16 20 1089 https://projectdaps.org/files/original/a444e17179ac0ba1915cca41db604519.pdf f176d39d02accfab97f020969fef523c PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Handwritten notes on Hoffman-Boston, Ft. Myer, 11/64 Description An account of the resource Notes on Hoffman-Boston, Ft. Myer Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1964-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_127 https://projectdaps.org/files/original/3753080a27387fd8c26b77c75af743b6.pdf 47ea131cc5d152c0baf7b6cbc763ac9a PDF Text Text League »f Women Veters, Arlington September-1963 T Z HOFFMAN-BOSTON SHflOR HIGH SCHOOL Outline for Group Discussion — Consensus Questions Arlington League Current Agenda Item Hoffman-Boston Identified: Junior-Senior High School, Size and Location C O n A Education at Hoffman-Boston e v,fKVL l c*. C Facilities Curriculum ^Schools=of-Small— Size ( >V' J I .-■ Segregation Summary, and Comparison with Other High Schools in Arlington C.OrJ$> e«Vs a s L> \S c.ca S £ / < W . . £. / r- - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource League of Women Voters, Arlington, Outline of group discussion topics for Hoffman-Boston Jr. High, 3/1964 Description An account of the resource League of Women Voter's discussion topics for Hoffman-Boston Jr. High Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource League of Women Voters, Arlington Date A point or period of time associated with an event in the lifecycle of the resource 1964-03 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_126 https://projectdaps.org/files/original/27d306c684d85e57d112adaa0564945a.pdf 467e2fc329d9fe161ef3a1ec704b4cdc PDF Text Text Mr. Donald Ingraham, head of vocational education, Arlington County Schools - 10/17/63 Enrollment in various courses r Industrial Cooperative Training 90 (11th & 12th grades) Vocational Office Training 62 (12th grade) Distributive Education 132 (11th 6 12th grades) 284 For ICT, there are 70-80 applicants each year they are selected on basis of age (must be 16), in 11th or 12th grade, evidenci of interest no indication that the schools would expand this program Bond issue Includes provision for new automotive mechanics shop and new general shop There is no vocational education m in junior high schools comparable to those in Fairfax (maintenance a n d repair and trowel trades). In Fairfax, it is for students who have or will, within school year, reach age 16, usually low I.Q. School's jot complicated by outside factors such as new state regulation that requires a longer training period for barbering and cosmetology and the rule that a barber shop, no matter what the size, can have only 1 apprentice, and apprenticeship is necessary to beoone a barber 13th and 14th gradess not needed in Arlington because: county haS a few research outfits requiring highly skilled personnel the need is for service people (though such jobs as car greasing are becoming obsolete) custodial, sanitation, domestic workers, etc., are usually not from Arlington but come from other types of communities children come from professional and semiprofessioral homes college attendance: Yorktcwn 85$ Washington & Lee 72-75? Wakefield 68? Hoffraan-Boston 20? of some 500 who do not go to college, some girls get matried, some boys go into military service, etc. The remaining do not add up to enough for a county technical school which is above the trade school level, requires strong academic background in English and math, students are not now enrolling the available air conditioning 1 and printing classes available, so unlikely to go on to I technical school presently available: Manpower Development Training Program in Marshall School (paid by federal government) for unemployed adults cleared throu^i the State Employment Service. This can be expanded as the labor demand indicates (37 now in clerk-typist classes) schools already have adult education (drafting, etc.) and could have more if needed parent resistance to vocational education is hi#i area school may be indicated some day Mr. Ingraham does not wish to be quoted an any of the above! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Notes from interview with Donald Ingraham, head of vocational education, Arlington County Schools Description An account of the resource Arlington County School's vocational programs Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_125 https://projectdaps.org/files/original/71df4b08b1cdd366b2598ae3fccc4578.pdf 0532211135a2b1782dba9d5856b87b9f PDF Text Text 'C 5’/S,(7>y> * REPORT OF THE HOFFMAN-BOSTON PLANNING COMMITTEE August 22, 1963 TOs MEMBERS OF THE ARLINGTON COUNTY SCHOOL BOARD SUBJECTS PLANNING THE TERMINATION OF HOFFMAN-BOSTON HIGH SCHOOL The assignment given to this committee is clear. This committee is expected to recommend a plan and procedures for implementation of a definite decision of the School Boards that the Hoffman-Boston Senior High School program shall be terminated and that senior high school students from Hoffman-Boston shall be reassigned to the other, larger high schools in the County. The matters remaining for decision and on which this committee is expected to advise include: timing, admin istrative and personnel provisions, and such instructional provisions as may be appropriate. is timing. The principal issue, overarching the others, �- 2- RELEVANT FACTS AND FINDINGS The Basic Decision The School Board's decision obviously reflects the social values of an enlightened community, a community which supports equal opportunity for all of its citizens* The decision also reflects the application of practical economic considerations for the years immediately ahead, in which the already inadequate Hoffman-Boston facility will become grossly overextended by 1967. The Committee's job is to relate these considera tions to the facilities and needs at the other high schools and to the welfare of all students and the community as a whole. The Senior High Program Arlington County has made remarkable progress over the past decade in improving the adequacy of its senior high school program. This improve ment has been accomplished in spite of relative overcrowding that has been almost chronic. At the present time the three larger high schools offer rich and varied programs, encompassing? (l) a full range of advanced- placement academic courses in English, foreign languages, social studies, mathematics, and science; (2) full-scale terminal programs in several major vocational fields; (3) wide-ranging selections of elective enrichment courses in English, social studies, art, and music; and (4) a selection of language programs covering four or more years each of Latin, French, Spanish, and German, as well as two years of Russian. This advanced instructional program undoubtedly could be made even more effective if the facilities in which it is offered were less crowded, more adapted to flexible class arrangements, and more adequately equipped in such aspects as laboratories, science storerooms, and facilities for nonacademic course offerings. Even so, the educational opportunities �- > available at Wakefield, Washington-Lee, and Yorktown are without question much broader than Hoffman-Boston can offer0 As an example of contrast in scope and depth of course offerings the Committee noted the followings Courses regularly offered at Washington-Lee, Wakefield, and Yorktown High Schools during the six years 1956-57 through 1961-62 but not offered at all or more than once at Hoffman-Boston includeds Various advanced mathematics courses English electives (dramatics, journalism, advanced composition) and the English-art-music seminars Social studies electives (economics, commercial law, U.S. and world affairs, psychology) German, Spanish, Latin and advanced level French courses Music theory, mixed chorus, and orchestra Third and fourth year art courses Advanced courses in foods and homemaking Electrical fundamentals and general metals Distributive education and diversified occupations A few of these courses were not started as long as six years ago, and in a very few other instances courses were skipped for one year only at one or another of the large schools, but no student attending any of the three large schools for three successive years was denied an opportunity to take these courses. Since very few were offered even once in a six year span at HoffmanBoston, only a tiny minority of its students had a chance to take such courses. The simple fact is that even if only say, of any student body is interested in a particular specialized or advanced course, the �-4class can be fairly readily offered at a large school (1500 or more) but it is forbiddingly expensive, both as to use of faculty and space, to offer it at a very small school (250). Hoffman-Boston Senior High School, with its enrollment of only 250 students, (270 in 1964-65), cannot afford to offer much more than the basic courses in each subject area, even by combined assignments of : faculty to both junior and senior high school courses. In addition, the f Hoffman-Boston plant at this very moment has inadequate library, music, shop, auditorium, and gymnasium facilities for a combined junior-senior high school program. To make Hoffman-Boston an adequate senior high school obviously would require substantial expenditures. However, the building can be made adequate for the junior high program by remodeling of classrooms which become available when the senior high program is terminated. Some stress has been laid on a low pupil-teacher ratio at HoffmanBoston, resulting presumably in more attention to individual student problems. But too much faith probably is not justified in the traditional "advantages" of a small high school as compensation for sparsity of course offerings. The budget for the current school year actually does not provide a pupil-teacher ratio at Hoffman-Boston much different from those in other County secondary schools. Statistics also show that during the last school year average class sizes at Hoffman-Boston were similar to those in other County secondary schools. The problem is not one of quality of faculty at Hoffman-Boston. terms of graduate degrees, diversity of geographic and college origin, scholastic honors, and recognized professional achievement in the form of awards and fellowships, the teachers at Hoffman-Boston appear to be In �-5an outstanding group0 The Committee has examined the collective pro fessional characteristics of this faculty and finds that they evidence a genuine asset to the Arlington School system,, The utility of this faculty to Arlington County clearly should be preserved. The decision to close Hoffman-Boston Senior High School is, therefore, very tangibly a decision to equalize facilities, course offerings, and other educational opportunities for the students of Hoffman-Boston in comparison with other students throughout the community. Nevertheless, the merits of this decision rest not only on educational grounds but also are a matter of social conscience. interests of Arlington and of the nation. They are related to the best Social stability and progress in Arlington are in large measure related to the ability of all its residents to find gainful employment in an increasingly complex economy. The nation cannot afford a failure to find and fully educate all of its talented citizens, whatever their race or economic status, or wherever they may live. In practical terms, the cost of providing fully adequate facilities and program for Hoffman-Boston comparable to those at the larger high schools would be justifiable. exorbitant, even if such an endeavor were socially Even the maintenance of existing standards for this school would call for many needed improvements as noted and for overall expansion of physical plant after 1965* because enrollments of the combined juniorsenior high school would burgeon increasingly beyond rated capacity of the building. Hoffman-Boston could not, in fact, absorb anywhere near the overcapacity that the larger schools have coped with in recent years, Hoffman-Boston is the smallest of all the secondary schools. Differences in junior and senior high school programs also would limit the school's �- 6- ability to provide for overenrollments. Although space might be relieved, closing out part of the senior high program in one year (say, the sophomore year) and the remainder in the next year would aggravate rather than relieve the problem of flex ibility and range of course offerings. The impracticality of operating too small a school in this technological age would hardly be alleviated by making it substantially smaller even for one year. Nevertheless, with reference to the situation at other schools, this possibility cannot be summarily dismissed. Relationship to Total Senior High Plant Requirements The relationship between closing of Hoffman-Boston and space needs in the other high schools is a central consideration. be exaggerated. Yet it must not In perspective, there is only a relatively small and transitory relationship between these two matters. The total number of students to be absorbed by the three large high schools if all three grades at Hoffman-Boston were to be closed out at once is estimated at 270 in 196*+, in a total senior high population of 6280. This represents not quite *+.3% of the total senior high enrollment. If transfer were achieved in 1965* the estimated number would be 250, something less than *+.2% of a total enrollment estimated at 6000. If established attendance areas were to be retained, most of the transferred students would go to Wakefield. The result in that case would be more than Wakefield could cope with, and would cause undue hardships for all students assigned to Wakefield. Possible adjustments in attendance areas, however, would equalize the overloads carried by the three schools at about l6% in 196*+ or 11% in 1965. By comparison, the three high schools carried an average overload in 1962-63 of about �-711% and are carrying about a lk% overload in the current school year (17% at Wakefield), While any significant overload is undesirable, the situation upon termination of Hoffman-Boston Senior High School, either in or 1965, will not be significantly different from that which the three large schools have experienced and are experiencing this year. The overloads will, in fact, be significantly less than have been experienced as recently as 1959-60 by Wakefield (29,9%) and 1958-59 by Washington-Lee (31,5%)* of course, for two reasons: These figures are not directly comparable, (l) In the years past where schools experienced 30% overloads, some "off-campus" classrooms were provided temporarily, (2) Program improvements since 1959? such as language laboratories and the addition of more varied course offerings, make over-scheduling of the schools' facilities more difficult to handle without disruption. It should be noted also that planned