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University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St John's Road. Tyler s Green High Wycombe, Bucks. England HP10 8HR I I 77-18,492 HOOPER, Joseph Lawrence, 1932A STUDY OF THE DOLAN JUNIOR HIGH SCHOOL WORK EXPERIENCE PROJECT, BEECHER COMMUNITY SCHOOLS, GENESEE COUNTY, MICHIGAN. Michigan State University, Ph.D., 1977 Education, curriculum and instruction Xerox University Microfilms tAnn Arbor, Michigan 48106 A STUDY OF THE DOLAN JUNIOR HIGH SCHOOL WORK EXPERIENCE PROJECT, BEECHER COMMUNITY SCHOOLS» GENESEE COUNTY, MICHIGAN By Joseph L. Hooper A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1977 ABSTRACT A STUDY OF THE DOLAN JUNIOR HIGH SCHOOL WORK EXPERIENCE PROJECT, BEECHER COMMUNITY SCHOOLS, GENESEE COUNTY, MICHIGAN Joseph L, Hooper Purpose of the Study It was the purpose of this study to describe one program undertaken to alleviate several specific problems caused by the Department of Housing and Urban Development Project of the Beecher School District during the year 1970. Methodology From January 29, 1973 to June 8 , 1973, sixty-seven (67) seventh, eighth and ninth grade students were selected for a work experience project. Ihe students taking part in the Dolan Junior High Work Experience Project were classified into two groupsi Group "A", those completing the program, and Group "B", those dropping out of the program after actually beginning in the program. The following hypotheses were formulated to determine the success of the program! (l) a negative or zero achievement change will occur when compar­ ing semester grades, attendance and tardiness records of stu­ dents before and after they entered the work experience program for those dropping out of the program as compared to those completing the program. (2) a negative or zero attitude change will occur In the students* self-concept about their ability to achieve at school for those dropping out of the program as compared to those com­ pleting the program. (3) a positive achievement change will occur when comparing semes­ ter grades, attendance, and tardiness records of students be­ fore and after they entered the work experience program. (*0 a positive attitude change will occur in the students* selfconcept about their ability to achieve at school, for all students before and after they entered the work experience program. The technique of analyses used to test the four hypotheses was the analysis of means and analysis of variance ratio, computing F for sam­ ples of unlike size for hypotheses one and two. For hypotheses three and four, technique of analyses used was the analysis of means and anal­ ysis of variance teste of significance computing F for samples of like size. These were found to be the acceptable test for data in this study. The level of significance was arbitrarily set at p<.05. The evaluation instrument used in the self-concept portion of this study was the Wilbur B. Brookover, et. al., "Improving Academic Achieve­ ment Through Students* Self-Concept Enhancement” and Wilbur B. Brookover, Ann Peterson, and Shaller Thomas, "Self-Concept of Ability and School AshjqygRgp.V’« Findings of the Study Findings of the study supported the hypothesis that students com­ pleting the program obtained higher grade-point averages than those not completing the program. Also supported was the hypothesis that those students completing the program had better attendance records than those not completing the program. In fact, all students involved in the pro­ gram , whether completed or not, Improved their attendance records. ACKNOWLEDGMENTS First I wish to express my appreciation to Virginia Wiseman; with­ out her persistence and guidance this achievement would have never been been realised. Deserving thanks goes to Dr. George Myers, my Chairman, for the many hours he devoted to working with me on this dissertation. To the other members of my committee, thanks for the constructive criticisms and advice. Thanks also go to Dr. June S. Wilson for editing my drafts and to Mrs. Joyce Wilson for her typing and corrections. Your words of encour­ agement were also appreciated. Finally, grateful recognition is extended to my wife, Jayne Hooper, and my family, especially Joe, Jr. Their encouragement and understanding were needed while I spent many hours in clasB, studying and working on this dissertation. That kind of devotion cannot be forgotten!! family. ii Thanks, TABLE OF CONTENTS Page LIST OF TABLES........................... ................. v LIST OF F I G U R E S ........................................... vi LIST OF APPENDICES.................................... v11 Chapter I. NATURE OF THE S T U D Y ........ 1 Introduction.................. The Problem.................................. Background of the Problem . . . . . . . . . . . . . Purpose of the Study ....................... Hypotheses.................................. Definition of Terms ................ Organization of the Study...................... II. III. REVIEW OF RELATED LITERATURE 1 1 2 9 10 11 12 ...................... 1*+ Part A - Self-Concept......................... Part B - Alternative Educational Programs . . . . . Part C - HUD Housing . ...................... Findings of the Study......................... 14 18 25 32 DESIGN OF THE S T U D Y ............................... 38 Methodology.................................. Funding .................................... Student Stations ............................. Specific T a s k s .............. Parent-Counselors . . . ....................... Pre- and Post-Testing ................ Reliability................................ . . Survey of Records ... ill 38 39 40 40 41 41 43 44 Chapter Page IV. BATA ANALYSIS.................................... 45 Part A - Comparison of Means. . . . . . . . . . . . 45 Part B - Results of TestingHypotheses One and Two . 46 Part C - Results of Testing Hypotheses Three and F o u r ................ ............... 50 Summary of F i n d ing s ........................ 53 V. CONCLUSIONS AND RECOMMENDATIONS.................... Conclusions............................ .. Recommendations.............. 55 • 55 56 APPENDICES.................. 58 BIBLIOGRAIHY............................................... 88 iv LIST OF TABLES Table I. Page Beecher School District Statistical Information for Dailey. Klein, and Zink Elementarles and Dolan Junior High School ........................... . . . 6 Beecher School District Adjusted Membership, and Dropouts for High School Students . . . . . ......... 8 Economically Deprived Children in the Beecher School District.................................. 26 Geographic Distribution of HUD Housing — Beecher District and Genesee County .............. . . . . . 28 Impacted Areas of the Beecher District . ........... 29 Correlations Between Perceived Evaluation of Others and General Self-Concept ................ . . . . . . 44 Analyses of Mean Differences for Group "A" and Group "B" on Grade-Point Average.................... 47 Analyses of Variance of Mean Differences for Group "A" and Group "B" on Attendance .................. 46 Analyses of Variable of Mean Differences for Group "A" and Group "B" on Tardiness...................... 49 Analyses of Variance of Mean Differences for Group "A" and Group "B" on Attitude................ 50 Analyses of Variance of Mean Differences on GradePoint A v e r a g e .................................... 51 XII. Analyses of Variance of Mean Differences on Attendance . 52 XIII. Analyses of Variance of Mean Differences on Tardiness . 52 XIV. Analyses of Variance of Mean Differences on Attitude • • 53 II, III. IV. V. VI. VII. VIII. IX, X. XI. XV. Summary of Findings ....... ........ . . . . . . 54 LIST OF FIGURES Subsidized Housing Location Map of Genesee County, Michigan..................................... Beecher School District Map . . ....................... Advertisement for Sale of Unoccupied 235 Homes ....... LIST OF APPENDICES Appendix A. Page "HUD's Biggest Housing Effort Runs Into Trouble In Michigan" ...................... . . . . . . . . . . 56 Report to Joint Economic Committee on Beecher School District..................... 60 C. Dolan Junior High School Open House and Dedication . . . 68 D. Letter to The Honorable George ¥. Romney, Department of Housing and Urban Development, from Randall Coates. Superintendent. Beecher Community Schools, January 22, 1 9 7 1 ................... 70 Letter to Randall Coates, Superintendent, Beecher Community Schools, from The Honorable George V . Romney, Department of Housing and Urban Development . . . . . . 81 Brookover Instrument Used for "Survey of Attitude" . . . 8*4- B. E. F. CHAPTER I NATURE OF THE STUDY Introduction With a rapid Influx of students Into a school district problems frequently arise. If the students are low achievers, over-average age for their grade placement and come from families whose income places them in an "economically deprived" classification, the problems seem more drastic and the solutions more complex. This study is concerned with solutions to the problems which arose from a sharp increase in the number of students in the Beecher Community Schools of Genesee County, Michigan. The Problem The staff of the Dolan Junior High School noted certain general characteristic changes in the student body of the school. Grades were poorer, absences were increasing, tardiness was increasing and the stu­ dents seemed to display a lower self-concept than before the rapid in­ crease of students. In an attempt to reverse this trend, a group of concerned teachers, administrators and parents met to discuss these problems and from these meetings the Dolan Junior High Work Experience Project emerged. This study is concerned with the effectiveness of the Dolan Junior High School Work Experience Project. Background of the Problem The Beecher School District Is the urban fringe Immediately north of the City of Flint. Its southern boundary is the northern city limits of Flint, while the northern boundary is Stanley Boad, only about onehalf mile from the small city of Mt, Morris. The eastern boundary is basically Dort Highway* there are some areas east of Dort Highway but these primarily are vacant industrially zoned property with the excep­ tion of the Gunther Trailer Park. The western boundary is less defined, because it basically follows a drain ditch, located at the north end of Dupont Street. (Figures 1 and 2) Prior to 1937* the Beecher District consisted of only four elemen­ tary schools. In 1937 completion of the high school, housing junior high students as well, was completed. The Beecher High School thus be­ came the center of the Beecher District, and was in fact, the main land­ mark for many years. Although the Beecher Metropolitan Water Commission evolved in 1953 &n Public Law 90-^+8, cited as the "Housing and Urban Develop­ ment Act of 1968," is the act that gave birth to the subsidized housing program for lower income families. .05 Significance! The level of significance accepted to incorrect­ ly reject the null hypothesis for each hypotheses stated. Incorrectly rejecting the null hypothesis 5 times out of 100 when in fact the ob­ servations come from a single universe. Organization of the Study Chapter I describes the nature of the study. The introduction, problem, background of the problem, purpose of the study, hypotheses and operational definitions are stated. The organization of the study is also presented. Chapter II Is devoted to a review of the literature related to re­ search on "self-concept" with major emphasis on the role "significant others" have in relationship to educational achievement, a review of alternative educational programs dealing with "work experience" projects and "self-improvement" programs and a review of the problems of the Beecher School District as they relate to the "housing project" of the Federal Government. Chapter III describes the design of the study. Methodology, fund­ ing, specific tasks, student stations, parent-counselors, the instrument and its validity and the survey of records are discussed. 13 Chapter IV is devoted to the presentation and interpretation of the data* Statistical tests of the hypotheses are made and a presenta- tion is made of the findings with relevance to the hypotheses. The findings are discussed. Chapter V includes conclusions drawn from the findings, and recom­ mendations for further study. CHAPTER II REVIEW OF RELATED LITERATURE Chapter II consists of three major sections. Part "A" reviews the research on "self-concept" with major emphasis on the role "significant others" have in relationship to educational achievement. Part "B" consists of a review of alternative educational programs dealing with "work experience" type projects and "self-improvement" pro­ grams, and their relationship to the Dolan Junior High School Work Ex­ perience Project. Part "C" reviews the problems of the Beecher School District as they relate to the "Housing Project" of the Housing and Urban Develop­ ment division of the Federal Government. Major references reviewed were letters and communications between the local school and township offi­ cials and the Department of Housing and Urban Development, with develop­ ments through the fall of 1976. Part A - Self-Concept In the 1960's a basic assumption of the educational practice in the United States was that only a limited proportion of American youth was capable of high level educational effort. In the 1970's that assumption has changed only slightly, suggesting that maybe vocational education is for all those not able to obtain that high level of education. Hie Russians make a contrary assumption, requiring a high level of educa­ tional effort from all students. Comparing the United States to Russia, It seems the difference lies in the area of innate factors, with educa­ tors in this country recognizing that innate factors may set limits to learning ability, but that few people achieve anywhere near this level set by innate capacity. Wilbur B. Brookover investigated one factor that he thought would functionally limit the learning of many students and thereby prevent them from learning at their maximum level. That factor was the student*s self-concept of his ability as a school learner. He hypothesized that a child learns what he perceives he is able to learn. He further hypothesized that his self-perception is acquired during interaction with significant others who hold expectations of the student as a learner. The data reported in 1962 from Interviews of 112 over- and underachieving junior high students yielded the following resultst 1 (Only the results related to the Dolan Junior High School were reported.) 1. The hypothesis that a student's self-concept of ability is positively related to the image he perceives significant others hold of him is supported when parents, teachers and peers are identified as significant others. 2. The family socio-economic status is positively related to seventh-grade students' self-concept of ability. 