16 20 1839 https://projectdaps.org/files/original/19473c6f12b3ae6eecb4e077c1827e2f.pdf eb783c1cf3cb2d672d65f4eddf127241 PDF Text Text REPORT OF THE SALARY COMMITTEE (Cont.) -4APPENDIX II 9/17/64 AEA #46 ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia AEA Salary Committee 1964-65 Proposed Career Transfer Scale BA Career Step 6 6800 a 7200 9 7600 10 8000 n 8400 12 8800 13 9200 14 9600 15 10000 16 MA Career 6400 7 *CTS 10500 17 11700 18 12000 This proposal provides a $500 differencial for all BA Career Teachers who acquire the MA Degree and are qualified to move to the MA Career Scale. � 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 Proposed Career Transfer Chart Description An account of the resource AEA Salary Committee 1964-65, Proposed Career Transfer Scale. Chart. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_13 https://projectdaps.org/files/original/6682a9e4129b7f24a43aabab8d804507.pdf f6be4923c5deb2aa16bfdc0dfb723bc3 PDF Text Text PLE A S E POST ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia EXECUTIVE COMMITTEE MEETING MINUTES AEA #6A October 8, 196A The third regular Executive Committee meeting for the year 196A-65 was called to order at 6;A2 p.m. by the president, Mrs. Algor, at Stratford Junior High School. All members of the Executive Committee mere present. Mrs. Algor introduced Mrs. Rose Holton who presented candidates for local and state races in the November 3 elections. Mrs. Holton asked each candidate to speak for five minutes. A question and answer period followed their presentations. All candidates were invited to the meeting. Those who took part were: Richard May, Republican candidate for U.S. Senate; James Respess, Independent Democratic candidate for U.S. Senate supporting Johnson-Humphrey; and Tom Richards, ABC can­ didate for the Arlington County Board. All candidates were sent a list of questions pertaining to education issues related to the office they seek. These will be printed in a special November is­ sue of the AEA REPORTER. FINANCIAL REPORT - Miss McPherson, treasurer, explained the financial report (AEA #61) and the report (AEA #60) covering insurance and bonding for the AEA of­ fice. Mr. Stiss moved that the Executive Committee recommend to the Board of Di­ rectors that the deficit in item #12.7 for insurance and bonding be removed by an allocation from item #25.1, unobligated cash reserve. Mr. Montgomery seconded the motion. Motion carried with no dissents. Mrs. Day moved approval of the financial report. Mrs. Holton seconded. Motion was carried with no dissents. OFFICERS REPORT - Mrs. Algor requested from executive committee members 196A-65 projects for all AEA committees, names of committee members and necessary financing for committee work for the balance of this fiscal year. EXECUTIVE SECRETARY REPORT - Mr. Bogen handed out results of AEA questionnaire and VEA Committee Reports that will be considered at the VEA Convention. COMMITTEE REPORTS 1. Legislative - There was discussion about the NEA resolution on desegregation in state and local associations and the study recommended by the VEA Board of Direc­ tors on the matter of opening VEA membership to all members of local associations. The VEA Board paints out this would involve rescinding the 1955 resolution limiting membership procedures to past traditions of VEA. Dr. Rupert merger of state the proposal of committee to be 22 AEA Board of Picott, executive secretary of VTA, discussed VTA's stand on the associations. Mrs. Halliday, president of District H, clarified the VEA Board. After lengthy discussion, Mr. Stiss asked for a set up to study this and prepare a recommendation for the October Directors meeting. Members of— -the special committee are; Alex Costea, Mary Collins, and Bud Adler. John Atkins, Harvey Wright, Harvey Wynn, Mr. Atkins moved adoption of AEA platform for state legislation. seconded. Motion carried with no -dissenting votes. Mr. Wynn 2. District H - The District H dinner will be held at 5:30 on October 28 at the John Marshall Hotel, Colony Room. �EXECUTIUE COMMITTEE MEETING MINUTES (cant.) - 2 - October 8, 1964 The annual District H meeting will be at Kenmore at 8:00 p.m. an October 21. nr. Franklin Cain, Field Representative .of UEA, will attend. 3. Citizenship - Candidates' responses to AEA questionnaire will be published in a special edition of the REPORTER. UEA election return project referred to Rose Holton, chairman of the AEA Citizenship Committee, for decision. Firs. Holton was empowered to proceed on this project provided that it seemed advisable. 4. Credentials - Firs. Tarantola reported that her committee has studied the AEA bylaws and AEA policies now in existence. She painted out that AD Hoc committee chairmen are not eligible for automatic nomination to attend the UEA convention as are standing committee chairmen. Ad Hoc chairmen can still be nominated by their own faculties. The committee has prepared the PR&R ballot and submitted it to the AEA office for duplication and distribution. The Credentials Committee suggested personal contact with absentees from the Board of Directors meetings (i.e., at least a call to those who do not attend). Firs. Algor agreed to appoint an advisory committee from the Board of Directors to study ways of improving attendance at Board meetings. It was recommended that each Board of Directors member bring a person from his school to each meeting. 5. Salary - Fir. Wynn reported the BA-F1A transfer plan was discussed with Fir. Reid. It was not taken up at the last school board meeting by the executive secretary. However, the matter was discussed by the School Board and recommendations from the school administration will be forthcoming by the time Dr. Laszlo Ecker-Racz returns from his Asian trip. AEA will continue to work with the school administration on this problem. Fir. Wynn painted out the need for information regarding teacher placement on the current salary scale for a cost analysis by AEA. The executive secretary re­ ported past, present and future efforts to get this information. Apparently, the handling Df such information has been transferred to the data processing office from the personnel office. This has produced some delay in securing the informa­ tion. Other community organizations would also like to secure the same information. Fir. Wynn feels that after all the talk about improved communications more needs to be done to acquire basic data more efficiently for use in pre-budget work. Fir. Cornacchione expressed his feeling that Fir. Wynn has a legitimate point. 6. Social - Fliss Hay requested that those who cannot come to executive committee meetings please notify her in advance. This will avoid preparing too much food for the executive committee dinner. The meeting was adjourned at 10:05 p.m. Respectfully submitted, Flary Collins Recording Secretary � 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 Meeting Minutes Re: Transfer Scale Description An account of the resource Executive Committee Meeting Minutes including discussion of BA-MA transfer plan. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_14 https://projectdaps.org/files/original/56dc97bdf2215b13fe9e16b426b7c113.pdf cfb829ca412e37206a9ac984edf46f0f PDF Text Text • * -2 September Expenses O ffice Expenses (12) 1 2 .1 Rent 1 2 .2 Expendable S u p p lie s 1 2 .3 Telephone 1 2 .A P ostage * 1 2 .5 Machines ‘and F u rn itu re 1 2 .6 R epair & R ep lace Equip. 12!.7 Bond and In su ra n c e 1 2 .8 P e tty Cash Fund P u b lic a tio n s (1 3 ) 13..1 AEA R e p o rte r 1 3 .2 O ffice and Committees A f f i l . & Memberships (14) 1 4 .1 D i s t r i c t Dues 1 4 .2 O ther O rg a n iz a tio n s 15 ..1 Conventions & Conf. 1 6 .1 L ead ership ’ Conf. 1 7 .1 S c h o la rsh ip Fund 1 8 .1 A ttorney Fees 1 9 .1 ■ Exec. Committee D inners . ’ 2 0 .1 B u ild in g Fund 21.1. Mew T eacher .'Housing 2 2 .1 . M isce lla n eo u s-N o ta ry Comm. T o ta l *HHr)c (-)or,1)HHHHr)H SHW HH iH HHHH > -/-) -H rv (-* H 175.00 194.34 55.97 . 90.00 - 9 .0 0 - .26.90 4.55 . 495.77 - 20.80 125.00 p $3,879.58 . • *23.1. C onventions & Conf. • * 2 3 .2 .AEA L ead ersh ip Conf. • * 2 3 .3 -B u ild in g Fund' * 2 3 .4 R epair & R eplace Equip. ■5HS-24.1 AEA Show 25.1. R eserve, U nobligated Cash F e d e ra l Taxes . .FICA T o ta l • Less employees' w ith h o ld in g T o ta l D isbursem ents CASH RECONCILEMENT Bank Balance 9 /1 /6 4 R e c e ip ts D isbursem ents Bank Balance 9 /3 0 /6 4 01,9 5 6 .3 6 1 6 ,9 2 1 .3 8 $ 1 8 ,8 77.74 5 ,1 61.25 0 1 3 ,7 1 6 .4 9 - 1,239-50 - - 29.40 310.49 41.61 '5 ,5 0 0 .5 8 339-33 $ 5 , 1 6 1 .'25 Expenses To D ate 7 0 0 .0 0 274.19 2 3 5 .6 0 23 9 .6 3 47 3 .9 0 9 .0 0 6 2 2 .0 0 1 0 0 .0 0 1964-65 Budget * —’• • ’ 2 ,1 0 0 .0 0 1 ,0 0 0 .0 0 850.00 4 0 0 .0 0 500.00 25Q.OO 250.00 100.00 1 ,4 0 0 .0 0 725.81 614.40 160.37 26.10 241.'00 (3 7 2 .0 0 ) — 1 1 0 .9 0 3 8 .1 0 2 , 500.00 190.00 2 ,3 8 9 .1 0 151.90 300.00 306.00 200.00 130.50 6 9 .5 0 1 ,0 0 0 .0 0 ’ 1 ,0 0 0 .0 0 500.00 - . 5 0 0 .0 0 500.00 500.00 200.00 2 0 0 .0Q 250.00 229.20 2 0 .8 0 500.00 .500.00. 500.00 500.00 35.00 35.00 $25,226.23 . $ 1 4 ,2 4 9 .3 2 $39,475.55 ■» /• > v«»« UWc-/hwnri! Tnhn»U 1\/ 1 BBHKr> ■ n» > oHHHc"W H H H H K H <H K H H H H fr Balance 5 /31/64 2 , 4 2 2 .0 1 4 ,5 6 6 .9 2 2 ,1 4 4 .9 1 1 ,4 6 5 .2 1 9 3 2 .7 1 532.50 987.00 987.00 159.00 159-00 453.00 10.01 442.99 1 8 ,7 8 1 .1 6 1 8 ,4 2 9 .9 1 3 5 1 .2 5 - CASH IN BANKS C larendon T ru s t Co. No. Va. Sav. & Loan 1 s t . Fed. Sav. & Loan . A rl. T each. C re d it Union ■-'•Reserve,. Running .Accounts E s t. by AEA Board 5/29/63 **R eserve, S p e c ia l Account E s t. by AEA Board 5/1 4 /6 4 C u rren t B alance * — $ 1 3 ,7 1 6 .4 9 133.66 1 2 ,2 1 7 .2 1 27.57 $ 2 6 ,0 9 4 .9 3 �ARLINGTON EDUCATION- ASSOCIATION AEA #61 October 7, 1964 RECEIPTS: September Membership dues Ads in Reporter #13-1 UESA reimb. telephone #12.3 Individuals fee toward LTI Cost's #23.2 Reimb. from NEA conv. #23.1 . , • •• • ' ' 1 DISBUR3EI.IENTS: , E le c te d O ffic e rs (1 -5 ) 1 .1 P re s id e n t v 2...1 P re s id e n t E le c t 3 .1 Vice P r e s id e n t 4 .1 T re a s u re r ' 5 .1 P a rlia m e n ta ria n 'Com m ittee Expenses ( 6 ) 6 .1 Budget ( a u d it) ■6.2 B u ild in g 6 .3 C itiz e n s h ip 6 .4 C o n s titu tio n . 6 .5 C re d e n tia ls 6 .6 L e g is la tiv e . 6 .7 Membership . 6 .8 P erso n n el P o li c ie s . 6 .9 P ro f. R e l. (TEPS) 6 .1 0 Program • __ 6 .1 1 Pub. R el. Community S erv . . 6 . 1 2 Remembrance . 6 . 1 3 R etirem ent . 6 .'14 S a la ry 6 .1 5 S o c ia l ' O ffice P e rso n n e l (7-11) .E x e c u tiv e S e c re ta r y (-7) 7 .1 S a la ry 7 .2 FICA >• 7 .3 R etirem en t In su ra n ce 7 .4 T rav e l (L ocal 0 90 / mi . ) 7 .5 H o s p ita liz a tio n . 7 .6 P u b lic R e la tio n s A d m in istra tiv e S e c r e ta r y ( 8 ) .8.1 S a la ry .8 .2 FICA 8 .3 .R e tire m e n t In su ra n c e 8 .4 T rav e l C le rk -T y p ist ( l / 2 t i m e ) ' ( 9 ) 9 .1 S a la ry 9 .2 FICA Bookkeeper C l.-T y p . ( 1 /2 1tim e ) 1 0 .1 S a la ry 1 0 .2 FICA E x tra Help (11) 1 1 .1 S a la ry 1 1 .2 .FICA $ ,000.00 16 9 0 .0 0 48.63 707.00 73.75 .$16,921.38 ■ September Expenses .i E xpenses To D ate 1964-65 Budget C u rren t Balance $1 0 0 .0 0 50.00 2 5 .0 0 2 5 .0 0 2 5 .0 0 $6 6 .9 8 50 .0 0 '25.00 25.00 2 5 .0 0 < • •:>* . '• /■. $33.02 — ^ . ' 1;V!• 175.00 . - ■. • !4 - 175.00 - — \ \ t -.: ' »V * .... • ;\ . > ; . T~" ■. 1 225.10 -’ 18 .5 0 290.37 - 2 2 5 .1 0 ■ •1 8 .5 0 1 5 .0 0 — 340.37 1 5 0 .0 0 2 5 .0 0 2 5 .0 0 25.C O 2 5 .0 0 2 5 .0 0 2 0 0 .0 0 2 5 .0 0 2 5 .0 0 3 0 0 .0 0 3 0 0 .0 0 3 0 0 .0 0 2 5 .0 0 50 .0 0 300 .0 0 ( 25 . 0 0 ) 25 .0 0 2 5 .0 0 2 5 .0 0 25.00 2 5 .0 0 (2 5 .1 0 ) 25.00 2 5 .0 0 2 8 1.50 285.00 3 0 0 .0 0 2 5 .0 0 5 0 .0 0 (4 0 .3 7 ) 923.06 31.54 2.95 3 ,9 6 9 .3 9 8 .3 4 400.00 9 9.22 1 3 0 .0 0 51.75 12 , 0 0 0 .0 0 174.00 4 0 0 .0 0 600.00 1 3 0 .0 0 2 5 0 .0 0 8 , 030.61 1 6 5 .6 6 500.78 198.25 500.00 1 10.00 2 , 0 0 0 .0 0 3 6 .2 6 f 3 0 .0 0 6 , 00 Q.0 0 174.00 405.55 1 1 0 .0 0 4 , 0 0 0 .0 0 137.74 405.55 8 0 .0 0 172.41 - t 689.72 1 2 .5 0 2 ,069.00 75.00 1 ,3 7 9 .2 8 6 2 .5 0 172.41 - 689.72 1 2.50 2 ,0 6 9 .0 0 75.00 1 ,3 7 9 .2 8 6 2 .5 0 160.91 40 7 .7 4 1 1.57 750.00 44.00 342.26 32.43 (1 0 ) - � 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 Treasurers' Report, September 1964 Description An account of the resource Treasurers' Report for September, 1964. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_15 https://projectdaps.org/files/original/4d9c214bcec5dbe211755fac464e3b00.pdf 5995f1d238154244d8bf1d71142aaf89 PDF Text Text AEA #50 ARLINGTON-EDUCATION ASSOCIATION Arlington, Virginia O c to b e r MEMORANDUM TO: 8, 196A Board of Directors FROM:'" ‘ Robert U. Bogen, Executive Secretary SUBJECT: Tabulation of AEM Questionnaire Last spring at the request of the AEA Board of Directors, a question­ naire was distributed to secure information and opinions from members. The results were to be used to guide officers and committee chairmen-in” planning their work this year. As evaluated by comments and constructive criticism, the questionnaire was felt to be too long and too detailed. Despite this handicap 928 ques­ tionnaires were returned. Many came in with a limited number of questions answered. The reason for this, as stated on several, was the fact that the teacher had not been in the system long enough to give a valid response to certain items. Considering the length of the questionnaire and the difficulty involved in completing it, the total response on various questions was good. Varia­ tions in the total number of responses appear in the results since questions were skipped for reasons known only to the individuals responding. One ex­ ample was pointed out above. Another serious handicap was our request for the name of the teacher on the first page despite our assurance of confidential treatment. Our next questionnaire of this type should be anonymous for a higher return totally and also on certain "touchy" questions. All in all, the results should help us considerably in developing this year's program. Please express our thanks to everyone in your building who cooperated with us by turning in a questionnaire. We want to thank all those who helped in the massive job of tabulating and compiling the results over several months. .. We are sending several copies for placing in the teachers' rooms. If any AEA members desire additional copies, we will run extra sets at a later date. Bring such requests to the next Board meeting an October 22. �ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia RESPONSES TO SALARY COMMITTEE QUESTIONNAIRE QUESTION: Do you prefer salary payments in 10 months? In 12 months? Response Percent 10 Months 78 8.7% 12 Months 817 91.3% QUESTION: Should we be given option of drawing balance of salary due at end of school or leaving money for regular payments including interest accrued beyond school year? Percent Response Yes 612 81% 19% No 1A3 QUESTION: In which of the following areas do you feel the School Board should make an increased effort to assist teachers in complying with requirements of career scale? Response Percent Tuition 5A8 53. A% Travel Expense 13. A% 137* Salary supplements 196* 19.1% 13. A% Other 137 None 8 .7% * Includes AA, all three; 2 Travel & Supplement; 53 Tuition & Travel; A0 Tuition & Supplement. QUESTION: To date, how do you feel the career scale has affected morale of Arlington County professional personnel? Percent Response Greatly improved 3A A. 5% Somewhat improved 151 20.0% Remained the same 178 23.7% Detrimental 39.6% 298 12.2% Very detrimental 91 QUESTION: On the basis of your present information and observation of the career scale, to what degree do you feel it will bring about anticipated improve­ ments in the quality of the instructional staff of Arlington County? Response Percent 6.1% A2 Significant improvements 28. A% Some definite improvements 195 316 A 6.0% Few improvements 11.2% 78 Retard improvements 8.3% Weaken past improvements 57 QUE5TION: Do you feel the career scale is a "Merit Rating" plan? Percent Response 70.0% Yes A79 30.0% No 206 If yes, do you recommend "Merit Rating" provisions be: Continued 81 17.6% Eliminated 378 82.A% �RE5P0NSE5 TO SALARY COMMITTEE QUESTIONNAIRE (cont.) - 2 Responses to"'~AEA Priorities on Salary - Personnel Policies Number each of the following items uith a 1, 2, 3, A or 5, depending on whether you want f E l to consider it an item of: lf 1 - Highest priority 2 - High priority 3 - Average priority A - Lou priority 5 - No significance to AEA The need for a definite and effective appeals procedure in dealing uith grievances arising out of moving into and progressing along the career scale. Response Percent Response Percent 1 - 316 Al.5% A - 1A 1.7% 2 - 268 5 - 9 1 .1 % 35.1% 3 - 157 2D. 6% f, The need to reinstate the 1/6 provision for summer school teaching without the limiting ceiling of &1A0D (because this ceiling clearly creates an inequity for career teachers). Percent Response Percent Response 1 - 186 25.6% A - 68 9.A% 2 - 2AA 33.5% 5-28 3.8% 3 - 20127.7% -The need to accelerate the reaching of maximum on career scale. Response Percent Percent Response 2A8 36.5% 'A - 55' 8.7%"' 2 - 169 2A.8% 5-12 1.8% 3 - 192 28.2% Further clarification of the courses and equivalencies that are acceptable to be applied to career scale. Percent Response Percent Response 5.0% A - 3D Al.0% 1 - 2AA 5 - 6 1.0% 32. A% 2 - 19 2 2D. 6% 3 - 123 Further clarification of the evaluation procedures connected with the career scale Percent Response Percent Response 5.0% A - 29 A7.3% 1 - 277 .8% 31.2% 2 - 183 5 - 5 3 - 9215.7% Proposals for a Resource Teacher 5cale with a salary range of $8AD0 to $1A,AD0 be given exhaustive analysis as to all ramifications in order to avoid as many pitfalls as passible. Response Percent Response Percent 1 - 153 29.8% A - 52 9.8% 2 - 1AA 27.3% 5-18 3.A% 3 - 161 3D. 5% �RESPONSES TO SALARY COMMITTEE QUESTIONNAIRE (cont.) 3 The need to establish uniform salary practices in employing professional personnel in terms of past professional experience. Percent Responses Responses Percent A .0% A9.1% 1 - 233 ■ - 19 A 1.3% 2-86 5 - 6 18.1% 27.5% 3 - 130 - ... The need For the School Board to recognize a salary scale for those with flA degrees plus 30 hours of graduate credit. Percent Response Response Percent 5.3% 28.8% 1 - 166 A - 31 1. A% 5 - 8 2 - 222 38.3% 26.2% 3 - 151 The need to develop -an attractive administration and supervisory salary schedule with a definite relationship to the teaching schedule. Percent Percent Response Resoonse A. 2% * - 19 + 1 - 180 AD.0% 2.8% A6. 3% 5-12 2 - 208 3-30 6.7% That steps on the basic and career scales be established as annual increments. Percent Response Response Percent 3.8% 1 - 233 * - 20 + AA.3% 1.9% 2 - 182 5-10 3A.6% 3-81 15.*+% The need to establish a comprehensive and well-defined set of personnel policies with participation by representatives of the AEA. Percent Response Response . ..Percent . ..... 5. A% * - 2+ + * 56.6% 1 - 250 2.5% 5-11 2-31 7.0% 3 - 126 28.5% That all elementary teachers be relieved of supervision of the children at least during their lunch periods. Percent Response Response Percent "I"'- 351 3. A% A - 20 59.1% 2 - 1A9 1.8% 25.1% 5-11 3-63 10.6% That means be provided to eliminate clerical and routine duties so that teachers have more time to devote to preparation and instruction. Response Response Percent .Percent 1 - 338 55.2% A - 13 2.1% 2 - 165 5 - 6 27.0% 1.0% 3-90 1A.7% �RE5PDIM5E5 TO 5 ALARY CONWITTEE QUESTIONNAIRE (cant.) - A - Professional Personnel Survey QUESTION: Average number of hours sperit per week on""school-related matters beyond the regular school day (include faculty meetings, PTA meetings, lesson preparation, grading papers, preparing recdFds" home visitations, etc.) Response Percent 102 20 hours or more 16.7 % '-■63 ■'“ ■ 16-20' ’ hours 10.A % 15A 11-15 hours 25.3 % 5-10 hours 280 A6.0 % 1.6 % Less -than 5 hours 10 QUE5TION : Do you 'have a period in the daily schedule during which you are free from teaching responsibilities? -,, ResponsePercent Yes 513 65.3% No 272 3A.7% QUESTION: To what extent do you effectively participate in a cooperative develop­ ment of the general policies within your school? Response Percent Substantially 265 33.7 % Somewhat 319 AO.6 % Very little 1A0 17.8 % None ■ ■ 62 7.9 % QUESTION: To what extent do you effectively participate in a cooperative develop­ ment of the general education policies for the Arlington school system? Response Percent Substantially 121 15.5 % Somewhat 255 32.7 % Very little 265 3A.0 % None 139 17.8 % QUESTION: Are you employed in non-school employment during this school year? Response Percent Yes 99 11.7% No 7A0 88.3% QUESTION QUESTION: How do you rate the physical facilities in your school? Response Percent Excellent 15.2 % 128 Very Good 30.8 % 260 Good 235 27.9 % Fair 166 19.7 % Unsatisfactory 5A 6.A % i do you rate the quality and quantity of your teaching Percent Response Excellent 132 18.3 % Very Good 239 33.3 % Good 259 35.9 % Fair 10.6 % 77 Unsatisfactory 1A 1.9 % �RESPONSES TO SALARY COMMITTEE QUESTIONNAIRE ( C d r i t V ) 5 - Professional Personnel Survey UUESTION • Do you consider your--teaching load to be reasonable? Percent : ’ .- .y - .i Response , •• ■ J. , .. ■ ■ 8A .0 % Yes 16.0 % No QUESTION: Do yo.u find pupils and parents reasonably cooperative? Response Percent Yes 803 97.6 i No 20 2.k % QUESTION: What is your estimate of teacher morale in your school? Response Percent Uery high - £5 8.0^ High 271 33.2 % Average 339 A1.7 % Lou Ilk 1A.0 % Uery lou - - 2 5 - .. : • 3.1 % QUESTION: What is your estimate of teacher morale throughout the school system? Percent Response 1 .6 % 11 Uery high lk 6 22.0 % High 5k. 3 % Average 360 19.6 % Lou 130 2.5 % Uery lou 17 � 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 Explanation of Salary Questionaire Including Common Critiques Description An account of the resource Explanation of questionnaire including criticisms of questionnaire. Questionnaire developed to guide officers and committee chairmen in planning their work for the year. Following 5 pages are respones to salary committee questionnaire. 