96
97
LT. D. Rorie
J. LaSelva
T. Giannino
K. Jackson
R. Kelleher
A. Skrine
M. Ogarro
E. Johnson
P. Winbush
A. Fenderson
SGT. W. Smith
.M. Harrell
N. Sabator
S. Rogers
E. Knowlton
Jos. Jones
P. Janey
P. Shaughnessy
C. McDonough
B. Jeanetti
Madison Park
Madison Park
Madison Park
Madison Park
Madison Park
Madison Park
McCormack
Gavin
Gavin
Dearborn - Wheatley
HHORC
HHORC
HHORC
HHORC
HHORC
Night Shift
Night Shift
Night Shift
Safety Department
Safety Department
Bus Route
Timilty
Winthrop
Hurley
Wheatley
Trotter
TransDortation
11
12
SGT.
SGT.
R. Durkin
D. Johnson
Cruiser Patrol
Cruiser Patrol
:00
7:00
15
R. Franklin
Night Shift - Safety Department
■511-
VI a
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
SCHOOL OPERATIONS
ROBERT S. PETERKIN
ME>DRANDUM
TO: Frank Banks, Massachusetts Department of Education
IRCM: Sid Smith, School Operations A^^
RE: Alternative Programs
DATE: October 25, 1983
Please find enclosed a listing and description of the alternative programs now
operating in the Boston Public Schools. These programs have been broken down
into "Intervention" and "Conprehensive" programs. The intervention prograas
offer part-time si^port services to students who have been identified as
ha-zing academic, attendance or behavioral problems. Conprehensive programs
enroll students for most or all of the sch£x>l day and provide academic as well
as si5)port services.
In addition to the above, please find a recent memorandum (Request for
Proposals) which was circulated throughout the system. I believe this can
give you a capsule ATiew of the state of alternative education and some
inmediate thrusts focused on continued development. Finally, you will also
find enclosed a copy of an evaluation program to be conducted during this
school year.
Should you have any additional questions, please feel free to call.
/bab
xc: Dan French, D^t. of Education
Ends
-512-
26 COURT STREET. BOSTON, MASSACHUSETTS 02108 • 726-6200 EXT. 5330 AREA 617
'■^■"S It^itMi 'Lua.ixrbl
VI b
OOMPREHENSIVE PROGRAMS:
1. Anot±ier Coxjrse to Colleoe (ACC) : This program, begun in 1975, and
presently enrolling 200 11th and 12t±i grade students, is targeted at
providing "late bloomers" with an intensive college-prep program. ACC
has a cooperative arrangement with UNkss-Boston, allowing students full
access to the university's courses, programs and facilities. The
program, which is open and voluntary, is located at 60 Joy Street,
Boston, MA..
2. Boston Prep: This program was initiated in October, 1982 and is designed
to service 100 overaged high school stxjdents who have severe academic,
attendance and/or behavioral problems. The program is competency-based,
providing students with an opportunity to accelerate their acquisition of
school credits and shorten the time span leading toward high school
graduation. Boston Prep has developed a cooperative relationship with
UMass-Boston and a variety of himan service agencies throughout Boston.
The program is located at 60 Joy Street, Boston, MA.
3. Fenway School: This program, initiated in September, 1983 is located on
the 10th floor at English High School, has a total enrollment of 115 and
is open to any 10-12 grade student at English High (with a 25X referral
population). The program has a strong focus on the development of a
sense of community and participation, incorporates a mastery-learning
planning, instruction and management system and eiqjloys numerous
community resources for experiential learning activities. Fenway has a
cooperative relationship with Boston University and the John Hancock Life
Insurance Company,
4. New Horizons: (See Fenway) located at ^krtin Luther King Middle School;
100 7th grade students.
5. Home Base: This program is located at Madison Park High, was initiated
in September, 1982 and is designed to service 50 students with
conbinations of academic, attendance and behavioral problems. The
program provides an academic and support program for a majority of their
students day. Two to three periods are spent in the mainstream, with
progress-tracking provided by the Home Base staff. Home Base has a
cooperative arrangement with Northeastern University and the Madison Park
Collaborative.
6. Log School: This program, initiated in September, 1974, is located at
220 Bowdoin Street, Dorchester, MA, and provides academic and si-qjport
services to 25-30 high risk, District 5 middle school students. The
program is run through a collaborative effort between District 5 and the
Federated Dorchester Neighborhood Houses.
7. School-WitJhin-School (SWS): The SWS Program was initiated in 1975 and
provides full afviflpmip and siq^port services to 75 students in South
Boston High School. The program serves any student, though it does have
a high concentration of moderate to high-risk enrollees. Admissions is
open and voluntary.
-513-
VI c
lOTERVEMlON PROGRAMS
8. Comprehensive School -Age Parenting Program (CSAPP) : This program was
initiated in 1978 and provides Ir^tructional and support services to
^proximately 200 pregnant and parent teens at English and Jamaica Plain
High Schools.
9. RECAP: This program was initiated in 1980 and serves five middle schools
in District 3, 6 and 7. The program is targeted at students who have
repeated grades, in the middle schools, at least two times. Through a
contractual arrangement calling for rigid achievement, attendance and
standardized test-scoring standards, students are offered an opportunity
to accelerate their promotion into Mgh school.
10. Student Assistance Center; This program, initiated in September, 1982,
provides acadfani c^ counseling and instructional stjpport services to
at-risk students at English High School. The program is targeted at
ninth-grade repeaters and two-time suspendees.
11. Intervention Program: This program, initiated in September, 1982,
provides si^jport, intervention and referral services to high-risk
students at Jamaica Plain High School. In addition to this, the
Intervention Program also conducts an Occupational Preparedness program
for targeted students.
■514-
VII a
THE SCHOOL COfvlMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
SCHOOL OPERATIONS
ROBERT S PETERKIN
ME>PIl<^NIXJM
TO: Principals, Headmasters, CommLinity Si^ierintendents , Teachers
Kiai: Sid Smith, Project Director, Alternative Education
FE: Request for Planning Proposals
DATE: October 14, 1983
Please find enclosed a brief narrative about Boston Public School alternative
edvication programs and an accompanying "Request for Planning Proposals". In
the interest of ensuring the development of the best alternative programs and
identifying those teacJiers and administrators who have the interest,
creativity and energy to work for their inception, small planning grants will
be made available to individuals, schools or districts for the fell/winter of
1983-1984. These grants may be used to pijrchase time (substitute teachers) ,
travel or technical assistance to assist in the development of an
inrolementation plan and budget for an alternative school/program in your
building or district. "These plans will then be supported, through the
Alternative Education Program, during the budget development process, for
implementation in 1984-85. In addition to this, external funds, above and
beyond those funds already available to t±ie Alternative Education Program,
will also be sought to provide additional seed money necessary for program
inplementation. Though there can be no guarantees as to the level of event'aal
funding, all funds available to the Alternative Education Program will be
directed tc^^ard implementation of these programs.
A maximum of five (5) proposals will be approved for contin'jed development, at
a maximum initial expenditure of seven luxndred fifty dollars per grant
($750). Upon g^proval of the proposals, additional technical assistance will
be made available to grant recipients, at no cost, through the Alternative
Education Program.
Ten copies of this memo have been distributed to the Faculty Senates in each
school. Please make all due efforts to ensure that all teachers are aware of
the availability of these funds. All proposals must be filed in the Office of
School Operations, 26 Court Street, Boston, MA 02108 (attention: Alternative
Education Project) no later than November 11, 1984. Proposals will be
reviewed, with appro^/al notification to be sent no later than Novenber 18,
1984.
Any questions or requests for assistance are welcoiaod and encouraged. Thiise
should be directed to Sid Smith, 26 Court Street, Boston, MA 02108, 726-6200,
&ct. 5337.
-515-
VTI b
ALTERNATIVE EDUCATIC^^: EOSTm PUBLIC SCHOOLS
Alternative education prograras, as inpleaenCed in the Boston Public
Sdho'Dls, have been designed to address the needs of a broad constituency
se^-drg stxcr^er acadeaic programs, a more responsive school cliniate, or in
■zziTf cases, a setting where adiieveaent can replace paSt failures and
cooed tnent can replace boredoni, alienation or disciplinary exclusion.
Boston Pjblic School alternative education prograais are designed to
provide stud-eats with, learning environnents aJnd experiences that offer an
option to the regular school program. In cost cases, alternative prograais are
S3£ll schools or schools-witiiin-schools offering increased progransaatic
control to participants, intensified teacher -student-parent interaction,
ccotinuity of prograa and participants across grade levels, and an integrated
instructional program. These programs are designed to increase the level and
rate of stuceots' academic achievecent, enhance students' feelings of wortii
S2d self-esteem and decrease absenteesim and disciplinary problems. In
aiditioQ to t±iis, these programs are designed to provide teachers and
tr^t vill provide cations for students and diversity within a given school's
educational program. The programs are designed for any student, with a
psrticjlar interest in attracting students, of all ability levels, who have
been unsTJCcess5jl in the regular education program- These students represent
E broad array of needs and interests, demanding innovative approaches to
cjrricilira, instruction, resource utilization, credentialing and school
orgsnizaticn- Alternative programs should represent a progrannjatic diversity
providing stxxJents with real ciioices for their continued education.
■516-
VII c
/
2
*
M
^
PROGRAM DEVELOPMEOT CRITERIA: SCffiOLS WITHIN SCHDCfLS
. proposals for tiia initiation of a sdK)ol-within-a-school will be rated
.rding to the following criteria.
I. Concept: The proposed program should be defined by a theme, an
instructional style, unique learning opportunities, a unique
organizational/social structure or sooe other characteristic that
distinguishes it from the regular education program. In exceptional
cases, programs may be defined to address a particular population of
students, though in no cases will programs be allowed to serve as
exclusionary sites for students. !
II. Location: The program should be hDused in an attractive, separate
space, preferably with separate access.
III. Basic Skills: The program should pay special attention to the
development and measurement of reading, writing, confutation and
critical thinking skills as discrete as well as cross -discipline
concerns. ^^
Qjrriculum: The curriculum should be conprehensive, building upon
the citywide curriculum and ensuring studies in Language Arts, Math
History/Social Studies and Science (with opportunities for
additional study in other discirjlines) .
A.
IV.
V.
B.
C.
Key^instructional mterial needs should be identified as a part
of the proposal development process.
Training/staff development needs should be identified as a part
of the proposal developnent process.
Any program specific skill and content requirements, above and
beyond the citywide curriculum, should be identified as a part
of the proposal development process.
Resource Development: The program will be rated on its ability to
recruit resources from business and university partners as well as
volunteer and community agencies. These resources may be used as
complements to the regular classroom activities as well as leamina
resources external to the classroom and school. Consideration
should be given to non-school-based learning activities.
VI. School Support Mechanisms: The program should provide for
program, student and staff support/development activities (teacher
advisor program, peer tutoring, student faculty senate, group
meetirigs, in-service training . . . .) » f r
-517-
— .^., .— >— ^ _ . VII d
VII. Parental Invplveraent : Provisions should be made for parental
participation in admissions and programmatic activities.
VIII. Student Selection: Programs shotiLd be open to all students, to be
admitted on a referral basis. These slots should be reserved for
students who have previously demonstrated behavior that has placed
their academic progress in jeopardy, on a consistent basis (high
absenteeism, truancy, repeated failures). All referrals must also
be admitted on a voluntary basis, with permission from the
principal, parent and program cooordinator. In all cases, the
student population will reflect the home school's population, by
race and ethnic origin.
IX. Size: The program will be expected to be small, with a total
student population not to exceed 250 stvidents.
X. Staff: Staffing (teachers) should occur at existing levels, unless
additional staff funding will be sought through external funds. An
Administrator and counselor should be assigned to each pixigram.
-518-
Student Discipline
I
i
STUDENT DISCIPLINE REPORT
Monitoring Objective
1. To review, on a semi-annijal basis, a report of suspensions and expulsions at
each school, with the nature of the offense, the grade, race, and sex of the
students affected, and the length of time for each suspension.
Question
A. Which Boston public schools have:
a) significant disproportionate suspensions by race?
b) high suspension rates as conpared to other Boston schools?
c) low suspension rates as ccnpared to other Boston schools?
Process
Suspension statistics for schools at all levels for the period of January through
April, 1983, were analyzed in the July 15 Department of Education report. These schools
in all three levels that had high suspension rates and/or disproportionate rates of sus-
pension were identified. Also, those high schools that had low and even rates of suspen-
sion were identified. As statistical analysis for suspensions was only done for the
period of January, 1983, through April, 1983, in the July DOE report, suspension statis-
tics for the entire 1982-83 school year were corpiled to validate previous statistical
analysis and to identify' any other schools with high and/or disproportionate suspension
rates that were not previously cited.
FINDINGS - ST?^TISTICAL ANALYSIS
Suspension statistics for the entire school year of 1982-1983 were analyzed to validate
initial statistical analysis for the July 15 DOE report, and to determine if any addi-
tional schools not identified in the last report had high and/or disproportionate sus-
pension rates.
At the high school level, Charlestown High continued to s\ispend students at almost
three times the rate of any other high school, with English High having the second
highest suspension rate. Boston Latin School continued to suspend Black students at
two and one-half tiities the expected rate, while Brighton High and East Boston High sus-
pended black students at twice the expected rate. Copley Square High, Charlestown High
and the Umana School suspended Black students at a significantly higher rate than
expected. Suspensions for Vfute students at Jamaica Plain High, Burke High, Madison
Park High, Copley Square High and the Iftnana School continued to be significantly lower
than expected. The only statistic that significantly changed was that of the expected
rate of siospensions for White students at Hyde Park High. Hyde Park High was the only
school with a suspension rate for White students that was higher than expected. In
analyzing suspension statistics for the entire school year, the suspension rate of the
school dropped down to be the expected rate. The suspension rates for White students
at West RDxbury High, Boston Latin Academy and Boston Technical High were all slightly
above the expected rate, but none of them significantly so.
At the middle school level, the Edwards Middle School continued to have a suspension
rate two and one-half times that of any other middle school, vdiile the Roosevelt Middle,
Michelangelo Middle, and the Gavin Middle had suspension rates high enough to merit on-
site monitoring. The Roosevelt Middle, Michelangelo Middle, Gavin Middle and Thcmpson
Middle also had significantly higher rates of suspension than expected for Black students.
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At the elementary level, the McKay Elementary School continued to have the highest
suspension rates, v^le the Eliot Elementary School ended the school year with a
suspension rate high enough to also require on-site monitoring.
Thus, statistical analysis for the entire school year of 1982-1983 validated all
statistical analysis presented in the previous report, with the exception of Hyde
Park High School. Those schools cited will continue to receive on-site monitoring.
Statistical analysis will continue to be ccnpleted as suspension statistics for the
school year 1983-84 are ccmpiled. These statistics will be analyzed to determine
if those schools with high and/or disproportionate suspension rates have lowered
these rates, and to identify other schools not already cited that might have high and/
or disproportionate suspension rates for the school year 1983-84.
Monitoring Objectives
2. To determine, on the basis of these reports, whether the Code of Discipline is
being followed consistently, and whether apparent patterns of inequitable treat-
ment persists.
3. To monitor on site, if necessary, schools in vM.ch there are apparent patterns of
inequitable application of the Code of Discipline.
Question
B. What school factors contribute to the above-identified rates of suspension; e.g.,
school climate, staff attitudes, methods of discipline, multiple suspensions for
a small number of students? (January/ July 1984)
FINDINGS ON DISCIPLINE PR3BLEMS
Although discipline is administered more equitably than in the past, and although new
programs and staff exist that address discipline, significant discipline problotis still
remain in those schools visited. These discipline problems were found more at those
schools identified as having high and/or disproportionate (by race) sxispension rates.
Discipline problans were cited as existing in many forms: class cutting, tardiness,
disruptive behavior, vandalism, graffitti, robbery, assault,and possession of weapons.
On-site monitoring revealed several causes for these discipline problems.
First, at sane schools, especially at Boston Latin School, Hyde Park High, and West
Roxbury High, there is a noticeably stall number of Black and Hispanic administrators
in positions of leadership. This absence of role models could lead to additional
discipline problems for scms Black and Hispanic students. The Headmaster at West
Roxbury High denied that it created a problem; however, it should be noted that the
addition this year of Black and Hispanic administrators at the Edwards Middle, Brighton
High, Charlestown High and Boston Latin have all produced greater sensitivity to
discipline issues and have had a positive impact on school climate (the sensitivity
of each individual should also not be overlooked) .
A second factor that contributed to discipline problems was that many staff noted
(and again, it seemed most prevalent in those schools with high and/or dispropor^tionate
suspension rates) that certain white teachers take a confrontative approach with Black
and Hispanic students, especially Black males. Many times, a confrontative approach
-520-
by a TifdtB teacher vihen dealing with a Black male student may escalate a minor
discipline problem into a major one. Other staff noted that certain other White
teachers (and this was also observed by the monitor) withdraw from dealing with
a Black male student v*io is being disruptive, thus giving that student a message
tliat his inappropriate beliavior will not be addressed.
A third factor is that school staff noted that black students in these schools
might be more likely to have discipline problems or be caught in possession of
a weapon because they fear for their personal safety. Especially at Charlestown
High (although it is being addressed by the new Hispanic Assistant Headmaster)
and the Edwards Middle (vMch has a Black Headmaster) , students interviewed stated
this as an issue.
Fourth, it was observed in all schools visited that those students who experience
academic frustrations are the students who are most likely to experience discipline
problems. Staff members in these schools stated that a large group of students
ccme into the middle and high schools with a lack of basic skills in language arts,
math, and study skills, and therefore experience a high degree of frustration when
faced with academic work they do not understand and cannot ccrtplete. This high
level of frustration often translates into behavior problems and may result in a
suspension. Many teachers stated that on test days, there is a higher rate of dis-
cipline problems than on other days because students act out their frustration at
not being able to ccstplete the test. At Charlestown High, it was noted that the
median reading level of inconing ninth graders was 6.3 with many students reading
between the 1st and 4th grade level. This lack of skills creates a greater likeli-
hood of discipline problems.
One consequence is that many of these students end up repeating grades two and three
times. At Hyde Park High, the Headmaster stated that out of 287 freshmen, 80 students
were repeating the grade (and this was a ccmmon proportion throughout all schools
visited) . Few prograitnatic changes (class changes, remedial classes, tutoring ser-
vices, coiJinseling services) are eirployed in any school to provide support services
or incentives to these repeating students. Students who were repeating a grade were,
consequently, more likely to becone frustrated and continue their cycle of discipli-
nary infractions (see Safety and Security report) .