3. Parents were named by nearly all students as both "important in their lives" and "concerned about how well they do in school". School personnel, other relatives, and peers were ^Wilbur B. Brookover, Jean M. LePere, Don E. Hamachek, Shailer Thomas and Edsel L. Erickson, Improving Academic Achievement Through Students' Self-Concept Enhancement. Educational Publication Services, College of Education, Michigan State University, East Lansing, Michigan, 1965. named try many In response to each question, but by smaller proportions and usually after parents were named. The almost- universal Identification of parents as "significant others" was the basis upon which they were selected as the "signifi­ cant others" whose experimentally induced changes in expecta­ tions might affect the self-concepts of ability and subse­ quently the achievement of low achieving students. 4. Self-concept of ability is significantly related to "impor­ tance of grades", but the latter is not highly correlated with grade point average. Self-concept of ability is independent of importance of grades in predicting grade-point average. Brookover suggests, after summarizing his results, that "if selfconcept is subject to modification, as theoretically postulated, and if modification in the images and expectations which others hold for the student takes place, then significant enhancement of achievement may be possible. In 1965. Dr. Brookover, in a second report on "Self-Concept of Ability and School Achievement", stated under the section entitled "The Problem and General Theory" his general hypothesis concerning selfconcept. He notes "The general hypothesis derived from this theory is that the functional limits of one's ability are in part set by one's self-conception of ability to achieve in academic tasks relative to others. This self-concept of ability Is acquired in interaction with significant others." In his summary, he notest "considerable evidence was found for accepting the hypotheses that self-concepts of academic ability derive primarily from perceived evaluations of significant others; and that for most students, self-concept of ability is a functionally limiting factor 17 in their academic achievement. In addition, the findings warrant the view that self-concept intervenes between the perceived evaluations of others and performance." The findings indicated that attempts to Induce changes in selfconcept of ability and behavior of students by persons who are not al­ ready the academic significant others of the students are not likely to be successful. However, changes in the evaluations held by established significant others (parents) may induce changes in self-concept of abil­ ity and changes in academic behavior. Ibis supports the general theory that self-evaluation and behavior are affected by interaction with "others" who are important or significant to the actor. Simply "involving" a group of parents without directing their at­ tention to their responsibility for raising their evaluations and expec­ tations concerning their children is not sufficient condition to raise the self-concept of ability of their children. Thus, It can be said that there is a functional relationship between the type of treatment parents are exposed to and the resulting changes in self-concept of ability of their children. Secondly, the results at the end of the ninth grade Indicate that only where there was a significant change in self-concept of ability was there any change in academic performance. This 1965 study did show that role expectations and self-concepts of ability are significant factors in Influencing the student’s academic performance. The study also showed that the student's self-concept of ability can be modified by significant others and thereby affect their achievement. 18 Part £ - Alternative Educational Programs Review of the literature on alternatives in junior high schools re­ vealed a wide range of programs. At one end of the spectrum, there were programs stressing academic skills and at the other end, programs stressing open-ended approaches to learning. The following is a review of those programs closely resembling various aspects of the Dolan Junior High School Work Experience Project. At the Lebanon Junior High School, Lebanon, Indiana, a WorkExperlence for Career Education Exploration Program was developed. With much emphasis being placed on "Career Education" today, mostly on the training of non-college bound students, trade skills along with basic reading, writing and mathematics make up the curriculum for these stu­ dents. A job coordinator finds work for students in work-study oriented programs. The Lebanon Junior High program briefs students on proper behavior during an interview and how to fill out a job application. At Rosenwald Junior High School, Panama City, Florida, which is similar to Lebanon Junior High’s program, personal and group counseling sessions are held to, "deal with the student's failure syndrome, to im­ prove student's self-concepts, and to help students with their relationships with peers and adults." 2 According to the material received "by the National Association of Secondary School Principals,"student interest and motivation in these programs are high."*'' Herman Hunt and Nancy Dryden Jones, "Other Curriculum Modifica­ tions," NASSP Bulletin Number 381 (April 1974)t 24-28. 3Ibid. 19 A stay-in-school program in Jacksonville Junior High, Jacksonville, Arkansas, provides educational as well as financial assistance. Honey is provided for clothing, extra-curricular activities fees, gym uniforms and textbooks. "Harlem School District 122", Rockford, Illinois, "has initiated a program aimed at improving self-concept and developing student responsi­ bility. This program grew out of the concern teachers felt about the negative attitudes toward self and school that are found in far too many students." years. Under Title III of ESEA, the program was funded for three Project activities center around small group discussions. group has fifteen (15) students and one teacher. Each Topics include self- understanding, positive self-concepts, and interpersonal communication. Annual pre-tests and post-tests are administered to a random sample of pupils• It was found, according to Herman Hunt and Nancy Jones, that, "Less truancy and greater performance have been reported as two examples of program success."^ The Title III ESEA project, "Decreasing Drop-Outs Through Achieve­ ment", of the Harlem School District 122, Rockford, Illinois, points to an important relationship between self-concept and academic achievement. "It suggests strongly that the self-concept can no longer be ignored by educators L Ibid. 5Ibid. ^Wayne Musholt, "Self-Concept and The Middle School," NASSP Bulletin Number 381 (April 197*0 i 67-71. 20 Wayne Musholt, Title III ESEA Director for the Harlem Public Schools, states, "For years, teachers have sensed the significant and positive relationship between a student's concept of himself and his school performance* Teachers have consistently said that students who attend school feeling good about themselves and their abilities are the ones who are most likely to succeed. Conversely, those who see them­ selves and their abilities negatively usually fail to achieve good grades. Academic success or failure is as deeply rooted in self- concepts as it Is in measured mental ability. Maybe student attitudes limit the level of achievement in school more so than ability. That the successful student sees himself in essentially positive ways has been verified by a multitude of studies. Achievers are char­ acterised by self-confidence, self-acceptance, and a positive self7 concept." It is both a personal tragedy and a social waste for a student to spend year after year experiencing defeat and failure in school. The causes of the failure and the effects of the failing experience are complex, but a continuous and central factor In both cause and effect is the way in which a student views himself and his abilities. Most efforts dealing with the unsuccessful student have focused on the problem of underachievement, the "underachlever" being one whose classroom performance is below his measured aptitudes. In other words, he is the student who has the ability to succeed in school but who, be­ cause of non-intellectual factors, does not perform up to expectations. Studies now are considering the "nonachiever," the one who lacks the ability to meet the demands of school. 7Ibid. 21 But there Is ample evidence to support the conclusion that unsuc­ cessful students in either group perceive themselves and their relation­ ships to the world around them differently than those who succeed. The majority of available studies indicate that unsuccessful stu­ dents maintain attitudes toward self that are pervasively negative. They tend to see themselves as unable, inadequate, and less self-reliant than their more successful peers. Students with negative self-images of ability rarely perform well in school. The basic question is whether children see themselves negatively because of their poor school performance, or whether they perform poorly in school because they see themselves negatively. This question remains unanswered. Traditionally, the child has been expected to adjust to the school, rather than vice versa. All too often, schools are places where students face failure, rejection, and daily reminders of their limitations. Be­ cause some schools are unable to foster adjustment to Individual dif­ ferences of students, untold students face dally deprecation and humilia­ tion. The list of punitive measures used by well-meaning teachers pro­ vides good examples of the gap between school intentions and school realities."8 Wayne Musholt emphasizes the fact that we must continue trying to improve student self-concepts. He suggests a two-way information flow. "School grows gradually lees positive as a student advances through the grades) consequently, a sense of personal inadequacy is conveyed to many students. 8Ibid. If we are serious about making good self-concept development a central objective of the Bchool, we must seek ways of modifying educational methods that engender negative self-concept. "The Harlem School District's project aims to improve self-concept and develop student responsibility by encouraging a two-way flow of a information between students and teachers." The Harlem District, like the Beecher School District, is faced with a high dropout rate. The teachers felt that help must be available to students before they reach high school if there is to be any signifi­ cant success in changing student attitudes. The results of Harlem's first-year data clearly indicated positive results in the area of school participation. "School attendance has in­ creased, student participation in school activities has improved, and school truancy has decreased. Improvements are also readily observable in the area of school atmosphere and student responsibility. The stu­ dents appear happier and the number of conduct problems has decreased considerably. There is less fighting, arguing and boisterous conduct among the students. Generally speaking, the schools are considerably more pleasant than ever before."^ In supporting James B. Conant's findings, as presented in "Slums and Suburbs", Gordon Kloph and Israel Laster list the following as problems when dealing with slum school children»^ 9Ibid. 10Ibid. ^Gordon J. Kloph and Israel A. Laster, Integrating the Urban School (New Yorki Teacher's College, Columbia University, 1963), p. k. 1* In about half the homes one or both parents had a history of alcoholIsm, criminality, poverty and instability. 2. Practically all of the homes may be described as culturally deprived. 3. The houses, like the neighborhoods in which they live, are generally ugly. 4. About a fourth of the children are born out of wedlock. 5. There is little evidence of family pride. 6. Half of the houses are without a male head. 7. Parents had made no definite plans for theirchildren's future. 8. By and large, parents did not teach their children selfrespect. 9. Children have not been taught to aspire for more than day-today success. 10. The "problem" child has no clear conceptions of success as defined in traditional American thought. 11. Case histories of most of these families reveal a series of traumatic stresses, strains and breakups brought on by chronic illness, imprisonment, poverty and/or separations. Harry F. Sllberman, in his article, "Involving the Young," notes that students need the chance to make decisions that affect others. states* ments. He "These decisions result in rewards, or sometimes in punish­ They have Important and Inescapable consequences. I believe that we should experiment with more programs that give students a verti­ cal sampling of jobs at the heart of an agency or organization's manage­ ment levels. Such a sampling would familiarize students with the feel of more important roles in various organizations and would be more Zh likely to lead to rational, long-term career planning." 12 He further describes two types of classes closely resembling the Dolan Junior High School project. Another class of programs encourages the student to spend most of his time working at tasks that are indeed part of an agency’s normal productive work. But, he criticizes this class because the student has little decision-making authority. Dolan project, the student did have decision-making authority. In the Dr. Silberman then describes a class which Includes some decision-making autonomy and which involves the assumption of some responsibility. "For example, a student may be operating a sewage treatment plant, making blood tests in a hematology laboratory, or supervising a group of work­ ers who are assembling a new piece of equipment. These situations pro- vice substantial growth opportunities; other employees are dependent on the student’s performance and the employer takes some risk." The most important part of this program (the Dolan Junior High School project) was the in-depth experience in assuming the role of a responsible adult. Values, according to many individuals, are to be taught or in some cases "preached" at the individual. The program at Dolan Junior High School attempted to raise the self-concept of the individual using some of the values clarification techniques found in practice today. In the article, "Values Clarification* It Can Start Gently and Grow Deep," Sidney Simon and Polly deSherblnln explain this thinking on the approach to teaching values; "It’s confusing, because each of us obviously car­ ries around certalh beliefs and attitudes which have been preached to us. 12Harry F. Silberman, "Involving the Young," Phi Delta Kappan. May 1975, pp. 596-600. 25 However, there is much evidence to indicate that when those morals, be­ liefs, and attitudes have been developed through a values clarification process, they have more significance for the people who hold them. True values are so much a part of us that we won't give them up even if bam­ boo splints are driven under our fingernails; but ideas we get as a result of preaching often vanish with the next wind and the next moralizer. Many observers feel that young people learn from watching older people. In what is known as •modeling*, teachers are encouraged always to say 'thank you', to hold doors for others, etc. — in short, to live by what they believe, in the hope that students will emulate them. Young people who are surrounded by good models — good parents, good teachers, good ministers, good rabbis, good neighbors — reflect their good behavior. tend to Values clarifiers believe, however, that people who go through the process of deciding what they value will in the end reflect the ways one would hope, in any event, that all good teachers l*s would behave." Part C - HUD Housing Although the Beecher School District already had a substantial per­ centage of economically deprived children during the 1969“70 school year, (see Table III), the Department of Housing and Urban Development (HUD) proceeded to build a vast number of 235 and 236 housing units in the Beecher area. 1%idney B, Simon and Polly deSherbinin, "Values Clarification! It Can Start Gently and Grow Deep," Phi Delta Kanpan. June, 1975, pp. 679- 688. 