3 1293 1 339 0020 5 ABSTRACT A.FEASIBILITY STUDY OF THE COMMUNITY COLLEGES POTENTIAL ROLE IN COMBATING THE EFFECTS OF CULTURAL DEPRIVATION IN METROPOLITAN AREAS by I. C. Candoli The purpose of this study was the development of atmesis supporting the concept of expansion of the com— mnfity college into a cultural—educational park offering semdces to the entire educational community generally amitb eleventh and twelfth grade students,specifically. While the prime concern of the thesis is combating the efflxms of cultural deprivation, the peripheral benefits ofanaimprovement of education for all students are con— sidered. The City of Grand Rapids was chosen for the study bmxmse of size, metrOpolitan characteristics, and an ex- Eflessed desire to attack the problem. The review of the literature was the basis for the development of the thesis and covered: 1) The history and development of the community college, 2) A review of the literature on cultural de— privation, 3) A review of educational park concepts, and 4) A review of selected educational studies of the Grand Rapids school system. I. C. Candoli Criteria for evaluating the cultural-educational jpark.concept were deve10ped with the cooperation of ed— Iacational leaders from all sections of the country. These criteria for evaluation were categorized under the follow- ing headings: 1) Curriculum—staff-student implications, 2) Community—political considerations, 3) Socio—cultural-economic factors, 4) Location and site selection criteria, and 5) Financial feasibility. This study takes the position that the community college should be expanded in use and clientele to include secondary school-age youth and offer cultural and enrich— ment programs for the entire community. The cultural— educational park as postulated for Grand Rapids is an attempt to partially solve the emerging problems of cul— tural deprivation and racial imbalance while at the same time expanding curricular Opportunities for all students in the city. In addition, the prOposal provides for the consolidation of the city's cultural facilities at the park as part of the community college campus. The park should incorporate the present community college programs in terminal and transfer education, greatly expand vocational and occupational curricula, co— ordinate the various cultural facilities planned and avail— able in the city, provide expanded Opportunities for I. C. Candoli continuing education, absorb the sizable non-public school clientele in on-going programs, afford the public school students continuity and enrichment in a multitude of academic and vocational pursuits, allow for experimental programs in elementary education, provide in—service education to the staff of the school system, and be flex- ible enough to provide a great variety of services to the citizens of the community. The cultural-educational park should enable students of all backgrounds and of all ethnic groups to become in- volved in programs that meet their needs and desires while maintaining allegience with a "home base" school. It is proposed that eleventh grade students spend at least one quarter of their time at the park and that twelfth grade students spend approximately one-half of their time at the cultural-educational park. While SOphisticated technical and vocational pro— grams would be prohibitively expensive to offer at each ihigh school, the develOpment of programs at the park would indicate efficient use of specialized staff and expensive equipment. An important function of the park would be to offer a variety of terminal prOgrams qualifying the student for employment at the end of grades twelve, thirteen, or fourteen. This implies a reorganization of existing programs I. C. Candoli to offer multiple levels of proficiency in occupational choices for without major curriculum revision any program for lowly motivated students would be guaranteed failure. The evaluation of the cultural-educational park iconcept was sufficiently positive to suggest recommendations for further study to operationalize the concept. Among the areas to be investigated are: 1) Student scheduling 2) Transportation of students 3) Curriculum 4) Educational specifications 5) Personnel needs 6) Administrative organization With continued study and refinement, the cultural- (educational park could become operational. A FEASIBILITY STUDY OF THE COMMUNITY COLLEGES POTENTIAL ROLE IN COMBATING THE EFFECTS OF CULTURAL DEPRIVATION IN METROPOLITAN AREAS BY (“F t. IT'CJ‘Candoli A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1967 AC KNOWLEDGM EN TS The writer wishes to express his appreciation to all who have contributed to the development and com- pletion of this study. Special acknowledgment is due Dr. Donald J. Leu, chairman of the author's doctoral committee, who has given valuable time and counsel to the author and who has exhibited endless patience with and extreme tolerance to the writer. To Drs. Fred Vescolani, John Howell and LDonald Hamachek, appreciation is expressed for their con- tinued interest throughout the deve10pment of this study. Gratitude is also expressed to the administrative staff of the Grand Rapids school system for their help and encouragement during the course of this study. Finally, to the writer's wife, Joan, and our children, Julie and Carol, a sincere appreciation is felt for their infinite patience and encouragement during the luours spent in preparation of this report. ii TABLE OF CONTENTS ACKNOWLEDWENTS O O O O O O O O O O O O O O O O 0 LIST OF PLATES . . . . . . . . . . . . . . . . . . LIST OF APPENDICES . . . . . . . . . . . . . . . . CHAPTER I. STATEMENT OF THE PROBLEM. . . . . . . . . . II. Introduction. . . . . . . . . . . . . . Functions of the Urban Community College. The Problem . . . . . . . . . . . . . . . Significance of the Problem . . . . . . . Definition of Cultural Deprivation. . . . Delimitations of the Study. . . . . . . . Summary and Overview. . . . . . . . . . . REVIEW OF PERTINENT LITERATURE. . . . . . History and Development of the Community College in America. . . . . . . . . . . Review of Selected Literature on Cul— tural Deprivation . . . . . . . . . . Review of Educational Park Concepts . . . A Review of Selected Educational Studies of the Grand Rapids School System . . . III. DEVELOPING THE CONCEPT. . . . . . . . . . . IV} Introduction. . . . . . . . . . . . . . . Alternative Solutions . . . . . . . . The Cultural- Educational Park Concept . . Evaluative Criteria . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . EVALUATION OF THE CONCEPT . . . . . . . . Curriculum—Student-Staff Implications . . Community—Political Considerations. . . . Socio-Cultural-Economic Factors . . . . . Location and Site Selection Criteria. . . Financial Feasibility . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . iii Page ii vi 20 42 71 77 92 92 92 96 123 129 132 132 137 139 140 141 150 CHAPTER Page V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS. . . . 151 Summary. . . . . . . . . . . . . . . . . . 151 Conclusions. . . . . . . . . . . . . . . . 158 Recommendations for Further Study. . . . . 162 BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . 170 APPENDICES..................... 478w” iv PLATE II-l III-1 III-2 III-3 III-4 III-5 III-6 III-7 III-8 IV—1 IV-2 IV-5 LIST OF PLATES PUBLIC SCHOOL RESIDENT ENROLLMENTS K—12 AS PERCENT OF THE TOTAL POPULATION 1940-1965. WITH ESTIMATE TO 1980. . . . . . . . . . . PROPOSED CULTURAL-EDUCATIONAL PARK . . . . . THE ELEMENTARY SCHOOL—MIDDLE SCHOOL-BASE HIGH SCHOOL PATTERN . . . . . . . . . . . . . . THE CULTURAL-EDUCATIONAL PARK CONCEPT. . . . THE GRAND RAPIDS CULTURAL-EDUCATIONAL PARK CONCEPT. . . . . . . . . . . . . . . . . . SAMPLE PRE-SCIENCE SCHEDULE GRADES 9-12. . . SAMPLE DATA-PROCESSING SCHEDULE GRADES 9-14. SAMPLE LAW-ENFORCEMENT SCHEDULE GRADES 9-14° SAMPLE COSMETOLOGY SCHEDULE GRADES 9-12. . . CULTURAL-EDUCATIONAL PARK ENROLLMENT PROJEC- TIONS _ 1980 o o o o o o o o I o o o o o o CULTURAL-EDUCATIONAL PARK FACILITIES SPACE REQUIREMENS - 1980 . . . . . . . . . . . . COST ESTIMATES FOR CULTURAL-EDUCATIONAL PARK DEVELOPMENT. . . . . . . . . . . . . . . . ANNUAL COST TO HOMEOWNER FOR TAX INCREASE TO DEVELOP THE CULTURAL EDUCATIONAL PARK ON A PAY-AS-YOU-GO BASIS . . . . . . . . . COST OF $12,350,000 BOND ISSUE, BONDS AMORT- IZED WITH EQUAL ANNUAL TOTAL PAYMENTS. . . Page 81 102 105 106 108 120 121 122 124 142 143 144 146 147 LIST OF APPENDICES APPENDIX Page A COMPARATIVE ANALYSIS OF TWO STUDIES. . . . . 178 B COMPOSITION OF SEMINAR GROUP . . . . . . . . 217 C THE FINAL REPORT OF THE COMMITTEE STUDYING RACIAL IMBALANCE IN THE GRAND RAPIDS PUB- LIC SCHOOL SYSTEM. . . . . . . . . . . . . 220 D MASTER PLAN. . . . . . . . . . . . . . . . . 240 CHAPTER I STATEMENT OF THE PROBLEM Introduction In recent years the attention of the entire nation has been focused upon the problems of the culturally deprived. These people suffer from a loss of identity and are generally out of the mainstream of American society. Among the contributing factors to the plight of the cutlurally deprived are: a) the decline in the need for unskilled and semi—skilled workers b) the technOIOgical explosion c) the urbanization of the United States and the accompanying concentration of these peOple in urban centers d) racial,ethnic, and cultural prejudices, and e) the breakdown of the family as the primary social unit Many social and governmental agencies are attempting to develop means to alleviate the tragic conditions of this sizable segment of the population. The thesis of this study is as follows: the urban schools, and particularly the urban community colleges, have a significant part to play in the ultimate solution of the problems of cultural deprivation. 2 Functions of the Urban Community College Tyrus Hillwayl writes, "We may summarize this descrip— tion of the community college then, by saying that it is an institution of higher learning aimed at serving the educa— tional needs of a particular community, that it is prevail— ingly a two-year college, and that it offers in its curriculum various programs which prepare students to enter definite vocations." The President's Commission on Higher Education2 determined the primary functions of the two—year college to be: (1) training for the semi—professions, or those oc— cupations requiring no more than two years of college; (2) general education for students who will complete their educa- tion at the end of the fourteenth grade; (3) adult education in late afternoon and evening classes; and (4) some provision for those young peOple who will transfer after two years to colleges offering more advanced studies. John W. Thornton3 in his book, The Community Junior College states, "After consideration of educational needs 1Tyrus Hillway, The American Two-Year College (New York: Harper and Brothers, 1958), p. 6. 2President's Commission on Higher Education, Higher Education for American Democracy (New York: Harper and Brothers), I. 3James W. Thornton, The Community Junior College (New York: John Wiley and Sons, 1960), p. 59. 3 and purposes, the Committee on the Public Junior College cf the National Society for the Study of Education con— cfluded that the public junior college has four major pur— mmes: (a) preparation for advanced study, (b) vocational eflucation, (c) general education, and (d) community service. hiaddition, the committee recognized the necessity for mudance and counseling as a specialized service of the pmblic junior college. In light of these and other analyses of the role of the community junior college, as well as of the historical vaeIOpment of the institution, its generally accepted gmrposes may be discerned to include (1) occupational eflucation of post-high school level, (2) general education for all categories of students, (3) transfer of pre- professional education, (4) community service, including education for adults, and (5) the counseling and guidance of students." Thornton4 goes on to say that the community college will provide for its community, to the extent of its facilit— ies and the community's need, cultural opportunities in music, art, drama, and public affairs. It will also provide a program of guidance to assist its students to choose wisely-from among its multiple offerings and to attain maximum benefits from their studies. 4 It is the Opinion of the researcher, that the recognized functions Of the community college include participation in combating cultural deprivation in a variety Of ways. While all community colleges accept the previously mentioned functions and duties, the fact remains that very few Of the urban institutions have been planned to include the attack on deprivation as an integral part Of their Obligation. Although this Obligation is readily interpreted as part of the listed functions, the writer would suggest another area Of responsibility to be: the identification and instiga- tion Of programs and services specifically designed to assist the culturally deprived segment of the total community. Implicit in this function is the need for community college personnel to become well acquainted with the needs Of the deprived and to work cooperatively with other agencies in meeting these needs. The Problem This study is an effort to develop guidelines for the involvement Of the Grand Rapids Community College in the emerging struggle against cultural deprivation. By identifying possible programs suited to the concept of the urban community college, by resolving the questions Of financial feasibility Of these prOgrams, by exploring the potential role of the community college in this area, a definite plan can be formulated. 5 The questions to be explored in this presentation are: 1. What are some Of the potential community college educational and cultural programs to be used in combating cultural deprivation? 2. What are the staffing and facility implications Of these programs? 3. Are the necessary Operating and capital expenditures financially feasible? IConclusions will be drawn after comparing the prOpOsed costs with the revenue sources available in the City Of Grand Rapids and will reflect the financial ability Of this partic— ular city only. Significance of the Problem Cultural deprivation is presently concentrated in five large groups in American society: the southern and Appalachian white; the Puerto Rican; the Spanish American; the American Indian, and the Negro. In the past the EurOpean immigrants comprised most of our minority population; their most important task on the road to assimilation was the ex— change Of their native culture patterns for the ways Of the Americans. rRaymOnd W. Mack,5 writing on "The Changing Ethnic Fabric of the MetrOpolis," says, "Now and for the foreseeable 5Raymond W. Mack, "The Changing Ethnic Fabric Of the MetrOpOlis," in August Kerber, et al., The Schools and the Urban Crises (New York: Holt, Rinehart, and Winston, Inc., 1965), P. 36. 6 future most Of our minority pOpulation is composed Of citizens Of the United States: Negroes, Puerto Ricans, and southern whites. Their assimilation depends upon adjustment to urban life, upon the exchange Of rural values and be— lmviors for city ones. The overwhelming majority Of them face the added block to assimilation Of a visibly different skin color." Mack6 goes on to say that the rate of assimilation cf the three new metrOpolitan minorities will vary accord- ing to their visibility. SociO-economic differences have en— couraged the segregation Of these groups into confined ghetto like areas Of urban centers. Even where Open housing laws are in effect, little de-segregation has occurred because cm the visibility factor and sociO—economic differences. School district efforts to alter attendance boundaries tO create racial and cultural balance have Often resulted in the increasingly more rapid ghettoization Of the new attend- ance area or racial "tilt." It is clear that legislation alone cannot solve the problems Of cultural deprivation. There is evidence that the degree of segregation today is greater than prior tO the United States Supreme Court decision Of 1954. The prob- lems Of cultural deprivation are so complex and so diverse that a cooperative concerted effort on the part Of all social and governmental agencies is needed. Ibid. 7 The urban community college, as an indigenous locally supported educational institution has a leadership and sup- portive role tO perform in the solution Of the problem. The planning of urban community colleges must consider the total effort against cultural deprivation to provide adequate facilities to accomplish needed services. While the urban community college has been and is {moviding needed technical, sub-professional, and vocational training tO many people, a drastic expansion Of types of pmograms and services is indicated. The community college, am the cultural and educational center of its urban service area is an evolving concept and one which demands exploration. Use of community college resources to perform a multitude of needed services is worthy Of investigation. Estimates place the number Of culturally deprived persons in the United States at close to 40,000,000. While cultural deprivation should not be equated with race, Professor Bloom7 writes, It is true that a large number Of Negro children, especially those from homes with functionally il- literate parents, are likely to be culturally deprived, However, it is likely that as many as one-third Of the Negro children in the large cities of the United States are at least the equal Of the white norms for educational develOpment. It should, however, be recog- nized that dramatic attention tO the problems of 7Benjamin S. Bloom, Allison Davis, and Robert Hess, Compensatory Education for Cultural Deprivation (New York: Holt, Rinehart and Winston, Inc., 1965) p. 5. 8 cultural deprivation has come from the civil rights movement as well as from the re—arrangement Of whites and Negroes in the large cities with regards tO place of residence and school attendance. A central factor in the entire problem of education and cultural deprivation is the rapidly changing economy and jOb distribution system which requires more and better education for the entire population. It is this new set Of requirements which force changes in educa— tion to meet the special prOblems Of cultural depriva— tion in various groups in our society. The rapid increase in the demands for technically txained personnel paralleled by the decline in job Opportun— ities for the unskilled and semi-skilled has focused attention mithe educational establishment. While the number of un- employed, underemployed, and unemployable has consisted Of arather constant percentage of the labor force (increasing in numbers as the pOpulation increases), the number Of tech— nical positions for which trained personnel are not available has increased dramatically. The large city is no longer the melting pot it was once pictured as being. Sam Shepard, Jr.8 summarizes by writing, The large city today is not a homogeneous entity; its peOple do not have a body Of common beliefs, aspirations, and behavior patterns. It cannot be regarded, by any stretch Of the imagination, as a melting pot in which the various and sub-cultural groups, Which fill its boundaries and spill over into 8Sam Shepard, Jr., "Working With Parents Of Disadvant— aged Children," in C. W. Hunnicutt, et al., Urban Education and Cultural Deprivation (Syracuse: Syracuse University Press, 1964), p. 34. 9 its suburbs, have become amalgamated. Rather, in many ways, the American city is a sprawling hodge— podge Of humanity in which sub-cultural and racial pockets exist, some in almost complete isolation. It is precisely within these islands adrift in, but not a part Of the mainstream Of American society that are found in increasing numbers Americans whose styles Of living and Opportunities for advancement up the social ladder are so different or so limited that they must be regarded as culturally disadvant- aged. The Obvious task tO be accomplished is two-fold: (l) the cultural assimilation Of approximately 40,000,000 Americans and (2) the training and retraining Of millions to the rapidly changing technological society Of which they are a part. (This researcher takes the position that the urban community college must play a vital role in this endeavor.) The urban community college, because of its location and status can be utilized as the catalyst to encourage the culturally deprived to participate in educational under— takings designed for their consumption. Definition Of Cultural Deprivation Before attempting a definition of the term "cultural deprivation" it would be well to develop an understanding Of the meaning Of the term "culture." It is difficult to settle upon a single definition Of this complex term for the various definitions are each useful for different lO purposes. A. L. Kroeber and C. Kluckhorn have analyzed over 160 definitions and have categorized them into six major groups labelled as follows: (1) enumeratively descrip- tive, (2) historical, (3) normative, (4) psychological, (5) structural, and (6) genetic.9 Definitions representative Of each Of the six major groups are: 1. Culture embraces all the manifestations of social habits Of a community, the reactions of the individual as affected by the habits of the group in which he lives, and the products of human activities as determined by those habits. 2. As a general term, culture means the total social heredity Of mankind, while as a specific term, a culture means a particular strain Of social heredity. 3. Culture is that whole "way Of life" which is determined by the social environment. 4. Culture consists of traditional ways Of solving problems. Culture is composed Of responses which have been accepted because they have met with success, in brief, culture consists of learned problem—solutions. 9Julius Gould and William KOlb (ed), A Dictionary Of the Social Sciences (New York: The Free Press, 1965), p. 166. ll 5. A culture is an historically derived system Of explicit and implicit designs for living, which tends to be shared by all or specially designated members of a group. 6. Culture is the accumulated transmissable results of past behavior in association. The British have tended to use social structure rather than culture as the core concept, yet their definitions appear to fall within the range of American definitions. Some American sociologists follow the German example and identify culture with subjective religion, philosophy, and art, while using civilization to designate the Objective technological and informational activities Of society. This position takes civilization as accumulative and irreversable with the cultural component as highly variable, unique, and non-additive. In the sociological sense the term "culturally de- prived" probably should not be used for it connotes an absence Of culture. Perhaps a better term would be "culturally dif- ferent” for it is the variance from dominant norms that allows identification. While a single definition Of cultural deprivation is impossible in terms Of the sociological construct, a con- cept that will be used to identify individuals and groups who are culturally different for the purposes of this study is: 12 In general, the culturally deprived are unskilled or only semi-skilled; they possess little formal education and have low levels of aspiration. Living in a physical environment characterized by drabness, filth, and delapidation, these adults see little hope in the future either for themselves or for their children. Worse still, they frequently feel themselves alienated from the mainstream Of society and have limited access tO and even more limited acquaintance with the social graces and such tangible manifestations Of middle-class culture as art exhibits, concerts, good literature, and the theatre. Often, because they are unfamiliar with these cultural Opportunitites, they are hostile to urban living and find themselves in conflict with its values, standards, and requirements. The culturally deprived person can be viewed as one who suffers from anomie. He is not attuned to the prevail- ing value system under which he must live. Because Of personal disorganization or personal deviency he cannot relate to the social structure or to the character Of its norms. Indeed, the myriad Of sub-cultures each with its own value system (often conflicting) that the urban society thrusts upon the individual creates social situations in which the norms themselves are in conflict and the individual runs into trouble in his efforts tO conform tO contradictory requirements. Cultural deprivation is closely related to the culture Of poverty. People in the culture Of poverty have a strong feeling Of marginality, of helplessness, of dependency, Of not belonging. They are convinced that l3 existing institutions do not serve their interests and needs. The result is the birth of sub-cultures in which the value systems are such that the poverty stricken can easily adapt to the norms. If we accept the earlier definitions Of culture, it would be most difficult to specify what cultural deprivation really is for each culture develops its own method Of accomodation to its own value system. Therefore, as long as a person reacts in terms Of the culture in which he finds himself, he cannot be considered culturally de— prived. It is only when a national or a community culture is superimposed upon all Of the various sub-cultures in existence that we can Observe deviency, alienation, rejection, and anomie among a portion Of the people involved. This could be considered cultural deprivation and is considered as such by the American public. In our rapidly changing, urbanized, highly technical society we have moved from a "gemeinshaft" tO a "gesell- shaft" type of organization. In thaprocess, we have lost the close primary group relationships in which the family and other primary groups protected and helped the individual. As our gesellshaft organization develOps, more and more secondary groups are formed and it becomes easier for the individual to deviate from expected norms and become lost. The proliferation of secondary groups that the individual belongs to adds to the general confusion in which he must .. 14 live. As the confusion grows, the individual who cannot adapt withdraws and becomes part Of a new group or sub— culture tO which he can easily adapt. In the dominant American middle—class society, culture is Often viewed as a continuum ranging from a very low or coarse classification to a high or superior clas— sification. Using this yardstick for measuring cultural de— privation, we can see that most Of the pOpulation is cultur- ally deprived in some aspects of the broad spectrum that constitutes culture. Deprivation then becomes a matter Of degree and not an either-or prOposition. Economic criteria for determining deprivation indicates that anyone earning below a certain figure is not able to adequately provide for himself and is therefore deprived. Yet poverty is not a synonym for cultural deprivation. As an example, the Jews Of Eastern Europe, who lived in poverty, were not culturally deprived because their tradition Of literacy and their religion gave them a sense of identifica- tion and Of belonging to a community. The degree concept Of cultural deprivationis con— sistent with the social class approach to American society. The lower social classes are generally more apt to suffer from cultural deprivation when culture is measured in terms of the dominant value system. It is generally agreed that the three basic variables in the determinationcf social class are economic power, political power, and social status. 15 These variables Operate in concert with other variables labelled cultural attributes and group life to determine social class. While there is disagreement on the relative importance Of the variables, the sociologist would tend to focus in on the social status variable. If we now consider the term "cultural deprivation" in relation tO the social class concept, we can see that certain combinations Of the variables would produce low social classes that would also be considered deprived. Yet other combinations Of the variables could produce relatively middle to higher class persons that could also be considered deprived culturally. The Negro race is usually considered a"culturally deprived" segment Of our society. Generally, the Negro has little economic power for he is in the last hired, first fired category. The Negro has relatively little political power and history has given him a very low social status. His cultural attributes have not been recognized and his group life patterns reflect social disorganization, low aspirations, a breakdown Of the family unit, low educational level, and general non—conformity to middle-class values. Added to this the Negro has the burden of the visibility factor which traps even the most upwardly mobikamembers Of the Negro race in the ghetto. The combination of variables serve to label the Negro as culturally deprived. In much the same way, the variables Operate to brand as culturally deprived large numbers Of the Puerto Rican com- munity as well as the rural southern or Appalachian white. 16 It is interesting tO note that historically the culturally different in America have always been the most recent arrivals tO urban centers. The assimilation Of the many European ethnic groups took varying lengths Of time but finally these peOple lost their identity as being culturally different. Their assimilation was achieved without the in- sistence that every newcomer pass through the "melting pot" and emerge with standardized beliefs, customs, and behavior. It was done with a deep appreciation that social diversity—- cultural pluralism--was the true basis Of heterogeneous American life. The principle was accepted that assimilation in America does not require that all religious, verbal, culinary, fashion folkways Of the subgroup be surrendered. The principle was accepted that peOple may retain many Of their own cultural patterns and still be regarded as loyal, contributing members Of society. The new migrants are the Negroes, thePMertO Ricans and Mexicans, and the southern whites. They bring to the city a culture that is based on poverty; they know few Of the graces or niceties Of urban living; they have many different standards Of health, Of sanitation, of education; Itheir religion is basically a frontier religion, pentecostal and primitive with appeal to emotion; their language is filled with colloquialisms and they have various kinds Of l7 accents that set them apart. For some there is the added burden Of visibility and for all the handicap Of little formal education in a society that demands education for entry into skilled jOb Opportunity. The assimilation Of these people must proceed as did the prior assimilation Of the earlier immigrants. The tools for this assimilation are education, assistance, and involvement with education the most significant. Cultural deprivation then, is the result Of many variables acting to make the individual or group "culturally different" from the dominant society in which they find themselves. Among the factors involved are: self-concept, alienation, the breakdown Of the family as a primary group, urbanization, the technological explosion and the resulting change in work requirements, prejudice, the increase in numbers Of secondary groups with varying value systems, racial differences, ethnic differences, area of residence, personal deviency, aspirations, educational level, economic power, political power, social status, sub-cultural adapta— tion, social mobility,and assimilation. Delimitations Of the Study The validity Of a study is conditioned by the identification Of as many variables as is possible. In order tO focus sharply on the problem to be considered, the following delimitations will be Observed. 