Fifth, most students having academic and/or behavioral problems do not receive adequate
support services fron the school. Teachers cited a severe lack of materials, especial-
ly textbooks and mimeo paper, vAiich restricts the amount of hcmework and classwork
that can be assigned. In addition, many teachers cited overcrowded classroons of 37,
and even up to 44 students. Overcrowded classrocms, coupled with a lack of materials,
severely curtails the efforts of even the most dedicated teacher to respond adequately
to those students with additional academic and/or behavioral needs, thus creating
additional discipline problems.
In most schools visited, school staff cited that many teachers lacked a sensitivity
to students, a non-confrontative concept of behavior management, and a creative ap-
proach to curriculum. Many teachers interviewed stated that they were disillusioned
with education, that they lacked energy for the job, and they remained in teaching
only for the salary and the job security. One teacher stated, "How do you expect me
to really teach when I have a classrocm full of 35 animals?" - an attitude unlikely
to create a positive learning environment.
-521-
It shoxold be noted, howsver, that teachers v*io felt this way cited specific
causes for their disillusionment: the massive layoffs, unexplained transfers
frcm school to school, and the position taken by the School Conmittee in con-
tract negotiations. Teachers wonder how they can be expected to prcmote higher
student test scores v*en teacher-student ratios are increasing, shortages of
materials are worsening, and the number of students with academic and behavior-
al problems is growing.
For students with academic and/or behavioral needs, there are few si^^port ser-
vices outside of the classroom to assist them. Guidance counselors are generally
ineffective. Most of them, v^en they have time for counseling, focus on college-
bound students. Those gxiidance counselors v*id do have a sensitivity towards stu-
dents with academic and/or behavioral problans are bogged down in caseloads that
are, at a minimum, 300 st\idents.
Other support services within most schools are generally lacking (although addi-
tions cited previously have helped) . Most schools have experienced a cutback in
support services to students in need (tutorials, remedial classes, counseling
services) . This also restricts the alternatives to suspension at the disposal of
each school.
The sixth and final factor is that staff cited a general lack of parental involve-
ment in the education of many students who are experiencing behavioral problems.
Staff stated that most parents cane to the school only once. Parental involvement
was cited as a key to student academic achievement and appropriate behavior.
Most irtportantly, all staff eirphasized their belief that among those students having
academic and/or behavioral problems, there is a percentage (estimated between five
to ten percent of the student population in each school) that, given the limited
resources and support services available, the schools cannot serve. This group is
described as those students v^io are habitual non-attenders and habitual offenders.
These students were cited as continually ccrmitting offenses of disruptive behavior,
cutting classes, tardiness, leaving school grounds, and other behaviors that both
result in the student being suspended and disrupting the education of other students.
It was stated by seme staff that a number of students in this group were forced to
be in school yet did not want to attend. These students included those vjho were
told by a jxjvenile court jiadge to attend school or face incarceration, and those
students v*io have to attend school in order for their parents to receive welfare
benefits. Teachers understandably find it difficult to motivate these students if
they do not want to attend; thus, they usually beccme discipline problems.
Staff felt that this group of multiple offenders was responsible for most of the
discipline problatis within each school. (This was also cited statistically in the
DOE report.)
Staff mattiers stressed the need for alternative programs in v^iich to place these
students.. This would provide a better chance for these students to succeed, as well
as improve the school environments of the sending schools by removing a disruptive
element. One administrator stated, "I want to run a school where kids can learn
and not be disrupted by a small group of students." Another administrator stated,
"You can't force district and magnet high schools to be the alternatives."
■522-
One of the few options available to Headmasters for students with habitual
discipline problans is a limited number of inter-district disciplinary trans-
fers. This was seen by this monitor as adding to the problem more than provid-
ing a solution. There are no additional services in the receiving school to
help that student than are in the sending school. In addition, students were
transferred with a "clean slate"; that is, disciplinary records are not sent to
the receiving school. Consequently, receiving schools have little infornetion
about the inccming student and so cannot adequately address the student's educa-
tional needs. This procedure may endanger the receiving school, as evidenced by
the transfer of a student at Hyde Park High (vAio was found to be carrying dynamite
in the school) to English High without the English High administration knowing of
the incident.
Another option is "social pranotion." Administrators at the middle school level
admitte d that they socially pranote students to high school . They argued that
when students becane 16, 17, and 18 years old, they pose a major disruptive in-
fluence in the school. Few, if any, alternative programs exist, so that it is in
the school's best interests to pranote such students. Teachers stated that admini-
strators scmetimes praroted students v/bo did not deserve to be pronoted, yet they
recognized the dilenma of not being able to offer these students adequate services.
All schools stressed the need both for increased support services within schools
and for the development of more alternative programs for students who are not benefit-
ting frcm the district or magnet high school program.
Question
C. Is the Code of Discipline being consistently enforced, especially regarding
suspension rates and alternatives to suspension, in these schools?
(January/July 1984)
Process
Those schools that were cited as having high and disproportionate (by race) sus-
pension rates, as well as those schools having low and proportionate (by race) sus-
pension rates, were visited on-site. These schools were visted to analyze all
school factors (for example, school climate, staff attitudes, disciplinary proce-
dures, numbers of students who have been suspended multiple times) that contributed
to the suspension rates.
The following is a breakdown of those schools that received on-site monitoring:
SCHCXDLS WITH HIGH A^D/OR DISPROPORriC»JATE SUSPENSICN RATES
Brighton High School Hyde Park High School
Charlestown High School Madison Park High School
Boston Latin School Edwards Middle School
English High School Thcnpson Middle School
SCHOOLS WITH LOW AND EVEN SUSPENSICW RATES
South Boston High School
West Roxbury High School
All on-site monitoring included interviews with administrators, teachers, guidance
counselors, and students (especially those students who had been previously suspended
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multiple times) . School factors in schools with low and/or even suspension rates
were compared to school factors in schools with high and/or disproportionate sus-
pension rates to identify those school factors that contribute to a constructive
learning environment. We also wished to identify existing successful alternatives
to suspension. Finally, those schools with high and/or disproportionate suspen-
sion rates were also monitored to find out what, if anything, they had done to
respond to being cited in the July 15 DOE report. Because of time constraints,
three schools (East Boston High, Roosevelt Middle, and McKay Elementary School)
that were cited in the report were not monitored on-site. These schools will all
receive on-site monitoring this winter and spring.
FIM3INGS
THE CODE OF DISCIPLINE, SCHOOL-BASED RULES AND REPORTING OF SUSPENSIONS
There are still widespread inconsistencies throughout the middle and high school
levels in understanding and administering the Code of Discipline. Many schools,
like Charlestown High, suspend students without first exploring all alternatives
to suspensions. Other schools, like the Edwards Middle, suspend students because
not enough alternatives to suspension have. been developed. Those schools interpret
section 7.0 of the Code (grounds for suspension, longterm sxospension, transfer or
expiilsion) without flexibility, almost autonatically suspending those students
v*iose cases fall under section 7.0. On the other hand. South Boston High and West
Roxbury High take an individualized approach to suspension, and use the latitude
and flexibility provided within the Code to explore alternatives to suspension.
One cause of these findings may be that the Code of Discipline is cumberscme and
lengthy, and therefore difficult to interpret. It is also apparent that the spirit
of the Code and the consequences for specific offenses need to be more clearly
defined. In addition, there is a need to clarify administrative practices in ex-
ploring alternatives to suspension before actually suspending a student.
This problon of inconsistency seenas to have been exacerbated by the Code of Disci-
pline not being distributed to schools until the second or third week of October,
despite a memorandum dated Septanber 1, 1983, fran Superintendent Spillane stating
that the Code would be distributed to all schools no later than September 15, 1983.
The delay makes it difficult for students, teachers, and administrators to observe
and enforce the contents of the Code at the beginning of the school year.
Additionally, the timeline for the developrent of school -based rules ccrtplicates
the establishment of discipline. In the same memorandum. Superintendent Spillane
stated that school-based rules should be reviewed and changes made by November 11,
1983. The developnent of new rules for a school in the middle of a school year
makes the likelihood of creating misunderstanding and additional discipline problems
greater than if new rules were developed towards the end of each school year and im-
plemented at the beginning of the following school year.
The Code of Discipline states that the "establishment of school-based rules is for
non-suspendable offenses (only) and the developnent and consideration of non-
exclusionary solutions to violations of school-based rules and v\±iere possible viola-
tions of section 7.0 of the Code (Suspendable Offenses) •" Yet, certain schools in-
cluded suspendable offenses in the development of their school-based rules, indicat-
ing a misunderstanding and need for further training concerning the Code. For
example, the handbooks at Charlestown High, Madison Park High, and the Edward Middle
School all contain sections stating that a student may be suspended for cutting a
class. Technically, the Code of Discipline permits suspensions for cutting classes,
but only after excessive cutting has occurred and the school administration has
exhausted all alternatives to suspension.
-524-
There is a widespread belief among staff that many schools do not consistently
and accurately report all suspensions. Many staff claim that certain administra-
tors, instead of suspending a stiident, may send him/her home for the day to "cool
off" and not record it as a suspension. One student at West Roxbury High that
the monitor spoke to claimed that she vas found in the parking lot out of class
and was sent hone for the day without actually being suspended. This story was
corroborated by a school administrator, wt^ justified it by saying that this
student had not reported to homerocm, was loitering around the school, was not
considered to be attending, and therefore was sent hone for the day. Similar
incidents were claimed to be camion practice for sane schools throughout the
system. However, it is difficult to verify these claims.
This . practice , if it exists, could be the result of a general perception among
most schools administrators that the number of suspensions reported to the central
administration is used to determine vMch schools are sxocceeding and v^dch are
failing. It is important that both central administration and the schools per-
ceive that consistent and uniform reporting of suspensions is essential to the
smooth operation of the school system. Schools that report high or dispropor-
tionate suspension rates are not necessarily using unfair practices in administer-
ing discipline. High suspension rates may indicate that a discipline problem
does exist in that school, and that possible additional resources need to be al-
located to deal with the problem.
Questions
D. Of those schools identified as having either (1) high suspension rates or
(2) significant disproportionate suspensions by race, what steps is Boston
taking to identify causes for these problems and identify solutions?
(January/ July 1984)
E. Can the success of any of these solutions be documented? (July 1984)
F. What alternatives to suspension, taking into account all school factors,
could identified schools enploy that they aren't (July 1984)
SCHOOLS WITH HIGH AND/OR DISPROPORTICa^ATE SUSPENSION RATES
Eight schools were visited under this category. Following is a description of
each school, listing school factors that might contribute to the school's sus-
pension rate and programmatic changes the school has made to address these sus-
pension rates.
CHARLESTOWN HIGH SCHOOL
Charlestown High School was cited for having the highest suspension rate in the
systan and a disproportionate rate of suspension for Black students. Last year,
students were suspended consistently for tardiness and class cutting. Administra-
tors did not fully utilize alternatives to suspension. The rationale was that
the school's climate was neither orderly nor one v^ch prcmoted learning, and
that order was needed to establish an atmosphere for learning. The administra-
tion believes that a small group of students was responsible for disrupting the
educational environment. One administrator stated, "I don't care about those
students; I care about the ones vdxi want to be here. I can't do anything for
those students vrtio don't want to be here."
-525-
The Housonaster responsible for most of these suspensions (by his account) jus-
tified their approach by noting that tardiness was cut fron 75 students per day
to 25 students, and that there was both a high student and teacher attendance
rate, presvimably because students felt safer aix3 teachers felt supported. It
was also stated that black students were suspended more because they perceive
that it is a "White school in a white neighborhood" and therefore do not feel
safe, consequently, they have more discipline problems.
However, this is a clear violation of the Code of Discipline. Nowhere does it
say that a student may be suspended for cutting one class or being tardy. Fur-
ther, svispension cannot be used as a panacea in solving the problems of a school.
The school has few alternatives to suspension (although it must be noted that
requests for additional resources to create these alternatives have been sutmitted
several times to the central administartion, with little response) .
There are, hovever, significant irrprovements in the school climate. The s\ispen-
sion policy has irtproved because the Office of School Operations has told the
school administrators that they must lover the suspension rate. At the same
time, the assignment of a new Hispanic Assistant Headmaster, with a psycho-educa-
tional approach, has helped the school. The guidance counselor staff has increased
by one, and the school has two Boston University School of Education interns to
aid in counseling. A process has now been set up so any student who is suspended
has to see a counselor upon returning to school. In addition, students consistently
receiving detention are referred for counseling. A Teacher Advisory Program for
ninth graders, adapted from the Cambridge Rindge and Latin High School model, has
been inplemented to provide orientation, support and study skills to freshmen.
Staff developnent in behavior management is being planned, as veil as a peer coun-
seling and a peer tutoring program.
ENGLISH HIGH SCHOOL
English High School was cited for having a high suspension rate. A number of
factors contributed to discipline problans there: cuttting classes and wander-
ing throughout the building, high teacher absenteeisn, the structure of the
building, and difficiilties this structure presents to effective monitoring and
management. Students were observed going up the down escalator and vice versa,
wandering in the halls during classes, and being both loud and disruptive.
The school needs to address why so many students wander the halls and cut classes.
There needs to be continued focus on building a constructive educational program.
The administration is cutting down on suspension (because of pressure fron the
Office of School Operations) , but staff members who were interviewed do not feel
supported by the administration in dealing with discipline.
There are, hovever, significant improvements in the school program. The new
Assistant Headmaster has helped to standardize discipline procedures. The school
has created a new position, Discipline Officer, and this person meets with all
students returning fron suspensions, and regularly confers with teachers regarding
student discipline piroblems. The new alternative program, the Fenway School, is
an excellent program that serves the needs of 110 students. In addition, the
ninth grade Cluster Program and the Collaborative Program provide small group and
individual counseling, and academic supports, to students, thereby lessening the
sense of overv^ielming size and lack of identity the school engenders.
-526-
BOSTON LATIN SCHOOL
The Boston Latin School was cited for suspending Black students two and one-half
times the expected rate. Many factors were identified as contributing to the
disproportionate suspension rate. The new Assistant Headmaster should be can-
mended for trying to identify these factors and develop prograitinatic solutions.
(See the examination school report on discipline and attendance findings for a
complete report.)
BRIGHTON HIGH SCHOOL
Brighton High School was cited for suspending Black students at twice the ex-
pected rate. Reasons given for this rate were the lack of visibility to students
of the previous administration and a discipline policy that dealt with the "inci-
dent not the individual."
The new administration of Brighton High should be ccninended for adopting an ap-
proach of high visibility to students and staff, caring for students, and main-
taining high expectations of students. The discipline policy eitphasizes conflict
resolution, not confrontation, yet also supports teachers. Teachers who were
interviewed expressed great confidence in the new administration and responded
with high teacher visibility in the hallways during class changing time. Staff
members meet regularly to talk about discipline problems and discuss resolutions.
The school has a skill of the month that is taught interdepartmentally to address
academic needs. Finally, the Health Careers Collaborative and the Job Collabora-
tive give students more meaningful education programs.
HYDE PARK HIGH SCHOOL
Hyde Park High School was cited for a high incidence of crime and violence and a
suspension rate for Whites that was higher than expected. Administrators stated
that the reasons for these high rates were that the Tharpson Middle School alleged-
ly socially pronotes students that are overage and have discipline problems, that
certain White staff address discipline problons in a confrontive and provocative
manner, and that five to ten percent of the students are "criminals" and cone
to school solely to caimit crime.
The Headmaster, although seen as accessible by other administrators, was not seen
as sxoch by the teaching staff who were interviewed. These teachers felt little support
fron the administration. The Headmaster seemed more concerned with keeping the
halls quiet (v*iich is iitportant) than with the educational causes of many of the
discipline problems the school faces. Although the Headmaster had created many
incentives for students to do well, there are few programs developed for the
student with behavioral and/or acadanic problons, or the stiadent labelled as
"criminal." The Headmaster stated that he did not believe in either alternative
programs or allowing outside agencies within the school building. Morale seemed
especially low and disillusionment high at this school.
The Headmaster shoxild be ccninended for creating work-study incentives for students
to do well. The school has one of the best work/study and job placement programs
in the system. The school also offers a considerable number of college scholar-
ships to students. The Headmaster cites this incentive approach as resiilting in
-527-
one of the best attendance records for district or magnet high schools last
year.
MADISCN PARK HIGH SCHOOL
Madison Park High School was cited for having a high suspension rate and for
having a high incidence of crime and violence. In interviewing staff at the
school, and fron this monitor's observation, the main problanns are the geograph-
ic location and architecture of the school. Geographically, the school is
located near Dudley Station and is connected to the Occupational Resource Center.
It is difficult to control unwanted access to the school. This is especially
difficult because the school is cotiposed of five buildings, some of which are
not directly connected. It is very easy for a student to cut a class and duck
into one of the many nooks and crannies on the plaza. Because of this, in past
years there have been many instances of crime and violence, and students (accord-
ing to a survey conducted by the school) had developed feelings that the school
was unsafe. Administrators also cited the large staff turnover because of teacher
lay-offs as contributing to the feeling of lack of control over the school.
There have been a number of positive changes at the school. A new Assistant
Headmaster was hired who foc\ises specifically on school climate issues. Staff
conmittees were formed to address student activities, multi-ciiLtural education,
in-house detention programs, and safety and security policies. Also, a new
Assistant to the Headmaster was hired viho has focused primarily on student activi-
ties. Seme of the student programs that exist are the Challengers Program (an
outward bound program) , an Honor Society, an active . Student Council, and a group
of st\jdents vto broadcast announcements and music to students during lunch periods.
All student group coordinators meet monthly. Other programs that have been created
that help address discipline issues are the ninth grade Cluster Program, the
Collaborative Program, the Home Base Alternative School (serving 50 students) , and
a collaboration by the Department Heads to develop interdepartmental curriculvm on
job preparation, study skills and multiciiLtural concerns. Also, students v*io re-
tum fran suspensions are given a progress report in order to let them know how
they are doing in school . (The administration cites an increase in attendance
and a decrease in students wandering aroiind the halls as a measure of their suc-
cess, y The entire staff is to be coranended for their efforts.
Yet, despite these efforts, it was learned that 900 warning notices (approximately
50% of the student population) were mailed to students for the first term of this
school year. It was also noted that students may be suspended for cutting a class
and for not having a pass, both questionable interpretations of the Code of
Discipline.