26 TABLE III ECONOMICALLY DEPRIVED CHILDREN IN THE BEECHER SCHOOL DISTRICT Elemen­ tary Schools 1969-70 Enroll­ ment 1969-70 Economi­ cally DeDrived Buell Buick Dailey Harrow Klein Kurts Messer Northgate Zink 591 311 996 268 455 93 482 399 315 54.<|8 35.*** 9.8* 42.9* 6.98 45.2S8 48.358 26.156 8.156 1970-71 Enroll­ ment 609 278 1051 273 44-0 97 431 460 385 1970-71 Economi­ cally Deprived 51.*** 50.5* 32.96 42.3* 28.q* 52.2* 50.3* 38.9* 28.96 The Beecher School District is not a wealthy district, yet the tax­ payers support the schools. During the year 1971. the average income was $8,000 - $8,150 and the average cost of homes between $13,000 and $17,000, with very few in the $25,000 - $35,000 range.^ Thirty per cent of the Beecher children were from families with incomes of under $6,000. The millage rate paid by the citizens of Beecher during the 1971 year was 30.5 mills which was among the top 17 per cent for dis­ tricts throughout the state. Hr. Randall Coates, Superintendent of the Beecher Schools, con­ cerned with the HUD project, dramatised the severity of the situation in his letter to George Romney, Director of the Department of Housing and Urban Development, by stating! Letter to George Romney, Secretary of Housing and Urban Develop­ ment, from Randall Coates, Superintendent, Beeoher School District, Flint, Michigan, January 22, 1971. 27 "Because of these programs, the district now faces an immediate danger of seriously increasing a deficit already incurred in an effort to main­ tain a desirable education program. I fear our ability to provide qual- ity education is being Irreparably harmed." 15 Township Supervisor, Mr. Donald J. Krapohl, in his Report to Joint Economic Committee in Beecher Schools. M a y 25, 1971. reiterates Mr. Randall Coates' position. He states, "In general the criticisms are that these programs have brought a severe impaction in the Beecher school system and community at large, and that the local FHA Field Of­ fice has been negligent in not recognizing these problems and uncooperative in developing meaningful solutions." 17 The principal criticism of the HUD program was the charge of exces­ sive concentration of Section 235/236 assisted housing in the Beecher School District, both in particular neighborhoods and in the district, compared with other towns around Flint, Michigan. The Flint Service Office records indicated the following geographic distribution comparing the Beecher District with the remainder of Genesee County excluding the City of Flint. 18 15Ibid. l6Report to Joint Economic Committee on Beecher School District. May 25. 1971. 17Ibid. 18Ibid. 28 TABLE IV GEOGRAPHIC DISTRIBUTION OF HUD HOUSING — BEECHER DISTRICT AND GENESEE COUNTY Section 235 Section 236 Both Programs Beecher Area 358 261 619 Rest of County 285* -- 285* (* Includes 60 units without specified location) Of all the units ("both 235 and 236) in Genesee County (including Flint), the Beecher School District received 2 ^ of all HUD housing. The District, however, has only 5 ^ of the county's total population, and 1C£ of the non-white population of the county. 20 Excluding the City of Flint, Beecher School District has 1(£ of the remaining total population .in the county and almost all of the remaining non-white popu21 lation. Reflecting on the added burden of crowded school facilities, Table V, shows the impacted areas of the Beecher District. The majority of the HUD units were placed in the Zink, Northgate and Buell elementary boundaries. These units were already filled to capacity and also had a substantial number of disadvantaged students. 19Ibid. 20Ibid. 21Ibid. 29 TABLE V IMPACTED AREAS OF THE BEECHER DISTRICT22 Elementary Schools Number of Homes Number of Students 64 Zink 256 168 Northgate 66 264 172 688 Buell (Determined by a school district survey, conducted by Joseph L. Hooper, Deputy Superintendent) Financially, the problem magnified to disastrous proportions. The district suffered financially each year to such an extent that deficit spending In behalf of the school district*s budget was common each year (as high as $400,000 one year). The average household in the Beecher District for 1971 yielded two children. The average tax paid per household to operate the schools was $305 per year. It cost the district $800 per pupil to educate each child, thus the district lost $1,095 on the average household. For 235 homes, the average number of school age children was four, thus a loss of $2,895 per household.2^ 24 children per family. Nationally, the average 235 home had 2.5 Mr. Randall Coates confirms another problem that the HUD housing provided in relation to special needs of these children. 22Letter to Romney from Coa^tes, J£uiu£uy 22, 1971 ■ Ibid. Report to Joint Economic Committee. He states, "... there are an abnormally high number of children from these 235 owned homes that need special education or remedial teaching . . . " 25 The Beecher District apparently qualified for the HUD Program be­ cause of the availability of water and sewers, and In both Mt. Morris and Genesee Townships lot restrictions were minimal. This program of HUD 235 and 236 housing caused social instability. Mr. Randall Coates received the following reply when questioning the local FHA office concerning the Beecher situationt "When a builder comes to us with some lots and plans that meet our minimum specifica­ tions , we get him a fund reservation. We don’t keep track of how many units we approve in a given area, we don't know the addresses and we are not about to get into the Social Services business. We are here to build houses only. Cut out the school frills such as athletics and special 26 education and run split shifts." lhere was apparently no consideration given to this area, or to the people moving in from other areas. It was not the intent of the Federal 235 and 236 program to cause instability but to encourage stable communities. With the block program in the Beecher Area, with all the homes going to "assisted buyers", the Beecher Community, already a low socio-economic area, became a "lowerthan-before" community. There were situations where "235 approved homes have been built on either side of $35»000 homes thus bringing down the value of the unassisted buyer's home." 27 This also created instability. 25 Letter to Romney from Coates, January 22, 1971. 26Ibid. 27 Report to Joint Economic Committee. 31 Not only were there problems as mentioned, but the construction of these units led to further problems. Complaints involved "lack of storm doors, screens, lawns, and in some instances, paved streets and 28 roads." These same homes were approved for the maximum mortgage limits permissible under the HUD 235 program ($2^,000). Another major criticism was that of excessive delinquencies and foreclosures. "Two financial institutions with mortgages on 656 Section 235 homes in the county report 188 delinquencies and 19 foreclosures."29 It was found that many of the families purchasing HUD homes came from Flint's public housing projects, "Some of these families even owed the 10 housing authority as much as six month's back rent."^ Representative Donald W. Reigle (Michigan) put it as follows! "The Beecher fiasco illustrates the many ways that a program with seemingly worthy objectives can get into trouble.' 31 As a result of these concerns, the Genesee County Metropolitan Planning Commission of Genesee County, Michigan conducted a study to determine the characteristics of home owners and multi-family developments in default in federally subsidized mortgages. 12 Following are the findings of that study as it relates to the Beecher problem1 28Ibid. 29Ibid. 30 ’ihe Washington Post. February 16, 19?1. •^Default Housing - Flint and Genesee County. Urban Planning Ass istance Project No. Mich. P-350, April, 197^. 32Ibid. 32 Findings of the Study (The writer has paraphrased the statements for clarity.) I. Homeowners Survey 1. It can be concluded, as hypothesized, that the majority of the subsidized homeowners are receiving public assistance and/or disability as a source of Income. 2. Most non-default homeowners, 65 percent, were receiving public assistance as their only source of income; nearly half, or 41 per cent, of the default homeowners had only one source of income. 3* It was speculated that a major problem encountered for the subsidized homeowner in default is construction problems. Of those 94 homeowners in default who encountered problems after moving into the home, 80 percent had construction problems. 4. II. Of the 113 homeowners, 83 percent had construction problems. Characteristics of the Homeowner and the Federally Subsidized Home 1. Of the 133 responses, 74 percent of the homeowners were female heads of household. 2. Nearly half, 46 percent, of the homeowners felt that the home was a poor buy, and only 27 percent felt that the home was a good buy. 3* Ninety-one (91) percent of the homeowners encountered problems after moving into the home. 4. Of the types of problems, 83 percent of those encountering problems had problems with construction, followed by plumbing problems at 44 percent. 5. Only 19 percent of those homeowners encountering problems 33 were able to get the problems corrected; almost twice that, 36 percent, said none of the problems were corrected. III. Characteristics of Housing Occupied Prior to Purchase of the Federally Subsidised Home 1. Nearly one fourth, or 24 percent, of the homeowners lived in public housing prior to buying the subsidized home; and slightly more than three fourths, or ?6 percent, had housing in the private sector. 2. Thirty-one percent of the homeowners moved because they wanted to buy a home, and 28 percent of the homeowners moved from their immediate prior housing because of overcrowded condi­ tions . IV. Characteristics of Subsidized Homeowners* Education. Income, and Family Composition 1. Sixty-four (64) percent of the homeowners did not finish high school* 2. The homeowners* source of income was 40 percent employment, 49 percent public welfare, and 8 percent from both sources. 3* The average monthly income 4. Forty-four was $430. (44) percent of the families had 5~7 personsIn the home, and 37 percent had 1-4 persons in the family. 5* Fifty-nine (59) percent of the families had 3-5 children liv­ ing in the home and 23 percent had 0-2 children. 6. More than half, or 52 percent, of the families had some change In family composition after moving into the home. Characteristics of Homeowners* Experience with Federally Subsidized Homeownersh in 1. As a result of buying the home, 62 percent of the homeowners had more money worries and 11 percent had less. y* 2. Forty-four (**4) percent of the homeowners in mortgage default stopped making the payment because the payment was too high, 20 percent because they encountered severe hardship caused by Illness or death, and 18 percent stopped making the mortgage payment because of construction problems. On February 29, 1976, an article appeared in the Flint Journal. Flint, Michigan, retracing the history of the Beecher School District. The article once again reinforced the problems of the U.S. Department of Housing and Urban Development (HUD) Project in the Beecher District. "The problem of *2351 and *236* federally subsidised housing had hit the district hard". Coates called it the "moet flagrant abuse of federal 33 power". He further noted that the result was overloaded schools. Mr. Randall Coates said the 233 program was "as disastrous as the tornado, but nothing could have prevented the tornado".*^ (In 1953 a tornado rip­ ped through the school district, leaving twenty-four Beecher students dead and 266 homeless. were destroyed. Forty (^0) percent of the district's classrooms A total of 115 people were killed and more than 900 injured from the tornado.) Many articles still point to the problem of 235 housing. One hun­ dred fifty homes built with federal funds are still unoccupied. Almost weekly, an advertisement (such as the one which follows) appearsi Other problems relating back to the HUD Project have appeared re­ cently. November 17♦ 1975. the front page of the Flint Journal — "In what federal officials in Flint hailed as a major break in their inves­ tigation into the *235* low-income housing scandal, two Flint area ^The Flint Journal. Section D, February 29, 19?6. ^Ibid, ItM* I Uni I omimI, fife*, I ■nr^T"* y'-*Mprei------SEi-7 - «i:; •** i£ a +.--#;;*,,'t; H O M E S FOR SALE «* k*- .Vs- (QUMHOUSWG tOUMHOWMC OmMlUMlKS AT PRICES YOU CAN AFFORD amt(UNiKS FIRST COME FIRST SERVED 90 HI S H I K I I T f K W V i IWwOMm Cpw—«-., a *mmmm W lh ttfii n#fc— _ ■* ■ M il M l NOMIT ■ ... <9 a t r • 1 ro *-* jo « 027*91 03011* 039704 M il m 030193 037973 030300 031310 03 *3 N 03439* 033313 023313 033311 0324*1 033300 03*703 13.300 13.*00 13.000 13,300 13,400 13.300 14,000 13,000 14,400 13.400 14.400 14,400 13,900 14.900 13,400 12.900 03*93* 020*42 14,400 U.S0Q onin canini Irtl WMHV 341* A M 3 3 7W 0d M .n i* *234 O w e * l) 4 ) W C * M 10*5 Oom 4240 CrpraM 343 W. EMHd*o *134 How«.do> 1009 W. 0 . mm«. l4 4 *W .G —*n« *133 M few lw * 6171 HWm loo* « IT 9 H k m U m *100 Mftm torn « l9 7 H k m lm o 333 3. WWim **3 9 M M l227W.Uk • * « <* Wimmm« O U N M M m m m m «m >■ •H M M O M n rilHia >■*■■iahh. •MM mow.kM « m _ m hMil WMRPIIliM >•!* I m « Ficure 3 Advertisomoni Inf Sale of Unoccupied 231) Homes ibM m IM k 1 1 lb 1 1 1 1 lb ib i H IN T AND MT. MOHHIS AND CKNLSD: TOWNSHIP HIOPERTIES m u n m < 01747] S IM M 0144*1 <13471 •4 1 0 I1 0417*4 •10341 <14411 •11711 « l» l4 t W ill <4441* •4 *1 1 * ( O il •1 4 M 4 •34411 040604 •11411 nun • W ill * 1 * 4 }S •47111 n u n Mr « S (A U MMCI M 0* 44m . S N I iU 1440 *4*7 14* ( M m II7 C . Am M 14* ( . Amm H I7 A m w A 1401 In * n.| I * l* * n 4 lm n * lM w U lilM iil U H M Im S 4 4 | lm 4 im * lt 7 M . i4 * ln . I l l * (w a rn I llO C m k m il r u m 1*11 C m A llllW C M lm m • ll* H C * m * I W iC m l 4171 Cypnm 4 11 0 0 ii 4^ 010114 •0 1 *4 0 01010* « n o *4 •4 1 0 *4 •4*101 •41171 017404 *.710 4,170 4,1*0 7.140 7.100 *.070 0,410 4.110 U 0 *7 m M in m — r IM IO m i • M i ll •40014 M OMO • l* * 4 7 •11111 •4 7 1 0 * •1 1 1 4 ] •40010 m u •4 1 1 0 * •IO O W •17110 01110I 7.000 4 1 *t 7«u WH •ma l.S W 7 ,*7 * 1.M 0 *.300 m 4 .*W )J N 4 .4M S.I4B » *0 8 11.1 M 1.M S U » 4.440 M .104 1.4W II.0 M 11.MM 7.000 7.440 1.140 1M0 * .f0 » M l ■o 4.111 1,100 14.700 l.* M 1.000 1.100 (.100 11,70* f.4 M 0.000 7.440 7.1*0 rtw u iT MOU* n u M tii 4M U 1077 W f c m , I llO t D m t 1041 ( m l III/T m M ]* * ] W 4 049409 t >1 H « . ia , H 7 S . 4 r.M. a y *•■*jjW— 011411 U K 4 1 1 W OmOm 01*114 M «0 1 17 ( .O fr i n , 3441 m 041017 M 70 110 fe m l •40*41 M » 414 f l m 04*011 IIJ K l iM 1017 f, 1 4 4 03*144 7 *0 0 1*17 Om m * *1 1 1 O M 1111 M l* i MW •41401 IIW 0 11(4 W ) M 041701 ' I I A W 14114 «m 011111 1430 41*4 S im lm (7 0 1 1 1 — 0 1441 l i » * •11111 4,430 4 M 0 S m a lm •40040 MW u 1141 M i 017117 1X700 * 4 1 1 .1 m m H 7 t. I) h 4m 1011 * M im i* i 041107 HAW X430 4001 l m 001*44 (114 I M m 041144 UN 4114111m W H W m W iim « IIIIIM 111* M aim •5 *4 1 1 4JW 411 M in . 