18 The researcher proposes to develOp a suggested educational plan utilizing an expanded community college to combat cultural deprivation and to enrich the curriculum in the City of Grand Rapids. From this plan, evaluations and financial implications will be drawn, again applicable to the City Of Grand Rapids. Efforts will be concentrated on the urban entity known as Grand Rapids. Recommendations and conclusions should have applicability for other metrOpolitan areas. Summary and Overview The preceding has been largely an introduction to the problem and the needs to find adequate solutions. Any national problem which affects approximately 25% Of the pOpulation is sufficiently severe to demand immediate at- tention. The complicating factor Of race and visibility 'merely serve to compound the problem and make its solution much more remote. The attempts by many people to provide solutions, either in the form Of action programs or through ideas is indicative of the energy being expended to develOp successful attacks on the prOblems. We shall attempt to develop still another concept for consideration, using one city with its emerging "Cultural-Educational Park" as its basis. 19 In Chapter II, the literature pertinent to the com- munity college, cultural deprivation, the educational park, and to the Grand Rapids school system will be re- viewed. Chapter III will be devoted tO the development Of the'Cultural—Educational Park" concept. An assessment Of the ICultural-Educational Park" concept will be presented in Chapter IV. A summary Of the study with conclusions and recom- mendations are found in Chapter V. CHAPTER II REVIEW OF PERTINENT LITERATURE The review Of the literature is primarily directed at the following areas: 1) The history and development of the community college; 2) A review of selected literature on cultural deprivation; 3) Review of educational park concepts; and 4) A review Of selected educational studies Of the Grand Rapids school system. History and DevelOpment Of the Community College in America The American Junior College, as we know it, is es- sentially a phenomenon Of the Twentieth Century. Although a few small private junior colleges now in Operation trace their beginnings to the last century, the establishment Of the first public junior college at Joliet, Illinois in 1901 marks the start of an era Of expansion and diversification. William Rainey Harper brought about the first real segregation Of junior college and senior colleges with the opening Of the reorganized University Of Chicago in 1892. He organized the junior and senior years at the 20 21 University Of Chicago into what he called the "University College" and the freshman and SOphomore years intO an "Academic College." In 1895 the term "Junior College" was substituted for "Academic College" and "Senior College" for "University College." In Forum and Focus for the Junior College Movement Michael Brickl writes: Harper put into practical Operation educational ideas that previously were incoherent and unorganized. For the first time in educational history, he built on the Universty Of Chicago campus an integrated, corporate, and strong educational institution which he called a junior college. His influence reached out- side the university as he encouraged the organization Of junior colleges in connection with private academies. He also encouraged the establishment Of public junior colleges and forecast their develOpment in connection with public high schools. Contemporary with and subsequent to the work Of Harper at Chicago was the work Of Alexis F. Lange, at the University Of California, that focused attention on the need for post-graduate work in the public high schools. From 1906 to 1924, as head Of the Department Of Education, he influenced the develOpment Of the junior college as part Of the public school system of California. According to Brick,2 Lange stressed the need for public support Of more educational Opportunity for the youth of the country. He felt that a junior college education was important for the great mass Of students not seeking a four-year 1Michael Brick, Forum and Focus for the Junior College Movement (New York: Bureau of Publications, Columbia University, 1964), p. 20. 2 Ibid., p. 22. 22 education beyond high school. The junior college should Offer both general and vocational education as the culmination Of secondary education. Lange believed that the primary function Of the junior college was vocational preparation. He constantly admonished administrators Of junior colleges to prevent the wrong persons from attempting to prepare for the transfer requirements of most universities, when such additional training would be harmful to them. The earliest junior collegaswere two—year institutions, paralleling the freshman and sophomore years of the Older four—year colleges and Offering similar types of instruction. But the institution has proven capable Of wide variations in organization and function. Present-day junior colleges continue to prepare recent high school graduates to enter the junior year Of a four-year college, but this is now cmly one Of their major objectives. The modern junior college concerns itself also with vocational training for those who will seek employment after one or two years of Mmdy. It may place its major emphasis on general education flu citizenship. Short—term and extension courses, and (fiferings for persons Of all ages, receive significant miention in many junior colleges. James W. Reynolds3 in his book, The Junior College, states: Four patterns are easily discerned in the origin of junior colleges in the United States: (1) the up- ward extension Of high schools or academies; (2) the transformation Of many church related colleges from four-year tO two—year institutions; (3) the evol- ution Of educational institutions initially intended 3James W. Reynolds, The Junior College (New York: I?W3Center for Applied Research in Education, Inc., 1965), 23 to bring advantages tO young peOple in ruralameas; and (4) the creation Of junior colleges by philanth- ropic groups or individuals. The rapid growth in the number and size of junior colleges has been remarkable. From a total number Of eight private institutions in 1900 enrolling one hundred students, the total grew to 663 in 1960 with an enrollment Of 816,000 students. The rate Of growth since 1960 has increased even more dramatically with a 1965 figure Of over 850 junior colleges enrolling more than 1,290,000 students. Public junior colleges have increased in number and enroll— ment much more rapidly than private junior colleges. In 1919,0n1y ten states had as many as four or more junior colleges; forty years later, this number had increased tO thirty—eight. In 1919, there were siXteen states with no junior colleges; forty years later, only one state had rm junior college; only four states had just one junior college. In 1919, the states with junior colleges were located in only four geographical areas. In 1964, junior uflleges were found in every geographical section Of the United States. The 1930's and the World War II years were, because Nieconomic and world conditions, essentially stagnent as fmras the juniorcollege movement was concerned. However, Wifllthe end Of the war and the passage Of the G.I. Bill, Um colleges and universities were inundated with a backlog Ofstudents that had been building up during the war years. 24 This sudden increase in demand for post-high school educa- tion caused a spurt in the develOpment of junior colleges. Service veterans, many Of them ill—prepared for traditional college programs, descended upon the junior college with needs ranging from high school level preparatory prO- grams tO s0phisticated terminal vocational and technical programs. These increased demands forced the junior colleges tO develOp programs suited to their clientele and the result is, as Leland L. Medsker4 says, "The principle types Of public junior colleges that had developed are: (l) the locally controlled and supported junior or community college with or without state aid, (2) the junior college or technical institute fully controlled and supported by the state, and (3) the two-year extension Of a four-year college or university." The pOpulation explosion Of the post-World War II years, coupled with the technological and social explosion of the 50's and 60's, has served to alert the junior colleges that the traditional transfer education programs are but one of many Obligations of the community junior college. In answer to the question, "What is a 'community college?', Tyrus Hillway5 writes: 4Leland L. Medsker, The Junior College: Progress and Prospect (New York: McGraw-Hill Book Company, Inc., 1960), p. 13. 5Tyrus Hillway, Op. cit., pp. 5-6. 25 1. In the first place, the community college is an institution Of learning whose program is related closely to the life of the community it serves. This is tO say that what it offers in the way of curriculum and additional sponsored activities must be determined not so much by mere academic tradition as by the real needs Of the local student body. . . 2. In the second place, the institution typically is a college that Offers two years Of collegiate work rather than four years. . . 3. In the third place, the program Of the typical community college is geared very closely to the vocational needs Of the students. This does not excuse the institution from its responsibil- ity to provide those general courses of collegiate level which are found customarily in the freshman and SOphomore years Of the four-year college or university. On the other hand, the community-serv- ing college must Offer not simply a university- parallel program but several practical kinds Of training which will prepare students for definite vocations in the community. Consistent with the idea Of community oriented junior colleges, James A. Starrak and Raymond M. Hughes6 in their book, The Community College in the United States, write: The plain fact is that society is looking to its public schools and colleges to prepare its citizens for successful participation in efficient, intelligent, and democratic living. It is equally clear that, if education is to be successful in discharging this responsibility, a longer period Of formal systematic instruction than at present provided, with greatly varying and flexible curricular Offerings designed tO serve the occupational,social, and recreational needs Of modern life will be required. As a response to this need have come the current trends tO extend the period of secondary and adult education, and to enrich the school curriculum in all aspects Of our modern society. It is Obvious that the educational institutions in existence today, effective as many Of them are in 6James A. Starrak and Raymond M. Hughes, The Com- lmfiflty College in the United States (Ames, Iowa: The Iowa (kfllege Press, 1954), p. 21. 26 performing their specialized functions, are not serving adequately the educational needs of the majority of our peOple. A new type Of educational institution, namely the community college, would seem tO be emerging to serve these neglected needs. All projections, estimates, and predictions point to continued increases in both numbers and enrollments Of community colleges. As Starrak and Hughes7 indicate". . . there is a growing acceptance of the idea that public junior colleges should be regarded as an integral part Of the system Of free public education Of this country. A further inference might be that, as such, these institutions should be tuition free and locally oriented and controlled." The junior college is intimately related to the entire American educational enterprise. Studies Of the junior college origin and history demonstrate that this institution is descended from the secondary school on the cme hand and from the college and university on the cmher. The secondary school founders Of the junior college lmped tO extend the educational Opportunity of youth through two additional years. The colleges conceived the new in- stitution as chiefly a selective agency to restrain all but the strongest of the rapidly increasing numbers who sought admission to the college and university, thereby providing partial relief tO the overburdened parent. 702. cit., p. 32. 27 The historical and developmental inconsistencies in the evolution Of the community college prompted Medsker8 to state: In some respects the declared purposes Of public two-year institutions are even more diverse than their organizational patterns. The majority Of them claim to be comprehensive junior colleges; they stress lower-division work for students who expect to trans- fer tO higher institutions and in addition Offer pro— grams for those who do not plan to transfer. Most Of them also stress their rOle in adult education, in special community services, in guidance, in remedial work for students entering with educational defecenc- ies and in general education. This breath of service earned many junior colleges the designation "community colleges." In fact, within the past decade this name has come to be used generically to describe a college which in addition to Offering con— ventional courses leading to a baccalaureate degree, also gflays a major role in the educational, cultural, and civic activities of a community. The term connotes a close inter— relationship Of the college and the life Of the community, the college looks to the community for suggestions in program-planning and the community looks tO the college for many different services to many different peOple. The emergence Of modern technology and technological change caused a demand for the type Of education youth needs to succeed in a growing industrial society. As Michael Brick9 relates, 8Leland L. Medsker, Op. cit., p.16. gMichael Brick, Op. cit., pp. 192-193. 28 At the turn of the century the unskilled la- borer formed a significant part Of the labor mar- ket. The skilled laborer was in the minority. During the first half Of the twentieth century, this situation has reversed itself. There has been great proliferation not only Of professions but also Of sub-professions. In response to changing society, the junior colleges develOped terminal,technical, and semi—professional pro- grams. Basic to the growing develOpment of tech— nical education was a philosophy Of the social equality Of all useful labor. The concept Of parity between the technical and the academic has a long history in American education. Most important in the growth Of the junior college in its relationship tO the social philosophy out of which the American educational system developed. Equal educational Opportunity has been one Of the preserving concepts Of our society. The American people have believed that their welfare depends upon the individual, and that the welfare of the individual and the society rise and fall together. Dedication to this belief led to the develOpment of publicly supported element- ary and secondary education. It was this belief, that every American child should have an Opportunity tO develOp his talents to the fullest, that led tO the develOpment of numerous types of institutions desig— nated to meet emerging social demands. The junior college, more than any other institution has made this belief a growing reality. This institution has been responsible for flinging Open the doors Of higher education to increasing numbers Of American youth. Along with the develOpment Of the junior college as the main agency for the training Of technical and sub- professional personnel has been the development of the com— munity college as a service agency to its community. Tyrus Hillway10 suggests that: Community service may, Of course, include activit- ies in addition to the curriculum. The true com- munity college becomes an integral part of the social 10Tyrus Hillway, Op. cit., p. 80. 29 and intellectual life Of its locality. Through lec- tures, musical programs, community surveys, informal study groups, COOperation with employers and place- ment agencies, donation Of its facilities for civic functions, and a hundred similar methods, the in— stitution raises the cultural, social, and economic level Of its town or district. Along the same lines Brick11 says, The acceptance by the junior college of a community function led to the emergence of the junior college as a community—serving educational institution. This concept went much deeper than the earlier one which thought of the junior college as a local in— stitution designed to provide the community's youth with transfer and terminal curricula. Community service is a rather recent develOpment, there is little in the literature prior to 1930 which re- veaksthis new conception Of the junior college. A series of catastrOphic events during the Depression, World War II, and more recently in America's assumption of world leadership, changed the characteristics Of the junior college that had emerged in the early 1900's. As the development of the community college continues, the community service idea will become even more important. With increased urbanization and the predicted concentration of 75 to 80 percent of the pOpulation in metropolitan areas, the urban community colleges will have to become closely concerned with not only transfer and terminal cur- ricula but also with social and general education programs 11Brick, Op. cit., p. 18. .o' r- 30 designed tO help the citizens Of their service area to more fully partake Of the "good life." Implications to the urban community college for participation in the elimination Of de factO segregation, the develOpment of an awareness Of the worth Of the individual, the humanization of the urbanization process, and the continued acceptance of our democratic ideals are vital. In 1963, the Michigan Superintendent Of Public Instruction12 defined the comprehensive community college as fulfilling five major functions. These are: 1. TO provide two years Of academic training at the collegiate level, leading to a transfer tO a four-year college. 2. TO provide terminal courses in many technical, vocational, and semi-professional areas leading directly to the world Of work. 3. TO provide many courses of instruction for adult citizens who are interested in retaining or upgrading their skills to fit today's labor market. 4. TO provide cultural, civic, and other community services. 5. TO provide guidance and counseling services for other adults in terms of vocational and educa— tional needs. In The Two-Year College: A Social Synthesis,13 the authors write, 12News of the Week, Michigan Department Of Public Instruction, Vol. XXXI, NO. 9, Nov. 1, 1963, p. 22. 13Blocker, Plummer and Richardson, op. cit.,pp. 33- 34. 31 The educational needs appropriate for community colleges tO fulfill at this time include: 1. The need for programs Of liberal arts and science courses, usual to the first and second years Of college, which will provide sound general and pre-professional education Of such quality that credits may be transfer— red tO a nationally or regionally accredited four-year college or university and applied towards degrees Of the baccalaureate level or higher. 2. The need for vocational and technical prO- grams in the trades, agricultural, and semi- professional fields. Such programs may be Of long or short duration, depending on the amount Of time needed by the student to complete the requirements for entrance into the occupation. 3. The need for programs Of courses for adults and other community college students for which credit may or may not be given, designed to provide general education and tO improve self- government, healthful living, understanding Of civic and public affairs, vocational growth, Constructive use Of leisure time, personal and family living satisfactions, cultural depth, and tO facilitate occupational advancement. 4. The need for individual services to students including guidance and counseling, assistance in career selection, removal Of defecencies .hipreparation for college programs, personality, anihealth improvement. 5. The need for programs and services for individuals and groups interested in cultural, civic, recrea- tional, or other community betterment projects. According to Medskerl4 the two-year college is de- signed tO play a special and a strategic role in American higher education. This it does in a variety of ways. It is perhaps the most effective democraticing agent in l4Medsker, Op. cit., p. 4. 32 higher education. It decentralizes post—high school Opportunities by placing them within reach of a large number Of students. It makes higher education avail- able at low cost to the student and at moderate cost to society. It Offers a wide—range of educational programs not found in other colleges. The community college plays a special role, tOO, as a distributive agency. It Offers a constructive way for many students tO terminate formal education, and it is a means of identifying students capable Of more advanced training. Once the secondary school discharged the func- tion but as the social and economic conditions made more formal schooling desirable, either as a maturing experience or as a means Of better civic and vocational education, it was inevitable that for many students, these functions should be performed by an extension Of common schooling. Furthermore, the American technological economy re- quires many persons trained at an intermediate level—-not full—fledged engineers or scientists but high level technicians or semi-professionals. This has necessitated the upgrading of industrial personnel either by more ad- vanced technical, scientific, and managerial training or by more advanced general education. 33 . 15 . Hillway supports other authors by saying, Without much question, the democratization Of higher education ranks as the single most signific- ant purpose Or function of the two-year college. Very simply, this entails the provision Of better opportunities for more students tO enter colleg- iate courses Of study. Basically the problem or barrier which this type Of institution attempts to overcome is one Of finances. By saving money for the student both on tuition costs and, especially in the local community college, on the cost Of room and board in a dormitory, the new institution makes it possible for some students tO attend college who might not otherwise be able tO do so. In the Opinion Of Blocker, Plummer and Richardson16 the comprehensive community college reflects the pattern cm the comprehensive secondary school and, in some in— sfiances is simply an upward extension Of secondary educa- tion into the thirteenth and fourteenth years. Its mmmed purposes include providing all the post-high schOOl educational services from cultural activities Of general cmmmunity interest to college transfer programs. Its students come from all age groups and sociO-economic backgrounds, and brings with them an infinite variety of abilities, motivation, and attitudes. The community col— lege, then, is the medium through which the educational services which society must have can be extended to all. Its programs must reflect the needs Of the local community as well asthe more generalized and shifting needs Of a 15Tyrus Hillway, Op. cit., p. 78. 16Blocker, Plummer and Richardson, Op. cit., pp. 41- 43. 34 technical and scientific society. By its very breadth and lack Of selectivity, it can provide educational serv- ices beyond the high school for all those who want to take advantage Of such Opportunities. Brick17 suggests that since education through Hm twelfth year is almost universal, the next logical amp was tO provide for the junior college years and pre- (ficts that at least 50 percent Of Our youth Of college am will be enrolled in junior college by 1970. The public junior college represents a natural extension cf the public school system, and is a partial realization cf the democratic ideal that secondary school and college ahmation should be available to everyone. He continues by writing: American scientific advances and growing world responsibilities have created an unprecedented de- mand for college trained men and women. The American people have come to understand that their national security and welfare depend fully as much on their human resources as upon existing productive capacity and natural resources. They have come tO understand that men and women in- crease in value both to themselves and to society when they are educated. Thus, in the public mind, higher education has ceased tO be an individual matter. It is now the producer Of social capital.18 17Brick, Op. cit., pp. 5-8. 18Ibid., p. 8. 35 It has been said that the campus Of the comprehen- sive community college is the community, and that such an institution should provide those educational and cultural services which are not made available by other agencies in the area. Ideally, such services include any program which unwributes to the educational and cultural betterment ofthe community and its citizens. This concept further hmreases the responsibilities Of the community college, Rm among its potential students must be numbered every citizen in the community; among its responsibilities must km included all activities which can be defined as educa- tional or cultural. Thornton19 more consisely summarizes, The community junior college, meanwhile, welcomes other students who do not need or desire advanced degrees. It studies its community continually to learn the educational needs Of its constituency and provides any course of two years or less that will accomplish socially desirable results. The junior college is designed to serve the whole population, the industrial type of students are no more entitled to the exclusive attention of the junior college than is the college preparatory or the pre-professional group. Most Of the writers in the field urge greater part- icipation in and expansion Of the community service concept as well as greater diversification Of educational efforts. 19Thornton, Op. cit., p. 34. 36 Reynolds20 defines the curriculum of the community college as encompassing three major areas: general education, prep- aratory education (those aspects which prepare the student for specialization in an academic or professional field), and vocational education (those aspects which prepare a student for full-time employment immediately after leaving the community college). General education, in this sense, refers to the non—vocational, non-specialized portion Of the student's program. This is the portion that applies u>his life activities as a citizen, a member Of a family, acmurchgoer, a neighbor. It will include such matters asperfecting effective communication skills, adOpting sound {minciples on personal and public health, developing an ap— gueciation Of the fine arts, and developing at least a lay- man's knowledge of the physical environment in which we live. In analyzing the vocational education functions of duacommunity college, Medkser21 says, The work for which the junior college may Offer training depends on two factors. First, it depends on the occupational needs Of the community. Despite mobility of workers, junior colleges cannot estab- lish expensive specialized programs unless there are local outlets for the product and local advisors to the program. Exceptions may be made in the prep- aration Of students for more general and less tech— Ificdlfields such as business. Second, since public agencies should not unnecessarily duplicate efforts, Occupational education in the junior college depends 20Reynolds, Op. cit., pp. 27-28. 21Medsker, Op. cit., p. 54. 37 on programs Offered by other agencies in the same community, such as vocational courses in the local high school system or in vocational and technical schools maintained by some city school systems. Medsker22 goes on tO caution that, It is to be remembered, however, that most public two-year colleges have a responsibility tO the community that supports them. If skilled workers are needed and if no other agency is training them, the local college is justified in doing so. Furthermore, there are some students whose superiority Of manual skills over conceptual skills makes this type Of Outlet appropriate for them. . . . The principal explanation for small enroll- ments in terminal Offerings seems not to be a disdain for Occupational training but simply a cultural factor that causes students to covert the reputation Of being a preparatory student. Un- doubtedly, tOO, many cling tO the transfer program even when they know they may need soon tO gO to work because they think that some day they may be able to pursue a degree—-as well they may. Unfortunately, tOO, many students were not informed in the high schOOl about terminal programs and the Occupations to which they lead, and thus have not had the oc- casiOn to become interested in such programs when they entered the junior college. The value Of the guidance function and the need for its expansion is a constant theme in the writings Of author- ities in the community college field. The fact that com- mnuty college students tend to represent a cross-section Of21given community has at least two implications according tODMdsker.23 First, it further confirms the role of the 22Ibid., p. 55. 