EDWARDS MIDDLE SCHOOL
The Edwards Middle School was cited for having the highest suspension rate of
any middle school. The reason for this high rate that was given by staff and
students was that the administration did not administer discipline consistently
or fairly last year, resulting in increased discipline problems. The administra-
tion then attempted to bring the school under control by means of increased sus-
pensions. Staff also cited that the school had a large number of repeaters
because of behavioral, academic and absenteeism problems, and few support services
existed in the school for these students, and they thus became discipline prob-
lans.
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This year, there is a new Headmaster at the school. He is viewed by both staff
and students as fair and equitable, and thus has received more respect and sup-
port. The school seenied to be orderly and controlled. However, the school inust
address problons of high suspension rates and lack of alternatives to suspension.
Suspension must not be a panacea for students with behavior and/or academic prob-
lems. There is an almost total lack of alternatives to suspension in the school,
and the Headmaster seemed to focus little attention on developing these alterna-
tives*
THOMPSON MIDDLE SCHOOL
The Thorpson Middle School was cited as having a fairly high suspension rate and
having a high incidence of crime and violence. All staff interviewed stated that
the reason for the rates was the spillover of neighborhood fights and crime into
and directly outside of the school building.
The security guard at the school should be cotrnended for establishing positive
relationships with the neighborhood, and thus convincing intruders to stay away
fran the school. This year, the schDol has two Housemasters vto focus on issues
of discipline, and both should be caimended for establishing a respecting, caring
and consistent atmosphere in the school. The school has an active Student Council
and RESC which helps build student participation in the school. And the school
has created an in-house detention program, staffed by teachers, that operates
every period for students having problems during the school day.
However, the overall atmosphere created by the Headmaster was cited by staff to
be a problem: that it is difficiiLt to conmunicate with the Headmaster and that
he can sonetimes be abrasive with staff and parents. Staff cited that this has
led to high teacher turnover (mostly among White staff. The school's present
staff is more than 50% Black.) This canmunication problem and negative atmosphere
must be addressed before substantial changes in the school climate can occ\ar.
SCHOOLS WITH LOW AND EVEN RATES OF SUSPENSIOJ
South Boston High and West Roxbury High were the two schools that had low and
even rates of suspension. These schools were visited in order to determine fac-
tors that may contribute to low and fair rates of siospension. This is not to say
that other schools (including those schools with high and/or disproportionate
suspension rates) have not created or employed scare or all of these factors iden-
tified in these two schools. Nor is it the case that these two schools do not
have other problons. But, factors identified in these two schools can be sugges-
tions to other schaols as a means to lower thsir suspension rates and enploy
alternative means to suspension.
It was the finding of this monitor that the low and even rates of suspension at
both West Roxbury High and South Boston High reflected, for the most part, the
positive learning environment at each school. (It is interesting to note that
both these schools were identified by staff in other schools visited as two of
the schools that were inconsistent in administering and reporting suspensions.)
As noted in the July 15 DOE report, these two schools were also highest on the
first preference list for inconing ninth graders.
-529-
Both schDols have ac3minisgrators who are visible to the student body. Adminis-
trators are viewed by students and staff that were interviewed as accessible and
open^tdnded. Discipline was viewed as fair. Yet, each student was dealt with
individually, taking into account the circumstances and each individual's back-
ground. Both schools placed an enphasis on prevention, mediation, and behavior
change. Administrators made it a practice of sitting down with individual stu-
dents and resolving problems. An example of this process is that at West Roxbury
High School, a student v^o was cutting classes excessively was not suspended, but
instead asked to agree to sign a contract which the Headmaster also signed, stat-
ing that she would attend all classes.
In addition, the staff at both schools seemed to feel that they were supported by
the administration. Teachers felt that if they had a problon with a student, the
administrators would usually be available to help resolve the problem. Conversely,
the administrators expected, and the teaching staff accepted, that teachers would
attempt to first deal with discipline problems themselves, and rely on the adminis-
trators for help when the attempt failed.
Another factor that seemed to contribute to a more positive learning environment
was a high degree of parental contact. Students who were absent were usxially
called, and parents of students having academic or behavioral problons were always
encouraged to come in for a parent conference. At South Boston High, home visits
are made to encourage students who have been absent to attend school.
At South Boston High, a Pupil Problems Comiittee exists, composed of the Assistant
Headmaster, the two Student Advisors, a guidance counselor, the registrar, the
Special Education coordinator, a representative from a social service agency, and
a psychologist. The ccmmittee meets once every week to discuss students that are
having discipline problems or are in crisis. Having representatives from so many
different sectors of the school, the student's problem can be discussed ccrpletely
and conprehensive measures may be planned. Many times, the student is connected
with one of the many social service agencies with vdiich the school has formal ties.
This linkage with social service agencies is extremely beneficial to the school.
South Boston High also has an in-house suspension program, called the Student
Planning Center, which is staffed by a teacher. Here, the student receives a con-
sequence for his behavior, yet also receives academic assistance and counseling.
Both schools had special programs that also helped address discipline problems
and foster a positive learning environment. At West Roxbury High, the School
Volunteers run a peer tutoring program in vrfiich sixty-four students are enrolled
and attend. This program occurs dxiring the school day, thereby increasing its
success rate. West Roxbury High also has an activity period the last period of
every Tuesday and Thursday. At this time, special activities are held for v±iich
students can choose (or not choose) to attend. Yet this is also when a teacher
can assign detention or a staff member can request a student for extra counseling
and/or tutoring.
At South Boston High, teachers have written numerous grant proposals to set up
special programs. A hone econcmics program exists that runs a small restaurant
for staff and visitors. The school has a Reading and Writing class that everyone
is required to take. And the school has an after-school oral history writing
program that produces the magazine. Mosaics.
-530-
Another factor that is essential for developing a positive learning environ-
ment, which both schools have, is staff stability. Staff members know each
other and learn how to work with each other. This has a better effect on
staff morale than when teachers do not know where they are going to be work-
ing fran year to year, or when their colleagues are regularly transferred.
However, the most important factor, as stated before, is the tone set by the
administration. Both administrations should be ccmmended for providing an
open, responsive and individualized approach to student discipline.
At the same time, South Boston High needs to continue to address the issue
of safety and security outside the building, and of establishing more inter-
action between students of different ethnic groups. Students interviewed still
felt that most conflicts within the school occur between students of different
ethnic groups. Also, the problem of the janitorial staff and the abysmal
state of cleanliness of the building must be addressed. (See Safety and Secur-
ity report.) The Headmaster of West Roxbury High, while he is open to the
suggestions of his staff and students, needs to also consider new ideas fron
outside the school. Again, students at this school also expressed that most
conflicts occur between students of different ethnic groups, and hence, the
need for more focus on interaction between all students.
Caimendations Fran Qn-Site Monitoring
The Office of School Operations is to be carmended for continuing to emphasize
the developtient and distribution of the Code of Discipline. The revisions of
the Code, and a superintendent's memorandum dated September 1, 1983 requesting
uniformity in all schools in the presentation of the Code and the developttent
of school-based rules, indicates concern for bringing uniformity to discipline
procedures vAiile also allowing flexibility through the development of school-
based rules. In addition, all schools should be ccmmended for having reviewed,
or being in the process of reviewing, school-based rules.
Most schools are administering due process more fairly than in past years.
Most students receive a suspension hearing if suspended. Specific channels of
discipline have been established to help standardize, and therefore make more
objective, the administration of discipline.
Additional staff and the creation of new positions appear to be helping resolve
discipline problems. Many schools received an additional assistant headmaster.
Most schools now have an assistant headmaster in charge of discipline. This
allows an administrator to focus specifically on discipline issues, vdiile
enabling the headmaster to both focus on other school climate and curriculxm
issues and serve as an objective arbitrator when and if a suspension case re-
quires further intervention.
Many schools have more security guards (although South Boston High School has
less) and they are generally regarded as better trained in interpersonal inter-
action and conflict resolution than in the past. This then changes the nature
of their interactions fran one of confrontation to a more constructive one.
-531-
Department heads are now strictly itenagers and they have been relieved of
most or all teaching duties. This is the first year there will be an
effective teacher evaluation process, v^iich could result in greater teacher
accountability (and therefore less behavior management problems) , increased
curriculvim development, and better inter-departmental connunication and
collaboration. It remains to be seen, though, vdiether a fair, uniform, and
constructive means of teacher evaluation is instituted. Many teachers also
expressed concern that certain department heads are not qualified, and do
not have the skills to provide curriculxjm and behavior management resources,
and that there is not a clear process of accountability of department heads.
In addition, the appointment of School Development Officers may inprove school
climate and thus, discipline. These staff members are charged with develop-
ing programs that involve students experientially.
The Boston Corpact has also aided discipline problems in schools. By providing
both job exposure and actual jobs to each school, the Corpact has brought addi-
tional resources to the schools. Students who may otherwise be discipline
problems have been drawn into the school program through the incentive of a
job.
And finally, the Alternative Schools Director is to be ccmnended for the devel-
opnent of alternative educational programs for stijdents whose needs are not
being met in district or magnet high schools. (See the Safety and Security
Report for further details on these efforts.) The continued developnent of
these programs is vital to the success of all schools in Boston.
In general, though, it is the tone set by the school administration that greatly
determines staff performance (and thus behavior management) and students' expec-
tations, and consequently, issues of discipline. Each school develops its own
personality, and these personalities vary greatly frcm school to school. In
general, those schools whose administration have a policy of sensitivity, open
communications, and giving students a sense of pride and responsibility, as
well as establishing clear expectations and consequences, have greater success
with discipline.
RECOMMENDATIONS
Although there have been efforts by the central administration to create alter-
natives to suspension and bring uniformity to administering discipline, and
although individual schools cited for high and/or disproportionate suspension
rates have made seme progranmatic changes, there still remains a great deal of
inconsistency in the administering of discipline and seme possible violations
of the Code of Discipline. There also seems to be a percentage of the school
population in each school that, because of academic and behavioral problems,
are also discipline problons. Little is being done to serve this group of stu-
dents. This also results in the rest of the school population not being ade-
quately served because of disruptions in the educational process. Therefore,
the following recommendations are given:
-532-
There needs to be an increase in the number of Black and Hispanic adminis-
trators in schools vdiere they are lacking;
There should be in-service training for all schools on non-confrontative
approaches to behavior management;
3) The caseloads of guidance counselors should be reduced;
4) Mditional support services need to be created in all schools that address
the needs of students with academic and behavior problons;
Alternative programs (inside and outside existing schools) for students v*io
are not benefiting from district or magnet school programs should continue
to be created;
Class size should be kept at the mandated maximum. If this is not possible
in a school, additional staff should be assigned to the school;
Adequate textbooks and materials need to be provided to every school;
Parental outreach programs need to be created and/or increased in every school;
9) The policy of disciplinary inter-district transfers needs to be ended;
10) The Code of Discipline should be distributed by the beginning of the school
year;
11) School-based rules should be reviewed towards the end of each school year and
distributed at the beginning of each school year; these rules should not con-
tain suspendable offenses;
12) Alternatives to suspension need to be developed and established as practice in
every school;
13) The Code of Discipline should be revised to be more understandable and more
clearly defined; all schools should apply discipline as defined within the Code;
14) Every school should consistently document and report suspensions; the practice
of sending students bans without suspending them should be stopped.
15) Each school should develop a program of remediation to address students
repeating grades;
16) More alternative programs should be created at English High School in order to
address the structural problem of the building.
-533-
17
ANALYSIS OF HIGH SCHOOL SUSPENSIONS BY RACE
The chart prepared for this analysis includes the following information:
Column
A All Boston high schools (Latin Academy, Latin School, and Umana
include grades 7-12; the others grades 9-12)
B Number of Black students, followed by Black percent of total
enrollment
C Number of suspensions of Black students, followed by Black
percent of all suspensions
D Percent of Black suspensions divided by percent of Black students
(1.00 would indicate that Black students are suspended at exactly
the rate that their proportion of total enrollment would predict,
while 2.00 would indicate suspensions at double the expected rate,
and .3 at half the expected rate)
E-G same information as B-D, for white students
H-J same information as B-D, for other minority students
K Total enrollment of each school
L Total suspensions for each school
M Total suspensions divided by total enrollment; this is a measure of
how frequently suspensions are necessary or resorted to (only closer
analysis can determine whether suspensions are resorted to with excessive
- or insufficient - frequency, and this analysis will be carried out
during 1983-84)
All suspensions data was for the school year 1982-1983.
-534a-
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-534b-
ANALYSIS OF MIDDLE SCHOOL SUSPENSIONS BY RACE
SCHOOL
Expected Rate of Suspension
Black White
Other
Total Suspensions
Divided by EnrollniEnt
Total
Edison
1.03
0.91
1.07
0.05
Taft
1.29
0.00
1.33
0.01
Curley
1.33
0.58
0.85
0.19
Lewis
1.24
0.73
0.43
0.14
Roosevelt
1.70
0.88
0.30
0.45
Irving
1.66
0.48
0.28
0.25
Lewenberg
1.08
0.83
0.00
0.11
Shaw
1.17
0.89
0.00
0.07
Roger
1.48
0.12
0.00
0.04
Thompson
1.71
0.11
0.11
0.44
Cleveland
1.35
0.13
0.62
0.05
Holmes
1.24
0.68
0.00
0.02
Wilson
1.19
0.31
0.00
0.03
Dearborn
1.03
1.15
0.45
0.11
Gavin
1.70
0.38
0.90
0.34
McCormack
1.29
1.19
0.44
0.17
Edwards
1.57
1.05
0.71
0.84
Michelangelo
1.80
0.07
0.38
0.38
Timllty
1.56
0.42
0.40
0.18
Barnes
0.00
0.93
2.00
0.04
Cheverus
0.00
1.04
0.00
0.03
King
1.36
0.23
0.87
0.03
Mackey
1.64
0.56
0.13
0.23
Wheatlev
0.88
0.73
1.67
0.11
-534c-
SUSPENSION RATES OF ELEMENTARY SCHOOLS
SCHOOL
% SUSPENDED
Garfield
Wlnship
Tobin
Agasslz
Manning
Parkinan
Beethoven
Lee
Mozart
Philbrick
Channing
Conley
Greenwood
Roosevelt
Shaw
Endicott
Fifield
Holland
Marshall
Mather
Murphy
O'Heam
Clap
Mason
Perkins
Winthrop
Blackstone
Eliot
Hurley
Kent
Prescott
O'Donnell
Guild
Hennigan
Jackson Mann
Ohrenberger
Trotter
McKay
0.01
0.01
0.07
0.01
0.04
0.01
0.07
0.08
0.06
0.03
0.01
0.08
0.01
0.01
0.03
0.06
0,01
0.01
0.02
0.01
0.02
0.03
0.01
0.02
0.01
0.01
0.01
0.12
0.01
0.02
0.01
0.01
0.01
0.01
0.02
0.01
0.01
0.17
-534d-
Institutional Pairings
INSTITUTIONAL PAIRINGS
MANDATE
Institutional Pairings shall continue according to the stan-
dards contained in pages 50 through 58 of the Student Desegre-
gation Plan of May 10, 1975.
OBJECTIVES
1.
2.
To determine whether the institutional pairings identified
in orders of continuing validity are operational.
Status: All of the institutional pairings, as realigned by
mutual consent, were found to be operational in
the July, 1983 report.
Question; Are the Boston Public Schools continuing to make
a positive effort to reach mutually agreeable
contractual arrangements with the universities,
colleges, businesses, and cultural institutions?
To determine whether the institutional pairings require re-
alignments.
Question:
Are the realignments now occurring consistent with
the Court's intention in encouraging the pairings?
PROCESS
Monitoring has consisted of meetings with university and college
coordinators, representatives of the cultural institutions, and
staff of the Tri-Lateral Council. In addition, all of the Chap-
ter 636 funding proposals, which embody the college, university,
and cultural institution contracts, have been reviewed by Depart-
ment staff. Summaries of these proposals are included in Volume
II.
FINDINGS
1. At the time this report is being drafted, almost all of the
universities and colleges are in the process of drafting
new letters of agreement with the Boston Public Schools.
These letters will describe in detail a new conceptualiza-
tion of the role of the colleges and universities. These
new agreements will be monitored and reported on in the
first six months of 1984.
-535-
As reported in July, the contracting process is working in general better
than it was two years ago. There have been, however, significant delays
in completing contracts with MIT, Northeastern, and Boston University,
delays which have required the universities to use their own cash reserves
. to support projects for two to four months. Further, almost all pairings
have suffered from lengthy delays in the processing and approval of budget
revisions. In both contract and revision delays, Boston City Hall plays
as great a role as the Boston Public Schools.
The Boston Compact has apparently breathed new life into the business
partnerships, and the evidence gathered indicates that the Boston Public
Schools are not only making their best efforts to negotiate agreements,
but reaching out to request additional assistance from Boston-area
businesses. Reports of the Tri-Lateral Council are included in Volume II.
There is no equivalent to the Boston Compact or the new college and
university agreements in the cultural area. Representatives of the
cultural institutions in general report "business as usual": programs
are continuing but not growing, and the institutions are dealing with
some delays in contracts, the payment of bills and the assignment of
staff. In spite of these problems, there are Chapter 636 supported
cultural programs in approximately 100 schools, and the Cultural Education
Collaborative reports receiving requests from about 30 cultural institu-
tions who are not now involved, but would like to be, in working with
Boston schools if sufficient funds were available.
2. The alignment of the college and university pairings remains as reported
in July. Tentative or preliminary discussions have taken place with
Roxbury Community College, Salem State College, and others. Negotiations
are continuing with Wellesley College.
During this reporting period there have been no evaluations of the college
and university, business, or cultural institution pairings. Many pro-
grams, in fact did not get underway until late October or early November.
COMMENDATION
\
/
The formation of the Boston Compact Office, under a director who reports to
the Superintendent, and who has responsibility for overseeing all of the
college and university pairings, all school-business partnerships (whether
court recommended or not) and all cultural institution pairings, is clearly
a step in the right direction, and may solve many of the persistent problems
listed above in the findings.
RECOMMENDATION
In spite of the fact that the new Boston Compact Office has responsibility
-536-
for the cultural pairings, they remain collectively the step-child among
institutional relationships. The School Department should work with the
cultural institutions to develop, on the basis of nine years of experience,
a new understanding and new agreements, much as it has with businesses and
now is with institutions of higher education.