remodeling of basement space in Wakefield will make available four additional small classrooms by 196^, thus reducing an equalized overload to about 1^% in 196^ or 9% in 1965, It is reasonable to conclude, therefore, that the three large high schools can absorb students from Hoffman-Boston in 196*f without creating conditions less tolerable than exist in the current school year. In 1965* the resulting conditions would be better than exist for the current year, as far as overall statistical comparisons are concerned. This comparison does not in any way detract from the separate and distinct question as to the desirability of present pupil/space ratios. �-8 - Nor does it deal with the adequacy of present facilities in terms of flexibility or type. It can be demonstrated that changing educational programs require not only different types of accommodations but some adjustments in criteria for total space requirements. Evidence cer~ tainly shows that the high schools have absorbed their past and present overloads only by excessive use and even permanent conversion of space designed for other than classroom purposes, with the result that facilities now in use probably do not meet the standards of the Virginia State Board of Education’s School Planning Manual. These are matters beyond the direct assignment of this Committee, however„ The number of students to be transferred from Hoffman-Boston is sufficient only to prolong for an additional year (if transferred in 196*0 the degree of overall overcrowding experienced in the past two years. However, as notea earlier, a small reduction in overload would occur if transfer were deferred to 1965. In the matter of timing, then, the effects of prolonging overcrowding of the high schools at present levels must be weighed against the effects of additional delay in implementing the School Board's decision of last April. Factors to be Considered in Planning the Changeover Timing obviously is one of the basic considerations involved in implementing the decision. Timing is related to the ability of receiving schools to absorb the transferred students without jeopardizing program effectiveness or the students' ability to adjust to the change in schools. Timing is directly related to a decision on when or how much (or whether or not) to adjust attendance areas. Another consideration affecting the timing of the change is the �-9prevailing policy which allov/s Seniors subject to redistricting to finish in a school where they previously have attended for two years. Seniors from Hoffman-Boston would not have such an option if their school were closed at once. But if this option were retained for other students who might be subject to a move as a result of the transfer, some skewing of planned overload adjustments would result, leaving Wakefield with a slightly higher overload in the first year of the transfer. However, the planned conversion of the four small classrooms at Wakefield probably would be more than enough to compensate for the difference. Availability of this option could be expected to encourage a positive acceptance of the change by students in the three large schools. Among the most important factors to be considered is the placement of Hoffman-Boston teaching staff members whose positions would not be needed when the senior-high school is terminated. Fortunately, the number to be absorbed would be small, and the Hoffman-Boston staff generally is made up of clearly well-qualified and experienced individuals. As soon as possible, the size of the staff reduction in Hoffman-Boston should be determined. Specific teachers involved in the reduction should be identified and the School Personnel Department alerted to plan for their absorption elsewhere in the County in the school year of the student transfer. In recent years more than 100 secondary teachers have left the County annually. The number of teachers to be transferred from Hoffman-Boston would be not more than 10-15# of this number. If the teachers involved are identified early and tentatively placed as appropriate vacancies come to light, it is reasonable to assume that they all could be placed in Arlington. Advance orientation and guidance should be provided, also, for the �-1 0 - students who will be involved in the transfer,, This guidance should be extensive and should begin well in advance of the transfer date„ The emphasis in this counseling should be on helping the students to understand and prepare to take advantage of the courses and pro grams which will be available to them in the larger schools,. �- 11- ALTERNATIVES Three different timetables have been considered by the committee. Of the considerations listed above, only those considerations regarding capacity of existing facilities are materially affected by the alterna tives. Sufficient time exists in any case for counseling of students ana for planning to place the teachers who will be affected. A. Termination and Transfer in September 1965 The alternative most favorable with regard to space is, of course, to wait until the fall of 1965 to implement the School Board's decision. At that time, the degree of overenrollment in the three schools, if equalized by boundary changes, would be substantially less than the schools presently are experiencing. This would be the only advantage to such a delay, however. Psycho logically it would not be good for the total community to defer action for two years when people are prepared to accept it much sooner. The most serious argument against this alternative, however, is that it delays too long the opening of greater program opportunities to the students of Hoffman-Boston. B. Phasing Out A possible middle course could be defined as a "partial phasing out." Under this plan, sophomores could be transferred in the fall of 196^, the 196^-65 seniors would be graduated from Hoffman-Boston, and the 1964-65 juniors would be transferred to the other schools in September 1965* The principal advantage of this plan would be that it mitigates the problem of overenrollments for the larger schools. It also would spread over two years the period for placing Hoffman-Boston teachers �- 12- in other schools in the County. However, this plan would require especially careful planning in order to operate a partial senior high school program for less than 200 students at Hoffman-Boston during the transitional year. It probably would require such measures as assignment of teachers from other schools to teach one or two classes daily at Hoffman-Boston. For Hoffman-Boston students who are juniors in 1964-65 it also would partly obviate the opportunity to avail themselves of expanded course offerings in the larger schools C. Termination and Transfer in September 1964 The third alternative— making the complete change immediately in 1964 with redistricting to equalize overloads— would represent the most dynamic and forceful implementation of the School Board’s decision. It would, admittedly, represent the greatest inconvenience to staff and students in the three larger schools. But if the degree of crov/ding can be tolerated, this alternative would more quickly achieve the social goal of equal educational opportunities for high school students in Arlington County. The major disadvantage, as already implied, is the deferral of relief from overcrowding in the three large schools. �-13RECOMMENDATIONS All things considered, the Committee recommends that the School Board take steps immediately to implement Alternative C 0 We believe that this represents the best balance of forces in recognition of overall student welfare and community commitment. In addition, we recommends 1. That advance orientation of students at Hoffman-Boston who are to be transferred be initiated at least six months before termination of their last year at Hoffman-Boston, including visits at the school to which transfer is anticipated, explanation of course and extracurricular opportunities at the new school, and planning of individual student programs. 2. That?under any alternative, senior high school boundaries be adjusted so as to equalize the overload on the three large senior high schools, taking into account the pro jected additional classroom space already being converted for Wakefield in 196**, and that in adjusting the boundary between Yorktown and Washington-Lee the east-west line (along North 22nd Street west of Glebe Road) be straightened. 3. That individual placements of members of the Hoffman-Boston teaching staff be made as soon as projected opportunities open up in advance of the termination of the Hoffman-Boston Senior High program, with special attention being given tos (a) the best distribution of talent throughout the school system; (b) the balance of skills and talents in any given school; and (c) the adequacy of the staff scheduled to remain �-14at Hoffraan-Boston to carry on the Junior High School program, so long as it continues as such. Turnover in the total teaching staff in the school system is such that no forced separation of a teaching staff member from Hoffman-Boston or elsewhere should occur on any grounds except inadequate teaching performance of such a character that would normally result in separation if the Hoffman-Boston transfer were not taking place. 4. That every effort be made at the earliest possible opportunity to upgrade physical facilities in all high schools to keep pace with changing program needs, with special attention to physical education and cafeteria facilities at Washington-Lee High School and shop facilities at Wakefield High School. (This issue is related to the Committee's assignment, because undesirable conditions in these respects at these schools will be exacerbated by any increase in student enrollment at any time and, indeed, should be corrected even with present or lower enrollments.) 5. That the School Board provide funds, at the earliest possible opportunity, to improve facilities at Hoffman-Boston for an f adequate Junior High program, particularly for improvement of the library, physical education, music, and industrial arts facilities at that location, �-15- members OF THE HOFFMAN-BOSTON PLANNING COMMITTEE Chairman Mr. Emanuel Azar ^ Yorktown Advisory Gpraraittee Mr. 0//U. Johansen Principal, Washington-Lee High School __ James E. Chinn Hoffman-Boston Advisory Committee Mr. W. Ralph Kie^ Principal, Yorktown HjLgh School 'YHa a . £X blJ l 6J., \ujsV m IT - 1T\\W^ M r $ Horace Clark man-Boston Advisory Committee Mr> Robert Murchdjson, Jr. Hoffmar-Bostcn Advisory Committee Lawrence W„ Draeger Washington-Lee Advisory Committee Mr. c. Go Morris Administrative /Analyst Dr. E. R. Draheim Kenmore Advisory Committee Seo^ge Richardson Principal, Hoffman-Boston Jr-Sr High School ? /Ml*r- /?AumA. Cajft. Hal K. Edwards Jefferson Advisory Committee / < I Q (/ \ c \ as Mr. Richard Franz^ VtakefielcLAdvisory Committee Mr. Frank Stewart Coordinator of Teacher Recruitment \ W x \ y ^ V w ' Mr. 'David (Goof r\y \j Gunston Advisory Committee Mr. William T. Syphax Hoffman-Boston Advisory Committee Joseph R. Holzzf Wakefield Advisory voj)imittee Dr. Harold Wilson Principal, Wakefield High School � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Report of Hoffman-Boston Planning Committee to the Arlington School Board, Planning for Termination of Hoffman-Boston High School, 8/22/1963, 15 pages. Description An account of the resource Plans for Termination of Hoffman-Boston High School Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Hoffman-Boston Planning Committee Date A point or period of time associated with an event in the lifecycle of the resource 1963-08-22 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_110 https://projectdaps.org/files/original/e5481e6c7e44cebf2c3398d1b8722b4b.pdf 51b8071a50bd310ab035c9b97ccd9f19 PDF Text Text G u id a n c e S e rv ice s Guidance — helping pupils to plan for the future and solve their problems — is an integral part of the program. Pupils in grade seven are assigned to their English-Social Studies teacher for guidance of a general nature. Pupils in grades eight and nine are assigned to a counselor for individual assistance and counseling. The classroom teacher, homeroom teacher, and the counselor work cooperatively in carrying out the guidance program. Group guidance activities are scheduled periodically during the school year to assist in educational and vocational planning. In each school there is a director of guidance who coordinates the program and who assists all staff members with their guidance activities. J u n io r Testing for scholastic aptitude Achievement testing Vocational testing Diagnostic educational testing Program planning Personal counseling Keeping individual pupil records Conference with parents and pupils SPECIAL SERVICES ARE PROVIDED FOR PUPILS: 1. 2. 3. 4. 5. Having speech and hearing difficulties Having reading problems Having health problems Needing homebound instruction Needing psychological help P rogram of Studies Arlington Junior High Schools Attempt to: - Important guidance activities are as follows: 1. 2. 3. 4. 5. 6. 7. 8. H igh - Provide a smooth transition from elementary school to the secondary school Prepare pupils for senior high school Recognize the nature of the child during adolescence and to provide for his needs Provide experiences which will develop essential knowledge, skills, attitudes, and sound study habits Recognize and to provide for individual differences Guide the pupil in his choice and planning of a curriculum Provide the opportunity for improvement of human relationships through respect for humanity, wholesome friendships, group co operation, and courteous behavior Provide the opportunity for self-realization through the cultivation of an inquiring mind, sound health habits, and in the wise use of leisure Create within the pupil an appreciation for and satisfaction in good workmanship, an opportunity for securing information about occupations, and to set up criteria for judging occupations Inculcate within the pupil a devotion to democracy and a profound sense of civic responsibility. Arlington County Public Schools Arlington, Virginia February, 1963 �P rogram of Studies Seventh Grade 4*f Ninth Grade Required Daily: 1. English 2. 