23Ibid. 38 junior college as a democratizing agent in higher educa- tion. The large prOportion Of students from the middle and lower social classes in the junior college must mean they cannot or do not attend other types Of higher in- stitutions. If the junior college attracts those from lower groups who otherwise would not enter college, it may be salvaging certain talents that otherwise would be lost. A second implication is that a great burden is gflaced on the junior college tO motivate capable students from lower social groups to continue in college and to perform at an acceptable academic level. The high cor— relation between social class and college attendance is generally recognized. In lower-class homes neither parent may have attended college, and the college yardstick as a criterion for social or economic success frequently does rmt exist. True, there are exceptional cases Of drive for axial mobility. Further, some parents may desire and en- cxmrage their children to go to college because they never hmisuch an Opportunity. But such exceptional cases do not (fifset either the ordinary paternal lethargy or the economic drum which encourages students from the lower groups tO lemmacollege and get jobs. The community college must Oftenmotivate such students or lose them. The service Of Umecommunity college tO society will depend upon how weIll-the institution can assimilate the entire student body “W0 a social, cultural, and intellectual context in which 39 each student is inspired to grow according to his aptitudes and interests. Medsker24 emphasizes the fact that more adequate personnel services will be needed in the future. The com- munity college will undoubtedly play an increasingly im- portant role in providing Opportunitites for high school graduates tO explore their capacities and interests and in distributing these students later among many avenues Of endeavor, including the four-year colleges; therefore the whole personnel program, and its counseling place, in particular, becomes especially significant. In fact, with— out gOOd counseling the potentially important role Of the two-year college in higher education could well be in jeopardy. Complicating the guidance and counseling function of the community college is the fact that generally students tend to come from sociO-economic groups whose values are not congruent with those Of middle and upper—middle class faculty members, administrators, and board members. This cmndition has both positive and negative effects upon the relationships between students and faculty in the teaching- learning situation. The expectations of students about the requirements Of collegiate study are all tOO Often unrealistic, and their lack Of conventional middle—class attitudes makes their adjustment to college more difficult. The attitudes Of faculty members, trained in university graduate programs and holding middle—class morals and 241bid. 4O attitudes, induce expectations of students which are also unrealistic and tend to stimulate a higher rate of student attrition. The primary problem faced by the comprehensive community college is the challenging Of students to grow to the limits Of their abilities. At the same time, the college must avoid develOping educational policies which will exclude students, discouage them from attempting col— lege work, or ruthlessly eliminate those who cannot immed- iately meet the traditional patterns Of baccalaureate gmograms. There is a fine balance between lowering the quality of education and encouraging students with low levels of motivation and previous academic achievement to attempt studies suited to their dispositions and talents. The problem Of the public two—year college is tO strike dds balance. Although high academic standards must be maintained hicourses leading to transfer, the junior college staff HMSt guard against the adoption Of studanrds that are Inmealistic for all its students. If the juniarcollege is tO continue as the one agency which democratizes post— lugh school education, the staff must realize that not afl.students can perform alike. Consideration must continue to be given to the students who need remedial help and to those who perform normally. In no sense is this to sug- gest that the junior college should be a custodial institution. 41 As Medsker25 says, "The needs and values of society and the task Of properly educating those who can profit from collegiate education are as foreign tO the custodial function as they are demanding that talents Of all kinds and levels be used." The fact that community colleges do enroll students with great diversity of background means they are basic- ally concerned with what is referred tO, for want of a better term, as "remedial work." "The salvage function," says Medsker,26 "in its broad aspects affording students the Opportunity to complete required courses not taken in high school, to earn grade point average sufficiently high to demonstrate competence to do college work, and to in- crease basic skills in the fundamental subjects such as communications and mathematics, makes the junior college miimportant contributor to equality Of educational Op— portunity." As community colleges in urban areas become immersed tithe many varied functions that have evolved and as they Emtempt to solve the educational and cultural problems that iisizable portion Of their service clientele have, a much greater need arises for understanding and awareness On the part Of the community college personnel as to the needs mfl desires of the disadvantaged. Much has been written 25Medsker, Op. cit., p. 318. 26Ibid., p. 318. 42 about cultural deprivation. The following reviews the literature in the area of cultural deprivation. Review Of Selected Literature on Cultural Deprivation An awareness Of the problems of cultural depriva— tion became evident during the years immediately prior to World War II. During the Great Depression, there was so little social and economic difference between the vast multitude Of American peOple that the overriding concern was to raise the general economic standing Of the majority ct Americans. However, as the economy began to recover, complicating differentials other than pure economics began to emerge. writing on "Factors Affecting Educational At— tainment in Depressed Urban Areas," Marian L. Goldberg,27 says: Thereafter, just prior to the Second World War, and at a geometrically increasing rate, the mobility of the city dewellers was not to the outskirts of the city, but rather tO the suburbs which lay beyond the limits Of the city school district. As the new migration waves of Negroes, Puerto Ricans, Mexicans, "Hillbillies," etc. took up the slum and gray areas Of the major cities, the middle—class groups began to move beyond the city limits into the newly develop- ing suburban communities which had their own school authorities as well as local governments. The manpower needs Of the Second World War mandated the movement Of many people to the large metrOpolitan areas Where an expanding war production was desperate for labor. 27Marian L. Goldberg, "Factors Affecting Educational Attainment in Depressed Urban Areas," In A. Harry Passow, Education in Depressed Areas (New York: Teachers College Press, 1963), p. 72. 43 This need for personnel gave mobility tO the rural poor, particularly the southern Negro and white. The migration of these people to the central city continues today with the addition of the Puerto Rican migrant to the earliest groups. Discrimination, social pressure, economics, and cultural patterns conspire to confine these groups in the slum areas Of the cities. As Caudill28 writes, The great mass Of persistent poverty is found in huge rural and urban slums and tenaciously survives rehabilitation efforts--some of which have now been in effect for three decades. The backwoods remnant and the Negroes pour from the countryside into the already teeming city slums. There they mingle with equally poor Puerto Ricans fleeing the commonwealth. There they mingle with the new paupers—-Old men and women whose salable skills have been rendered sud- denly Obsolete by technological progress. This dest- itute humanity amalgamates into a grim new sub-culture Of want, a subeculture supported, increasingly, by a dismal welfare program designed to perpetuate a bar- ren existence without work, wages, purposefulness, or hOpe Of rehabilitation. While Caudill raises the issue Of getting at the root CE poverty, others urge that many varying approaches are rmeded. S. M. Miller29 notes that, Three basic policies are possible: (1) direct econ- omic change, such as providing better employment, or directly raising incomes through the provision Of a national minimum level Of income; (2) direct serv- ices, such as casework activities tO strengthen the ego functioning of the individual or family assistance 28Harry Caudill, "Reflections on Poverty in America," in Arthur B. Shostak and William Gomberg, New Perspectives prPoverty (Englewood Cliffs, N.J.: Prentice—Hall, Inc., 1965). 29S. M. Miller, "The American Lower Classes: A Typological Approach," in Shostak and Gomberg, Op. cit., p. 33. 44 through homemaker help; (3) indirect change by af- fecting the climate—social, psychOlOgical, or political-Of the neighborhoods in which the poor live. What would lead One type Of low-income population in a given direction would not work at all for another type. A panacea does not work because there is no one thing which will have a pervasive impact in all cases if changed. What is dynamic for one type may be insignificant for others. The central city which was once the haven for the ethnic immigrant groups has become the prison of the migrant poor. In The Other America, Harrington3O notes, Where the ethnic slum once stood, in the 'Old' slum neighbrOhOOd, there is the new type of slum. Its cit— izens are the internal migrants, the Negroes, the poor whites from the farms, the Puerto Ricans. They join the failures from the Old ethnic culture and form an entirely different kind Of neighborhood. For many Of them, the crucial problem is color, and this makes the ghetto walls higher than they have ever been. Above all, these peOple do not participate in the culture Of aspiration that was the vitality of the ethnic slum. That the problem of the non—white is much more acute is illustrated by Wright's31 statement that, Today, the newest migrant groups to cities, espec- ially tO northern cities, are more identifiable by color than by the multiple characteristics Of earl- ier groups. They have inherited a history Of de- gradation and torture in a country they did not choose but to which they were brought and sold into slavery. They were denuded Of names, all per- sonal rights,and even family membership. It was once illegal tO teach them to read; theirs have been the most menial jOb opportunities, the most inadequate housing and schooling, and the denial 3OMichael Harrington, The Other America (Baltimore: Penguin Books, Inc., 1962) p. 140. 31Betty Atwell Wright, Education for Diversity (New York: The John Day Company, 1965) p. 19. 45 Of a cultural and ethnic heritage Of which they could be proud. The 'affluent society' and the 'land of golden Opportunity' have not been for them. Old prejudices and hatreds have driven them from the states Of their births to new areas with the hOpe that life can yet be fulfilled for them. Unfortunately, they have inherited the ghettos in the decadent hearts of cities that have been vacated by preceding gener- ations Of newcomers. In order tO explore the effects Of Negro self-concept, the Lincoln Filene Center for Citizenship and Public Affairs sponsored a conference at which papers by outstanding ed- ucators and sociologists were presented. Jean D. Grambs32 reporting on self—concept says, One Of the clearest differences between Negroes and white is that society in the contemporary United States continually tells the groups that they are different. Not only are the groups different, but the Negro group is considered inferior to the White group. This message has been communicated in dif- ferent ways via different social media ever since the Negro was first brought to America. It is Ob- vious that this kind Of differential social communica- tion is going to have a differential impact on the personality. As a result of these differences that are continually kming emphasized, the Negro is subject to severe stresses and strains that tend to reinforce his cultural deviencies emd compound his deprivation. In describing the problem Of cultural deprivation and our inability to make any great progress in combating it, Lynd33 says, g 32Jean D. Grambs, "The Self-Concept: Basis for Re— education Of Negro Youth," Negro Self-Concepp. The Report of a conference sponsored by the Lincoln Filene Center for Citizenship and Public Affairs. (New York: McGraw- Hill Book CO., Inc., 1965), p. 13. 33Staughton Lynd, "Urban Renewa1-—For Whomfl Shostak and Gomberg, Op. cit., p. 105. 46 Today, as in 1937, one—third Of a nation is still ill-housed; indeed the thousands Of square miles Of overcrowded and decaying tenements with their population of at least ten million families make up an underdeveloped nation in thenudst Of America. In the centers Of our cities the nations' great— est spiritual failure, race discrimination, are tangled together in one aching problem. The effect on the schools Of the migration of the poor Negro and white tO the urban centers and the accompany— ing exodus Of middle—class whites to the suburbs has been to more heavily segregate them. Reiss34 indicates that be— cause Of low average incomes and discriminatory housing the migrant non—whites are heavily concentrated in densely settled portions of the inner city causing the increased segregation Of the public schools. He continues by saying that despite efforts to relieve the situation in response to the mandate Of the 1954 Supreme Court decision and the mounting pressure from community groups, the leverage for effective relief is limited by the housing pattern. The Emtempt tO achieve racial balance in the schools in face (E the restrictive housing pattern has led to prOpOsals for rezoning of school districts, transportation of children kw buses from their neighborhood schools to schools in other areas, Open-enrollment plans, and a number Of other devices, 34Albert J. Reiss, Jr., Schools in a Changing Sociepy (New York: The Free Press, 1965), pp. 197—198. 47 all Of which have drawn community Opposition. In addition, the segregated school is identified with inferior education, and parents Of children attending such schools are insist- ing that present inequalities be corrected. These schools, particularly those in the worst slums, are inferior for a number of reasons and are in need of considerable improve— ment; if not complete overhaul. One Of the major reasons given for the ineffective— ness Of urban schools isthat their methods are geared to the middle-class upwardly mobile student. Since the cultur- ally disadvantaged live, for the most part in the inner core Of the city, frequently referred to as the "inner city," these schools are generally the most inadequate. In dis- cussing the "inner city" Shepard35 writes, It is a transitional area located in the Oldest part of the city and consisting Of neighborhoods of sub- standard dwellings or newly built high-rise housing developments. In these are found chiefly immigrants from rural areas who constitute cultural and Often racial minorities. Often, however, Negroes of the inner city are not primarily recent in—migrants from the south but first and second generation descend- ents Of such in-migrants. Because Of years Of isol- ation in cultural and racial enclaves, these "urban— ites" are still outside the mainstream Of American culture. 35Sam Shepard, Jr., "Working With Parents of Dis- advantaged Children," in Hunnicutt, Op. cit. 48 One Of the most pressing needs is for the culturally deprived tO adjust tO the urban culture, to discard the generations Old rural folkways and tO adapt to the ways of the city. In discussing the inadequacy Of the Old culture the publication, Education and the Disadvantaged American36 says, In this migration the tragic inadequacy of Old cultures for new needs continues to exact its toll. In the cities as on the farms, jobs for the unskilled are decreasing, and the migrants are less able than are better educated persons to be trained for skilled positions. They have little Of the understanding required Of wise consumers. Often they and their children reject schooling. Inferior and overpriced housing handicaps further their health, education, and ability to support themselves. By misuse Of property, they may further impair their living cond- itions. Their residential concentration multiplies their problems and retards the learning Of new ways. Mistrust Of government and civic apathy also hinder their adaptation. Racial discrimination compounds the difficulties Of many. Poverty and disease con- tinue to plague them; delinquency and crime rates rise; and the society at large appears remote and uninterested. The disadvantaged, then, are doubly handicapped. Unable with reasonable success to remain on the land, they are Often equally unable to establish a new life elsewhere. While many are the victims of pre- judice, much of their difficulty in adapting to urban life—-or in remaining attuned to rural life-—stems from the true inadequacy Of their cultural background for the modern environment, urban or rural. 36Educational Policies Commission, Education and the Disadvantaged American (Washington, D.C.: National Education Association, 1962), pp. 5-6. 49 The situation Of the modern migrating Americans is more difficult in other ways as well. Many have never learned to value education. They are further handicapped by the lack Of a stable cultural base. Their basically pre-industrial culture is less well adapted to the modern city--or even to the modern farm--than was the EurOpean peasants culture to nineteenth century America. The migrants, as a result, Often fail to make a satisfactory adaptation themselves and are little able to ease the difficulties cm their children or neighbors. As the migration continues, the upwardly mobile, better educated,more highly skilled peOple move into the sprawling suburban areas that threaten to completely choke the central cities. The cities, losing their education- ally and culturally oriented young families, are finding Hmmselves unable to recruit any sizable force with which to stem the tide. Social mobility and class distinction are usually judged by the level Of income, educational standards, wealth Of the family, or neighborhood Of the family. In an analysis of classes in the American culture, Wayland37 found: 37Sloan R. Wayland, "Old Problems, New Faces, and New Standards," Ibid., pp. 55-56. 50 1. Within American cities, a number Of distinguish— able strata (usually five Or six) were found, whose basic styles of life were judged to be dif- ferent. 2. Class membership expresses itself in social inter— action patterns in the various institutions Of the community. 3. Associated with class membership is a set Of at- titudes and values. 4. Mobility usually involves movement from one class level tO an adjacent class level over one genera- tion, but on occasions, movement may take place over two or three class levels. 5. Although wealth and income are usually gOOd indica- tors Of class position, the more important indicator is the way in which one makes his living. Since education is associated with occupations, educational level is another good indicator of class position. In addition, educational level may be associated with values aspirations, and general style Of life. In situations where reputational data are not avail- able, such factors as Occupation, income, educa- tion, and type and location Of residence may be used to estimate the class position. 6. The class strata function in a complementary fashion tO each other in a community social system. This necessitatesthe existence Of at least a min- imum set Of common values shared by all. Perhaps the most massive attack on the slums Of the tuban centers has been the urban renewal efforts largely subsidized by the federal government. Ravitz38 suggests that re-development acts like a stone thrown in a pOOl to create a series Of extendhxgcircles. The larger the stone, or the greater the sc0pe Of slum clearance, the more 38Mel J. Ravitz, "Effects Of Urban Renewal on Com— munity Racial Patterns," in August Kerber and Barbara Bom- marito, The Schools and the Urban Crisis (New York: Holt, Rinehart, and Winston, 1965), pp. 26—30. 51 far-reaching the effect. This movement is not at all points a matter Of racial prejudice and discrimination. Negroes in some instances move away from other Negroes, and whites move away from other whites. While there is much evidence Of whites moving away from Negroes, this is only part Of the picture. Complicating the entire issue is the factor Of social class with its accompanying pres- sures. According tO Ravitz,39 As displaced lower-class families move into hitherto middle-class neighborhoods, in many instances they bring with them overcrowding, different tenancy standards, rural folkways, and different speech, dietary and dress customs. Upon such an invasion middle-class families, quite apart from racial con— siderations (although in some instances these under- lie the manifest concerns) are Often prompted to move to other residential quarters. Those who can afford to move do so; the others live and long for the day when they can escape. Usually the escape is to the fringes Of the city or to the suburbs. "Segregation by race is giving way to segregation by economic class," says Clemmont E. Vontress.4O Legalistic- ally, advances have been made; economically, more severe pressures and restrictions for the vast majority of Negroes 391bid., p. 26. 40Clemont E. Vontress, "Our Demoralizing Slum Schools," Ibid., p. 59. 52 are apparent. Automation, calling for technically trained workers, now excludes most poorly educated, unskilled Negro workers from the ranks Of the employed. Since unemployed parents are in no position to assist their children in furthering their education, a degrading, self-perpetuating cycle of poverty sets in. Although laws may not prohibit a Negro from entering certain places Of business, money-- that is the lack of it-—will. For the vast majority of Negroes, equality will be realized only when they can compete economically. Successful job competition depends on education. Thus, finding ways tO keep Negro youngsters in schools is just as urgent as passing laws tO 'Open doors' through which only the employed pass. Unless Negro children stay in school, the poverty stricken, crime riddled, inner city will remain the, "unhappy staging center for black D.P.'s destined for a life Of misery and shame."41 Although the cities Of the north in the past were able tO absorb and integrate the millions of migrants arriv- ing from Europe at an earlier period, the Negro and white Of today have arrived at a time when accelerated automation is rapidly wiping out thejbbs that unskilled newcomers to the city have ordinarily filled. Thus, the urban Negro not 41Ibid., p. 59. 53 only is confronted with the traditional social prob- lems associated with being the newest addition to the labor force, is the first to face the impact Of jobless- ness in an automated society. Yet, as Fuchs42 writes, The industrial urban society Offers great hOpe for the Negro in his struggle for full equality. It is a society that rewards people increasingly on the basis Of needed skills rather than on the basis Of race or sex. Indeed, the legal barriers to dis- crimination are the memorable achievements Of the 1960's. With these barriers falling away, Negroes with advanced skills have been able tO move into the larger society. Of course, lags persist. Middle- class Negroes are faced with persistent patterns Of social discrimination and residential segregation. Their children attend the de factO segregated schools, which do not appear to be preparing them for social mobility. It is for the lower-class Negro,however, that the consequences Of an ineffective school system are tra- gic, for without successful achievement in the schOOl the Negro youngster early in his life is denied access to economic productivity and a share in the American dream. Indeed, school failure or success has become critical in determining the life chances Of the young. The Negro child who is culturally deprived has all the learning problems of other culturally deprived children. waever, in addition to these problems he suffers from the special problems created by the prejudices and attitudes of others. As Bloom43 says, 42Estelle Fuchs, Pickets at the Gates (New York: The Free Press, 1966), p. 99. 43 Bloom, Davis and Hess, Op. cit., p. 29. 54 The organized system Of economic, political, and educational subordination Of Negroes, both in the South and in the North, has systematically barred Negroes from skilled white collar jobs in business, industry, or government. For generations, an economic blockade has been maintained against Negroes, with the result that most Of them felt that there was nothing to be gained by being educated. Bloom44 goes on to say that, Integration will contribute most effectively tO bet- ter attitudes and relations when there are a great variety Of ways in which children Of both races en- gage in common activities on a one-tO-One basis. Such attitudes and relations are basic to the develop- ment Of our society. Furthermore, integration will have little effect on cognitive learning unless the basic learning needs of the children are met by ap- propriate sequential patterns Of learning experiences. There are multiple social-cultural-economic forces that have a strong impact on the Negro pupil, his family, and his school. Some Of these include rapid immigration of lower-class sociO—economic groups into the inner city. who settle in the depressed and deteriorating areas; the steady influx of large numbers Of rural families with little or no formal education or occupational skills; the exodus Of white middle class families to outlying areas and suburbs; the rapidly changing enrollments in neighbor- ‘hood schools, creating conditions Of de factO segregation; Inultiplication and concentration Of families lacking a father and reflecting the pattern of a female-based household; 44Ibid. 55 high rates Of unemployment among adults and youth; limited employment Opportunities, especially for Negro adults and Negro youths; and high rates Of crime and juvenile delinquency. Grambs45 says that implications for the school are two-fold: l. The school must reach out tO the home and family Of the Negro student and develop and maintain a close working relationship. 2. The school should serve as a central agency in a coordinated attack on the problems Of the inner— city and culturally disadvantaged families via a multisided approach involving all community re— sources, including government agencies at all levels (local, state, national) housing, church. hospitals and clinics, police, courts, mass media, labor, industry, etc. Educators could previously concentrate on weeding out the scholastically less able and select the more able students for more education because there was ample room in the economy for unskilled workers with a minimum of education. But today the situation is quite different. The good jobs require much more academic preparation, much more skill from the very outset. Those who lack a high school education tend tO be condemned tO the economic under- world--to low-paying service industries, to backward fac orvwmp ies, to sweeping and janitorial duties. If the fathers 45Grambs, Op. cit., p. 121. 56 and mothers Of the contemporary poor were penalized a gen- eration ago for their lack Of schooling, their children will suffer all the more. The very rise in productivity that created more money and better working conditions for the rest Of the society can be a menance tO the poor. Bloom46 calls the evolving social changes a revolution and indicates they are affecting all aspects Of the educational system. He goes on to identify some Of the emerging social changes: First, a rapidly devleoping, complex, urban industr- ial society which requires that functioning members Of this society be highly literate, responsive to rapid changes in every area Of life and work, and able tO learn and relearn complex ideas and skills as minimal conditions for economic security, social maturity, and independence. Second, rising levels Of aspirations Of individuals and groups that have been long submerged or placed in marginal positions. These aspirations are for a larger share in the af- fluence Of the society and for the education which will make this possible. Underlying this is the in— sistence on personal dignity and freedom and a search for a new sense Of identity. Third, increasing respons- iveness Of government to the needs and pressures of individuals as well as sub—groups in the pOpulation. Social ills that might have gone unchecked for many decades previously can now be made central in the concerns Of government and the courts. Fourth, a rising level Of affluence which makes further mater— ial goals for many individuals somewhat subordinate to other goals such as security and inter-personal re— lations. There is an increasing quest for personal identity and a set of values which will make life more meaningful. 46Bloom, Davis and Hess, Op. cit., pp. 1-3. 57 These forces and changes in the society and culture will not permit any social institution to meet the new conditions and needs without modification, whether the in- stitution be government, business and industry, religion, welfare, or education. It is these forces which require a major re—shaping Of our educational institutions. Bloom47 feels that educational planning must begin with an analysis Of the social changes taking place, the new tasks and responsibilities of individuals in a changing society, and the potential for education to prepare individuals for the new society. Education is faced with the task of not only provid- ing skills and ability to re—learn new skills as society Changes, it must help alter the ego structure of the cultur— ally deprived. Values which are negative in terms Of the legitimate values held by the dominant cultural group must 13e made more positive. Attitudes, styles Of behavior, €3Spirations, and-~above all-levels Of formal education, IDust be raised. Obviously, changes such as these con— Stitute a formable task which could conceivably stretch Over several generations. But, can we wait that long? 58 Shepard48 writes, It is possible, therefore, tO say that the cultur- ally disadvantaged need tO acquire middle-class values, attitudes, aspirations, and the like, first, because these traits characterize the mainstream of American culture, and second, which fact is in- cidentally more important, because these attributes are in harmony with human nature as it realizes itself in a democratic society. But Shepard49 cautions us that the policies and Prwacztices governing the administration Of various forms of” Ipublic assistance and patterns of racial discrimination in employment and in union membership stretching back over generations have reduced the male adult member Of many Ne91:0 families to the status Of a drone-— . . . a figure which by American standards has been emasculated by the forces surrounding him. He now ceases to be an ideal model Of masculinity with which his sons can identify: SO, not only do we find among tOO many children Of the slums the absence Of a desirable father image, but we are also shocked even more by the absence Of the father himself: And worse, because Of its disruptive effect upon and real threat tO society, a prevailing sense Of insecurity and a gnawing, pride-destroying doubt of the worthiness and digngsy Of self permeates the lives Of these child- ren. The paradox, as Harrington51 notes is that, The welfare state benefits those least who need help most is but a single instance of a persistent irony in the other America. Even when the money finally trickles down, even when a school is built in a poor neighborhood, for instance, the poor are still deprived. 481bid. 491bid., p. 38. 50Harrington, Op. cit., p. 16. 59 Their entire environment, their life, their values do not prepare them tO take advantage Of the new Op- portunity. The parents are anxious for the children tO gO to work; the pupils are pent up, waiting for the moment when their education has compiled with the law. TO charge the school with the solution Of all our :ilfils is Of course highly unrealistic, for schools have no cxoritrol over the economic forces that have created the mass Off tanskilled and marginal workers in our cities, Who fill tries ranks Of the unemployed. Yet, we must begin some- WTleure, and the schools remain the agency of society that mo\res the children from family to readiness for participation 143 public life and the world Of work. According to Fuchs,52 The school in contemporary America is being charged with containing vast numbers Of those who in a pre- vious era would have been allowed to leave to perform unskilled labor inthe city and On the farm. A school system that was adequate in a previous era will not do today, for, with the acceleration Of industrial change, such jobs no longer exist in sufficient number. Unless the school can succeed in its task Of preparing members of the lower social classes, large numbers Of Negroes and others will be left further and further behind as more and more training is required for em- ployment and upward mobility in our country. There is evidence that low income children have not, Over the years, been receiving equal facilities, and those ifacilities being provided now hardly begin to make up for ‘the years Of educational deprivation provided by the school Esystem itself. The evidence simply does not justify 52Fuchs, Op. cit., p. 53. 