6 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_16 https://projectdaps.org/files/original/153e9b1e802a327c19d8e19f15b62938.pdf 1eefe1233ec0b82a97dfe91dfcc78de9 PDF Text Text DRAFT ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia AEA # 6 3 10-8-6A AEA Legislative Positions for VEA-VTA Conventions Reaffirm oppositon to poll tax as a prerequisite for voting in local and state elections. Commend those responsible for the passage of the constitutional amendment eliminating the poll tax in federal elections. Commend those Virginia citizens who have persisted in the effort to bring about fair representation in the apportionment of our state legislature. Urge continued efforts through legislative and judicial actions tD bring about a proper reapportionment of the Virginia legis­ lature with all deliberate speed. Urge state financial support to be allocated to those school systems which institute qualified public kindergartens and programs of public education for grades 13 and 1A„ Commend and support the Arlington School Board in its recommendation that the Virginia Legislature provide at least one coeducational teachertraining institute at the earliest possible date. Urge legislative action that will bring about a proper selection of Virginia's State Superintendent of Public Instruction by the State Board of Education. The September issue of the VEA Journal (p.A5) points out that this was a goal in the September 1929 issue of the VEA Journal-"The State Superintendents should be elected by a State Board of Education . . . Urge the passage of permissive legislation that would allow Virginia communities to petition for a referendum if they should choose to change their present method of selecting school board members. The referendum would permit both elective and appointive methods. Urge the repeal of legislation which provides for tuition grants from public funds being used to finance private education for grades 1-12. Urge Legislation be enacted to reestablish Virginia's compulsory attendance laws as formerly constituted. Urge the repeal of legislation which permits local fiscal bodies to have an undue amount of control and influence over school budgets and expen ditures. Urge the support of legislation which would expand Virginia's efforts to set up a state-wide educational television network and foster the development of regional stations within the state. Urge enactment of state legislation to develop and encourage sound programs of educational research at the local and state levels. � 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 AEA Positions Description An account of the resource 11 positions the AEA will promote. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_20 https://projectdaps.org/files/original/36beffb3c652a6cd4cff4278e0fd847d.pdf 297e3a07a519e4f8d94a3fd2b28d88d3 PDF Text Text October 6, 1964 - 2 - Comprehensive Insurance and Bonding coverage for AEfl Office On a comparative three year basis, making the one year payments would amount to $733.05 while on a 3 year basis (where available) the payment would amount to $660.00 thereby giving AEfl the savings of *73.05. In order to take advantage of this substantial saving of association funds, the budgeted item of $250 was overspent by $372 with approval of the officers in June. Actually the entire budget for insurance and bonding of $240 was unspent from last year's budget since we delayed payment on this item until we could properly assess the needs for a comprehensive program. When .next year's budget is formulated, this item of insurance and bonding will consolidate these expenditures and set up a running account to take advantage of the three year savings without affecting any one year's budget drastically. �ARLINGTON EDUCATION ASSOCIATION Arlington, Virginia MEMORANDUM AEA # 60 October 6, 1964 TO: Board of Directors FROM: Robert U. Bbgen, Exec. Secy. SUBJECT: Comprehensive Insurance and Bonding coverage for AEA Office AEA Insurance and bonding coverage in the past has been limited to a blanket fidelity bond. After consultation with insurance and bond advisors, the following coverages were recommended for AEA as giving the association proper protection from various liabilities encountered in the running-of a business office of our type and size: Type 3 year Premiums Savinqs 1 yr. 3 yr. Office liability Policy 325/50,000, Bodily injury *5,000 Property Damage 316.00 #48.00 Fire insurance on contents of office 310,0D0 (80% coverage) 17.00 45.00 * 6*00 Workmen's Compensation insurance on all employees 22.00 50.00 16.00 Office Theft insurance to cover contents of office *2,000. 20.50 55.DO 6.50 3. Employees Non-Ownership Liability Insur­ ance *25/50,000. Bodily Injury and *5,000. Property Damage (This coverage will protect the employer for any liability imposed upon him by one of his employees using their car while an business for him.) 19.00 6. Commercial Blanket Bond (FidelityO cover­ ing Directors and Office Staff .15,000. (Last year the premium was :,.110.16. The increase is because of the inclusion of all Building Directors who handled dues collect­ ion this year, thereby giving AEA complete coverage.) *149.85 405.00 3244.35 *603.00 a/ a/ The total premiums paid in July amounted to *622. the &19 for the one year premium noted in item 5. #44.55 -1 #73.05 This included (over) � 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 Bonding and Insurance Needs Description An account of the resource Explanation of bonding and insurance needed for the business office including costs and coverage. 2 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_21 https://projectdaps.org/files/original/37b9e003cec62a386c943efc3b29a6a5.pdf 71d40349efc898a04ebf113f06a9103b PDF Text Text A C O M P A R A T IV E STUDY of TEACHERS’ SALARIES in ARLINGTON COUNTY, VIRGINIA ARLINGTON EDUCATION ASSOCIATION 4500 Old Dominion Drive Arlington, Virginia �PER CAPITA EFFECTIVE BUYING INCOME* A COMPARATIVE STUDY IN 1963 FOR JURISDICTIONS IN THE OF TEACHERS’ SALARIES WASHINGTON-BALTIMORE COMPLEX In the course of studying teachers’ salaries in Arlington, Virginia, the Salary Committee of the Arling Montgomery........................ S 3,282 ARLINGTON ....................... 3,193 comparative charts. Realizing that interest in teachers' Washington, D.C..................... 2,943 salaries extends far beyond our own professional organi A le xa n d ria ........................ 2,727 Fairfax ............................ 2,600 they might reach any and all who would find them of in Prince G eorges.................. 2,389 terest. Baltimore C ounty................ 2,320 Baltimore City .................. 2,185 Falls Church .................... 2,185 Anne Arundel .................... 2,146 ton Education Association has compiled this set of zation, it was the wish of the Board of Directors that these figures be published in sufficient numbers that The sole purpose of this publication, then, is to make available to others the facts and projections that the Salary Committee has compiled in order to judge the relative ability of Arlington County to draw and hold both new and experienced teachers. The sources for all material in this report were the Research Divisions of the National Education Asso PER CAPITA EFFECTIVE BUYING INCOME* IN 1963 ciation, Virginia Education Association, and the per sonnel offices of the particular jurisdictions unless United States . . . .............. $2,103 otherwise indicated. M aryland.......... .............. 2,314 Virginia .......... .............. 1,795 The Salary Committee, Arlington Education Association Harvey Wynn, Chairman William A. Brooks Barbara Jureidini Edward Milani Jay Rothouse John Sasscer 1 Effective buying income is the income remaining after all taxes have been deducted. Excerpted from Sales Management, "Survey of Buying Power,” 92:2, p. 558, June 10, 1964. 2 �1964-65 BEGINNING SALARY FOR 1964-65 BEGINNING SALARY FOR TEACHERS WITH BACHELOR’ S DEGREE TEACHERS WITH MASTER’ S DEGREE IN THE IN THE WASHINGTON-BALTIMORE COMPLEX WASHINGTON-BALTIMORE COMPLEX Y/ashington, D .C ................................... $ 5,350 Falls Church, V irg in ia .......................... 5,200 Falls Church, V irg in ia .......................... 5,700 Alexandria, Virginia ............................ 5,100 Alexandria, Virginia ............................ 5,600 Montgomery County, Maryland ................ 5,040 Montgomery County, Maryland ................ 5,520 ‘ ARLINGTON COUNTY, VIRGINIA . . . . 5,000 ‘ ARLINGTON COUNTY, VIRGINIA _ _ _ 5,500 ‘ Baltimore C i t y .................................... 5,000 ‘ Fairfax County, V irg in ia ........................ 5,500 ‘ Fairfax County, V irg in ia ........................ 5,000 Prince Georges County, M aryland............ 5,400 ‘ Prince Georges County, M aryland............ 5,000 Baltimore C i t y .................................... 5,350 Anne Arundel County, M aryland.............. 4,900 Baltimore County ................................ 5,270 Anne Arundel County, M aryland.............. 5,200 * Jurisdictions with the same salary are listed alphabetically. 3 Washington, D.C...................................... $5,850 -----------------------------* Jurisdictions with the same salary are listed alpha betically. 4 �In comparing maximum salaries, there are two factors to be considered. One factor is the salary fig ure itself, and the other is the number of years one must teach to attain that figure. All jurisdictions studied listed a particular number of steps, but since varying credit was allowed for outside experience, no correlation existed between years of experience and number of steps. AVERAGE BEGINNING SALARIES OFFERED NATIONALLY TO MALE BACHELOR’ S AND MASTER’ S DEGREE CANDIDATES IN 1963-64* BACHELOR’ S DEGREE CANDIDATES Technical.......................................... S 7,368 Non-Technical.................................... 6,180 In Arlington the present implementation of the career scale does not reflect years of experience. As a result, people with varying amounts of Arlington ex perience are appearing on the same steps. For these reasons the following two tables com pare only the maximum salaries attainable at the present time without regard to the number of steps in individual salary programs. No table is included comparing Doc toral salary schedules since there are only four teachers in Arlington on this scale. 1964-65 MAXIMUM SALARY FOR TEACHERS WITH BACHELOR’ S DEGREES IN THE MASTER’ S DEGREE CANDIDATES WASHINGTON-BALTIMORE COMPLEX P h y s ic s ............................................ S 8,640 Washington, D .C ..................................... $ 9,350 M athem atics...................................... 8,532 Chemistry.......................................... 8,112 7,752 9,120 *Baltimore County, Maryland .................... 9,000 ‘ Fairfax County, Virginia ........................ Business Administration and Commerce ................................ Montgomery County, Maryland .................. 9,000 Falls Church, V irg in ia ...................... 8,840 ‘ ARLINGTON COUNTY, VA. (Career). . . ‘ Prince Georges County, M aryland......... 8,800 8,800 Baltimore City, Maryland ........................ Alexandria, Virginia .............................. 5 8,200 ARLINGTON COUNTY, VA. (B a s ic ).. . . * College Placement Council (Report No. 2), March, 1964. 8,600 7,900 * Jurisdictions with the same salary are listed alpha betically. 6 �1964-65 MAXIMUM SALARY FOR TEACHERS 1964-65 SALARY DIFFERENTIAL WITH MASTER’ S DEGREES FOR 30 HOURS BEYOND IN THE THE MASTER’ S DEGREE IN THE WASHINGTON-BALTIMORE COMPLEX WASHINGTON-BALTIMORE COMPLEX Montgomery County, Maryland.....................S 10,080 Falls Church.................................. S 300-570 Washington, D.C ...................................... 9,850 B altim ore...................................... 270-540 Falls Church, V ir g in ia ............................ 9,690 Prince G eorges...................................... 400 Baltimore County, M aryland...................... 9,540 Baltimore City ...................................... 350 Fairfax County, V irg in ia .......................... 9,500 A le xa n d ria ............................................ 250 ARLINGTON COUNTY, VA. (Career) . . . 9,400 Fairfax ................................................ 250 Prince Georges County, M aryland.............. 9,200 Montgomery .......................................... 240 Baltimore City, Maryland ........................ 8,950 Washington, D.C ...................................... 200 Alexandria, V irg in ia ................................ 8,700 Anne Arundel ........................................ 200 ARLINGTON COUNTY, VA. (Basic) . . . 8,300 ARLINGTON ...................................... NONE Anne Arundel County, Maryland 8,150 7 I I 8 �The following two tables are projections. As is any projection, they are based on assumptions, and there fore no absolute validity is claimed for them. In Arling ton County, however, we have a salary schedule that is projected to the school year 1971-72. At that time, pre sumably, the maximum salary attainable with a Master’ s degree w ill be $12,000. In comparing this figure with the salaries of other jurisdictions, one cannot operate in a vacuum, and therefore some sort of projection is necessary. The following figures were obtained to the nearest ten dol lars by finding the average rate of increase from 1959-60 to 1964-65, and assuming that the same rate of increase would continue from 1964-65 to 1971-72. PROJECTED MAXIMUM SALARIES FOR PROJECTED MAXIMUM SALARIES FOR TEACHERS WITH MASTER’ S DEGREES IN 1971-72 WHEN THE PRESENT ARLINGTON SALARY SCHEDULE WOULD BE FULLY IMPLEMENTED Washington, D .C .................................... S 13,700 F a irfa x.............................................. 13,210 Falls C hurch...................................... 13,040 Montgomery........................................ 12,290 Prince Georges.................................... 12,280 TEACHERS WITH BACHELOR’ S DEGREES IN 1971-72 WHEN THE PRESENT ARLINGTON SALARY SCHEDULE WOULD BE FULLY IMPLEMENTED Washington, D.C..................................... S 13,200 Fairfax County, V irg in ia ........................ 12,290 Baltimore City ................................... 12,030 Montgomery County, Maryland ................ 11,670 Baltimore County.................................. 12,060 Prince Georges County ........................ 11,600 ‘ ARLINGTON (C a re e r)....................... 12,000 Baltimore C i t y .................................... 11,540 Alexandria.......................................... 10,800 Baltimore County ................................ 11,520 ARLINGTON (B a s ic )......................... 8,300 Falls Church, V irg in ia .......................... 11,360 *ARLINGTON COUNTY (Career).......... 10,500 Alexandria, Virginia ............................ 9,880 ARLINGTON COUNTY (Basic) .......... 7,900 * If the present Arlington career maximum is projected on the same basis as those above, the result is $11,880 in 1971-72. 9 If the present Arlington career maximum is projected on same basis as these above, the result is $12,760 in 1971-72. 10 �1964-65 SALARY DIFFERENTIAL A COMPARISON OF ARLINGTON TEACHERS’ INCOMES WITH INCOMES OF OTHER ARLINGTON WORKERS FOR TEACHERS TRANSFERRING TO ARLINGTON FROM OTHER JURISDICTIONS IN THE WASHINGTON-BALTIMORE COMPLEX OF COMPARABLE EDUCATIONAL Years of Experience Salary Differential B.A. 5 10 15 S 100 Loss 0 900 Loss M.A. 5 10 15 100 Loss 100 Loss 900 Loss B.A. 5 10 15 S 100 Gain 100 Gain 1,200 Loss M.A. 5 10 15 300 Gain 200 Gain 1,100 Loss B.A. 5 10 15 S 200 Gain 50 Gain 1,100 Loss M.A. 5 10 15 250 Gain 100 Gain 850 Loss B.A. 5 10 15 M.A. BACKGROUNDS 5 10 15 Jurisdiction Degree Alexandria Anne Arundel AGE Baltimore City Teachers in Arlington County— Source: AE.A. Questionoire. Workers in Arlington County who completed four years or more of college and who worked forty weeks or more.----- Source: I960 Census of Population, Bureau of Census. Special Hand Tally of Unedited Schedules for Arlington County, Va, projected by using a 4.5% annual increase rate as recommended by the research division, N.E.A. Baltimore County (Cont’d) 11 12 S 50 Loss 300 Loss 1,100 Loss 180 Gain 170 Loss 1,240 Loss �Fairfax Years of Experience Salary Differential 5 10 15 5 10 15 410 Loss 680 Loss 1,200 Loss B.A. 5 10 15 S 560 Loss 760 Loss 1,540 Loss 5 10 15 710 Loss 1,135 Loss 1,990 Loss 5 10 15 S 280 Loss 860 Loss 1,820 Loss 5 10 15 500 Loss 1,100 Loss 2,380 Loss Degree B.A. M.A. Falls Church Montgomery B.A. M.A. Prince Georges B.A. M.A. Washington, D.C. RANK IN 126 JURISDICTIONS IN VIRGINIA S 410 Loss 580 Loss 1,100 Loss M.A. Jurisdiction 5 10 15 5 10 15 $ 0 300 Loss 1,500 Loss 100 Gain 300 Loss 1,500 Loss B.A. 5 10 15 $ 395 Loss 470 Loss 1,495 Loss M.A. 5 10 15 395 Loss 570 Loss 1,595 Loss 13 IN 1962-63* Ability to Poy for Education Rank A b ility * * ARLINGTON 1 $ 54,151 Alexandria 3 43,256 Falls Church 5 40,562 22 27,100 Fairfax Effort in Paying for Education Rank E ffo rt* * * Falls Church 6 1.02 Fairfax 8 .96 ARLINGTON 30 .75 Alexandria 39 .71 * 1962-63 Ability and Effort and 1962-63 Cost of Education (ADA) in Virginia and U.S.A. (pamphlet from Virginia Education Association Research Service) January, 1964. ** Real estate and public service corporation 1962 true values divided by the average daily attendance in 1962-63. *** 1962-63 local school expenditures divided by teal estate and public service corporation 1962 true values times 1000. 14 �NUMBER OF YEARS** A TEACHER MUST BE EMPLOYED IN ARLINGTON COUNTY IN ORDER TO QUALIFY FOR AN FHA LOAN Cost of Home Salary Required for 30 Year Loan** $ 18,000 20,000 22,000 24,000 26,000 S 7,320 8,040 8,700 9,360 10,020 Basic ........ ........ ........ ........ 11 N F *** N.E. N.E. N.E. Years* a Teacher Must Be Employed Bachelor Master Career Basic 9 11 N.E. N.E. N.E. * Assuming he is permitted to advance one step each year. ** Following the method for salary determination used by Y/eaver Brothers, Washington, D.C. *** Not Eligible. 9 12 N.E. N.E. N.E. Career 7 9 10 11 N.E. � 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 Facts and Projections Related to Recruitment and Attrition of Teachers Description An account of the resource Facts and projections compiled in order to judge the relative ability of Arlington County to draw and hold new and experienced teachers. 