-537-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE SUPERINTENDENT
ROBERT R SPILLANE
MEMORANDUM
November 2, 1983
J'
TO: Deputy Superintendents,---! '^ .
Community Superinterv^ent^ i]lj^
Headmasters -<? / / yOj
FROM: Robert R. Spfll^r^ Superintendent
SUBJECT: Role of the Boston Compact Office
Now that we have an agreement with the higher education
community which parallels last year's agreement with the
business community, it is important to clarify the role of
the Boston Compact Office. As you know, this office is ^
located organizationally within the Office of the Superin-
tendent, and its Director, Robert Schwartz, reports to me.
I have asked the Compact Office to assume responsibility
for coordinating the implementation of the School Department's
side of both business and hii^r education agreements.
We are already committed to show measurable progress each
year in reducing student absenteeism and drop-outs, in raising
basic skills achievement, and in increasing the job placement
rates of graduates. Under the higher education agreement, we
will improve the college preparatory core curriculum, upgrade
the qualifications of school personnel, develop a comprehensive
student assessment system, and strengthen the guidance and
counseling program, all leading to increased placement and re-
tention rates.
In each of these areas, we will be seeking the assistance
of specific collaborating institutions (colleges and univer-
sities, businesses, cultural organizations, social and human
service agencies. School Volunteers, etc.). It will be the
role of the Compact Office to coordinate the work of these
collaborating organizations as that work relates to the
business and higher education agreements. It will also be the
role of the Compact Office to work directly with each high
school on the development and implementation of the plans each
school has prepared to achieve the goals of these agreements
and to assure that human and fiscal resources are directed to
-539-
7fi rni;RT STREET. BOSTON, MASSACHUSETTS 02:0B • 726-6200 AREA 617
Deputy Superintendents - 2 - November 2, 198 3
Community Superintendents
Headmasters
that end* I have asked Bob Schwartz and his staff to work
closely with the Deputy Superintendents to insure that the
Compact's efforts to assist the high schools are well in-
tegrated with the ongoing assistance and supervisory efforts
of other- units within the School Department.
Bob is already working closely with Headmasters, and I
am asking that he work with Community Superintendents as
wel2, in order to insure the broadest possible support for
the Compact. T know that you will all cooperate fully with
Bob and his staff to see that the School Department fulfills
its educational mission with all of the necessary resources
and assistance of the business and higher education-community .
RRS:ls ... ':• .>'^'
cc: Robert Schwartz " " : "-^ <-
Robert Sperber
-540-
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
NOVl ^983-
BOSTON PUBLIC SCHOOLS
OFFICE OF THE SUPERINTENDENT
ROBERT R. SPILLANE
October 24, 1983
MEMORANDUM
TO: President and Msrbers, Boston
FRCM: Robert R. Spillane,
SQBJEXTT: Agreement betireen Boston Area Universities and ddlleges
and the Boston Public Schools
Attached you will find a revised version of the Universities
and Colleges/Boston PtixLic Schools Agreanent. I met today with Bob
Sperber and Bcb Schwartz and they agreed that they wDiild get the
university presidents to irake twD basic changes v^iich are reflected
in this new document. One basic change is: we will work together
to secure an adequate level of funding v^iether it be through the
State Education Department, State Legislature, City government, or
the private sector, rather than rely specifically on 636 funds vdiich
the October 4, 1983 document proposed. In addition, language has
been added to ensure that Boston students viio enter college will have
an adequate and, if necessary, e:i5»nded program of academic assistance
from the college or liniversity. These tsro major changes, I believe,
give us a good policy document which, we can all support. Additionally,
I will be preparing an Action Plan which will spell out the details of
proposed programs to carry out an agreement for your approval. Ihat
way we have full control over the direction of this Cattpact.
I am requesting that School Committee members attend the press
conference on November 1, 1983 at 9:30 A.M., vAiich will announce this
agreement. Dr. Knapp, President of the University of Massachusetts,
who is the new Chairman of the President's Sub-cortnittee of College/
Boston Public Schools Relationships, has arranged for the Governor to
be available at this tine along with other political leaders and college
and xmiversity presidents. Ihis would be an excellent opportunity for
the School Ccrmittee to show its leadership role in initiating stronger
ties with colleges and universities under the Federal Court Agreement.
-541-
26 CQiJCT ST^^EE^, BOSTON. MASSACHUSETTS CI '03 • 7;6-62CO AREA 517
- 2 -
Boston School Ccmnittee
Octcber 24, 1983
For Board jnertfcers vdio may not be able, to at±end (John O'Bryant will be
chairing a meeting injfashington as President of the Urban School Boards
group) , I would appreciate it if you could have one of your staff mantters
available to show that this- has the unanimous si^iport of the School
Ocnmittee. . . _
I will be available to discuss any ^lestions contained in the Ccnpact
with you later this week and will be giving you a calL in order to discuss
aiiy questions or concerns that you. may have.
RRSils
Attachment
-542-
AN AGREEMENT BETWEEN THE BOSTON AREA UNIVERSITIES AND COLLEGES AND
THE BOSTON PDBHC SCHOOLS
r^ Backgroimd;
For more than eight years^ the Bostoa Public Schools and area colleges and
universities have worked together to help Boston through a difficult period
In its history. Throughout this turbulent time, the colleges and
universities have assisted teachers, parents and administrators in
extensive efforts aimed at improving education for the school children of
Boston^ . . . i ■
Nov in the fall of 1983, we face a time of opportunity and change: the
federal court has proposed to diminish its role in monitoring Boston's
schools, and nationally there is a renewed concern for the quality of
public education. It is essential for us now to reiterate the continuing
commitment of the Boston Public Schools and the 23 institutions of higher
education to work together.- The Boston, schools and the colleges and
universities recognize their interdependence. We must seize this
opportunity to expand our efforts and to focus on new programs with the
mutually beneficial goals of improving education and of increasing the
potential for success of Boston Public School students who seek higher
education.
Many graduates of the public schools are not adequately prepared to pursue
higher education or to enter the labor market . Ihe number of students who
fail to gain admittance to college or to stay there once admitted is clear
evidence of poor academic preparation. Worse, many students who enter
ninth grade do not finish, high school; they leave school totally unprepared
to cope with the complex society before them. If we are to remedy this
situation, we must upgrade the schools and develop programs of support and
assistance in the colleges and universities.
Although the activities discussed in. this" agreement deal primarily with the
high schools, the colleges and universities must continue their work at all
levels. A comprehensive program aimed at improving educational quality
will begin with the preschool, continue through elementary and middle
school, reaching a successful conclusion in high school. The parties to
this agreement will continue their efforts with this objective in mind.
With this renewed commitment, we, the Boston Public Schools and Boston area
colleges and universities agree to continuing the school and district
pairings, and commit ourselves to working toward the implementation of an
expanded program of collaboration at the school, district, and system
levels.
-543-
.*
-2-
II. Goals:
The initial goals for this expanded effort are as follows:
■ . to improve tbe academic program that will prepare students for
entrance into, and success at,, higher education,
. to increase the percentage of Boston Public School students who
graduate from high school and enter college, so that by 1989 college
attendance will increase at. least 25 percent,.
.. to provide the assistance necessary for students to plan their
high schoaL programs and to select appropriate colleges and
universities,
. to increase the financial aid for students who otherwise would not
be able to afford to attend college, and
. to increase academic support for Boston students entering college
so that, they may complete their education.
A comprehensive effort is required. We seek to improve the academic
preparation and increase the aspirations of all high school students
through an improved program of teaching and instruction and of services
necessary to encourage students to finish high school.
At present there is serious attrition of students between the ninth and
twelfth grade; only 5 3 percent of tbose who begin the ninth grade
graduate. Because less than 50 percent of those who graduate from high
school go on to college, only 20 to 25 percent of the current ninth grade
will begin higher education. The rate of college attendance is relatively
close to the national average; but the high school drop-out rate presents a
major problem.
We hope through a general improvement in the academic program of tbe
schools to reduce the drop-out rate substantially and to encourage and
assist an increased percentage of all graduating students to go on to
college. It is our goal to increase by 25 percent the proportion of ninth
graders who complete high school and go on to Boston area colleges.
If we are to do this, improved academic preparation must be accompanied by
improved and expanded counseling, by increased financial aid and,
eventually, by continued support for those students who enter college.
This is a mutual agreement. The Boston School Committee commits itself to
improving the preparation of students and increasing their aspirations and
motivation. The colleges and universities agree to continue and expand
their assistance to the high schools. Tbe colleges and universities also
commit themselves to advising and recruiting an increased number of
qualified graduates, and to providing assistance aimed at increasing the
likelihood that students will successfully complete a degree program.
II I . The Boston Public School Effort:
In order to accomplish the goals outlined in this agreement, the Boston
Public Schools agree:
A. to provide a sequence of core courses, each with defined
objectives, to meet college entrance requirements,
-544-
-3-
B. to ensure that a graduate will be able to demonstrate skills
sufficient to meet college standards in reading comprehension,
writing and mathematics ,
C. to develop a comprehensive program to improve pupil retention and
reduce the' drop-out rate,
D . to work to assure the highest standards for the recruitment,
retention and promotion of the professional staff,,
E- to establish an assessment system to monitor student progress,
making use of- an improved student records system,
F- to provide for a reorganized and strengthened counseling program,
and
G. to establish academic retraining and technical assistance
programs for teachers, counselors and administrators.
IV» The College and University Effort;
Bie institutions of higher education agree:
A. to work with the Boston Public Schools and with individual high
schools through the pairings, by providing technical assistance,
training and other services, in order to assist with
L, developing and implementing the core curriculum,
2^ developing and supporting programs to increase retention
and reduce the drop-out rate, as well as
3. planning and implementing efforts to improve basic skills.
I ■ . "
B. to aggressively recruit Boston Rjblic School students for
college. The colleges and universities will cooperate in these
efforts with community-based agencies that have experience in
counseling high school students concerning college admissions.
C. to provide assistance to students in obtaining financial aid
through additional lobbying and fund raising efforts aimed at
further increasing the state scholarship fund, and through working
to develop a corporate-funded student scholarship program. An
effort will also be made to work with Boston businesses to expand
the availability of part-time and full-time employment opportunities
for college students.
D. to support Boston students who enter college with an adequate and
if necessary expanded program of academic assistance. The
participating colleges and universities will share experiences
growing out of their successful retention efforts.
V. Evaluation of Goals:
Each year, beginning in June 1984, colleges and universities and the
schools will evaluate the progress towards the achievement of the short and
long range goals of this agreement. One of the indicators to be evaluated
in this period will be the number of graduates entering Boston area
colleges. Beginning in June 1989, the colleges and universities and the
Boston Public Schools will evaluate the progress made towards meeting the
target of a 25 percent increase in the percentage of ninth graders entering
Boston area colleges.
-545-
-A-
The college admission targets will be attained by increasing the number of
Boston Riblic Schools graduates who meet present or more rigorous college
admissions standards. An increase in the number of qualified high school
graduates produced by the schools is a fundamental condition of this
agreement.. It is understood that students will complete an academic
program that will prepare them for entrance into and success in a college
or university ►
VI. Implementation of this Agreement:
The efforts agreed to in this document will be planned with the Office of
the Superintendent, in a fashion similar to that embodied in the agreement
between the schools and the business community.- A mechanism will be
established by the Superintendent for cooperatively planning and
implementing programs sponsored under this agreement.
In order to fulfill this agreement, both parties will need to work to
secure an adequate level of funding. Ihe colleges and universities will
support the efforts of the Boston Public Schools to seek sufficient funds
to enable every Boston high school to provide a full sequence of college
preparatory courses. Both parties will work together to seek additional
state,, federal and private foundation funding to support collaborative
programs and will review the organization of Chapter 636 programs in light
of the new agreement . Both parties acknowledge that collaboration costs
money, and that higher education institutions face many of the same
financial constraints as the Boston Public Schools.
In. order to plan the programs associated with this agreement, as well as to
evaluate the effort, the schools and the colleges and universities commit
themselves to establishing a joint planning and evaluating committee. This
committee will be charged with developing a long-term plan and with
developing standards and methods for measuring academic improvement,
college admissions and completion'of higher education. A research effort
will be developed by the universities and the schools to evaluate aggregate
progress towards meeting the targets and goals in the agreement . The
Boston Public Schools and the colleges and universities agree to publish
annual reports detailing their progress.
Following the signing of this agreement and the presentation of a long
range plan by the School Committee, participating colleges and universities
will prepare letters specifying in detail their participation in the
programs they can best serve.
Revised 10/24/83
-546-
i i
Tri-Lateral Council For Quality Education, Inc.
600 ATLANTIC AVENUE, BOSTON, MA 02210 (617) 973-3830/31
Mission Improve the educational opportunities for Boston
Public School students through programs
collaboratively planned and operated by Boston
businesses and the Boston Public School System.
Structure Twenty-one major Boston employers are partners,
each with one of the city's 18 secondary schools.
Kay Partnership Businesses
Elements • A business coordinator spends at least one
day each week in the partnership school.
• The coordinator mobilizes a broad range of
company resources to carry out the agreed
upon program of assistance
• Contributions, including dues to the Council
and services to the high school .ranging fron
about $10,000 to over $50,000 per flrn
Schools
• Headmaster responsible for development and
implementation of partnership plans.
• School coordinator spends at least one day
each week matching business resources to
school needs
Joint Planning
• A written annual plan designed to achieve
measurable results
The Tri-Lateral Staff • Provides coordination, training, and
technical assistance to school and business
staff in the planning and carrying out of
partnership programs
• works with the school administration, and
other school assisting organizations in the
Boston Compact, The Boston Sumner Jobs
Program, College Awareness and other
clty-wlde activities
-547-
Examples of Partnership Activities
Curriculum
career development and placement curriculum,
(Project STEIP) delivered to 6,000 students
JOBS booklet (Job Opportunities: A Boston
Survey) saapllne entry level Jobs by level of
education in eight job clusters
guest speakers, In-class demonstrations,
individualized tours, student clubs, access
to in-house corporate training for students,
sponsorship/scholarships for students
Staff Development
• faculty access to corporate training (word
processing, data processing, etc*)
• summer faculty internships (skills
development, management traininp, career
explorat ion)
• specialized forums, workshops and conferences
for educators and business partners (key
results planning, time management, etc.)
Work Experience
Get A Job/work readiness and job maintenance-
workshops for students
recruitment and work readiness preparation of
all students for the Boston Summer Jobs
Program •
part-time work study, summer and full time
employment
Management Assistance
• energy audits, space/facility use, office
management consultation
• donation of computer -hardware and software
• development of HORC advisory committees (250
members)
• management Information system/budget
development, technical assistance
Cltywlde Activity
leadership In helping establish the Boston
Compact, participation in executive and
steering conmlttees and several work groups;
co-chair with School Department officials the
Research, Electronic Learning and Career and
Vocational Education work groups.
-548-
SCHOOL BUSINESS PARTNERSHIPS IN THE CITY OF BOSTON
Examination Schools
Boston Latin Academy
Boston Latin School
Boston Technical High School
IBM Corporation
State Street Bank & Trust Company
Boston Edison Company
Kagnet Schools
Copley Square High School
English High School
Madison Park High School
•
Mario Umana School
Boston High School
Shawmut Bank of Boston
John Hancock Mutual Life Insurance Co.
Blue Cross Blue Shield
Mutual Bank for Savings
Massachusetts Port Authority
Prudential Insurance Company
District Schools
Brighton High School
Jamaica Plain High School
West Roxbury High School
Hyde Park High School
Jeremiah E. Burke High School
Dorchester High School
South Boston High School
Charlestovm High School '
East Boston High School
Honeywell, Inc. / J/- /ZLz.J^-J^-' 'rx:^/u/<U-
Boston Gas Company
Travelers Insurance Company
Bank of New England
First National Bank of Boston
New England Mutual Life Insurance Co.
New England Telephone Company
Federal Reserve Bank of Boston
Gillette Company
Liberty Mutual Insurance Conpany
Massachusetts Port Authority
Career and Vocational Education
Hubert H. Humphrey
Occupational Resource Center
Citywlde Partner for Electronic
Learning
V.A. Hospital
Digital Equipment Corporation
-549-
BOARD OF DIRECTORS
Boston School Department
Robert S. Peterkln
Deputy Superintendent, Operations
Janes A. Caradonio
Director, Vocational Education
Joseph L. Ippolito
Community Superintendent, District 3
Michael S. Turner
Community Superintendent, District 4
William J. Spring
Federal Reserve Bank of Boston
President
Jeannette Hargroves
Federal Reserve Bank of Boston
Secretary
Businesses
Daniel F. Morley
State Street Bank and Trust Co.
Diane M. Capstaff
John Hancock Mutual Life Insurance Co.
Joseph Cronin
Massachusetts Higher Education
Alan R. Davis
Boston Edison Company
Cecile H. Gordon
New England Telephone Co.
William J. McMorrow
Gillette Company
John Sims
Digital Equipment Corporation
Robert L. Stearns
First National Bank of Boston
Present and Past Chairmen of the Advisory Committee
of the Trl-Lateral Council
1981-
Frank E. Morris
Federal Reserve Bank of Boston
1979-1980
1977-1978
1974-1976
Roderick M. MacDougall .,
Bank of New England
Edward E. Phillips
New England Mutual Life Insurance Co.
Gerhard Bleicken
John Hancock Mutual Life Insurance Co.
-550-
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-581-
I
I
Parent and Student Organizations
1
Parent Organizations
PARENT ORGANIZATION
OBJECTIVE 1 : To determine whether parent councils are monitoring
matters which are apt to facilitate or hinder the desegregation
process in particular schools, districts, and/or citywide. For
instance, are they monitoring the implementation of court orders
for special desegregation measures at some schools, repair and
construction of facilities, vocational and occupational education
programs, and support of participation by college, business, and
cultural pairings?
QUESTIONS: What steps are being taken by the Citywide Parent
Council (CPC) to monitor the desegregation process in areas not
monitored by the CPC last year? How has Boston responded to
these efforts? Are the tensions noted in the July report findings
being alleviated?
METHOD: The monitors met with the Executive Director and staff of
the CPC to review their 1983-84 monitoring plan, attended a CPC
meeting and reviewed the minutes of other CPC meetings. Also, they
requested and reviewed pertinent data and correspondence between
the CPC and the Boston Public Schools (BPS) emerging from the CPC's
monitoring efforts. The monitoring team continued to review: (1)
the Transportation Data Analysis Reports used by the CPC to point
out the need for bus monitors for 1983-84; (2) correspondence
related to monitoring facilities at specific schools in District 1;
(3) the Question/Survey Monitoring activities related to sixty-nine
(69) racially identifiable schools.