6O relieving the schools Of their responsibility in the mat- ter. TO quote Fuchs,53 "Any educational program that does nt>t provide as full a share Of facilities and as high an aspirational level forNegroes as for any other children tvi_ll be viewed with increasingly intense hostility." What is necessary isthat techniques and approaches t11e1t have failed be discarded and that new prOgrams must 1363 (iesigned tO bridge the barriers that have alienated tiles children and the schools from each other. Fuchs54 Sllgggests that the first step is that school personnel develop a. ggenuine respect for the dignity Of each child and each Parent regardless Of how different they are. Any view that persists in assigning shame tO lower— class status is designed to alienate further those who either find they cannot pull themselves out Of this class because Of forces beyond their control or who choose to retain their class identification. This alienation results in the inability of the individual to respect himself and his potential or in overt hostility to the school.55 Administrators and teachers assigned to deal with I“inority group populations have to re-evaluate their roles in order to function more appropriately in schools in the Inidst Of social change. Many Of the symbols and methods that have been regarded as essential to their occupations Inay have tO be abandoned. If one accepts the fact that 53Ibid., p. 54. 54Ibid. 55Ibid., p. 55. 61 information by and of itself is not enough, the basic cpaestion becomes: What else is required Of the public scflnool in America today? As a result Of a survey done in Minneapolis on the issue Of segregation these requirements were listed as kueiJng an essential part of the public schools responsibility: To begin with, the public school must become in- strumental in helping the child create and sustain for himself a self-concept which permits and en- ables him tO like himself and, therefore, to like others; one that enables him tO move, without con- striction and undue inhibitions, in positive ways towards others who may be different in religion or racial background from himself. In the second place, the growing child in American culture today must learn certain human relations skills. In a rapidly changing world, these are as essential as the fundamental skills of reading, writ- ing, and arithmetic. In the third place, the child in contemporary America must develop positive attitudes towards democracy--the social system in which he must live and tO which he must contribute upon reaching adulthood.56 But Of millions Of disadvantaged children and youth, <3nly a small percentage are getting the schooling they will Iaeed to grow up well, to function independently as adults. 56James A. Tillman, Jr., Segregation and the Min- gleapolis Public Schools. A general position statement. (Minneapolis: Number 1, 1962), p. 2. 62 The consequences Of the failure Of the urban schools to pmepare lower—status youth successfully for equal par- ticzipation in the larger society cannot be understood without reference to the total involvement Of the problem with merjcor social and economic changes Occurring in this country. Peariaaps the most significant of these changes is the ac- ceilearated application of industrial techniques tO agricultural Preacztice, leading to "the tremendous outpouring of millions Of' ifarmer-owners, tenants, and laborers from the rural areas off 1ihe nation to the cities. All rural Americans have been aiifeected, but, for Negroes, the change has been particularly carElmatic. In 1940, 49 percent Of the Negro population was Cliissified as urban. By 1960, this figure had risen to 73 pearcent--higher than comparable figures for whites."57 Although the cities Of the north in the past were alDle to absorb and integrate the millions of migrants ar- J:iving from Europe at an earlier period, the Negro and white (Df today have arrived at a time when accelerated automation is rapidly wiping out jobs that unskilled newcomers to the <2ity have ordinarily filled. "Thus, the urban Negro not only is confronted with tile traditional social problems assocrted with being a Negro in a white-dominated America, but also being the 7Fuchs, Op. cit., p. 97. 63 newest addition to the labor force, is the first to face tflue impact Of joblessness in an automated economy."58 In "Factors Affecting Educational Attainment in Depressed Urban Areas," Marian L. Goldberg59 writes: In order that the big cities may continue to play their historical roles Of integrating newcomers into the broader culture, Of stimulating upward mobility among present immigrants, Of preparing each new work world, the schools must be viewed as one, if not the central agency through which these goals can be ach- ieved. And the school, in turn, must make increas- ing use of the knowledge and insights available from the social sciences and their professional counter- parts in examining and modifying their organizational forms, approach to teacher education, materials, and procedures. Although the total metrOpolis must be viewed as an essentially inter-dependent complex,no part Of which can solve its problems alone, the central core of the city, with its great masses Of financ- ially and culturally disadvantaged peOple living in severely blighted and gray areas, demands particular emphasis and first priority in any attempt to study and improve education and total living patterns in the rapidly enlarging metropolitan areas Of the country. After exhaustive study Of attitudes toward education, CZloward and Jones60 concluded that the major inducement to eEducational achievement in our society is the promise of Occupational rewards. If, however, it is known in advance Ibid., p. 98. 59Marian L. Goldberg, "Factors Affecting Educational IXttainment in Depressed Urban Areas," in Passow, Op. cit., pp. 69-70. 60Richard A. Cloward and James A. Jones, "Social Cllass: Educational Attitudes and Participation," in Passow (DE. cit., p. 192. ,.-v -v- .-~.'- ...~ - ~- .. ‘ -- .. 1 n.-. L.. ..,. <..~‘ .. ~ ~- ‘ I - u e \. ‘. *. ‘ . ‘~ - 3|- I n. ‘ . . 64 that these rewards will be largely withheld from certain soc iO-economic and racial groups, then it is unlikely that high levels Of educational achievement can be sustained in such groups. Thus, academic performance may be devalued loe<:ause the young in such groups see no relationships between it and the realities Of their future. Cloward and Jones61 continue, "What we have been Saying about the relationship between educational perform- ance and occupational rewards assumes, Of course, that dis— Crepancies between the two tend to be perceived by low—income Enfiéi minority groups in our society. Generally speaking, the evidence available does suggest that perceptions Of OPportunity do accord with the reality." Even though much is written about the fact that education must help children develOp attitudes held by the c10minant culture and that one Of the functions Of education ~13 behavioral change, findings indicate that with Negroes Particularly, education has relatively little impact upon attitudes and behaviors. Studies Of immigrant groups have shown that although Inany started at the bottom Of the economic heap, there were always available models which indicated that, with appropr— iate energy, an individual could get Out Of the slum. 61Ibid., p. 215. 65 In Neguro Self-Concept, the authors point out that, "The Negro has no such assurances. He has very few available models demonstrating effective escape from slum living. few Of these who are no longer on the edge Of poverty, A like the teacher or the minister, are Often apt to reject the chi 1d who comes to school knowing nothing except slum—— conditioned behavior, which is everything the middle-class person most resents and resists."62 This suggests that education must, as far as the Negro student is concerned, provide guidance deliberately geared to demonstrate to Negro youth that other Negroes have succeeded in moving up and out Of the ghetto becoming skilled and white-collar workers . Among the many suggestions to improve the educational lot of the culturally deprived, particularly the Negro one by Bloom63 who says, is A major effort must be made tO identify, by the begin— ning of secondary education, a sizable group Of de- pr ived students who can with appropriate continual effort on the part Of the school, be enabled to com- plete secondary education successfully and begin higher education. These students must be Offered Special instructional programs, tutorial help as needed, increased counseling, and help on the basic Skill and tool subjects . x 62Jean D Grambs, "The Self Concept: Basis for gdugftion Of Negro Youth,' in Negro Self-Concept, 9. 63Bloom, Davis and Hess, Op. cit., pp. 37-38. Re— cit. , 66 Bloom stresses that culturally disadvantaged youth who are having great difficulty with the regular school curricula should have a school program which emphasizes the basic skills Of language and reading and they should 1x2 permitted to specialize in an area in which they are especially interested. Kvaracous64 cautions, (Phere are limitations on what the school apparatus czan accomplish with and for disadvantaged youth. 113 the life space Of the culturally disadvantaged, tlae sOhOOl inserts itself only after much learning rias already taken place. And always there are other E>cmerful forces—-family, housing, neighborhood peer gyroups, labor organizations, mass media, the social aJnd economic order-—that impinge, in addition to tlae school experiences, on the growth and develop— nuent of the young. Just what can the school agency cic>to maximize its positive influence with the young NegrO? The school agency will achieve its maximum ef- fenztiveness with the disadvantaged Negro to the degree tc> which it satisfies four major contingencies; first, if? the teachers themselves provide gOOdrOle models wdgth whom many youngsters readily identify; second, if? the curriculum Of the school includes aims, methods, nerterials, and climate conducive tO learning; third, if' ancillary services, including testing, counseling, jcflo placement, case work, and health services are aveailable and accessible to the youngster at the time (”5 need; and fourth, if the schOOl becomes a member CH3 the community team and meshes its services with cfiiher public and private agencies that work closely Wltfli Negro youth and their families. \ Ad é4William C. Kvaracous, "Negro Youth and Social aptatilon: The Role Of the School as an Agent Of Change," mwSelf-Concept, g9. cit., pp. 92-93. 67 School failure is frequently a concomitant and fore- runner Of deviant behavior. Studies Of delinquents and non- delinquents indicate a wide split between the educationally ibankrupt and the educationally affluent. Delinquents fre- cyaently make a success of failure by using this means to thunflo their noses at the school. "The most direct and ef- fectzive way to strengthen the school as an ego-supporting instxitution is tO improve the inter—personal relations be— tween: teacher and students. It is the individual teacher who ggenerally enjoys the most intinate and continuing relat:ionships with the child outside the home and the family circle. "65 Yet as Clark66 writes, Ifine evidence is now overwhelming that high intel— Ilectual potential exists in a larger percentage Of irudividuals from lower status groups than was pre— triously discovered, stimulated, and trained for scacially beneficial purposes. He suggests that in order to increase the yield Of desperiately needed trained intellects from these previously dflmfixzed groups, it will be necessary tO develop systematic educational programs designed to attain this specific goal. These Elrograms must raise the aspirational levels Of these \ 6SIbid., p. 110. Ra . 66Kenneth B. Clark, "Educational Stimulation Of ClallyDisadvantaged Children," in Passow, op. cit., p. 68 children and their parents. They must change the attitudes Of teachers and school Officials from one of rejection and fatalistic negation tO one of acceptance and a belief in the educability and human dignity Of these children. The program must provide apprOpriate guidance and remedial serfirices designed to compensate for the past educational infensiorities and the deprivations in their homes and com- munigties. "It would seem that the chances of success for sucki an imperative educational program would be minimal in a ncna-democratic school atmosphere characterized by intel- lectilal, social, national, or racial segregation."67 In order to tap the vast intellectual potential that exist:s among the millions Of disadvantaged people, we must make Inaximum use Of the agency that is within our control, nmmaly'the school. If the true power of education were utilizzed, it is conceivable that within a few generations the‘vixzious cycle of poverty might be stopped. As Grambs68 says, "Indeed, if we can effectively solve the key prob— lems ch the education Of the Negro child and youth in the urban centers Of America, we may be able to solve some of themeijjor problems of American education for all, both the favored and the defeated." \ 67Ibid-I p. 161. Hhm ..68Jean D- Grambs, "The Self Concept: Basis for Re- p. 4§tlon Of Negro Youth," in Negro Self—Concept, OJ). cit., 69 The fact remains that the economy has less and less need for the poorly educated. As the technology becomes Inore complex, it becomes harder to help the poorly educated to develop marketable skills. When the society fails to a baccalaureate degree granting institution. The other: is entry into one Of the varied curriculums Of the cmmmlnity college. If we are to move toward a solution Of America's most Eiressing domestic problem, every American must con- trflnite tO the prompt establishment of the basic educational prOgrauns essential to a cure Of the disease. Besse71 lists therninimum steps as being: 1. ‘We must expand the age and coverage Of schools in the slum area and adopt comprehensive new programs specifically designed to Offset the conditions which have heretofore prevented the cultural develOpment Of the Negro race. \ 71 2. We must improve the quality of schools in Negro slums in order to achieve a level comparable to that in the average white neighborhood. 3. We must establish Objectives in our public school systems to include job qualification for the high school graduate as well as general training for culture and citizenship. 4. We must provide cheap, convenient, effective re- training programs for those Out of school tO en- able those who are motivated to qualify for work. 5. Most importantly, we must provide junior college and senior college Opportunities in both tech- nical and professional careers. This must be made available to Negroes everywhere in integrated institutions Of quality at prices the Negro can afford. Therefore, any solution to the problems Of poverty and czultural deprivation must involve the educational sys— tem. The community college, as an integral part Of the publi.c school system, has a definite role in the reorient- ation (Of education to the needs Of the "culturally different." Review of Educational Park Concepts Efforts tO improve education generally and to prO- vide:fcm'the integration Of students in the urban centers S3Pecifically have led tO a great variety Of organizational Plans and concepts. Among the more innovative proposals advanced are those suggesting the construction Of educational parks (Dr plazas to house great numbers Of students with a multiPlicity Of needs, interests, and abilities. These concepts vary in sc0pe from the East Orange, New Jersey 1 . . . . 13am ”vfllch incorporates the entire educational system from 72 kindergarten through junior college tO the Great High School Concept as is being investigated by Pittsburgh, Philadelphia, Seattle, and other metropolitan centers. The Random Falls idea, originally presented in Egg .School Executive in March 1956 is the forerunner of the than)? recent concepts Of the educational park. The Random Faljls idea was the result Of several years of planning by a ntunber Of educators and architects and was authored by Arcriibald B. Shaw and John Lyon Reid.72 A summary Of the Random Falls idea73 includes these ess ential features: 1” Vocational and service contracts, arranged with representatives Of the community's business, industry, government and service agencies, pro- vide each student with brief learning-by-doing experiences. . . 2!. Curriculum, described as 'develOpment Of individual resources,‘ Offers a core of common learnings tO be pursued by all students, plus special learnings planned with each student in line with his aptitudes and ambitions, which his contract experiences have helped to clarify. 3. Staff responsibility. As their guidance responsib- ilities would be increased in this program, teach- ers are called 'class guides,‘ Each guide conducts a group of twenty-five youngsters through their four years Of high school, instructing them in their common learnings and guiding them in their all-round development. \ 72Archibald B. Shaw and John Lyon Reid, "The Random IIdea," The School Executive (March 1956). 73"Summary Of the Random Falls Idea," The School W (February 1957), p. 3. Falls 73 4. Community services involve two—way cooperation: community service tO the school, through volunteer help from individuals and agencies in rounding out a rich educational program; and school service to the community to which the school's resources, facilities and staff would be available. 5. School is community. Though neatly housed in a self—contained 'develOpment center,' the school as such uses literally the whole community as its plant, through the contract program and the use of local businesses and agencies as instructional adjuncts to the classroom. 6n Extended school day and year. As the traditional 5 1/2 hour day, l80-day year could scarcely em- brace such a broadened program, schooling is seen as a full—time, year—round jOb. All the students voluntary activities-—seasonal employment, community service work, sports, recreation—-are integrated into his educational program. The Random Falls idea, while utilizing the entire comHanity as the high school campus, has as its nerve center the [Development Center——the school campus. Located on muaILarge cite would be the several schools (for common lmnuiing, a cluster Of specialized learning facilities (Shopss, labs, etc.) the administration and testing center, cmmmuaication center, transport pOOl, feeding services, general physical education center, transport pool, feeding serwhzes, general physical education facilities, theater, studiO. and the like. Ancillary to the DevelOpment Center is an agricultural meChalnical center at the edge Of town. Another ancillary ls a School camp or its equivalent out in the nearby woods. The schools or DevelOpment Centers would each house a . ppro1“:J—Itiately 300 students and would surround a commons build— in - 9 1r) tnhich shared facilities would be found. 74 As The School Executive stated, "Random Falls is thus a prOgram Of apprenticeship, partnership and achieve- 1nen1t in citizenship whereby all youth can attain maximum develOpment in an atmosphere Of doing, Of participating arit:h adults toward a betterment Of self and Of community."74 The East Orange, New Jersey concept as described by :511E3erintendent of schools Robert Seitzer75 visualizes ea :fifteen acre site in the center Of East Orange, which is 21 laighly concentrated metropolitan center only 3.9 square rnjgles in size. The educational plaza is to contain feuzilities to service all educational needs of the city. Iri addition, the facilities are to be Open year—round and \Nill serve as a community cultural and recreational center as well. The first step toward an education plaza has already been taken in East Orange. Land purchase and the construc— tion Of a $1.5 million base building tO initially house the primary school (K—4) is scheduled for completion by 1968. A large intermediate school and an upper school are tO fol— low. Total implementation time for the plaza—-which will also include a resources tower and junior college, a ''lively" arts center, a covered stadium, and a large parking lot——is Pegged at fifteen years. \ 74The School Executive (February 1957), p. 3. th 75Seminar on the Educational Park, Proceedings Of “£1ves large urban educational centers to which thousands C>f liigh school students can be drawn and provided educa— tdxonal experiences designed to meet the needs of students iJI todays society. The concept incorporates the school ‘Nithin a school idea with expanded guidance services to encourage more attention to individual differences. A re- duction in pupil—teacher ratio would also be necessary to make the program effective. By concentrating large numbers of students in such an educational park, while still preserving school within a school groups Of about 300, several advantages are anticipated. Among them are: 76 Seminar on the Educational Park, Proceedings of -QEL£EEEEAES (East Lansing, Michigan, December 9—10, 1966). 77 1. Reduction Of the racial imbalance now existing in central city high schools. 2. Personalizing the high school program through tjaea expanded guidance services and reduced pupil—teacher ratio. Providing expanded educational opportunity by 3. and vocational sififording extensive technical, business, equipment at the park. 4. Expanding curricular Offerings because Of the .ma ommH mka osmfi moms coma omma AomeazHemmc Agapeoav Umumfiflumms ems copumfl Ismom Mo K ooo.apo acnumasmom mov.Hm upmeHHon lam unmoflmwm Hoosom Omansm omma OB MdeHBmm EBHZ .momalovma ZOHBfiHDmOm AfiBOB HEB m0 BZmUmmm ¢ m4 NHIM MEZMSAAOMZM BZWQHmmm AOOEUm UHAmDm HIHH malanning principles: 1. \ 79 Active support of all neighborhood, city, state and national efforts designed to reduce segregated housing and resultant segregated educational facilities. A policy statement by the Board Of Education stat— ing that all reasonable efforts should be made to arrest, reduce, and eliminate segregated schools. Redistricting Of school attendance areas, when consistent with good planning practices, to dis- perse the Negro enrollment. The development of a policy on Open enrollments, containing adequate controls, permitting and en- couraging children in overcrowded schools to attend these schools outside of their community area which are under utilized. These controls should assist in achieving racially balanced schools. The planning Of new schools and additions to existing schools designed to disperse concentra— tions of Negro enrollment. Such planning should focus on long-term solutions and should not con— tribute tO the reduction of educational quality in the schools. Location Of special education centers designed to encourage the dispersal of Negro enrollments. Compensatory education to include continued and increased curriculum planning by the professional staff designed to further improve in-service preparation programs for the teaching and ad- ministrative staff,improved curriculum materials specifically designed for disadvantaged children, and the allocations of increased human resources to those areas where culturally deprived children and youth are concentrated.79 Ibid., pp- 186-187. 84 In Section IV-7 the report summarizes the develOp- ment of the Grand Rapids community college and lists the following educational services provided by the college: a. C. f. A program Of liberal arts and science courses, usual to the first and second years Of college, which provide sound general pre-professional ed— ucation Of such quality that credits may be transferred to a nationally or regionally accredited four-year college or university and applied toward degrees Of the baccalaureate level or higher. A vocational and technical prOgram in the trades, industrial and semi-professional fields. Such programs may be Of long or short duration, depend— ing on the amount of time needed by the student to complete the requirements for entrance into the occupation. A day and evening program for adults for which col— lege credits may or may not be given, designed to provide general education and to improve self— government, healthful living, understanding of civic and public affairs, a vocational growth, constructive use of leisure time, personal and family living satisfactions, cultural depth, and to facilitate occupational advancement. Individual services to students including guidance and counseling, assistance in career selection, removal of deficiencies in preparation for college prOgrams, personality and health improvement. Programs and services for individuals and groups interested in cultural, civic, recreational and other community betterment projects. A service center for undergraduate and graduate courses Offered by the state universities.80 80Ibid., p. 191. 85 The develOpment of the campus Of the community college will need to be coordinated with school plant planning Of the total school district. The report notes that the develOpment Of the college is incorporated into the master plan for the city and that the plan meets all criteria for location of a community college. Report Of the Committee on Racial Imbalance The second report to be considered is the report Of the citizens committee studying racial imbalance in the Grand Rapids Public School System.81 The committee, composed of fifty-two members was appointed by the Grand Rapids Board of Education to study the effects of de facto segregation in the public school system. Sub-committees were formed to investigate various facets of the problems. The sub—committees reported as follows: 1. Report of the committee on racial imbalance a. Racial Imbalance in Pupil Enrollment l. Racial imbalance exists in the Grand Rapids public schools. 2. Racial imbalance has increased signif- icantly since 1950. a. There is a larger number Of schools with high percentage non-white enroll- ment in 1965 than in 1950. b. More of these schools have a higher percentage of non—white enrollment in 1965 than they had in 1950. ,— 81Report of the Committee Studying Racial Imbalance £Q,_EI1§'Grand Rapids Public School System (Grand Rapids, 1966) - 86 Summary Of Teacher Qualifications and Placement 1. When judged by academic degree and experience, there is no significant difference in the quality Of the teach- ers assigned to the different schools in the system. 2. The number of non-white professional employees in the public school system has increased from two in 1949 to eighty- eight in 1965. 3. Most Of the non-white teachers teach in schools which have predominantly non- white pupil enrollments. 4. None of the teachers who responded in writing to this sub-committee indicated a dissatisfaction with current transfer policies. Report of the Committee on Facilities 3. Great difference exists in site and size, playground space and equipment, room size, libraries, and equipment among all schools in the city. In one educational resource an inner-city school might fare better than a school designated as inner-city, and fare worse in another. NO differences were found in the efforts Of the Board of Education to maintain the facilities in good repair. All buildings in all sections of the city were exceedingly well maintained. Report Of the Committee on Compensatory Education a. The compensatory program as offered by the Grand Rapids School System is enthusiastic- ally endorsed. At the same time, the committee realizes that the compensatory education program does not take the place of desegregation. a. ..4 87 c. It must be noted that of the twelve ele— mentary schools now involved in the com- pensatory prOgram, four Of them have over 90 percent white enrollment; and one has an 88 percent white enrollment. The remain— ing seven are 75 percent or more non-white. Therefore, even though the children in predominantly Negro schools were found to need extra help, it is not true that this need is limited to a racial group. d. Furthermore, it is important to view the entire compensatory program as a continuous process with far-reaching results. As an example, we visualize the solution Of the dropout problem as one Of the far—reaching results.82 The entire committee agreed that the effects of segre— gation are detrimental to the education Of all youngsters and to the community as a whole. The committee further agreed that integration must be made an immediate educational Objective. The final recommendations Of the committee are in— cluded in Appendix C of this report. Among the recommenda— tions which have direct implications for involvement Of the community college is: 4. That the Board of Education institute pilot programs using a variety of new techniques Of group interchange and school organization to further integration in one or more public schools.83 Examples listed under this recommendation include exhange of classes, cultural programs, a laboratory school, and involvement Of adjoining communities. 821bidol pp. 5"7. 83Ibid., p. 11. 88 Other recommendations that could be Of importance to the community college are: 9. That central campus school situations be ex- plored firmly by the Board and administrators. 16. That the intrinsic value of the new dimensions Of vocational education be given increased em- phasis in the curriculum in the inner city schools. 17. That the co-Op work study program be analyzed to see if more socially disadvantaged students could be included. 24. That emphasis be placed on in—service workshops for teachers directed to the better understand- ing of racial, religious, and ethnic differences. 28. That the community school concept is intensively studied for application in this community.84 A comparative analysis of the two studies (Appendix A) shows great similarity in the Objectives and goals Of the studies. The analysis indicates that the first major step, that of identifying and recognizing the problems, has already been taken. The next major step is in the develOpment of a carefully conceived plan for long—range solution to the problem and the involvement of the Board of Education, school staff, and other agencies in the dis- semination and acceptance of information and solutions among the citizens of the metropolitan area. 84Ibid., pp. 11—17. 89 Summary A review of the literature emphasized the dramatic expansion and evolving shift in basic functions Of the community college. From a transfer oriented institution with little or no emphasis on terminal education and com- munity service, the community college has become involved and will continue to expand its interest in, a multitude of services geared to the needs and desires of its service area. Terminal programs ranging from technological Offer- ings in a great variety of fields to vocational programs in business and the service industries prepare students for job entry upon completion of the course Of study. General education and cultural programs are available to all members of the community. Guidance and counseling services have been expanded to aid students and potential stuients dis- cover their strengths, aptitudes, and interests. The concept of community service programs is an emerging function that will continue to be developed. From its rather narrow start in the early 1900's the community college has become a vital part of the educational structure of America. Per— haps its greatest potential lies in its availability and adaptability to meeting the needs of the deprived segment of our population. 