9 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_22 https://projectdaps.org/files/original/129060ddebec379c92b096cc6d8c0a1c.pdf 1f19bed2ecd1531e6c852087173573b6 PDF Text Text Vote! Vote! Vote! AEA REPORTER Published by THE ARLINGTON EDUCATION ASSOCIATION Vol. X, No. 2 O c to b e r, 1964 A r lin g to n , V ir g in ia O ur T e a c h e r s as C itiz e n s : B efore a n d A fter N o v e m b e r 3 by Rose R. Holton, Citizenship Chairm an V o te r r e g i s tr a ti o n b o o k s c lo s e d , t h e A E A C itiz e n s h ip C o m m i t t e e f o c u s e s its a t t e n t i o n o n t e a c h e r - c i t i z e n a c t i v i t y in t h e in t e r i m b e f o r e N o v e m b e r 3. O n ly a fe w w e e k s r e m a i n b e fo re th e c a m p a ig n sp eech es, p r o n o u n c e m e n ts , a ffirm a tio n s a n d r e b u t t a l s b e c o m e p o li ti c a l h is to ry . D u r in g th e s e re m a in in g w eek s, th e A E A C itiz e n s h ip C o m m itte e u rg e s e a c h te a c h e r t o b e c o m e a l e r t a n d r e s p o n s iv e t o h is d e m o c r a t i c r i g h t a n d h is c iv ic o b l i g a t i o n . B e c o m in g in f o rm e d — o r m o r e “ p o l i t i c a l l y l i t e r a t e ” — is t h e f irs t o f t h e m a n y w a y s o f f u lf illin g c iv i c re s p o n s ib ility . K n o w in g th e c a n d id a te s a n d th e is s u e s b e f o r e t h e v o t e r s c a n n o t b e o v e r e m p h a s i z e d . In a d d i ti o n to t h e i n f o r m a t i o n o f th is n a tu r e w h ic h is a v a ila b le th ro u g h m a ss c o m m u n ic a tio n m e d ia , th e in f o r m e d te a c h e r s h o u l d t a k e a d v a n t a g e o f e v e ry o p p o rtu n ity to h e a r c a n d id a te s p r e s e n t t h e i r v ie w s a t p u b li c p o li ti c a l m e e t in g s . T e a c h e rs w h o have not b e c o m e p e r s o n a l l y i n v o l v e d in p o litic s t h r o u g h p a r ty m e m b e r sh ip o r p r e c in c t w o r k c a n c o m e c lo s e r to u n d e r s ta n d in g and i n t e ll ig e n t ly r e a c t i n g t o p o l i t i c a l is s u e s b y a tte n d in g p o litic a l m e e t in g s o p e n t o t h e g e n e r a l p u b li c . S u c h p o l i t i c a l s e n s iti v it y is a m u s t f o r t h e t e a c h e r a s a c it iz e n . a n d c o n tin u e to le a rn a b o u t, b e c o m e i n v o l v e d in , a n d h e l p t o in f l u e n c e t h e m a n y d e c i s i o n s w h ic h a f f e c t t h e c o m m u n i t y , th e s ta te a n d th e n a tio n . L a s t y e a r ’s g r a s s r o o t s a tte m p ts r e a l iz e d s o m e d e g r e e o f f r u i t i o n . M o re n e e d s to b e d o n e — m o re m u st b e d o n e . T h e A E A C iti z e n s h ip C o m m itte e u rg e s te a c h e rs to a tte n d th e s c h o o l a n d c o u n ty b o a r d m e e tin g s a s s c h e d u le d fo r each s c h o o l. M o r e o v e r , th e C o m m itte e e n c o u ra g e s te a c h e r a tte n d a n c e a t m e e tin g s o th e r th a n th o s e s c h e d u l e d f o r a g iv e n s c h o o l . T h is in v o lv e m e n t in c iv ic m a tte r s se rv e s to m a k e te a c h e rs k n o w le d g e a b le about th e f a c t o r s a n d in f lu e n c e s w h ic h a f f e c t p o l i c y a n d d e c is io n m a k in g in o u r c o m m u n i t y . D u r i n g th i s s c h o o l y e a r , t h e p r o j e c t w ill b e c o n d u c t e d w i t h th e c o o p e r a tio n o f th e A r lin g to n C o u n t y C o u n c i l o f P T A s . Y o u r c o o p e ra tio n , s u p p o rt a n d h e lp a r e n e e d e d . B e fo re a n d a fte r N o v e m b e r 3, t h e t e a c h e r is a c i t i z e n — a n i m p o r t a n t f o r c e in t h e li f e o f th e c o m m u n ity , th e s ta te a n d th e n a tio n . Candidates S peak T h e le a g u e o f W o m e n V o te rs o f A r l i n g t o n p r e s e n t e d a s e r ie s o f q u e s tio n s to th e tw o c a n d i d a t e s f o r t h e C o u n t y B o a r d . In th e in te re s t o f p r o m o tin g p o li t ic a lly in f o r m e d te a c h e r s , th e B e fo re N o v e m b e r 3, th e A E A C itiz e n s h ip C o m m itte e u rg e s te a c h e r s t o m a k e a p o s i t i v e e f f o r t t o r e a c h a t le a s t o n e re g is te re d “ n o n - v o t e r ” — th e a p a th e tic c itiz e n w h o d o e s n o t r e c o g n i z e t h e s t r e n g t h o f h is b a llo t. A s a c o m m u n ity le a d e r, t h e t e a c h e r c a n d o m u c h to in f lu e n c e o t h e r c it i z e n s t h a t e a c h v o te c o u n t s . T h e t e a c h e r s h o u l d feel t h a t h is e f f o r ts , t o g e t h e r w ith t h a t o f o t h e r r e s p o n s ib l e c o m m u n i t y le a d e r s , m a y h e lp t o m a k e t h e d if f e r e n c e o n v o t e r t u r n - o u t o n e le c tio n day. A N D -A F T E R N O V E M B E R 3 T h e A E A C itiz e n s h ip C o m m i tt e e h a s d e s i g n a t e d t h e i m p ro v e m e n t o f te a c h e r a tte n d a n c e a n d p a r t i c i p a t i o n in c iv ic m e e t in g s a s it s p r i m a r y o b Reporter p r e s e n t s t h o s e q u e s t i o n s a n d a n s w e rs w h ic h a r e m o s t p e r tin e n t to e d u c a tio n . W h at C h anges in t h e A r l i n g to n s c h o o l p ro g r a m w o u ld y o u a s a C o u n ty B o a rd m e m b e r e n c o u ra g e ? H a g g e r ty : “ I t h i n k t h a t a n e x p a n d e d p ro g r a m o f v o c a tio n a l t r a i n i n g o n t h e h ig h s c h o o l le v e l is n e e d e d in A r l i n g t o n . A lo n g lo o k s h o u ld b e ta k e n a t th e D r e w A n n e x b e f o r e i t is s o l d . T h i s m i g h t b e a g o o d s i te f o r a v o c a t i o n a l h ig h s c h o o l . W e a r e ju s tifia b ly p r o u d o f th e n u m b e r o f m e r i t s c h o l a r s w h o liv e in je c t iv e . I n f o r m e d c it iz e n s b e g in (Continued on Page 3) A r l i n g t o n b u t w e m u s t n o t lo s e s i g h t o f t h e f a c t t h a t n o t a ll c h i l d r e n a r e e q u a l l y g if te d a n d AEA MEMBERSHIP HITS NEW HIGH by Marcia J. Harmony, Membership Chairm an A lre a d y th is y e a r A r lin g to n T e a c h e rs’ cash , ch eck s, and p a y ro ll d e d u c tio n s h a v e p u t u s o v e r t h e t o p in m e m b e r s h i p . If y o u h av e n o t h a d th e o p p o r tu n ity to jo in a s y e t c o n ta c t y o u r B u ild in g D i r e c t o r o r t h e A E A o ffic e . N o w is n o t i m e t o s t o p ! P a rtic u la rly im p o r ta n t th is y e a r is a u n i t e d p r o f e s s i o n a l m e m b e rs h ip . T h is is s t r o n g m e m b e rs h ip . W e n e e d to h a v e a n in c r e a s e d s t a t e m e m b e r s h i p a s is s u e s o f i m p o r t a n c e to A r l i n g t o n t e a c h e r s w ill a r i s e t h i s y e a r . D e s e g r e g a t i o n is o n e o f th e im p o rta n t i s s u e s in V ir g in ia . A la r g e m e m b e r s h i p g iv e s y o u r h a rd w o r k in g v o lu n te e r o ffic e rs a n d e m p l o y e d s t a f f t h e p o w e r t o d e a l w ith a s s o c i a t i o n p r o b l e m s in a n y f o r u m . M e m b e rs h ip a n d p a r tic ip a t i o n is w h a t c o u n t s . Y o u r m e m b e rs h ip c o n trib u te s to th e a d v a n c e m e n t o f th e te a c h in g p ro fe s s io n . Y o u r p a r tic ip a tio n o n c o m m i t t e e s , in d i s c u s s i o n s a n d f o r m u la tin g p o lic ie s b r in g s t e a c h i n g c lo s e r t o o u r g o a l o f a tru ly p re -e m in e n t p ro fe s s io n . $10,000 For What? Prestige, Recognition, M aterial G ains? Is the price right? See page 3 Getting to Know You Is Both Profitable And Fun By Betty Fogg, C hairm an L.T.I. T e a c h e r s a r e a lw a y s e s p e c ia l ly a w a r e o f t h e c l i m a t e in a c la s s ro o m a m o n g a g r o u p o f s tu d e n ts . I s h a re d a v e ry w a rm a n d o p e n c lim a te w ith th e g ro u p w h o w e n t to H a rp e rs F e r r y in S e p t e m b e r . W e w o r k e d h a r d a n d w e h a d fu n . I g o t to k n o w a lo t o f p e o p le w h o s e fa c e s w e re fa m ilia r, b u t w h o s e n a m e s , I d i d n ’t e v e n k n o w . I ’m s u r e t h a t t h e w a r m s h a r in g o f o u r g o a ls a n d t h e p r o b le m s w e c a n s e e in o b t a i n i n g t h e m h a s g iv e n e v e r y o n e w h o p a r t i c i p a t e d in t h e w o r k s h o p s a n d g e n e r a l s e s s io n s a s t r o n g c o n c e p t o f th e ro le th e y p la y a s d i r e c t o r s , in t h e f u n c t i o n i n g o f th e A rlin g to n E d u c a tio n A s s o c ia tio n . I f w e c a n c o n tin u e to e x p re s s o u r s e lv e s a s fr e e ly a n d o p e n l y a s w e d id d u r i n g t h a t w e e k e n d A E A w ill b e a t r u l y r e p o n s i v e o rg a n iz a tio n . I f w e c a n m a in ta in th a t e s p rit d e c o rp s a t th e B o a rd o f D ir e c to r s m e e tin g s f o r What are these people looking at? See page 4 Leadership Institute Held at Harper’s Ferry th e sc h o o l y e a r, th e m e m b e rs w e r e p r e s e n t w ill b e w e ll r e p a i d f o r t h e i r i n v e s t m e n t in o u r L e a d e rs h ip T ra in in g I n s titu te . Dick Neal, Betty Algor, Betty Hay, Celeste Groves, Bob Richards, Al Talbott, Bill Holmes, Chet Boyd discuss the AEA building program in a workshop group. D u rin g th e w e e k -e n d of S e p t e m b e r 1 1 th , 1 9 6 4 , t h e A E A b r o u g h t to fr u itio n a se e d lo n g g e rm in a tin g . M a n y m e m b e rs o f th e A E A m e n ta ry P ro c e d u re by Ed R e y n o ld s . A p re s e n ta tio n o f s o n g s fr o m th e AEA sh o w under th e d ire c tio n o f M e lv in R eed d e v e lo p e d i n t o a c o m m u n i t y h a v e fe lt f o r s o m e t i m e t h a t a n s in g a n d c a p p e d t h e o r g a n i z e d a d e q u a te L e a d e rs h ip T ra in in g p a r t o f th e e v e n in g . In s titu te w a s a m u s t if p r o p e r B re a k fa st w as se rv e d a t 8 re p re s e n ta tio n o f th e m e m b e r o ’c l o c k S a t u r d a y m o r n i n g , f o l s h ip w a s to b e a c h ie v e d . P r e l o w e d a t &-.45 b y t h e 2 n d g e n e r a l re q u is ite to a n a d e q u a t e t r a i n s e s s io n d e v o t e d t o t h e J o b o f in g p r o g r a m w o u ld be to re m o v e th e B o a rd o f D ire c to rs th e B u ild in g D ir e c t o r ( m e m b e r s f r o m t h e p r o x i m i t y o f f a m il y o f th e B o a rd o f D ire c to rs ) . T h e a n d fr ie n d s to a s s u r e c o m p le te a tte n tio n to th e b u s in e s s a t hand. T o a c h ie v e t h i s p r i v a c y , t h e L e a d e rs h ip T ra in in g C o m m it te e , c h a i r e d b y B e tt y F o g g , c h o s e H illto p H o u s e a t H a r p e r ’s F e r r y , W e s t V a . O t h e r c o n s id e ra tio n s s u b s ta n tia tin g th is c h o ic e w e re th e h is to r ic a l s e ttin g , th e a c c o m m o d a tio n s , th e fo o d , a n d , e q u a lly im p o r ta n t, th e p ric e . A t 5 o ’c lo c k o n F r i d a y a f t e r n o o n m e m b e rs o f th e B o a rd o f D i r e c t o r s , o f f ic e rs a n d c o m m i t te e c h a i r m e n b e g a n t o r e g i s t e r w ith B e tty B r o o k s w h o w a s c h a rg e d w ith r o o m a s s ig n m e n ts a n d a c c o m o d a tio n s . A f te r a n e x c e l le n t d i n n e r , e v e r y o n e m e t in t h e f irs t g e n e r a l s e s s i o n . T h i s s e s s io n i n c l u d e d a r e p o r t f r o m t h e E x e c u ti v e S e c r e t a r y ; a f i lm s tr ip a n d d is c u s s io n o f th e im p o rta n c e a n d p la c e o f p u b lic r e l a t i o n s in t h e A s s o c i a t i o n , a n d th e ro le o f th e T e a c h e r C it iz e n b y D ic k D o l e s a n d t h e P u b lic R e la tio n s C o m m itte e a n d R o se H o lto n o f th e C iti z e n s h ip C o m m itte e ; and a d r a m a tiz e d p ro g r a m o n P a rlia - D ATES Oct. 15 — School Board Meeting, 7:30, Administration Building Oct. 21 — District H Meeting, Kenmore Oct. 24 — County Board Meeting, 9 am. Court House Oct. 26 — Meeting of AEA delegates to state conventions, 4 pm, Page School Oct. 28-30 — VEA-VTA Conventions Nov. 3 — Election Day Nov. 5 — School Board Meeting, 7:30, Administration Building Nov. 7 — County Board Meeting, 9 am. Court House h o u rs fro m 10 t o 3 w e r e g iv e n o v e r to fo u r w o rk s h o p g ro u p s ; M e m b e rs h ip , c h a ir e d b y M a r c ia H a r m o n y ; P r o f e s s io n a l R ig h ts a n d R e s p o n s ib ilitie s , c h a ir e d by G e o rg e Long; S a la r y , co c h a ire d b y H a rv e y W y n n a n d J e r ry S h e lto n ; a n d th e A E A B u il d in g P r o j e c t , c h a i r e d by D ic k N e a l. M e m b e rs w e re d iv id e d in to fo u r g ro u p s a n d r o ta te d fro m c o m m itte e to c o m m itte e . In th e c o u rse o f th e w o rk s h o p s , p r o je c ts a n d in n o v a tio n s o f A E A w e re e x p la in e d , d is c u s s e d a n d d r a m a t i z e d in o r d e r t o m a k e e a c h B u ild in g D i r e c t o r a w a r e o f th e e ff o rts o f th e A s s o c i a tio n a n d t h e r o l e o f t h e m e m b e r s in th e s e e f f o r ts . A t t h r e e o ’c l o c k , d e l e g a t e s w e r e a ll o w e d t h e i r f i r s t b r e a k fro m th e r o u t in e o f b u s in e s s . M e m b e rs w e re e n c o u ra g e d to t o u r h i s t o r i c H a r p e r ’s F e r r y u n d e r th e g u id a n c e o f D ix ie K ilh a m , th e p r i p r i e t o r o f H ill to p H o u s e , o r ju s t to re la x . T h e th i r d G e n e r a l S e s s io n g o t u n d e r w ay a t 7 p .m . T h e to p ic o f th is s e s s io n w a s “ E d u c a ti o n in A r l i n g t o n ” . P r e s i d e n t B e tt y A lg o r p r e s e n te d q u e s tio n s c o n c e rn in g A r lin g to n S c h o o ls to S c h o o l B o a rd m e m b e rs . D r. John R e e d S p ic e r a n d M r. J a m e s S to c k a r d . T o c u l m i n a t e t h e e v e n i n g 's a c tiv itie s , C . F r e d C a r p e n te r a n d D r. D ic k W ig g in , tw o m e m b e rs o f th e w rite r-c o m poser fro m te a m , p re s e n te d a s k it th e A E A s h o w . A nd G ladly T each, w i t h e x c e l l e n t a s s is ta n c e fro m E . M a x in e (C ontinued on Page 3) �A R R EA EPO TER Official 1‘ublication of the Arlington Education Assuciation 4501) Old Dominion Drive Phone: 525-6878 |Dl) CAT I ONAL Ir e s s O c t o b e r , 1964 AEA R e p o r t e r Page Tw o I S S O C I ATI ON o OF ME R I C A E d u c a tio n D ig e s ts by Jean E. Butler President...................... ELIZABETH ALGOR Violence President-Elect - - - GERALD R. GROVES Vice-President - - - - - LEONARD ADLER That adults as well as child Treasurer............. HARRIET McPHERSON ren can be affected by over Parliamentarian................................... JAMESGIBSON Past President - - - - SEYMOUR B. STISS exposure to TV violence and Staff Editor and Executive Secretary...................... Managing Editor- - - - - - - - - - - Feature Editor - - - - - - - ...................... Layout Editor- - . . . . Cartoonist - - ................................................................ Advertising Rates by ................ Robert W. Bogen Gerald R. Groves, Wakefield - - - Jean E. Butler, Maury Celeste B. Groves, Kenmorc ............................ Paul Butler Request Virginia's Scylla and Charybdis come to confuse fantasy with reality can at least partially explain the passive detachment with which 37 New Yorkers watched from their apartment house windows, the murder of their 28-year-old neighbor, psychiatrist Ralph S. Banay told a symposium on violence held by the M edical C o r rectional Assn. The 37 watched for more than 30 minutes while a killer stalked and stabbed the young woman while she cried for help. Only one person placed a call to the police and that was done after the victim was already dead. “These people were deaf, paralyzed, hypnotized with excitation. . .fascinated by the drama, by the action, and yet not entirely sure that what was taking place was actually hap pening,” said Dr. Banay. “ We underestimate the damage that these accumulated images do to the brain”, he stated. Today's Child The gross injustices of Virginia’s poll tax and malapportioned legislature have oppressed our citizens for too many years. At long last some of the chains restricting the size of our electorate were broken. It took the tortuous trail of a constitutional amendment to abolish the poll tax as a prerequisite for voting for federal offices. Happily Virginia registrars are reporting record registrations for the November 3 elections. The desperate chicanery of a “certificate of residence” in federal elections as a wishful substitute for the outlawed poll tax was prop erly struck down by federal court action. Let’s hope the enlarged electorate comes out with a resounding vote to establish conclusively the new forces to be reckoned with in Virginia politics. Bob Bogen Another hopeful sign, although somewhat shaky at the moment, is the court-ordered mandate for reappor tionment of the state legislature. Our thanks to Arlington’s dragonslaying attorney, Ed Campbell, and his Arlington, Fairfax and Norfolk co-workers for their persistent and skillful management Welcome Teachers of the long-drawn out battle to get equity under the law for urban In San Diego the red carpet area’s representation in our state legislature. was rolled out the week of Sept. A strange rationale has been advanced by rural interests in their hollow arguments of fear of corrupt urban politicians gaining 7-13 to welcome Greater San control of state legislatures. This alleged fear is simply a mask for Diego’s 4,500 teachers back to to school. The 500 new and the real fear of loss of ill-gotten power and control. For years rurally-dominated state legislatures across the nation 4,000 returning teachers were have cynically disregarded even their own constitutional mandates honored guests of the com to reapportion periodically. These self-same legislatures which munity at everything from a violate basic principles of representative government control the “Haggers Hoedown” , a fashion standards for curriculm, certification of personnel, and financing of show (for men and women), ice public education. The highly touted “ loss of local control” skating party, “teacher’s night arguments against federal support for education are flimsy at best on the town” , harbor cruises to since state governments historically have delegated as much or as a professional leadership con little control as they see fit to local boards of education. In Virginia ference and lavish salutes from the rural legislature has stripped local school boards of much of the town’s mayor, churchmen, their proper function and jurisdiction. Further, most local boards business leaders, newspaper are creatures of the state political machinery and about as far removed from the local citizenry as can be found anywhere in the publishers, TV broadcasters, and service brass. Nation. To make the new teachers Our sister state of Tennessee has had an inquitous history over sixty years of complete disregard for a constitutional mandate feel a part of the community, for a decennial reapportionment. It was poetic justice that the the town buzzed with “ Wel United States Supreme Court decision in Tennessee’s historic case come Teacher” posters, bumper of Baker vs. Carr finally offered urban-suburban dwellers hope for stickers, banners, serenades, a break in the long-standing stranglehold of rural minorities. The open houses, free cokes, door distribution of school funds, as well as funds for other important prizes, TV tributes, luncheons, state programs, has been notoriously weighted against the urban banquets and receptions. On the taxpayers. No accountability has been forthcoming for this history practical side the new teachers of abuse as the rural legislative majorities, representing constituent minorities, blithely constructed their formulas to dole out dis could choose from more than proportionate shares to themselves of the heavy “takes” from 2000 listings in town and could seek all so rts o f p erso n al urban taxpayers. “Taxation without representation ” were fighting words to our services, inform ation, advice forefathers. We have exhausted all the legal and political processes and transportation from SDTA to correct these blatant inequites. Urban leaders have fought a (the San Diego Teachers Asso valiant battle through proper legal channels. The court of last ciation). appeals has ruled that state legislatures must give all citizens the The giant week-long com same voting rights according to fair representation. munity-wide hello was sparked As entrenched politicians see their crusty empires threatened, it is last year by SDTA and found small wonder they howl in anguish that the United States Supreme all of the 650,000 of San Diego’s Court has usurped its authority. Without the Supreme Court, citizens this year vying with where does the urban voter go for equity and justice? To the malapportioned legislatures which have closed their eyes to these each other to show teachers, crass inequities, lo these many years? A ludicrous thought! Yet especially the new ones, how there are those among us who would try to send us back along that much the co mmu n i t y was interested in, and committed to , fruitless path of frustration. With friends like that . . . . Teachers as intelligent voters must not avoid these critical issues good education. in analyzing candidates in the November 3 election. The future of Education USA state support for education is at stake. We either defeat the effort to strip the United States Supreme Court of its jurisdiction to deal Forty-Four Letters with these issues or public education at the state level will continue to be held back for decades by the same type of legislative failures The forty-four letter Pitman we have witnessed over the past years, not only in Virginia, but in alphabet is being used for the many other states as well. More crucial than that, our historic sys second year in Bethlehem, Pa. tem of checks and balances will be jeopardized, because further by the Ford Foundation, spon encroachments of this type would inevitably follow. sored by Lehigh University and Fair representation is long overdue in Virginia and elsewhere. under the direction of Dr. Al Let’s join forces with those who have been in the forefront of this bert J. Mazurkiewicz of Le just cause of fair apportionment to be sure that they are not high’s Department of Educa pulled back from the brink of victory. You can have a voice in tion. He and Dr. Harold these vital matters if you VOTE ON NOVEMBER 3! (Continued on Page 3) P re sid e n t’s C o lu m n by Elizabeth Algor Wheat Direction Education? At the Leadership Training Institute I asked all of us to look ahead toward the future of the Arlington County School System. Here are some questions I asked: What efforts or plans does Arlington have to attract and use Federal funds and foundation funds to institute new educational programs? The rising national concern about our undereducated youth has led to the availability of funds from both these sources for pilot and demonstrative projects. What early retirement programs does Arlington need to develop so that educators have the security of knowing that should there occur an early disability, as for instance, a heart attack, their financial security would be protected? The Federal government, recognizing that a child’s learning difficulties usually start very early in his educational career, is beginning to help subsidize elementary school guidance. What plans does Arlington have for elementary school guidance? Arlington currently has standards for the number of pupils per teacher. What plans does it have for establishing standards for the number of students per administrator, the number of teachers per supervisor, the number of teachers per helping teacher, the number of students per librarian, the number of teachers per secretary? What plans does Arlington have to provide for the inservice training of administrators to upgrade those in service and develop administrative potential from those already in Arlington service? What plans does Arlington have to improve its basic salary scale, the scale with which we must recruit teachers new to Arlington, this year 15% of our total staff? What plans do we have for recognizing teachers who earn advanced degrees? We have a large and very rich reservoir of highly trained, very able people available for use during the summer months. How can Arlington take advantage of this resource to strengthen the school program? Arlington has a justly deserved reputation as a fine school