3. Va. History, Geography & Government Mathematics Required in Semester Alternation: 4. Phys. Ed./ Health (Human Anatomy and Physiology) 5. Art/lndustrial Arts or Home Economics Required in Daily Alternation: 6. Foreign Language (French or Spanish) or Reading/ alternating with Music (7th Grade or Instrumental) Eighth Grade Required Daily: 1. English 2. General Science 3. Mathematics Required in Daily Alternation: 4. Physical Education/Speech or Music (Instrumental or Vocal) Electives: Daily Foreign Language (French or Spanish) and/or U.S. History and Geography or World History and Geography, Part I Grades Seven, Eight, and Nine Semester Art Home Economics Industrial Arts Reading Required Daily: 1. English 2. World Geography and Civics or World History & Geography, Part II 3. Physical Education/Health (Personal Health Appraisal) and Driver Education Electives: Daily Art Foreign Language (French, Latin, Spanlsh) General Business Home Economics Industrial Arts Journalism Library Methods Mathematics (Algebra I, Plane Geometry, General Math) Personal Typewriting Personal Typewriting & Business Procedures Reading Science (Earth & Space or Intensified General Science) Speech Daily Alternation Speech/Music (Instrumental or Vocal) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington Public Schools, Junior High Program of Studies, 2/1963 Description An account of the resource Junior High Program of Studies Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1963-02 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_109 https://projectdaps.org/files/original/3d13b85c8075930bbc4e8a57d7ebface.pdf 1df52dee07e965d7dce0aac994a65143 PDF Text Text �IF YOU D O N ’ VOTE IN ARLINGTON, YOU D O N ’ COUNT IN ARLINGTON T T Last November only one out of five of the Negroes in Arlington over 21 vas qualified to vote. you a voter? Were Next November Arlington eleots three School Board Members, two County Board Members, a State Senator, three State Delegates, a Commissioner of Revenue, Commonwealth Attorney, Sheriff, Treasurer and Trial Justice; also two Democratic Comitteemen from each precinct. Actions of the School Board and County Board closely affect your welfare and that of your children. To qualify to vote in Arlington, you must have paid "capitation" tax, usually called "poll tax", for the last three years during which you have lived in the State and you must be registered to vote. If you have not paid a poll tax for one or more of the last three years, you can still pay and qualify to vote this year. If If If If you you you you owe for three owe for 1952 owe for 1953 owe for I95U years only, only, only, with with with with interest, the amount is ....... $^.98 interest, the amount i s ........ 1-75 interest, the amount i s ........ I .65 interest, the amount i s ........ I .58 The deadline for payment of poll taxes to vote this year is May 7 t h . Newcomers to Virginia need only pay poll tax for the year or two they have lived in the State. Yo»r»g people may register and vote the year in which they become 21 without paying poll tax if the 21st birthday comes before the November election. Pay your poll tax at the Treasurer's Office in the Arlington Court House. Then take your receipt to the Registrar's Office and register to vote. If it is inconvenient to go to the Court House, you can mail in a check or money order for your poll tax. (Use form below.) How to Register: You must go yourself, to the General Registrar's Office, 20^9 - 15th Street, N. (opposite the north wing of the Court House). Take with you your poll tax receipt for 195b and if you hare paid back poll taxes for 1953 o r 1952 this year, take these receipts with you too. (In case you lose a poll tax receipt, you can get a copy of it from the Treasurer's Office.) T o Vote in the Primary, you must register by June lhth. To Vote in the November General Election, you must register by October 8t h . You need register only once. This qualifies you to vote as long as you live in Arlington and pay your yearly poll tax of $ 1 .50. If you have any questions or want more information, please call one of these persons: Mrs. Mary A. Thompson....... General Registrar. .. .JA 7-^800 Ext. 278 Mr. Edward D. Strother...... Arlington NAACP...... JA 2-7093 This leaflet is issued by the Arlington NAACP, Hoffman-Boston PTA and Langston PTA. BE A VOTING CITIZEN . ' PAY YOUR POLL T AX BY SATURDAY, MAY 7, AND REGISTER . ' Treasurer of Arlington County, Court House, Arlington 1, Virginia. Enclosed is $____________ to cover capitation (poll tax) for _ (Name or N a m e s P (Give full name of each person) for the year(s) , . P le a s e n a i l r e c e ip t s t o : ��IF YOU D O N ’ VOTE IN ARLINGTON, YOU D O N ’ COUNT IN ARLINGTON T T Last November only one out of five of the Negroes In Arlington over 21 was qualified to vote. you a voter? Were Next November Arlington eleots three School Board Members, two County Board Members, a State Senator, three State Delegates, a Commissioner of Revenue, Commonwealth Attorney, Sheriff, Treasurer and Trial Justice; also two Democratic Comitteemen from each precinct. Actions of the School Board and County Board closely affect your welfare and that of your children. To qualify to vote in Arlington, you must have paid "capitation" tax, usually called "poll tax", for the last three years during which you have lived in the State and you must be registered to vote. If you have not paid a poll tax for one or more of the last three years, you can still pay and qualify to vote this year. If If If If you you you you owe for owe for owe for owe for three years with interest, 1952 only, with interest, with interest, 195^ only, with interest, 1953 only, the the the the amount amount amount amount is ...... $h.98 i s ........ 1-75 is ........ 1.65 i s ........ 1.58 The deadline for payment of poll taxes to vote this year is May 7 t h . Newcomers to Virginia need only pay poll tax for the year or two they have lived in the State. Young people may register and vote the year in which they become 21 without paying poll tax if the 21st birthday comes before the November election. Pay your poll tax at the Treasurer's Office in the Arlington Court House. Then take your receipt to the Registrar's Office and register to vote. If it is inconvenient to go to the Court House, you can mail in a check or money order for your poll tax. (Use form below.) How to Register: You must go yourself, to the General Registrar's Office, 20^9 - 15 th Street, N. (opposite the north wing of the Court House). Take with you your poll tax receipt for I95U and if you have paid back poll taxes for 1953 or 1952 this year, take these receipts with you too. (In case you lose a poll tax receipt, you can get a copy of it from the Treasurer's Office.) To Vote in the Primary, you must register by June ltth. To Vote in the November General Election, you must register by October 8t h . You need register only once. This qualifies you to vote as long as you live in Arlington and pay your yearly poll tax of $ 1 .50 . If you have any questions or want more information, please call one of these persons: Mrs. Mary A Thompson ........General Registrar... .JA 7-^800 Ext. 278 Mr. Edward D. Strother.......Arlington NAACP......JA 2-7093 This leaflet is issued by the Arlington NAACP, Hoffman-Boston PTA and Langston PTA. BE A VOTING CITIZEN . ' PAY YOUR POLL TA X BY SATURDAY, MAY 7, AND REGISTER . ' Treasurer of Arlington County, Court House, Arlington 1, Virginia. Enclosed is $____________ to cover capitation (poll tax) for _ (Name or Names) (Give full name of each person) for the year(s) _________, . . Please mail receipts to: (Name) _________________________ (Address) ________________ ___________________ Arlington, Virginia � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Flyer, If You Don't Vote in Arlington, You Don't Count in Arlington, n.d. Handwritten notes on back. 4 pages Description An account of the resource Arlington Voter Registration, Poll Tax [back of flyer used for taking notes on Hoffman-Boston] Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_107 https://projectdaps.org/files/original/87ed4e5cd57f4264a0fec54f4bf83756.pdf bd65412123d66eaadf65030792e45fd3 PDF Text Text ������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hoffman-Boston High School, April 9, 1963, 20 pages. Description An account of the resource Report on Hoffman-Boston High School faculty's educational achievements, honors, community activities, enrichment of student activities Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Hoffman-Boston High School Date A point or period of time associated with an event in the lifecycle of the resource 1963-04-09 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_86 https://projectdaps.org/files/original/5562f559576b196c81f99dd3020bd63f.pdf 52e0dafc1cbacae7278537d6c6af5cf1 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter, Ira Lechner to James Nabrit III, NAACP Legal Defense and Education Fund Description An account of the resource Arlington School Board's Transfer of previously reassigned Negro Students to schools near their homes Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Ira Lechner Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_85 https://projectdaps.org/files/original/5a04a496826ed054c7d3553e22d3e53d.pdf d5ba4d56f9a338925116ab48e84f4099 PDF Text Text ������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource News clippings on Gray Report, Virginia Constitution and proposed tuition Amendment, 11-12/1955, 6 pages. Description An account of the resource Gray Report, proposed Virginia Constitutional amendment on tuition Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Washington Post and Times Herald Date A point or period of time associated with an event in the lifecycle of the resource 1955-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_79 https://projectdaps.org/files/original/04ae0db22cda007934b9cf5cecfc21a9.pdf 1bf6335723cf692a128d7a7d819952aa PDF Text Text ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Catholic Principles and the Proposed Amendment of the State Constitution, Virginia Council of Catholic Women, Social Action Committee, 4 pages. Description An account of the resource Ethical issues of Catholics concerning Convention to amend Virginia Constitution to allow tuition grants, to be voted on January 9 [1956] Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Virginia Council of Catholic Women Date A point or period of time associated with an event in the lifecycle of the resource 1956 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_78 https://projectdaps.org/files/original/c86b022a5d0bad70359385fc7b4c725f.pdf 97a29a8f11e7d9dcfed7652089407a2b PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource League of Women Voters of Virginia, political flyer about voting against the Convention to Amend Virginia Constitution, Section 141 to authorize Tuition grant program, January 9 [1956] , 2 pages. Description An account of the resource Convention to amend Virginia Constitution to allow tuition grants, to be voted on January 9 [1956] Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource League of Women Voters of Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1956 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_77 https://projectdaps.org/files/original/6cefe1485bc1f40b9384d439f8a06f1b.pdf 3241d21227d1c100f7e42e363cc14180 PDF Text Text ������������������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource League of Women Voters of Arlington, Local Affairs Committee, 9/1963, Briefing materials from the Study of Hoffman-Boston Senior High School, 18 pages. Description An account of the resource Hoffman-Boston High School, Desegregation Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource League of Women Voters of Arlington, Local Affairs Committee Date A point or period of time associated with an event in the lifecycle of the resource 1963-09 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_59 https://projectdaps.org/files/original/d29c6e322bcb72bf102d3624949f63dd.pdf ddc1c66f14809c95d4bc04de8d39ad28 PDF Text Text ADMINISTRATIVE BOOK?: school h a k e XMEmm an» o m m n o s study TERSE SHIIOR HIGH SCHOOLS AND ONE JR-SS HIGH SCHOOL AS OF OCTOBER« 1362 Report Submitted ^aauapy k, X?S3 Arlington County Fn’lic Schools o Office of the Superintendent CC'Nulte �Preface T M s study was undertaken at the Superintendent's request* in cooperation with the High School Principals* Definitions and worksheets used in collecting and organizing the data were cooperatively develojjed (see Exhibits and 25)» Worksheets were completed by the High School Principals or their assistants, and tabulations and analysis were developed by the Administrative Analyst, Mrs„ Dorothy White contributed long hours of tedious and skilled effort in producing the tabulations and preparing the tables for reproduction. As a pilot effort in objective analysis of facilities and patterns cf utilization this project has been something of an experiment* The tables contain a great deal of information which ©ay provide insights not covered in the narrative of this report, when analyzed by administrative and supervisory staff members close to the schools and programs covered. Evaluation of the significance of the data must rest in part on value judgments, at this stage of development< Validated criteria on the proper » amount of space per pupil in various types of classes, or on what constitutes full and efficient utilization of a building# do not sees to be readily availablec Such criteria# of course, will depend upon many variables related to the kind of program being offered and the amount of flexibility designed into the particular school facilitye Nevertheless, certain broad indications on inadequacy of space do appear obvious# and are suggested in the analysis which follows,. �SCHOOL PLANT INVENTOR? AND UTILIZATION STUDY THREE SENIOR HIGH SCHOOIS AND ONE JR-SR HIGH SCHOOL October,-, 1962 LIST OF TABL&S AND EXHIBITS *1, *2. *3, b_ . 5s 6, 7, *8, 9, 10, 11, 12, *13, 14, 15, 16 17, •18, 19, 20, 21, 22, *23. 