90 The literature further confirmed the assumptions that there are increasingly large concentrations Of dis- advantaged appearing in our cities, and that these con- centrations are creating problems which have direct im- plication for education. That the problems Of racial dif- ference further complicates the solution Of the problem of cultural deprivation is also confirmed. The emerging tech- nological society, the elimination of unskilled job Op- portunities, the population explosion, the knowledge ex- plosion, the mobility of the American people, the migration of the culturally deprived to the "inner cities," all have resulted in adding complicating factors to the solution of the problems. The problems of cultural deprivation and racial imbalance call for a radical change in the educational establishment to provide the types Of programs which will enable millions Of people to develop skills, training and knowledge with which to succeed. The role Of the community -college will be one Of great expansion of its Offerings to ixuzlude the many kinds of experiences and curricula, needed by grams available should not only provide occupationally 97 oriented training to qualify students for the world of work, but also must offer cultural and general education to enable the participants to more fully understand and appreciate their community. The park should incorporate the present community college programs in terminal and transfer education, greatly expand vocational and occupational curricula, co— ordinate the various cultural facilities planned and avail- able in the city, provide expanded Opportunitites for con- tinuing education, absorb the sizable non-public school clientele in on-going programs, afford the public school students continuity and enrichment in a multitude Of acade- mic and vocational pursuits, allow for experimental programs in elementary education, provide in-service education to the staff Of the school system, and be flexible enough to provide a great variety Of services to the citizens of the community. As the master plan for the City Of Grand Rapids in- ciicates, future housing patterns project that high density, lomrcost housing will eventually be provided along a north- Scnath orientation rather than an east—west axis. This would Stuggest that the prOposed high school attendance areas be Sgefmerally oriented to a north-south line to allow for max— irruJun'balance of socio—economic levels in terms Of housing pa t terns. 98 The educational—cultural park should enable students of all backgrounds and Of all ethnic groups to become involved in programs that meet their needs and desires while maintaining allegience with a "home base" school. On the high school level it is proposed that the eleventh grade students spend at least one quarter of their time at the park and that the twelfth grade students spend approximately one-half of their time in activities at the cultural-educational park. Other scheduling variations would be possible if found to be more workable. While sophisticated technical and vocational programs would be prohibitly expensive to offer at each of the com— prehensive high schools, the develOpment Of programs at the educational park encompassing grades 11-14 would indicate efficient use of specialized staff and expensive equipment. An important function Of the park would be to (offer a variety of terminal programs qualifying the student for employment at the end Of grades twelve, thirteen, or fourteen. This implies a reorganization Of existing pro- atterns, as projected by the master plan, may minimize cie facto segregation but immediate resolution Of the prob— ILems rest with the success of the cultural-educational EDark. Grand Rapids, as every other large city, has exper- i.enced an increase in its non-white culturally deprived E>opulation along with a decrease in the white middle-class {Demulation. The non-white population is approximately ILSIpercent of the total city pOpulation of 220,000 but <“almost 24 percent of the public school enrollment of 100 32,700. One of the main purposes of the educational- cultural park is to stabilize the community. It is hoped that the exodus of the young middle—class families to the suburbs will be slowed and perhaps reversed by the Opportunitites Offered at the cultural—educational park. There are, at the present time, over 20,600 non- public school pupils in Grand Rapids. These are distributed among two large school systems, the Christian schools en— rolling approximately 9,200 students and the Catholic schools with over 11,400 pupils. Thus, the non-public enrollment comprises approximately 35 percent of the total school pOpulation of the City of Grand Rapids. The cultural- educational park must consider these students in its (ievelopment both from the standpoint Of providing for tiheir needs as well as from the pragmatic standpoint of Esuccess as far as the voting electorate is concerned. It has been said that the white middle class person rbeeds integration and a working knowledge of the various Gathnic and cultural groups even more than does the cultur- iafilly deprived person. The park would provide an integrat- Iilag center for all segments of the Grand Rapids community; 1:}1e public and non-public schools, the inner city and the I>€aripheral residential areas, the white and the non- VVIIite elements, the wealthy and the low income segments, ‘tlle culturally deprived and the culturally advantaged, the C3143 and the young. The success Of the cultural—educational lOl park depends on its value to the diffuse segments of the city. Downtown Grand Rapids has undergone a drastic face lifting in the past decade. As with most large cities, urban renewal efforts in the central city have provided many new facilities. New multi—story office buildings, a new city-county complex, modern motels, and commercial houses are very much in evidence. The citizens Of Grand Rapids have once again become proud Of their business dis— trict and are utilizing the new facilities extensively. A second downtown urban renewal project, already submitted to the federal government for approval and match— ing funds, would provide approximately forty acres for use as the cultural-educational park. As Plate III—l, page 102 indicates, the western boundary of the site is the pres- eant community college building and the eastern limit the eaxisting Central High School property. On the north the kooundary is Lyon Street while the southern boundary is IPOuntain Street. The southern limit is to be extended to i.nclude the new library now under construction and the (zity museum. While the cost of forty acres Of choice land i.n the center of a large city can be staggering, the czost of this site to the citizens of Grand Rapids would be Uninimal. The excellent cooperation between the various Eagencies involved in municipal activities and the exceedingly fine master plan developed for the city have made it possible 102 PLATE I I I- 1 PROPOS ED CULTURAL— EDUCATIONAL PARK PLAYFIE‘LDS Iaf' '1 ‘; PLAyF/Ews . l‘ \‘ |II /‘ (.t \cyqu Peat/X = PH 95|CAL/ ED WATIoN/ ADM rm HEA LTH “\1\\\\‘.\ LYO N \ HHIHHHHII Hlllllllllllllll 35M THEATER i t": l I HOSP A L I ‘— n ‘COILEEE " ‘ I; ‘f‘ LIBRARY EDI — — MEI/71R \ lunntl!“ _ \ M33“ \“ \\ ’ \ \“ — / EXIST/N6- 6"? BUILDING- wauowa- 305M555 swolis HEALTH EDUCATION - NGUAGE ms tipsy/mm pups/mm! MATHJ $0ch SCIENCES Tm mm 50004774»! ///IIIIIII\H\“‘ + i- (”:1‘ F d llll ’W DI v I 3 IO N (PINS? I' rP~———__,_lr________y_y_ A 4 _ \ ll 103 to tentatively reserve this site for use by the Board Of Education. Although the total cost Of the land will exceed $6,000,000, a multi—story parking facility for 1,500 automobiles constructed with revenue bonds of some 2.5 million dollars will provide the one-third matching funds required for local participation. The Board of Education will retain air rights above the parking facility for use in future community college expansion. Urban renewal funds will provide most of the money needed for the ac— quisition of the site. This type of facility planning is possible only where multi-agency cooperation exists as is the case in Grand Rapids. The Assistant Superintendent Of Schools is a member of the Planning Commission in Grand Rapids and any plans develOped for the city are reviewed and approved ‘by the Superintendent of School's Office. Conversely, any school plans are approved by the city planner. The results (of the COOperative effort is reflected in the many fine school-park complexes which dot the city and in the potential acquisition Of an ideal forty acre site for the cultural- educational park. The site Offers not only an excellent location con- ‘gruent to the purposes of the cultural-educational park cievelOpment; but is also well situated with respect to Inajor highways and public transit routes. Because it is in the center of the city, all public utilities are readily 104 available and can be incorporated with minimum expense. The 1,500 car parking ramp would further enhance the site by providing ample space for students and faculty. The proximity of the site to many business, com- mercial, and industrial concerns could provide additional Opportunitites for COOperative programs and for student work—study programs. Merchants in downtown Grand Rapids would realize added traffic with the drawing power of the cultural complex. In Grand Rapids, at least, the best site for a cultural-educational—community college-park would be the center of the city and with wise planning a large enough area is possible at little cost to the taxpayer. Before proceeding with the concept of the cultural- educational park, a visual review of the prOposed organiza— tional structure is presented. Plate III-2, page 105 shows the relationship of the K—5 elementary schools,the 6-8 tniddle schools, and the base high schools to one another. It is anticipated that the base high school will serve three middle schools, which in turn will serve two or three elementary schools. The cultural-educational park would service not only the base high schools, but the non-public schools, and the emtire community as well. As the diagram (Plate III-3 IPage 106) indicates, the cultural-educational park would 105 PLATE III-2 THE ELEMENTARY SCHOOL-MIDDLE SCHOOL- BASE HIGH SCHOOL PATTERN MIDDLE SCHOOL 6-8 BASE HIGH 6 SCHOOL 9 9-12 MIDDLE SCHOOL 6-8 MIDDLE SCHOOL 6-8 106 PLATE III-3 THE CULTURAL-EDUCATIONAL PARK Non. Pub. Base High Base High High Sch. Sch. CONTINUING CONTINUING EDUCATION EDUCATION Non CULTURAL- Base Pub, EDUCATIONAL High High PARK Sch. Base Non High ' Plib . Sch. High Non Base PUb' CONTINUING High High EDUCATION SCh' 107 be the hub for all facets of cultural—educational programs. Its educational value would extend to all public and non- public high schools in the form of technical, vocational, commercial, and general education programs as well as advanced placement curricula. The elementary and middle—school students would be involved in a variety of cultural progrme that ordinarily would require field trips to many locations as well as experinental and laboratory Opportunitites at the park. Plate III-4, page 108 illustrates some of the Obvious advantages of the cultural—educational park. As shown in Plate III—4, some of the possible ad- vantages that would accrue as a result Of the cultural- educational park are: 1. Curriculum Improvement Possibilities for curriculum improvement would abound. The concentration Of master teachers in the cultural-educational park would encourage curriculum in- novation and improvement. The park would provide Op- portunity for new curricula to be tested and experimented with on control groups of students before being incorporated into the citywide system. New materials, new equipment, new and different ideas could be carefully reviewed, refined and recommended for adoption by the school system. The very existence Of the cultural-educational park with its mult- itude of services could be a great stimulus to the cur- riculum of the entire city. 108 PLATE III-4 THE GRAND RAPIDS CULTURAL-EDUCATIONAL PARK CONCEPT INNOVATION ACCELERATED COMMUNITY PROGRAM SERVICE EDUCATIONAL CULTURAL RESEARCH ENRICHMENT CULTURAL CONTINUING INDEPENDENT EDUCATION EDUCATIONAL STUDY / PARK SKILLS CURRICULUM DEVELOPMENT ’//// ENRICHMENT ASSIMILATION STAFF DEVELOPMENT INTEGRATION 109 2. Integration As has been indicated in the review Of the liter— ature, integration is vastly different from desegregation. It is only after students and adults learn to know one another on a personal basis, and to accept each other for what they really are, that integration can proceed. The cultural-educational park would provide greater Opportunity for members of the community to meet, work, play, and know one another on a personal one—tO-One basis and in a variety Of group activities. The mingling Of the various ethnic, religious, and racial groups on the basis of interests, desires, needs, and intellectual level should promote in- creased understanding and empathy out Of which should develop true integration. Careful planning Of cooperative efforts from the early elementary grades should create the climate for enduring friendships. The curricular and cultural activities should prO— vide added emphasis to the effort toward integration. As the cultural—educational park would become the center for many activities involving all segments Of the commun- ity, the goal Of integration should be possible. I.) -p 110 3. Assimilation As with integration, the assimilation of all seg— ments Of the community would be a long-term Objective. The cultural-educational park, with its potential for use by any member Of the community, with the variety of cultural- educational programs should hasten the process. The culturally deprived could be aided in develop— ing positive self—concepts by the expanded and modified curricular and guidance programs. The SOphisticated tech- nical and vocational programs envisioned should enable the lower sociO-economic segment of the community to aspire to higher status employment Opportunitites. The carefully planned, progressively expanded cultural Opportunities could gradually enlarge the cultural capacity Of all segments Of the community. The blending of talents from all sectors of the community on projects of mutual interest would allow the readjustment Of the differing value systems into a composite suited to all groups. With understanding, co- operation and exposure could come assimilation. Cultural assimilation is possible only to the extent that value systems are integrated into one dominant, common structure. The role of self-perception, attitudes, signif— icant others, environment, family and other external factors in the development of a person's value system is well known. 111 The method of changing an accepted value system is, as yet, very nebulous. However, limited research does intimate that it is possible to change values held by a variety of methods. The cultural—educational park would attempt value change by providing physical environmental change, significant models of others for persons to relate to, individualized programs designed to improve self-perception, family supportive services to improve the image and func- tion Of the family, and cultural activities designed to involve peOple at their present level of interest and to expand cultural horizons. In addition, guidance and Counsel- ing services would have to be altered to provide adequate help to the minority members of the society. 4. Innovation While the staff Of the school system is already en- gaged in many innovative activities, the crush Of day—to- day teaching and educational demands do not allow for great expenditure of energy in creative endeavors. The educa- tional park concept would incorporate laboratory and experi— mental programs as an integral part of its structure. There is Obvious need for innovation to occur at all levels and in all phases Of the educational program and these opportun- ities could be realized in the educational park. Examples Of innovative possibilities are: 112 a. Computor programmed courses of study b. Flexibile programs c. Large group and seminar instruction d. Closed circuit T.V. instruction e. Locally writtten and adapted materials of in- struction f. Individualized programs 9. An audio-visual tutorial laboratory h. Instant information retrieval systems 5. Community Service This is a long neglected phase of the community col- leges Obligation. The reality Of a cultural—educational center in conjunction with the community college campus would encourage refinement and expansion Of the community service function. The only limits to this function would be staff and physical plant limitations which should be minimal. 6. Cultural Enrichment With the concentration Of cultural facilities, i.e., music hall, theater, art center, museum, library in the park; Opportunitites for cultural enrichment would abound. Among the attractive possibilities would be an artist's in residence program which would summon outstanding artists to the city for from three to four weeks, or longer to work with outstanding students, present programs to student and community groups and tO advise in the development Of cul— tural activities. 113 The combination Of facilities available on one site would allow a myriad Of cultural Opportunities for all groups and interest levels of the city. Elementary and middle-school students as well as the high school and college enrollees, could be scheduled to participate in any number Of activities and performances. For example, science fairs, planatorium programs, art exhibitis, theatrical performances, music Offerings, and so on. Visiting artists could stimulate students Of all levels as well as adults into creative efforts in all of the arts. Appreciation of the arts would be a secondary benefit,particularly to those whose artistic talents pre- clude participation. In music, for example, visiting virtuosos could in— struct outstanding students on a particular instrument and perform for any number of students and adults. The student receiving the individual attention would be able to, in turn, transfer some of his gain to his home school as he participates in the local musical unit. The potential of the cultural center is such that the only limits are those Of the imagination. Cooperative efforts between schools; school and community; school and other agencies would make possible an infinite number of programs and offerings. 114 7. Independent Study With proposed library facilities already under con— struction and with computerized programming of many courses Of study being considered, the possibilities for independent study are excellent. Facility and material handicaps to independent study could be quickly overcome. Only the logistical problems of scheduling and availability Of staff would remain to be resolved. If the cultural-educational park would become a reality, the versatility of the complex would mandate many changes in the educational pattern of Grand Rapids. Among the changes could be the greater in- dividualization of instruction and the granting Of freedom for students to proceed independently as they are able. 8. Staff DevelOpment As the hub of the entire school system, with its many and varied facility and staff resources, the educa- tional park would provide the ideal setting and atmosphere for staff develOpment. With experimental and laboratory ex- periences as an integral part of the educational park, with master teachers as part of the park staff, with the potential for attracting nationally and internationally known schol- ars for short term residency appointments; the potential for develOpment Of staff would be exciting. As local schools become involved in cultural and educational pro— grams at the park; the teachers too, would be exposed to 115 on-going programs designed to increase their proficiency and efficiency. The planning and execution Of in-service programs in an attractive facility by a highly skilled park staff could stimulate the professional personnel of the school district. Use Of university personnel and re- sources could be greatly enhanced by the central location and capacity of the park. 9. Skills Development The probability of assembling vast resources, equip— ment, and highly skilled staff in the cultural-educational park could encourage a multitude of potential curricula with concomitant Opportunities for development of skills. The concentration of master professionals in the park with supportive remedial and developmental personnel and re- sources, along with the introduction Of sophisticated technical and electronic paraphernalia would provide greatly expanded skills development possibilities at all levels. Incorporation Of emerging innovative techniques, experimental curricula, remedial services, more highly refined personal student data, diagnostic analysis of needs and interests would provide the basis for skills develOpment. 116 The development of skills relates directly to the rate of assimilation of certain segments of the community and although it is easy to project the availability Of the means for skills development, the success of the function would depend upon the degree of motivation generated among the clientele Of the educational park. By establishing early and frequent communication with students, progress in skills develOpment should be improved. 10. Continuing Education The Grand Rapids Board Of Education presently con- ducts an extensive continuing education program both at the community college as well as at the high schools and other selected schools in the district. The cultural-educational park would serve to extend the potential for continuing education programs to include a profusion of experiences. Terminal, transfer, vocational, business, technical, and general education courses are already part of the con— tinuing education Offerings in Grand Rapids. With the addition Of the prOpOsed cultural and educational facilit— ies and with expanded staff an expanded array Of possibilit- ies exist. 117 The limits to such programs would be logistical in nature. The scheduling Of facilities and staff to effect maxinum exposure for greatest numbers Of peOple would be difficult but not impossible. 11. Educational Research Not only would the cultural-educational park serve to attract and retain highly talented professional person- nel to the Grand Rapids schools, it could provide a stimulus for present staff to engage in research activities. The possibilities for controlling, refining, sorting, mechaniz- ing and accumulating data are enormous. Control groups of any types of students can be readily studied and individual research would be no great problem. The fact that three state universities whose major emphasis is education, are already Operating extension centers in the community college would serve to expand avenues for educational research. Pragmatically, the whole concept of the cultural- educational park could be research oriented and experiment- ally designed. 118 12. Accelerated PrOgram Advanced placement and accelerated program could be easily adapted to the cultural-educational park concept. The educational goals of Grand Rapids include individ— ualization Of curricula to meet the needs and interests of students. With the technological SOphistication possible at the park, accelerated programs in any area of aptitude could be easily developed. The expanded numbers of students drawn to the park would enable the Offering Of accelerated curricula in many fields to sufficient numbers making the venture economically feasible and insuring efficient use of staff. The visiting scholar and artist in residence approach could further enhance the potential Of accelerated prOgrams. Talented students could be given intensive tutorial type instruction by eminent academicians and virtuosos. Although the mechanics Of student scheduling and the transportation difficulties of moving sizable numbers Of students to the cultural—educational park will have to be resolved; it is readily possible to develop sample sched- ules that would allow eleventh and twelfth grade students to receive up to one—half of their academic preparation at the park. 119 For the purpose Of illustrating what selected curricular programs could be, the writer in COOperatiOn with officials of the Grand Rapids school system has develOped several examples. Investigation of the use of computers to analyze and de—bug scheduling and transporta— tion difficulties indicate that a large number of curricular combinations would be possible. As experience is gained and as facilities become available, individual programs tailored to the individual student could be more easily developed. Following are four examples of possible student schedules. Plate III—5, page 120, is a model of a pre- science curriculum that prepares the student for entrance into a community college or a four-year institution. Academic preparation would include advanced science, math, and lang- uage courses at the educational park. In addition, all students will participate in the cultural Opportunities at the park. Plate III-6, page 121, suggests a possible 9-14 prOgram in data processing which would prepare the student for entry into the world of work at the completion Of grade fourteen. In Plate III-7, page 122, a terminal program for training police officers is developed. The Grand Rapids Community College staff working with the Grand Rapids Police Department have initiated short course offerings for 10 ll 12 English English English English 120 PLATE III-5 GRADES 9- 12 Civics Western History U.S. History Gov't 12 Math To Community College or Four Year College Algebra Geometry 11 Math SAMPLE PRE—SCIENCE SCHEDULE Earth Science Biology Chemistry Math Typing German I 4 Adv. Chemistry - Courses taken at the cultural—educational park 10 ll 12 13 14 121 PLATE III-6 SAMPLE DATA-PROCESSING SCHEDULE GRADES 9- 14 English Civics English Geometry English U.S. History English Gov't- Econ. [English Intro. Business Business Computer Mangmt. Program Algebra Typing 11 Math Typing Bookkeeping (Electronics) 12 Math Computer Math Intro. Political Data Science Process. Cost Bus. Personnel Accountin Systems Relations <:::> - Courses taken at the cultural—educational park [::1 - community college courses 10 ll 12 13 14 <:::)- Courses taken at the cultural-educational park English English English English 122 PLATE III-7 GRADES 9- 14 SAMPLE LAW- ENFORCEMENT S CHEDULE English lHistory [::]- community college courses Civics Algebra Typing I World BiolOgy Typing II History U.S . Speech (Psychologa History Gov ' t- ( Phys iOlogD (Anthropology > SOC. Biology Intro. , Typing Police Chemistry Law Enf h——J Adm. I - SpeechII nter- Psychologyl Patrol & ' rOgation - ccident 123 police Officers and the two agencies are now engaged in dialogue leading to a terminal program. Plate III-8, page 124, is a sample of a vocational program to prepare girls for employment as beauticians at the conclusion Of a four-year high school program. As is implied by the examples, many combinations utilizing the cultural-educational park are possible and will be developed. Use of the cultural facilities pro- posed would be in addition to the formal courses of study taken by the eleventh and twelfth grade students at the park. For students below the eleventh grade, many exper- iences are projected. Short term involvement in experimental and developmental curricula as well as participation in cultural activities is forecast. Evaluative Criteria 0n Decmeber 9 and 10, 1966, a seminar on the educa- tional park was held at Michigan State University. The participants in the seminar included representatives of selected school districts of the United States, Colleges of Education, the U.S. Office of Education, the Michigan Department of Education, and Educational Research Centers. The composition of the seminar group is listed in Appendix B. 10 ll 12 English English English English 124 PLATE III-8 SAMPLE COSMETOLOGY SCHEDULE GRADES 9- 12 Civics Gen. Clothing I Math Biology Bookkeeping Clothing II U.S. Vocational History Cosmetology Gov't- Vocational Econ. CosmetOlOgy To World Of Work (:::) - Courses taken at the cultural-educational park 125 With the COOperation of the seminar participants, the author was able to develop evaluative criteria with which to assess the Grand Rapids cultural-educational park concept. The areas of reference for the evaluation can be categorized as follows: a. Curriculum-student—staff criteria b. Community-political criteria c. SociO—cultural-economic factors d. Location and site criteria e. Financial feasibility From the many possible criteria for evaluation Of the cultural—educational park, the writer has selected the following as having pertinence to the characteristics and pecularities of the City Of Grand Rapids. These criteria consider the particularly unusual ethnic, religious, and racial composition of the city as well as the financial and political implications Of the concept to the historically conservative nature Of Grand Rapids. These criteria, as reviewed and refined by the participants in the educational park seminar are: a. Curriculum-student-staff criteria- 1. Does the concept prOpose an enriched curriculum for all students in the City? 2. Are curricular improvements and innovations more readily adaptable to the concept than to the existing organizational structure? 10. 11. 12. l3. 14. 15. 16. 17. 18. 126 Does the concept indicate greater potential for individualizing instruction? Does the concept provide greater variety in curricular Offerings? Does the concept provide for individual dif- ferences? Does the concept provide Opportunity for cur- riculum development and experimentation? Is the concept congruent to the needs of the community? Does the concept provide greater curricular opportunity for the community college? Will the concept provide for more effective use of staff talent? Will the concept serve to attract and retain highly qualified staff? Does the concept provide for in-service train- ing of staff? Does the concept provide Opportunity for staff to use innovative talents? Will the concept engender Opportunity for super— ior teaching efforts? Does the concept provide greatest possible sup— portive services and equipment for staff use? Does the concept allow for staff differences and preferences? Does the concept provide for optimum use Of the college staff? Does the concept provide for a variety of technical—Occupational training? Does the Concept provide Opportunity for ad- vanced study? 127 b. Community political criteria - 1. 2. 10, 11. 