system. Its schools have served as “ Lighthouse’’ schools for the state and nation. It is important that we maintain this leadership position. Today in technology, in business, in national defense, in industry, one must run hard just to keep up-to-date. To lead, one must do more than run hard. Education has the same problem. Maintaining the status quo would soon leave us far behind. We need to look constantly for improvements. L e t t e r s to t h e E d i t o r The REPORTER invites letters. Letters must be signed by the author in order to be used; however, names may be withheld upon request. Views expressed are those of the author. Commendations! This is just a little fan note to congratulate you on another good issue of AEA Reporter. You can know how pleased I am to see so much about re sponsible citizenship. Please congratulate all the editors who work on the Reporter. Sincerely yours, Lucile (Mrs. George R. Ellison) Secretary, NEA Citizenship Committee Comments from Participants in AEA Leadership Training Insti tute at Harper’s Ferry, West Virginia, September, 1964. • ... For me the workshop has been very worthwhile. I hope to go back to my building and make the AEA members much more aware of what AEA is all about, and try to get them more personally involved in the work. • . .. A new and different ex perience which was most enjoy able while being extremely use ful. We acquired much useful information to take back to our schools, to act upon in pro gressive ways. It was good to feel a part of such an organiza tion. • . .. I left with a feeling of inspiration and unity of pur pose of the group. I feel a pride in being a part of a group as professional minded, dedicated and purposeful. It has been a week-end to remember. • . .. I felt the week-end was very successful. I do feel more confident in the job as building director. It was much fun, too! B lo o d — W h e n Y O U N e e d I t ! During the past several years a small number of AEA members have provided emergency blood service when it was needed by a member or his family. This will no longer be possible under the new plan approved by the Board of Directors. Attempts were made in years past to establish an AEA Blood Bank under the Red Cross. In order to maintain a bank with the Red Cross, a minimum of 200 pints must be kept on deposit at all times. Since AEA members were unable to meet this balance, the AEA has not had a blood bank. Under the plan of the Metropolitan Washington Blood Service Plan it will now be possible to have blood protection for those AEA members who wish to participate. Unlike the Red Cross Plan, the new plan provides for a walking blood bank. Blood is kept by donors until it is needed. By signing a pledge, an AEA member will provide protection for himself and his dependents. Only one-third of the membership will be called upon to donate blood during a given year. Never theless, protection is provided for all those who have signed pledges. If a member who signs a pledge cannot donate blood when it is called for, another member will be asked to donate in his name. We urge you to become a member of the new AEA Blood Bank. Blood can only be supplied to those AEA members who sign pledges now. Remember, the blood you pledge today may be needed at some future time by you and your loved ones. Have blood ready when you need it! �P ag e T h ree AEA R e p o r t e r O c to b e r , 1964 ----- 1 ---------------------------------------- What Price ForA Masters Degree Bogen Attends Political Clinic by Lucile Ellison, Secretory NEA Citizenship If an Arlington teacher de­ Committee cides to upgrade himself by As a long-range plan in build­ taking a Masters degree, this i how much i will cost him: ing political know-how in s t teacher organizations, the Tuition costs: N E A Citizenship Committee 32 credits @ $40 per credit in cooperation with North­ (price at American U. and western state associations and G W U ) ......... $1,280.00 five other units of the National Time costs: Education Association i spon­ s Time required for each credit: soring i s second regional t 1hr. instruction plus 2 hrs. political clinic in Spokane, preparation equals 3 hrs. Washington, November 13-15. per week. A E A executive secretary Bob 16 wks (1 semester) x 3 hrs. Bogen has been asked to serve equals 48 hrs. time for 1 as a panelist in one of the credit. clinic sessions and to be avail­ 48 hrs. x 32 credits equals able as a consultant during the 1536 hrs.-time needed to two-day session. He will deal earn M A with differing approaches to Price in tim e: Presuming this the encouragement of teachers person holds a part-time job to become active in politics to supplement his teaching depending on varying commun­ income, the following i an itycustoms. s estimate of the price he pays In working with Nashville in time spent on degree work and Davidson County (Tenn­ rather than paid employment. essee) teachers, Bogen was one $5.00 per hr. i pay for be­ of the leading advocates of a s ginning night school instruc­ favorable vote on the referen­ tor dum on metropolitan govern­ 1536 hrs. @ $5.00 per hr. ment and the consolidation of equals........ $7,680.00 the city and county school Total costs: systems. Following a successful $1,280.00 tuition fees vote on metropolitan govern­ 7,680.00 time cost at ment, the Chairman of the edu­ _______ $5.00 per hour cation association’ citizenship s committee was a successful can­ $8,960.00 Cost of a M A didate for the state legislature degree for an at Arlington teach­ and was elected again in l s July’ primary election. s er at a local college. The Spokane Clinic will bring These figures do not include together national leaders in a cost of transportation, books similar format used so success­ and supplies or the expenses of fully at the NEA Clinic, held in f e d tr p . il i s Cleveland l s year. at Snell Serves “Teach Corps” An Arlington teacher, Evelyn Snell of Tuckahoe Elementary School, served as a member of the N E A Teach Corps in Sierra Leone, West Africa during the summer. Under the sponsorship of the N E A and in cooperation with the United States Agency for International Development and the Sierra Leone Ministry of Education, she worked with a team of twenty American classroom teachers who con­ ducted teacher training work­ shops for approximately 300 elementary teachers in the West African country. The Teach Corps ofthe NEA, created to provide new educa­ tional force in international relations, utilizes the services of experienced American teachers who volunteer their services during the summer months to work professionally with teachers in foreign lands to their mutual enrichment. American materials and ideas on curricula and methodology were introduced and demon­ strated during the five-week course. The teachers of Sierra Leone, who participated in the Vacation School were enthusi­ astic and eager. Their serious ap­ proach showed recognition of the importance of their role in shaping the destiny of this newly independent nation. Classrooms buzzed with activity as new ideas were tried and teaching aids were constructed in the many phases of the program. Laughter and singing interspersed serious discussions in which teachers of two cul­ tures adapted their thinking to one another in order to better guide children, citizens of to­ morrow’ sworld. There was excitement in being a part of a program de­ scribed by our Ambassador i n Sierra Leone, as being true and useful American aid. Amer­ ican participants in this vaca­ tion experience returned to their classrooms in a l sections of the l U.S. richer in understanding problems of emerging nations as well as increased pride in their profession. Q u e s tio n s (Continuedfrom Page 1) our obligation does not stop with the top one third of the class. We had four high schools in Arlington, have closed one and now have three overcrowded high schools. Perhaps the expansion of the high school that was discontinued would would have been a more prac­ t c l solution of the problem. I ia t might not be too late to rectify thiserror. There i some evidence of s poor utilization of the teacher’ s specialties. A teacher whose specialty i history should not s be teaching language and vice versa. The advance planning of the School Board has not been too e f c e t I think the con­ fiin. fidence of the population could be gained i the School f Board at the insistence of the County Board would present i s prospective needs for ten t years instead of coming to the electorate every several years for more bond issues when much of the populations fe l es that this bond i the l s . s at” Richards: “ County Board members are limited in their in­ fluence on school affairs to two significant areas: the approval of the annual school budget and the appointment of school board members. Through these two means, I would encourage and support the emphasis being placed by the school board on strengthing the school program for the mid­ dle group of children, neither gifted or handicapped, who constitute the large majority of our school population. I am particularly interested in the program for the Prevention of Learning Difficulties. This pro­ gram i intended to reduce the s waste in human potential which occurs when students f i to al learn to read or to develop s i l and attitudes essential to kls progress in school and full participation in modern l f . ie Many of these students conse­ quently become unproductive, disinterested and frequently drop out of school. I am interested in the Cur­ riculum Improvement Program that i designed to secure for s Arlington the best of materials and to make changes in curricu­ lum offerings based on research and the community’desire for s enriched and more effective programs. Finally, I believe that con­ tinued effort must be expended on the manner and way in which we reward our teachers. Our salary scale must reflect the professional performance we expect from our teachers i we f are to retain and improve the high quality level of instruction that exists in our system today.” E d u c a tio n D ig e sts (Continuedfrom Page 2) Tanyzer of Hofstra University have prepared the i/t/a ( n t a Iiil Teaching Alphabet) readers, workbooks and manuals. The favorable results of the program as observed by Nancy Larrick, former president of the International Reading As­ sociation include: significant differences in reading levels between i/t/a groups and those taught by the standard alphabet; spectacular achievements in creative writing; and oppor­ tunity to read more interesting and diversified material. After eight month’ instruction 50.7 s per cent of the i/t/a group read on second grade level as opposed to 6.1 per cent of the standard alphabet; 24 per cent were reading on third grade level as opposed to 0 per cent; 14 per cent on f r t grade level is opposed to 74.4 per cent taught by standard alphabet; while only 11.3 per cent i/t/a were on a primer le e , contrasted with vl 19.5 per cent standard. Because the children are taught to form letters and symbols from the start and encouraged to write words, sentences and paragraphs, they were able to express themselves more freely so that many were writing nine and ten-word sen­ tences quickly and eagerly. The transition from Pitman to tradi­ tional alphabet occurs about the end of the f r t grade and is since most of the spelling words on the standard l s s are phoit Leadership Institute (Continuedfrom Page I ) Halliday, John Palmer and the singing audience. Worship Services were of­ fered to the group on Sunday morning beginning at 7:30. Breakfast was followed by the fourth General Session at 10 o’ clock. During this session, summations of the workshop groups preceded a report from Bob Richards, executive secre­ tary of the Teachers Associa­ tion of Baltimore County who acted as evaluator of the total program. Each member then offered his own written evalua­ tion of the Institute. After another famous Hilltop House meal, the group was free to return home. 66 members of the Executive Committee, however, met again at one, and remained in session until four. Comments and evaluations of Leadership Training Institute may be had from the “ Letters to the Editor”or participating members of the Board of Directors. netic, there has been no appar­ ent difficulty with spelling, al­ though, as yet, results are not conclusive. Non-favorable aspects of the program included the observa­ tion that other subjects were being neglected for reading and that the quiet conducive to con­ centrated learning of the read­ ing stifled the child’ normal s need to express himself. Saturday Review President Betty Algor asks pertinent questions of School Board members Dr. Spicer and Mr. Stockard. AEA members enjoy one of many excellent meals at Hilltop House. �O c t o b e r , 1964 AEA R e p o r t e r A N ew Dimension AEA M e m b e r sh ip R e p o r t 1964-65 By Dick Doles, b y M arcia H arm ony, C h a irm an , 9 / 2 9 / 6 4 Public Relations Chairman They are looking at the A E A display for the New Teacher Orientation which was prepared by Dick Doles and Harold Symes with an assist from the NEA. A E A Gets Ready For V E A - V T A M e e ts The Arlington Education Association this year, through i s Public Relations and Com­ t munity Service Committee, i s adding a new dimension to the structure of service rendered by i to the community. Believ­ t ing that active support of worth­ while community projects i an s inherent privilege as well as a responsibility, the Association will perform in an important role in several activities in the near future. In an effort to acquaint newer residents, as well as older inter­ ested residents, with the County and i s many interests and t a t vities, i s opportunities, and ci t ispast, present and future, the t Association i cooperating with s the Arlington Citizen’Partici­ s pation Council in arranging a series of meetings in which pertinent information about our County will be presented. These meetings should become a con­ tinuing effort, providing a much needed information source to residents as well as stimulating a rightful pride in and a desire to become a positive factor in the com­ munity. American Education Week, from Nov. 8 to 14, provides an opportunity for the Associa­ tion to assume a leading role in recognizing education as a primary bulwark of a democ­ racy in a world of conflicting ideologies. Numerous aids will be provided to Arlington schools to help in focusing attention on the important role our school system plays. A third activity of consider­ ed importance i the presenta­ s tion of an evening’conferences program by the Association to the Arlington Council of Par­ ent-Teacher Associations at Jackson Elementary School on Nov. 16. I i anticipated that, t s in addition to presenting num­ erous aspects of the parentteacher role in improving edu­ cation of our Arlington stu­ dents, the general outline and certain specific songs of the upcoming Association musical show may be presented. An evening of mutual profit and enjoyment should result. How to Become An Instant Critic A E A Delegates to the annual of Education conventions of the Virginia by Or. E. G raham P ogue, Education Association and the Ball State Teachers College Virginia Teachers Association are preparing proposals to put • Give yourself a title-Almost il t before the representative as­ any t t e will do so long as i does not imply that you have a semblies of their state associa­ tions. The conventions begin responsible position in public ils Wednesday evening October 28, education. Military t t e are among the best. and end Friday, October 30. A number of proposals in VEA • Find some fault with the s Committee Reports were sub­ public schools-This i rather mitted by A E A Committee easy in an enterprise involving members and accepted by the thirty-five million Americans. I i best not to vi i the t s st state committees. A E A will send 34 delegates schools. This may produce con­ to the VEA convention and 3 flicting evidence and cramp ye delegates to the VTA conven­ your st l . • Avoid the study of research tion. Mrs. Ruth O ’ Cox will Dell be an o f cial Arlington delegate in education-The single in­ fi stance i much more effective s at the VEA Convention. as a device for making your A great deal of interest has been generated across the state point, besides, research findings by the study being made of local will often destroy your argu­ association reaction to the pro­ ment. s posal that VEA membership be • Do not mention education’ conflicting goals-Your own opened to a l members accepted l ie in local VEA a f l a e . This private ideal of the good lf fiits would allow Northern Virginia must be assumed to be the only Negro members to belong to true goal of education. After l, s s VEA i they choose to join. The al what i good for you i f proposal would not solve the good for the country. l problem of the continuation of • Blame a l school weaknesses on a single cause-Multiple caus­ dual state association member­ ation i likely to be uninterest­ s ship, however. A E A officers and executive ing and hard for the public to devil theory” committee members wrestled understand. The “ i by far the most popular and s with this difficult issue at their October 8 meeting. Maxine effective. John Dewey makes a Halliday, President of V E A ’ good devil, dig him up and s District H, explained the back­ hang him every five years. Or ground that preceded the VEA an anonymous group like pro­ Board’ request for local re­ fessional educators, school ad­ s action. The group heard Dr. ministrators, or educationists. Rupert Picott, executive-secre­ ® Never advocate a positive tary of the Virginia Teachers program— If pressed, you can Association, state V TA’posi­ refer modestly to sub-selected s tion on the question of dual aspects of your own education. s state associations and problems European education i also a good model i your audience i f s of merger. t After considerable debate not familiar with i. our” and discussion, President Algor ® Distinguish between “ other people’ s” appointed a special committee children and “ children-With “ our” children H E L P I f ANTED to come up with a proposal for the A E A Board of Directors. stress the need for sympathy, For And Gladly Teach, A E A John Atkins (Stratford), will understanding, a program for Original musical Written by Richard G. Wiggin, Art serve as Chairman; he will be individual differences. With other people’ children stress Supervisor; Fred Carpenter, s” assisted by Bud Adler (Cherry- “ English Supervisor; Berdyne dale), Mary Collins (Kenmore), discipline and hard work. Alex Costea (Supervisor), • Choose terms for their Eddy, Yorktown; Nancy Smothers De Leonibus, Harvey Wright (Hoffman- emotional appeal-For example, “ discipline” i a good word s Wakefield, 1962-63; Pro­ Boston, J . , and Harvey Wynn r) but “ social adjustment”i bad. duced by Richard G. Wiggin s (Wakefield). • Write primarily for the popular press-Not only do you MUSICAL DIRECTOR —aid in December try-outs, rehearse all AEA GOES NATIONWIDE gain a wider following but, musical numbers________________ An original s i , written by more importantly, you will not kt committee members and other have to be so careful with what DUAL PIANISTS—accompany rehearsals, 3 performances_________ leaders of the AEA, has been you write. STAGE CREW OF 5—four rehearsreproduced and sent out for • Cash in your new role as als, 3 performances______________ general local association use by an expert-Any book you write the N E A Committee on Pro­ i bound to be a best s l e . STAGE DIRECTOR______________ s elr fessional Ethics. The skit was This will lead to lectures, tele­ STAGE SET DESIGNER—drawings all sets, supervise construction developed for and used at the vision appearances and other forsets________________________ of A E A leadership training meet­ roads to fame and fortune. STAGE SET CREW OF 5________ ing held at the NEA Building TICKET CHAIRMAN—printing of in Washington, D.C. last May. tickets, program notes____________ I s purpose was to aid the in­ t CASHIER—Collect tickets and cash coming members of the Board USHERS-6—In evening clothes_____ of Directors in understanding the aims and functions of a PUBLICITY CHAIRMAN—advance Professional Rights and Re­ publicity write-ups and placement in news media__________________ sponsibilities committee. This committee i being established s CAST—14 individual parts and chorus, all ages and types male and female. this year, 1964-65, to handle ethics and grievance problems Write or Call AEA Office which arise in the teaching profession. See top page 2 Total Potential Abingdon Ashlawn Barcroft Barrett Cherrydale Claremont Clay-Fillmore Custis Drew Fairlington Fort Myer George Mason Ctr. Glencarlyn Gunston Henry Hoffman-Boston Elem. Hoffman-Boston Jr. Jackson Jamestown Jefferson Kenmore Langston Lee Madison Maury McKinley-Edison Monroe Nottingham Oakridge Page Randolph Reed Stewart Stratford Swanson T aylor T uckahoe Wakefield Washington-Lee Williamsburg Wilson Woodlawn Woodmont Yorktown Administration Helping Teachers Elem. Superv. Nurses School Board A E A Office Personnel TOTAL0 AEA 16 17 19 22 19 23 16 15 45 19 18 8 21 61 30 8 32 21 24 40 65 15 9 17 9 20 15 25 18 25 20 24 7 59 45 28 18 150 130 82 1 1 8 7 98 55 35 8 20 14 15 19 21 17 20 16 14 44 16 8 7 19 34 29 8 20 16 23 35 58 15 9 17 8 9 10 24 15 22 12 20 7 38 43 24 18 126 105 66 10 8 4 76 32 21 7 8 1,497 1,207“ — — — — VEAVTA 9 11 10 18 16 1 1 16 9 27 10 4 2 16 19 23 8 7 14 9 25 37 1 7 15 8 8 8 12 9 15 10 13 7 27 31 18 18 58 75 42 8 7 3 33 22 10 5 5 5 2 ^•4 O O o- Page F o u r NEA 13 1 1 17 20 18 19 15 9 35 18 9 6 19 29 23 8 9 17 23 18 45 12 6 17 8 8 7 18 10 15 15 16 7 26 33 22 18 98 73 47 7 8 7 60 30 14 8 4 — 2 977 a Includes 12 part-time members $9.00 in various schools. Does not include 2 part-time members in adult education. c For later totals b Includes 735 VEA and 49 VTA members. see chart below. MEMBERSHIP COMMITTEE RECORDS OF LAST 6 YEARS YEAR 1959-60 1960-61♦ 1961-62 1962-63 1963-64 (4/21/64) 1964-65 (10/15/64) AEA VEA 1039 1193 1171 1124 1187 1223 942 1001 444 428 649 745 VTA None None 59 66 55 53 NEA 812 855 836 861 941 993 •merged with ATA April, 1961. U rb a n G r o u p M e e ts I n A r e a The National Council of Urban Education Associations will hold i s annual winter t convention, November 19-21 in Montgomery County, Mary­ land. The Arlington Education Association and more than 100 other urban associations will send presidents and executive secretaries to learn the latest techniques in dealing with problems of urban teachers. Dr. M. Roberta Keiter, presi­ dent of the National organiza­ tion and president of the Mont­ gomery County Education Association, i working with s staffconsultants of the Nation­ al Education Association to develop a program that will send a l of these urban leaders l back to their associations better equipped to build a more effec­ tive program in their local associations. In addition to the workshops and general sessions, business meetings will be conducted to prepare a program of action for the forthcoming meeting of the 1965 N E A Convention in New York City. Proposals and reso­ lutions concerning services needed by urban associations around the nation will be for­ mulated for consideration at the November meeting. The A E A has offered ex­ cerpts from i s A E A Show for t one of the evening programs. The producers of the show, A E A members, Fred Carpenter and Dick Wiggin, f e certain el that any group of teachers will appreciate the words and music that were written by teachers for teachers. Bob Bogen and Betty Algor will be official participants. K IR B Y 'S © R Serving Arlington For 3 5 Years DART DODGE 880 N JA 8-8383 p SALES Si SERVICE R 2900 N. 10th ST. 