041*71 IOLWO 41* M O lilt M m * •4 *0 0 1 lOUOW 3107 <1*470 M M K n iw M a 4.710 I1 3 0 W rm III!K m W IW r 4 II1 M*OOm 4 W WaCvUfcMMW—W —i —■«*——«*— M MWttUUtfWI ffeNMUV nil ta m r. l m 414 W. U m fa 1141 U m lO t lU ] . ^ *1 7 1 K M 017111 I4 1 » W M * 1111 W 1 4 4 IS p -n M *, N m . I lj* 7 $ , 11 V M m m iiM m ib , im m illlw 1111 tmtm 1074 i . C m w m iG M m 1101 0 m m 1141 f lu llO n 117 Ci h . 4 1 0 m 414 0 m 4 1 l4 0 i*w M m U 67H m l 1*11 H u m * 4 1 M l* m lm n * m « w W H u t f w n — f t w Iw v a H w n H »». I I m w i m uni M l 4 * i( H 4 m 1011 M SPECIAL NOTICE* ALI. SKI.UNO BROKERS ••NEW AS-IS SAIJW PROCEDURES** C m IM T U r n . MO 4*34 Mo 010411 IM S * 1411 «4> •4 0*1 7 1070 401 w M 047M 4 MUOW 104 W Mi «4 11(4 O M m 4704 U r n lm * 4 0 *4 1*0 - 623101 l « M l t « l * | l M |—“ y -- • - f l OC a6»»w Hypotheses 2. A negative or zero attitude change will occur In the students* self-concept about their ability to achieve at school for those dropping out of the program as compared to those completing the program. Table X presents the data for the F-test variable of attitude. The effect of the program on attitude, comparing Group (A) to Group (B), was proven to be insignificant at the ,05 level of confidence. This indicates that completion of the program had no effect on the student's overall attitude, as compared to those not completing the program. 50 TABLE X ANALYSES OF VARIANCE OF MEAN DIFFERENCES FOR GROUP "A" AND GROUP "B" ON ATTITUDE Means N uroup Pre - Post C7< A 51 2.73 •9^ B 16 2.57 .92 X = 2.69 df = 65 F = .306 P > .05 Part C - Results of Testing Hypotheses Three and Four The techniques of analyses used to test these hypotheses were (l) analysis of means; (2) analysis of variance tests of significance, computing F for samples of like size. Hypothesis 3* A positive achievement change will occur when com­ paring semester grades, attendance and tardiness records of all students before and after they entered the work experience program. Table XI presents the data for the F-teet variable grade-point aver­ age (GPA). The effect of the program on grade-point average (GPA) was close to statistically significant at p<.0?2. ever, p had to be .05. To be significant, how­ Therefore, the program had no significant effect on grade-point average (GPA). TABLE XI ANALYSES OF VARIANCE OF MEAN DIFFERENCES ON GRADE-POINT AVERAGE Variable ... Means Standard Deviation Pre-GPA 1.72657 .72124 Post-GPA 1.67985 .77815 N = 6? df = 65 F = 3.282 P> .05 Table XII presents the data for the F-test variable attendance. The effect of the program on attendance was significant at p < .05. This indicates that completion of the program, and failure to complete the program, had a positive effect on the students* attendance, whether or not they completed the program. 52 TABLE XII ANALYSES OF VARIANCE OF MEAN DIFFERENCES ON ATTENDANCE Standard Deviation Variable Means Pre-Attendance .73194 .60885 Post-Attendance .81403 .69937 N = 67 df = 65 F = 5.998 P < .05 Table XIII presents the data for the F-test variable tardiness. The effect of the program on tardiness was insignificant at p>.05. Thus we can conclude that the program had no effect on the tardiness rate of the students. TABLE XIII ANALYSES OF VARIANCE OF MEAN DIFFERENCES ON TARDINESS Variable Means Pre-Tardiness .66194 .58206 Post-Tardiness .44582 .32809 N * 6? df * 65 F = 5.178 P > .05 Standard Deviation 53 Hypothesis 4. A positive attitude change will occur in the stu­ dents* self-concept about their ability to achieve at school, for all students before and after they entered the work experience program » Table XIV presents the data for the F-test variable on attitude. The effect of the program was insignificant at p>.05. This indicates no positive effect on the variable of attitude for those students in the program. TABLE XIV ANALYSES OF VARIANCE OF MEAN DIFFERENCES ON ATTITUDE Variable Means Standard Deviation Pre-Attitude 37.6119** 7.03876 Post-Attitude 3**.92537 5.98562 N = 6? df = 65 F = 3.398 P > .05 svirHVT p* Table XV presents a summary of all findings. Of the eight variables tested, three were found to be significant at the p< .05 level. & TABLE XV SUMMARY OP FINDINGS Dependent Variables Significant Differences Higher grade-point for Group "A" over Group "B" supported at p ^.05 Better attendance for Group "A" as compared to Group "B" supported at p ^ .05 Better tardiness record for Group "A" as compared to Group "B" not supported Better self-concept about their ability to achieve not supported Higher grade-point for all students not supported Better attendance for all students supported at p^ .05 Better tardiness records for all students not supported Better self-concept about their ability to achieve for all students not supported Chapter V further study. M ill contain conclusions and suggested recommendations for CHAPTER V CONCLUSIONS AND RECOMMENDATIONS Chapter IV presented the findings and summarized the tests of the underlying hypotheses of this study, which examines the effectiveness of the Dolan Junior High School Work Experience Project. This project resulted, in part, from the rapid increase of houses in the Beecher Community School District and the resulting sharp growth of school popu­ lation. This chapter draws conclusions from the findings and contains recommendations for further study and action. Conclusions Within the limitation of this study, the following conclusions are made * 1. The major area found to be significant was that of improved attendance, comparing the second semester to the first. 2. Those completing the program had a greater improvement in the area of grade-point average. 3. All other areasj tardiness, attitude toward academic achieve­ ment, and over-all grade-point average comparing both groups together, were not found to be statistically significant. 4. This study illustrates the Interdependence of community agencies and institutions. Large changes brought about by one agency (in this case, housing) tend to affect other community agencies (the local schools). Planners need to always be alert to the 55 56 results of such actions. Recommendations A review of the Dolan Junior High School Work Experience Project indicates the following recommendations for further studyi 1. Expand the program to allow for at least three years of fund­ ing and coordination. This would provide a greater incentive for students to remain in the program, knowing that the finan­ cial benefits would carry over for three years. 2. Survey other work-study programs to gather data as to the longrange effects of such programs. 3. Employ one staff member as coordinator of the entire program. This would provide the continuous supervision needed to make the program accountable. 4. Investigate "work-study" programs of local and intermediate school districts developed under the Michigan State Plan for Vocational Education. In addition, specific areas to be in­ cluded the advisability of such classes as "job exploration" and "decision-making skills" should be considered. Career units and occupational information systems related to the Michigan Plan should also be investigated. 3* Study should be made of the desirability for developing "wait­ ing lists" of students who wish to enter the program as vacan­ cies occur. Such plans might provide greater motivation for the waiting students as well as for those already admitted. 6. Investigate the relationship of work-study in a total Career Education curriculum in a local school district or districts. Carry on a follow-up study of students who were Involved in a work-study program. Study the preparation needs of personnel who teach or adminis­ ter work-study programs. APPENDIX A "HUD’S BIGGEST HOUSING EFFORT RUNS INTO TROUBLE IN MICHIGAN" 58 HUD’s Biggest Housing E ffort Runs Into Trouble in Michigan h ta n t." ha t d i. ap ih n ha htpt aa w*. dMiwani >««!■» l i r d lia a. "0 m P ad. at tar aa1wataHMiki Ik) __ tha U M altaa ta *k > ItaaMU mm » *** pads* » m n m i l H i* '. t l w t a lt a i aptaPMJ* * * M > % k l i ta d a ta r Hm'MlMliM. ntm itatatartu ■ I * W kr Dm -H M ' in m m m ta a a a ra a - I k" t a t H M k), 0 J M1W0MV hM U W ^ « S l * C r £ HUM tha d la d ata la * d a * (C M * a *. ta ru im * n i M i i m t* •1 . «m » • lt" * m fatal Itai Dtatatat. m M a« 1 ' raorhap a | a « M a t iaa raaaa ara IM a p laa ath tr aa4 Ik baa htaa O a t n f fa r Dm H M k r O n i ara d a * w h Ma I tha d d tla * a i M C Wlf uncw n /♦ (a k l l r k l r t al- a m w ood ha faw ar abiartla a t r a t a l hr H U Ia la or h r (h air a a ta a d h d aaaatlt■aaia to aa ia f ln o i laaar d tp dadto—aa4 poor a h a * lir a a t a turn A | ■ So la d la rta a ,' a m mikidi a i tha ta a o h la H la k ik a ia a a l hara a raatat a a h .* "W a a ra a t ap dad tha H I haaataa p i p r o . or tha m . (a p a m a a t) p i p i a . Wa ■j IWtta fa H u . ia KrapahL tha llt J t a a jt a i aan rria a r a i H I H atrta T u a a d ip ; ik a n d . "A . ■ * ir ~ ~ “ * plaa (M th N W M la M U D h a lp a a i a ii it a. in TM* prlraka h a iia ra la tha * _ . W W W I t ■ P IU H M UH , V^STuTSTSlr; r S -^ s r S T a h a i aaa a i tha s a id la> t i a i M l acbad i i a a a a la W ahlpaa a a i a a a It ta baiaa a tt aa ll . ' bdag rr a T a t ,--------- “ O ' a th a d a Jaatar hipt. - * —*• U b rttr aaa ta *a ath ad aaavtaa a a t • h a Iff Jiff'S* 25 ZP S ^ ? ^ rrS S n - i - w r a s . . — , asri.5?ss.s s r i . ’E c a s , syttrS" Wat a a lr 4M tha VBA aOaar t U t r a ta aaaaar lh a r ataai M la ktat tad ar P ad A M htaaat aU ht aa l i n a r t ili itra a t. “t f t aa "Whaa 1 Ita d a d ta tath ta M a p .' M M W ttfla W haaiaa. d d ta ta B aathar a a * ra d d . ta d a H a l Tha la d ta th at IM FMA m r v t t t a f ik t p a tjrtM M tha haaartt * i ESSotSd tha rr^ L T T T ; *■ " > " *■ *■ •. * " 7 , |* * r ** iM p M to f. R i M li M w M * * • *H » o < > 1*. rata i*_h*ab ^ . * -ct-oal >iaari la ML Manta “ th a n •r . “ n » a a _ »«aplo add > " » i . T h ar*r* aU 1 blm dtd A M r if M . M t*M ._ *Tha poor ara aa aaar." "W a ara PpaNav *M h ta ih a i IP par l> achad aaral f l h r aa . t a B - U M a a a t a d * d tt of ffcoB H IM a tM 4 a r4 ^ a a 4 J i*ja 5? .MtMUfff T2"£ WASHINGTON POST haap erappiag up. O * A M to n * , t t a lo b b y Notoau. w ith n r* cM M na aa* a low-paid hurhand. p oint*) ta crack** w a it aa* attlaafclaa wi a ia a * (la M dagra* waathtrX “S un, tfci* 1* baft** tbaa wbat wa ha* if oaly th*r*d fix up wbat** wrong, aa* ft* * you «fc* tb ln p i ttoay proialaad. M y a** aa* atoetrw b ill w ill bo up ta MS a aawth.” “ Tbto to aat a rich cammt. atty,” Coata* mIC “ IV * aw «r*a* to w to M I m m to t o m h n a lf par a*at N •a r wm** i i n w w ar* fa r G w m l M to m Bot tk« r k m m liy m im M u * ■Miaal* V * !!'• a ll W i| It o Ubpact • • tha acaaoto ha* aa* a *** iinnatttod by th to H f H iA | | g Is t | i i|* ttoa S I i m i a Sato lw b a n t a a a M I t a a to r a f On aa A n * Btr aat. - I k a w tn « < « a ia M ,{ to r aaa* u a t o a r la a to u r aa* at tftara aa* i aa* a ll ito* !»* provtataa w ar m b * * by P H A . ia m onitor tha '•on. ptoa TainacHca b*tw>*n hardaalttog daaatopar and • a b a l d l a * * law-ineaan , o r ta aducato t r * >m*r*. parucuiarly <*£<■ ta r* aotbora, la boM * m alaDatroU, ’ VUllam WMtbocfc. who took over lato A ugutt a* UVU araa d ln c to r, bogaa to look lato u iu a tlo o loaf fa it tha affiBg fo r Baaabar. Emao a*M aaw adfbrta w ool* b^ amad* to daal w ith tha “ aa1“ a p w u a f hmalng— to Maauioa praatlc* ilit put* 11* houatag prolacta, 3u t un> ltko atapgar* pablla bou*> tag, tha goattoa OS pram ** o f local rH A n a afln** to i * portw tly aaw laa d raft**. “ W* hayo tha m a d *,"!*)* Joha Kao*. Wbtobaab1* dap. utr. “ Tha buUdon a n bag (lag ua to r MS toauaaa. W* lataa* ta ua* to.' A Sapantoor KrapohTb la . atlgatoaa. a ta * SIS daaotapar, W htttlw Building- Co. (Hobart man). u Mt. Maori* Townahlp por­ “tha aiaay way* that a gap. tion o f Baoohar toot ApclL p t a w ith taaiataaly wor thy But tha taaraahfp (mil**, la •M aetfn* can gat W o b a a court ta war* o ff building of Urn* __-___ _____ _ a ISVonlt laoMacaat* apart- '* Aa Blagl* mod othap aha n t proiaot, uadar tb * SM aaraaia o f tha Baaabar « t w pragraaa. Tows afftotal* m M . th a t* a to ba araor* mrguod that aloe* th a n wot* larraathlag affaata If HDD ■now aw yacant bnnaaa ta d a n aa* tamo Ua Oat* Man * tb* BaacMr dtotrlot, why ta thtak la tarwm a f "h a paatf* m watt m “ p n d a t ttouT t o M t M M k a W * " j in a tla l ahaaa" if aa* ta U* aaupnhy to butodlag *a y SM baaw g. atnagarhaattk tty t* atao taboo tatagrotlao -but aat a u a n ltt- to tha suhurha. aa* a toaa a f A ~ ' la B a a a h a r build lag, la . tha atlghbartng Caa***** Ca a ty U if d C ilia* araa. a laaal Modal Cttto* n a ff ptapa* warr> dag But la tha l i t M ix.il* Tewoahip tar ti* * af >la V #00 J -*abaai dtotrtct a u tftra a ra n *» rotary *U *e*. to r aaaaa- a a w toot a f SSM par pup*. tSPia 0 m m aaa balag- Moaw r ar. a im d y la th * tap t* M » baa*no at; tha ' oaattalto to 1 th rato* & 1 a a L i* w * taak i t o w t b M t t lD D U i2 E « ? Ja w * f " • t o M t t o t o * S par jM to la p k a tla liM M iN . obdf-to M p a r aaut A% tra- y r atanuau A pl aguedu n tun — wap haa tah ih to a * * 6 ’ ha^j 1M • tw ratto a rwPMMBuMtog whlto-lSl btooto ta 14MOO. loajr ttaa dafaata* laat June: T n haltn** ha* tha teuton tahl* pnaaa* . Caata* a rt* aadl W d ito M f n tia of 1 M w ill tocraawa to ban, i w hit** a n m arlng" With aaah aaw I Mat* afd, bpC oatepj hanna au aaeng* af tog. /»*rf */ •thimpwgm APPENDIX B REPORT TO JOINT ECONOMIC COMMITTED ON BEECHER SCHOOL DISTRICT Kay 25, 1971 C 0 REPORT TO JOINT ECONOMIC COMMITTEE ON BEECHER SCHOOL DISTRICT This Report reviews the status of and criticisms level­ ed against activities under the Section 235/236 housing sub­ sidy programs in Beecher School District, Genesee County (Flint), Michigan. In general the criticisms are that these programs have brought a severe impaction on the Beecher school system and community at large, and that the local FHA Field Office has been negligent in not recognizing these problems and uncooperative in developing meaningful solutions. The Re­ port first describes the general background of the situation and then evaluates both the general and a number of specific criticisms. The Report makes clear that the Section 2 3 5 /2 3 6 programs and other independent factors emerge as causes contributing to the problem of impaction that presently confronts the Beecher School District. However, leaders of the School District and the community at large, with cooperation from Federal offi­ cials, can take steps which to some extent will relieve the burdens ->f impaction and will prevent the situation from get­ ting any worse. Background The Beecher School District borders the City of Flint on the north about 6 5 miles northwest of Detroit, and includes parts of Mt. Morris and Genesee Townships. Next to Detroit, Flint is the largest Standard Metropolitan Statistical Area (SMSA) in Michigan in both total and minority populations. The population living within the Beecher School District is said to be about 2 5 ,0 0 0 split approximately ?0% white and 3 0 # black. The local economy is dominated by the manufacture of automobiles and auto parts. Employment opportunities had been expanding at a healthy pace until about a year ago. Then, tightness in the mortgage market, the slump in the overall economy, and the 1 9 7 0 auto strikes created severe hardships both for the