12. Does the concept provide for wide and diverse community use? Will the park be readily available for use by community groups? Does the park provide a wide variety Of act- ivities for use by the community? Does the concept provide for continuing and adult education programs? Will the park serve to integrate the religious, social, and racial groups of the city? Does the concept provide for the assimilation of all age levels in the community? Does the concept provide for the non—public school adherents? Does the concept consider the master plan develOped for the new city? Is the concept compatible with urban redevelop— ment efforts? Are other agencies considered in the develOpment Of the concept? Are the goals of the cultural—educational park similar to the goals of the majority of the peOple of the city? Will the concept attract political support? c. Socio-cultural-economic criteria - l. 2. Does the concept provide the means for integrat- ing all segments of the community? Is the resolution Of the problem Of racial imbalance considered in the concept? Does the concept consider the cultural needs and interests of the city? 128 Does the concept reflect a sincere attempt to provide compensatory programs for the cultur- ally deprived? Are sociO-economic differences considered in the development Of the concept? Are the economic needs Of the community pro— vided for? Does the concept provide equal educational Op- portunitites for all students? Will the concept provide jOb entry training for youth? Does the concept provide college Opportunity for everyone who is qualified? d. Location and site criteria — 1. Does the site allow for incorporation Of the cultural and educational facilities into a com- posite, coordinated, attractive plan? Is the site of sufficient size to provide for projected numbers Of students? Is the site located such that it is easily accessible by all potential users? Is the site convenient to public transit routes? Are public utilities easily provided at the site? Does the site provide adequate parking facilit— ies for its projected use? Is the master plan for Grand Rapids considered in the selection and location Of site? Is the location the best possible for con- venience to the culturally deprived segment of the community? Does the site provide for orderly expansion of the community college? 129 e. Financial criteria — 1. Are prOposed facility costs financially feasible? 2. Will the construction Of cultural-educational park facilities better utilize funds which would otherwise be needed to expand local facilities? 3. To what extent will state and federal funds be available for cultural—educational park develop- ment? 4. Will the cost of Operating the park be within the limits of the financial resources of the city? 5. Will the concept provide greatest return for financial effort? These criteria will be used to assess the feasibility Of the concept as presented in the foregoing material. Summary The cultural—educational park as postulated for Grand Rapids is an attempt to partially solve the emerging problems of cultural deprivation and racial imbalance while at the same time expanding curricular Opportunitites for all students in the city. In addition, the proposal provides for the consolidation of the city's cultural facilities at the park as part of the community college campus. Because many suggested remedies to de facto segrega- tion and cultural deprivation have been tried and found wanting, the cultural—educational park concept has been developed. While it is not predicted to be a panacea, it Offers a concrete, attractive, possible basis from which to 130 start solving the problems of not only the "inner city" but also Of quality education for all citizens. The attractiveness of the cutlural-educational park is further enhanced by its potential for use by all segments of the Grand Rapids community. Possibilities for a great variety of academic programs and cultural activities are unlimited. Imaginative programming and scheduling could insure the achievement Of the desired goals. Cooperation between governmental agencies has been common in Grand Rapids and will continue to provide the basis for wise educational decisions. The value of the park for non-public school adherents is such that the active support Of this large group of citizens is probable. Preliminary planning coordinates present facilities with projected construction so that a minimum of facilities presently in use would have to be phased out. Only the Oldest, most inadequate buildings would be discarded. The attention given to projected residential densities re- inforces the claim that the concept would help provide improved racial balance in the public schools. The site of forty acres, located in the center Of the city, would be Of sufficient size to accomodate the projected numbers Of students. In addition, development Of this site would continue the redevelopment of the central city and provide a focal point for community pride. It is 131 hOped that by creating an exemplary facility at the park, the accelerating exodus of middle—class families from the city to the suburbs could be slowed and perhaps reversed for in Grand Rapids, as in most large cities, means must be found to mitigate the flow of community leadership to the outlying areas. Although the site is available to the Grand Rapids school system at little cost to the taxpayer because Of wise use of urban renewal funds; the fiscal implications of expansioncf facilities, program, and staff are critical. The next chapter will attempt to project approximate costs of facilities over the long range, along with estimates of expenditures for programming and staffing the cultural- Ieducational park. While it is impossible to be exact in determining future expenditures it is possible to define costs within certain parameters so as to provide a basis for determining the financial feasibility of the concept. CHAPTER IV EVALUATION OF THE CONCEPT Any concept designed for possible use by a school system must be evaluated against a set Of criteria devised for that community. By using these criteria to evaluate the model, value judgments can be made as to the feasibility, practicality, and success of the model. Potent— ial flaws can be determined and the model can be altered to meet the criteria. While it is not possible to foresee all Of the pitfalls in Operationalizing a theoretical con— struct, the use of pre—determined criteria for evaluation should minimize the danger of failure. In this chapter, the writer will attempt to analyze the Grand Rapids cultural—educational park concept against the criteria for evaluation developed in the preceding chapter. For the convenience Of the reader and for the sake of clarity, the evaluation will follow the same order as the previously developed criteria. Curriculum-Student-Staff Implications The stated primary purpose of the cultural—educa- tional park is the potential for an improved and enriched curriculum for all students in the city. Certainly the 132 133 availability Of curriculum specialists for experimental and developmental work would indicate a probability for curriculum improvement. Assignment of personnel to develop curricular mater- ials and programs suited to the particular needs of the City would also enhance the curriculum. The variety of curricular possibilities in all fields could give promise of meeting individual needs in great depth. Resources for remedial services, vocational Op- portunities, guidance and testing services, all would help provide for individual differences. The potential for individualizing instruction would also be expanded by the fine physical facilities envisioned at the cultural—educational park. Library facilities, computer programmed courses, closed circuit television, instant retrival systems and tutorial programs could promise a significant increase in individualized instruction. The concept is deliberately designed to be fluid and easily adaptable to emerging needs. As the community and staff search out specific needs, the inclusion Of serv— ices and programs to meet these needs would be possible. Number Of students at the park alone would allow for greater diversity in curriculum. The wise use of university per- sonnel and local staff to investigate curriculum possibilities 134 and to explore new directions for the educational prOgram would assuage still greater Opportunities for the students. Continued cooperation with other municipal agencies, industry, business, and commercial concerns would enable curricular efforts geared to the needs of the community and would insure occupational programs that could be fruitful for the student. The results of the experimental curriculum activit- ies at the cultural—educational park could be manifested in the improvement of education throughout the Grand Rapids School District. The concept introduces exciting prospects for pres- ent and future staff. The Opportunity to teach in a facility conducive to innovative techniques with greatly expanded supportive personnel and vast resource materials could be inspiring. Obviously, the highly skilled, dedicated teacher would be able to vastly improve the Offerings to his students in such an atmosphere. But what Of the average, workmanlike, steady teacher who performs adequately and almost anonymously day after day, week after week? What would the cultural-educational park do for this teacher and the studentsin his charge? First, the availability of resource help and materials from the park would aid in expansion of this teacher's perceptions 135 Of teaching. Second, the in-service program, centered at the park would provide systematic exposure to new ideas, techniques, and materials to improve performance. Third, periodic visits to the park with his class, to participate in cultural or educational programs would enrich him profes- sionally and influence his performance. Fourth, the educa- tional research and experimental programs develOped at the park would help him improve his own teaching ability. Fifth, teaching materials especially developed for him, using his suggestions and providing the combined talents of specialists for his use, would broaden his teaching horizons. Finally, the availability of cultural facilities and programs on a scheduled basis would greatly enrich his teaching. The concept would encourage innovative ideas from all staff. The testing Of creative programs is envisioned as one Of the functions of the cultural-educational park. Experts in many phases of education, headquartered at the park could develOp and react to diverse suggestiousand staff inspired innovative programs. The college staff could provide valuable council and help on special curricular problems as well as assisting with the advanced placement and independent study portion of the program. 136 The cultural—educational park could have the prO- mise Of being the greatest producer of staff talent and innovative educational effort in the history of the Grand Rapids schools. For the high school student, the park could Open curriculum doors previously denied him. The concept would provide a variety of educational Opportunities ranging from vocational to college placement curricula at any level to meet the needs Of the student. In addition, the concept would Offer unlimited cultural possibilities that would enlarge the student's horizons. The park would provide the non—white student with the Opportunity to work with students from all parts of the city on the basis of interests and ability levels. Remedial services and counseling personnel would assist in the develOpment Of the culturally deprived student. For the elementary and middle school pupil, the concept projects scheduled cultural and educational activities designed to develOp, mature, and improve the pupils educational wealth. Each student would be able to progress according to his own rate, interests, needs, and abilities. The integration of high school students into college programs indicates the degree to which the high school and College programs would be cooperatively developed. Multi- level programs in all departments will have to be organized to insure success of the model. 137 The student, for whom the park is conceived, would be the recipient of far better educational and cultural Opportunities than ever before. Community-Political Considerations Community involvement would be essential to the success of the concept. Not only must the community act- ively support the concept of the cultural-educational park by voter approval but it must also become involved in the many activities designed for the people Of Grand Rapids. By using the cultural facilities, by becoming involved in the various continuing education programs, by sampling the artistic Offerings, by participating in educational ventures at the park; the many segments of the Grand Rapids community could become more understanding and tolerant Of one another. The diverse racial and religious sectors of the community would be encouraged to know one another on the basis of interests and similarities rather than differences. The concept could present to the Grand Rapids com- munity an Opportunity (perhaps a final one) to preserve the racial and ethnic composition Of the city as it presently is. For the non-white portion Of the city it would Offer a real chance for meaningful education in a setting com- pletely divorced from the ghetto. The cultural—educational park would Offer remedial and curricular possibilities that 138 are far beyond any now in existence. In addition, the park could Offer the potential for true integration Of the groups. For the dominant racial groups, the concept would provide a neutral setting for resolving religious dif- ferences as well as for educational Opportunity far beyond the sc0pe of the present public and non—public schools. It could also suggest the possibility of restoring the at— tractiveness Of family life in the urban center and could slow and mitigate the migration of the middle-class to the suburbs. The Grand Rapids concept is the result of close COOperation among the private and public agencies of the city. As such, it has been developed in view Of the needs and desires of a majority of the peOple of the city. The master plan of the city, with its projected housing and residential patterns influenced the selection of a possible site in the center Of the city. The urban re-development proposal, COOperatively designed, strengthens the choice of the possible site. Services and programs projected for the cultural— educational park consider the needs of people and groups which comprise the Grand Rapids community. The idea of the park grew out Of the reCOgnized needs of the community and the perceived futility in trying to solve the problems and meet the needs of an area basis. The park concept has been explored with many groups in the city and reaction tO date has been positive. Each sector 139 of the community has been able to discern possible advant- ages for their own group. The non—whites recognize the potential for integration, the private and parochial school supporters comprehend the educational and cultural enrichment possibilities for their students, the public school clientele appreciate the diversity of programs that would accrue, the senior citizens are aware of the many recreational and cultural Opportunities that would be within easy travel distance, the business and industrial sector value the potential source Of highly trained manpower, the city fathers visualize the rebirth Of over forty acres of choice real estate which is presently quite sub—standard. With such an approach, and with the inclusion of such varied interest groups in the concept, chances for political success could be deemed favorable. SociO-Cultural—Economic Factors Examination of the concept reveals the concern with socio—cultural—economic problems. While no concept can be viewed as the complete solution, the Grand Rapids plan gives evidence of great promise. Assimilation and integration of all segments of the community are projected benefits of the cultural—educational park. The great variety of experiences offered at the park would encourage cooperative participation by all groups. 140 With students from all public and non—public schools drawn to the park, the effects of existing racial imbalance in some of the schools would be minimized. The develOpment and refinement of many occupation- ally oriented programs, could make the park a very effective preparation laboratory for the world Of work. Program development and innovation in curriculum are primary objectives Of the proposed concept and could be more readily realized because of the concentration of fine facilities and well qualified staff, supplemented by supportive personnel and resources. The many and varied facilities projected at the park reveal great potential for meeting the cultural needs of the community. Because plans would call for involvement Of all students at early elementary grades, the problem of motivation could be overcome in time. Location and Site Selection Criteria As developed in Chapter III, the location and site of the prOposed cultural-educational park does meet the criteria very well. The size Of approximately forty acres, the convenience to public transportation, its central location, prOposed parking facilities all combine to make the location an attractive one. In addition the proposed site would be most convenient to those who need it most, the inner city dwellers. 141 The fact that the site would be made available by the city as part of an urban renewal undertaking indicates its correlation to the master plan for the city. All things considered, the proposed site and location are the best available to Grand Rapids and would provide an ideal college campus. Financial Feasibility In the final analysis, the feasibility Of any con- cept is largely determined by financial considerations. All too Often worthwhile prOpOsals are found to be pro- hibitively expensive (or at least perceived so by the com- munity) and are defeated by the electorate. In estimating the facility needs for the cultural- educational park by 1980, projections made by the Grand Rapids public schools are used. Plate IV—l, estimates a full time equated student enrollment at the park of 9,674 by 1980. In addition, space for approximately 1,200 other students, who will be short term visitors for special pro— grams on rotating basis, must be provided. Using a square foot per student figure of 130 sq. ft. (a figure compatible with State Department of Education recommendations) the space needs of 9,670 full time equated students is 1,257,620 sq. ft. In addition space for the rotating participants based on 70 sq. ft. per student would add 84,000 sq. ft. for a total space need Of 1,331,620. 142 PLATE IV-l CULTURAL—EDUCATIONAL PARK ENROLLMENT llth public 11th non-public 12th public 12th non—public College Full time F.T.E. = PROJECTIONS - 1965 Enrollment 1792 1196 1593 1125 3526 1980 1980 Projection 2275 1518 2023 1428 7000 equated college students 1980 At Park 569 379 1012 714 9674 F.T.E. 143 Existing usable space available to the park is approximately 488,730 sq. ft. (Plate IV—2). As Plate IV—2 indicates, additional space require- ments total approximately 842,890 sq. ft. PLATE IV-2 CULTURAL-EDUCATIONAL PARK FACILITIES SPACE REQUIREMENTS - 1980 No. of Students x Sq. Ft. per Student = Total Sq. Ft. 9,674 130 1,257,620 1,200 70 84,000 Total required ——- 1,331,620 sq. ft. Existing Facilities A. College building 196,510 sq. ft. B. College annex 72,000 sq. ft.* C. Central High School 220,220 sq. ft.* Total existing 488,730 sq. ft.* *Estimate New construction 842,890 sq. ft. Total Required - Existing 1,331,620 sq. ft. - 488,730 sq. ft. 144 Estimates Of costs for the long term develOpment Of the cultural—educational park are based on 1966 con— struction costs and could change as the variables change. Total cost (Plate IV—3) for the project is estimated at $30,700,017. Cost to the school district is estimated at $12,350,040. PLATE IV-3 COST ESTIMATES FOR CULTURAL-EDUCATIONAL PARK DEVELOPMENT Cost to Item Total Cost School Dist. 1. Site $ 6,000,000 $ --- 1 2. Site develOpment 1,000,000 500,0002 3. Rennovation Of Central 2 High School 575,000 287,500 4. New construction 2 ($22. per sq. ft.) 18,543,580 9,271,790 5. Equipment (15% of 2 construction costs) 2,781,437 1,390,750 6. Misc. and contingency 1,800,000 900,0002 Totals $ 30,700,017 $ 12,350,0402 1Site provided under urban renewal funds. 2Minimum matching federal and state funds con- sidered. 145 The total equalized taxable value of the Grand Rapids School District is over $625,000,000. The estimated costs Of the cultural-educational park is slightly lower than 2% Of the total tax base. Two avenues are available for financing the develOp- ment. One is a pay—as-you-build proposal whereby the total costs of 12 + million is spread over the twelve to fourteen year period of development and an apprOpriate tax levy is assessed annually. The other approach is to approve a bond issue of sufficient size to enable the develOpment Of the entire project. The first approach would require an average maximum tax levy Of approximately 1.65 mills to raise $1,035,000 annually for twelve years. As the tax base of the school district rises the levy would be slightly reduced over the life of the program. A levy of 1.65 mills would reflect a minimum Charge to the homeowner in Grand Rapids (Plate IV—4). The second approach would require an average maximum tax of 1.33 mills for a twenty—five year issue. However the total cost to the school district would be in excess Of $20,809,750 because of maximum interest charges Of 4.5%. Plate IV-5 summarizes potential costs for a $12,350,000 bond issue of varying length at different interest rates. 146 PLATE IV—4 ANNUAL COST TO HOMEOWNER FOR TAX INCREASE TO DEVELOP THE CULTURAL-EDUCATIONAL PARK ON A PAY-AS—YOU-GO BASIS Tax Value Of Home x Rate = Annual Tax Increase $ 3,000 1.65 mills $ 4.95 4,000 1.65 mills 6.60 5,000 1.65 mills 8.25 6,000 1.65 mills 9.90 7,000 1.65 mills 11.55 8,000 1.65 mills 13.20 9,000 1.65 mills 14.85 10,000 1.65 mills 16.50 11,000 1.65 mills 18.15 12,000 1.65 mills 19.80 13,000 1.65 mills 21.45 14,000 1.65 mills 23.10 15,000 1.65 mills 24.75 147 mm.H 0mm.mmw Omh.mow.ON omh.mm¢.m mm.H mah.mvm oom.vmm.ma oom.wvo.© gm.H www.mvH.H mhh.©¢m.ha mhh.©mw.v Xm.v 0N.H 00¢.omh 000.005.0H 000.0Hv.h mv.H oom.mom oom.mma.ma oom.mmm.m hh.a mom.oHH.H mum.mm©.®a mnm.m0m.v Xo.v mumm ummumOCH ON.H m¢®.mvh mNH.va.wH mNH.Hmm.© mm.H ogv.m®w oom.mwm.ha oom.mmo.m mm.H 0mm.Hho.H con.mno.oa oow.mmh.m Xm.m ma.a omm.mon 0mm.mmh.ha omN.th.m mm.H omm.mmm 00¢.mmm.©a oov.m¢N.¢ m©.H 0mm.vMo.H 0mm.mmm.mH 0mm.mna.m fio.m no.a moo.on® mNH.m©h.©H mNH.mHv.v 0N.H mmo.amh oom.mmm.ma oom.mmv.m mm.H omm.nmm oom.m©m.vH OON.mH©.N Xm.m mezmzwmm qH memqm Imssseo >>mq xmB Hmscc< ommuo>4 uwoo Hmooce ommuw>¢ umou umquOCH pom Hmmflocflum Houoa umoo umoquCH Hopoe ocom How» mm Amasuec >>wq xme Hmoocm wmmum>¢ umou Hmoccd mmmuw>< umoo umwumOCH pom Hammocwum kuoe umoo ummquCH Hmuoe pcom “was om AmHHHEV >>mq xme Hmsocm meHm>¢ bmoo Hmoccm wmmuw>¢ bmoo umoumucH pom Hmmflocflum Hmuoe meU ummumOCH Houoe mvCOm HMO.” mH ocom mo EumB mo Sumcmq 148 Because Grand Rapids presently has no bonded indebtedness for school construction and because the <:ity has traditionally provided for school construction on ea pay-as-you-go basis, it would appear that the best ap— Ioroach to follow would be the first method. The annual (difference in tax levy between approach #1 and the twenty— five year bond issue at 4.0% is .39 mills or approximately $2.34 per year for the homeowner whose house is valued at $6,000 on the tax roles. In addition to the minimal dif- IEerence in annual cost, the total savings in interest cflaarges would be over $7,400,000. It is the writer's Opinion that the financial feaasibility of developing the cultural-educational park 153 very good. For a local expenditure of approximately $342,350,000 the city would realize facilities worth in eXcess of $30 ,000 ,000 . The financial feasibility of Operating the prOpOsed mCKiel is a much more difficult projection because Of the grreat change in the cost Of education in the past decade. It is possible, indeed, probable that educational expenditures Wiflll increase in the same manner during the next fifteen YQars. 149 In order to estimate approximate costs of Operation, the writer has adopted a per pupil cost Of $700 annually. This figure is considerably higher than present per pupil costs at Grand Rapids Community College and should provide maneuverability as far as special staff needs, additional Operating costs inherent in the park concept, and general increases in the cost of education. Projected costs of Operation are as follows: A. Per pupil costs x no. of pupils total cost $700 10,874 $7,611,800 Projected revenues to meet Operating budgets are: A. State aid $350 x 10,874 = $3,805,900 B. Local tuition = 900,000 C. Non-local tuition = 1,000,000 D. From local funds = 1,155,900 E. Federal support for special programs = 750,000 Total $7,611,800 Although Operating cost predictions for 1980 are strictly conjecture and not at all accurate, the projections do show that the costs of Operating the cultural-educational park do not severely burden the local taxpayers and that approximately 85% of the Operating expenditures will be borne by sources other than the local tax. This again leads to the conclusion that the Operation Of the park is financially feasible and a good investment for Grand Rapids. 150 Summary The concept of the cultural-educational park meets eNJaluative criteria as described above. Although the vvriter recognizes that many problems must be solved prior txa the start of construction of the park, the concept is (of sufficient promise to encourage further study and re- finement. The concept, as develOped in Chapter III, provides tflie cultural and educational potential to dramatically cfliange the Grand Rapids community. While Operational plans HuIst still be developed, and although changes in the con— <:ept may result; the park as it is conceived would be feas- ihde in the judgment of the writer. In the final chapter, the writer will summarize the EStudy and develOp ideas for further study designed tO make time concept Operational. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS Summary Among the major problems facing American education aare those Of racial imbalance, cultural deprivation and tflie alienation of approximately 40,000,000 peOple who com- IJrise the nation's poor. The five major groups contained as the large major- iJ:y of the poor are: the Negro, the American Indian,the Phaerto Rican, the Mexican—American, and the Appalachian or Escmthern "hillbilly." These peOple (with the exception Of tihe American Indian), are generally becoming concentrated i—n the urban slum or ghetto areas and are increasingly a crause for major concern to the governmental, social, and educational agencies . The Course of education generally and the role C>f the urban community college particularly in developing Hueans to aid these peOple are the immediate concerns Of this study. In order to delimit the study within manageable bcDundaries, the writer chose the City of Grand Rapids, Michigan as the focal point Of investigation. This city 1r“as and is experiencing problems similar to any other 151 152 large urban center and in addition has the unique distinction (of having two strong non-public school systems enrolling cover 40% Of the total school population. The City of Grand Rapids has undergone a change in Imopulation similar to other urban areas. There has been aan exodus Of young, white middle-class families to the sniburbs and an accompanying influx Of poor whites, Negroes, aand.Puerto Ricans to the central city. As a result some Of tflie central city schools have become racially imbalanced arui others are on the verge Of becoming ghetto schools. As the schools of the city grapple with the problems (Df cultural deprivation, the question of the involvement Of tlie urban community college becomes important. The literature reveals the dramatic expansion and Slaift in the basic functions of the community college. From ado institution oriented to college transfer instruction with little or no emphasis on terminal education and com— ITlunity service, the community college has become involved in El multitude Of services geared to the needs and desires Of ixts clientele. Terminal programs ranging from technological (Ifferings in a great variety of fields to vocational programs 1J1 business and service industries prepare students for jcfla entry upon completion of the course Of study. General edlucation and cultural programs are available to all mem— beErs of the community. Guidance and counseling services ha'Ve been expanded to aid students and potential students tc’ discover their strengths, aptitudes, and interests. 153 'The concept of community service programs is an emerging function that will continue to be developed. From its :rather narrow start in the early 1900's the community col- lege has become a vital part of the educational structure cof America. Perhaps its greatest potential lies in its enzailability and adaptability to meeting the needs of the (deprived segment Of our pOpulation. The literature further confirmed the assumptions tfliat there are increasingly large concentrations Of dis— enivantaged appearing in our cities, and that these concen— tarations are creating problems which have direct implication :Eor education. That the problems of racial difference IEurther complicates the solution Of the enigma of cultural cieprivation is also confirmed. The emerging technological Esociety, the elimination of unskilled job opportunities, i:he population explosion, the knowledge explosion, the mobil— i.ty of the American peOple, the migration of the culturally Cieprived to the "inner cities,” all have resulted in adding cromplicating factors to the solution of the problems. The £>roblems of cultural deprivation and racial imbalance call ifor a radical change in the educational establishment to Elrovide the types Of prOgrams which will enable millions Of peOple to develOp skills, training, and knowledge with which to succeed. The role Of the community college will be one Of great expansion Of its offerings to include miany kinds of experiences and curricula needed by the de— Frrived peoples. .The key to success will be the degree to 154 which education can help in the assimilation of the cultur- ally deprived into the mainstream of American society. Among the concepts proposed to aid education in solving its problems have been the "Educational Park" or "Educational Plaza" plans now being explored by many school systems. The educational park idea was originally presented as the Random Falls idea1 in which the community became the campus of the school and participated in the educational program. More recently, East Orange, New Jersey2 has embarked on the construction of an educational plaza to serve the entire community. On a fifteen acre site will be housed the entire K-14 educational program as well as resource centers and community activity facilities. The Great High Schools3 concept now being explored by many of the larger cities is also an attempt to develOp large com- prehensive educational centers that will serve the needs of the community. The Grand Rapids studies indicate that the problems faced by the Grand Rapids metropolitan area are similar to those confronting other urban centers in America today. While Grand Rapids has been in the forefront in adOpting a master plan to combat the problem, the struggle for implementation of the plan is one that is faced by all urban centers. 1Archibald B. Shaw, Op. cit. 2Seminar on the Educational Park, Op. cit. 3Ibid. 155 Possible solutions to the problems Of the Grand Rapids Public Schools included the educational park, the vocational-technical school, and the middle school. Of these, the Grand Rapids school system discarded the educational park (which prOpOsed an eleventh and twelfth grade high school for the entire city) for many reasons; among them the travel problem, the problem of the con- centration Of large numbers of adolescents in one area, the difficulty Of providing extra curricular activities for this number of students, parental Objections, and the changes that the educational park would require in the traditional interscholastic athletic program. The vocational-technical high school solution was rejected as a result of a previous experience with such an institution. The middle school plan4 was accepted and its implementation is now being studied by the school staff. This study presents another concept for considera— tion by the Grand Rapids schools. It includes a cooperative effort utilizing an expanded community college campus to provide a "cultural-educational park" for the City Of Grand Rapids. The "cultural-educational park" as postulated for Grand Rapids is an attempt to partially solve the emerg— ing problems of cultural deprivation and racial imbalance 4Michigan State University and the Grand Rapids Board of Education, Op. cit., pp. 175-177. 