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 09, Records of the Citizen's Committee for School Improvement Description An account of the resource Record Group 9 houses the scattered records of the Citizen's Committee for School Improvement for the period from 1946-1954 and 1956-1969. The Committee, a nonpartisan association, was formed in Arlington, Virginia in 1946, with the immediate purpose of influencing the selection of Arlington School Board candidates. The Constitution of the committee adopted in 1947 states that the organization's goals "are to advance the nature of the population, the needs of the time, and the resources of the community." 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 AEA Newsletter, October 1964 Description An account of the resource October, 1964 issue of the Arlington Education Association newsletter. 4 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 9 Creator An entity primarily responsible for making the resource Arlington Education Association 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 9_0_18_1_23 https://projectdaps.org/files/original/3e39a384a1fcb52a3486ad3b4fbc5475.pdf a77897a7401f440157776c4254205553 PDF Text Text Tin, V xn >C. January 30, 1955 A ARLINGTON LEAGUE OF WOMEN VOTERS Briefing Outline A study of the effects of the Supreme Court Decision on the public school system of Virginia, with emphasis on problems Inherent In its implementation, and with a view to carrying out the appropriate role of the League. " This Is our first meeting on this item. We are trying to give a broad outline of the whole situation with the Idea of pursuing particular facts In much greater detail at further meetings. Our subject matter is arranged under the folbwlng ge:---- * 1 '*---I II III IV V VI VII Growth o Changes Legal background Reaction to the Supreme Court decision Reaction in Virginia - population distribution Some proposed solutions The Gray Commission Some examples of desegregation - v e r y slim The situation In Arlington / I � 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 League Of Women Voters, January 30, 1955 Briefing Outline Description An account of the resource Document from Arlington League Of Women Voters, January 30, 1955, briefing outline of a meeting which discussed the effects of the Supreme Court decision on integration of public schools, with an emphasis on problems and the role of the League in assisting. 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 League Of Women Voters Date A point or period of time associated with an event in the lifecycle of the resource 1955-01-30 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_2_23 https://projectdaps.org/files/original/b07ce4ffeb867f3a2ea93e879562c86b.pdf 583f1bd30f03ebfd15d1afa039e03ad6 PDF Text Text DREW MODEL ELEMENTARY SCHOOL ARLINGTON "U B L IC SCHOOL? .1500 24TH STREET SOUTH. ARLINGTON. VIRGINIA 22206 5 5 3 -8 6 8 0 M ORANDUM EM TO: Interm ediate P rin c ip a ls FROM: / DATE: VSanice A d k i s s o n , Drew P r i n c i p a l H May 2, 1987 Enclosed i s a l i s t o f Drew s i x t h grade s t u d e n t s s c h e d u l e d to a t t e n d your sc ho o l i n t h e f a l l . cc: / Dr. John Crowder � 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 69, Arlington County Public Schools: Desegregation Materials Description An account of the resource RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools 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 Memorandum: to Intermediate Principals from Janice Adkisson, Drew Principal, enclosing a list of Drew students scheduled to attend intermediate schools in the fall, May 2, 1987. Description An account of the resource Memorandum to Intermediate Principals from Janice Adkisson, Drew Principal, enclosing a list of Drew students scheduled to attend intermediate schools in the fall, May 2, 1987. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 69, Arlington County Public Schools: Desegregation Materials Creator An entity primarily responsible for making the resource Arlington Public School, Drew Model Elementary School, Janice Adkisson Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s 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 69_3_1_11_105 https://projectdaps.org/files/original/4834b8eeba18452b5b43a55ebda55562.pdf c2c17ece62633fdeb4b8e8881fa55515 PDF Text Text DREW M ODEL SCHOOL A p r i l 29, 1987 R i s i n g 7 t h g ra ders t o WILLIAMSBURG STUDENT PARENT GRADE PLACEMENT Armstrong, Tracy Be ulah Armstrong 2001 S. Kenmore S t . 22204 7 Blacksten, J e s s i c a M/M R ic B l a c k s t e n 4413 N. 18t h S t . 22207 7 Egan, J e s s e M/M B r ia n Egan 4406 N. 20 th S t . 22207 7 Jac kson, Shawn Fay J a c k so n 2036 S. Kenmore S t . 22204 7 � 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 69, Arlington County Public Schools: Desegregation Materials Description An account of the resource RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools 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 Listing of students from Drew who will attend Williamsburg, April 29, 1987. Description An account of the resource Listing of students from Drew who will attend Williamsburg, April 29, 1987. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 69, Arlington County Public Schools: Desegregation Materials Creator An entity primarily responsible for making the resource Arlington Public School, Drew Model Elementary School, Janice Adkisson Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s 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 69_3_1_11_106 https://projectdaps.org/files/original/9b3308075c7d42513a4fcb8d2df9c434.pdf 92776917301f68b620cac1e18b8352b0 PDF Text Text DREW M ODEL SCHOOL A p r i l 29, 1987 R i s i n g 7 t h g r a d e r s t o SWANSON STUDENT PARENT G o o d m ille r, N a ta s h a M Ken G o o d m i ll e r /M 6317 N. 1 9 t h S t . 22205 7 F abiola, K elly Camacuari, FAusto 412 N. Thomas S t . #1 - 22203 C l o t i l d e Lizama 1112 N. Kennebec S t . 22205 7 Lizama, L e s l y GRADE PLACEMENT 7 #3 Tomcich, J e n n i f e r M Ken t o m c i c h /M 6047 N. 1 9 t h Road 22205 7 D a v i s , LaQuetia O ll i e Davis 2005 S. L orton S t . 22204 7 � 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 69, Arlington County Public Schools: Desegregation Materials Description An account of the resource RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools 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 Listing of students from Drew who will attend Swanson, April 29, 1987. Description An account of the resource Listing of students from Drew who will attend Swanson, April 29, 1987. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 69, Arlington County Public Schools: Desegregation Materials Creator An entity primarily responsible for making the resource Arlington Public School, Drew Model Elementary School, Janice Adkisson Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s 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 69_3_1_11_107 https://projectdaps.org/files/original/4b4a214a1a80eab3df5fa9c6320ab154.pdf cb7f64c7b77aac43fd311b9dcc9b2cf1 PDF Text Text DREW M ODEL SCHOOL A p r il 29 , 1987 R i s i n g 7th g r a d e r s to Thomas J e f f e r s o n STUDENT PARENT Musse, Jasmin 2300 S. 24th Rd. #936 22206 Musse, Marian Mr. Ab dulk adir Musse 2300 So. 24th Rd. #936 22206 7 A lv a r e z , J a v i v i Maria Del Carmen A l v a r e z 4940 S. 25th S t . 22206 7 Houston, Clark Ms. Kathy Houston 855 S. F r e d e r i c k S t . 22204 7 GRADE PLACEMENT 7 #302 Ashkan, A s j o d i Mr. V a r h i j a h A s j o d i 1600 S. Eads S t . #338N 22202 7 A lv a r e z , S i l v e s t r e Alvarez 1445 S'.' 28th S t . #07 22206 7 Paula Reyes 1605 S. 26th S t . 22206 7 Arias, Pedro Isaul #07 B a r r i e n t o s , Martha M/M E r n e s t o B a r r i e n t o s 1400 S. Joyce S t . #C-912 22202 7 E lk a sh if, Yousif A b d u ll a E l k a s h i f 1600 S. Joyce S t . 22202 7 #A211 Epperson, Loraina Donna Epperson 2904 S. 23rd S t . 22206 7 Escobedo, Carlo Eduardo Escobedo 2312 S. Fern S t . 22202 7 P ierce, M/M Thomas P i e r c e I 3 0 6 ~ S . "24th''STrefet 22202 7 A l b e r t i n a S e g o v ia 1547 S. 28th S t r e e t #05 22206 7 H ill Segovia, Jaqueline � 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 69, Arlington County Public Schools: Desegregation Materials Description An account of the resource RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools 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 Listing of students and parents from Drew who will attend Thomas Jefferson, April 29, 1987. Description An account of the resource Listing of students and parents from Drew who will attend Thomas Jefferson, April 29, 1987. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 69, Arlington County Public Schools: Desegregation Materials Creator An entity primarily responsible for making the resource Arlington Public School, Drew Model Elementary School, Janice Adkisson Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s 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 69_3_1_11_108 https://projectdaps.org/files/original/e4b7356caeace3c805f566ab2fcdaefd.pdf 299e6d014bb470b7be9c9eb281309541 PDF Text Text DREW O "'M 'DEL SCHOOL A p r i l 29, 1987 R i s i n g 7th g r a d e r s to H-B Woodlawn STUDENT PARENTS G lA ss, Anthony Penny G l a s s 4655 S. 3 6 t h S t . 22206 7 LaForest, w i llia m M James L a F o r e s t /M 3512 S. 8 t h ST. 22204 7 Cooper, E ss e n c e M Ezra Cooper /M 2424 S. Oakland S t . 22206 M W i ll i a m Erdahl /M 1409 N. Hudson S t . 22201 7 E r d a h l, A s h ley GRADE PLACEMENT 7 Misch, Lydia Mr. Franz Misch 2705 N. J e f f e r s o n S t . 22207 7 H o lle n b a c h , Kurt M P e t e r H ollenb ach /M 5110 N. 3rd S t . 22204 7 O'Connor, E l l i e P a t r i c i a O'Connor 1809 N. Monroe S t . D212- 22207 7 Boyle, G eoffrey M Dennis B o y le /M 315 S. J a c k s o n S t . 22204 7 Bar nes, Sarah M F r e d e r i c Barnes /M 4400 S. 1 s t S t . 22204 7 W exler, Devra M B e r n i e Wexler /M 5314 N. 2nd ST. 22203 7 Bonard, Lauren Bonna Bonard 4816 S. 2 8 t h ST. 22206 7 Ramirez, P a o la Lynn Kearney 5111 S. 8 t h Rd. #301 22204 7 T e r r i l l , Sarah M Thomas T e r r i l l /M 3819 N. 1 3 t h S t r e e t 22201 7 �♦ Page 2. R i s i n g 7th g r a d e r s to H-B Woodlawn Roschke, L isa M Tom Roschke /M 1931 N. Upton 22207 7 H a l l , Sarah M M ichael H a ll /M 900 S. 2 6 t h P l a c e 22202 7 Osborne, Nancy M Richard Osborne /M 6200 N. 22nd S t . 22205 M A l o i s B. G r e e n f i e l d /M 5213 S. 7 t h Road 22204 7 D a v i s , Josh M S t u a r t Davis /M 5524 S. 4 t h S t . 22204 7 L e e, Casey Mary K.Lee 4065 S. 3 1 s t Rd. B1 22206 7 Winger, Kenneth Cassandra R. Winger 901 S. F r e d e r i c k S t . 22204 Anderson, P e t e r M Ray Anderson /M 2815 Key Boulevard 22201 7 M i l l e r , Edward Ann B. M i l l e r 310 S. B arton S t . 22204 7 G r e e n f i e l d , R ebecca T r in h , Truong Chi Phuoc Trinh 512 N. K e n s i n g t o n ST. 22205 #3 7 7 7 �DREW MODEL SCHOOL A p r i l 2 9 , 1987 RISING 7 t h GRADERS TO KENM ORE PARENT STUDENT GRADE PLACEMENT G i b e r t , Matthew M Paul G i b e r t /M 220 N. W a k e f i e l d S t . 22203 7 Hooper, Eric Karen Hooper 820 S. A r l i n g t o n M i l l Dr. 22204 7 Radtke, P e t e r M Paul H. Radtke /M 3545 S. Utah S t . 22206 7 Ja rv is, Anita J a r v i s 4 6 0 0 'S : 4 cM i l e Run Df. 22206 7 Diana R i t c h i e 820 S. A r l i n g t o n M il l Dr. #203 22204 7 B all, Elbert Brian � 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 69, Arlington County Public Schools: Desegregation Materials Description An account of the resource RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools 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 Listing of students and parents from Drew who will attend H-B Woodlawn, April 29, 1987. Description An account of the resource Listing of students and parents from Drew who will attend H-B Woodlawn, April 29, 1987. 3 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 69, Arlington County Public Schools: Desegregation Materials Creator An entity primarily responsible for making the resource Arlington Public School, Drew Model Elementary School, Janice Adkisson Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1980s 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 69_3_1_11_109 https://projectdaps.org/files/original/2c2b2c7d6240687af5a338b3326b6549.pdf 514032be4cb62f2fcdafa093d885be63 PDF Text Text PACTS CONCERNING SEGREGATION AND INTEGRATION Issued by the Arlington, Virginia, public schools November, 1954 Following the Supreme Court decision last May concerning segregation in public schools of the United States, the Arlington School Board on June 12 appointed a Committee to Study Problems of Integration in the schools of the county. In Arlington, as in all other parts of Virginia, segre­ gation of the races is not only traditional, but it is required by state law and the State Constitution, In light of this situation, the Integration Committee of 30 citizens was named to give the School Board help and counsel in planning for the future. The Integration Committee has held two meetings. One, on June 23rd, was for purposes of organization. At the second meeting October 18th, the members of the Integration Committee voted unani­ mously to recommend to the School Board that the community be kept informed as to every move in the adjustment between segregated schools and integrated schools. The committee asked that a “factual reporting sheet® be published for community distribution, setting forth briefly all important developments relating to the matter of integration on local, state and national levels. This is the first issue of the factual reporting sheet. Pending further action by the Supreme Court and the State of Vir­ ginia, the Arlington School Board urges citizens to study the facts Until further decisions are made by federal and state authorities, statements involving proposed action are likely to make the final solution more difficult. Signed; T. Edward Rutter, Superintendent of Schools Elizabeth P. Campbell, Chairman, School Board Barnard Joy E. R. Draheim Warren Cox L. Clark Keating SUPREME COURT DECISION The United States Supreme Court on May 17, 1954 ruled that public school segregation of white and colored pupils is unconsti­ tutional. The ruling read in part; “Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually inter­ preted as denoting the inferiority of the Negro group. A �- 2 - sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, there­ fore, has a tendency to retard the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system. "We conclude that in the field of public education the doctrine of ’separate but equal' has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others simi­ larly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the law guaranteed by the Four­ teenth Amendment." The Supreme Court then set for argument, at its 1954 fall term, several questions concerning public school integration, among which is the following; "Might the Court exercise its powers for a gradual ad­ justment from segregated to nonsegregated schools?" White and Negro School Enrollment in Arlington - September 30. 1954 Arlington has five public schools for Negro students with a total enrollment this year of 1165 pupils. White public school en­ rollment totals 19,350 in 39 different school buildings. Negro en­ rollment is slightly less than 6$ of the total. The white and colored enrollment in the county is distri­ buted by age groups as follows; Elementary (Grades 1 through 6) Junior high (Grades 7 through 9) Senior high (Grades 10 through 12) Negro 766 277 122 White 11,576 4,393 3,107 The colored school buildings in Arlington, with their lo­ cations and the number of pupils enrolled in each are as follows; 1. Hoffman-Boston junior-senior high school, 1415 South Queen Street. This building houses all negro junior and senior high school students in Arlington public schools, 399 in all. (116 in seventh grade, 90 in eighth, 71 in ninth, 59 in tenth, 30 in eleventh, and 33 in twelfth.) �2. 3. 4. 5. Drew elementary school, 25th and South Lincoln Streets, 296 pupils. Hoffman-Boston elementary school, 1520 South 14th Street, 151 pupils. Kemper elementary school, 2035 South Lincoln Street, 123 pupils. Langston elementary school, 4854 Lee Highway, 196 pupils. The Drew-ICemper schools are administered as one elementary unit. White and Negro Teachers The number of white and colored classroom teachers and li­ brarians in the Arlington public schools is as follows? Classroom teachers Librarians Negro 50 2 White 776 29 Teachers and librarians in Arlington8s white and colored schools must meet identical requirements as to training and state certification. All employees in the Arlington schools are paid on the same salary scale. A beginning teacher in the Arlington schools, holding a bachelor's degree from an accredited college or university but without experience in a regular teaching position, is now paid $3300 a year. Annual increases are given to a maximum of $5,000 for teachers with bachelor's degrees. A teacher with a master's degree is paid $3600 as a begin­ ning salary and may advance to $5500. Arlington has two Negro school principals and one Negro in­ structional supervisor. Children in all Arlington public schools receive regular in­ struction from specially trained helping teachers in the fields of music, art, physical education and speech. Decision by State Attorney General Ten days after the Supreme Court decision outlawing segre­ gation, Attorney General J. Lindsay Almond, Jr., of Virginia, ren­ dered the opinion that the provision of the Virginia Constitution and that in the state school law providing for segregated public schools (as quoted below) are still in force. The Supreme Court decision of May 17th included an announce­ ment that the high court would hold a later hearing (now set for December 6th) to determine how integration should be put into effect. The ruling by Attorney General Almond referred to the announce­ ment by the Supreme Court that it would hold a later hearing. Mr. Almond's ruling read? �- 4 "Pending Section 140 ute enacted imbued with a final adjudication, it is my opinion that of the Constitution of Virginia, and the stat­ pursuant thereto, remain intact and unimpaired, full legal validity and efficacy." Ruling by State Superintendent of Public Instruction The Superintendent of Public Instruction in the State of Virginia on May 27th directed all city and county school superin­ tendents to proceed with plans for the 1954-55 school year on the same basis of segregation as that which was previously in effect. Virginia Law Arlington operates its public schools under the authority of the Virginia State Board of Education, as regulated by the State Con­ stitution and the Code of Virginia. The Constitution of Virginia provides in Article IX; "Free schools to be maintained--The General Assembly shall es­ tablish and maintain an efficient system of public free schools throughout the State. Section 129. (The public school system was established in 1870, as required by the new Constitution adopted the year before.) "Compulsory education— The General Assembly may, in its dis­ cretion, provide for the compulsory education of children of school age." Section 138, (The first compulsory attendance law was passed in 1918.) "Mixed schools prohibited— White and colored children shall not be taught in the same school." Section 140. Virginia Schools Law®, in the Code of Virginia, amplify the provisions of the State Constitution as follows; Article 1, Section 22-221. "White and colored persons— -White and colored persons shall not be taught in the same school, but shall be taught in separate schools, under the same general regulations as to management, usefulness and efficiency." Under this section the following explanation is given, based on court decisions; "Equal facilities must be afforded to each race where there is segregation in the public schools. "Absolute equality is impractical, yet substantial equality is required by the mandate of the Fourteenth Amendment to the United States Constitution. Questions of mere expediency or the difficulties which school authorities may have in securing that constitutional right may not be considered." Article 4, Section 22-251. "Compulsory Attendance— Ages of chil­ dren required to attend.