Page 265 |
Previous | 265 of 356 | Next |
|
small (250x250 max)
medium (500x500 max)
Large
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
Very few schools faIl the band. The
seven that do, with two are schools that are in or
near the inner city. They" too, provide a setting both
across-race interaction and of majority enrollment
stability. Nine schools have minority percentages that
rise far above the ceiling of the hand: Bunche, Young, Hanna~
McCulloch, Weisser Park, Memorial Park, ,~rard, and Adams.
schools are located in the inner city. The last four
schools a sufficient percentage of whites (10 per cent or
more) to permit meaningful across-race interaction among
dents. The danger is that they could move toward loss of this
interaction. While recent enrollments have been fairly stable
in schools, their high black percentag,e could contribute to
the precipitous loss of students like that identified for
white residents in one inner-city .area.
of the elementary schools faU far below the tioor of the
band. Most of these schools are remote from the inner city.
Although their percentages provide a setting for majority enrollment
stability, their students are not having meaningful
across-race interaction on a continuing basis, an indisp,enable
condition for learning "to live together in understanding"'.
The rationale's second implementing directive is stated as
foHows: In applying the 10-30% band, accept as stipulations the
changeB the school cOTporation needs to tnalce aside f1"om rUt'theT
deseg1'egation and design the desegTegation plan so as to
ach'ieve S0111e of the chan,ges at an even higher level than would
likely . occur without deseg1'egation. The changes referred to
here were discussed specifically in the preceding section on the
implications of survey findings for desegregation action (See p.
213ff.) but other improvements presented earlier for facilities,
Instruction, and administration are relevant in more
ways, thrust of this directive is that desegregation will
'not be to lower program but to serve as a
springboard for its improvement.
A third of the rationale is: TaUor the plan to fit
1Jh!ysical and -reso'u!rces. When this
directive ,vas applied to the Fort Wayne task, the following
factsemerg'ed:
L Given the elementary, middle school, and high school
FVlCS a sufficient number of
rooms to house all of students even closure of
Object Description
| Title | Fort Wayne community schools: a survey report |
| Creator | George Peabody College for Teachers. Office of Educational Services |
| Topic | Education |
| Subject |
Schools--Indiana--Fort Wayne School integration--Indiana--Fort Wayne |
| Geographical Coverage | Fort Wayne, Indiana |
| Date of Original | 1975 |
| Time Period | 1900-1999 |
| Source | Print version: George Peabody College for Teachers. Office of Educational Services. Fort Wayne community schools: a survey report. (Nashville, Tenn.: Office of Educational Services, George Peabody College for Teachers, 1975), 338 p. |
| Additional Availability | Print version might be available at IPFW Helmke Library. See online catalog. |
| Rights | Copyright Indiana University-Purdue University Fort Wayne, 2006- . All rights reserved. May not be reproduced without permission. For information regarding reproduction and use see: http://cdm16776.contentdm.oclc.org/cdm/about/collection/p16776coll1/ |
| Date Digitally Created | April 17 2012 |
| Digital Publisher | Walter E. Helmke Library, Indiana University-Purdue University Fort Wayne |
| Digitization Specifications | This pdf file was derived from black and white 400 dpi, 1-bit and color 300 dpi, 24-bit uncompressed TIFF images that were scanned from the originals using a Konica Minolta PS5000C scanner with Adobe Acrobat 8.0 Professional scanning software. |
| Content Type | Text |
| Digital Format | text/pdf |
| Collection | Fort Wayne Area Government Information |
| Identifier | 30000101350159 |
| File Name | 30000101350159.pdf |
Description
| Title | Page 265 |
| Transcript | Very few schools faIl the band. The seven that do, with two are schools that are in or near the inner city. They" too, provide a setting both across-race interaction and of majority enrollment stability. Nine schools have minority percentages that rise far above the ceiling of the hand: Bunche, Young, Hanna~ McCulloch, Weisser Park, Memorial Park, ,~rard, and Adams. schools are located in the inner city. The last four schools a sufficient percentage of whites (10 per cent or more) to permit meaningful across-race interaction among dents. The danger is that they could move toward loss of this interaction. While recent enrollments have been fairly stable in schools, their high black percentag,e could contribute to the precipitous loss of students like that identified for white residents in one inner-city .area. of the elementary schools faU far below the tioor of the band. Most of these schools are remote from the inner city. Although their percentages provide a setting for majority enrollment stability, their students are not having meaningful across-race interaction on a continuing basis, an indisp,enable condition for learning "to live together in understanding"'. The rationale's second implementing directive is stated as foHows: In applying the 10-30% band, accept as stipulations the changeB the school cOTporation needs to tnalce aside f1"om rUt'theT deseg1'egation and design the desegTegation plan so as to ach'ieve S0111e of the chan,ges at an even higher level than would likely . occur without deseg1'egation. The changes referred to here were discussed specifically in the preceding section on the implications of survey findings for desegregation action (See p. 213ff.) but other improvements presented earlier for facilities, Instruction, and administration are relevant in more ways, thrust of this directive is that desegregation will 'not be to lower program but to serve as a springboard for its improvement. A third of the rationale is: TaUor the plan to fit 1Jh!ysical and -reso'u!rces. When this directive ,vas applied to the Fort Wayne task, the following factsemerg'ed: L Given the elementary, middle school, and high school FVlCS a sufficient number of rooms to house all of students even closure of |