In addition, the Department's monitoring team met with representa-
tives from the BPS: The Deputy Superintendent of School Operations,
the Deputy Superintendent of Finance and Administration, and the
Special Assistant to the Superintendent.
FINDINGS:
Last year the parent councils monitored matters which pertain to the
desegregation process in particular schools as well as throughout
the city (see the July report). Included among these matters was
the implementation of special desegregation measures at Dorchester
High, Burke High, and the Tobin Elementary School. However, due to
staffing limitations the CPC was not able to monitor the desegrega-
tion process in all of the required areas.
This year the CPC has a complete staff in place, and its monitoring
unit has developed and is implementing a comprehensive monitoring
plan for 1983-84. The Desegregation Monitoring Committee of the
CPC will expand its activities to include areas which were not mon-
itored last year, and has established a number of sub-committees
to work in specific areas. In some cases sub-committees will work
in conjunction with community agencies (to be identified). For
583
instance, a sub-committee might have the assistance of the Mass Advocacy
Center in monitoring Special Education in selected schools.
The Deputy Superintendent of School Operations has expressed the school
department's desire to overcome the difficulties encountered last year
in working out monitoring and other agreements with the CPC. The School
Department plans to reach "a new understanding with the CPC about the
new milieu the BPS is entering", which includes a commitment to work
with parents as responsible decision-makers in the school system. The
office of the Deputy Superintendent of School Operations has circulated
a number of memoranda to facilitate the monitoring efforts of the CPC;
among them is the Deputy Superintendent's memorandum to principals and
headmasters on September 1, 1983 which outlines the required relation-
ship between the school administrators and the parent councils. The
CPC reports that the Deputy Superintendent's memorandum concerning
council elections on September 1, 1983 contributed significantly to the
success of this year's SPC elections.
Progress is being made in alleviating the tensions reported last July
between the parent councils and the school administrators. The pro-
blems occur most often when the CPC is working within the areas of
collective bargaining, the evaluation of administrators, the review
of budgets, and the rating and screening for administrative positions.
OBJECTIVE 2: To determine whether parents are responsible for planning
and investigating matters which are apt to facilitate or hinder the
promotion of racial harmony at their school. Also, whether they have
access to school records and are able to send out pamphlets and news-
letters and visit schools, and to determine if parent councils are
proposing modification of student activities and receiving reasonable
operating expenses from the individual schools.
QUESTIONS: What is the status of parent councils' efforts to monitor
issues involving racial harmony at schools cited in the last report?
To what degree are the parent councils assuming the responsibility for
planning and investigating matters involving desegregation issues in
the various schools? !!hat is the status of funding for school parent
council mailings? Is Boston providing access to school records?
METHOD: The Department of Education's monitoring team requested and
reviewed data emerging from the CPC's monitoring efforts at Charles-
town High, Jamaica Plain High, Umana Technical, and the Gavin Middle
School. Also, the monitoring team had a number of discussions with
the Executive Director and staff of the CPC regarding the issue of
stamps and stationery in the SPCs.
FINDING: Last year issues indirectly involving racial harmony at
Charlestown High, Jamaica Plain High, Umana Technical, and the Gavin
Middle School were identified and monitored by the parent councils.
In each of these schools the parent council's involvement has generated
a number of meetings with parents, administrators, and sometimes stu-
dents and teachers to define the problems and recommend solutions.
58i)
Schools have agreed to provide the funds for the purchase of stamps and
stationery. Also, the CPC has gotten favorable responses from the
Deputy Superintendent of School Operations to its request for timely
school incident reports. The Deputy Superintendent of School Operations
has issued an order to all principals and headmasters reasserting the
right of SPCs to receive these reports.
OBJECTIVE 3: To determine whet her the BPSs are providing to parent
councils the monthly and semi-annual reports by principals and commun-
ity district superintendents and the CPC other reasonatale educational
statistics and data analyses.
QUESTIONS: What is the final format and schedule for the provision of
data reports to the CPC by Boston for 1983-84? What progress is being
made over last year in the CPC receiving other supplementary reports
and data from Boston?
METHOD: The Department of Education's monitoring team requested and
reviewed a list of all reports and data the CPC needs from Boston to
adequately monitor the desegregation process, and the schedule for
receiving the information.
FINDINGS: The required monthly and semi-annual reports are being
received by the CPC. The Boston School System has made considerable
progress in providing all requested and appropriate information to the
CPC.
OBJECTIVE 4: To determine whether parents have participated in the
evaluation of community district superintendents and principals, and
the screening and rating for administrative positions.
QUESTIONS: What changes did the CPC's sub-committee make in the instru-
ments used for evaluating administrators? What is the status of the CPC's
objection to the postponements of screenings for permanent community
district superintendent positions?
METHOD: The Department of Education's monitoring team met with the
Deputy Superintendent of Finance and Administration and the Special
Assistant to the Superintendent to discuss the issue of parent partic-
ipation in the area of school administrators' evaluation, budget review,
and other relevant issues. The team also reviewed correspondence
between the CPC and the BPSs concerning the halting of the screening
process for community district superintendent positions in Districts I
and III. The same issues were also discussed with the staff of CPC.
FINDINGS: There has been little change in the status of parents'
efforts to participate in the evaluation of school administrators.
The CPC has yet to draft changes in the instruments used for evaluating
administrators. Last year the CPC reported the inadequacy of existing
instruments for the evaluation of principals and district superintendents.
Presently, the CPC is reorganizing all of its sub-committees, and the
work of the sub-committee originally assigned to draft new evaluation
instruments has been delayed.
585
I
BPS administrators report that often the CPC is not prepared to follow-
up on its coiunitmsnts , such as providing parents to serve en committees
when the school departnBnt is ready to go ahead with major administra-
tive tasks which i>equire parent participation. This is cited as a
problem which often delays the woric of the school department. Ihe CPC,
en the other hand, reports that often the CPC staff is not notified
by Bosten of the formation of committees which require parent partic-
ipatioi until the last moment. Ihe CPC documents this assertion with
a number of letters from Bosten, which were received only a few days
prior to the beginning of the rating process.
OBJECTIVE 5: To determine whether parents are participating in collec-
tive bargaining, the budget review process, major policy planning ini-
tiatives, and training of school department staff as provided by the
Novenber 8, 1982 Agreement.
QUESTIONS: Has BPS provided all the data requested by the CPC, i^ich
it feels is necessary for infomed decisicn-making in the collective
bargaining process? What has been the outcome of the CPC's involvement
in the collective bargaining process?
METHOD: Ihe Department of Education's monitoring team requested a list
of the data from the CPC it feels it needs for informed decision-making
in the collective bargaining process. Also, menbers of the monitoring
team attended a Joint meeting of the CPC and the School Ceranittee. In
addition, the monitoring team net with the Deputy Superintendent of
Finance and Administ]?ation and the Special Assistant to the Superintendent.
FINDINGS: A sub-committee of the CPC continues its involvement in the
collective bargaining process, and the BPS has provided all data requested
as well as technical assistance in understanding the issues involved.
In addition, the CPC has taken a position regarding the teachers' con-
tract that stresses the rigits and protection of students.
OBJECTIVE 6: To detennlnd whether: (a) all elections to parent coun-
cils have been conducted, (b) councils are properly organized and meet-
ing, and (c) whether council staff are racially balanced.
QUESTIONS : What is the level of parent participation in the CPC-SPC
structure? Were elections conducted in the various schools? Are the
SPCs meeting?
METHOD: Menfcers from the Department of Education's monitoring team
attended selected schools oi the ni^ts of elections and open house for
schools. Also, the team requested and reviewed the election results
published by the CPC, as well as the council's neirbership . I
FINDINGS : There was a 2H% increase (from 2199 to 2722) in the number
of parents vrtio attended the parent councils elections this year over
last year, and there was a 22? increase (from 795 to 972) in the num-
ber of parents elected to the councils. However, ei^t (8) schools
have not conducted elections, and in twenty-seven (27) schools all of
the parents in attendance were elected to the council. Elections in
586
a number of schools have been rescheduled to take place during the day,
so that parents will feel safe to enter sone nei^iborhoods .
RECQMMEM)ATIONS ; The nonitors recormend that the CPC and local SPC's
(with the support of BPS central administration) become more active in
Chapter 636 proposal development and program implementation. It is
an appropriate neans by which parents can assume the responsibility
for planning and promoting matters which are apt to facilitate racial
harmony in schools. Althou^ there are now provisions for parent par-
ticipation in the 636 proposal development pixxiess the participation
by parents so far has not inpacted upon the use of 636 funds. (Chap-
ter 636 guidelines call for parent participatioi in the development of
proposals and the inplementation of programs). In addition, A Staff
Report on Ch^ter 636 to the Board of Education which was submitted by
the Bureau of School Programs calls for the development of a plan to
ensure more neaningful participaticn of parents in the planning of Chap-
ter 636 programs; the Final Evaluation and Documentaticn Report of Chap-
ter 636 Projects 1982-83, prepared by the BPS's Departrrgnt of Bud^t
Coordination, Office of External Grants calls for a "more aggresive pur-
suit" of parental involvement in the Chapter 636 proposal development;
and the CPC has reported that the lack of parent participation in the
Chapter 636 program development and inplementation continues to be a
problem.
587
DOCUMENTATION
589
City wide Parents Council
59T8mp!ePlace Boston.Mass. 02111 (617)426-2450
TO: Jim Stanton
Executive Director
FROM: Evalena HigginbottomLj
Monitoring Coordinatot .
DATE: November 10, 1983
RE: MONITORING PLAN - 1983-84
The monitoring plan for the current academic calendar will involve
three areas; Internal, External and Citywide Monitoring. Enclosed please find
the appropriate supporting documents which will outline the specifics of each
area.
DISTRICT TRAINING FOR PARENTS
The internal staff training on monitoring has been completed.
The field specialists have been instructed to schedule district
monitoring training sessions for parents at least by Jan. 16,1984.
Scheduling of sessions will be arranged to allow flexibility for
parents to attend more than one training session if necessary.
II
INTERNAL MONITORING
A. SPC Elections
Each election coordinator will be furnished with the SCHOOL
ALPHA list to certify that each parent who attends SPC elections
is indeed the parent of a child assigned to the school where
SPC elections are being held.
This SCHOOL ALPHA list will also serve as an attendance check
list.
We will recommend that color-coded ballots for each racial
ethnic group be furnished to the election coordinators, so that
there can be paper accountability for the election vote.
591
A multi-cultural parents organization monitoring quality, desegregated education
MEMORANDUM
Monitoring Plan p.
Where parents are not elected but drafted into service on the
SPC council, this procedure will be amended accordingly. If such
is the case, some paper record must be generated to indicate that
given number of parents at a particular school were recruited and
agreed to serve as parent council members in lieu of turning in
actual ballots.
The SCHOOL ALPHA check list, the color-coded ballots, the
election results and/or the letter indicating the members that
had been recruited into council service must be turned into the
CPC office the following day by each school election coordinator.
B. CPC Elections
Each school election list can serve as the intake check list
for certifying SPC members and issuing color-coded ballots at the
CPC elections.
Tables will be arranged to accomodate one district or two
districts during the intake process. Using the election check list
SPCmembers will be certified as eligible to vote and issued a numbered
colored ballot to correspond with the member's race. After voting has
been conducted, these ballots will be collected, tallied and saved
as our paper record of the CPC elections. The SPC election lists used
to certify members and issue ballots will give us the record of SPC
members present and voting at CPC elections. All this election data
should be saved for a period of one year.
SPC/DPC Council minutes and attendance
Minutes of each SPC/DPC meeting and the attendance of parents at
these meetings should be turned into the Supervisor of Field Specialists.
Efforts must be made to make the minutes legible and readable. Problem
areas discussed at the SPC meetings should be detailed with some
specificity, i.e. define what the problem is, how many students involved,
what follow-up action the SPC council is contemplating, etc. All minutes
should be signed by the preparer of the minutes, so that we will be
able to contact that person should any questions arise.
Ill EXTERNAL MONITORING
In an effort to involve more parents at the SPC level to become
active participants in the monitoring aspect of desegregation, we have
developed an outreach brochure for parents. It is recommended that
this literature be disseminated to all parents and translated in the
primary languages . (see Attachment A)
592
MEMORANDUM
Monitoring Plan p. 3
Attachment B summarizes the monitoring issues and goals as tbey
reflect our court-ordered responsibilities. This summary will
serve as a guideline for parents at the SPC level and the Desegregation
Monitoring Sub-committee of the CPC.
The mechanism for resolving monitoring issues is illustrated in
Attachment C. This chart will be explained in detail at all
District Training Sessions.
Attachment D contains a complete summary of the data reports
that will be utilized by the monitoring staff and the SPC's.
A sample copy of each report is included.
Ill CITin^IDE MONITORING
Areas involving citywide issues such as the Homework Policy,
the Cityi<7ide Testing Policy, the Promotional Policy etc. , will
be the responsibility of the Desegregation Monitoring Committee.
Information concerning appropriate strategy and methods for
addressing these concerns will be monitored by this group with the
direct input of the SPC's and various community agencies.
As the new Desegregation Monitoring Committee develops its
agenda for the year, I am sure these issues will be expanded.
593
ATTACHMENT B _.
MONITORING ISSUES AND CONSIDERATIONS:
DESEGREGATION
Monitoring of desegregation will include checking student racial
statistics within schools and districts. It also will involve verifica-
tion of desegregation information on the administrative, teaching, and
support staff in schools.
SPCs will be provided with statistical reports that indicate the
school race-by-grade analysis, the average daily student attendance, the
student suspension data, teacher attendance information, and other pert-
inent information about their schools. Whenever possible, this data will
reflect information by racial categories. Any questions that school par-
ent council members may have about a school's statistical information
should be directed to an appropriate school administrator.*
Some topics which SPC members may wish to discuss and address in
monitoring this issue are:
Number of students by race, by sex, by grade, by program
- Review of ideal percentages determined by the school department
- Check if racial percentages of students fall into low, ideal, or
high percentage categories
- Satisfaction with the racial and sexual percentages of students
in grades, in programs
Number of staff by race, by sex
Satisfaction with the racial and sexual percentages of teaching
and administrative staff
* (See Resolution Chart)
TRANSPORTATION
Transportation is monitored to determine whether it assists the
goals of desegregation and whether it is safe and convenient for students.
The goals of transportation monitoring should be to (1) determine
the appropriateness and efficiency of bus routes; (2) determine if bus
safety standards are maintained; (3) determine the type, frequency, and
cause of bus incidents which occur enroute to and from the school.
Some topics which SPC members may wish to discuss and address in
monitoring this issue are:
Punctuality of vehicles to student pick-up/drop-off points
- Monitors on buses
Familiarity of driver with route
Driver operation of bus (safe or not?)
Safety of pick-up/drop-off points ^q^
Availability of back-up vehicles (e.g. - strike situations)
'- - -2-
FACILITIES: REPAIR AND SAFETY
The objective in monitoring school facilities is to insure that
all schools provide a positive, safe, learning environment for all stu-
dents. Buildings should be in satisfactory condition in that they meet
state building code requirements. All schools should receive prompt and
efficient repair services. When necessary monitors will be given the
opportunity to observe each school building to assess its conformity with
the state building codes.
Some topics which members may wish to discuss and address in moni-
toring this issue are:
The exterior visual appearaaes of the building and grounds
- painting nees - *litter
graffitti ^ - fire escapes
racial slurs - condition of grounds
debris, alass - condition of play areas
- Thoughts to consider
Health and safety hazards
Whether building appearance has potential to intimidate
any group of students
- Interior buildina appearance
Cleanliness of building - Condition of floors
Condition of windows - Condition of lavatories
- Condition of doors - Condition of cafeteria
Condition of clocks - Condition of intercoms
Condition of pipes - Condition of fire extinguishers
Condition of lockers - Lighting conditions
- ■ Condition of radiators - Heating conditions
SECURITY, STUDENT GOVERNMENT, AND DISCIPLINE '
The main objective for monitoring school security is to ensure that
student rights are respected. Sources of information will include s udent
suspension figures with special attention given to the nature of the of-
fense and the length of suspension.
Data will also be provided concerning high school student governments,
their responsibilities, and their activities.
Information will be gathered from parents and students to determine
their knowledge of rights and disciplinary procedures governed by the
Code of Discipline. cnc
t
-3-
SECU-RITY, STUDENT GOVERNMENT, AND DISCIPLINE (Continued)
Some topics which members may wish to discuss and address in moni-
toring these issues are:
Security personnel inside/outside building
Effectiveness of security personnel
- Are additional types of security measures needed? Why?
Existence of student government at the high school
- Is there a faculty advisor?
How was the faculty advisor selected?
- Was student government membership open to all students if
the open government option was selected?
- Does each homeroom have a representative on the student
government if the homeroom option was selected?
- Did each homeroom participate in the selection process to
choose a decided upon nximber of representatives to serve on
the student government if the class government option was
selected?
Does student government activity interfere with students'
classwork?
- How are discipline problems handled?
- Who is/are the disciplinarianCs) ?
What alternative discipline measures are available at a parti-
cular school?
Are current school-based rules for school operation in place?
- Has the council participated in the annual review of these
rules?
- Are alternatives exercised before suspensions?
- Number of suspensions by race and by sex
- Reasons for suspensions
- Numbers of expulsions
- Reasons for expulsions
_ What efforts are made to insure the timely return of suspended
or expelled students? ^
BILINGUAL EDUCATION AND SPECIAL NEEDS (766)
Bilingual education and special needs monitoring will be done to
insure that the school department is complying with state and federal
laws as they relate to equal access to quality, integrated education.
Parents of bilingual and special needs students will be encouraged 596
-4-
BILI-NGUAL EDUCATION AND SPECIAL NEEDS [766] (Continued)
to participate in the design and implementation of the monitoring pro-
cess at their school.
Sources of information will include the State Department of Educa-
tion, the school department, and parents and students.