156 while at the same time expanding curricular Opportunities for all students in the city. In addition, the proposal provides for the consolidation of the city's cultural facilities at the park as part of the community college campus. Because many suggested remedies to de facto segre- gation and cultural deprivation have been tried and found wanting, the "cultural—educational park" concept has been developed. While it is not predicted to be a panacea, it Offers a concrete, attractive, possible basis from which to start solving the problems of not only the "inner city," but also of quality education for all citizens. The attractiveness of the "cultural-educational park" is further enhanced by its potential for use by all segments Of the Grand Rapids community. Possibilities for a great variety Of academic programs and cultural activit— ies are unlimited. Imagainative programming and scheduling could insure the achievement Of desired goals. Preliminary planning coordinates present facilities with projected construction so that a minimum of facilities presently in use would have to be phased out. Only the Oldest, most inadequate buildings would be discarded. The attention given to projected residential densities rein- forces the claim that the concept could help provide im— proved racial balance in the public schools. 157 The site of approximately forty acres, located in the center Of the city, would be of sufficient size to ac— comodate the projected number of students. In addition, development of this site would continue the redeveIOpment of the central city and provide a focal point for community pride. It is hOped that by creating an exemplary facility at the park the accelerating exodus of young middle—class families from the city to the suburbs could be slowed and perhaps reversed for in Grand Rapids, as in most large cities, means must be found to mitigate the flow of com— munity leadership to the outlying areas. Evaluation of the "cultural—educational park" con- cept is possible through the use of evaluative criteria developed with the COOperation Of participants in a Seminar on the Educational Plaza (Appendix B) held on the Michigan State University campus on December 9 and 10, 1966. The participants at the Seminar, all nationally known school administrators and educators, were of great help to the writer in the development Of the criteria for assessing the feasibility of the "cultural—educational park" concept. These criteria encompass: l. Curriculum-staff—student implications 2. Community—political considerations 158 3. SociO-cultural—economic factors 4. Location and site selection criteria 5. Financial feasibility By assessing the "cultural—educational park" con— cept against the evaluative criteria developed for this purpose, certain conclusions as to the feasibility Of the concept can be reached. These conclusions, as presented in Chapter IV are now summarized. Conclusions The curriculum—staff—student implications of the concept indicate many potential advantages that could accrue. Among tnem are: 1. An improved and enriched curriculum for all students. 2. Greater variety and diversity of curricular Offerings. 3. Great provision for individual student and staff differences. 4. More Opportunity for curriculum research and experimentation. 5. Increased potential for attracting and hold— ing exceptional teachers. 6. The potential for utilizing specialists in all phases of curriculum work. 7. A source of resources and facilities to assist the entire school system in refining and utiliz- ing teaching skills. 8. 9. 10. 159 A close working relationship between the col- lege staff and the other staff members. Greater use Of college resources and staff for exceptional students. Development of terminal, pre—employment pro- grams to meet the demands of the community. Community-political considerations leading to favor- a132L_ee conclusions of the feasibility Of the "cultural- eéiinuczational park" include: 1. 2. An Opportunity for the involvement of all sect- ors of the Grand Rapids community. The possibility Of negating segregation result- ing from housing patterns. The potential for servicing non-public school adherents as well as public school clientele. Cultural facilities and programs to appeal to all age groups in the city. The potential to develOp and train a highly skilled pool of talent for local business and industry. The rebirth of many acres of sub-standard real estate located in the central city. The opportunity for all peOple of the city to realize educational and cultural advantages presently not available. Conclusions as to the socio—cultural-economic feasibility of the "cultural-educational park" concept are: 160 l. The potential for integration and assimilation of all ethnic, racial, and religious groups is enhanced. 2. The possible reduction of racial imbalance in the schools. 3. The Opportunity for students from all sections Of the city to meet, work, and play together on the basis of interest, need, ability, and desire. 4. The develOpment of effective occupationally oriented programs that would Offer salable skills to students. 5. Greater Opportunity for student motivation be— cause Of expanded facilities and equipment. Conclusions based on location and site selection Cir?i_teria are favorable and indicate that the suggested site 155 Of sufficient size (forty acres) to allow for the prO- jEBczted number Of students. In addition, the location is CKDIavenient to public transportation, is easily serviced withall public utilities, and is within easy travel dis- tance for the "inner City" dwellers. The site and location also correlate to the master plan for the city reinforcing tlle conclusion that the prOposed site and location would PNE the best possible for Grand Rapids. Conclusions as to financial feasibility of the CCDncept require certain assumptions about anticipated l3L1ilding and Operating costs on the part of the writer. C:Onstruction costs projections are based on present school kDuilding costs and could vary depending upon a multitude Of variables including labor costs, materials 161 crcoests, the state of the economy and the final specifications develOped. Similarly, costs Of Operation are dependent 111;>c>r1the variables of wages, services, and supplies. Other V'EiLITIabIeS that could change are those Of enrollment and the local tax base. Assuming relative accuracy in predict- i_r1x;;' the above mentioned variables, the following conclusions 2153 to financial feasibility are drawn: 1. 4. The costs of the site would be minimal be- cause of the use of urban renewal funds for land acquisition. Of the $30,700,017 total projected cost of the facilities, the local share would be less than $13,000,000. The average tax levy to finance a pay-as-you go building prOpOsal for the "cultural-educa— tional park" would be approximately 1.65 mills on state equalized valuation. This method of financing would reflect an interest savings of over $7,400,000 to the taxpayers of the city. Of the total costs Of Operation, approximately 85% would be realized from non-local tax sources. The financial feasibility of the "cultural-educational IPaJik" concept is judged to be positive and the writer SIllggests further study be undertaken to implement the development of the concept. 162 Recommendations for Further Study To Operationalize any concept requires great care jlzti organizing and planning for implementation. The follow— i4r1nal park" concept into a plan of action. These r:ee<::ommendations are: 1. Curriculum and program plans must be given h.ixgxhest priority. The success of the concept is predicated 11EPMC>n a revision of curriculum to meet emerging needs. Any at:t:empt to use existing programs in’the "cultural-educational ' 1951;:k" would doom the concept tO failure. Therefore, an innnnediate and extensive study Of curriculum would be irléiicated. 2. Concurrent with and based upon the results Of <2L'lrriculum studies would be the develOpment of educational Specifications from which would emerge architectural spec— ifications. It is recommended that the develOpment Of EECiucational specifications be initiated. 3. It is recommended that a careful study of person- rlel needs be undertaken.. This study should also be done in \ relation to curriculum and program planning. 4. The possible logistic problems of student schedul— iJag and placement would be of sufficient severity to warrant ihtensive study. Included in this recommendation for Study would be the transportation scheduling problems. 163 5. It is recommended that the administrative or- gan ization of the school district be studied to correct any ciee:f?iciencies that could arise as a result of the "cultural- educational park" concept. 6. It is recommended that a carefully planned and executed staff and public information program be develOped. Use Of citizen groups in all planning activit— ie S is recommended. 7. It is recommended that student enrollments and COS ts be periodically updated to reduce the margin Of error. While the thesis develOps the concept Of the cultural- eC1L1c2ational park and judges the concept in a most favorable licjht, the writer feels it important to expand on some of the weaknesses inherent in the cultural-educational park CCDrncept and tO editorialize on some pitfalls that must be 911 arded against . Although the thesis suggests a degree of difficulty if! the logistics of scheduling students and in transport- irhg them from one place to another, the develOpment of this PIKDcess could be a most formidable task. Use of staff, teacher load, size of staff, qualifications of staff are all implied considerations in the scheduling of students. Number of vehicles, size Of vehicles, types of transportation aIHe also important decisions to be made. To establish a neeeded system Of transportation would require that financial ramifications be explored and solved. It is hOped \\ L. 165 that through the use Of computers in a simulated type Of approach, most Of the problems could be identified. The final resolution of these problems would be in the actual inception of the prOgram as funding becomes possible. While complete implementation may initially be impossible, a priority list of steps leading toward total implementation should be developed. } Another difficulty to be overcome would be the drastic departure from the traditional pattern of education. The cultural-educational park concept calls for a complete reorientation on the part of the professional staff. It mandates a change in the traditional lock-step pattern Of education. With the tailoring Of programs to each student the demand on staff for complete flexibility is magnified. Increased demands for tutorial types Of services, for small group seminar activities, for guidance, and for individual instruction would cause major changes in the role of the teacher. If the student is to be afforded an education suited to his own needs, aptitudes, and desires; the attitude and philosophy of the staff must be remolded. This will not be an easy task and will require extreme effort and outstanding leadership for without change the whole concept is worthless. Because the traditional orientation Of the junior college is academic, programs must be reoriented to place a much greater emphasis on the non—academic, less talented 166 student. This does not mean a watering down of existing curricula but a dove—tailing of Offerings so that varying degrees of competencies can be developed leading to gainful employment at many levels of proficiency. As an example, in the data processing field students could be trained to enter the work world at the key punch-machine Operator level as well as at the programmer level and at many intermediate levels. Only the aptitude and desire of the student should determine the terminal point in his training. Since change is so very difficult and threatening, the staff must become involved at an early date and must COOperatively develOp the ideas, skills, and programs needed to succeed. Involvement of students in the develOpment of the program would enable the staff to become more in- timately acquainted with student needs and would provide a basis for developmental curriculum work. Organizational structure and administrative leader- ship could be the determining factors in the success of the cultural-educational park. As in any new endeavor, total commitment and belief in the concept would be Of prime importance. The degree of understanding required on the part Of the leadership, the skill needed in working with staff, the innovative and creative ability to promote change, the astuteness in recognizing student needs all demand far greater competencies than is normally expected. The success 167 or failure Of the concept will rest upon how well the many difuse and varied needs Of the students are met. While lip service is relatively easy, performance will be frustrat- ingly painful and slow. In the.Opinion of the writer, the ingredients needed for success would be: 1. Leadership - The leadership must have a complete grasp of the concept as well as total commitment and belief in the probability of success. An understanding Of the needs of the student as well as the creative ability to act as a change agent are important facets Of administra- tive leadership. Perhaps the most important function Of the educational leader will be in the wise choice of staff to implement the cultural-educational park. 2. Staff — The greatest single attribute any pro- posed staff must exhibit would be flexibility. Any con- cept as daring and as different as the cultural—educational park demands far greater effort on the part of staff. The staff must be dedicated to providing for the individual student whatever his needs may be, the finest educational program possible consistent with available resources. Ability to innovate, to deviate from standard practice, to implement, to differentiate between possible alternatives, to empathize with students, and to effectively communicate will identify potential staff members. 168 3. Community - An electorate that is informed and committed to the improvement Of education as well as willing to expend needed tax monies to this end would be imperative. Participation in developmental activities as well as con— sumption of services Offered at the park are important Opportunities for the community. The community should con— tinue to be involved with all planning work. 4. Students - An awareness of the Opportunities and services presented for the student in the cultural— educational park concept is essential. The early involve- ment Of students in the development of program and cur— ricula would insure student acceptance of the concept. Cooperative exploration of needs, desires, and aptitudes would encourage the commitment of students to the success of the Concept. It is also probable that student suggestions could lead to more effective utilization of facilities and staff. In conclusion, the writer emphasizes that the most desirable result of continued planning would be the re— vision and refinement of the "cultural-educational park" concept. It is possible that some or even most Of the postulates advanced would have to be altered or discarded as the Operational plans are developed. The purpose Of this study has been tO Offer a concept that could resolve certain contemporary educational deficiencies. If positive changes result from this study, the writer would taken no 169 Objection to the final form Of the "cultural—educational park" concept. Indeed, the instigation of a serious dialogue on the possible solution of educational problems would be a satisfactory outgrowth of this study. BIBLIOGRAPHY BIBLIOGRAPHY BOOKS Bagdikdan, Ben. In the Midst of Plenty: A New Report On the Poor in America. New York: Signet Books, 1964. Barloexr, Bernard, Social Stratification. New York: Har- court, Brace, and World, Inc., 1957. Blocker, Clyde E., Robert H. Plummer, Richard C. Richardson, Jr. The Two Year College: A Social Synthesis. Englewood Cliffs, N.J.: Prentice Hall, Inc., 1965. 3BlOCHn.. Benjamin 8., Allison Davis, and Robert Hess. Compensatory Education for Cultural Deprivation. New York: Holt, Rinehart and Winston, Inc., 1965. BrilikL. Michael. Forum and Focus for the Junior College Movement. New York: Bureau Of Publications, Columbia University, 1964, Breuufiear, Robert A. From the Depths: The Discovery Of Poverty in the United States. New York: New York University Press, 1964. Caufiiiflll, Harry M. Night Comes to the Cumberlands. Boston: Atlantic Monthly Press, 1963. (kn‘aTIt, James B. Slums and Suburbs. New York: The New American Library, Inc., 1961. Conant, James B. The Citadel Of Learning. New Haven: Yale University Press, 1956. Clear}(' Kenneth. Dark Ghetto. New York: Harper and Row, 1965. Dakris, Allison. Social—Class Influences Upon Learning. Cambridge: Harvard University Press, 1962. [Meanq John P. and Alex Rosen. A Manual of Intergrogp Relations. Chicago: The University of Chicago Press, 1955. 171 172 .Edtuzaizional Policies Commission. Education and the Disadvantaggd American. Washington, D.C.: National Education Association, 1962. Ewarnnari, Louis, Joyce L. Kornbluh, and Alan Haber (ed.). Poverty in America. Ann Arbor: University of Michigan Press, 1965. Freatvvequ Eflbert K., Jr. Founding Public Junior Colleges. New York: Bureau of Publications, Columbia Univers— ity, 1954. iFucflies, Estelle. Pickets at the Gates. New York: Free Press Paperback Original - the Macmillan Co., 1966. GetrtILery Joseph B. (ed.) Understanding Minority Groups. New York: John Wiley and Sons, Inc., 1964. Glazer, Nathan and Patrick Monyiban. Beyond the Melting Pot. Cambridge: M.I.T. Press, 1963. GOITiCna, Milton M Social Class in American Sociology. New York: McGraw-Hill Book Co., Inc., 1963. GOlefl, Julius and William Kolb (ed.). the Social Sciences. 1965. A Dictionary of New York: The Free Press, Harrington, Michael. The Other America. Baltimore: Penguin Books, 1965. fkufig;hurst, Robert J. The Public Schools of Chicago. Chicago: The Board Of Education of the City of Chicago, 1964. ItLllwvay, Tyrus. The American Two-Year College. New York: Harper and Brothers, 1958. Humphrey, Hubert H. Integration vs. Segreggtion. New York: Thomas Y. Crowell Company, 1964. HumTlicutt, C. W. Urban Education and Cultural Deprivation. Syracuse: Syracuse University Press, 1964. K3311, Joseph. American Class Structure. New York: Rinehart and Company, Inc., 1957. Kane, John J. Social Problems. Englewood Cliffs, N.J.: Prentice—Hall, Inc., 1962. 173 Iflerloeir, August and Barbara Bommarito (ed.). The Schools and the Urban Crisis. New York: Holt, Rinehart and Winston, 1965. Kvaraceus, William C. and Others. Negro Self—Concept. New York: McGraw—Hill Book Co., 1965. MacIver, R. M. (ed.). The Assault on Poverty. New York: Harper and Row, 1965. Mead, Margaret. The School in American Culture. Cambridge: Harvard University Press, 1959. Memislf the postulates advanced in the "cultural—educational park " concept . The first meeting, held on the Michigan State Univers- lty cZampus on December 9-10, 1966 was a Seminar on the ed- ucatianal plaza. Participants are listed in Appendix B of this report . 176 The second meeting was the Walter Cocking Confer- erncevV."‘-'\ -‘ ‘r‘. ' n 4 r-v I) 1 1 r. 4 . t- a (N r1 ‘ (2 '3 fr v .r‘\ ‘4 .— ) AL. -\ p ‘7( s .- 1 J (A, ~ r" fi V. .LP-H‘I'-.'.j ()4 aux, Utle CV wx'i .‘.l:_) ('1le .l,;l::z”.zrULLL'lKJvJ kl. b )Cz’; 'J.l_\JI.£LJ_ ,E a 4-. . .2 4 ,.-. , . -- 1‘. ,—. + .4 ‘ ,.. h _.- ,7 ~ ‘ . - . -., Cudpublun so tJdb the PTO ran does not become a '("'1 "'.".“ " ‘ ‘ I ‘f “3“ u' )2 “xv ' I V!" ‘ *‘x‘r‘fij’filfl r h sci All; all i 11;. Grille. -1.’J-c;l i/LLIKI :«mn'e Item 16 relates to possible use of community college facilities for providing vocational training to high school pupils. The emerging age of technology, with its accompanying sophistication in equipment and training, makes expansion of high school vocational facilities prohibitively expensive. Traditionally, vocational high schools move in one of two directions: either they become schools for the potential drop out and thereby are rejected by students, parents, and potential employers as a quality institution or they maintain high academic standards of admission and thereby serve only a small portion of the total need. Community colleges can and should provide the programs needed in the emerging occupational fields and these skills can be offered the high school student at the college center. -22- Page 16 17. (Item 17: Co-op Work— Study Program) That the co—op work—study program be analyzed to see if more socially disadvantaged students could be included. Item 17 should be explored and developed in conjunction with federal programs now emerging. Page 16 18. (Item 18: Diagnostic Clinic) That a diagnostic clinic be formed with specialists in the fields of mental, physical, and emotional problems to diagnose more readily a student's problem. The student would then be referred for treatment. In addition, visiting teacher services and psychologist's services should be increased in all schools. Item 18 implies, as do many of the other recommendations, great expansion of educational services. There is no question of the vital need for these services. The problem is going to be the source of revenue sufficient to enable the expansion of these costly services. Recommendations Concerning Teachers & Supervisors Page l6 19. (Items 19, 2o & 21: Non-white Teachers 20' Selection Criteria Supervisory Staff Integration) 21. That a greater proportion of non-white teachers be placed in schools of predominantly white enrollment. That multi—racial teaching experience be considered a desirable qualification in selecting personnel for administrative positions. That the administration seek greater integration in its supervisory staff with the purpose of achieving an inte- grated staff being given consideration in the assignment and reassignment of professional personnel. -23- e 16 Item 22: Placement of male principals in inner-city) \ Page 17 ;ftem 23: Emme visit- ation by Teachers) Items 19, 20 and 21 are, in general, recommendations that the Board of Education should attempt to follow. Although teacher contract negotiations may prohibit reassignment of staff to the extent indicated, efforts in this direction should be made. 22. That efforts be made to place more male principals in the inner-city schools. Item 22 causes us some concern for we feel that ability rather than sex should determine placement and appointment of principals. There is serious question of the legal implications of replacing women with men. It is discrimanatory. I would not recommend this action. 23. That teachers in the inner—city schools be urged to make regular home visitations and be given released time and/or additional compensation for this or other extraordinary duties. Item 23 is a fine recommendation and could be part of the inservice program for the central city teachers. It will require considerable energy expenditures. Teachers will need released time, additional training and support from the school, home, and community. It may be better to explore the 'community agent' ccncept being developed in Detroit. 7., l W“ __ ‘ 4 . .4 ‘ ”'- 1 g1 .L l, (at - ' l . ~o ‘ ~ — \ | i 7' I r x “i ( L L‘? e L A ‘ -' \ - 1 u... A .'. -(. ,_) .y ‘f 1 . ,.. ‘. ,1 | I J , I _‘ | .‘ r as (U ‘ )KJ_~\1..A \‘ ‘ u~.. , -HV. 0. , 'L A-.. a I a ‘2‘. A L It: 1 . . . ‘ . ., _ r - a (1 1 a . , 7 1 .— . a . t 4 a ~ n . t F f j) r ' " I ‘ “HIL? ., ‘ It; _\ ‘p‘r'lll H, L. .1 I‘M“). :z‘u \ it 3111'“: I , . , , J _- J \.'_ ( ,‘ ' Item 24 is a must. Before community attitudes can be changed, staff understanding and receptiveness is essential. ' 1. C“. “ “l , i- To 3 1 Le; A g; 1 i To 1 .v “"‘—ixi Item 25 is again difficult to understand. If the reason for hiring male teachers is to provide a male image for the culturally deprived, we heartily agree. However the ability of the applicant rather than sex should still be of primary importance. = .L I . '1‘::t“11--:- r 111371.53; i 1"—‘?.f"‘.-*i;".‘.3';:_r‘ IT'Z-‘l’lfljx' '1’»? ililélfljwi ’9' ' , 5 .. ‘ iv.‘ :1 J ",. 4' ,-z 1 4 w‘,""/‘ .WflV": "/31“ J I..,~| v.‘ .',"‘-‘ :~‘r) p1 ..-:.C ‘1 ...-l 1 ) _-I L ___.l‘. b..\‘\“.l \- LJ.-t-'_.’._._~ I‘vL LI.JV :xiT‘tV g; ) VII '. 1 v-xq h .1 .: v. . .- ‘ . 'z"'-‘" . ..' ,- -: 1‘, ‘ b ‘ — l. ,-\.(‘_'1 ' we“ _‘ 1" P‘ {a i _; rt 4 L Y 4 :( (J J Li i.:.x.’c;~;.xx.n: .1 1’1 cl." .ILn'flnu “waif?“wilx v an I; ‘ to a, 7, »1 n mutu -lf “““ w a“. 3 leg: 0 I 0 Item 26 is certainly a worthy goal and should be made operational. I O Parent and Parent Education Recommendations 3: 17 if. Tint encairafsreni should we given to PTA's to provide _- r“. _ -.. ah“ _ .V.._L.. -~, \5, ~ 5. ‘ _;_'- 1 ‘ i ;: IHItIFII“ ior Pafflnbb, teacunrmq Casi ODHQFS to snare Y.L.n.’s bi-racial experiences and projects. hole) / Item 27 is an excellent recommendation. we would add churches and other organizations and institutions. -25- Page 17 (Item 28: Community School Concept) 28. That the Community School concept be intensively studied for application in this community. If schools are used for parent education after regular school hours, greater economic values will accrue for the entire community. Adult education of a remedial or basic nature, therefore, will both improve home environments and increase employment potential. Item 28 presents exciting possibilities for community involvement in the schools. Programs to fit needs and interests would be of great value to the patrons and would result in increased understanding and support of the public schools. Other Recommendations Page 18 (Items 29, 3o & 31: Ieighboring districts 29. Fhmncial and 30' Professional Assistance Mose coopera— tions with Colleges 8:. Universities) 31. That the Board of Education invite neighboring school districts to 'join in' on seeking a solution for this problem of de facto segregation. That the Board of Education seek financial and prof- essional assistance in the implementation of any pilot programs and seek support and cooperation of adjacent communities in these pilot programs of the central city. That the school system continue its close cooperation with colleges and universities in planning effective student teaching and internship programs in deprived areas. Items 29, 30, and 31 are important and certainly not impossible. Grand Rapids is the center of an expanding metropolis and its problems are vital to the entire area. Any breakthrough in cooperative efforts with the surrounding area would initiate a basis for continued exchange. The community college could be one focal point for drawing the people of the entire community together. II. COMPARATIVE ANALYSIS OF THE TWO REPORTS In comparing the two reports, one finds a great deal of unanimity in the analysis of the problem and recommendation concerning racial imbalance. The findings of the committee on such matters as: 1. in and out migration, 2. population shifts, 3. racial imbalance in certain schools, 4. facilities, 5. staff, services, etc., closely parallel the report of the Michigan State University - Grand Rapids Board of Education Survey. An analysis of the recommendations of the committee and the suggested planning principles in the Michigan.State University report reveal much commonality between the two reports. The seven planning principles offered incorporate all or major portions of the committee recommendations as follows: Principle 1. "Active support of all neighborhood, city, state and national efforts designed to reduce segregated housing and resultant segregated educational facilities." (Committee recommendation: 1 — see page 11) Principle 2. "A policy position statement by the Board of Education stating that all reasonable efforts should be made to arrest, reduce, and eliminate segregated schools." (Committee recommendation: 2 - see page 11) Principle 3. "Redistricting of school attendance areas, when consistent with good planning practices, to disperse the Negro en- rollment." (Committee recommendations: 4 0. Selected school zones could be established to include two or more existing school zones or parts of zones, where feasible, so that in— tegration may be effected in a manner similar to the Princeton Plan. 10 — see page 20 Principle 4. "The development of a policy of open enrollments, containing adequate controls, permitting and encouraging children in overcrowded schools to attend those schools outside of their community area which are under—utilized. These controls should assist in achieving an racially balanced schools. (Committee recommendation: 5 That the Board of Education adopt a policy of open enrollment to accomplish integration where adequate facilities are available, qualified as follows: a. The Board annually publish the list of open schools. b. Once enrolled, a student he allowed to remain in this school until his education is completed. Principle 5. "The Planning of new schools and additions to existing schools designed to disperse concentrations of Negro enrollments. Such planning should focus on long term solutions and should not contribute to the reduction of educational quality in the schools. (Committee recommendation: 11 - see page 20) Principle 6. "Location of special education centers designed to encourage the dispersal of Negro enrollments. (Committee recommendations: 4d - see page 15 9 - see page 20 28 - see page 26) Principle 7. "Compensatory education to include continued and increased curriculum planning by the professional staff designed to -29- further improve inservice preparation programs for the teaching and administrative staff, improved curriculum materials specifically designed for disadvantaged children, and the allocations of in- creased human resources to those areas where culturally deprived children and youth are concentrated." (Committee recommendations: 6 — see page 16 7 — see page 16 8 - see page 16 12 - see page 21 13 — see page 21 14 — see page 21 15 - see page 21 16 — see page 22 23 - see page 24 24 — see page 25 28 — see page 26) Many of the remaining committee recommendations are statements of existing practices of the Board of Education and school administration. we suggest that present employment and assignment practices be given sufficient publicity to repudiate any false suspicion of planned dis- crimination. Generally any difference between committee recommendations and survey findings are in degree and not in objective. The Michigan State -30— University survey strongly recommends the need for close cooperation with other agencies to a greater extent than the committee report indicates, perhaps as a result of greater involvement with other agencies. (The survey also cautions the Board to recognize the financial implications of many of the recommendations also as a result of educational experience and past history.) The survey presents possibilities of the use of community college facilities and services to accomplish several of the major recommendations. The college, with its close identification to the entire metropolitan area could serve as a catalyst in developing a united frontal attack ~on the problem of racial imbalance. In following the recommendations of both reports, one basic problem will still remain: The concentration of a large number of low income Negro families in one area of the city. The school district cannot change this fact or solve this problem in and by itself. Coordinated efforts by the Board of Education, other governmental groups, civic and service organi- -31- zations, and lay citiZens, provide the only possible solution. III. SUMMARY AND RECOMMENDED NEXT STEP In summation, we find that the objectives and goals of both reports are similar. Any difference in degree between the two reports can be resolved by explanation of present Board of Education practices and by continued careful planning of curricular changes now proceeding. The first major step, that of identifying and recognizing the problems, has already been taken. The Board of Education has proven its desire and ability to provide leadership and judgement in finding solutions to the problems of racial imbalance. While many actions can and should proceed immediately, the next major step must be the development of a carefully conceived plan for long range solution to the problem. With the creatidn'of a school planning division, the Board of Education has initiated this step. As a corollary to the formation of a long range plan, the Board of Education, school staff and other agencies, must cooperatively campaign for the dissemination and acceptance of information and solutions among -32- the citizens of the metropolitan areas. With continued leadership on the part of the Board of Education, with accelerated cooPeration on the part of all agencies involved, with positive and careful planning for change, with increasing aware- ness and support of the electorate, the problems facing the school district can and will be met. Real progress is the result of careful, deliberate, and sometimes painful planning. Continuous firm progress will insure lasting success. We close by again commending the Board of Education for its courage, dedication, and leadership in facing the decisions firmly and squarely; As the survey report indicates, "In the long run the educational program and educational facilities of Grand Rapids will be as good as the citizens of the city desire. Courage, foresite, and wisdom in decision making will be needed during the years ahead so that the young people of Grand Rapids are adequately prepared to meet the complexities of our rapidly changing world. The survey staff is confident that the residents of the city will move forward vigorously to provide a superior educational program for their children and youth." -33- APPENDIX B COMPOSITION OF SEMINAR GROUP APPENDIX B List of Institutions and Individuals in Attendance Seminar - The Educational Plaza M.S.U. December 9—10, 1966 l. Anniston, Ala. Public Schools Floyd McLeod, Ad. Ass't. 2. Baltimore, Md. Public Schools M. Thomas Goedeke, Ass’t. Supt. 3. Berkeley, Calif. Public Schools Dr. Thomas Wogaman, Dir. of Planning 4. Cooperative Educational Research Laboratory, Inc., Northfield, Ill. Dr. David Jackson 5. Detroit, Michigan Public Schools Dr. Norman [machler, Supt. 6. East Orange, N.J. Public Schools Robert Seitzer, Supt. 7. Grand Rapids, Michigan Public Schools Dr. Jay Pylman, Supt. Robert Muth, Ass't. Supt. Milton Miller, Dir. of Planning Francis McCarthy, Dean, Community College Bill Brubaker Paul Jones Robert Stark Wallace Norgrove Elmer Vruggink 8. Los Angeles, California Public Schools S. Hamerman, Office of Urban Affairs 9. Michigan Department of Education Don Goodson, Title III Coordinator Dick Anderle 10. Michigan State University Dr. Don Leu Dr. Arch Shaw Dr. Floyd Reeves Dr. Lee Dean Dr. Maurice Seay Dr. John Jamrich 218 10. ll. 12. l3. 