local economy and the residential housing market. Beecher School District is primarily a residential com­ munity, containing single-family homes of modest value. Prior to i 9 6 0 , most if not all of the population in the Beecher area was white, and many were of a southern and rural background. Except for a few isolated pockets, blacks lived in the City of Flint, to the south. From 1 9 6 2 onward, black families began moving into the Beecher area. The availability of modestly priced homes in an area near to their former residence and to their auto industry 6l jobs was probably the principal reason. According to some local sources, there may also have been some determination by real estate organizations that this was an area opportune for integration and lower-income occupancy. Residential building activity picked up slightly for a time (1965-6 6 ) but then slackened again as development patterns shifted outward to­ ward more affluent areas. The shift of development away from the Beecher area in the late 19&0*8 caught some builder-developers with land hold­ ings for which they no longer had a market. While many were without paved streets or sidewalks* they were easily accessi­ ble to existing water and sewer facilities and could be quick­ ly developed if the builders could find some way of attract­ ing buyers. It is at this point that funds became available for the Section 235/236 programs and increased emphasis began to be placed on stimulating housing production to meet the overall housing shortage and the particular needs of low and moderate income families. To date* there have been reservations and commitments under these programs for a total of 2*562 new housing units in the overall Plint SMSA, 619 of which are lo­ cated in the Beecher School District. Developers* applications for these program commitments have been processed through the Flint/FHA Service Office, which until September 30, 1970, reported to the Detroit FHA Insuring Office and now reports to HUD*s Detroit Area Office. The Flint Service Office has 30 employees. Much of their prior experience was with the straight-forward FHA mortgage insur­ ance program under Section 203, in which FHA's principal role is simply to process applications according to relatively routine standards. Fiqdiqgg. Excessive Concentration The principal criticism is a charge of excessive concen­ tration of Section 235/236 - Assisted Housing in the Beecher School District, both in particular neighborhoods and in this District compared with other towns around Flint. (1) A review of the Flint Service Office records in­ dicate Section 235 fund reservations have been issued for 1,958 units and Section 2 3 6 reservations for 60*f units for Genesee County. The geographic distribution is as followsi f City of Flint (Model Cities Area) Beecher Area Rest of County 2 Sec. 235 Sec. 236 Both Programs 1.315 (^9 3 ) 358. 343 1.658 261 619, 285 2.562 . 285. 1.958 604 * ( Includes 60 units without specified location) As is apparent, 24# of all the Section 2 3 5 - 2 3 6 units funded to date in Genesee County are or will be located in the Beecher School District. By way of comparison, the District has about 5i# of the county's total population, and perhaps 10# of the nonwhite population of the county. Excluding the City of Plint, Beecher has about 10# of the remaining total population in the county and almost all of the remaining non­ white population. Within Beecher, 55 of the Section 235 units are located on scattered sites in the eastern half of the District. The other 564 Section 235/236 units are in a few small areas in the western half of the District. There are three Section 236 projects in this western half of Beecheri 48 units (cooperative) in partial occupancy! 53 units (cooperative) in construction! and 160 units (rental with rent supplement planned) in construction. These units are within three blocks of one another. Near this same area, there are several instances in which entire blocks have been developed with Section 235 assisted housing whose monotonous design and homogeneous occupancy cre­ ate a pattern of development equivalent to traditional public housing projects. This pattern of development will increase the risk of establishing "block1* ghettos. Upon completion of the Section 2 3 6 projects mentioned above, there will be 320 to 400 units of Section 2 3 5 /2 3 6 - Assisted Housing within a four-block area. Plans for some of the units developed in this concen­ trated area had Model Cities endorsement. Of more relevance, however, this is the area where zoned lots were available at reasonable cost and with public water and sewer facilities available. Projects apparently could have been located in other areas of the county, but HUD did not attempt to direct locations of building activity. (2) Total school enrollment in the Beecher District w essentially stable between 1 9 6 6 -1 9 6 9 . Then in 1970, enroll­ ment jumped from 6,470 to 6 , 8 7 9 and further increases are ex­ pected. This has clearly created overcrowding in some of the District schools. 6-3 Some of this increased enrollment presumably reflects a general influx of population into the county rather than the building activity under the particular HUD programs in ques­ tion. Seven other school districts in Genesee County experi­ enced greater enrollment gains during the 1966-1970 period than was the case in Beecher and three districts showed gains similar to those in Beecher. Within Beecher, there is some correlation between enroll­ ment increases in individual schools and Section 235/236 activ­ ity in the immediate neighborhood. But this correlation is by no means perfect. On a net basis, the most serious problems appear to be in the secondary schools, in which enrollment has been rising steadily since 1966. Between 1966 and 1970 sec­ ondary school enrollment increased by 620, much of which is clearly not associated with Section 235/236 activity. In the primary schools, aggregate enrollment in 1970 was 4,044, down from 4,198 in 1966. This reflects a net loss of about 350 pupils in the four elementary schools in the eastern half of the District where Section 235 activity has been scat­ tered, offset by a net increase of about 200 pupils in three of the schools in the western half near the concentrations of Section 235/236 activity. HUD has not attempted to explore whether the overcrowding in these western schools could be re­ lieved by shifting some pupils into the less crowded eastern schools. It should be noted that the total impact of the building activity under the Section 235/236 programs has not yet shown up in school enrollment statistics. Some of the units are not yet completed, and not all of the children in those units that are occupied are yet of school age. It is estimated that total school enrollment in the District may increase by more than 500 next fall and by another 450 in 1972. These annual increases are larger than in any previous year back at least to 1961-62. The District clearly must take some action to accommodate such an increase in enrollment. (3) The difficulties being encountered by the Beecher School System are not just the result of more families living in the District but also reflect the fact that many of the new resident families have more than an average number of children while at the same time have lower than average incomes from which to pay taxes in support of the schools. Thus, the 358 families purchasing the Section 2 3 5 homes include a total of 1,296 children, or an average of 3 . 0 child­ ren per family. It is claimed that unsubsidized families in Beecher average about 2 children per family. Nationally, new occupants of all new Section 235 homes insured in the third quarter of last year averaged about 2.5 children per family. 64 Nearly 4-8% or 170 or the 358 purchasers of the Section 235 homes in Beecher receive public assistance, mainly ADC payments. On a nationwide basis, the comparable figure is about 12%. The Beecher program also includes 144 families with annual incomes less than $5,000, 94ft of whom receive ADC and 98% of whom are one-parent households. The median annual income of the Section 235 buyers in Beecher at time of pur­ chase was $5*7^9 compared with $6,135 nationally in the third quarter of last year. Most builders of Section 235 homes in Genesee County communities other than Beecher had a relatively low concentra­ tion of ADC families among their sales. Reasons for the con­ centration of such families in Beecher have not been determined. With respect to race, about 40% of the Section 235 buyers in Beecher are black and 60% are white. This is close to the racial balance already prevailing in the community. (4) Interviews with various officials and leading cit zens found little or no surprise at the relatively large vol­ ume of Section 235 - assisted homes that were developed in the Beecher District. It was stressed that the area was already integrated, a water and sewer system existed, and vacant lots were relatively inexpensive. Some builders already owned lots for which there was no market until the advent of Section 235 and 2 3 6 . It was also noted that the western half of Beecher, where most of the Section 235/236 units are located, is in Mt. Morris Township, which has minimal building restrictions and inspection requirements and is thus conducive to large-scale development. The investigation also indicated serious communication problems between the local FHA Service Office and the communi­ ty. There was apparently very little, if any, discussion be­ tween the Flint Service Office supervisory staff and builders and community interests regarding fund allocations, site loca­ tions, and community problems. There was no contact with the County Planning Commission regarding the best possible loca­ tions in view of land-use changes occurring within the City of Flint and the County. Despite the historical problems of the Beecher area, the lack of local government resources, and the early warning signs of more difficulties, effective communica­ tion among the various community interests did not take place. New Construction vs. Existing Housing A second criticism is that too much of the subBidy allo­ cations was used to stimulate new construction in the Flint area relative to analysis of market need and the prevailing vacancy situation in existing units. 6-5 A 1969-70 FHA market analysis estimated the total need for subsidized housing in the Flint area during the follow­ ing two years at 2,^30 units. As noted earlier, reservations for Section 235/236 units in Genesee County total 2,562 unit3. Completions of these units are phased over a two-year period. No inference should be drawn, however, that there was a basis in the market analysis for permitting a concentration of 2 5 # of these units in the small area of Beecher. Beecher is said to have vacancies in 190 - 200 homes. On a county-wide basis, the vacancy rate in April 1970 was down to 1.19C, which is definitely below average for the area. It is clear that the economic downturn, auto strike, and tight money situation have had a depressing effect on the hous­ ing market during the past year, though efforts to establish just how soft the market was or is have not revealed a clear picture. Against this background, claims that new construc­ tion under the Section 235/236 programs has aggravated the total housing market are difficult to prove or disprove. On the other hand, within certain neighborhoods, there does ap­ pear to have been some distress selling, and it is probably not unreasonable to attribute this to a reaction to the types of units and families moving in under Section 235 assistance. Poor Quality Construction Criticisms of the poor quality of design and construction of many of the Section 235 units in Beecher appear to be amply justified. Investigations and conversations with buyers show­ ed a hatred or dislike for one builder in particular because of an alleged consistent failure by that firm to make repairs or live up to what the buyers felt the builder has promised. Many of the complaints apparently involved the lack of storm doors, screens, lawns, and in some instances, paved streets and roads. The FHA Service Office in Flint did make inspections of these properties during the construction process. Despite the warnings implicit in the increasing volume of complaints, how­ ever, such inspections continued to be only routine, and thus were not detailed or exacting enough to prevent the problems that manifestly exist. In several areas, moreover, the Field Office completely failed to address itself to clear violation of regulations against monotony through repetition of design more often than every fifth house. What is most disturbing of all, these deficiencies occurred in homes that were consistent­ ly approved for the maximum mortgage limits permissible under the Section 235 program. It should be emphasized that not all of the Section 235 units in Beecher and Genesee County are of poor quality. Some of the builders were quite conscientious in producing sound and appealing units whose value could easily stand market test. 66 Unfortunately, there was no insistence on similar high stand­ ards on the part of all the builders. Delinquencies and Foreclosures One other major criticism of the Section 235 program in Beecher is that it is experiencing excessive delinquencies and foreclosures. What evidence there is supports this charge. Two financial institutions with mortgages on 6 5 6 Section 235 homes in the county report 188 delinquencies and 19 fore­ closures. A third institution stated that its delinquencies and foreclosures on 2 3 5 homes were running three to four times the average for its overall business. One developer-sponsor in the area did develop a homeownership training and credit counselling program in connection with its sales program. Welfare families in the lowest income categories were not selected for homeownership under this pro­ gram, and the training given to the buyers who were selected apparently minimised financial and maintenance difficulties. Other builder-developers, however, made little or no effort to provide their buyers with training or counselling, even in the case of ADC families. Many of the ADC families buying Section 235 homes came from Flint's public housing projects. Some of these families even owed the housing authority as much as six months* back rent. The monthly shelter allowances for these families are sufficient to enable them to cover their required share of the mortgage payments and initial taxeB on their new homes. But high utility costs, as can occur during winter months* or an increase in tax rates have sometimes made for more demands on their budgets than they can afford and led to early delinquency. The FHA Field Office has made no effort to resolve these kinds of problems. Conclusions Three broad conclusions emerge from this review. (1) Serious problems have arisen in the Beecher District and community which if not met effectively do threaten the quality of the educational system and the racial and socio­ economic balance that developed in the community during the 1960's. Absorption of almost any volume of new housing is likely to create at least some problems for a community. The key is to plan ahead so that such problems are minimised. This was not done in Beecher. (2) The Section 2 3 5 /2 3 6 programs undoubtedly contribute to these problems, though they are not the only factors at work. Some of the problems reflect laxness in following 67 program regulations and procedures. The most serious prob­ lems, however, are the result of independent private decision­ makers working within the permissible framework of the pro­ grams. While these kinds of problems should and probably could have been prevented, to have done so would have re­ quired relating the Department's housing programs to commun­ ity planning in order to deal with social problems — a capa­ city absent until recently in many local Field Offices, (3) Major efforts will have to be taken to prevent re currences of the Beecher situation in other localities across the country, re-orienting HUD personnel and regulations as necessary to accomplish this. In addition, strong leadership on the part of officials in Beecher and cooperation of the community at large is needed to maintain the viability of the community and its school system. Federal officials will work with the community in developing a meaningful program. No specific Federal program aid has been promised, but it is ex­ pected that applications for such aid will be filed and con­ sidered promptly. APPENDIX C DOLAN JUNIOR HIGH SCHOOL OPEN HOUSE AND DEDICATION Z b J ca n unior JJ-lah .S c h o o i B eech er C o m m u n ity S chool D istric t 6265 N eff Road Flint, Michigan ^ f ■'t N ii1 f '< Open O'J'oude May 26, 1969 & 2 >** dedication 2:00 P.M. 69 Pm .