'h £„ 25, Comparative Summary Data Availability and Utilization of Classroom Space Summary of Room Utilization Utilization of Instructional Areas,, by Type of Area, Washington-Lee High School Utilization of Instructional Areas, by Type of Area, Hoffman-Boston Junior-Senior High School Utilization of Instructional Areas, by Type of Area, lorktown High School Utilization of Instructional Areas, by Type of Area, Wakefield High School Summary of Class Size Data Class Size Data, by Subject Fields, lorktown Senior High School Class Size Data, by Subject Fields, Washington-Lee Senior High School Class Size Data, by Subject Fields, Wakefield Senior High School Class Size Data, by Subject Fields, Hoffman-Boston Junior-Senior High School Summary of Class Situations Class Sizes, Meeting Places, and Per Pupil Areas. by Subject Area, Hoffman-Boston Junior-Senior High School Class Sizes, Meeting Places, and Per Pupil Areas, by Subject Area, Washington-Lee Senior High School Class Sizes, Meeting Places, and Per Pupil Areas, by Subject Area, Wakefield Senior High School Class Sizes, Meeting Places, and Per *upil Areas, by Subject Area, forktown Senior High School Summary of Teaching Station Situations of Individual Teachers Teaching Station Situations of Individual Teachers, Tcrktown High School Teaching Station Situations of Individual Teachers, Wakefield High School Teaching Station Situations of Individual Teachers, Hoffman-Boston Junior-Senior High School Teaching Station Situations of Individual Teachers, Washington-Lee High School Physical Education Facilities and Classes Codes and Definitions For Use in School Facilities Inventory and Utilization Study "Worksheet A" (Form used by High School Principals in preparing data for the study) Tables marked with an asterisk are Summary Tables The other tables are back-up tables. �APMINISTKATIVE REPORT SCHOOL PLANT INVENTORY AND UTILIZATION STUDY THEES SENIOR HIGH SCHOOLS Ai© ONE JR--SK HIGH SCHOOL AS OF OCTOBER, 1962 Introduction The objectives of this study were threefold: facilities in the Arlington County High Schools: (1) Provide an inventory of the existing instructional (2) Provide a comparative analysis of the patterns of utilization of the facilities, including effects of identifiable factors and choices on the patterns of usej (3) Assist tha High School Principals in clarifying the strengths and weaknesses in existing facilities, problems in fitting current programs to facilities, and any possible approaches to even more effective utilization of the facilities, The tables provide detailed data on the number and kinds of teaching stations available in each school, patterns of use for each type of station, class sizes, "teaching-learning” situations of individual classes, and the effects of current pi-actiees— in combination with program requirements, enrollments, and limits on available space— on the daily schedules of individual teachers. The narrative preceding the tables describes some highlights of what the data show, some inter pretation of contributing factors, and some additional information not covered in the tables. Explanation of the Tables The tables constitute a kind of pyramid of data, ranging from specific details by school on one type of factor, through summary comparisons of each type of factor for all four schools, to the overall table of comparative data (Table 1), �2 - - Thus, for example, Tables patterns of room utilization. are the basis for Table 5, which provides a comparative summary of Only the summary tables will be discussed here. The backup tables are included for persons who nay wish to look at specific situations in individual schools. Comparative Summery Data Table 1 provides comparisons of key factors among the four schools, Cate shown in purple provide general background on the size of facility, scope of program,, and degree of crowding (% sf "Class Capacity," explained in the following section, and not the same thing as rated pupil capacity), for each school, Sata shown ia green deal with factors for which a higher percentage is presumably favorable, (The only item on which the favorable nature may be questionable is the % of classes under l6 students:1 Items shown in red are items for which a higher score presumably is less favorable. Availability and Gtillzation of Classroom Space Table 2 shows the total daily class-scheduling capacity of each school, by type and size of rooms, the numbers of classes actually scheduled, and a percentage which represents number- of classes scheduled divided by number of periods available, for each class of rooms, (Physical Education facilities and classes generally are excluded from the tables because the nature of the data and the way they were reported preclude comparable treatment,) The "Periods Available" column for each school represents what could be called its "ffeximum Paily Class Capacity," based on a six-period schedule, (Thus, the number of suitable teaching stations for the school is the maximum class capacity divided by six,) The difference between a school’s rated pupil capacity and its maximum class capacity may be seen in the following table: �-3- HOFFMANBOSK® WAKEFIELD WASHINGTONLEE KOSKTOWH A. Sated Pupil Capacity1 650 2025 2, 62-63 Enrollment"’ " 6?4 2319 3, 62-63 % of Rated Capacity! 103.7# UA.S# 107,556 112,3i! Capacity^ 186 k7k 498 32^ Dai3y# Classes Scheduled2 158 m 'OS 231 ka Kaxiraum Daily Class 50 6, % at Class Capacity^ 85SS 98% 2000 21^9 w ItOO 1571 - 90% ^Safca from Arlington County Public Schools , Department of Research, ’Secondary School ’ Keabership by Schools! A 5"*5tear History of Actual Membership and a 5-^ear Projection Based on Survival Rations," November 19, 1962, p Exclusive of Physical Education facilities and classes. Ae indicated in the table, Wakefield High School has the largest rated pupil capacity, at 2025 students, Washington-Le®» however, has the highest class-scheduling capacity (exclusive of Physical Education), with 2h more available classroom periods than Wakefield has. In other words, although Wakefield is supposed to handle 25 more students, Washington-Less has four Bore classrooms available. From the data shown above it is possible to develop another interesting set of comparisons-; �-4 - HOFFMANBOSTON m WAKEFIELD WASHINGTONLEE TORKTOWN Enrollment 2, Number of Classrooms 3= Pupil/Clasaroom Ratio 2319 2149 1571 31 1, 79 85 54 21,7 29.4 25.9 29.1 Probably the most meaningful indication of the relative loading of the four schools, in terms of their ability to schedule classes as opposed to their rated pupil capacity, is the Pupil/Claseroom Batio, la rounded numbers, the three different ways of looking at a school’s pupil load line up as follows; HOFFMAN ™ BOSTON % of Bated Pupil Capacity Pupil/Classroom Ratio WASHINGTONLEE TORKTOWN 104 115 108 112 85 98 88 90 22 29 26 29 % of Maximum Daily Capacity WAKEFIELD Thus, Wakefield and ^orktown are noticeably more crowded than are Hoffman-Boston and Washington-Lee, While Torktown appears in a much more favorable position on the percent of maximum daily class capacity, this position apparently results in part from differences in other areas. For example, classes have 31 or more students, while only i&% of Wakefield's classes hare more than 30. of Torktovra’s �•5" Some tentative indications seem apparent on how much of an overload above rated capacity a school can absorb before real deterioration of "teaching-learning1 situations begins to occur.. 1 Roughly speaking, an overload up to about 10% does not appear to create particularly undesirable situations in the case of Arlington’s high schools with the current instructional program. Above this figure, as in the case of Torktown and Wakefield, compromises of desired scheduling criteria begin to become necessary— value judgements must be made in choosing "lesser evils," Analysis of the various tables reveals that different schools have tended to select different approaches .in making the required compromises. Again it should be noted that the above indications of the degree of crowding do not account for physical Education classes or facilities. Ironically, the two schools with the highest overload are relatively we3,l off in this area of instruction, Washington-lee and Hoffman-Soston, on the other hand, are rather severely overloaded with respect to available Physical Education facilities, This matter is discussed below in connection with Table 23, Summary of Room utilization Table 3 summarizes data for til® four schools on the number and kinds of teaching stations available and in use and on patterns of use, Weshington»Lee and forktown can be seen to have a higher proportion of regular, or general-use, classrooms, a condition which increases flexibility and should permit these schools to carry a slightly higher percent of "overload," Xorktown apparently is carrying a reasonable overload, Washington-Lee could handle more students only at the cost of further deterioration in its Physical Education situation. While Hoffoan-Boston has the lowest proportion of regular classrooms, this is largely because its total number of rooms is much smaller. �-6Some of the choices among conflicting values become apparent in comparing Sable 2 and Table 3, example = For Wakefield is shows, by Table 2 to be the most crowded, with forktown the next most crowded. The gap between the two actually is less than the percents of class capacity alone would indicate (as discussed in connection with the table on page 4, above). While slightly' less crowded, forktown nevertheless is making fuller use of its available scheduling capacity in regular classrooms and most types of special classrooms. This higher utilization of conventional classrooms contributes to the much lower percent of classes for Vorktown which are required to meat in other areas and temporaryadaptations. This has been achieved, however, at the cost of other values which traditionally have been held to be important. compared to Bin© percent of Yorktown’s rooms are used for three or more subject fielde, for Wakefieldo compared to 1056 for Wakefield, Twenty percent of Torktown’s rooms are used by three or more teachers, The impact of this pattern on teacher travel will be seen in the dis cussion on Table 18, below. Summary of Class Size Data and Summery of Class Situations Table 8 summarizes and compares data on class sizes for the four schools, data on class sizes by subject fields, for each school.) situations of individual classes in the four schools. (Backup Tables 9-12 provide Table 13 provides comparative data on the (Backup Tables lb-17 provide similar data by subject field®, for each school.) Variations in class size data may be attributed to various factors, Hoffman-Boston has by far the highest proportion of classes with 15 or fewer students— -probably because Hoffman-Boston is the least crowded. The other three schools all are close to the four-school average in the percent of classes with �-715 or fewer students0 At the other end of the scale, Hoffman^Boston and Wakefield both approximate the four-school average for percent of classes with more than 30 students0 average proportion^, while Washington-Lee has about half of ito Yorktown has about double the These differences cannot be ascribed primarily to the use of team teaching* since all three Senior high schools have it* and Wakefield uses the practice almost as much as Yorktown* Surprisingly * turning to Table 1 3 Yorktown®~whieh has the smallest percent of classes meeting in nou-classioosj areas* and has the highest percsnt and number of classes over 30— has the lowest proportion of crowded classrooms* This may b© in part a positive result of the choices which cause lorktowuss teachers to do the most traveling* In other words6 Yorktown apparently has done the best job of matching class size to room size* by requiring more of its teachers to teach in two or more classrooms,, The high proportion of crowded classrooms for Washington«Lee appears to be largely a result of the size of that school*s classroomsc Most of Washington~I.ee9s regular classrooms are slightly under 600 square feet in area*, while most of the regular classrooms in Yorktown and Wakefield are larger than 600 square feet.. classes with more than 20 square feet per pupil* of course, are not necessarily housed adequately0 special classrooms a higher amount of area is needed* (All In most There seems no room to question* however* that less than 20 square feet per pupil constitutes a crowded situation not conducive to most favorable ”fceaching~learning" conditions„) Another indication of the results of different choices in scheduling is shown in Table 13* While 10# of Wakefield’s classes meet in other instructional areas, including undesirable temporary adaptations* the figiire for Yorktown is less than 156, About half of the difference, however* is represented by classes meeting in special classrooms designed for subjects other than those being taught0 Ten percent �1** 8 of Torktown's classes are in. this category, compared to only 6 percent for Wakefields Summary of Teaching Station Situations of Individual Teachers Table l8 summarizes data on the situations of individual teachers, for the four schools. Comparisons by subject fields can be obtained from the backup tables, 19-32, Again, the results of differing value choices are apparent, proportion of teachers who teach in inappropriate stations. Wakefield, for example, has the greatest But Wakefield also has the lowest proportion of teachers required to teach in three or more different places. Physical Education facilities and Claeses Comparable quantitative analysis of the data for physical education facilities and classes was not possible because of wide variations la circumstances and methods of reporting. Several basic facts seem quite apparent, however, in Table 23. Wakefield and Torktown, the two newest high schools, have Physical Education facilities which would have been considered luxurious a few years ago but which arc just adequate to house the kind of comprehensive program needed to meet physical fitness goals recently recommended nationally. There is no doubt that on a nationwide or statewide basis Wakefield and Yorktown would be near the top in Physical Education facilities. Present programs put more of a strain on Wakefield’s facilities than on "forktown’s. While lorktown does not use all its facilities every period, Wakefield does, Washington-Lee and Hoffman-Bostoa, however, do not have anywhere near the capacity to handle physical education programs comparable to the two newer schools, less than half the plant capacity of the other two.