14. 15. 16. 17. 219 (Cont.) Dr. Dick Featherstone Dr. Jim Heald Dr. Robert Green Dr. George Johnson Dr. Herb Rudman Dr. Fred Vescolani Dr. Stan Hecker Dr. Dave Smith Dr. Sam Moore Dr. Ken Summerer Dr. Carl Midjass Carl Candoli Gary Alkire Bob Reeves Lee Majeswsky National Education Association Dr. Lewis Tamblyn, Assoc. Exec. Sec. Philadelphia, Pa. School System Dr. C. Taylor Whittier, Supt. Pittsburgh, Pa. School System Dr. Robert Peebles, Ass't. Supt. Pontiac, Michigan School System Dr. Dana Whitmer, Supt. San Jose, California School System Dr. Frank Fiscalini, Supt. Seattle, Washington Public Schools Dr. Dale Gross, Director of Planning and Research U.S. Office of Education Norman Hearn, Chief of Program DevelOpment Neal Shedd, Program DevelOpment APPENDIX C THE FINAL REPORT OF THE COMMITTEE STUDYING RACIAL IMBALANCE IN THE GRAND RAPIDS PUBLIC SCHOOL SYSTEM APPENDIX C mrmmramcmsrmmucm Wammmmmmsmucscscasvm June 13, 1966 Chairman: Mr. Chester an Editor: Dr. James Hoffman THE FINAL REPORT OF THE COMMITTEE STUDYING RACIAL IMBALANCE IN THE GRAND RAPIDS PUBLIC SCHOOL SYSTEM INTRODUCTION On November 1, 1965, a 52 man ccmittee was appointed by the Board of Education of the city of Grand Rapids, Michigan, to study the effect of de facto segregation in the public school system. The ccmittee members were nominated by individual Board members and were representative of the general citizenry.1 In addition, four consultants from four state colleges and universities were appointed to consult the committee.2 This comittee was formed in response to a joint letter from the N.A.A.C.P. and the Urban League, besides the Board's own interest in abiding by recent court decisions- The Supreme Court has declared de jure segregation harmful and unconstitutional. No Michigan school system is segregated by law, resulting in a de jure segregated system; however, many systems are faced with virtually segregated schools resulting from residency patterns. This is what is referred to as de facto segregation. The constitutionality of de facto segregation has never been before the Supreme Court. Certain state courts have considered this question and although there is a variation in their rulings the trend seems to be that de facto segregation is also con- sidered unconstitutional. A emery of reasons for these courts' actions is stated here: From the fact that public education is the state's most important function, it does not necessarily follow that segregated public education, whatever the cause, is illegal. But the importance of public education in a democratic society imperatively requires affirmative action on the part of the state to assure each child 15cc Appendix A for comittee names. 28cc Appendix B for consultant names and universities represented. his fair share, and a child in a segregated Negro school does not receive his fair share. Public education, once offered by the state, must be made available to all on equal terms. And segregated education, being inherently unequal, is, therefore, unconstitutional. A racially segregated Negro school is an inferior school. It is inherently unequal. No honest person would even suggest, for example, that the segregated slum.school provides educational opportunity equal to that provided by the white suburban public school. Thus, children compelled by compulsory attendance laws to attend the segregated Negro school are deprived of equal pro- tection of the law. The fact that the classification to attend school is based on geography, and not on race, does not necessarily make the school less segregated or less inferior.3 A 'fair share' education takes much more into consideration than adequate school facilities, good teachers, and compensatory programs. This statement was made in the original Kansas court decision about de facto segregation: To separate them (Negro children) from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the commmnity that may affect their hearts and mdnds in a way unlikely ever to be undone.4 Critical attention is being focused on schools, therefore, not because they have caused segregation, but because segregated schools impair the ability of the child to profit from.the educational Opportunities provided him. In this context, the Negro community and its accompanying pre- dominantly Negro schools can more easily be seen as agents which have adverse effects upon self-esteem, value systems, motivations, 3Wright, J. Skelly, "Public School Desegregation: Legal Remedies for De Facto Segregation," Western Law Review, Volume 16, Number 3,'May 1965, page 493. Cases cited: Brown V. Board of Education, 1954, and these reapportionment cases: Reynolds V. Sims, 1964; Wesberry V. Sanders, 1964; Gray V. Sanders 1963; Barksdale V. Springfield School Comm., 1965. (The Court decisions are on permanent file at the Board of Education along with minutes of all ‘meetings. These and all materials are available to any citizen.) 4Brown V. Board of Education, Ibid. aspirations, and the behavior of pupils. Such adverse effects prevailing in many students can seriously impair the educational processes in a school despite the presence of excellent teachers and adequate facilities.5 Rather than wait for a possible Supreme Court ruling many states and communities are exercising leadership in seeking local solutions to this complex prOblem. Citizens groups throughout the country are, therefore, examdning the depths of their community's educational segregation, studying the allied economic effects on property values and labor resources, and realizing the morality involved in the total problem. The committee was therefore formed6 and addressed itself to these issues and questions: 1. What is the evidence of de facto segregation in Grand Rapids? What is the current situation and what are the trends since 1950 of nonawhite student enrollments in the elementary and secondary schools in Grand Rapids? Also, what is the current situation and what are the trends since 1950 of the employment and assignment of nonawhite teachers in Grand Rapids? Is the situation improving or worsening? 2. What is the quality of the elementary and secondary educational program, resources, materials, equipment and building facilities in those schools designated as 'inner-city schools',7 as compared to other schools? 5Pinderhughes, Dr. C., The'Massachusetts State Advisory Committee, Report on Racial Imbalance in Boston Public Schools, January, 1965. 6The Board of Education guidelines are listed in Appendix C. 7Inner-city elementary schools are: Alexander, Campau, Coit, Coldbrook, Hall, Franklin, Henry, Jefferson, Kensington, Lexington, Madison, Sheldon, Sigsbee, Stocking, Straight and Vandenberg. 3. ‘tht is the extent and quality of the compensatory program in Grand Rapids? Are the educational opportunities adequate in this program? 4. And if it is concluded that segregation exists, and is detrimental to a child's education, what is recommended to alleviate the separation?8 THE COMMITTEE STUDY PROCEDURE To gain the background sufficient to make decisions and recommendations, the committee agreed on goals, definitions, working procedures, and a study outline. The committee knew the problem was not an easy one to understand and study as its roots go deep into man's history and the ways he learns to behave. Nevertheless it began the study by looking at the numbers, ratios, trends and graphs that represented the problem. Board administrators furnished detailed information in the form of boundary maps, school locations, non- white percentages, policies, and other facts about the school system. In addition, the committee was furnished reading materials, such as Crisis in Black and White, by Charles Silberman; an article on the fundamental struggles involved in desegregation by Mr. Francis Reppel, then U.S. Commissioner of Education; De Facto School Segregation, by Arnold Rose; a compilation of materials on the educational effects of segregation by the consultants; along with the Supreme Court decisions, law reviews, and past Board of Education statements relative to segregation. The consultants presented their views individually and in a panel, and muss June Shagaloff, National Education Director of the N.A.A.C.P., addressed the entire committee. 8The entire study and attack outline is in Appendix D. Sub-committees were formed to investigate in depth the first three of the four previously stated questions. There were the normal and expected differences of opinion, frustrations, confusion of terms, and needs for clarification. Finally, the study, discussion, visitations, consultant and expert help resulted in the following sub-committee reports, with the last question of separateness left for full committee study and analysis. These careful investigations consumed two months and were reported to the committee as a whole. THE REPORT or THE COMMITTEE on RACIAL IMBALANCE9 Findings A. Summary: Racial Imbalance in Pupil Enrollment l. Racial imbalance exists in the Grand Rapids Public Schools. 2. Racial imbalance has increased significantly since 1950. a. There is a larger number of schools with high- percentage nonawhite enrollment in 1965 than in 1950. b. More of these schools have a higher percentage of nonawhite enrollment in 1965 than they had in 1950. B. Summary of Teacher Qualifications and Placement 1. When judged by academic degree and experience, there is no significant difference in the quality of the teachers assigned to the different sshools in the system. 2. The number of nonawhite professional employees in the public school system‘has increased from.2 in 1949 to 88 in 1965. 9Full committee reports are in Appendix E, F, G. 3. Host of the nonswhite teachers teach in schools which have predominantly nonawhite pupil enrollments. Thus, in 1965 60 of the 68 nonpwhite classroom teachers who were assigned to specific individual schools were assigned to schools with high percentage non-white enrollments. 4. NOne of the teachers who responded in writing to this sub- committee indicated a dissatisfaction with current transfer policies. THE REPORT or TRE comma on FACILITIES“) Findings A. Great differences exist in site and size, playground space and equip- ment, room size, libraries ,and equipment among 3.1.}. schools in the city. In one educational resource an inner-city sdhool mdght fare better than a school not designated as Inner-city, and fare worse in another. In some areas such as playground acreage and volumes of texts in school libraries there were disadvantages noted in inner-city schools. In other areas such as audio-visual equipment tne inner- city schools had an advantage. No differences were found in the efforts of the Board of Education to maintain the facilities in good repair. All buildings in all sections of the city were exceedingly well maintained. 10Those interested should study this complex report carefully as numerical comparisons'were difficult to make; and quantitative assessments were not necessarily qualitative. Note also that the full report discusses those buildings recommended for replacement. THE REPORT OF THE COMMITTEE ON COMPENSATORY EDUCATION Findings 1. 2. 3. 4. The compensatory program as offered by the Grand Rapids School system is enthusiastically endorsed. At the same time the committee realizes that the compensatory education program does not take the place of desegregation. It must be noted that of the twelve elementary schools now involved in the compensatory program“, four of them have over 901 white enrollment; and one has an 882. white enrollment. The remaining seven are 75% or more ggngwhite. Therefore, even though the children in predominately Negro schools were found to need extra help, it is not true that this need is limdted to a racial group. Furthermore, it is important to view the entire compensatory program.as a continuous process with far-reaching results. As example, we visualize the solution of the dropout problem as one of the far-reaching results. Each sub—committee also made recommendations regarding its study area. These recommendations are included in the final recommendation section of this report. Upon the conclusion and adoption of the three sub-committee reports, the entire committee addressed itself to the last question of separation, and, eventually, recommendations to end the separation. These were the most difficult of the committee's tasks. 11As of February, 1966. They were now considering what constitutes an education and whether segregation is detrimental to that education. Essentially, the members of the committee were asking themselves these questions: Is the informal environment the most effective teacher? Is there a hidden curriculum that cancels out the best of classroom teaching? Do segregated youngsters study and learn the real text of life? Is it significant that the Negro youngster from.the impoverished, broken home has no Opportunity to see anything different than the helplessness and bitterness reflected in his associates? Does the Negro child from a stable home have opportunity to view the aspirations and ways of behaving of the white student? If there is a loss, does it go two ways? Are the opportunities to associate with and learn from the Negro child lost to the white child, making him just as disadvantaged? Shouldn't they have opportunity to learn each other's values? As both will inherit the world to live in and run, should both have their characters shaped together to run it well? Just what 252 the values taught in a truly democratic education? The entire committee agreed that the effects of segregation are detri- ‘mental to the education of all youngsters and to the community as a whole. The premises on which this belief was based were that education'was not only academic, but social; not only skill development, but attitude development appropriate to uphold our democratic way of living; that when the children of today reach adulthood they must be able to relate with, believe in, and understand each other; that strife is born of’mdsunderstsnding; that racial imbalance promotes dropouts, as the child has a lack of incentive to achieve, and that drapouts economically affect everyone; that a student's set of life's examples must include differences, enabling all students to see the rewards of a continuing education in other students; and finally, that the racial imbalance in our schools is a completely unfortunate and undesirable situation for children of all races. Therefore, integration must be made an imediate educational objective. 10 FINAL RECOMMENDATIONS OF THE COMMITTEE The committee recognizes that the racial imbalance that exists is a challenge to the Board of Education that has resulted from.long established patterns of housing segregation in our city. There are many factors con- tributing to this situation of segregated housing. Nevertheless, the committee wishes to make this its first recommendation: 1. 2. 3. That the Board of Education exercise leadership in enlisting promotion of open housing as a long-term goal. Specifically, the Board should appeal to every possible source of help, including the city commissions of Grand Rapids and surrounding cities, the Human.Relations Commission, the Real Estate Board, the Chamber of Commerce, labor unions, civic clubs, churches, news media, financial institutions, and civil rights groups in an effort to achieve a truly integrated community. And further: That the Board of Education promote the findings of this committee and issue a public statement that de facto segregation does exist and that the Board has a responsibility to do something about it. The objective of integration can be on a long-term.basis. The Board of Education should hire a human relations specialist to work with schools, homes, and teachers to implement these recomendations and seek other solutions to racial imbalance. That a Citizens Advisory Committee be appointed to work.with the administration and evaluate annually the implementation 11 of this report, other creative approaches to integration, and acceptable State Board of Education recommendations. This comittee should make annual reports to the community regarding integration progress and actions taken. RECOMMENDATIONS FOR INTEGRATION Since segregation exists 22!! the Board of Education.must assume active responsibility to correct racial imbalance in our schools and to alleviate the harmful effects of such imbalance on our children by these suggested ways: 4. That the Board of Education institute pilot programs using a variety of new techniques of group interchange and school organization to further integration in one or more public schools. Examples: a. Individual schools could exchange classes for particular periods; with students working on pertinent projects together and sharing the results of these inquiries. These exchange pro- grams can be accomplished after principals, teachers, and students decide on projects and correlations. we are asking for 'applying education' with, as example, a 6th grade from Henry School working on a subject such as water pollution with the 6th grade from‘nillcrest School. We are indicating the neighborhood school concept can be retained, remedial progrsmm can be retained, and yet transporting of students b. Ce 6. for a day per month or three week period can occur with meaningful integration resulting as students work together. In addition, an exchange of cultural programe or unit work between schools is recommended. In addition, camping experiences between schools for brief periods could be explored. High school students could be offered opportunities to exchange for project or cultural work between integrated and segregated schools. Selected school zones could be established to include two or more existing school zones or parts of zones, where feasible, so that integration may be effected in a manner similar to the Princeton Plan. The Board of Education could provide a laboratory school for elementary use where all students of a selected grade (we suggest the 5th) would spend 3 to 4 weeks each year in concentrated study on the humanities and with emphasis on the contribution which people of all ethnic and racial groups have and are making to the progress of American democracy. Transporting the students to such a school would be the responsibility of the Board. The elementary schools selected for each session should provide for integrated classes and teaching staff. The private and parochial schools of Grand 13 Rapids and the Boards of Education in the adjoining communities are to be invited to join in this project. 5. That the Board of Education adopt a policy of open enrollment to accomplish integration where adequate facilities are available, qualified as follows: a. The Board annually publish the list of open schools. b. Once enrolled, a student be allowed to remain in this school until his education is completed. RECOMMENDATIONS FOR COMPENSATORY PROGRAMS Although the quality of eduCation in Grand Rapids schools for all children appears the same, not all children arrive at school age level with equal pre— school training or from an equal cultural environment. Therefore, there is need for an expanded compensatory education program.for the upgrading of both nonawhite and white children in culturally deprived areas. The program.can be expanded and improved in these specific ways: 6. That compensatory education should be approached as 'develop- ‘mental education! and not as remedial education alone. Specific recommendations are: a. That pro-school programs be evaluated for effectiveness and possibly expanded, with voluntary assistance being used for transporting children in open-enrollment fashion. b. That extra emphasis should be placed on reading in grades one and two since reading is funda- mental and the 'key' to good education. 7. 8. c. That remedial reading programs should begin at grade two when necessary. d. That the compensatory program should be expanded through the junior and senior high schools, if possible. ' That even lower pupil-teacher ratios than is currently practiced be implemented in.inner-city schools. The Board of Education in Grand Rapids could consider hiring one additional teacher for each two rooms of first through sixth grades, in which a majority of children are judged to be achieving significantly below their grade level. That free summer schools be established to provide the widest possible curriculum.offerings to the broadest range of interested students. RECOMMENDNTIONS CONCERNING SCHOOL BOUNDARIES AND FACILITIES This committee endorses the Board's objective of removing the junior high schools from South, Ottawa, and Central High Schools. In addition.we recommend: 9. 10. 11. That central campus school situations be explored firmly by the Board and administrators. That the Board of Education restudy the possibility of realign- ‘ment of elementary school district feeder patterns to junior and senior high schools for a better racial balance in our schools. That the Board of Education select future sites for junior and senior“high~schools that~take into.consideration.the housing 15 and student population patterns so that a greater balance of races be accomplished.wherever practical. GENERAL INSTRUCTIONAL RECOMMENDATIONS The committee endorses the non-graded developmental approach now being implemented in the inner-city schools that recOgnizes differences in pupil achievement and recommends it be expanded as soon as feasible to all elementary grade levels. In addition, we reconnend: 12. 13. 14. 15. 16. That courses be introduced at all grade levels which have as their purpose the development of better understanding between races and the study of ethnic contributions of all groups. That textbooks and materials that promote better human relations be studied for expanded instructional use. That a broad program of family life education be introduced throughout the system. That greater emphasis be given to counseling and guidance in high schools, and that counselors be given special training in the fields of human.relations and in the particular needs and special problems of children of each race. That the intrinsic values of the new dimensions of vocational education be given increased emphasis in the curriculum in the inner-city schools. The Board should: a. Expand facilities when necessary. b. Emphasize the status and importance of vocational 17. 18. 16 education so that the program does not become a 'catch all' for behavioral problems. That the co-op work-study program be analyzed to see if more socially disadvantaged students could be included. That a diagnostic clinic be foamed with specialists in the fields of mental, physical, and emotional problems to diagnose more readily a student's problem. The student would then be referred for treatment. In addition, visiting teacher services and psychologist's services should be increased in all_schools. RECOMMENDATIONS CONCERNING TEACHERS AND SUPERVISORS The committee would like to make these general recommendations realizing they could eventually be affected by negotiation: 19. 20. 21. 22. That a greater proportion of nonpwhite teachers be placed in schools of predominantly white enrollment. That multi-racial teaching experience be considered a desirable qualification in selecting personnel for administrative positions. That the admdnistration seek greater integration in its supervisory staff with the purpose of achieving an integrated staff being given consideration in the assignment and reassignment of professional personnel. That efforts be made to place more male principals in the inner-city schools. 23. 24. 25. 26. 17 That teachers in the inner-city schools be urged to make regular home visitations and be given released time and/or additional compensation for this or other extraordinary duties. That emphasis be placed on in-service workshOps for teachers directed to the better understanding of racial, religious, and ethnic differences. These workshops should include personnel from both inner and outer city schools. That more male teachers be employed and placed in inner-city schools. That the present teacher-transfer policy be changed to include Board initiated transfers for the purpose of reducing racial imbalance in the present assignment of teachers, when ‘mutually agreeable. PARENT AND EARENT EDUCKTION RECOMMENDNTIONS Parent involvement in a child’s school program.plays a vital part in that child's education. Therefore, it is recommended: 27. 28. That encouragement should be given to PTA's to provide initiative for parents, teachers, and others to share bi- racial experiences and projects. That the Community School concept be intensively studied for application in this community. If schools are used for parent education after regular school hours, greater economic values will accrue for the entire community. Adult education of a remedial or basic nature, therefore, will both improve home environments and increase employment potential. 18 CHEER RECOMMENDATIONS As Grand Rapids is tied to other communities and institutions we recommend: . 29. That the Board of Education invite neighboring school districts to 'join in' on seeking a solution for this problem of de facto segregation. . 30. That the Board of Education seek financial and professional assistance in the implementation of any pilot programs and seek support and cooperation of adjacent communities in these pilot programs of the central city. 31. That the school system continue its close cooperation with colleges and universities in planning effective student teaching and internship programs in deprived areas. 19 CONCLUDING STATEMENT The committee concludes with this statement from the recently adopted guidelines concerning educational opportunity for all children presented to the State Superintendent of Public Instruction: The schools of this country represent America's hope and plan for a better society. The public school -- open to all, regardless of race, economic status, or creed -- was and is a basic institution through which Americans are to be prepared for cultural, economic, and political participation in our community. America has asserted from the start that our democratic goals cannot merely be expressed through written documents or verbal pronounce- ments. We recognized very early that personal associations are important for the realization of these goals. Thus: American educatio through the public schools, must provide the opportunity for all children of various ethnic, racial, religious, and economic backgrounds to meet, learn aggfwork together.12 This representative citizens, committee feels these recommendations will benefit the entire community. Constitutional attention is now rightly focused on education and its aspects of equality, but the committee feels rulings of law do not necessarily alter group or personal attitudes. So it urges citizens to realize that none of the recommendations can be effective if they do not examine their own attitudes toward race. Attitudes are formed by home influence, teacher leadership, and classroomntensions; and so the human problem.of segregation can only be overcome‘with powerful mobilization of the forces for good in this community. All people of this community need to demonstrate brotherhood with its respect for all religions, races, and constitutional law and to understand we are tied economically and morally to each other. 12"A Suggested Guideline for Providing for the Maximum Education of Children of all Races and Creeds in Michigan," A.Report to the State Superintendent of Public Instruction, from the State committee on Equal Educational Opportunity. IPEEIIEEtion Number 541, 1964. APPENDIX D MASTER PLAN PJd‘lfll" huff /M,79 . . ._‘.. a , .52.? . . xiii: . n . V , . .{mm‘flfl ... . s , f A, g .. frr, rife .. L. t A; . "‘mailmanIn“