^ S ia d J m n FUST fLOOR ALAR U F rre m u H KI7QCK RECElVWG a STORAGE MECHANICAL ROOM TOILET a w e ROOM VOCAL M A C ROOM a o m m s tr a tiv c o ffic es DWUSM MATH SOCIAL STUOCS c lassr o o m LAWUAQC jL - if o a n SRR3AL EDUCATOR H O C COONOMCS ARTS • c u m M U S TH A L ARTS rmtr nw OMWASTICS LOCKER ROOM TEAM LOCKER ROOM GOUFUCNT STORAOC ROOM TORNADO - RALLOUT SCLTER ISCXCAMITEO The building was designed lo r a capacity of 1200 students. Present occupancy is approxi­ m ately 700. There are 22 classrooms. 7 science rooms, 2 hom em aking rooms. 2 a rt rooms, 1 arts and crafts room, 2 shops and 2 music rooms (1 band and 1 vocal). Both the gym nasium and the gymnastics room have folding partitions providing spaces lo r 4 simultaneous gym classes. There Is a total of 42 teaching stations. The cafetorlum seats 350 and has an adjoining kitchen and double cafeteria tine. H eating tunnels under the building w ere m ade larg er than norm al to provide adequate to r­ nado and fallo u t shelter area. The Resource Center has a reading room w ith shelving for 10.000 books and seating fo r 50 students. A djoining rooms provide fo r book and m agazine storage, audio visual equipm ent, a w ork room and office. The Citizens Com m ittee and faculty played a large p art in planning the building to accom ­ m odate a m odem curriculum . APPENDIX D TO i FROM i DATE* THE HONORABLE GEORGE W. ROMNEY DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT RANDALL COATES SUPERINTENDENT, BEECHER COMMUNITY SCHOOLS JANUARY 22, 1971 January 22, 1971 The Honorable George W. Homney Department of Housing and Urban Development HUD Building, ^51 Seventh Street, S.W. Washington, D.C. Dear Secretary Romney* As superintendent of schools for the Beecher Area School Dis­ trict of Flint, Michigan, I am compelled to bring to your at­ tention the facts of how the Flint Federal Housing Administra­ tion Office, under its Director, Mr. Hutchinson, has and is administering the Sections 235 and 23& housing programs to as­ sist low and moderate income families in acquiring decent housing. I have carefully investigated the 235 and 2 3 6 prgram as it has been used in our school district community with the coopera­ tion and assistance of both the Mount Morris Township and Genesee County. No cooperation or even minimal civility has been provided by the Flint FHA Office and its director. We have been unable to even obtain information which normally should be available to the public. From my investigation, I and others have concluded that the Flint FHA Office has been and is guilty of gross mismanagement, insensitivity and negli­ gence in administering these programs. The Beecher Area School District is located in Genesee County in the Flint, Michigan, metropolitan area. The geographic area served by the district includes a portion of Genesee Township and also a part of Mount Morris Township. We serve a five and one-half square mile area with a population of 25*000. There has been no substantial increase in this popu­ lation in the past four years. The District is divided by two arterial roads which cross in the center of the area and thus form four quarters. One east­ ern quarter contains a population that is 80 per cent black. The other eastern quarter is 90 per cent white. The western half of the District is largely made up of m o d e m subdivisions in which the racial composition is equally divided. Nine ele­ mentary schools serve the District and their racial propor­ tions reflect those of their attendance areas. Ours is not a wealthy district. The average household income is $8 , 0 0 0 to $8 , 1 5 0 and the average cost of homes is between $1 3 * 0 0 0 and $17*000 with very few in the $2 5 * 0 0 0 to $35*000 range. Prior to the 2 3 6 program we had no multiple family hpusing in our District. Seventy per cent of the wage earners in our district work for General Motors. Despite their limited resources the school district has had the 71 support of the taxpayers. In fact, the millage rate paid by our citizens (3 0 . 5 mills) is among the top 17 per cent for districts throughout the state. I believe the district has done quite well in providing qual­ ity education. Over 30 per cent of our children come from families with incomes under $6,000. The 235 and 2 3 6 programs, as the Flint FHA Office has administered them, have placed all our past success in jeopardy. Because of these programs, the district now faces an immediate danger of seriously increasing a deficit already incurred in an effort to maintain a desir­ able education program. I fear our ability to provide quality education is being irreparably harmed. To dramatize the severity of the economic situation we face here in our district, let me give you some facts about the num ber of disadvantaged children we served during the 1 9 6 9 - 7 0 school year and are presently serving during this year. Elementary Schools 1969-70 Enroll­ ment Buell Buick Dailey Harrow Klein Kurtz Messer Northgate Zink 591 311 996 268 455 93 482 399 315 1 9 6 9 -7 0 Economi­ cally Deorived 54.0# 35.4* 9.8* 42.9* 6.0* 45.2* 48.1* 26.1* 8.1* 1970-71 Enroll­ ment 609 278 1,051 273 440 97 431 460 385 1970-71 Economi­ cally Deorived 51.4* 50.5* 32.0* 42.3* 28.0* 5 2 .2 * 50.3* 38.9* 28.0* As you can see, last year we had a very substantial percentage of disadvantaged students prior to the introduction of the 2 3 5 and 2 3 6 programs into our District. This year's figures are significantly worse as attested to by the large increase of disadvantaged students at Buick, Dailey, Klein, Northgate and Zink schools. All these school areas contain sites upon which 235 homes were constructed except the Dailey school. This represents a school community that was racially balanced until the 235 program tipped the scales and prompted a very desirable element of the community to move to other districts where school taxes were lower and where half-day sessions were not likely. Thus the overall effects of the summer building projects are being felt throughout the District. It is our judgment that the more affluent families residing in the Dailey area are the first to respond and that their exodus presages other depar­ tures. 72 Let me make it crystal clear that neither I nor the members of the Beecher Area Board of Education oppose the concept of either the 235 or 236 program. We are fully in accord with the objectives of the 2 3 5 program as stated in the 2 3 5 hand­ book (FHA W l . l ) , "the program is not intended to only produce more homes but to enable lower income families to be­ come owners of homes and thereby experience the pride and possession that accompanies home owner­ ship. In this way, the program can be a vital influence in promoting personal responsibility and social stability." I submit that the manner in which the FHA office has adminis< tered both the 2 3 5 and 2 3 6 programs has neither promoted per sonal responsibility nor social stability in the Beecher School District. In the past fourteen months, the Flint FHA office has reserved allotments for 250 Section 235 homes in the Beecher School Dis­ trict. The FHA director, Mr. Hutchinson, also has approved 580 units under 2 3 6 of which 430 are now under construction and ground has been broken for the remaining 150. This of course means that over this period 7 1 5 units of low and mod­ erate income housing have been approved in our district. The majority of these units, about 6 0 0 , are concentrated in the attendance zones of the Northgate, Buell and Zink Schools which are already filled to capacity and also have a substan­ tial number of disadvantaged students. The following table will give you a good idea of the impact of the 2 3 5 program on these three schools to the present. You will note that of the 250 Section 235 units FHA has approved, 172 are in the North­ gate, Buell and Zink attendance zones. Schools Zink Elementary Northgate Elementary Buell Elementary Number of Homes * Number of Students 64 42 66 172 Determined by a school district survey after the local FHA office refused to confirm where 235 units were lo­ cated in the district. On the average we get two school children per household. The average tax paid per household to operate the schools is $ 3 0 5 per year. Since it costs the district $800 per pupil per year to educate its students this means that on the average house­ hold the district loses $1,295* But, for 235 homes we have been getting an average of four school-age children per unit. I am sure you can readily see the problems we are facing beo?U?l flo? eaS« 2 3 5 households we are losing a minimum ^2 ,0 9 5 . Besides this, there are an abnormally high number 73 of* children from these 2 3 5 owned homes that need special edu­ cation or remedial teaching that costs much more than $800 per pupil. We have heard the argument that the 235 program provides more taxpayers. We can't argue with that conclusion. But. in an already losing situation I am sure you can see how the 235 program has worked to severely frustrate our efforts to maintain the quality education we offer our students. The basic question I have about the 235 and 2 3 6 programs is, why were so many 235 and 2 3 6 units approved in such a small area? According to the FHA prepared analysis of the Flint, Michigan, housing market for 1 9 6 9 through 1971* the market for existing sales housing in the Flint area has been stable in recent years. The average annual homeowner vacancy rate in the report is stated at 1.1 per cent. In October of 1970, we did a survey of the district and found 200 houses vacant. Another December survey showed 193 vacant. As you can see this is three times the area-wide average. And yet, despite the availability of existing housing in the area, the FHA Flint Office continued to approve 235 and 2 3 6 units. With more and more public housing going up in the City of Flint proper and with the city's decreasing population, where will the people come from to fill existing units as well as the new 2 3 5 and 2 3 6 units? Mr. Hutchinson of the Flint FHA office informs me that the only housing construction going on in the Flint area for the past two years has been with the assistance of the 2 3 5 and 236 fund reservations. He stated further that he had approved 300 235 units in our district and 1,000 more in the Flint met­ ropolitan area. Doesn't it seem a little unusual for such a large concentration in such a small area? He also assures us that 75 per cent of the 235 purchasers are on welfare. Cer­ tainly this in no way is going to uplift our school district community where incomes are already quite modest. Once again I would like to call the 1969-71 analysis of the Flint housing market to your attention. According to this report, "Section 235, Sales Housing. Interest rate reduc­ tion payments by the Federal Government could pro­ vide sales housing for low to moderate income families under the provisions of Section 235* It is judged the 235 program in the Flint area during the next two years using exception income limits can provide about 220 units annually. Under reg­ ular income limits the potential would be slightly lower." "Section 2 3 6 , Rental Housing. In the Flint area, the annual occupancy potential under Section 236 Program is estimated at 4-55 units including 375 74 family units and 80 units for elderly individuals and couples, using exception income limits. The use of regular income limits may decrease these potentials,H Obviously someone has to be in error. Are we using up more than one year's 2 3 5 allotment for the whole metropolitan area in our school district? Is it possible that for the 2 3 6 pro­ gram there is a need in a two-square-mile area in our dis­ trict for 580 units? Mr. Hutchinson of the local FHA office advises me that public housing in Flint has not been successful in meeting the needs of area low and moderate income people. He says that midwesterners were raised to live in single family homes and the 235 program is the vehicle for this. If this is the case why were the multi-family public housing units built to begin with? Even more important, why were 580 unitB approved for our school district? As far as the location of 235 homes is concerned, your 235 handbook states that, "the location of a project, availabil­ ity of transportation and other factors (including adequate schools, I hope) will have to influence the extent of lower income need which a given project can be expected to serve, even where assistance payments are available. FHA Insuring Offices are urged to make use of market analysis data in es­ timating housing demands for low income families." Obviously the Flint FHA office has building houses as its primary goal, not promoting any semblance of social stability. Because of the FHA office's action the racial composition of our district has begun to change markedly. In one school for instance, where we had 1 5 1 white students and 1 5 0 black stu­ dents before Section 235 and 2 3 8 , after about twenty 235 homes had been purchased there were 151 white children and 1 9 6 black. The overall population of our district has been affected in the same way. I have investigated why so much 2 3 5 and 236 housing is going into our area and the only thing I have been able to determine is that the availability of water and sewer, the small lot size requirement and the fact that the district is already integrated have contributed to the great influx of low and moderate income housing we have received. As you can readily see, the 235 program certainly has not been a vehicle for social stability in our area. When I asked the local FHA office if they could be more careful about how many low and moderate income housing units they approve in one area, I got a reply which very simply said, "when a builder comes to us with some lots and plans that meet our minimum specifica­ tions, we get him a fund reservation. We do not keep track of how many units we approve in a given area, we don't know the 75 addresses and we are not about to get into the social serv­ ices business. We are here to build houses only. Cut out the school frills such as athletics and special education and run 3plit shifts." 