Some topics which members may wish to discuss and address in moni-
toring these issues are: ,
Numbers of bilingual students in classrooms
Whether an aide is necessary
Location of bilingual classrooms
Integration of bilingual students with other students for non-
academic subjects
Support services available to bilingual students
Participation of bilingual students in after-school activities
Mainstreaming record of bilingual programs (the rate at which
bilingual students leave bilingual programs and enter regular
programs)
Investigation of bilingual students who have been inappropriate-
ly assigned
- Transportation problems of bilingual students
Numbers of special needs students in i?pecial needs classrooms
- Whether an aide is necessary
Location of speical needs classrooms
Integration os special needs students into regular non-academic
programs
Support seirvices for special needs students
Participation of special needs students in after-school activi-
ties
- Mainstreaming record of special needs programs
- Suspension rates of special needs and bilingual students
VOCATIONAL/OCUPATIONAL EDUCATION
Vocational/Occupational education is an important segment of the
educational opportunities offered in Boston. The objective of monitoring
Vocational/Occupational Education is to determine the adequacy of programs
as they relate to desegregation and quality education. Monitoring will
assess the need of vocational programs to the projected job market and
will determine whether programs adequately prepare students for employ-
ment. Data will be gathered from relevant school department personnel,
as well as students enrolled in the programs. 5^'
VOCATIONAL/OCCUPATIONAL EDUCATION (Continued)
Some topics which SPC members may wish to discuss and address in
irtonitoring in this area are:
Student assignments to Voc/Occ ed. programs by race, by sex
- Availability of equipment
- Condition of equipment
- Curriculum offerings in Voc/Occ Education
- Scheduling (to ensure students receive required academic in-
struction)
Equality of access to Voc/Occ Education facilities
PAIRINGS (University, business, and cultural)
College/University, business, and cultural pairings with schools
throughout the city are intended to offer innovative prograats and ser-
vices for public school students. The objective of monitoring will be
to assess the success of the pairings as they relate to quality integrated
education. -•
Information will be gathered from the school department, the pairing
coordinator affiliated with each program or pairing, and the parents and
students served by pairing programs. Schools will be provided with a list
of programs offfered to students and the goals of those program.s.
Some topics which SPC members may wish to discuss and address in
monitoring this area are:
- Goals and objectives of pairing programs
Did pairing activity meet these objectives?
- Strengths of program (staff, materials, support services,
participants, etc.)
- Weaknesses of program (staff, materials, support services,
participants, etc.)
SCHOOL CLIMATE
Sometimes, it is necessary to visit schools to monitor the school's
climate to investigate factors that influence respect, morale, trust, and
opportunity for input among all elements of the school community. School
climate monitoring assists parent council's in confirming or negating
issues raised through other types of monitoring.
Some topics which SPC members may wish to discuss and address in
monitoring in this area are:
How you were greeted and the manner in which you were received
at the school upon entering the building
.>, ^ -6-
SCHOOL CLIMATE (Continued)
-» Visual appeal
Learning environment
Physical environment
Student/Staff morale
Materials
- Equipment
- Curricul\im
599
ATTACHMENT C
MONITORING RESOLUTION CHART
PARENTAL INQUIrT]
E
[ISSUE ADDRESSED TO SPC EXECUTIVE MEMBERS
SPC EXECUTIVE COMMITTEE PLACES ISSUE"
jON AGENDA - DISCUSSION W/FULL COUNCIL
J.
[SPC EXECUTIVE COMMITTEE PRESENTS PROBLEM
TO PRINCIPAL FOR RESOLUTION
(WRIHEN DOCUMENTATION REQUIRED)
[NON
-RESQLUTI
ON]
PROCEDURE (1)
COLLECT ADDITIONAL DATA
TO FURTHER SUPPORT ALLEGATIONS
(I.E. SITE VISITS BY SPC
MONITORING TEAM)
.^^^jii^i^m
OR
PROCEDURE (2)
SPC EXECUTIVE COMMITTEE
PRESENTS PROBLEM TO
COMMUNITY SUPERINTENDENT
REVIEW & RESOLUTION
(WRITTEN DOCUMENTATION
REQUIRED)
\
L
\
N
FOF
SPC EXECUTIVE CO:^MITTEE
CONTACTS CPC MONITORING STAF
FOR ADVICE AND FURTHER
ASSISTANCE TOWARDS FINAL
RESOLUTION
^ 1^
■' FINAL RESOLUTION
DISPUTE - SOLVING MEGHAN I SM^
600
City wide Parents Council
59TemplePlace Boston.Mass. 02111 (617)426-2450
MEMORANDUM
TO: Members of Desegregatio/ I^nitoring {^5
FROM: Lucille Koch, staff
DATE: July 11, 1983
RE: Update of Committee Objectives
OBJECTIVE: Insure that the School Department provides all appropriate, accu-
rate data for monthly semi-annual, and annual reports. ,
STATUS REPORT ON OBJECTIVE:
Negotiations on requests for monthly, data have concluded successfully.
All data requested will be furnished to school parent councils according to
the frequency chart attached. (Attachment A)
OBJECTIVE: Where necessary, assist SPC's in carrying out monitoring activities
within a school, to gather necessary information on problems that are not being
appropriately addressed.
STATUS REPORT ON OBJECTIVE:
GAVIN SCHOOL — On-site monitoring and a series of meetings with parents
and school administration have been completed. Corrective action by school
officials has resulted in significant improvements in the school's discipline
room, general school climate and parental participation. Parents at the school
will be alert next September to see that the positive results of this year's
efforts are maintained. (Attachment B. , B^)
UMANA — A fruitful meeting between 9 Umana parents, the school administration
and the District IX superintendent was held. Problems noted in Attachment C
were discussed extensively and solutions to these problems were proposed.
Parents will monitor the school next year to make sure that the recommenda-
tions which resulted from this meeting are implemented. (Attachment C)
CHARLESTOWN — Three meetings were held with Charlestown parents, school
personnel and the CPC staff as a result of our Charlestown monitoring and
data. Parents were alerted to the need for expanded educational/guidance/
discipline supports at the school. The role of parents in securing these
supports was emphasized. The need for expanded parent participation to support
and monitor the school next year was indicated. We have requested that the
601
A multi-cutturai parents organization monitoring quaHty, desegregated education
-2-
school department include parents and students from Charlestown High in a
summer planning group scheduled to begin working on educational improvements
for the next school year. (Attachments D^, D_, D.)
JAMAICA PLAIN — A meeting was held on June 20, 1983 between Jamaica Plain
High School Parent Council members, representatives of the Desegregation Monit-
oring Committee of CPC, representatives of Mass. Advocacy Center and school
officials to discuss the implications of the proposal of the Jamaica Plain
High School parents that headmasters /principals be granted stronger exclusion-
ary powers to deal with students found in possession of dangeroxis weapons on
school grounds. After hearing from all parties on the issue, the Desegregation
Monitoring Committee representatives took the issue under advisement and will
determine a position to recommend to the CPC on this issue. (Attachment E)
CITYWIDE SURVEY OF DATA ITEMS (I THROUGH 0) CONTAINED IN REQUEST TO
C. ELLISON, DEPARTMENT OF IMPLEMENTATION IN LETTER DATED APRIL 4, 1983.
(Attachment I)
On June 22, 1983 1030 survey forms were mailed to SPC members of record
at 123 schools asking them to respond to seven questions included in our
correspondence of April 4 , 1983 to Catherine Ellison of the Department of
Implementation, who indicated that her department could not survey these
items.
To date, 75 surveys have been returned from council members at 53 schools.
This represents a 7Z return to date.
It is our hope to achieve a 15% return and to analyze the responses
received from parents . Final results of the survey should, be ready by mid-
August.
OBJECTIVE: Develop a good working relationship with plaintiffs in the Court
Case, the State Dept. of Education Personnel with responsibility for monitoring
the school system's desegregation efforts and the Department of Implementation.
STATUS REPORT ON OBJECTIVE:
All data and communications dealing with monitoring are shared regularly
with attorneys for the plaintiffs.
Members of the State Department of Education responsible for monitoring
have visited the CPC office and conferred with the monitoring staff. Dr. Charles
Glenn, Director of the Bureau of Equal Educational Opportunity has shared his
thoughts on several areas in which the CPC could concentrate its monitoring
efforts next year. (Attachment G)
The CPC monitoring staff communicates weekly with members of the Depart-
ment of Implementation on a wide variey of monitoring concerns.
I
602
Reorts and Data Needed by the CPC
1. STUDENT ALPHA LIST - Identifies the name, address, and parent or
guardian of each student enrolled in a particular school. It also
includes information on each student's race, grade, date of birth,
home room assignment, program assignment, and geocode of the home
address .
2. SCHOOL ORGANIZATIONAL CHART - lists by name and race the professional
teaching and supervisory personnel assigned to a particular school.
It also provides data on the funding source for each position,
function titles, function codes, and the responsibility center number.
3. BUDGET ALLOCATIONS REPORT - Gives the actual annual operating budget
for each school allocated from the General School Purpose Fund.
This information consists of the number of personnel funded in each
line item, student /staff ratio, and unit costs based upon enrollment.
A. STUDENT ATTENDANCE - Gives the average daily attendance (ADA) and the
average daily membership (ADM) at each school and by race for a given
month. With discharges and transfers occurring each month, ADM
represents the average number of students assigned to a particular
school .
5. TEACHER ABSENCES - Provides year-to-date information on the total
number of teacher absences by reason, by district, and by school.
6. SUBSTITUTE TEACHER USE - Identifies the numbers of substitute
teachersemployed at a given work site in a given month.
7. STUDENT SUSPENSIONS - Lists the number of times violations of the
Code of Discipline had been committed at a particular school and
the race and sex of the violator.
8. STUDENT DROP-OUT /DISCHARGE - Identifies each discharge by reason,
race, and grade level.
9. ANALYSIS OF STUDENTS BY RACE AND GRADE - Provides data on the court-
mandated capacity of a given school, the actual number and the
percentage of students enrolled by race, by grade, and by program at
a particular date, the high/ideal /low racial percentages allowed,
numbers /percentages of students by race and by grade given transport-
ation, and the geocodes assigned to the school.
10. SPECIAL NEEDS - Gives the enrollment of each special education program
by race, sex, linguistic need, and form of transportation.
11. STUDENT ACHIEVEMENT - Gives the grade-equivalence of students at each
grade level and by race.
Data reports are an important source of information for monitoring,
preparing the annual school reports, and generating implications on issues.
603
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City wide Parents Council
59TempIePIace Boston,Mass. 02111 (617)426-2450
Augusc li, i98J
Dr. Robert R. Spillane
Superintendent
Boston Public Schools
26 Court Street
Boston, I-IA 02108
Dear Dr. Spillane:
It has recently come to our attention that on July 27 you recoamended to
the School Coomittee that a person be appointed Senior Officer for Student
Support Services effective Atgust 1, 1983.
We are- writing to inform you that we are greatly dismayed that this
appointment process has proceeded in violation of the February 24, 1976 Court
Orders as amended. The CPC was not notified that a screening coomittee was
being formed and thus we were not asked to provide 3 parents for the screening
coomittee as required by Court' Orders. However, we have been informed that an
"ad hoc" coomittee with__no parent representation. was set up to screen
candidates for this position.
Thus we request that you inmediately withdraw this reconmended appointment
and proceed to follow the Court Orders for this and all future appointments to
positions covered by the Court Orders.
A proDopt response to this effect will be greatly appreciated.
Finally, we wish to join with plaintiffs and express our concern regarding
the extraordinary delay in making a permanent appointment for the position of°
Senior Advisor for Equal Educational Opportunity.
Sincerely,
n
.._^^,/c/
Palmer T. Doiley, ^Co-Chair
udyvMurphy, -jCo-C/jair
;ai5ino Martinez-Paz, Co-Chair
607 ^
^ity wide Parents Council
59TemplePlace Boston,Mass. 02111 (617)426-2450
March 8, 1983
Dr. Robert S. Peterkin
Depury Superintendent of
School Operations
Boston Public Schools
26 Court Street
Boston, MA 02108
Dear Bob,
We have received your letter of February 14 regarding the
temporary halting of the Screening Process for Comm-unity Super-
intendents in District One and Three, The CPC co-chairs have
discussed the reason stated in your letter for this action -
the impending reorganization plan, which is to be submitted to
the School Committee - and strongly object to this reason being
used to delay the important screenings for the two Community
Superintendent positions.
Our major concern is that even under the most optimistic
conditions the school system can not be redistricted until
September 1984. (Since the June 5, 1982 Court Orders establish
the original 9 District plan, any change in the districts, and
therefore the student assignment process, would have to follow
the procedures outlined in the court's December 23, 1982 orders
at Section VI, Modification of Outstanding Orders. This order
clearly states that modifications are to be "filed no later
than December 15, of the year preceeding the school year in which
they are proposed to take effect if they pertain to student as-
signments . . ."at page 17.
Thus your proposal would have the effect of maintaining acting
staff in the Community Superintendents position for two years or
more. This seems excessive, unnecessary and contrary to the Court's
February 24, 1976 orders on Desegregation of Administrative Staff
which states "positions shall be filled by permanent appointees
as soon as administratively feasible" (page 10).
Because we feel it is a high priority to have permanent staff
in these two important positions we urge you to re— establish these
screening com.Tiittees as soon as possible.
Please advise me as soon as possible regarding further action
609
A multi-cultural parents organization monitoring quality, desegregated education
1
I
CITYWIBE PARENTS' COUNCIL
L.mP^im^U »»F-%8J— 4,^ ■■.. HBJIMJJlJ-WJWaiaW,^|yi»iKJ^
January 3, 1983
Dr. Robert S. Peterkin
Deputy Superintendent
School Operations
Boston Public Schools
26 Court Street
Boston HA 02108
Dear Dr. Peterkin:
Thank you for contacting our office regarding the upcoming
screening process for the position of Community Superintendent
District 3. We now have our list of parents who will sit on
the Screening Committee, representing the Parent Councils.
The names are as follows:
Peter Bagley-WR-Hlgh
50 Mansur Drive
Roslindale Ma 02131
3274888
(white)
Susan Faltasz-Beethoven
72 Westmoor Road
Mercedes Cash-Sates
75 Beechland St.
Roslindale MA 02131
323-1547
Cblack)
Valerie Hart-Kilmer
82 Nightingale St.
72 Westmoor Road Dorchester MA 02125
323%S56 ^^^ ^^ 825-7217 (temp)
(white) (black)
Roy Daley-Mozart
37 Itasca Street
Mattapan MA 02126
298-9297
(hlspanlc)
Bessie Geo rgakokp Ions -Matt
57 Herman Street
Roslindale MA 02131
327-8566
(other min)
The parents will expect adequate notification for meetings
and resume review. Transportation should be provided for evening
meetings.
I
TEMPLE
PUCE
611
BOSTON MA. 02111
BH>
TEL A26-24'^
-2-
If you have any questions, or any problems arise regarding
the parent Involvement In the process, please feel free to contact
me as soon as possible.
For int-egra,ted, quall/ty educitlon,
Mattl'een^^arris-Wright L' ^ ' :\ '
Supervisor, Field Organization— Cactingl
xc: J. Stanton
J. McKelgue
K. Barat
R. Spratllng
S. Pineyro
I
612
CITYWIDE PARENTS' COUNCIL
iShi^WK-,^ir
December 23, 1982
Mr. Roger Beattie
Community District Superintendent
District' 9
Madison Park High School
Building One
55 New Dudley Street
Roxburv MA 02119
Dear Mr. Beattie
Thank you for contacting our office regarding the upcoming
screening process for the position of Principal, Hernandez
School. We have our list of parents ^ho will sit on the
Screening Committee, representing the Parent Councils.
The names are as follows:
Eduardo Maynard
63 Sumner Street =6
Dorchester MA 02125
(rlispanic)
Zdu-ard Eart
20 Hamilton Street
Dorchester MA 02125
825-7842
(Black)
Brenda Lucas
56 Hamilton Street
Dorchester MA 02125
436-8283
(White)
Norma Figueroa
371 Columbia Road
Dorchesxer MA 02125
2S8-858S
(At Large)
Betty Rivera
11 Croftland Avenue
Dorchester MA 02124
265-8709
( Monitor)
The parents will expect adequate notification for meetings
and resume review. Transportation should be provided for evening
meet ings .
5 TEMPLE PLACE
r
inSTOmA. D2111,
613
TEL. 425-24[
If you have any questions, or any problens arise regarding
the parent involvement in the process, please feel free to
contact me as soon as possible.
For integrated, quality education,
Mattleen Harris-Wright
Supervisor, Field Organization Caoting)
xc : J. McKeigue
J. Stanton
B. Rivera
R. Peterkin
S. Pinevro
i
6li»
CITY WIDE PARENTS' COUNCIL
December 3. 1982
Dr. Oliver Lancaster
Deputy Superintendent ,
Curriculum and Instruction
Boston Sch.ool Department
26 Court Street
Boston MA 02108
Dear Dr. Lancaster:
Thank you for contacting our office regarding the upcoming
interviewing process for the position of Director, Physical
Education, Boston Public Schools. We have our list of parents who
will sit on the Screening Committee, representing the Citywide
School Parent Councils. The names are as follows:
Black Parent
Cleveland,- Dorchester High
Hispanic Parent
Garfield Elementary
Linda Tate
41 Michigan Avenue
Dorchester MA 02124
436-0097
Sonia Toledo
P.O. Box 1029
Roxbury Crossing, MA
02120
445-0061
Mary Jane Lavarakas
101 Robinwood Avenue
Jamaica Plain MA
02130
522-6221
The parents will expect adequate lead time for orientation,
resume review, and meeting notification. Transportation should be
provided for evening meetings.
White Parent
J.F. Kennedy Elementary
TFMPLE PLACE
Rn^TONMA. Q2111,
615
TEL. 426-245
Please feel free to contact me for more information. (426-2450)
For/<l?i3i;tegrated , '-^iiality education ,
Ms.' Mattleen Harris-Wrighr «-^
Associate Director, Field Organizers-acting
xc: Jim Stanton, Director, CPC
Jean Sullivan McKeigue, President, BSC
James Walsh, Office of the Superintendent
Larry Hardison, Office, Curriculum and Competancy
616
CITYWIDE PARENTS' COUNCIL
December 3, 1982
Dr. Robert S. Peterkin
Deputy Superintendent
School Operations
Boston School Department
26 Court Street ,
Boston UA 02108
Dear Dr. Peterkin;
Thank you for contacting our office regarding the upcoming
interviewing process for the position of Senior .Officer, Equal
Educational OpportTinity . We understand your desire to meet
your December 17th deadline, and therefore have our list of
parents who will sit on the Screening Committee, representing
the Citywide Parents' Council. The names are as follows:
BLACK
Arnita Cooper
2 Slayton Way
Eoxbury MA 02119
tel. 427-0603
McKay School
WHITE
Debroah McCollough.