- Xn very rough terms, Washington-Lee has slightly This circumstance affects the way Washington-Lae must schedule its program, as described in the return submitted by that schools �■9= Gym,— -Boys and Girls-"'Arbitrarily divided in three teaching stations, two on gymnasium floor and one on b a l c o n y The balcony has little equipment beyond a trampoline, a few mats and a marked shuffle board area. Eleventh grade physical education is scheduled for tlie entire year. There are three to four health classes scheduled, depending on the period. Health and Physical Education for the 10th grade is scheduled on a 9*18-9 wsek, Meaning 9 weeks of physical education followed by XB weeks of health and a return of 9 weeks of physical education, There are five such classes each period which must Slave teaching spaces. It is obvious that we cannot accommodate all these health and physical education classes in the 3yo, These conditions exist even in the absence of any program of Physical Education for the 12th grade! Additional Information for Individual Schools In addition to the comparative data shown in the statistical tables, each school reported certain individual factors which should be noted for a complete picture of the situation in that school, Wakefield The data definitely i'how that Wakefield is sore crowded than the other schools.. Also, while the most crowded, and with the greatest number and percentage of undesirable ,teaching«Iearning” situations, ! Wakefield appears to be making slightly less use of its available classroom space. For these reasons, a more detailed analysis was made for Wakefield High School, The results of this analysis are contained in a separate administrative report, which is attached as Appendix A, Specific classroom rearrangements suggested in the Appendix are not considered desirable by the Wakefield 3taffv for a variety of reasons. Remarks contained in the Wakefield Worksheet identify the following additional needs for modification er added equipment, not covered in Appendix At (1) Folding tablet armchairs for Music Classroom 110, (2) Preparation of unexsavated areas in the basement as additional locker and shower space. �Yorktown la general, Yorktown appears to have a satisfactory blend of program, facilities, and enrollment, Shis relatively favorable situation is reflected in the general lack of special comments contained in tils Yerktowii Worksheet, Only two Yorktown classes presently are scheduled for areas other than appropriate classrooms, ares Shay (1) Journalism, taught by Tuell, in Bo o b 134, ths second periods and (2) Advanced Composition, taught by Glynn, in Boom 134, the 4th period, Baca 134 is a small room with no windows and limited ventilation, 1’ ueil works with the newspaper staff in the same roes the period proceeding his Journalism class, Glynn works with tha literary magazine staff there the last period of the day. If iks disadvantages of the room outweigh the advantages of location to the teacher, other more comfortable space ia available for both classes. She Journalism course, with 20 students could meet either in Soon 116 (Music room, used for Health classes first and third periods) or in Boos 29 (as Art classroom), She Advanced Composition class, with eight students, could meet is Rocs 223 (a Regular classroom), Boos 212 (Distributive Education room) or Scorn 217 (Bookkeeping classroom). Probably the most undesirable situation at present i3 the scheduling of two Commercial Mathematics classes into the Metals Shop (Kooa 33)* On® of the classes, meeting th® third period, could be moved to nearby Boos 26, which is i\sed other periods for Health classes, Ths other, meeting ths fourth period, could meet in one of tha three places suggested above for the Advanced Composition class* (Storage and display of training aids sight ba a problem in such a move, however,) Ironically, only one Metals class (second period), with 22 students, is taught in the Metals Shop, and only two Wood classes (first and fifth periods) are taught in the Woodworking Shop, If a plan could �11- ■ ’ worked out to combine those two facilities, an added 1250 square feet for other instructional use could oo be obtained, Eemarks contained in the lorktovn Worksheet identify the following needs for modification or added equipment, to improve the utility of existing space; (1) Modification of Regular Classroom 130 into a Chemistry teb, This room now has on® bisilt=in demonstration stand, with gas, water, end electricity in the front of the room, (2) Addition of blackboards and bulletin board to improve utility of Husic Rooms 15 and 16 for general use, (3) Provision for bettor ventilation in the Chemistry Lab, Room 131, An additional 2500 square foot area ia occupied at present by the studios of WETA, Washington^Lae All 15 of the W&ahingtoavLee Blasses listed as meeting in inappropriate areas are Health classes. Other Health classes not counted In this study meet for part of the year, in various available classrooms. The study hall pattern, at Wasliisigton-Lse is different from those for the other senior high schools, Washington-iae has three rooms designed and labeled specifically as study halls. Study halls are now Ehs scheduled in two of these rooms and in various classrooms, /third study hall room is used for Health classes. Those three rooms could f e modified into large regular classrooms with flexible dividers to e convert to as many as six smaller teaching stations as required, Shis modification is one of the needs listed in the Washingtotn-Lsa Worksheet, So b ® tsars taught classes now using the auditorium eeuid then bs snitched to such classrooms. The auditorium could bs used for study halls, as i« the practice in the other senior high schools, Rsaarks in the Kashington-Lee Worksheet identify ths following additional nesds for modification �= 12- os- additional equipments (1) Added storage space,, blackboards or bulletin boards, Iscturne, or "lit®=out" curtains, for 34 different classrooms, (These aro items of equipment already generally installed in Wakefield and Torktown,) (2) Folding era chairs to permit snore flexible use of Music classroom 123» (3) Completion of the modification and equipping of rooms 505 and 306 as reading classrooms, (4) Enlargement of the library, to meet ALA standards and add needed shelving space, and the addition of eaall rooms for conferences, small groups, teacher research and planning, etc. Hoffman--Boston The Koffmas-Boston Worksheet did not include any specific remarks on needs for modification of rooms or provision of additional equipment. The five classes for Hoffnsan-Bosfcoa which are scheduled in .iQB-olassx'Oom spaces include two Heading classes in the clinic, and three "Physical Education and Bealtti” classes in the Cafeteria, There do not appear to be any suitable alternatives to the present locations for these five classes, Styncary and Conclusions A situation as kaleidoscopic as tbs subject of this study cannot really be summarized. Some of the overall indications of the date, ara highlighted in the following statements? io About 65 classes in the four schoole=~5# of the total number of classes<==are meeting in situations which ars considered undesirable and which would not exist in the absence of crowding. {45 of the 65 classes so identified are in Wakefield,) 2, Twenty classrooms, representing 8$ of the total counted, are used for three or more different subject fields, (23^ of the claasrooas in Bcffaan-Boatou arc so used, 91" of those in lorktowa, €% in Washington-Lee, and 5% in Wakefield,) �>133s Forty-one classrooms, or 16% of the total counted, are used by three or more teachers» (Torktown 20%, Hoffnsan-Eoston 19%, Washington-La® 18%, and Wakefield 10%.) b, Of 1350 separate classes in the four schools, l6b 9 or 12% have 15 or fewer students, Hoffman- Boston has 22% of its classes in this category, Torktown 12%, Washington-Lee 11%, and Wakefield 10%, IAt the other extreme, 220, or 16% of the classes have 31 or sore students, torktown has 30% of its Iclasses in this category, Wakefield 16%, Hoffman-Boston 14%, and Washington-Lee 8%. 3 , la 1?1 classes, 13% of the 1350, there is less than 20 square fast per pupil of floor area. This indication of crowding is true for 20% of Washington-Lee classes, 13% for Wakefield, 6% for HoffmanBoston, and k% for Xorktowzu 6, Physical education facilities are difficult to compare, A rough Indication of the differences among schools say be provided by dividing pupil enrollments into available square feet of gy® space, Hie resulting figures for square feet of gya space per pupil ares Wakefield 13,0; Torktown 10, b; HoffsaE-3oston S,2| Washington-Lee 6,1, From the above highlights and from the remainder of the preceding discussion and the statistical tables, the following general conclusions sees reasonable1 1, The space utilization pattern reflects the known fact that Arlington's High Schools have enrollments above their rated capacity, 2, All four high schools studied are doing a good yob of maximizing the use ef their available facilities, although they tend to make different choices in compromising among undesirable alternatives. 3, Physical education facilities are inadequate by today's otandards in Washington-Les and IHcffman-Boston, �-1*»- k* Wakefield High School will need about SIts additional classrooms, et least ' for the next two or three years, 5. .Suggested equipment and renovations for Washington-!.®® would help to improve the school's plant to make it more nearly comparable to the two newer high schools, 5?k® ultimate meaning of this analysis is5 of course, a matter of viewpoint. It can be shown that the overwhelming majority of high school classes are housed in adequate classrooms, Xt can be anticipated that within five year® the crowded situation will be eliminated by a decline in enroll ments, Xhere ar® positive elements in the present pictures double sessions have not been necessary? the scheduling of classes or study holla ia libraries has bees avoided completely. Stoat important of all, an exceptionally rich and varied instructional program along with a small student "overpopulation" has been accommodated without any really bad situations. Compared to most places, Arlington is well off, even with some crowded conditions, She other elds of the picture also should be noted. so that all students are not yet similarly housed. Marked differences in facilities do exist, Space for student activities is limited. flexibility is needed in programming for such innovations as team teaching. Increased At the same time, the proportion of special classrooms such ss science or language labs, is creeping up, Xt is not a good practice to have to schedule classes in language laboratories end then have teachers constantly exchanging classrooms so other classes can use the facility, She impact of instructional program on needs for facilities and on utilization patterns else should be recognized (see paragraph 3 of Appendix A), Original rated pupil capacities for high school buildings aay be rendered invalid by marked changes in program, some of which already are evident. Other changes �-15may be anticipated is tha near future, This study, a first attempt at defining Arlington's high school plant situation is depth,, raises mors questions than it answers, sore "probabilities’ than conclusions* Nevertheless, it does provide much quantitative information on circumstances generally observed and known be teachers, principals, and supervisors- It seems to suggest, also, both the possibility and desirability for basic continuing plant inventory/use records in the future- sobs kinds of All space in a school, including office and storage space, should bo included to complete the picture in say future analysis of this typeChanging program patterns, and the probability of more substantial program changes in the future, suggest a need for further study to evaluate- long-range school plant needs for the Arlington sshoolsEnrollments are only one factor in needs for facilities construction or modification. Since Arlington has experienced most of its population growth, the amount of future construction will probably b® small- St will be especially important that any new projects be part of an articulated long-rango plan to improve instructional adequacy and increase flexibility to meet changing needs. Careful attention should bs given to what and h i / we stay teach In ths coming decades as a basis for planning oand evaluating not only new construction but also proposed modifications j In ths interim, one possible short-range solution to overcrowding is portable classrooms- This approach should ba carefully studied before adoption, as the limitations and pitfalls may outweigh the advantages in aany cases. The application of such classrooms in Arlington would bs very limited by comparison with most systems where they have been used successfully, Cliasat® and community attitude are important factors- Satisfactory portable classrooms may cost one-half or two-thirds as much as permanent additions, depending on the engineering requirements for the permanent construction. �Table 1 COMPARATIVE SUHMART DATA SCHOOL PLANT IMVENTOKT AND UTILIZATION STUDY THREE SENIOR HIGH SCHOOLS AND ONE JR-SR HIGH SCHOOL Octobert 1962 SCHOOL; HOFFMAN-BOSTON WASHINGTON-LEE WAKEFIELD TORKTOWN # Roams Counted 31 87 85 54 i Regular Classrooms f 13 43 46 28 % of Class Capacity 85% 88# 9SBS ! 90# # Classes Counted 156 464 439 291 # Teachers Counted 35 106 102 70 $5# Reg„ Classroom Utilization Spec. Classroom Utilization 72$ jjj S jr “ : f 58% 24# 3055 22% 20% 33 05 Bo o h s Used By 3 or Mare Teachers 19a s 10$ 1855 Classes Over 30 Students 345 .5 1656 m m 13 % 2® Teachers Using 3 o r More R o o k s Teachers Using Unsuitable Soom3r 2 cr More Classes , CGSJ5dkw ! 1 7S!» Teachers Using 1 Roora Only Classes Under 20 Square Feet Per Pupil 1SS 9«S ■ Classes under 16 Students Classes in Suitable Room Rooms Used For 2 or Nora Subject Fields ! mu 5% 8# 16# 2# j 4# 3% 6% j ( i �SPINS October 1962 THIS TABLE REVISED, DECEMBER 21, 1962, BASED ON RECLASSIFICATION OF CERTAIN REPORTED DATA. CGNsdkw AVAILABILITY AND UTILIZATION OF CLASSROOM SPACE Class Periods Available-*-, Classes Scheduled^, And Utilization Percentages?, By Room Type And Room Area Groupings, Three Senior High Schools And One J r S r High School School Year 1962-63 Table 2 �AVAILABILITY AND UTILIZATION OF CLASSROOM SPACE Footnotes Number of cle^srooms times number of class periods daily, p $ Includes all credit classes except Physical Education? but does not include non=credit courses and activities or study hallsPercentage of available class periods actually utilized for credit courses., Special Classrooms Vocational; Includes classrooms especially designed or equipped for Business Education,. Distributive Education., or Industrial Arts,, ^ Due to differences in method of numbering and reporting rooms, Waehington-Les data on Home Economics classrooms availability are not comparable with those for the other three schools, ® Other Special Classrooms; Includes classrooms especially designed or equipped as Science Laboratories, Language Laboratories, or for Art, Music, Drama, or other special instruction, 7 O Other Instructional Areas; Includes all classes being taught in rooms or areas not ©rginally intended for classroom use. These include study halls, auditoriums, libraries, eot., as well as “temporary adaptations” of other areas, such as storerooms, lounges, hallways, clinics, etc-, She undesirability of scheduling classes in such areas stems from one or both of two factors? (1) use of the area as a classroom precludes or handicaps its use for the intended purpose, as when classes are held in a library? (2) the area does not provide satisfactory conditions for good instruction, Per cent of the total number of classes which are meeting in Other Instructional Areasc ' Total for School includess For Hoffman-Boston, 6 periods available and k classes scheduled in one Regular Classroom under **00 square feet^ for Washington-Lee, 6 periods available and 3 classes scheduled for one Vocational Education Classroom under **00 square feetg for Yorktown9 6 periods available and 0 classes scheduled for one Home Economics Classroom under **00 square feet. . . �SUMMARY OF ROOM UTILIZATION1 THREE SENIOR HIGH SCHOOLS AND ONE JR-SH HIGH SCHOOL October, 1962 NUfffiER OF ROOMS BY TYPE TOTAL NO, ROOMS J Reg, Cl, Spec, Other Class CCUNTEDl SCHOOL HOFFMAN* BOSTON 31 WAKEFIELD 13 ii 353 8 15 *s d6 7 10 323 15 i* 9 233 kf Si _ 6 193 213 3 33 29 9% 66 ?& 18 <3 06 333 563 10% 2 60 20 ?