— Every parent, guardian, or other person in the Commonwealth, having control or charge of any child, or children. �V - 5 who have reached the seventh birthday and have not passed the sixteenth birthday, shall send such child, or children, to a pub­ lic school, or to a private, denominational or parochial school, or have such child or children taught by a tutor or teacher of qualification prescribed by the State Board and approved by the division superintendent in a home, and such child, or children, shall regularly attend such school during the period of each year the public schools are in session and for the same number of days and hours per day as in the public schools,* Other Developments in Virginia. A poll of Virginia legislators, both delegates and sena­ tors, was taken during the summer and showed a strong desire to retain some form of segregated schools in Virginia, On August 28th, Governor Stanley appointed a 32-member com­ mission of the General Assembly to frame a state policy on the issue of school segregation. Two Arlington men. State Senator Charles Fenwick and Delegate Maynard Magruder, are members of this commission. Announcement has now been made that the commission appointed by Governor Stanley will hold a public hearing on November 15th at the State Capitol at Richmond. At this hearing, spokesmen for local governing bodies will appear to present their points of view with regard to the matter of segregation and integration. The Arlington County Board appointed County Manager A. T. Lundberg to attend the hearing as an observer, and at the same time referred to the county school board the invitation to attend the meeting. � 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 94, Arlingtonians for a Better County (ABC) Organizational Records 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 Facts Concerning Segregation and Integration Description An account of the resource Fact sheet issued by Arlington Public Schools regarding segregation and Integration. 5 pages Date A point or period of time associated with an event in the lifecycle of the resource 1954-11 Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 94, Arlingtonians for a Better County (ABC) Organizational Records Creator An entity primarily responsible for making the resource Arlington Public Schools 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 94_16_8_4 https://projectdaps.org/files/original/94b9a14c83a004198419d634636a049b.pdf 6c13e800795a2e39e371bcdacd8cbbf9 PDF Text Text FACTS CONCERNING SEGREGATION AND INTEGRATION Issued by the Arlington,, Virginia, public schools November, 1954 Following the Supreme Court decision last May concerning segregation in public schools of the United States, the Arlington School Board on June 12 appointed a Committee to Study Problems of Integration in the schools of the county. In Arlington, as in all other parts of Virginia, segre­ gation of the races is not only traditional, but it is required by state law and the State Constitution. In light of this situation, the Integration Committee of 30 citizens was named to give the School Board help and counsel in planning for the future. The Integration Committee has held two meetings. One, on June 23rd, was for purposes of organization. At the second meeting October 18th, the members of the Integration Committee voted unani­ mously to recommend v o the School Board that the community be kept , informed as to every move in the adjustment between segregated schools and integrated schools. The committee asked that a “ 'factual reporting sheet** be published for community distribution, setting forth briefly all important developments relating to the matter of integration on local, state and national levels. This is the first issue of the factual reporting sheet. Pending further action by the Supreme Court and the State of Vir­ ginia, the Arlington School Board urges citizens to study the facts Until further decisions are made by federal and state authorities, statements involving proposed action are likely to make the final solution more difficult. Signed; T. Edward Rutter, Superintendent of Schools Elizabeth P. Campbell, Chairman, School Board Barnard Joy E. R. Draheim Warren Cox L, Clark Keating SUPREME COURT DECISION The United States Supreme Court on May 17, 1954 ruled that public school segregation of white and colored pupils is unconsti­ tutional. The ruling read in parts ’Segregation of white and colored children in public ’ schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually inter­ preted as denoting the inferiority of the Negro group. A �- 2 - sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law. there­ fore, has a tendency to retard the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system. "We conclude that in the field of public education the doctrine of "separate but equal* has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others simi­ larly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the law guaranteed by the Four­ teenth Amendment." The Supreme Court then set for argument, at its 1954 fall term, several questions concerning public school integration, among which is the following; "Might the Court exercise its powers for a gradual ad­ justment from segregated to nonsegregated schools?" White and Negro School Enrollment in Arlington - September 30. 1954 Arlington has five public schools for Negro students with a total enrollment this year of 1165 pupils. White public school en­ rollment totals 19,350 in 39 different school buildings. Negro en­ rollment is slightly less than 6% of the total. The white and colored enrollment in the county is distri­ buted by age groups as follows; Elementary (Grades 1 through 6) Junior high (Grades 7 through 9) Senior high (Grades 10 through 12) Negro 766 277 122 White 11,576 4,393 3,107 The colored school buildings in Arlington, with their lo­ cations and the number of pupils enrolled in each are as follows; 1. IIoffman-Boston junior-senior high school, 1415 South Queen Street. This building houses all negro junior and senior high school students in Arlington public schools, 399 in all. (116 in seventh grade, 90 in eighth, 71 in ninth, 59 in tenth, 30 in eleventh, and 33 in twelfth.) �- 3 2. 3. 4. 5. Drew elementary school, 25th and South Lincoln Streets, 296 pupilso Hoffman-Boston elementary school, 1520 South 14th Street, 151 pupils. Kemper elementary school, 2035 South Lincoln Street, 123 pupils. Langston elementary school, 4854 Lee Highway, 196 pupils. The Drev-Kemper schools are administered as one elementary unit. White and Negro Teachers The number of white and colored classroom teachers and li­ brarians in the Arlington public schools is as follows; Classroom teachers Librarians Negro 50 2 White 776 29 Teachers and librarians in Arlington's white and colored schools must meet identical requirements as to training and state certification. All employees in the Arlington schools are paid on the same salary scale. A beginning teacher in the Arlington schools, holding a bachelor's degree from an accredited college or university but without experience in a regular teaching position, is now paid $3300 a year. Annual increases are given to a maximum of $5,000 for teachers with bachelor’s degrees. A teacher with a master's degree is paid $3600 as a begin­ ning salary and may advance to $5500. Arlington has two Negro school principals and one Negro in­ structional supervisor. Children in all Arlington public schools receive regular in­ struction from specially trained helping teachers in the fields of music, art, physical education and speech. Decision by State Attorney General Ten days after the Supreme Court decision outlawing segre­ gation, Attorney General J. Lindsay Almond, Jr., of Virginia, ren­ dered the opinion that the provision of the Virginia Constitution and that in the state school law providing for segregated public schools (as quoted below) are still in force. The Supreme Court decision of May 17th included an announce­ ment that the high court would hold a later hearing (now set for December 6th) to determine how integration should be put into effect. The ruling by Attorney General Almond referred to the announce­ ment by the Supreme Court that it would hold a later hearing. Mr. Almond's ruling read; �- 4 "Pending Section 140 ute enacted imbued with a final adjudication* it is r y opinion that a of the Constitution of Virginia, and the stat­ pursuant thereto*. remain intact and unimpaired, full legal validity and efficacy.1 5 Ruling by State Superintendent of Public Instruction The Superintendent of Public Instruction in the State of Virginia on May 27th directed all city and county school superin­ tendents to proceed with plans for the 1954-55 school year on the same basis of segregation as that which was previously in effect. Virginia Law Arlington operates its public schools under the authority of the Virginia State Board of Education* as regulated by the State Con­ stitution and the Code of Virginia* The Constitution of Virginia provides in Article IX; "Free schools to be maintained--The General Assembly shall es­ tablish and maintain an efficient system of public free schools throughout the State. Section 129. (The public school system was established in 1870, as required by the new Constitution adopted the year before.) "Compulsory education— The General Assembly may* in its dis­ cretion, provide for the compulsory education of children of school age." Section 138. (The first compulsory attendance law was passed in 1918.) "Mixed schools prohibited— White and colored children shall not be taught in the same school." Section 140. Virginia Schools Laws, in the Code of Virginia* amplify the provisions of the State Constitution as follows? Article 1, Section 22-221. "White and colored persons— White and colored persons shall not be taught in the same school, but shall be taught in separate schools, under the same general regulations as to management* usefulness and efficiency." Under this section the following explanation is given, based on court decisions; "Equal facilities must be afforded to each race where there is segregation in the public schools. "Absolute equality is impractical, yet substantial equality is required by the mandate of the Fourteenth Amendment to the United States Constitution. Questions of mere expediency or the difficulties which school authorities may have in securing that constitutional right may not be considered." Article 4, Section 22-251. "Compulsory Attendance— Aaes of chil­ dren required to attend.— Every parent, guardian* or other person in the Commonwealth* having control or charge of any child* or children* �- 5 who have reached the seventh birthday and have not passed the sixteenth birthday, shall send such child, or children, to a pub­ lic school, or to a private, denominational or parochial school, or have such child or children taught by a tutor or teacher of qualification prescribed by the State Board and approved by the division superintendent in a home, and such child, or children, shall regularly attend such school during the period of each year the public schools are in session and for the same number of days and hours per day as in the public schools.” Other Developments in Virginia A poll of Virginia legislators, both delegates and sena­ tors, was taken during the summer and showed a strong desire to retain some form of segregated schools in Virginia, On August 28th, Governor Stanley appointed a 32-member com­ mission of the General Assembly to frame a state policy on the issue of school segregation. Two Arlington men. State Senator Charles Fenwick and Delegate Maynard Magruder, are members of this commission. Announcement has now been made that the commission appointed by Governor Stanley will hold a public hearing on November 15th at the State Capitol at Richmond. At this hearing, spokesmen for local governing bodies will appear to present their points of view with regard to the matter of segregation and integration. The Arlington County Board appointed County Manager A, T. Lundberg to attend the hearing as an observer, and at the same time referred to the county school board the invitation to attend the meeting. � 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 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. 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 Facts Concerning Segregation and Integration Issued by the Arlington, Virginia, public schools November, 1954 Description An account of the resource Fact sheet published for community distribution on important developments relating to integration on local, state, and national levels. 5 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 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 1954-11 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 7_1_8_6_1 https://projectdaps.org/files/original/50e88c2895b862d34d3ca33cc7c075c8.pdf 112d3a646bca2479680e27a9d48423b4 PDF Text Text PACTS CONCERNING SEGREGATION AND INTEGRATION Issued by the Arlington, Virginia, public schools November, 1954 Following the Supreme Court decision last May concerning segregation in public schools of the United States, the Arlington School Board on June 12 appointed a Committee to Study Problems of Integration in the schools of the county. In Arlington, as in all other parts of Virginia, segre­ gation of the races is not only traditional, but it is required by state law and the State Constitution. In light of this situation, the Integration Committee of 30 citizens was named to give the School Board help and counsel in planning for the future. The Integration Committee has held two meetings. One, on June 23rd, was for purposes of organization. At the second meeting October 18th, the members of the Integration Committee voted unani­ mously to recommend to the School Board that the community be kept informed as to every move in the adjustment between segregated schools and integrated schools. The committee asked that a ’factual reporting sheet" be ’ published for community distribution, setting forth briefly all important developments relating to the matter of integration on local, state and national levels. This is the first issue of the factual reporting sheet. Pending further action by the Supreme Court and the State of Vir­ ginia, the Arlington School Board urges citizens to study the facts Until further decisions are made by federal and state authorities, statements involving proposed action are likely to make the final solution more difficult. Signed; T. Edward Rutter, Superintendent of Schools Elizabeth P. Campbell, Chairman, School Board Barnard Joy E. R. Draheim Warren Cox L. Clark Keating SUPREME COURT DECISION The United States Supreme Court on May 17, 1954 ruled that public school segregation of white and colored pupils is unconsti­ tutional. The ruling read in parts "Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually inter­ preted as denoting the inferiority of the Negro group. A �2 sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, there­ fore, has a tendency to retard the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system. "We conclude that in the field of public education the doctrine of ’separate but equal’ has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others simi­ larly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the law guaranteed by the Four­ teenth Amendment." The Supreme Court then set for argument, at its 1954 fall term, several questions concerning public school integration, among which is the followings "Might the Court exercise its powers for a gradual ad­ justment from segregated to nonsegregated schools?" White and Negro School Enrollment in Arlington - September 30. 1954 Arlington has five public schools for Negro students with a total enrollment this year of 1165 pupils. White public school en­ rollment totals 19,350 in 39 different school buildings. Negro en­ rollment is slightly less than 6% of the total. The white and colored enrollment in the county is distri­ buted by age groups as follows; Elementary (Grades 1 through 6) Junior high (Grades 7 through 9) Senior high (Grades 10 through 12) Negro 766 277 122 White 11,576 4,393 3,107 The colored school buildings in Arlington, with their lo­ cations and the number of pupils enrolled in each are as follows; 1. Hoffman-Boston junior-senior high school, 1415 South Queen Street. This building houses all negro junior and senior high school students in Arlington public schools, 399 in all. (116 in seventh grade, 90 in eighth, 71 in ninth, 59 in tenth, 30 in eleventh, and 33 in twelfth.) �- 3 2. 3. 4. 5. Drew elementary school, 25th and South Lincoln Streets, 296 pupils. Hoffman-Boston elementary school, 1520 South 14th Street, 151 pupils. Kemper elementary school, 2035 South Lincoln Street, 123 pupils. Langston elementary school, 4854 Lee Highway, 196 pupils. The Drev-Kemper schools are administered as one elementary unit. White and Negro Teachers The number of white and colored classroom teachers and li­ brarians in the Arlington public schools is as follows; Classroom teachers Librarians Negro 50 2 White 776 29 Teachers and librarians in Arlington®s white and colored schools must meet identical requirements as to training and state certification. All employees in the Arlington schools are paid on the same salary scale. A beginning teacher in the Arlington schools, holding a bachelor’s degree from an accredited college or university but without experience in a regular teaching position, is now paid $3300 a year. Annual increases are given to a maximum of $5,000 for teachers with bachelor’s degrees. A teacher with a master's degree is paid $3600 as a begin­ ning salary and may advance to $5500. Arlington has two Negro school principals and one Negro in­ structional supervisor. Children in all Arlington public schools receive regular in­ struction from specially trained helping teachers in the fields of music, art, physical education and speech. Decision by State Attorney General Ten days after the Supreme Court decision outlawing segre­ gation, Attorney General J. Lindsay Almond, Jr., of Virginia, ren­ dered the opinion that the provision of the Virginia Constitution and that in the state school law providing for segregated public schools (as quoted below) are still in force. The Supreme Court decision of May 17th included an announce­ ment that the high court would hold a later hearing (now set for December 6th) to determine how integration should be put into effect. The ruling by Attorney General Almond referred to the announce­ ment by the Supreme Court that it would hold a later hearing. Mr. Almond's ruling read; �4 ’Pending ’ Section 140 ute enacted imbued with a final ad judication, it is my opinion that of the Constitution of Virginia, and the stat­ pursuant thereto, remain intact and unimpaired, full legal validity and efficacy." Ruling by State Superintendent of Public Instruction The Superintendent of Public Instruction in the State of Virginia on May 27th directed all city and county school superin­ tendents to proceed with plans for the 1954-55 school year on the same basis of segregation as that which was previously in effect. Virginia Law Arlington operates its public schools under the authority of the Virginia State Board of Education, as regulated by the State Con­ stitution and the Code of Virginia. The Constitution of Virginia provides in Article IX: "Free schools to be maintained— -The General Assembly shall es­ tablish and maintain an efficient system of public free schools throughout the State. Section 129. (The public school system was established in 1870, as required by the new Constitution adopted the year before.) "Compulsory education— The General Assembly may, in its dis­ cretion, provide for the compulsory education of children of school age.” Section 138. (The first compulsory attendance law was passed in 1918.) ’Mixed schools prohibited— White and colored children shall not ’ be taught in the same school." Section 140. Virginia Schools Laws, in the Code of Virginia, amplify the provisions of the State Constitution as follows: Article 1, Section 22-221. "White and colored persons— White and colored persons shall not be taught in the same school, but shall be taught in separate schools, under the same general regulations as to management, usefulness and efficiency." Under this section the following explanation is given, based on court decisions: "Equal facilities must be afforded to each race where there is segregation in the public schools. "Absolute equality is impractical, yet substantial equality is required by the mandate of the Fourteenth Amendment to the United States Constitution. Questions of mere expediency or the difficulties which school authorities may have in securing that constitutional right may not be considered." Article 4, Section 22-251. "Compulsory Attendance— Ages of chil­ dren required to attend.