11 Hopkins Street
Jamaica Plain MA 02130
tel. 522-0400
Manning School
HISPANIC
Elba Aviles
23 RoTindhill Street
Jamaica Plain MA 02130
tel. 522-1279 w-442-0211
Winship School
alternate -.-.
Ida Colon
44 Hewins Street
Dorchester MA 02121
tel. 282-8382
The parents will expect adequate lead time for orientation,
resume review, and meeting notification. Transportation should be
provided for evening meetings.
/ If you have any questions or problems, feel free to contact
■ me at the Citywide Parents Council office at 426-2450.
TEMPLE PLACE
Rn?rrnNMA. 02111
TEL 426-245
617
-2-
I look forward to working with you on other matters concerning
parental involvement in the months to come.
As jje^j^rive for/excellence In education ,
Ms/mftlel^^^Sr&^i^t" y^^
Associate Director, Field Operations-acting
cc: J. Stanton, Director, CPC
Jean Sullivan-McKeigue, President, Boston School Committee
618
MEDIATE RELEASE
Contact: Dorotea Manuela
Daria '-bndesira
Jim Stanton
September 20, 1983
City wide Parents Council
59TemplePlace Boston.Mass. 02111 (617)426-2450
PARENTS BLAST BOTH SIDES IN TEACHER CONIRACT STALEMATE
I
The City-vide Parents Council (CPC) is distressed that the Boston School
Committae/Superintendent and the Boston Teacher's Union did not settle on a
new contract before the opening of the 1983 school year.
Last Fall the CPC negotiated a written agreement with the School
Coomittee/School Department designed to enable a coamittee of parents to meet
regularly with the School Coamittee regarding negotiations with the B.T.U. and
other unions. A prime concern of the CPC was to have a fair teacher contract
settlement before the 1983 school year started; one that would have an
ionediate and tangible iapact in terms of providing a high quality,
desegregated education to all children. It is unfortunate that the School
Committee/Superintendent have failed to meet with parents and share
information with the CPC's Collective Bargaining Coamittee as they agreed to
last November.
Boston public school children are paying a very high price for this
stalemate.
Last May the Boston School Coamittee approved and sent to i-layor White a
$13.6 million supplementary budget. In June the Mayor approved $5.2 million
to prevent any teacher layoffs this school year - something the CPC, the
School Coamittee/Suparintendent, the B.T.U. and others lobbied hard for.
However, the Mayor (as we understand it) has been witholding the remainder of
the supplementary budget, $8.4 million, until there is agreement on the new
teacher's contract.
If a contract had been reached in July, the School Department could have
hired additional teachers, developed programs, and purchased materials. The
remaining $8.4 million could have been used to implement new programs such as:
• An increase in the number of remedial reading, math and english
teachers in the middle schools so that the 257o of the students who
failed the basic skills test could have a chance of passing them;
o An increase in the number and type of courses available to middle and
high school students so that there are adequate courses in science,
social studies, history, writing, art, music and foreign languages;
o A redaction in class size in grades 1 and 2 so that the teacher/pupil
ratio would be 1:22. Students would then have a better chance of
getting a strong foundation in their early school year;
o A revival of the K-1 program to strengthen the educational content of
the school system's early childhood education programs.
619
A multi-cultural parents organization monitoring quality, desegregated education
• Special program at seven high school which have severe problems with
low attendance, high suspension rates and low achievement.
o An expansion of the services required under the Lau Compliance Plan
and strengthening the Special Education Retreival Program and other
special needs services.
Since there is no contract, there are no funds available. Children who
need these programs have been denied them. The longer that contract
negstiations drag on, the greater the likelihood that the delayed
implementation of these programs will be disruptive.
The present situation is unacceptable. The School Connittee and the
B.T.U. must reach agreement on this contract before the end of September.
Parents will interpret any stand-off as an indication that the education of
their children in a low priority.
A related concern of the Citywide Parents Council is that once a contract
settlement is reached, the Mayor and City Council may claim that because of
the city's fiscal problems, they cannot afford the additional costs of both
the $8.4 million supplementary budget and the costs of a new teacher's
contract.
Parents cannot tolerate a situation where vital educational programs are
denied to Boston's public school children or where lack of funds leads to such
demoralization among teachers that the educational process suffers and/or
teachers go out on strike. The School Coamittee and the Superintendent must
take the leadership to assure that the BTU, parents and all other interested
parties cooperate to make sure that city officials release all funds that are
necessary for education.
Parents are concerned that the budget for other city departments has
already increased by $30 million while the School Department is presently
operating at a level $5 million below last year's expenditures. This concern
is heightened by the fact that the city received $30 million in new state aid
-a substantial portion of which the Governor intended to be used for education.
The present negotiations are antagonistic, and are focused, too much, on
blaming the teachers for the system's problems. Parents are aware of past
abuses when either management or the union had too much power. Parents hope
that a new tone of cooperation can be established. Children can benefit only
when management and the union are coamitted to work together in a constructive
way.
Regarding the substance of the contract the CPC advances the following
fxsints. These points represent the independent view of parents looking out
for the educational interests of their children and do not reflect parent
support for the position of either the School Committee or the Teacher's Union.
9 EVALUATION
THERE NEEDS TO BE DRAt-lATIC IMPROVHCNTS IN THE PRESENT TEACHER
EVALUATION PROCESS.
A THOROUGH AND FAIR EVALUATION SYSTEM IS AN ABSOLUTE NECESSITY FDR
THIS SCHOOL SYSTEM. Several issues must be address if the evaluation
process is to be seen as useful and helpful to teachers and an not a
means of just getting rid of teachers.
620
First Che evaluation form must contain a category "needs improvement"
to fairly identify teachers who, while not performing satisfactorily,
don t deserve to be fired. Also a Connittee of administrators,
teachers and CPC delegated parents should review the entire
evaluation form to revise and improve it for this year. This form
should allow the evaluation team to examine teacher performance in
terms of quality and equality issues in the classroom. Further,
since the quality of teaching is affected by a number of variables
the evaluation form must allow the team to determine whether teachers
have necessary materials, supplies and assistance from administrative
and other professional support staff.
Second, teachers should be evaluated by a team composed of the
Principal/Headmaster, a representative of the Teachers Union and
three parents, chosen by the School Parent Council Executive
Coamittee with each party having equal weight. This team concept is
an important step in assuring that the evaluation process is not
politicized and it would help build a climate of mutual respect and
understanding which is necessary at every school.
(While we feel teachers have a major responsibility for providing a
high quality desegregated education in every classroom we realize
that they do not perform their tasks in a vacuum. Thus, the CPC
intends to be every bit as aggressive in holding each other group of
school department staff accountable for carrying out their
responsibilities. We hope that the new School Coamittee will make
the inplanentation and monitoring of a fair staff evaluation process
a high priority) .
Third, the school system must provide a formal training process so
that all parties fully understand the purpose and goals of evaluation
and so that all parties work cooperatively to use the evaluation
process to improve/support teacher performance.
Fourth, the School Department must provide the resources to operate
an expanded in-service training program. Every teacher receiving a
rating of "needs improvement" must: be given a specific program for
in-service training, enter the next cycle of in-service training, and
meet rigorous performance standards in in-service training in order
to continue teaching. Again, with the school department providing
the necessary resources for an improved and expanded in-service
training program the entire evaluation process will be an exercise in
futility.
SENIORITY
Regarding {sromotions, transfers, lay-offs and excessing of teachers
seniority ' should no longer be used as the sole criterion in making
these decisions. Parents would like to see two other factors given
621
equal weight with seniority. First, before a teacher assumes another
position he/she must have decDonstrated competence, not just proper
certification, with respect to the designated subject area and grade
level. Changes in teacher assignments need to be consistent with the
school sytem's affirmative action plan and the integration of staff
at all schools.
SICK AND PERSONAL DAYS
Abuse of these benefits results in disruption in the orderly learning
process. When there are substitute teachers, the learning process is
affected and often discipline problems arise. The CPC successfully
supported a no teacher layoff policy this year in order to achieve
stability we would now like to see greater stability and continuity
in the classroom through higher teacher attendance.
The CPC strongly favors a reduction in the nimber of sick days and an
end to the process of accumulating unused sick leave from year to
year. The CPC favors the implementation of a Disability Insurance
Program to cover all extended illnesses beyond the number of sick
days agreed to in the contact for any one year. The school system
Qiust deal with what parents perceive to be the underlying cause of
abuse of these days, "teacher burnout." The school systan must at a
minimum assure that schools will be properly staffed and provided
with adequate resources for teachers to do their job.
Parents feel that efforts by the School Department to responsively
deal with the issue of teacher burnout will be more effective than
the increased "policing" of sick day abuse.
In regard to personal Days (e.g. attending National Conventions,
graduations, ordinations, etc.) parents feel that there needs to be a
substantial reduction in these days so that no trore than 3 personal
days will be allowed during the course of the school year.
CLASS SIZE
Class size is an important issue for parents. Many parents feel the
school department has often tolerated class sizes too large for
effective instruction. The CPC strongly supports class size maximums
of 22 at the elementary level and 25 for all other grades. .\lso the
CPC feels that these limits in class size must remain in the contract
since they give parents and teachers the necessary leverage for
corrective action.
Limits in class size must be absolute. Whenever a class exceeds the
limit a new class must be formed. In determining class size there
must be strict adherence to the Lau Canpliance Plan and to Chapter
766 regulations so that bilingual and special needs students are
properly accounted for.
AFFIRmTIVE ACTION
The past contract's provisions for affirmative action have been
totally inadequate. We feel there should be language in the new
622
contract which coamits the Boston Teacher's Union and management to
hiring people of color to fill teaching positions so that by the end
of the term of the new contract the school sytem will have a teaching
population that is, at least, 25% black and 107, other people of
color. Also we are concerned that the school department's proposal
reducing salary increases for teachers who pursue further education
will reduce incentives to stay in the system for all teachers not
receiving the maximum salary, caost of whom are people of color.
Thus, the contract must address specific steps to be taken to recruit
and maintain people of color in teaching positions in the school
system.
Finally, regarding the salary settlement in these negotiations the
CPC feels that whatever salary levels are agreed to for a multi-year
contract must be guaranteed.
623
INTRODUCTION
SUMMARY OF ;<AJOR ACTIVITIES - ELECTIONS
During the summer months, the Field Specialists began identifying election
coordinators for each school. A small staff committee examined the usefulness
of last year's materials, and adapted them to fit the upcoming elections.
The staff committee met with Ann Vheelock of Mass. Advocacy Center to review
the materials for the district parent election coordinator training. The
committee also participated in a briefing session addressing what problems
might arise, and how we could offer assistance in solving them.
TRAINING AND SUPPORT
During the month of September, the Field Specialists participated in training
each of the 130 parents identified to run an election, or provide translation.
In order to understand the election procedures, parents needed translation
assistance in French, Cambodian and Vietnamese, in addition to the more common
requests for translation assistance in Chinese and Spanish.
We kept written election materials to a minimum. We found that too much
written materials was confusing to parents. We notified administrators during
the August council of principals meeting and the district council of
principals meetings that elections were upcoming. Field Specialists made
individual school site visits to personally inform school administrators about
elections.
Our goal was to insure that all parties knew of their role in the election
process. The individual school site visits included planning for the election
Open House program as outlined in the Deputy Superintendent's Circular to
principals regarding the fall parent council elections.
We found that the district parent coordinator training was helpful since it
allowed parents to get individualized attention. Field Specialists were able
to get to know their parents in a more comfortable setting-the home base in
the district.
All material ws printed in Spanish, Chinese and English. In some cases,
translators did some fliers in the other languages mentioned above. The
election packets included:
• Election Procedures Manual • Election Ballots
• Letter of introduction(in • CPC Election invitations
the case of administrator's
packets)
• BTU Letter of support • Form for election results,
attendance, and a self-adiressei
stamped envelope to expedite the
election results returns.
6214
Field Speciali3t3 and Election Coordinators distributed flyers which were
prepared by the Communications Department. The MBTA also distributed 200
posters on its red, orange and blue lines. During the week prior to the S?C
elections, Field Specialists made final phone calls, sent reminder fliers and
made school site visits.
The elections were held on September 20, 21 and 22 for Districts I to VIII.
District IX electins were held September 27,28, and 29. During the week
following elections. Field Specialists sent out thank you notices, procured
election results, and prepared to begin training the newly elected SPC
Executive Committees. During the week following the District IX elections,
all staff were assigned to tasks to help ensure a successful CPC election.
This year's election success stood on the strength of the media coverage and
the amount of organizing done by the Field Specialists, as opposed to last
year's elections where the CPC's reorganization attracted participants and
observers.
ELECTION RESULTS
The success of the staff efforts are shown by the attendance figures for the
CPC election. More than three hundred parents attended this year's CPC
election, many of them for the first time. Linguistic minorities participated
in larger numbers, and the amount of black parent participation in Districts
III and VIII increased. Thirty parents were elected as CPC representatives
and twenty as alternates.
Many of the alternates represent the Asian and Hispanic communities. Many
districts, such as District I, IV, VII, and IX filled all four caucuses. Last
year only a few districts had full CPC representation. District VIII now has
three representatives; la'st year it had only one. District IV now has Asian
representation; last year only two of the racial/ethnic groups were elected.
Last year only twenty-three parents were elected at the CPC election.
The Cityvide results for SPC Executive Committee elections were equally
impressive. This year there was a significant increase in parent
participation in the elections. Two thousand, six hundred and eighty-nine
parents attended SPC Executive Committee electioned compared to two thousand,
one hundred and ninety-nine last year (see page for district figures).
Many more linguistic minority parents attended these elections and were able
to enthusiastically participate due to the extensive translation services
provided. For example. District I and VII had noticeable increases in the
participation of Asian parents. Extensive outreach to the Haitian Community
created a greater presence of Haitian parents in Districts V, VT and IX.
There were several cases where there were dramatic improvements in the number
of parents who attended the elections this year compared to last year. At the
Higginson School two parents attended last year's election; over forty-five
attended this year's elections. Brighton High School had only three parents
turn out for last year's election; this year thirty-seven parents participated.
The number of parents elected to the SPC Executive Committees is as important
to the viability of the organization as the number of parents attending the
elections. Here again, there was a substantial improvement. Nine hundred and
thirteen parents were elected this year compared to seven hundred ninety-five
last year. Forty five of the increase number of parents elected this year are
black; twenty-three are hispanic
625
Finallji the moat encuraging sign that these councils are ready to begin an
active and productive year is the fact that seventy-seven of the council
scheduled meetings for October. Last year fewer than ten councils held
meetings in October.
STATEMENT OF SCHOOL DEPAflTXENT ASSISTANCE
The Office of the Deputy Superintendent for School Operations offered
assistance to the School Parent Council Support Committee. The Deputy
Superintendent's Memorandum regarding the elections was in the hands of the
principals and headmasters of each school in August, as opposed to last year
when administrators received this information close to the day of the
elections. The staff of the CPC and the Deputy Superintendent for School
Operations worked cohesively in putting together transportation and safety
plans.
I
The safety plan was excellent. Many parents stated they they had never seen
so many uniformed officers at and around the schools. The transportation was
problematic for various reasons. While organizers had the option of cab
vouchers, or school department vans, the delivery of the CPC election routes
to the transportation department did not go according to plan. During the
days prior to the elections. Community Superintendents developed
transportation routes, and in some cases submitted them. District I did not
receive transportation for parents to the elections. .
Although we did not know until after election night that elementary and middle
school parents in district I did not receive transportation, we received few
election complaints during the entire process. The high school transportation
for District I was well planned and well implemented.
District IV had no complaints. The pick-up schedule for parents was too
early. District V felt that the most effective transportation of parents
occurred at the Endicott. The principal and election coordinator chose one
site - the YMCA on Washington Street. Coordination with the Administrative
Assistant in District V, and close contact with school principals helped make
transportation for those parents less cumbersome that in most districts.
District VII had no problems on the elementary school level. Middle school
parents, particularly parents from the Michelangelo, and Edwards had some
confusion with pick-up points. There were no problems with the high school
transportation. The result was that a large number of parents attended the
elections.
District VIII needed limited transportation due to the special community
layout. There were some minor problems with scheduling and pickups. For the
most part administrators helped a great deal. Few minor problems with
individual schools took place.
Many Community Superintendents visited their individual schools during
election night and supported the parents in attendance.
Overall, support on all levels of the School Department was impressive, and
improved over last year.
626
SPC H5HBERSHIP BY SCHOOL, BY RACE, 3Y GRADE, BY DISTRICT
You will find a list of schools which elected their councils attached to this
document. Some councils will be conducting fill-in elections to complete
their caucusses, or to elect their co-chairs. Specific names and addresses of
parents elected to SPC Executive Committees T.s available at the CPC office.
District VI has traditionally had a low turnout to evening events. This low
turnout greatly affected the outcome of their elections. Several District VI
schools will be conducting daytime elections during the next few weeks.
REPORT CODE
The first section of the report code indicates the name of the school,
attendance figures for parents, administrators, and teachers, and an
indication of whether the Open House was carried out according to the
directive in the Deputy Superintendent's Circular. The next section deals
with specific figures on elected council members, including their races,
co-chairs by race, and whether any technical problems arose such as
transportation or safety issues. There is also an indication of whether
material was delivered to election corrdinators and administrators on time,
and how parents were notified. The last column indicates the date for the
next SPC Executive Committee meeting if that school has scheduled a meeting
during October or November.
627
Student Organizations
STUDENT ORGANIZATIONS
Objective
1) To determine whether all activities provided under the Amalgamation Plan
have taken place.
Key Questions
A. V/hat steps has Boston taken to develop and implement uniform
student council election standards?
B. IJhat was the level of student participation in the elections
this fall? I-fhere the level was low, what has been done to
correct this?
C. Has Boston created a structure to provide student representation
to parent councils?
D. IJhat steps has Boston taken to help all middle and high schools
create Communication Boards to replace the Racial-Ethnic Student
Councils?
Process
Information was received concerning elections of student conncils, elections
of student representatives to the school parent councils and the efforts to ensure
attendance and participation of elected students on those councils.