¥ ,% 5 15 713 9 1 WASHINGTONLEE 85 YOSKTOWH I*2 5W Ji }$ 28 25 526 ! h3h NUMBER OF ROOMS USED BY 1 3 or 2 Teacher Teachers More 37 W .......... 2 & 13 52* 36 87 I NUMBER OF R0CMS USED FOR 2 1 3 or Subject Subjects More Table 3 m 2 i 2S S b2 ?83 7 133 25 <* 7 6$ Z/ fO 353 5 10 33 11 93 183 613 203 1 1<< ** 563 <*1 16% — L otal 257 130 513 m 13 % 181 70% 56 223 20 83 72 283 I Does not include utilization by Physical Education classes. Other Instructional Areas, such as gymnasium, auditorium, or cafeteria, not included unless classes are scheduled in them, 2 One Home Economics classroom with no scheduled classes, not included in this table, CGN-dkw �UTILIZATION OF INSTRUCTIONAL AREAS, BY TYPE OF AREA WASHINGTON-LEE HIGH SCHOOL, October, 196a TYPE OF AREA J0HBE3 OF HOOKS USED FOi£" 3 or More 2 1 Subject Subjects Subjects Bag. Classroom 29 15 2 NUHBEB OF BOOMS USED BY 3 or More 2 1 Teacher Teachers Teachers 5 34 NUMBER OF ROOMS REPORTEDTJNSAT2SFACT0Rx 7 Sable 4 number of BOOMS REPORTED NEEDING EQUIP. 29 Special Classrooms Hose Economics 3 2 1 Shop 6 5 1 2 Business Ed. 4 1 4 3 1 2 2 10 Distributive Ed. Science Lab. A 3 3 2 1 2 3 2 1 1 1 1 Language Lab. 1 1 1 Art Music TOTALS 29 5 3 2 2 8 7 1 1 Speech/Drama i 18 11 Other Inst, Areas 1 Multipurpose Boom School Library Study Hall I 1 TOTALS 1 1 1 1 Temp. Adapt. TOTAL ALL BOOMS i ! i i j i 2 2 j SO ] 20 5 23 4? 15 2 i 38 " Subject, as used here, naans subject area, such as Mathematics, Business Education, or Social Studies. Thus, Plane Geometry and General Mathematics would bs counted as one subjects Mathematics. A room in which American History, Spanish, sad Special Education are taught would be counted under " 3 or Hoi’ Subjects," s 2 Scores for which a clear remark indicating undesirable conditions was included by the Principal, Heraarks on “too many students" included only when the pupil/arsa ratio supported this remark. CGKsdlcw �UTILISATION OF INSTRUCTIONAL AREAS, BT TYPE OF AREA, HOFFMAN^BOSTON JUNIOR-SENIOR HIGH SCHOOL, October, 1962 TiPS OF AREA Reg, Classroom NUMBER OF ROOMS USED FORA 3 or More 1 2 Subject Subjects Subjects 1 8 4 NUMBER OF ROOMS USED BY 2 1 5 or More Teacher Teachers Teachers 1 9 NUMBER OF ROOMS REPORTED UNSATISFACTORY2 Table 5 NUMBER OF ROOMS REPORTED NEEDING EQUIP. 3 Special Classroom Hoae Economics 2 2 Shop 4 4 Business Ed, 1 Science Lab, 1 Language Lab, 1 Art 1 1 1 3 1 1 1 Reading 1 1 1 10 3 2 2 2 Husie TOTAL 1 3 9 5 2 2 Other Inst, Areas 1 Cafeteria 1 Temp, Adapt, 1 1 TOTAL 2 1 1 15 6 TOTAL ALL BOOMS 13 11 7 10 2 fiOh/g 1 p Subject, as used here, means subject area, such as Mathematics, Business Education, or Social Studies, Thus, Plane Geometry and General Mathematics would be counted as one subject: Mathematics, A room in which American History, Spanish, and Special Education ero taught would bo counted under " 3 or More Subjects," Rooms for which & clear remark indicating undesirable conditions was included by the Principal, many students" included only when the pupil/area ratio supported the remark, ^ Two Hose Economics rooms omitted, no regular classes scheduled. CGNsdka Remarks on "too �UTILIZATION OF INSTRUCTIONAL a r e a s , by ty p e o f area Table 6 YOfiKTOWN HIGH SCHOOL, October, 1962 TYPE OF AREA S OMBER OF ROOMS U S E D FO R 1 2 3 ot Kor® 1 Subject Subjects Subjects Beg. Classroom 26 1 Home Economics^ 2 Business Ed, 3 \ Distributive Ed. Science Lab. 4 § Language Lab. i 2 Art 2 i Speech/Drama 1 TOTALS 6 3 1 1 1 1 k 2 2 1 6 i 2 1 i 2 16 HUMBER OF ROOMS REPORTED NEEDING EQUIP. 4 2 1 Hu g Ic NUMBER OF ROOMS REPORTED, UNSATISFACTORY* 2 2 Shop 21 1 1 Special Classroom, i NUMBER OF ROOMS USED BY 3 oz* Here I 2 j ' 2 ?eaeh®r Teachers 'teachers j 1 2 1 9 3 U 5 3 ' Other Inst, Arons Teop. Adapt. 1 1 1 TOTALS 1 1 1 ; TOTAL ALL ROOMS 42 7 5 10 33 11 4 /VON 6 1 Subject, as used her®, means subject area, such as Mathematics, Business Education, or Social Studies, Thus, Plane Geometry and General Mathematics would be "ountad as one subjects Mathematics. A room in which American History, Spanish, and Special Education era taught would be counted under " 3 or More Subjects." ~ Bo o b s for which a clear remark indicating undesirable conditions was included by the Principal, many students" included only when the pupil/araa ratio supported this remark. J Ono Home Economics rooa omitted since it had no scheduled classes. CGKsdkw Remarks on "too �UTILIZATION OF INSTRUCTIONAL AREAS, BY TYPE OF AREA WAKEFIELD HIGH SCHOOL, October, 196a Kego Classroom 36 7 3 i HUMBER OF R(mS REPORTED UNSATISFACTORY* NUMBER OF ROOMS USED BY 5 or More 1 2 Teacher Ceachers teachers NUMBi-R OF BOOMS USED FOR1 1 3 or More ] 1 2 j Subject Subjects Subjects I TYPE OF AREA 1 i j 1 I 1 I t 7 % .......... j’ f1 3 1 I 2 NUMBER OF ROOMS REPORTED HEEDING B9UIP, 2 1 i > Table 7 2 10 - I Special Classrro« | Home Economics ' Sho£ 5 Business Ed, 5 . Science Lab. Language Lab, Art 9 TOTAL . 1 I , 2 3 3 I I 2 1 1 1 1 2 3 ... 28 1 2 2 I Music Draffia/Speeeh 1 1 Distributive EdJ 1 -- 1 ! 16 lb 6 | 1 i 1 1 1 i 1 I Other Inst, Areas 1 I 1 Temp. Adapt, 2 5 3 k I I 7 TOTAL 2 6 3 5 66 18 29 <*V Cafeteria TOTAL ALL ROOMS 1 3 j V, 9 1 ~ Subject, as used here, means subject area, such as Mathematics, Business Education, or Social Studies, Thus, Plane Geometry and General Mathematics would be counted as one subject: Mathematics, A room in which American History, Spanish, and Special Education are taught would be counted under " 3 or More Subjects." ^ Booms for which a clear remark indicating undesirable conditions was included by the Principal. many students" included only whan the pupil/arsa ratio sunoorted the remark. CGHsdkw Remarks on "too �SDMHAHI OF CLASS SIZE BATA0 Table 8 THREE SENIOR HIGH SCHOOLS AND ONS JR-SR HIGH SCHOOL October, 1962 SCHOOL HOFFMANBOSTON NO. OF CLASSES NUMBER a n d p e r c e n t o f CLASSES i n TEE INDICATED SIZE RANGE! TOT 0-15 18-30 TOT 31 or Mora 0-10 11-15 16-20 21-25 26-30 % 5 5 31=35 36 or More 5 30 35 39 26.5 35*5 9 38 <7 * '*9 ■3 13 34 47 5* > no 177 1? 18 291 35 49 n4 195 44 120 164 1350 125 •Exclusive of Physical Educations classes* CGNsdkv 47 361 358 38 43 8? 29 291,5 76 1655 1 24 10 168 494.5 966 7255 j 34 85 5 73 15 5855 180 22 141- 8155 1255 TOTAL 3 733 1155 YOBKTO'WN ; 19 6355 1055 WASHINGTONLEE 99 156 464 * ! 235 WAKEFIELD TO? 88 3<W 163 57 220 1635 �CLASS SIZE DATAC BY SUBJECT FIELDS. YQBKTOWH SESJIOK HIGH SCHOOL 0etefcer6 1962 SUBJECT FIELD HO, OF CLASSES CLASS SIZE RANGE m e a n HUMBEH OF CLASSES IB THE INDICATED SIZE RANGE; 0-10 11-15 16-20 |21-25 26-30 31-35 36 ©r l?3©r© 1 Social Studies 39 15-3? 31 English 60 8-3% 2o 2 2 5 h-Vt 12 Mathematics kl 13-38 28 Science 3% 9-3% 26 Language 42 9-35 Business Ed, 10 6-32 1Typing/Shorthand 1% Distributive Sd. 3 Beading % 2 3 2 6 12 25 13 ..... , 2 1 2 6 5 12 15 1 3 1 5 18 26 1 3 5 10 13 10 20 3 1 3 a 1 10-30 25 1 1 6-18 11 2 2 5 ___ z J L _____ 3 2 3 1 2 1 2 2 1 3 1 5 87 73 15 6 11 7-31 19 ? 11-2? 21 Art ? ? 3-26 16 2 % 7-63 37 1 1 10 25-%l 3% (Physical Ed,)8 291 20 ’Not included in totals. CGNsdkv m m m m 16=%8 36 _______ r 1 12 TOTALS % 6 Home Economics Health 25 . 1 Industrial Edo Music Table 9 17 18 1 ■ % 1 38 %3 1 2 % 1 �CLASS SIZE DATA6 B? SUBJECT FIELDS Table 10 WASHIHOTOfi-LEB SENIOR HIGH SCHOOL October, 1952 SUBJECT n a s HO, OF CLASSES CLASS SIZE KEAS) RANGE HBHBiiR 0? CLASSES IK THE INDICATED SIZE SAHSSs 0=10 11=15 16=20 21=25 26=30 31-35 36 or More Social Studies 65 10-33 26 2 1 13 45 3 Eaglisfe 96 8-32 24 1 9 * * 3 29 43 5 heading S ?=22 14 2 4 1 2 6 Hatiieaa'sice 48 14-33 2? 2 1 10 29 Seisnc® 51 H=30 25 2 2 a 26 Lssjgaags 4? 8-31 23 1 10 12 19 2 Business Edo 14 11-34 22 2 5 1 4 2 TypiBg/Ssoi-tliaHd 19 21-31 27 4 13 2 Distributive Ed, 3 13-18 16 % ■ f ' X 2 Industrial BdU 28 8-31 19 2 9 ? 3 3 4 Hess Eecaeaiics 3 2 4 3 1 2 6 12 12-23 18 Art 9 14=25 21 Basic ? 16=96 60 30 22-3? 3 28 Hsalth TOTALS (Physical Ed,) CGNsdfcw 439 2 5 10 13 Conparafcl® data act subBitted, 34 49 15 114 195 5 2*f 10 �CLASS SIZE DATA, BI SUBJECT FIELDS Table 11 WAKEFIELD SENIOR HI3H SCHOOL October, 1962 SUBJECT FIELD SO, OF CLASSES CLASS 5XZS HAHGE KEAN Social Studies 71 11-90 English 98 13-30 Eeadiag 11 15-60 Mathematics 8-35 5% Seieace H0MBE8 OF C U S S E S IS THE INDICATED SIZE BASSE! 0-10 11-15 ( 16-20 21-25 26-30 31-35 36 or Hor® j 1 3 * 1 ! 8 11 37 j 30 25 2 k 1 1 1 k 17 2 1 k 31 8 13 | 2 7 10 16 2* } | 1 2 3 3 6 1 3 6 i 1? 38 Distributive Ed, 1 2 22-23 Industrial Ed, j 31 11-27 18 Homs Economics 16 6-32 20 Art J 10 19-27 i 11-109 2 51 2 1 9 10 5 2 1 9 2h Musis 5 2 22 5 3 3 I 13 L * 11 1 9 38 ks 1 k 29 3 flip £ > 7 1 3k 10-12 1 2 30-42 , | kGk | 30 *Not included in Totals, CGNidkw S 3 2 8-32 16-63 (Physical Ed.)1 * 3 2 i 10-31 7 1 ______ i ___________ 5 K V 21 | 18 TOTALS 26 l«t 53 I 50 Special Edo 36 49 10-75 56 Business Sd„ Health 36 2 languages Typing/Shorthand jA 10-113 5k no 177 k? 5 1 1 k 12 1 �CLASS SIZE DATA, BY SUBJECT FIELDS, Tail® 12 HOFFMAN.--BOSTON JE-SR HIGH SCHOOL October, 1962 HO, OF j CLASS SIZE CLASSES j EAEGE MEAN SUBJECT FIELD HUMBER OF C U S S E S IK TEE INDICATED SIZE SAKGEs 0-10 11=15 16-20 21-25 26-30 31-35 36 or &>re r.ia llB .. N BMT. I JM Social Studies j 14 | 16-34 | 27 2 2 5 5 English | ] 17 j 16-37 j 23 2 3 7 4 General Ed, j ] 10 j 26-30 23 6,5 | 6*26 l 10 15 2 1 2 Hathofflatics 20 j 8-34 j 23 1 2 3 6 4 4 Science 12 | 14=32 | 24 1 2 5 3 1 5,5 | 13-25 | 17 4 j j 3 j 16=32 j 22 5 Typing/Shorthand j j 5 j 18=26 21 3 1 Beading Language Business Ed, Industrial Ed, j j 11 j 13=22 j 17 Bosie Economics j 10 j 5-24 j lk 12-22 Art 1.5 1 5 5 3 1 18 2 4 2 4 2 1 8 9 1 11-33 Health 8 | 27-39 32 14 j 13-17 2 19 15 TOTALS (Physical Ed,)- j j 1 ^ Jj "Not included in totals. CGKsdkw 5 51-65 L * 39 1 3 2 35,5 19 3 3 4 9 30 1 3 5 7 1 1 4 Music Special Ed, 1 1.5 24,5 �'Table 1.5 SUHMAHX OF C U S S SITHATICNSa TERSE SENIOR HIGH SCHOOLS AND ONE JH-SR HIGH SCHOOL October, 1962 SCHOOL HOFFMAN- BOSTON NUMBER CLASSES COUNTED 156 NUMBER AND PERCENT MEETING m Reg, Cl, Appr, Sps OthP S p 0 Other Areas Clo Cl. 74 h n% 63,5 4lia 13,5 s$ 5 3% NUMBER AND PERCENT OF CLASSES WITH LESS THAN 20 Sq, Ft, Per Pupil 3 6% WAKEFIELD m 243 5SS 150 32$ 26 6% 45 10$ 61 33» .S WASHINGTONLEE 439 252 60. S 145 19 43 13 3$ 88 IORXTOV® 291 95 33% 29 ICS! 2 453,5 34$ 87,5 6$ TOTAL 1350 165 573 744 553 Not including Physical Education classes. CGNjdks J&= 65 5$ 20$ 13 4# 171 iya> �CLASS SIZESt MEETING PLACES, AND PER POPIL AREAS. Bf SUBJECT turn HCFFMAH-BOSTOH JUNIOR-SENIOR HIGH SCHOOL - October, 1962 SUBJECT No, of Classes Enrollment Sang® Mean No, of Classes feeting In peg. Cl. Appr, Sp„ Otfte SPo C1.1 .._B..2 Social Studies 1% 16-3^ 27 i 17 16-37 28 j 15 General Ed. 10 26-50 No, of Claeses With Per Pupil Area Under 20 20-30 Over 30 Sc, Ft, 3q„ Ft, Sc, Ft, Other Areas-* 1* English Heading 6,5 28 j 15 j 12 2 1 Mathematics 20 8~5b 23 i 12 16-32 2% ! 1 13-25 17 ! 1 1 5,5 Business Bd. 3 16-32 22 Typing/Sborthand 5 18-26 21 j Homs Economics 10 5-2% 1% . . 1.52 11 13-22 17 3 l6» 26 17 r Health 8 27-39 32 1,5 0 ,5 L 6 7 31-65 63 1 1 3 Physical Ed., 1 ... 5 1 2 3 1 I 6 j I 1 * 5 Music 9 11-33 19 r 9 63.5 5 2 8 76 3 9 15 18 6 1 13-5 10 9 One designed for class being taught, One designed for class different from that being taught, ^ Other Instructional Area such as cafeteria, gymnasium or temporary adaptation. Journalistic activities, study halls, and courses not given for credit are not counted in this table. OThfflsw ... 2 5 12-22 “ "Other Special Classroom," ■ 3 j 3 2 13=17 "Appropriate Special. Classroom," 2 ______ 8 l l l f i 3 3 16 | 163 2 1 n Art TOTALS 8 11 . 1% Special Ed, 3 1 10 Auto Mechanics 2 10 11 % 1 Industrial Arts 8 | i ^ Language 2 10 2 3,5 12 Science 2 12 3 10 6-26 Table 1% 8 70 86 L �CLASS SIZES. MEETING PLACES, AND K.R PUPIL AREAS, BY SUBJECT AREA Table 15 WASHINGTON**® HIGH SCHOOL » October, 1962 js U B J E C I {Social Studies [English { No, of Classes Meeting In No, of j Enrollment Mange Seen j Reg, Cl, Ota, Sp, Classes Appr, Sp, Cl,2 Cl,l _ ! " * 66 "* 2L. [ 10-33 36 [ j 66 8=32 24 | 84 0ther_ Area$3 1 5 9 7-22 Mathematics 48 ! 14=33 27 Science 51 1 11-30 25 [Language 47 1 8=31 23 35 14 j 11=34 22 10 [ yping/3ho rt hand I 19 i a -31 27 12 12-23 18 [industrial Ed, 28 8=31 19 3 50 ! 13=18 16 j 22=37 28 9 ! 14-25 a {Distributive Ed, {Health j [Physical Ed, Musio TOTALS ..? j | 439 'Appropriate Special Classroom," ‘ 2 "Other Special Classroom," ' 60 i 27 15 20 12 1 6 7 6 13 2 2 24 3 20 7 3 48 2 88 221 13 51 12 i 24 12 3 3 3 13 17 ! 9 I i 145 i ~ 6 262 16=96 ! 2 24 19 H o e s Economics 7 33 9 i*» i ! | 15 2 4 {Beading 6o a 7 12 Business Ed, I No, of Classes Kith Par Pupil Area! ! Under 20 20=30 Over 30 Sq, Ft, . Sq, Ft, . . SCI: Ft, | [ H 6 39 19 13 Ons designed for class being taught, One designed for class different from that being taught, J Other Instructional Area such as cafeteria, gymnasium or temporary adaptation. Journalistic activities, study halls, and courses not given for credit are not counted in this table. CGNsdkw 9 2 »_1 �C U S S SIZES, M S T I H Q PLACES. AND PER PUPIL AREAS, BY SUBJECT AREA WAKEFIELD RISE SCHOOL - October, 1962 SUBJECT No. of I Enrollment I | j No, of Claeses Sleeting In j Oth= Spo IClaasesjj Range j Kean j Beg, Cl. Anpr. So. Cl, 2 'ci.i It — r 3 I No. of Classes With Per P upil Area I Other I I Under 20 20-30 Areas3 | | Sq, pt» Sc. Ft. Sq. Ft, j 71 1 11-SO j 30 ji 1 109 II 13=30 I 29 | | 80 Beading | 11 j| 15-60 | 3? II 5 Kethesaties j 59 1 8-35 i 25 II 98 Science 1 56 1 10-75 33 II 6 99 Language | | 50 ! XO-31 l 21 | | 36 S I 13 | &=>32 | 29 i! 3 11 Typing/Shorthand I 17 | 16-63 | 38 j| j 16 II 6-32 In d u stria l Ed. 31 | 11-27 j 18 J D istrib u tiv e Ed. | 2 ji 22-23 22 | 98 I 11 9 | 62 1 38 3 3 II 5 I 3 IT 23 ! 21 3 10 1 1 ! ! 6 | 32 ! 18 1 1 3 16 1 2 0 -t___________ 19 II 17 Home Economics 1 ! 13 5 Business Ed# 12 6 55 English 1 1 Social Studies L | | H ealth I! 13 | 30-92 j iT T P h y sical Ed. | | 30 | 10-113! | 92 j| 9 | j 10 Music | 7 TOTALS I 9tj9 6 1 2 I S 3 "Appropriate Special Classroom." ^ "Other Special Classroom," 3 u 25 22____ 1 19 _______ 3_____ | _1J_ _ ___ § _1 _ _ 1 _________ I L 3 . . I I J i __________ il 6 ? . 30 ! | 10 295 1 50 2 1 8 1 1 30 9 9 28 | i .| . | 10 ........ 26 1 ...... .16..... 1 1 7 II 9 3 9 JL iif liiiiiil . 7 2 8 I ! Art | 10-12 1 n | |j 19-27 L 29 111-109 1 51 5 | | S p e cia l Ed. Table 16 il . 1 2 75 | | 6l 229 One designed for class being taught. One designed for class different from that being taught. Other Instructional Area such as cafeteria, gymnasium or temporary adaptation. Journalistic activities, study halls, and courses not given for credit are not counted in this table. 