--Every parent, guardian, or other person in the Commonwealth, having control or charge of any child, or children. �5 who have reached the seventh birthday and have not passed the sixteenth birthday, shall send such child, or children, to a pub­ lic school, or to a private, denominational or parochial school, or have such child or children taught by a tutor or teacher of qualification prescribed by the State Board and approved by the division superintendent in a home, and such child, or children, shall regularly attend such school during the period of each year the public schools are in session and for the same number of days and hours per day as in the public schools.* Other Developments in Virginia A poll of Virginia legislators, both delegates and sena­ tors, was taken during the summer and showed a strong desire to retain some form of segregated schools in Virginia, On August 28th, Governor Stanley appointed a 32-member com­ mission of the General Assembly to frame a state policy on the issue of school segregation. Two Arlington men. State Senator Charles Fenwick and Delegate Maynard Magruder, are members of this commission. Announcement has now been made that the commission appointed by Governor Stanley will hold a public hearing on November 15th at the State Capitol At Richmond. At this hearing, spokesmen for local governing bodies will appear to present their points of view with regard to the matter of segregation and integra,tion. The Arlington County Board appointed County Manager A. T» Lundberg to attend the hearing as an observer, and at the same time referred to the county school board the invitation to attend the meeting. � 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 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. 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 Facts Concerning Segregation and Integration Issued by the Arlington, Virginia, public schools November, 1954 Description An account of the resource Fact sheet published for community distribution on important developments relating to integration on local, state, and national levels. 5 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 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 1954-11 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 7_1_8_6_8 https://projectdaps.org/files/original/f2ca5418ea5aef63ad006dbd8a7faad3.pdf 8a48e2a9c106a29abe786ca7bc2171dd PDF Text Text Second Issue PACTS CONCERNING- SEGREGATION AND INTEGRATION Issued by the Arlington, Virginia, Public Schools for the information of School Advisory Committees, Parent-Teacher Associations, and other interested persons.. December 195^ SUPREME COURT ARGUMENTS POSTPONED The United States Supreme Court on November 22 announced that it will delay further the hearing of arguments as to how the ruling of the court against racial segregation in the public schools shall be put into effect,. The death of Associate Justice Robert H„ Jackson, which results in "the absence of a full court", is given as the reason for the postponment. When the original integration decree was issued last May 17> the Su­ preme Court announced that arguments as to how to implement the ruling would be heard in October„ Early in the fall the date was postponed to December 6. Even with the December 6 date for arguments, final decrees were not expected to be issued until spring,. The new announcement that the cases will be continued sets no date for hearing the arguments,. The Senate will not act until January on the nomination of Judge John Marshall Harlan to the court. If Judge Harlan's nomination is confirmed in January, the court would then be complete. ARLINGTON SCHOOL BOARD STATEMENT AT PUBLIC HEARING An official statement from the Arlington School Board, giving the opinion of the Board as to the action which should be taken in Virginia in light of the Supreme Court decision of last May concerning racial integration in the public schools, was presented by Mrs. Elizabeth Campbell, chairman, at a public hearing in Richmond, November 15, I95U. The hearing was held by the Virginia Commission on Public Education, appointed by Governor Thomas B. Stanley. John B„ Boatwright, Jr., secretary of the Commission on Public Edu­ cation, issued the call for the public hearing at which Mrs. Campbell spoke. In his letter of October 7> addressed to all members of the General Assembly of Virginia, to chairmen of all county Boards of Supervisors, and to mayors or other officials in all cities and towns in Virginia, he said, "The Commission desires to obtain the views and recommendations of the governing bodies and citizens as to what Virginia should do when the decision of the Supreme Court becomes effective . . . . . The hearing will be devoted to the specific question; 'What course should Virginia follow in the light of the decision of the Supreme Court in the school segregation cases?'1 1 The Arlington County Board received the letter announcing the hearing. The County Board voted to send County Manager A. T. Lundberg to the hearing as an observer. The County Board then referred the invitation to the hearing to the Arlington School Board. �The School Board sought the advice of the Committee to Study Problems of Integration in the Arlington Schools as to what statement the School Board should make at the hearing,, The Integration Committee, appointed last June, is made up of 7 negro citizens and 21 white citizens of Arlington. On November 8 , the Integration Committee unanimously approved a tentative statement, which was later officially adopted by the Arlington School Board to be presented in Rich­ mond . The statement from the Arlington School Board is as follows; "The Arlington County Board of Supervisors referred to the Arlington School Board the invitation to appear before your Commission. As chairman of this School Board and on its behalf, we respectfully submit to you the follow­ ing recommendation: "First: We believe that the system of public education in the Common­ wealth of Virginia should continue to be maintained and supported and the com­ pulsory school attendance laws of the state should be continued in force. "Second; During the present interim period, before the final decrees of the Supreme Court directing how the integration decision is to be put into effect, we ask the Commission to urge that calmness and restraint prevail in all acts and statements by citizens, in all official acts and statements, and partic­ ularly in any legislative action by the Commonwealth of Virginia concerning the matter of integration of the races in the public schools. "Third: We urge that local school boards be given maximum latitude as to the methods to be used to carry out the decrees of the Supreme Court within the framework of the law of the Commonwealth of Virginia. "Fourth: provisions for due mendations made by Supreme Court have As we have faith in our American form of government and its process of law, it is the prayer of this Board that recom­ the Governor's Commission after the final decrees of the been entered, be legally consistent with such decrees." VIRGINIA FILES BRIEF IN INTEGRATION CASE Monday, November 15, was the deadline for the filing of briefs in the Supreme Court school integration cases. Virginia's brief said in part: "Education now follows one pattern in the State; a plan for local variation must be devised. Time is needed for the preparation of such a plan; without such a plan Virginia's schools may be closed. Seven states and the District of Columbia filed briefs in the case. The Washington Post and Times-Heraid summarized the briefs as follows: "The District brief said no further court action is necessary since school integration will be completed here by next September. Kansas said major steps have been taken toward integration and more are planned next year. Virginia, South Carolina and Delaware begged for time. Delaware said a significant percentage of people in parts of the state are not ready to accept integration. Virginia said local authorities must work out individual plans. South Carolina said courts cannot command adoption of affirmative solutions." �- 3 - PTA COUNCIL EXECUTIVE COMMITTEE ACTS The executive committee of the Arlington County Council of ParentTeacher Associations on November 3 unanimously passed a resolution asking that Governor Stanley and the Commission on Public Education preserve the public schools of Virginia, maintain the compulsory attendance laws, and per­ mit local autonomy in carrying out the spirit of the Supreme Court decrees. COUNTY BOARD ASKS STATE UNIFORMITY The Arlington County Board on November 27 unanimously passed a reso­ lution urging the Virginia Commission on Public Education to take the follow­ ing stand regarding the Supreme Court integration decree: 1. That the Commission be urged to pursue a course which will continue to preserve state's rights. 2. That any plan finally adopted be uniform throughout the state. George M. Rov/zee, Sr., who introduced the resolution, explained that the purpose of the request for state uniformity is to eliminate confusion on the part of persons who are considering moving to Virginia. Wesley W. Cooper, in discussing the County Board resolution, mentioned that it expresses a viewpoint different from that of the School Board resolu­ tion on the same matter. As reported in The Arlington Sun, Mr. Cooper said he did not oppose Mr. Rowzee's motion but that he "wondered whether a statement should be made at all if it does not represent the people of the county." Alvin F. Kimel said he agreed with Mr. Cooper that the resolution of the County Board "is not as meaningful until the concensus of the people is determined, but that it is policy of the Board." ATTORNEY GENERAL'S STAND United States Attorney General Brownell last week filed a brief for the Department of Justice, giving that department's views on integration. His recommendations, as summarized by The Washington Star, are: "The Supreme Court should direct inferior Federal courts to supervise integration in their districts. "Lower courts should order local school officials to submit integration plans within 90 days. "The courts should hold hearings to determine if the plans submitted will integrate the schools as quickly and smoothly as possible. "The lower courts should modify the plans if necessary and then order them executed by the earliest practicable date. "Progress reports should be submitted periodically by the school officials. �-k "If no plan for integration is drawn by local school officials3 the local court should order integration to be accomplished at the beginning of the next school term." In commenting on the Department of Justice recommendations, the Attorney General said that segregation must be abandoned, "as quickly as feasible, regardless of how much it may be favored by some people in the community." ARLINGTON LEGISLATORS AT STATE HEARING All four of ArlingtonBs representatives to the State Assembly had a part in the hearing at Richmond November 15 on the Supreme Court ruling against racial segregation in the public schools. State Senator Charles R„ Fenwick and Delegate J. Maynard Magruder are members of the Governor's Commission on Public Education which held the hearing. Delegate Harrison Mann submitted to Chairman Gray of the Commission the results of a survey which he took "to obtain a cross-section of opinion of the electorate in Arlington County on the segregation problem." He re­ ported that he sent out just over 1,000 requests for views and suggestions on the problem. In his letter, dated November 11, 195^> he reports: "To date there have been 13^ replies, by mail, telephone, and personal contact, or approximately 13$ of those written to. The responses are still coming in at the rate of 10 to 15 a day. These are divided as follows: 63$ did not favor integration in any form if it could possibly be avoided; 26$ favored integra­ tion, either immediately or by positive steps to institute it gradually. In 11$ of the responses it was not possible to ac­ curately determine the views of the writer. "Various suggestions were made. Quite a number of the people remarked that if the races were left alone, the vast majority of each would prefer to go to school with members of their own race. A significant number of those who favored integration suggested that it be started gradually in the first grades and worked out over a period of time. Those who opposed integration made various suggestions centered on a three-school system (for white students, negro students and integrated) and repeal of the compulsory school laws. Only a very small percentage advocated abolishing the public school system." Delegate Kathryn H. Stone asked for careful study of the problem "in the best tradition of a Christian and liberty-loving people whose basic tenet is respect for the individual person." "The present position of our school board, which I share", Mrs. Stone said,"is that no step should be contemplated by your Commission which would impair the great progress made in Virginia under the Constitutional guarantee of free public education and the compulsory school attendance law. �- 5 - Further, that the possibility of integration is one which must he worked out locally, as the facts and public opinion support first steps. The success­ ful conduct of a sound program of public education rests, in the final analy­ sis, uppn the community and its duly constituted school board„ What may be workable in one community may be impractical in another. We believe that no blanket, State-wide prescription can meet the issue posed, "As we await the final decrees of the Supreme Court on implementation of its decision, may we strengthen our deep resolution on the importance of good public education to the life of our Constitutional democracy; may we bear in mind the great differences among our communities which will require, I think, local answers to local situations, and may we firmly resolve to make our answers consonant with the decision of our highest tribunal." DIFFERING VIEWS AT RICHMOND A detailed report of the hearing in Richmond on November 15 was printed by the Richmond Times-Dispatcho The following excerpts from this account summarize some of the views presented: "Set up what amounts to a triple, in place of the present dual, school system by retaining separate schools for whites and Negroes and adding mixed schools for those wishing to attend integrated classes. "In effect, abolish the public schools and turn education over to private school corporations. "Repeal or amend the compulsory attendance lav/ and the State Constitution's provision requiring the General Assembly to maintain free public schools. "Several middle-of-the-road speakers voiced strong opposition to weakening the constitutional requirement, but would revise the,: attendance law so no child would be forced into mixed classes. "Pro-integration plans ranged from the do-it-now type to a grad­ ual approach of beginning in the lowest grades and working up over a period of years. "Ministers and church groups generally offered mild but firm appeals urging the commission to find a way to conform with, rather than try to circumvent, the court's ruling." THE PRESIDENT COMMENTS President Eisenhower commented on the integration question at a press conference on November 23. As reported by the newspapers, "The President said he believed the Supreme Court would avoid any arbitrary order on the integration process and weigh practical problems and deep-seated emotions involved. He remarked that the court might try to devise a way to bring about de-segregation under some form of decentralized process." � 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 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. 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 Second Issue Facts Concerning Segregation and Integration December 1954 Description An account of the resource Second fact sheet issued by Arlington, Virginia, Public Schools for the information of School Advisory Committees, Parent-Teacher Associations, and other interested persons. 5 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 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 1954-12 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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 7_1_8_6_14 https://projectdaps.org/files/original/c286b85338f8f59a53c19cfea339738f.pdf c7a9c7ab47f5ce9b61fc8284881baecc PDF Text Text Arlington School News ARLINGTON, VIRGINIA Education Is Everybody's Business MARCH, 1963 Wakefield Again Produces Finalist in National Science Talent Search For the third time, Wakefield school science students in the 1963 High School o f Arlington has pro graduating classes.” duced a winner in the WestingMathematical Research house National Science Talent David Zalkind’ winning project s Search — one of the highest scho is in mathematics, described as “an lastic honors which can be won approach in the technique of by a high school student in the mathematical sieving in order to United States. examine certain conjectures and David Zalkind, 17-year-old son theorems about prime numbers." o f Mr. and Mrs. Albert Zalkind, It is an extension of study on a 1510 South Edgewood Street, sen problem from the 1880’ called s ior at Wakefield, is one o f the 40 Goldbach’ Conjecture — which s finalists from the entire nation is that every even number greater chosen in the Westinghouse com than 4 is the sum o f two odd prime petition. He was the only public numbers. For instance, 20 is the school winner this year in all of sum of 7 and 13, which are both Virginia, Maryland and the Dis prime numbers because they are trict of Columbia. evenly divisible only by 1 This . David is among the 40 winners, problem was introduced to David each of whom received all expenses by his math teacher, Mrs. Julia for a 5-day Science Seminar in Ann Hirsch. He credits her and Washington, a $250 cash prize, Dale Potts, his math teacher at and the official Gold Emblem of Jefferson Junior High School, with Photo by Northern Virginia Sun having aroused his interest in the Science Clubs of America. HERE’S HOW TO DO IT RIGHT— Children at Ashlawn Elementary School learn mathematical research. In Honors Group how to brush th e ir teeth properly. They are fascinated by the oversized set In the 22 years o f the Science Two other Arlington public high of teeth used in the demonstration by Miss Mary Akin, Dental Hygienist for school seniors won places in the Talent Search, Virginia has had the Arlington schools. Honors Group o f the Science Tal a total of only seven winners, of ent Search this year. They are whom three came from Wakefield Janies Karl Baker, 6301 15th Road High School in the years since s North, from Yorktown High Wakefield’ first class was gradu School, and Charles Ellis Lord, ated in 1956. Edwin Ford in 1956 2000 North Adams Street, from and Edward Jones in 1961 were s Washington-Lee High S c h o o l . Wakefield’ previous winners. Jones The priceless privilege o f learn terials, to develop each child’ s These two boys and David Zalkind, won a $6,000 scholarship. ing to know good books and of ability to judge books and the winner, were announced in make critical evaluation of being taught how to find facts in January as among the students them. print is a part o f the day-by-day education o f boys and girls in Teaching of “library citizenship” o f "high attainment and unusual promise” from among whom the every elementary school in Arling begins in Arlington kindergarten Arlington public schools re ton. classes. Kindergarten children are winners would be chosen. It is a mark of real distinction ceived favorable mention in the Arlington elementary schools taught care and appreciation of have well-stocked libraries, each books, they learn how to check out for a student to be named in the recent Annual Message o f the under the direction o f a trained books from the library and they Honors Group. They are consid retiring president o f the Arlington librarian. No other school system learn to make their own selection ered “the most talented high Chamber o f Commerce, Charles H. Rideout, manager o f Kann’ Vir s in the Washington area has a li of reading matter. As they pro COME TO THE FAIR! brary in every school. Elementary gress in school, pupils are taught ginia store. He said: The Arlington, Alexandria, Falls “The business community school libraries in Arlington have how to use dictionaries, encyclo realizes that a good school been developed during the past 12 pedias and other reference mater Church section o f the Northern system is an important asset years. Arlington has had libraries ials, how to use a card catalogue, Virginia Science Fair will be held in attracting new businesses in junior and senior high schools and how to find books on the this year in the gymnasium at Wakefield High School, 4901 shelves. and additional consumer pur for more than 20 years. Ann Stickler, l i b r a r i a n at School libraries in Arlington South Chesterfield Road. It is open chasing power. We are pleased McKinley, explained the library last year had a total o f 227,737 to the public with no charge for to work with the schools. program at a recent meeting o f the volumes, or an average of 9 books admission. “The Chamber o f C om Parent-Teacher Association at her per pupil. An average o f 6,840 Winners in local science fairs merce membership has been school. She listed the general pur students and 348 teachers visited at all Arlington junior and senior well satisfied with its partic high schools will exhibit their proj the libraries each day. poses of a school library: ipation in the public school Elementary pupils withdrew the ects at this area fair. 1. T o provide and promote Distributive Education pro high average o f 62 books each After judging is completed the the use o f a wide variety of gram, the Vocational Office from our