1 believe the local FHA office, the HUD regional office and the Washington HUD office have a moral as well as ethical responsibility to exercise extreme care so that the social stability of a neighborhood is protected. Certainly the Section 235 guidelines impose at the very least a careful oversight function on the FHA and, from what Congressional intent I can get of the 235 authorization in 1968, the aim of the program is to encourage stable communities through a carefully conceived and balanced program assisting low and moderate income buyers to purchase homes in an area where a cross section of people live. Certainly the program's intent is not to set up a whole community to block in a community where only assisted buyers live. Certainly the program's in­ tent is not to set up a whole community of low and moderate income people either. I recently read a Third Circuit Court decision where it was ruled that Federal Housing Programs must work to alleviate racial segregation. As the 235 program is operating in our school district, racial segregation is being encouraged and racial stability undermined. Judge John J. Gibbons, who wrote the Circuit Court opinion, said that the Civil Rights Acts of 196^ and 1968 require fed­ eral housing agencies to do much more than get houses built. They also must weigh and evaluate the impact of every new project on racial integration. The Flint FHA office has not done this. To quote the Judgei "Increase or maiintenance of racial concentration is likely to lead to urban blight, and this is in variance with national housdig policy. We hold that the agencies judgment muBt be an informed one which weighs the alternatives and finds the needs for physical rehabilitation or additional minority housing in the project in question clearly out­ weighs the disadvantage of increasing or perpe­ trating racial concentration." I am not a lawyer but I am confident the Flint FHA office will have an impossible task in justifying its actions in the 2 3 5 and 236 programs in the Beecher Area School District. While even local FHA offices may have housing quotas to meet, rea­ son and good sense must be used and in our case it was not. There are many abuses which the Flint FHA office has either encouraged, perpetrated or condoned. Besides concentrating too many houses in our area, no ade­ quate educational program has been undertaken to explain to builders that all the homes they build ought not to be sold to 235 buyers. In this respect, perhaps an arbitrary limit that not more than 2 5 per cent or 30 per cent of a given de­ velopment can have 2 3 5 assisted buyers is necessary. Since pride in ownership is one of the program's aims the local FHA office should either provide itself, arrange to be pro­ vided as a condition of commitment by the builder, or con­ tract with agencies which have the capability, an education­ al program to ensure that low and moderate income buyers get­ ting 235 assistance know how to care for their homes proper­ ly. Such an educational program is non-existent in any of the homes in our district. Such a program would, of course, bear its greatest fruit if non-assisted and assisted buyers lived side by side with one providing the education and exam­ ple to the other. The absence of any such situation now leads in my opinion to what has been called by many "instant slums". Also, I believe the FHA office in Flint should have taken greater pains to see to it that the 2 3 5 program approved homes were carefully inspected before occupancy and that the buyers got what they paid for before they moved in. In our area, there were numerous instances of shoddy workmanship and oral promises to buyers which were never kept. Certainly a low income buyer must have a complete home because he cannot af­ ford repairs or will have his new home repossessed in short order. We have an abnormally high repossession rate on 2 3 5 assisted homes in our area. Another reason for the high repossession rate in my opinion is the failure on the part of the FHA to make clear to 235 buyers under what conditions their subsidy may be increased. In Mount Morris Township for example, tax day is December 31 of each year. If a home is not finished at that time it stays on tax roles for the next year as a vacant lot. The next year when home taxes come into effect, families move out of 2 3 5 assisted homes because they can no longer meet the pay­ ments and do not know where to turn for help. The same situa­ tion arises when a school mill levy is up for consideration by the electorate. These 235 buyers know that if their taxes go up one dollar they can't stay in their homes. So, either they vote "no" and penalize the educational system, or, if the bill levy passes, they leave their homes because they do not know how to get their subsidy increased. Another area where the local FHA office is guilty of ignor­ ance and gross mismanagement is in assessing 2 3 5 units for sale. For instance, I have seen building permits which list the total cost of construction of a home at $10,000 but the assessed evaluation by FHA has been $17,000 to .£24,000 for the home. The home is sold for $17»000 to $24,000. Certain­ ly this represents more than an allowable profit margin on 7? the part of the builder. It appears as though local FHA assessors value the 235 eligible homes at the top scale of the allowable amounts rather than on their true value. We have a situation in Mount Morris Township where a home builder says it costs him $10,000 to build a home and the home sells for $18,000. The FHA appraisal on the home was $18,000 but homes on both sides were valued at $10,000. There is no way that the $18,000 home will ever sell for $18,000 in the neighborhood. Also, we have situations where 235 approved homes have been built on either side of $35*000 homes thus bringing down the value of the unassisted buyer's home. How will this create community stability? I would like to call your attention to one instance among many that has come to my attention since the 2 3 5 and 236 mess began. Here a brick four bedroom, two bath home in good con­ dition sold for $17*000 to a non-assisted buyer while a pre­ fabricated home up the street with four bedrooms and one bath and several hundred feet less floor space sold to an assisted buyer for $23,000. I might add that the FHA assessment for the first home was $17*000 because of the large number of homes for sale in the area. Why was not the same yardstick used in the second instance? I could go on and on about the abuses the Flint FHA office has either condoned or encouraged in the 2 3 5 and 2 3 6 program but I think you can get the flavor of what's going on from what I have said thus far. The results that the 235 and 2 3 6 programs are visiting and will visit on the Beecher Area School District are disastrous. Last spring we tried and failed for the first time to get voter approval of a stop-gap millage so that we could add some temporary classrooms to the Buell and Zink Schools to take care of the influx of the children that these housing units were bringing to us. We lost because local resentment to the 235 and 2 3 6 program was very severe. Now we face a situation where we will have to ask for continuation of our current operating millage before June. I am not optimistic because of the continuing frustration we have experienced in trying to deal with local FHA offices in getting them to understand our problem. We anticipate an enrollment increase of 1100 students due to these housing programs. There is a potential for 1^00 students from these homes. Where will we put them, provided we are still open next year? The plans we have developed are outlined belowi none are pleasing to us at ail. We feel each will detract from the quality of educa­ tion we are offering our students. We also feel that imple­ mentation of these suggestions will cause many white.families we have in our community to move to other areas. This will not increase the social stability of our school district population. 7*3 Our plans for meeting the increased enrollment are* 1st stepi Make use of all available classroom space in the junior highs and the high school• Sixth graders from Northgate will be transferred to the high school. Sixth graders from Zink School will be transferred to Dolan Junior High. 2nd stepi As it becomes necessary, elementary classes will be placed on split sessions beginning with the 5 th grade. Two classes will be assigned to each class­ room. One class will be in session from 7*30 a.m. to 1 2 i30 p.m. and the other from 1 p.m. to o p.m. 3rd stepi Apply to the State for permission to reduce the re­ quired instructional hours so that some grades may attend school less than five hours per day. We ask that you investigate the operation of the 235 and 236 programs in the Beecher School District Area promptly. While the investigation is going on we urge you to declare a mora­ torium on any further fund reservations in these programs and further order the Flint FHA office to place all existing com­ mitments. where construction has not begun, in abeyance until the investigation has been completed. We ask further that the Department provide a discretionary grant through which we will construct additions to the Buell and Zink Schools to take care of about one-fourth of the stu­ dents generated by these programs. We estimate the cost of such construction of eight rooms per school to be $1 1 2 ,0 0 0 assuming we use prefabricated units at $14,000 per classroom. We would here like to work with your Operation Breakthrough Program in that we can take advantage of the least expensive and best form of construction possible. My view is that the 16 additional rooms we have requested you assist us in acquiring will house 400 students at a pupilteacher ratio of 25-1. This means that one-fourth of the stu­ dents generated by the 2 3 5 and 2 3 6 programs' concentration in our area will be housed. However, these 16 rooms should get us through the school year and renew the faith of the communi­ ty in the Federal Government. My feeling is that with such a demonstration of good faith on your part the exodus of white families from the community will be stemmed and gradually so­ cial stability will return. I would also ask that your agency provide us with a high pri­ ority designation for participation in the Open Spaces Pro­ gram. There is a 3 0 -acre tract across from the Buell School which we would like to purchase. If we can get priority con­ sideration from your agency as far as our plans to develop the acreage we will not need for the school we plan to build 79 per se, we will move ahead with our plane to develop the re­ maining acreage as a recreation area for all residents. No recreation areas have been provided in this area; which is hardest hit by 235 and 2 3 6 construction, except the Buell School playground. We anticipate the complete cooperation of the Mount Morris Township in this endeavor. From the attached map of our school district, X am sure you can see how concentrated the 235 and 2 3 6 housing is. We be­ lieve a large number of errors were made in the administra­ tion of these programs by the Flint FHA office. We also be­ lieve that in good conscience you might do something to pre­ vent any further errors and also provide us with the assist­ ance we need to keep our educational system afloat. By in­ vestigating the situation here you will restore our faith in our Federal Government. Since we obviously do not think it either feasible or desirable for residents now in 2 3 5 homes to move, we believe you should assist our district in provid­ ing the classroom space these programs have made it absolute­ ly essential we have as a minimum. Also, we would be most interested in buil ling a 34-room elementary school on the site mentioned above and encourage you to consider the pos­ sibility of such a venture as a spin-off to the Operation Breakthrough Program. With the standard construction cost per classroom now pegged at a minimum of $3 0 , 0 0 0 our district certainly cannot afford to build a new school. Yet, we really do not have the expertise to select the proper pre-fabricated units to meet our needs. We estimate that to build such a school would cost between $450,000 and $ 5 0 0 ,0 0 0 based upon the information we now have. Also, may I suggest that we would be willing to develop and operate an educational program for 2 3 5 and 2 3 6 buyer partic­ ipants as a part of our adult basic education program and in cooperation with the FHA. We would be pleased to talk with you about this in fuller detal. I invite you to our district and observe our situation first hand. I know our request is out of the ordinary but the problems created here by the 2 3 5 and 2 3 6 programs are not normal either. I look forward to hearing from you soon. Sincerely yours, Randall Coates Superintendent RC/jh I thought it also would be of interest to you that the Board of Supervisors of the Mount Morris Township voted this week to become a part of the Model Cities Area. If our re­ quest is approved by the Genesee County Commissioners, this will mean that the entire Beecher Area School District is in the Model Cities Area. I hope this serves to reinforce our statement as to the economic and social characteristics of the district. APPENDIX E letter TO* RANDALL COATES, SUPERINTENDENT BEECHER COMMUNITY SCHOOLS FROM i THE HONORABLE GEORGE W. ROMNEY DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT DATE» May 25. 1971 The Secretary of Housing and Urban Development Washington, D.C. 20*4-10 May 25, 1971 Mr. Randall Coates Superintendent Beecher Area Schools Administrative Offices 1020 West Coldwater Road Flint, Michigan **8505 Dear Mr. Coatest Reference is made to your letter of January 22, 1971, and my interim response of February 19, 1971. We have now completed a lengthy investigation and review of the housing situation in the Beecher School District with particular reference to the criticisms contained in your let­ ter. I am enclosing a summary of this review, which we are also submitting to the Congress. That review has verified that many of the points you raised about our Section 235 and 236 housing programs as operated in the Beecher School Dis­ trict are justified. What has happened in Beecher is clearly unfortunate. Many of the problems, particularly with respect to poor quality of construction and excessive delinquencies and foreclosures, could and should have been prevented by tighter HUD adminis­ tration. Problems of overcrowding of schools and changes in neighborhoods could also have been prevented or at least mod­ erated by more and better advance planning by all concerned. On the other hand, since HUD's role with respect to these pro­ grams is primarily one of reacting to private initiatives, I think it iB important to emphasize the basic responsibilities of local communities for such planning. Now, what can be done about the situation? First, I can and have taken several measures to prevent conditions from get­ ting worse and to correct defects in units now in place. Second, I think Mount Morris and Genesee Townships can take other actions which will help relieve the impaction that has come to the community. Federal officials will cooperate with local officials in developing such a program. As you know, William C. Whitbeck, the Director of our Detroit Area Office has already put a stop on additional funding of Section 235/236 units in the Beecher District. I have sub­ sequently directed him to take personal charge of clearing up all problems in those units already in place or in process. 