9 209 �CLASS SIZES, MEETING PLACES, AND BSF PUPIL AREAS, BY SUBJECT A2EA SOKJBOHB HIGH SCHOOL - October, 1962 So, Of i Enrollment flange Mean Classes ( ubject s I ■Social Studies English j No, of Classes Heating In 1 Appr, Sp, Oth, Sp, j Sag, Cl. Cl, 2 Cl.1 39 15-37 31 8-34 26 43 No, of Classes With Per Pupil Area Under 20 Ower 50 20-50 Sci, Ft. Sq, Ft,. Sq. Ft, Oth®r_ Areas-5 2 30 7 1 2 32 26 1 3 31 7 15 19 24 12 9 30 So 3 5 4-17 12 41 jj 13=38 28 36 Science 34 | 9=34 26 6 28 Language 42 1 9-35 26 31 11 Business Ed, 10 jj 6-32 20 2 5 ifyping/Shorthand 14 j| 10-30 25 2 12 piose Economics 7 | 11-27 21 7 [industrial Ed, 12 jj 7-31 19 2 7 5 Mathematics Table 17 12 beading [Distributive Edo 5 5 3 j 6-l8 11 Health 10 1 25*41 34 [physical Ed, 20 |16-48 7 j 3-26 16 7 I 7-63 37 311 W M m "Appropriate Special Classroom," 2 "Other Special Classroom," 7 1 ! L_____________ 7 (TOTALS 10 \ \ 7 Music 6 j_______ 36 krt ! 3 3 j_ 5 20 165 95 5 1 1 7 2 5 147 151 r 29 22 13 One designed for class being taught, One designed for class different from that being taught, Journalistic activities„ study hallst and courses not given for credit are not counted in this table„ CGNsdkv 5 20 J Other Instructional Area such as cafeteria, gymnasium or temporary adaptation, i l 6 12 3 5 7 �SBMKAHS 0? Table 18 TEACHING STATION SITUATIONS OF INDIVIDUAL TEACHERS THREE SENIOR HIGH SCHOOLS AND ONE JB-SH HIGH SCHOOL 1 Octoberj 1962 8 HQFTHANBOSTON TEACHSBS 1 Station COUNTED 1 % f PERCENT TEACHING IN 1 NO. AND PERCENT IN INAPPROPRIATE STATIONS 2 Stations 3 Stations b or More Ill Class 2 Classes 3 Classes ! 4 or Hors i t i t % % i t 5 6 5 6 % # # i t % I # I * I 1 i 2 9 3 8 26 6 1 5 Ik 4 U i I NCMBEB I SCHOOL 35 j 21 €0 8 106 77 72 24 22 3 ■ 3 WASHINGTON- | 102 LEE 71 70 23 23 7 YOBKTOWN 40 57 21 30 6 1 WAKEFIELD I 70 2 z 7 1 1 9 3 k 5 I 5 1 1 1 ki k 5 1 6 2 - TOTAL CGNidkw 313 209 67 77 25 19 6 8 3 3 3 1 5 1 j 8 8 j 1 1 2 3 3 • J 5 11 4 4 1 11 4 �Table 19 TEACHING STATION SITUATIONS1 OF INDIVIDUAL TEACHERS TOPJCTOvm HIGH SCHOOL October, 1952 SUBJECT FIELD No, Of Teachers No of Teachers Teaching In 1 Station 2 Stations 3 Stations 4 or More No of Teachers in Inappropriate 1 Class 2 Classes 3 Classes 9 4 4 1 16 9 6 1 2 Heading 1 1 Mathematics 9 4 3 Stations ! or Mora 1 English 2 Social Studies i • 2 1 2 1 Science 7 5 1 Language 10 6 1 2 Business Ed, 6 1 4 1 Industrial Arts 3 2 1 Home Economics 2 2 Art/Husic 5 5 Health 2 1 1 TOTALS 70 40 21 i 1 1 ] 1 : 1 6 3 4 2 2 Does not include Physical Education classes. As used here, an inappropriate station is either! (a) one not conducive to a good learning situation for the class involved, as with an English class in an Art Classroom or Metals Shop or in a hallway} (b) one in which use of the room for a class precludes or handicaps use of the room for an intended purpose, as with a class in a Library or AV Hoorn, CGNsdkw i �TEACHING STATICS SITUATION^ OF INDIVIDUAL TEACHERS WAKEFIELD HIGH SCHOOL October, 1962 SUBJECT FIELD No, of Teachers Ho, of Teachers Teaching la 1 Station 2 Stations 3 Stations A or More Social Studies 14 12 1 English 27 19 8 Reading 2 1 Mathematics 12 8 3 Science 10 8 2 Language Sable 20 Noo of Teachers in Inappropriate^ Stations 1 Class !2 Classes 3 Classes % or More 1 1 3 2 2 1 2 1 1 1 1 1 1 1 1 12 8 3 1 Business Ed, 8 5 2 1 Industrial Arts 7 6 1 Home Economics 3 1 2 Art/Kusic 5 2 1 1 Health k 3 1 TOTALS 106 77 2^ 1 5 Special Ed, 1 1 3 2 5 5 1 3 8 Does not include Physical Education classes. As used hers, an inappropriate station is either: (a) one not conducive to a good learning situation for the class involved, as with an English class in an Art Classroom or Metals Shop or in a hallways <b) one in which use of the room for a class precludes or handicaps use of the room for an intended purpose, as with a class in a Library or AV Room, CGNsdhw �TEACHING STATION SITUATIONS'*' 0? INDIVIDUAL TEACHERS HOFFMAN=BCSTON JR-SH HIGH SCHOOL October, 1962 o « u Social Studies jf. SUBJECT FIELD Teachers I . ! 3 English 3 Reading 2 NOo of Teachers in Inappropriate Stations 1 Claes 2 Classes 3 Classes A or Bore 3 4 General ScU No. of Teachers Teaching la 1 Station 2 Stations 3 Stations k or More Sable 21 2 2 1 1 1 1 X 1 1 2 1 Mathematics^ L _ i ____ A 1 2 Science^ 1 3 2 1 Language | 1 1 Business Ed; ! 2 Industrial Arts3 1 Hose Economics 1 2 2 2 i 2 2 Special SSo 1 3 3 Health I 3 1 1 TOTALS 13 5 21 9 Art/BusiO 1 3 1 2 2 5 ^ Doea not include Physical Education classes0 2 As used heree an inappropriate station is either; (a) one not conducive to a good learning situation for the class involved; as with an English clas3 in an Art Classroom or Metals Shop or in a hallway; (b) one in which use of the room for a class precludes or handicaps use of the room for an intended purposet as with a class in a Library or AV Hoorn„ 3 Five Teachers with combination assignments distributed among Science, Mathematics; and Industrial Arts., CGN;dkw �Table 22 TEACHING STATIC® SITUATIONS1 OF INDIVIDUAL TEACHERS WASHIKSTOH-LEE SENIOR HIGH SCHOOL October, 1962 SUBJECT FIELD So, of Teachers No, of Teachers Se.,.ehiag In 1 Station 2 Stations 3 Stations 4 or Sore Social Studies 14 10 4 English 24 18 6 Sanding 2 2 Mathematics 11 9 Science 11 10 Language 10 ? 1 2 Business SS, 10 6 2 2 Industrial Arts 6 3 3 Hcae Economics 3 2 1 Art/Musie iilo. of Teachers in Inappropriate2 Stations i 1 Class 2 Classes 3 Classes f o r Mora } 1 1 . 1 6 3 2 Health 5 1 TOTALS 102 ?i 23 p 1 3 __________ p 1_ _ 1 I 1 7 1 1 1 1 1 1 .. - j 1 Doss not Include Physical Education classes. As used hero, an inappropriate station is either; (a) one not conducive to a good learning situation for the class involved, as with an English class in an Art ClassrooE or Metals Shop or in a hallway; (b) one in which use of the roosi for a class precludes or handicaps use of the room for an intended purpose, as with a class in a Library or AV Hoorn, CGMsdlcw 1 �Table 23 PHYSICAL EDUCATION FACILITIES AND C U S S E S THREE SEN left HIGH SCHOOLS AND ONE JE-SK HIGH SCHOOL HOFFMAN,BOSTON SCHOOL WAKEFIELD WASHINGTONLEE TORKTOWN Hated Capacity'"' 650 2025 2000 i4 oo {Projected! 674 (660) 2319 <2370) 2lA9 (2210) 1571 (1600) 63“6**) # Individual Gym Sooma Total Square Feet of Gym Capacity # Gym Classes Scheduled par Day 1 5566 105 2> 52 30,186 30 14,400 20-50 I f 5 16,478 20 ^Source for Capacity and Enrollment Figures, as of September JO, 1962s Arlington County Public Schools, Department of Research, "Secondary School Membership by Schools: A 5~Year History and a 5"Year Projection,,.," dated November 19, 1962. 2 Wakefield has a 6th room intended as a "Corrective Gym" for girls, but now used full-time for Health Classes» ^Washington-Lee*s "Little Theater" room is used on occasion as an "auxiliary gymnasium*1 but is not 1 designed for physical education class use* ^Thirty Washington-Lee 10th Grade Classes have Physical Education first and last nine weeks and Health the middle 18 weeks* CGNrdkv ■'Includes 2 Physical Education Classes meeting daily in a regular classroom* �ARLINGTON COUNTY PUBLIC SCHOOLS Office of the Superintendent October 1, 1962 CODES AND DEFINITIONS FOR USE IN SCHOOL FACILITIES INVENTORY AND UTILIZATION STUDY1 Rooms and Areas Presently Being Utilized for Instruction CODE DEFINITION Regular C lassroom - A classroom designed, or adapted, in such a manner that it can be used to house any class that does not require special built-in equipment tailored to its specific needs. Special Classroom - A classroom designed, or provided with special built-in equipment, for specialised learning activities, such as kindergarten rooms, laboratories, and shops. Includess SC-Exc. Classroom for Exceptional ^ i l d r e n _ - A classroom designed, or provided with special built-in equipment, specifically for instruction of exceptional children. Examples are sight-saving classrooms, classrooms for children with defective hearing and orthopedic classrooms. SC-Kind. Kindergarten Room - A special classroom designed or adapted specifically...for children for the years preceding the first grade (includes nursery rooms). SC-Horae sc. Home Economics Room - A classroom especially equipped for demonstration and instruction in homemaking and child care subjects. SC-Shop Shop Room - A classroom especially equipped for industrial arts and vocational or trade learning activities. SC Bus. Ed. Business Education Roan - A classroom equipped with type writers and other office machines in such a manner as to limit utility of the classroom for other instructional purposes. SC-Dlst. Ed. Distributive Education Room - A classroom especially equipped for distributive education, in such a manner as to limit utility of the classroom for other instructional purposes. 1 Adapted from u.S. Department of Health, Education, and Welfare; Office of Education, Property Accounting for Local and State School Systems Bulletin 1959, n o . 22. ' ‘ ' - - --~~~ "K �Codes and Definitions 10/1/62 School Facilities Inventory and Utilization Study Page 2 Code Definition SC-Sci„ Lab. Science Laboratory ~ A special classroom...for teaching and scientific experimentation in the physical sciences. SC-Lang. Lab„ Language Laboratory - A sraecial classroom with built-in electronic equipment for study of languages. SC-Music Music Roma - A special classroom...for learning activities involving choral and instrumental music. OIA Other Instructional Area - An area, other than Regular or Special Classroom, which was specifically designed, or adapted, to accommodate some form of instructional activity and is available for such purposes, includes! OIA-Aud. Auditorium - An instructional area designed and constructed with a built-in stage, and sloping floor or fixed seating, for use as an assembly center. OXA-Gyra. Gymnasium - An instructional area designed, or adapted, especially for physical education activities. OIA~Multi. Multipurpose Room - An Instructional area designed, or adapted, specifically for two or more of the combined functions that might normally be served by a separate library, separate audiovisual room, separate auditorium, separate gymnasium, separate gymnatorium, separate cafetorium, or separate cafeteria, such as assemblies, physical education, lunch, music, clubs, audiovisual work, and library services. OIA-lib. School Library - An instruction area specifically designed, or adapted, as a place for study and reading, and for the custody, circulation, and administration of a collection of books kept for the use of the student body. OIA-AV Room Audiovisual Room An instruction area designed, or provided with special built-in equipment, for audiovisual material storage, screening, and listening that is separate from the school library and does not serve as an adjunct to other rooms or areas. OIA-Study Hall Study gall - An instruction area designed, or adapted, for housing a group of students engaged in individual study of an informal nature of the lessons and assignments received in regular or special classrooms. �Codes and Definitions School Facilities Inventory and Utilization Study Code OIA-Cafeteria 10/1/62 Page 3 Definition Cafeteria A service area designed, or adapted, specifically for use In preparing meals for, or serving meals to, the student body or other groups, and providing facilities for eating such meals. OIA-Terap, Adapt . Temporary Adaptation - Any room or area designed or adapted primarily for non-instructional use which is temporarily being used for instructional purposes. Includes rooms normally designated as: Teachers Room, Conference Room, Health Room, Student commons Area, etc. Also includes portions of hallways, areas behind stage, etc. (Room - General Definition - A space enclosed with walls or partitions, of fixed or movable type, that, provide an acceptable sound barrier. Rooms with movable walls or partitions are counted on the basis of the primary or principal use for which designed, and not the secondary use for which adapted.) �ARLINGTON COUNTY PUBLIC SCHOOLS SCHOOL PLANT INVENTORY AND UTILIZATION STUDY SCHOOL ROOM NUMBER WORKSHEET A = ROOMS AND AREAS USED FOR INSTRUCTIONAL PURPOSES DATE PREPARED_________________________ PREPARED BY_____________ TYPE OF ROOM1 61-62 ROOM DIMENSIONS MAXIMUM PUrIL CAPACITY^ 1 1962-63 UC ILIZATION OF ROOM, BY CLASS PERIOD 2 3 b October 19$2 ____________ 6 REMARKS"' SUBJECT TEACHER 62-63 # PUPILS DAYS PER WK, 61-62 SUBJECT TEACHER 62-63 # PUPILS DAYS PER WK. 61-62 SUBJECT TEACHER 62-63 # PUPILS DAYS PER WK, 61-62 SUBJECT TEACHER 62-63 # PUPILS - DAYS PER WK. 1 Indicate Regular Classrooms by RC; Special Classrooms by SC-Language Lab, SC-Home E c a, etc; Other Instructional Areas by OIA-Cafeteria or OIA-Gymnasiur. etCo List all rooms in each category (RC, SC, OIA) in succession,. 2As presently equipped. ■^Indicate here any factors limiting utilization of room, any added equipment needed to increase utility of the room, any use made of room on days vhen classes do not meet, and any other pertinent comments. ������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington Public Schools Administrative Report, School Plant Inventory and Utilization Study Three Senior High Schools and one Junior-Senior High School as of October 1962. Report submitted January 1963, 58 pages. Description An account of the resource Comparison of Hoffman-Boston, Wakefield, Yorktown and Washington Lee Schools Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1963-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_1 https://projectdaps.org/files/original/3dceb6f8480f5be4c5ba8ba790b7e4e1.pdf 0bbea5a31f27bd93ad7cfda8e91c727e PDF Text Text Vice President: Recording Secretary: Corresponding Secretary: Treasurer: President Emeritus: Mrs. Miss Mrs. Mrs, Mrs. Barbara S. Marx Katherine Cooper Rose Rovin Geraldine Davis Esther Cooper Executive Committee: Mr. Robert M. Alexander Mr. William R. Minor Mr. Birdie W. Alston Mrs. Beatrice Ritchie Mr. Walter Hightower Mrs. Jessie T. Syphax Mr. Louis Williams Nominations may be made from the floor. FREEDOM FUND EXTRAVAGANZA - £ 300 profit Congratulations and sincere thanks to Mr. and Mrs. Birdie W. Alston and their helpers for their leadership and devoted work in putting on the "Extravaganza.' The Knights of Columbus Club proved to be an attractive place, Mr. Robertson’s band made beautiful music and the company was of the best. Everybody there agreed "it was a lovely party." Most important, though, we reached our objective and made a profit of about $300.00 which will go to the Freedom Fund. We thank all of you who supported this effort and bought the tickets. ARLINGTON YOUTHS ELECTED TO STATE OFFICE We are proud of Michael Murray who was elected President of the State Conference NAACP Youth & College Chapters and Christine Cooke who was elected as a Standing Member of the Executive Committee at the State Conference. We are sure they will do an excellent job. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Torn piece of newsletter listing Freedom Fund extravaganza, VA NAACP. Reverse includes handwritten notes. Description An account of the resource Freedom Fund, Virginia NAACP. Reverse includes handwritten notes about student Mary Wilson. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_10_28 https://projectdaps.org/files/original/5d31586a6634afea937acfb4eda0565f.pdf 4f484cfd20cec2c3aa69e3405b4a5321 PDF Text Text tuLLi.1 i.pLiu.i m m m m m m your renewal instructions. Rather than just drop the matter and terminate your subscription— which is normal maga zine procedure— I want to write this letter to explain why/your continued interest in The Reporter is unusually important to us. / The Reporter's principal objective is, by keeping its^readers well informed, to enlist their participation in the continuing fight to preserve America's liberties, its free institutions. / / The Reporter is dedicated to that fight. The Reporter is for any man, any group, any institution which strengthens our hold on our basic American inheritance. The Reporter is against any man, any group, any institution which loosens that hold. The Reporter is against the Communist who would steal our freedoms from us. The Reporter is against the blind reactionary who would lock our freedoms away and forget about them. Believe me, Mrs. Marx, when I say that we don't want your six dollars for a year's renewal one-tenth as much as we want' your moral support: we want your interest, we want your awareness, we want your/constructive thinking and voting. Our circulation has grown to more than 170,000^-a group of literate, clear-thinking people who understand and appreciate the immensely/important task The Reporter is performing. We'd certainly like to have you remain a^member of that group . . . and we're ready to meet you halfway as a token of our sincerity: The regular annual subscription rate is $6.00. You may have nine months (18 issues) of The Reporter for only $3.00. That's just about a penny a day. Those 18 issues would cost you SOi more at the regular subscription rate. If you'd like to renew your subscription at this unusual money-saving rate, just sign and mail the enclosed special renewal card. No postage is necessary, and we'll gladly bill you later. I look forward to hearing from you, Mrs. Marx. i Very sincerely yours. GH:H George Hinckley Circulation Manager �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Notes on integrated summer school, n.d. Description An account of the resource Integrated summer school Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960's Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_10_27 https://projectdaps.org/files/original/55e8710c458523856c1c1173248ff027.pdf 827cfaaacfc8168aa19696544b4c49cb PDF Text Text STATEMENT G E N E R A L O F F IC E S 1413 NEW YORK AVE..N.W. MEtropolitan 8-4840 B R A N C H O F F IC E S SUPER 2 FUEL O IL BLUE C O A L Anacostia, D. C. ME 8-4840 Arlington, Va. ( r i f f i t h -(c o n s u m e r s (o m p a n y ME 8-4840 IRO N FIREMAN O IL BURNERS Broolcland, D. C. BUILDIA MATERIALS LA 9-0500 G roveton, Va. (* SO 8-7555 Mt. Airy, Md. Mt. Airy 44 W oo d b rid g e, Va. GY 4-6041 6897 MO. V IASH. BLVD. BARBARA S. MARX 68^1 MO. WASH. BLVD. ARLINGTON, VA C H E C K E N C L O S E D F O R $. F u l l S e t t l e m e n t Re q u i r e d Up o n R e c e i p t o f S t a t e m e n t DETACH UPPER PORTION CONSTITUTES RECEIPT. MAIL WITH REMITTANCE. CANCELLED CHECK �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Notes on student John Jones, Ft. Myer, n.d. Description An account of the resource Student John Jones, Ft. Myer Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960's Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. 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Title A name given to the resource Notes on check receipt to Barbara Marx, 2/14/1963 about Hoffman-Boston funding, 2 pp. Description An account of the resource Hoffman-Boston Funding Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1963-02-014 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960's Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_10_25 https://projectdaps.org/files/original/35a34aa955e0186b2ea22e933291f105.pdf 30da97d84bf35c69a82d304bbbaf45b0 PDF Text Text II men toatodakta\ �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Notes on scrap paper listing National Capital Area American Civil Liberties Union, n.d., 2 pp. Description An account of the resource Note on student, John Jones Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960's Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_10_24 https://projectdaps.org/files/original/6768cc7b1a4db6443b26f7a6f40716ac.pdf 589fe7c3044b530b168ecf470a5b987d PDF Text Text T O TH E PARENT O R GUARDIAN: Please complete the application below, sign and return to your lota <, £ Be sure not to write on lower portion reserved for use of Boards only. 'hooL F.P.B. FORM HO. I School Division (City ssa§9E5jfl):-----P f i t e f S b U T g COMMONWEALTH PU PIL A P P L IC A T IO N ( N ote : OF PLACEM ENT V IR G IN IA BOARD F O R P L A C E M E N T O F PU PIL A birth certificate or photostatic copy thereof shall be attached to the application of each pupil who has m oved to Virginia from another state for whom application is made for enrollment in Virgitiia schools for the first time.). I, the undersigned parent/or legal guardian, or other person having custody of the child named below, request that this Petersburg High School in the child be placed in th</ Public School System in the Qexsgy/or City of--- fc6 V8b u r g ----------------------------------and in support thereof, submit the following information: (PRINT o r TYPE)^Xhe reason for this request is that I do not wish my child t© attend a racially segregated school. FULL NAME OF CHILD:______ Seymour_________ . ___________ F-readpjy--------ADDRESS: _________ 1234__ Liberty Street_ _ Pete r s b u r g , POST OFFICE: ___ V irgin ia SCH OO L YEAR FOR W H ICH ENROLLMENT IS REqTSESTED NAME OF SCH OO L LAST ATTENDED: a d d ress o f s c h o o l : P eab o d y 4567 Ghetto Street_______ c o u n t y /o r c i t y YEARS IN SCH OOL: _______.9 :_ • G R A D e O ^ s - ____ SEX:. : WHEN: .1962^1963Petersburg_______ Ma l e _______BIRTH DATE -C O N D ITIO N OF H EA LTH : Virgin!^ STATE O R COUNTRY OF BIRTH: 19 6.1-1964 H-lgfr S c h o o l _____________ Q Ppd PHYSICAL O R MENTAL HANDICAPS O R DISABILITIES: _Nfi!Le_ PARTICULAR APTITUDES: Music I ■thematics OF NAME AND LO CA TION OF E C H O O L O R SCHOOLS IN VIRGINIA IN W HICH ANY O TH ER CHILDREN O F YOURS ARE ENROLLED dford Elementary. Petersburg. Virginia______________ The foregoing is certified on oath or affirmation to be true and Signed: Date: February 129 1963 Address: 1?. 4_ y.bert: 3 . ( F O R U SE O F B O A R D S ONLY) In f o r m a t i o n and R ecomm endations From local S c h o o l Board If child is entering for the first time is date of child’ birth on application same as on birth certificate?. s Comments concerning p u p il:----------------------------------------—— ---------- ------------Recommendation as to school to which pupil should be assigned: Principal or Head Teacher: LOCAL By: board The above-named pupil is hereby assigned to------------ A cti on B y S t a t e SCHOOL BOARD {Title) ___ school in the County (City) of------- ,--------------------------FOR THE PUPIL PLACEMENT BOARD O F THE COMMONWEALTH OF VIRCINIA � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Application Form, Commonwealth of Virginia Pupil Placement Board filled out by Zeke Freedom, Petersburg VA 12/12/1963 Description An account of the resource Application Form, Commonwealth of Virginia Pupil Placement Board Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Commonwealth of Virginia, Zeke Freedom, Petersburg VA applicant Date A point or period of time associated with an event in the lifecycle of the resource 1963-12-12 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960's Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_10_22 https://projectdaps.org/files/original/bc23dd312b310227b382e484f9658f18.pdf c84393b8b40f884a4d050f0a7f33b769 PDF Text Text N. A. A. C P. L e g a l D e f e n s e . and E d u g a t io n a l F u n d , in e . 10 Eolumbus Circle, New York 19, N. Y. JUDSON 6-8397 December 17, 1962 f (. t3 Mrs. B a r b a r a S. M a r x 6 9 8 7 N o r t h W a s h i n g t o n Blvd. A r l i n g t o n 13, V i r g i n i a Dear Barbara: T h a n k you f o r y o u r r e c e n t l e t t e r i n f o r m i n g me a b o u t r e c e n t d e v e l o p m e n t s in the A r l i n g t o n school system. I b e l i e v e that o u r p r e s e n t l a w s u i t n o w p e n d i n g in the F o u r t h C i r c u i t o f f e r s c o n s i d e r a b l e h o p e of e n a b l i n g N e g r o p u p i l s l i v i n g in the H o f f m a n - B o s t o n a rea the c h o i c e of t r a n s f e r r i n g out to o t h e r schools. Y o u w i l l r e c a l l t h a t t h i s c a s e was h e a r d by J u d g e Lewis lin F e b r u a r y 1962, and that he r u l e d a g a i n s t us last spring. S i n c e t h e n the C o u r t of A p p e a l s d e c i d e d the Charl o t t e s v i l l e case which we believe would control the A r l i n g t o n s i t u a t i o n . A p p a r e n t l y the s c h o o l b o a r d l a w y e r s also c o n s i d e r this to b e so b e c a u s e w h e n the c ase came b e f o r e the F o u r t h C i r c u i t last S e p t e m b e r , they f iled a m o t i o n to p o s t p o n e the case u n t i l the C h a r l o t t e s v i l l e c a s e is f i n a l l y d e c i d e d . T h e c o urt g r a n t e d that r e q u e s t . M e a n w h i l e , the C h a r l o t t e s v i l l e S c h o o l B o a r d has a s k e d that the S u p r e m e C o u r t h e a r that case, b u t to d a t e the C o u r t h a s n o t i n d i c a t e d w h e t h e r or not it w i l l r e v i e w the case. P r e s u m a b l y , t h ey w i l l not h e a r the case s i n c e t he y h a v e a l r e a d y a g r e e d to h e a r the K n o x v i l l e case, i n v o l v i n g e s s e n t i a l l y the same issue, som e t i m e e a r l y n e x t year. Thus, the o u t c o m e of this w h o l e b u s i n e s s w i l l m o r e t h a n l i k e l y t u r n on the decsion in the K n o x v i l l e c ase w h i c h w e c a n n o t e x p e c t b e f o r e t.he spring^ or e a r l y s u m m e r. Contributions are deductible for U. 5. Income Tax Purposes �Mrs. Barbara Marx 2 December 17, 1962 In this s i t u a t i o n , and in light of the A p r i l 5 d e a d l i n e for t r a n s f e r a p p l i c a t i o n s , I w o u l d s u g g e s t t hat you e n c o u r a g e as m a n y p a r e n t s as p o s s i b l e in the H o f f m a n - B o s t o n area to a p p l y for t r a n s f e r s out p r i o r to that d e a d l i n e . It may be t ha t b e f o r e the n e x t school y e a r the w h o l e legal p i c t u r e w i l l b e c l a r i f i e d and that p u p i l s w ho made t i m e l y a p p l i c a t i o n s w i l l be p e r m i t t e d to t r a n s f e r . W e c e r t a i n l y h o p e so. Very t r u l y yours. III JMN:deh �National Officers President DR. ALLAN KN IGHT CHALMERS Executive Officers Director-Counsel JACK GREENBERG Associate Counsel CONSTANCE BAKER MOTLEY National Officers Vice President HON. FRANCIS E. RIVERS Treasurer MRS. THORNBURG COWLES Board of Directors MRS. FARROW R. ALLEN Riverdalc, N. Y. DAVID E. FELLER Washington, D. C. THE VERY REV. PAUL MOORE, JR. Indianapolis, Ind. HON. HOMER BROWN Pittsburgh, Pa. DR. HARRY EMERSON FOSDICK Bronxvillc, N. Y. JAMES M. NABRIT, JR. Washington, D. C. CHARLES BUCHANAN New York, N. Y. DR. JOHN HOPE FRANKLIN Brooklyn, N. Y. LOUIS H. POLLAK New Haven, Conn. DR. G EO RG E CANNON New York, N. Y. WALTER GELLHORN Englewood, N. J. SHAD POLIER New York, N. Y. DR. ALLAN KNIGHT CHALMERS Boston, Mass. AMOS T. HALL Tulsa, Okla. DR. C. B. POWELL New York, N. Y. WILLIAM T. COLEMAN, JR. Philadelphia, Pa. HON. WILLIAM H. HASTIE Philadelphia, Pa. BISHOP FRANK MADISON REID Kittrcll, N. C. MRS. THORNBURG COWLES New York, N. Y. GEO RG E E. C. HAYES Washington, D. C. HON. FRANCIS E. RIVERS New York, N. Y. JOSEPH DAVIS New York, N. Y. HANS W. IIUBER Red Bank, N. J. MRS. SAMUEL I. ROSENMAN New York, N. Y. ADRIAN DcW IND New York, N. Y. BENJAMIN KAPLAN Boston, Mass. DR. CHARLES H. THOMPSON Washington, D. C. W. J. DURHAM Dallas, Texas JOHN G. LEWIS, JR. Baton Rouge, La. CHAUNCEY L. WADDELL New York, N. Y. THOMAS B. DYETT New York, N. Y. MRS. ALFRED M. LINDAU New York, N. Y. CHARLES S. ZIMMERMAN New York, N. Y. “ C O M M I T T E E O F 100” Roger N. Baldwin Albert E. Barnett Robbins W. Barstow Viola W. Bernard Leonard Bernstein Eugene Carson Blake Sarah Gibson Blanding Justice Jane M. Bolin Van Wyck Brooks Fred L. Brownlee Ralph J. Bunche Charles Bunn Muriel M. Buttinger Mrs. Samuel M cCrae Cavcrt Allan Knight Chalmers Grenville Clark Bernard C. Clausen Rufus E. Clement Fanny Travis Cochran James Bryant Conant Albert Sprague Coolidgc George S. Counts Henry Hitt Crane Albert Edward Day Albert C. Dieffenbach Caxton Doggett Ralph Ellison Morris L. Ernst H. William Fitelson Harry Emerson Fosdick John Hope Franklin Buell G. Gallagher Harry D. Gidconse Mary Barnett Gilson Roland B. Gittclsohn Frank P. Graham Morton S. Grossman John Gunther Herman Hailperin S. Ralph Harlow Horncll Hart James G. Heller Harrison Hires Bishop Henry W. Hobson John Haynes Holmes Sidney Hook George K. Hunton Mrs. Raymond V. Ingersoll Mrs. Henry A. Ingraham Mordccai W. Johnson Horace M. Kallen Kivic Kaplan Frank Kingdon Freda Kirchwey John Howland Lathrop Bishop W. Appleton Lawrence Herbert H. Lehman Henry Smith Leiper Max Lcmcr Alfred Baker Lewis Archibald MacLeish Leopold Mannes Benjamin E. Mays Robert J. McCracken Karl Mcnninger Charles Merrill Paul Moore, Jr. Carl Murphy Rcinhold Niebuhr George L. Paine Palfrey Perkins Irving Pflaum Bishop James A. Pike A. Philip Randolph Frederick E. Rcissig Carl T. Rowan John L. Saltonstall, Jr. William H. Schcide Guy Emery Shipler George N. Shuster Mrs. Harper Sibley Lillian Smith Arthur B. Spingarn Ruth Ellington Stanatiou Telford Taylor Norman Thomas Charles J. Turck William H. Vanderbilt Bruno Walter Bradford Young T h e “C om m ittee of 100,” a voluntary coopera tive gro u p o f ind iv id uals h ea ded b y Dr. Allan K n igh t C h alm ers has sp on sored the app ea l o f the N.A.A.C.P. L ega l D efen se and E du cational Fund, Inc. sin ce 1943 to en able the Fu n d to p ut into operation a p rogra m d esig n ed to m ake desegregation a reality throughout the United States. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter, 12/17/1962, James Nabrit III, NAACP to Barbara Marx about students applying for transfers before April 5, 1963 deadline, with list of NAACP Officials, Committee of 100 Description An account of the resource School Transfer Requests, April 5, 1963 deadline, NAACP, Committee of 100. First page, second page is 18-2-1-10-21. Reverse has list of officers, directors, and members of the "Committee of 100" which has sponsored the appeal of the NAACP to move desegregation forward. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource James Nabrit III, NAACP Date A point or period of time associated with an event in the lifecycle of the resource 1962-12-17 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960's Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_10_21