school libraries last year. show will be open on the following materials to enrich the whole Training program, and the For all Arlington students, through schedule: school program and to offer Adult Education program. high school, the average book cir Saturday, March 23, 8 to 10 p.m. stimulation and guidance in The organization's effort to culation from the school libraries Sunday, March 24, 2 to 6 p.m. reading. assist new teachers in locating was 41 per student. Last year our 2. To teach children to get Monday, March 25, 9 a.m. to housing has aided the teachers schools appropriated $4.18 per 9 p.m. personal pleasure from read and has also aided those pupil for library books and sup ing, to increase each child’ s Tuesday, March 26, 9 a.m. to having property to sell or to appreciation for printed ma 3 p.m. plies. rent.” Libraries Enrich Learning in Every Subject in All Public Schools Here Schools Praised as Asset to Community �Arlington School N ew s Vol. VI No. 3 Issued five times during the school year. This paper is sent home by public school pupils. It is mailed to business ad dresses in Arlington. On request it is available to residents not having children in school. Published by Arlington Public Schools 1426 North Quincy Street Arlington, Virginia Ray E. Reid, Superintendent School Board James G. Stockard, Chairman Mrs. Ruth O'Dell Cox, Vice Chairman Mrs. Elizabeth Campbell L. L. Ecker-Racz Barnard Joy Mrs. Della Brown, Editor Unless otherwise credited, pho tographs are by the Arlington Teaching Materials Center. Psychologist Says: A ChilcTs Belief in His Own Ability W ill Determine His Achievement in Life • T o achieve creativity, a A child’ success in school — use in more creative ways the s young person needs to be un and in later life — depends more abilities they have.” Three principles govern creativ afraid in approaching the new on what he thinks he can do than and different. A child needs on his natural competence. If a ity in a person, Dr. Combs said: “openness to experience,” Dr. • A person’ creativity is s child can be convinced that he can Combs said. “We must make dependent on how he sees succeed, it is probable that he will. young people see that it is himself. If a man or a child The above suggestion to both good to look at things in new wants to do something differ parents and teachers was given ways and that it is fun to try ent, he must believe he can. during Arlington’ in-service train s new things. We must produce people who ing period for teachers by Dr. “I cannot stress enough the believe they are able. A per Arthur W. Combs, psychologist tremendous importance of how a son gets the feeling o f being from the University of Florida. person feels about himself. Mil able to do things from experi The general theme for elementary lions of people believe they are encing success in what he has teachers was how to develop not able to do things, so they don’ t done in the past. creativity in children. try. Don’ tell a child he can’ t t “Every person is creative,” Dr. read. That just makes him think Combs declared. “We believe now he can’ — and he probably won’ t t that there are no limits to what a learn. person can do. The question is “Studies show that after the whether a person has learned to third grade there is often little use himself effectively and effici“Regard each student as impor- variation in the grades made clear " i L t T m nnlThilift1 cr“a‘ivi'y tant. Let each one know you are through a young person's educa?, you can only help your students interested in him as a person." tion, A youngster believes he has This advice was given to Arling- discovered his quota, and he lives ton teachers by Dr. Robert E. Bills up t0 it. But there is immense of the University of Alabama Col- possibility for improvement if we Teachers Told to Love Each Child Thirty Years Make a Big Difference ** ' . iiiiiijjiuii * ..... ... .. . tui tut. naval Jtdl 10- , 7 1 1962, issued in December, commemorates 30 years of County Manager .......... 3 government in Arlington. County school statistics are compared: 6 1931-1932 1961-1962 School Enrollment 5,571 25,261 Per cent of pupils in average daily attendance 82 94.47 Number of teachers 146 1,202 Volumes in school libraries 9,158 227,737 Average salary o f teachers $1,093 $6,379 5643 Total budget $662,631 $16,445,643 Total debt $1,499,095 $19,298,125 Value of school property $2,084,000 $37,428,204 The statistics above reflect far more than mere population growth, Today’ school costs are based on s a c r e a t l v exDanded economy, L L r salaries for schooT em s lla L s for school em; higher salaries for school em higher ployees, and higher prices for every product used. Further, ArHng'ton'schoofs optnate*today"und'er a much broader concept o f educa tion than a generation ago. A comprehensive testing program at tempts to reveal each student’ in s dividual talents a n d interests. Trained counselors assist each in planning a study program suited to his particular plans and abilities. Practically all children now find a place in the schools: not only the average student, but also the mentally retarded, the emotionally disturbed, those with impaired sight or hearing, and those who are orthopedically handicapped. Again meeting individual needs, t h e schools offer accelerated and enriched courses for gifted students, Many high school seniors take advanced placement studies for which they receive university credit. More than 70 per cent of Arlington high school graduates go to college. For young men and women seeking employment immediately after P age Tw o high school graduation, Arlington schools offer vocational training in distributive education (retailing), in u • . bUSI" eSS a" d secretanal flclds' m alr c0ndlll0mng and refrigeration, auto mechanics, and graphic arts. Many ^ e n u learn other vocational trades through a cooperative training program. , , , , \ , ccondary school teachers at • Arlington’ recent teacher training s sessions. “As teachers we must individ ualize our instruction,” the speak er said. “Even in a class which we think is composed o f students of about the same ability, there are great individual differences. Pay ?tten‘lon “ ,hcse differences and le? <hc students know you think « w?m 3S pCOp e| We take students as they arc. If we are not succeeding, perhaps We. change ourselves. An nerso^needs^cTbe built !nin whit pers°n needs to be bu,lt mto what d°' When we show real regard for the student s work, we are rea<Jy to teac^ * 'm1 If we drop our educational words " d T r o p l ^ a y " th lT Ih e teacher must show love for the students, we explain it best.” Summer Science Seminars Are Set For Junior High School Students For the fourth summer, the Science Department of the Arlington public schools will this year offer a 16-day Science Enrichment Program for junior high school students as part o f the regular summer school schedule. (Complete summer school plans will be announced in the next issue o f the Arlington School News.) Tuition rates for the summer science program have not yet been set. but it is probable the charge wjn be $25 for each student, with an additional $8 to cover cost of transportation for the numerous field trips which each group will take. The tuition rate will be doubled for students from outside of Arlington. The science enrichment group will meet for five hours daily. The dates will be July 2 to July 24, with another series offered July 25 to August 1 5. Each group will be limited to 16 students. To be admitted to the class, a student must have the approval of his present science teacher. Students will keep notebooks but no examinations or letter grades will be given. Federal and state scientific installations, private laboratories, and such natural centers of interest as Luray Caverns, Great Falls and Skyline Drive are among the places which the various groups may visit, — J “— - - - - - --- self as being able to do better.” --------------------- — ---- Lectures Planned For Homemakers “Short Cuts in Homemaking,” a series o f three presentations by traincd home economists, will be givcn ,his month by the Home Economics Department of the Arljngton pubiic schools in CO operation with the Virginia Extens jo n Service. Home Builders’ Association c f Metropolitan Washington is cosponsor P f the lcctlfre series, „ Through their support, each wornan attending will receive a booklet. Mrs. Katherine R. Conafay, supervisor of home economics in the Arlington schools, and Mrs. Erna R. Pettibone, Home Demon stration Agent for Arlington, ar ranged the series. The lecture demonstrations will be free to all interested women. They will be given at 8 p.m. at Williamsburg Junior High School, 3600 North Harrison Street, on these dates: Monday, March 18 — Food Tips for Easier Living, by Eugenia Hatcher, Research Consultant for General Foods, Wednesday, March 20 — Cutting Corners in Home Care, by Frances Maness, Director of Home Service for the Virginia Electric and Power Company, Friday, March 22 — Homes, Attractive and Easy to Keep, by Cecile Mooney, home furnishings consultant. �Photo by Stewart Bros., Inc. The above addition to Woodlawn Elementary School in Arlington won fir s t place fo r excellence of workmanship and finish in a recent competition conducted by the Northern Virginia Builders Association. The addition was bu ilt by Alcon Construction Corporation of Arlington. All trades and subcontractors working on the structure were cited fo r completing the work in excellent condition. teaching: “Our professions depend in a unique way on science teach ers in the elementary and high school grades. These teachers must establish the solid foundation on which more specialized educational agencies can build; must recognize and seek out students who are Excellence in classroom work mentally and emotionally qualified by five Arlington public school for either teaching or practicing teachers has brought them recogni our professions; and must make tion from the Washington Aca the most of a unique opportunity demy o f Sciences and the District to encourage these qualified young o f Columbia Council of Engineer sters to enter our professions.” ing and Architectural Societies. Ann Parker Faulconer, sixth grade teacher at McKinley School, and Donald O. Buttermore, teach er o f m odem mathematics at Gunston Junior High School, were among twelve teachers from the entire Washington metropolitan Doris Young, a senior at Yorkarea named as award winners. town High School, and Kathleen Both were given expense-paid trips Barrett, senior at Washington-Lee, to spend two days at the Bell Lab have both been notified that they oratories at Murray Hills, N. J. are among the top ten girls in the state from whom will be selected Three More Honored Citations were given to three the 1963 Virginia Homemaker of other Arlington teachers: Ruth H. Tomorrow. The Virginia winner Brewer, sixth grade teacher at will receive a $1500 college scho Fairlington; Ruth A. Dial, biology larship and will be eligible to com teacher at Wakefield High School; pete for national scholarships and Barbara Jureidini, mathemat ranging from $2,000 to $5,000. ics teacher at Williamsburg Junior Both these girls are outstanding High School. in scholarship. They won their The scientific societies from the places among the top ten in Vir Washington area explain their in ginia by taking a knowledge and terest in science and mathematical attitude examination in December. Lively Reading Courses Open This Year In All Arlington Junior High Schools Skilled Teachers Win Recognition From Scientists 2. Students are trained to Because the ability to read well organize what they have read is so important for success through so as to be able to recall it out life, organized courses in read better and make efficient use ing are being offered this year in o f the facts. all Arlington junior high schools. 3. Students are instructed in Until this year, junior high how to evaluate what they school reading courses in Arling have read, to see whether it is ton were limited exclusively to biased, to determine the au corrective work for students seri thor’ point of view and to s ously retarded in this subject. judge whether the author is Under the new plan, reading is actually proving his case or available as an elective subject in merely giving personal opin all three junior high grades — ions. seventh, eighth and ninth. This is no dull reading, in which 4. Word study is stressed, bored students drone out uninter leading to expanding vocab esting passages. Instead, it is read ularies for all. ing taught with imagination and An effective device used in all zest, tailored to fit the needs of Arlington junior high schools to each individual student. Specially increase speed of reading is the trained reading teachers instruct Controlled Reader, a projector the classes. manufactured by the Educational Upon entering junior high school Development Laboratories o f Hun in Arlington, every student is tested tington, N. Y. With the Controlled to determine just how well he or Reader, printed material is pro she can read. Nationally about 35 jected on a screen at a rate up to per cent of students read below the 1,000 words a minute. The reading level o f which they are capable. matter may be projected by lines In Arlington these students take or by phrases. Reading such pro corrective reading. Students who jected material trains students to read on their own grade level or move their eyes rapidly so as to higher are eligible to enter the read by groups of words instead of developmental reading program of one word at a time. fered here. This reading instruc Strict concentration, such as is tion is given because it is believed necessary for rapid reading, results every student can become a better in better comprehension than when reader. a student reads slowly, with his The aim of the junior high read mind perhaps wandering away. The rapid writing system of ing program is outlined in a new A unit in how to study is in Notehand was developed in 1960 instructional guide written by Jerry cluded in every reading course in from Gregg shorthand. It was Hutchins, chairman of the reading Arlington junior high schools. immediately offered at Washing department at Swanson Junior These units are highly specialized, ton-Lee High School in Arlington High School, and Audean Nor one training how best to study as a study period activity. Stu wood, in charge of reading instruc sciences, another recommending dents who took it then report that tion at Williamsburg Junior High. ways to study math, and still an it has proved extremely useful 1 . Students are taught to in other showing how to prepare les wherever quick and accurate notes sons in social studies. crease the speed of their read are needed. Delightful reading books are ing, but always in connection with developing better com used. They are attractive and One class at Yorktown is taking prehension of the subject mat colorful, with text suited to the Notehand this year and it has also interests of junior high students. ter. been offered in summer school. Two Girls Among Top Ten in State Notehand Offered for Use in College Arlington high schools next year will extend instruction in Notehand. an abbreviated shorthand for personal note taking. If there is enough demand, Notehand will be offered in all our senior high schools, particu larly to college-bound students in the 11th and 12th grades. It will be a one-semester course, carrying one-half unit o f credit, taught in the Business Education Depart ment. P age Three �High Schools Win Honor in English High standards o f teaching have won Arlington public schools a place on the first Honor Roll of the Virginia Association o f Teach ers of English. Arlington’ four s high schools are commended for these achievements: 1 Teachers handling regular . English classes in Arlington high schools instruct an average o f 108 students each, with only 4 classes daily. Teachers in charge o f ad vanced placement classes or other special courses have a smaller pupil load. (Ten years ago English teachers in Arlington schools taught as many as 150 students daily. In many schools today, English teach ers have as many as 170 to 180 students. The smaller pupil load in Arlington makes it possible for teachers to give frequent assign ments in composition, to correct all work carefully and to have time to work with students individually for effective teaching o f reading, writing and speaking.) 2. Arlington schools, insofar as possible, reduce teacher load when English teachers sponsor school newspapers or magazines or man age other school activities taking a great deal of time. 3. Except in a very few in stances, English classes are taught by teachers who have specialized in this field. . Boys Learn Basic Facts in Cooking Picture by Washington Post Boys at Hoffman-Boston High School by the Home Economics Department. during study periods, are offered at foods, family relationships, spending and housing. enjoy a short course on foods offered Similar practical short courses, taken all Arlington high schools in clothing, money wisely, understanding children, Parents Study Modern Math to Keep Up With Children says, “many parents have ex Parents o f Arlington junior high pressed their bafflement, con school students are paying out cash fusion, and even antagonism these days to learn about the new — especially when they found mathematics which their children out that they were not much are studying in school. help to junior with his home More than 150 fathers and work . . . . mothers have studied modern math “We believe that by offer in non-credit evening adult educa ing the parents a better under tion classes first offered last year standing o f what the new and taught again this year in the mathematics is, we can win Arlington schools. their support.” An article about the parents’ Mrs. Franklin quotes Don Butstudies published recently in the National Education Association termorc, Gunston Junior High School math teacher, who instructs Journal has brought many inquiries to Tempie Franklin, mathematics the parent classes: Buttermore says, “Today the supervisor and author of the article. modern approach emphasizes Mrs. Franklin writes: the creative aspect of mathe “These are not parents who matics. By the creative aspect, failed to complete the seventh I mean we draw logical con grade; three fourths o f them clusions out o f the children hold one or more college instead o f cramming the right degrees." The course, costing $12 for one parent or $18 for a couple, con Arlington Public Schools sists of 15 weekly sessions o f two 1426 No. Quincy Street hours each. Arlington 1 Va. 0, “Since the new mathematics was first introduced to Arling ton’ junior high school stu s dents on an experimental basis five years ago,” the article Page Four answers in.” The article con tinues: “Mathematics for the Jun ior High School, the first book prepared by the University of Maryland Mathematics Proj ect, is used by adults and chil dren, but in the night classes Mr. Buttermore tries to cover in 35 hours what he covers in 108 hours with his younger students. Lost at First "Some o f the parents get lost at first. The daughter of a high-ranking Navy officer facetiously told Mr. Butter more that if he gave her father anything higher than a failing grade in the course, it would be sheer bias. “Mr. Buttermore has found, however, that after some ini- Employers Meet W-L Students for Job Interviews A practical help to Arlington high school students looking for jobs after graduation was arranged last month by the Guidance De partment at Washington-Lee High School. A Placement Conference Day was held, in which personnel workers from 20 different employ ers spent a full day at the school interviewing approximately 800 juniors and seniors. Some organ izations sent several personnel in terviewers in order to reach larger numbers o f students. In demand were typists, stenog raphers, secretaries, clerks, tele phone workers, printers, store keepers, data processing equipment operators, engineering aides, high way survey rodmen, and even police cadets. Some students actu ally signed up for jobs. Employers who sent interviewers to the Placement Conference in cluded insurance companies, the Arlington County government, many large federal agencies, the Virginia Department of Highways, the Chesapeake and Potomac Tele phone Company, and the World Bank. Representatives o f the Civil Service Commission, the Virginia Employment Service, and Social Security were present throughout the day to answer students' ques tions. In a morning assembly, the Chesapeake and Potomac Tele phone Company demonstrated a good job interview as contrasted with one in which the applicant makes a poor impression. Another step in the Arlington public school effort to aid students in planning their life work was “Career Day” held on March 6 at Washington-Lee. Representa tives o f 18 professions, many re quiring college or graduate study, met with students. tial confusion his adults begin to catch on — usually after the third two-and-a-half-hour session. ‘ have to stay on my I toes then,’ he says. Some of his adult students are graduate mathematicians a n d statisti cians, and they love nothing better than to lay traps for their teacher." � 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 School News March 1963, Arlington Public Schools 4 pp. Hoffman Boston vocational education p.4 Description An account of the resource Arlington School News, March 1963, Hoffman-Boston Vocational Education p. 4 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 1963-03 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_6 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