82 Our Area Office personnel will re-contact all purchasers of Section 235 housing units and check to see whether legiti­ mate complaints about poor quality of construction and unre­ sponsiveness of the builders have been resolved. If not. our Office will contact the builders in question and advise them of the situation and required repairs. Any builder which re­ fuses to make such repairs will be precluded from future par­ ticipation in HUD programs. Homeowners of any unit on which the builder refuses to make the required repairs and which suffers from major structural defects as a consequence may be entitled to relief under pro­ visions of Section 518(a) of the National Housing Act, Spe­ cific details on eligibility for the benefits of Section 518(a) should be obtained from the Detroit Area Office. From a broader perspective, we are examining our procedures for processing applications for subsidized housing and what­ ever changes are necessary will be made to assure that in the future HUD will not be contributing to an excessive concen­ tration or overloading of subsidized units in particular neighborhoods or the community at large. The evidence certainly points to a need for additional class­ rooms in the Beecher School District. As you note, some of this need emerged prior to introduction of the Section 235/ 2 3 6 units, and it seems likely to increase further. There is, however, no HUD program to provide direct assistance for school construction. I can only suggest that you take this matter up with officials of the Flint-Genesee County Model Cities Program to see whether some of those funds might be allocated to the purpose you have in mind. Some communities have also developed school facilities as part of a broad urban renewal effort, but this probably requires more time than you have in mind. Your letter also indicated a desire to acquire a 3 0 -acre tract across from the Buell School for the purpose of developing a community recreation area. As you indicate, our Department’s Open Space Program does provide assistance for these kinds of projects. Mr. Whitbeck and his staff can provide you with the information you need about this program and the applica­ tion procedures to be followed. I want to emphasize that I cannot assure you of- priority ac­ cess to funds under this program. Decisions on individual grants are made by our Area Offices. I am sure, however, that any forthcoming application will be processed expeditiously so that prompt decisions can be made as to whether the proj­ ect meets the program criteria and funds for it are available. Finally, you indicate interest in developing an educational program for Section 235/236 buyers and renters. We have been attempting to encourage voluntary efforts along these lines through our Section 23? counselling program. Again, Mr, Whitbeck and his staff can give you more complete informa­ tion. Alternatively, you may wish to submit this kind of proposal to the Model Cities Program Administrators in the County. As you know. Mount Morris was included in the Model Cities area at the time of the original application for funds. Our records show that the township's withdrawal came after HUD had approved this application, and thus we see no reason to object to re-inclusion of the township in the total program. Accordingly, I have asked Mr. Whitbeck to contact the Genesee County Commissioners to see if approval of the addition can be expedited. I appreciate your bringing the Beecher situation to my atten­ tion and your patience in waiting for the results of our in­ vestigation. I can assure you that we are doing what we can to avoid repetitions of this kind of situation in other areas. Sincerely, George Romney Enel APPENDIX .F riROO ’OVER INSTRUMENT USED FOR "SURVEY OF ATTITUDE" Wilbur B. Brookover, et. ail., "Improving Academic Achievement Through Students* Self-Concept En­ hancement", U.S. Office of Education Cooperative Research Project No, 1 6 3 6 (East Lansing1 Bureau of Educational Research, Michigan State Univer­ sity, 1 9 6 5 )- (Hereinafter referred to as "Im­ proving Academic Achievement") and Wilbur B, Brookover, Ann Peterson, and Shailer Thomas, "Self-Concept of Ability and School Achievement", U.S. Office of Education, Coop­ erative Research Project 8^5 (East Lansing* Office of Research and Publications Project, Michigan State University, 1 9 6 2 ). BEECHER SCHOOL DISTRICT Directions* I am trying to learn more about students and their work in schools. I would therefore like you to respond to the following points. This is not a test of any sort and will not affect your work in school. Nobody else will see your answers. There are no right or wrong answers. I simply want you to tell me your answer to each point. I. Name ________________________________________________ Please answer the questions by circling the letter on the left of your best answer to the question. Pick only one answer for each question. II. How old were you on your last birthday? a. 12 years old b. 13 years old c. 14 years old d. 1 5 years old e. 1 6 years old f. 17 years old III. Are a. b. you a boy or girl? boy girl IV. What grade are you in? a. 5 "th grade b. 6 th grade V. Please write your teacher's name on the line below* VI. Please write the name of your school on the line belowt VII. How many years have you been in Beecher? Less than 1 year a. 2 years b. c 3 years d. 4 years e. 5 years 6 years f. 7 years g. 8 years h. 9 years i. 10 years j* 11 years. k. ■ €5 PERCEIVED EVALUATION OF STUDENTS ACADEMIC ABILITY BY OTHERS SCALE PARENTS 1. Pretend you are your mother and father. Do your mother and father say you can do school work better, the same or poorer than your friends* a. better b. the same c. poorer 2. Would your father and mother say you would be with the best, average, or below average students when you gradu­ ate from high school? a. the best b. average c. below average 3. Do they think you could graduate from college? a. yes b . maybe c. no Remember you need more than four years of college to be a teacher or a doctor. Do your mother and father think you could do that? a. yes b. maybe c. no 5. What a. b. c. grades do your mother and father think you can get? A*s and B*s B*s and C's D*s and E*s BEST FRIEND Pretend you are your best friend. Pick one. Circle your answer. 1. Answer like he or she would. Think of your best friend. Would your best friend say you could do school work better, the same, or poorer than other people your age? a. better b. the same c. poorer 96 2. Would your best friend say you would be with the best, average or below average students when you graduate from high school? a. the best b. average c. below average 3, Does your best friend think you could graduate from college? a, yes b, maybe c, no Remember you need more than four years of college to be a teacher or doctor. Does your best friend think you could do that? a. yes b. maybe c. no 5, What a. b. c. grades does your best friend think you can get? A's and B's B's and C's D's and E's TEACHER Pretend you are your teacher, the one you like the best. Answer like he or she would. Circle their answer. 1. Think of your teacher. Would your teacher say you can do school work better, the same or poorer than other people your age? a. better b. the same c. poorer 2. Would your teacher say you would be with the be^t, average, or below average students when you graduate from high school? a. the best b. average c. below average 3. Does a. b. c. your teacher think you could graduate from college? yes maybe no Remember you needmore than four yearsof college to be a teacher or doctor.Does yourteacher think you could do that? a. yes b• maybe c. no 5. What a. b. c. grades does your teacher think you can get? A's and B's B's and C's D's and K's BIBLIOGRAPHY BIBLIOGRAPHY Books American Association of School Administrators. 197^. Improving School Staffs. Amspiger, U. Clyde; Brill, James A.; Rucker, W. Ray. Thinking With Values. Austin, Texas: Steck-Vaughn Company, 1973* Berman, Louise M. New Priorities in the Curriculum. Columbus, Ohio: Charles E. Merrill Publishing Company, 1968. Berne, Eric. What Do You Say After You Sav Hello. Beverly Hills, California: City National Bank, 1973* Brookover, Wilbur B., et. al. Improving Academic Achievement Through Students* Self-Concept Enhancement. U.S. Office of Education Cooperative Research Project N o . 1636, Bureau of Educational Research, Michigan State University, 1965. Brookover, Wilbur B; Peterson, Ann; Thomas, Shailer. Self-Concept of Ability and School Achievement. U.S. Office of Education Cooperative Research Project 8^5» Office ofResearch and Publications Project, Michigan State University, 1962. Brookover, Wilbur B., et. al. Relationship of Self-Concept to Achieve­ ment in High School. U.S. Office of Education Cooperative Research Project No. 2831, Bureau of Educational Research, Michigan State Un ivers 1ty, I967 • Brown, Frank B, The Appropriate Placement School: A Sophisticated Up­ graded Curriculum. West Nyack, New York: Parker Publishing Company, Inc., 1965. Brown, George Isaac. Human Teaching for Human Learning. New York: Viking Press, 1971. Bruner, Jerome S. The Relevance and Company, Inc., 1971. ofEducation. New York: The W. W. Norton The Bulletin of The National Association of Secondary School Principals. Small Schools. Also. Innovate. October, 1970. Campbell, William Giles and Ballou, Stephen Vaughan. Houghton Mifflin Company, Boston, 197^. 88 Form and Style. 89 Com'bined Motivation Educational Systems, Inc. Achievement Motivation Program. 1439 South Michigan Avenue, Chicago, Illinois. Cuban, Larry. The Negro In America. Scott-Foresman and Company, 1964, The Danforth Foundation and the Ford Foundation. The School and the Democratic Environment. New Yorki Columbia University Press, 1970. DeCecco, John P. The Psychology of Learning and Instruction* tional Psychology.Prentice-Hall, Inc., 1968. Educa­ Preikurs, Rudolf and Grey, Loren• Logical Consequences -- A New Ap­ proach to Discipline. New York*Meredith Press, 1966. Gardner, John W. Self-Renewal. Harper and Row, 1971* Griffith, John Howard. Harris, Thomas A. 1969. Black Like Me. New York* I*m O.K. — You're O.K. Signet Press, i960. New York* Harper and Row, Hertzberg, Alvin and Stone, Edward F. Schools Are for Children. New York* Schocken Books, Inc., 1971. Hopkins, Lee Bennett. Press, 1969« Let Them Be Themselves. New York* Citation Human Development Training Institute, Inc, Human Development Program. 4455 Twain Avenue, Suite H, San Diego, California. Kirk, Samuel A. Educating Exceptional Children. Houghton Mifflin Company, 1972. Kujoth, Jean Spealman. The Teacher and School Discipline. Metuchen, New Jersey* The Scarecrow Press, Inc., 1970. Lembo, John M. 1972. When Learning Happens. New York: Schocken Books, Inc., National Association of Secondary School Principals. What Is Expected. February, 1973* Innovations — National Association of Secondaiy School Principals. Options. November, 1972. Planning Viable National Association of Secondary School Principals. What I t * B All About. March, 1973* Career Education — New England School Development Council. April, 1975. Class Size and Teacher Lead. Pratt, Jeanene R. Developmental Psychology Today. Communication. Research Machines, Inc., 1971• 90 Furkey, William W. Self-Concept and School Achievement. New Yorki Prentice-Hall, Inc,, 1970. Rogers, Carl R. Freedom to Learn. Columbus, Ohiot Publishing Company, 1969. Charles E. Merrill Rogers, Carl R. On Becoming a Person. Boston, Massachusetts! Mifflin Company, 1961. Rose, Peter I. They and We. New Yorkt Houghton Random House, 1968. Sarason, Irwin G.; Glaser, Edward M.j Fargo, George A, Reinforcing Productive Classroom Behavior. New York: Behavioral Publications, Inc., 1972. Sarason, Seymour B. The Culture of the School and the Problem of Change. Boston, Massachusetts* Allyn and Bacon, Inc., 1971* Sax, Gilbert. Empirical Foundations of Educational Research. PrenticeHall, Inc., 1908. Sllberman, Charles E. House, 1973* The Open Classroom Reader. New York: Random Simon, Sidney B.; Howe, Leland W.; Kirschenbaum, Howard. Values Clarifi­ cation. New York* Hart Publishing Company, Inc., 1972. Smith, Manuel J. When I Sav No. I Feel Gulltv. Dial Press, 1975. Wees, W. R. Nobody Can Teach Anyone Anything. Garden City, New York: Doubleday and Company, Inc., 1971* Wright, Richard. Black Boy. Harper and Row, 1966. Articles American Institutes for Research, Palo Alto, California, "Schools Fail­ ing to Prepare Youngsters for Adult Roles, National Study Shows." The School Administrator. February 1976. Ayars, Albert L. "The City Schools — A Handicap Race." The School Admlnistrator. American Association of School Administrators, February 197^. Bell, Terrel H. "Commissioner of Education Discusses Declining Scores." Phi Delta Kappan. February 1976. "Career Education." Hoyt. Basic material taken from the work of Dr. Kenneth B. "The Changing Concept of Student Rights." Phi Delta Kappan. December 197*4-. "Countdown 27." Phi Delta Kappan. April 1973* 91 Curtis, Thomas E, "Preparing Teachers for Middle and Junior High Schools." NASSP Bulletin. M a y 1972. Dow, Peter B. "Human Behavior." Henson, Kenneth T. October 1973- Nation's Schools. August 1971. "Who Are the Disadvantaged?" The Clearinghouse. "House Panel Says Weak Policing of Fraud in HEW Costs Millions." Flint Journal. Flint, Michigan, January 28, 1976. The Hull, Ronald E. "Selecting an Approach to Individualized Education." fhi Delta Kansan. November 1973• Hurley, Oliver. "Learning Concepts 1 Positive to Negative Instances." Journal of Research and Development in Education. University of Georgia, 1973Jones, Maxwell and Stanford, Gene, "Transforming Schools Into Learning Communities." Phi Delta Kappan. November 1973* McBrien, Robert J. October 1973* "Decision-Making Training." The Clearinghouse. McClusky, Howard Y. "Adult Dimensions of Lifelong Learning: Reflections on the Future of the Educational Enterprise." Innovator. The University of Michigan School of Education, July 7» 1976. McPherson, R. Bruce; Daniels, Steven; Stewart, William P. "Options for Students in Ann Arbor." Phi Delta Kappan. March 1973* Miller, William C. "School Organization and Learning — Some Thoughts for School Board Members," Michigan School Board Journal. June 1976. "The Negro Family." The Case for National Action: Office of Policy, Planning and Research, U.S. Department of Labor, March 1965* "Programs Directed Toward Changing Student Behavior." tional Research. November 1973* Journal of Educa­ "The 'Rightness of Whiteness'." Michigan-Ohio Regional Educational Labo­ ratory. Detroit, Michigan, February 1969* "School Climate Important to School Success." Michigan State University, Spring 1976. Alumni Newsletter. "School Within a School: A Plan to Save Dropouts." Fairleigh Dickinson University, October 1973* Clearing House. "A Statement of Rationale and a Resolution for Affective Education in Michigan." The Committee on Objectives in the Affective Domain. December 1973. 92 Webb, William L. "Alternative Education — Alternative to What?" Michigan School Board Journal. August 1976. "What Schools Are Doing." Nation's Schools. September 1971. Yamasaki, Kim and Cox, David M. "School for the '70's: One." Nation's Schools. March 1970. The Module Is