Brookline High School and Cambridge Rindge and Latin High School were visited in
order to interview each faculty-student advisor concerning the Fairness Committees
that operate in each school. A meeting was held with the Student Affairs Director
and Assistant to the Student Affairs Director in order to share this information
and develop a viable plan of training and implementation of Communication Boards
in all seventeen high schools. The concept of Communication Boards was discussed
with the Headmaster and faculty-student advisor of all high schools visited for
student discipline monitoring. Finally, information was received from the Student
Affairs office concerning the timetable, training and structure of ■ implementing
Communication Boards in all high schools.
Findings for Student Council Elections
The office for Student Affairs reported that all schools have elected student
councils; however, some schools did not submit student council data to central
administration (See Appendix). Elections were uniform in accordance with guide-
lines established by the Student Affairs office. In addition, the Boston Student
Advisory Council, as well as the BSAC Executive Committee, meets regularly. There
was no data available, however, on the level of student participation in the
individual elections.
629
Findings for Student Representation on School Parent Councils
Ten high schools have elected student representatives to the school parent council.
Many of the remaining schools do not have functioning school parent councils.
The Student Affairs office is working with the Citjrwide Parents Council to estab-
lish a means to ensure attendance and participation on the school parent councils
of those student representatives already elected.
Findings for the Development of Communication Boards in all High Schools
It was recommended in the July 15 monitoring report that the Racial-Ethnic Stu-
dent Councils be changed to Communication Boards. The reason for this recommendation
was that most RESCs were inoperative or ineffective. Yet, there was still a need
to have some form of student organization that discussed the school climate and
school policies. The Communication Board concept was recommended as a student body
that would discuss student grievances and/or school policy and meet regularly
with the Headmaster. However, if this change is to take place, Boston must file
for a modification to the Amalgamation Plan.
Considerable progress is being made towards the implementation of Communication
Boards in the high schools. The Student Affairs Director held an October meeting
for all high school Headmasters to present the concept of developing Communication
Boards in each school. After this meeting, the Student Affairs staff decided to
pilot Communication Boards with those high schools whose headmasters expressed the
most enthusiasm about the idea. Following is a list of these ten schools:
Boston Latin Academy
Boston Latin School
Boston Technical High School
Brighton High School
Charles town High School
Copley Square High School
East Boston High School
Hyde Park High School
Madison Park High School
South Boston High School
Both Boston Latin Academy and Boston Latin School have had functioning
Communication Boards for three years, but they have not been as effective as they
could be, and therefore, the schools desired to take part in the pilot project.
In each school, students will be elected to the Communication Board either from the
entire student body or from the student council. The faculty-student advisor will
also serve as the advisor for this student group. Other faculty will be encouraged,
but not required, to participate on the Communication Board. In each school, the
Board will meet regularly to discuss student grievances and/or school policy issues
that students may have. Each Board will also meet regularly (at least once every
month) with the headmaster to discuss those issues and/or grievances. The Boards
will differ from the RESCs in that they will address not only school issues and/or
grievances of a racial nature, but other school issues and/or grievances as well.
The members of all Communication Boards and supportive staff will receive training
in mediation, conflict resolution, identifying issues, and communication skills.
The first training will occur at Charlestown High School in December, 1983, and will
be given by Dr. Elsa Wasserman (who founded the Fairness Committee concept) from the
Cambridge Public Schools. Training at other schools will be given by staff in the
Student Affairs office, based on the training completed at Charlestown High School.
The Communication Boards in all the pilot schools are scheduled to be functioning
by March 1984. The Boards in these schools will serve as models in developing
Communication Boards in the other seven high schools. Training for these remaining
630
- 3 -
high schools is expected to be given in the late spring of 1984, wi^h implementation
of the Communication Boards scheduled for October of 1984. Similar plans need to
be developed for all middle schools.
Objective
2) To review the composition of the Boston Student Advisory Council, as well as
the student councils in all middle and high schools.
Key Question
Of those schools identified as having disproportionate representation on
student councils, what steps has the school taken to identify causes and
provide solutions?
Process
Statistics on the composition of all 1) student councils at the high school and
middle school levels, 2) the Boston Student Advisory Council, and 3) the BSAC
Executive Committee were received and analyzed to ensure proper representation
of all racial and ethnic groups in all student organizations.
Findings for Racial Composition of all Student Organizations
All student organizations that submitted data on student composition were found
to have proper representation of racial and ethnic groups for the second consec-
utive year. Those schools that did not submit data will be reviewed and reported
on in the next monitoring report.
Commendations /Recommendations
The Student Affairs Director and the Assistant to the Student Affairs Director
should both be commended for their interest, concern, and commitment to ensuring
broad and representative student participation in the Boston public schools. They
have made considerable efforts to develop meaningful student organizations in order
to bring the schools into compliance with the Amalgamation Plan.
All school should be commended for improving the functioning of their student
councils. In addition, those schools who have shown considerable interest in the
Communication Board concept, and are participating in the pilot stage of implemen-
tation should also be commended for their willingness to encourage active student
participation in examining school policy issues of that school. If properly imple-
mented, and given the support of the administration and the faculty. Communication
Boards can be a valuable means of student participation in their school.
631
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
SCHOOL OPERATIONS
ROBERT S PETERKIN
MEMCRANDCM
To: Dan French
From: Vivian Carlo, S.A./S.A.
Re: Reports on Amalgamation Plan
Date: Novenber 17, 1983
The reports included in this memorandum are as follows:
A list of all student council members by race for each high schaol
for the year 1983-1984
A list of all student council menbers by race for each middle sclxol
for the year 19831984
A list of school population by race of all high schools and middle
schools for the year 1983-1984
A list of BSAC members by race for the scIxxdI year 1983-1984
A list of BSAC Executive Committee menters by race for the school
year 1983-1984
A list of School Parent Council Student Representatives by race for
the school year 1983-1984. (Some students are already active on
SPC's. Some SPC's are not active in some schools.) I am still in
communication with the CPC and the schools to assure broader
participation of students on active SPC's.
. VC/jMc
Ends.
26 COURT STREET, BOSTON, MASSACHUSETTS 02108 • 726-6200 EXT 5330 AREA 617
633
HIGH SCHOOL STUDENT OOUNCIL RACIAL EATA
Distr. 8t School
District 1
Brighton High
District 2
Jam. Plain
District 3
West Roxbury
District 4
Ityde Park
District 5
J.E.Burke
Dorchester
District 6
South Boston
District 7
Charlestovm
District 8
East Boston
For The Year
1983
- 1984
Black
White
Oriental
Hispanic
Amer.
Ind.
Other
8
8
8
8
0
0
40
3
0
18
0
0
71
17
0
3
0
0
58
8
1
0
0
1
40
17
8
8
0
0
8
6
0
0
0
3
24
14
8
8
0
0
16
2
11
5
0
0
20
29
0
0
0
0
Total
32
61
91
66
56
34
54
34
49
District 9
Boston High*
Boston Latin Academy
24
50
5
3
0
2
84
Boston Latin School*
Boston Technical
46
22
14
3
4
0
89
Copley Square
21
10
1
4
2
0
38
English
28
4
3
10
0
6
51
Madison Park
10
2
0
8
0
0
20
Umana
7
7
6
6
0
0
26
McKinley Tech.
9
3
0
0
0
0
12
VC/jMc
* Data not yet received from these schools
63^4
MIDELE SCHCXX STUDEOT COUNCIL RACIAL DATA
For the Year
1983
— 1984
Distr. k School
Black
White
Oriental
Hispanic
Amer.
Ind.
Other
Total
District 1
Edison
Taft*
16
16
21
12
0
0
65
District 2
M. Cur ley*
Levd-S*
T. Roosevelt*
District 3
Irving
Lewenberg
R. Shaw
9
9
13
8
5
6
6
0
0
1
0
0
0
0
0
1
1
0
25
19
District 4
Rogers
Ihompson
24
3
9
3
0
0
0
1
1
0
0
0
34
7
District 5
Cleveland*
Holmps*
Wilson*
District 6
Dearborn*
Gavin*
McCormack*
District 7
Edwards
Michelangelo
Timlty
12
5
5
7
5
5
3
5
3
6
3
5
0
0
0
0
0
0
28
18
18
District 8
Barnes
Cheverus
2
1
45
12
1
0
5
2
0
0
0
0
53
15
District 9
King
Mackey*
Wheatley
49
28
13
11
2
1
18
9
0
0
0
3
82
52
*Ebta not yet received from these schools
635
POPULATION BY RACE OF ALL mDDLE SQPOLS AND HIGH SCHOOLS
For t±ie Year
1983 — 1984
(Cont'd.)
Distr. 8t SchDol
District 7
Charlestown High
Edwards Middle
Michelangelo Middle
Timilty Middle
District 8
East Boston High
Barnes Middle
Cheverus Middle
District 9
Boston High
Boston Latin Academy
Boston Latin School
Boston Technical
Copley Square High
English High
Madison Park High
Unana School
King Middle
Mackey Middle School
Wheatley Middle
1-brace >fann School
(Grades 6 - 12)
Mckinley School
400
163
250
177
139
85
172
107
98
28
63
48
249
70
25
152
252
713
21
38
19
508
9
59
2
115
2
4
395
162
25
137
437
636
123
36
478
1330
285
117
542
289
206
68
287
122
29
62
1034
377
67
229
1176
490
12
364
532
263
101
102
303
113
11
122
239
122
1
114
176
83
13
52
31
13
2
25
103
72
3
12
TE^T
4
1
0
1
4
6
0
8
1
1
4
6
5
9
4
1
1
5
0
0
Total
994
504
237
497
1028
601
123
727
1233
2211
1109
506
1712
2051
1002
550
477
329
71
190
636
SCHOOL POPULATION BY RACE OF ALL MIDDLE SCHXLS AND Hlffl SCHOOLS
For The Year
198:
\ — 1984
Black
White
Oriental
Hispanic
/toBV. Other
Ind.
478
194
232
268
5
155
110
146
146
1
171
122
82
169
1
492
166
2
310
5
287
99
5
273
3
134
46
2
34
2
129
42
1
114
0
744
452
10
54
3
315
209
121
32
0
283
84
2
8
2
210
59
1
27
1
800
222
6
20
3
397
174
3
12
5
360
55
0
12
3
553
87
3
59
4
582
129
2
118
0
682
120
7
230
5
290
70
1
20
4
563
86
2
29
2
409
249
106
135
9
231
99
3
51
2
225
227
5
73
3
159
271
4
140
10
I>istr. St School Black White Oriental Hispanic /jier. Other Total
District 1
Brighton High 478 194 232 268 5 1177
Edison Middle 155 110 146 146 1 558
Taft Middle 171 122 82 169 1 545
District 2
Jamaica Plain High 492 166 2 310 5 975
M. Curley Middle 287 99 5 273 3 667
Lewis Middle 134 46 2 34 2 218
T. Roosevelt Mid. 129 42 1 114 0 286
District 3
West Rox. High 744 452 10 54 3 1263
Irving Middle 315 209 121 32 0 677
Lewenberg Middle 283 84 2 8 2 379
R. Shaw Middle 210 59 1 27 1 298
District 4
Ifyde Park High 800 222 6 20 3 1051
Rogers Middle 397 174 3 12 5 591
Thonpson Middle 360 55 0 12 3 430
District 5
J. E. Burke High 553 87 3 59 4 706
Dorchester High 582 129 2 118 0 831
Cleveland Middle 682 120 7 230 5 1044
Holnies Middle 290 70 1 20 4 385
Wilson Middle 563 86 2 29 2 682
District 6
South Boston High 409 249 106 135 9 908
Dearborn Middle 231 99 3 51 2 386
Gavin Middle 225 227 5 73 3 533
McCormack Middle 159 271 4 140 10 584
637
BOSTCW STUDENT ADVISCRY OOUNCIL BY RACE
For The Year
1983 — 1984
Black White Oriental Hispanic Amer. Other Total
,^-^^
35 20 8 8 0 2 73
(Plus 2 more from Boston High; 1 from Dor. ; 4 from South Boston and 3 from ACC)
BSAC E?CECLnTVE (XIMMITTEE BY RACE INCLLJDING OFFICEEIS
For the Year
1983 — 1984
Black VMte Oriental Hispanic Amer. Other Total
Ind.
10 4 2 4 D 0 20
(Horace Mann - No E.C.M.*; South Boston High - not elected yet)
*Physical disability hinders Executive Committee participation.
638
I
SCHOOL PARENT COUNCIL STUIENT REPRESENTATIVES
For The Year
1983 — 1984
Schjol Black White Oriental Hispanic Total
Boston High
Boston Latin Academy
Boston Latin School
Boston Technical
Brighton High
J. E. Burke High
Charlestown High X
Copley Square High
Dorchester High X
East Boston High X
English High School X
Ifyde Park High X
Jamaica Plain X
Madison Park High X
Horace Mann
McKinley School X
South Boston High
Umana Technical X
West Roxbury High X
(Data Not yet received from some schools. SPC's not active in some schools.)
VC/jMc
639
1
I
I
THE SCHOOL COMMITTEE OF THE CITY OF BOSTON
BOSTON PUBLIC SCHOOLS
OFFICE OF THE DEPUTY SUPERINTENDENT
SCHOOL OPERATIONS
ROBERT S PETERKIN
MEMORANDUM
TO: Headmasters, Faculty Student Advisors, Student Leadership
Personnel and Student Government Representatives
FROM: Vivian Carlo and Sid-*fimith
RE: Communication Board
DATE: September 19, 19 83
As stated in the Deputy Superintendent's Memorandum, No. 53,
August 30, 1983: "This year, in {the Racial Ethnic Student
Council'^ stead, each school will be required to initiate a
Communication Board (sometimes referred to as Fairness Committee
or Grievance Board) to serve as a subcommittee of the Student
Council. This Board will operate as a grievance/communication
mechanism serving both students and staff".
The need for better communication within structures that contain
many different kinds of people, such as our schools, has already
been established. People from various cultures, age groups, pro-
fessions, etc. , exhibit personal values in regards to many issues.
Because of these common differences the value of positive communi-
cation can never be overlooked. The benefits are numerous as can
be seen in the following goals.
GOALS OF A COMJ^UNICATION BOARD
1) To develop a structure within the school government which
enhances relationships among teachers, students and admini-
stration
2) To provide a forum where a variety of complaints and con-
flicts can be aired and resolved
3) To improve the school climate
4) To provide students, teachers and staff with a neutral place
in which to bring personal and school related concerns
5) To increase collaboration of students, teachers and staff on
issues of policy within the school
io COU;^'^ STREET BOSTO'. MASSACHrffTTS Ol'lO;; • ':■-■•; 6;'i'0 EkT 5330 ^•Rr'' 61 7
6i(l
6) To increase students' leadership potential by involving
them in the workings of their school
7) To develop students' skills in democratic operations in
preparation for active, responsible citizenship
8) To enhance classroom environment and instruction effective-
ness
9) To decrease vandalism and disruptive behavior
10) To decrease student alienation
11) To increase and enhance Student/Teacher/Administration
communication.
STRUCTURE
We believe that each school is unique. Therefore we believe
that the structure or process of the Communication Board could
vary from school to school. However, the following should be
considered in developing a structure sxiitable for your school
needs.
1) Time should be made available, preferrably during
school hours for the Board to meet.
2) Students who b,ecome members of the Communication
Board could be granted credits for their on-going
participation .
3) The main staff advisor for the Communication Board,
should h.e/she be a teacher need to be relieved of
all administrative responsibilities in order to
effectively supervise the functioning of the Board.
Should the advisor be an administrator their duties
vis a vis the Communication Board would need to be
included in their job description.
4) Participation of all the school's populations should
be considered, i.e. Students/Teachers/Administration/
Custodial/parents, etc.
5) A clarification of what the Board's power would be.
Would it be an advisory body solely making recommen-
dations to the Headmaster and the parties involved?
Or would it be a binding body? If so, what areas of
school policy would this include? As a binding body
it would report to the Headmaster who would have veto
power over all Board decisions with overriding power
given to the majority.
642
We envision the communication board to be a part of the school
government. It would not only be a reactive board, responding
to issues which spontaneously arise during any school day, it
would also be a proactive board seeking out ways to make the
school environment a more educational as well as pleasant atmos-
phere for staff and students alike.
TIME LINE
The following is a tentative timeline for the development and
implementation of Communication Boards in the City of Bos-ton's
17 High Schools.
OCTOBER 3
OCTOBER 3 -
DECEMBER 16
JANUARY, 1984
MARCH, 1984
JUNE, 1984
Deputy Superintendent's Memorandvim to
High Schools outlining:
1)
2)
3)
concept
goals
Procedures
a) staff recruitment
b) training
c) student recruitment/training
d) Implementation suggestions
4)
Timetable
5) Reporting mechanisms
6) Evaluation
School site visits determining:
1) needs assessment
2) Training team identification
3) logistical planning (space, meeting
times, etc.)
Cross-school meetings to share resources and
information vis a vis Communication Board
Training Initiated
Communication Boards initiated in High Schools
Evaluation/Planning School year '84- '85.
613
In order to begin this process we ask that a team of at least
three people (2 faculty, 1 administrator) be identified within
each high-school. This team will be trained in the development
and implementation of a Communication Board. The team will then
pass on this information, also in the form of training to other
teachers and students who would be interested in becoming members
of the Communication Board. It will be necessary to elicit as
much support as possible from faculty, students and staff in
order to make the Communication Board a viable mechanism for
the development of programs and policies as well as the resolution
of conflicts, and to assure its performance at an optimum level.
/bab
enclosure:
644
DISPUTE RESOLUTION
The dispute resolution process (section V of the December
22, 1982 Orders of Disengagement) was invoked on five oc-
casions during the present monitoring period. In four
instances, the complaints were initiated by Plaintiffs,
with the remaining complaint initiated by Plaintif f-In-
tervenors. Four of the disputes were apparrently resolved
at the level of complaining party/def endar.t negotiations
(Section V (c) of the Orders). The fifth dispute, in-
volving the permanent appointment of a Senior Officer for
Equal Educational Opportunity, was raised by Plaintiffs
on July 11, 1983, and settled by Plaintiffs and the Bos-
ton Public Schools on August 30, 1983. Plaintiffs had
requested State Board mediation on August 17, but the dis-
pute was resolved before the mediation session took place.
-645-
I
I
DISPUTE RESOLUTION
i
I
MODIFICATIONS
i
MODIFICATIONS
The procedure for modification of outstanding desegregation
orders (section VI of the Orders of Disengagement) was not
invoked during the present monitoring period.
-647-
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