10 20 1839 https://projectdaps.org/files/original/70e59d6fd0bdbb98a0556d216c1fed64.pdf 552e30676732a849cbcffb0a4813504e PDF Text Text ARLINGTON COUNCIL ON HUMAN RELATIONS' STORY OF INTEGRATION IN ARLINGTON, VIRGINIA Under date of 1958, November 21, Sidney Lovett' pastor of Rock Spring Congregational Church sent letters to a selected list of people inviting them to a meeting in Rock Spring Neighborhood House to be held on December 1, 1958. Hubert Beckwith and Paul Rilling, president and executive director respectively of the Virginia Council on Human Relations were to be present. The notice said: "dessert and coffee will be served." At this meeting the Arlington Council on Human Relations was formed. The charter members were: Mrs. H.C. Thompson Rev - J . Reinheimer Mrs. E. Raby Mr£ A . Walker M r . Frank Ridge Mr. G. Goodrich Rev. H. H. Sink Mr. Edward Kelly Mr. Jame3 lettee Mrs. E . Piovia . Mrs,A . Hadley Rev. Sidney Lovett Mrs. A.J.K- cPsbid Mrs. P. Westhaeffer Rev. J . Rowan . M r s . Donald Wilhelm ' At the time of the formation of the Arlington Council our county was strictly segregated. There were white schools and Negro schools, white play grounds and Negro play grounds. No Negro was ^permitted to enter a moving picture theatre or bowling alley nor stop at a hotel or motel in the county. Even the Arlington Hospital lias segregated. There being but one maternity ward, no Negro mother could have her baby there (except in cases of emergency). There was a rail in the hospital cafeteria to separate the white from the Negro patrons. Negroes were permitted to live in a few restricted sections of the county but any real estate dealer who showed property in a white section to a Negro family would lose his job. The churches were al most entirely segregated except for certain abortive attempts at in tegrated congregations. In the last half century.only a few cracks had occurred in the segregation wall. Some organizations like the Ministerial Association, The United Church Women of Arlington, The Community Council for Social Progress had been integrated. Up to 1946 Negroes were required to sit in the back of the buses. In that year a Supreme Court decision ordered the desegration of all interstate transportation. Inasmuch as practically all bus transpor tation originated in Washington, the ruling applied to Arlington. The public libraries were opened to Negroes in 1950. About six years have elapsed since the founding of the Arlington Council by Sidney Lovett. Now what do we find? The public schools are reasonably integrated, the,public play grounds are completeliintegrated. Of seven bowling alleys contacted in February 1 9 6 3 , two have'no racial restrictions and two more will accept Negroes in integrated groups. All the moving picture theatres are integrated. �2 In the Summer of 1 5 6 3 three prominent white churches combined with two Negro churches to hold a summer church school- There were 14 motels contacted recently to determine their willingness to accept Negroes. Eight have no racial restrictions and three will accept Negroes in integrated groups. Several Negro families are now living in sections here-to-fore reserved for white people. Negro women are now accepted in the maternity ward of the Arlington Hospital. There is no segregation in the new hospital cafeteria. The lunch counters throughout the county are integrated. The struggles - sometimes bitter,- which brought all this about before the Civil Rights Bill became, law, are described in this paper. All were accomplished without bloodshed or rioting! We should be proud of our county! The Moving Picture Theatres: The first mention in our minutes of the exclusion of Negroes from our motion picture theatres occurs on September 27, i9 6 0 . The exclusion was part of the general policy of racial segregation which had prevailed in Virginia for half a century. Section 18.1-356 of the Virginia State Law provided that any motion picture operator who failed to segregate his audience shall be fined not less than $10Q nor more than $500. Section 18.1-357 provides that any patron of the theatre who refuses to take a seat in the, appropriate section or refuses to move to the appropriate section when requested by an usher., shall be put out of the theatre and fined not.less than $10 nor more than $25Months were spent in writing letters to the theatre owners. It was pointed out that although the laws of Virginia plainlyfor bid integration in moving picture theatres, they also forbid inte gration in other places of assembly - churches, business meetings, etc.. - where no attempt had been made to enforce the law. Con ferences were held uiging the motion picture people to integrate their theatres but to no avail. Of course, the motion picture houses could have designated certain of their seating areas for the use of Negroes. This method of solving the problem was suggested to certain Negroes but they preferred not to patronize theatres where segregation was practiced. The next step was to organize a committee composed largely of members of the various interested organizations in the community. It was known as "The Northern Virginia Committee to End Theatre Discriminination." It met in Richmond in May 1 9 6 2 . The Congress on Racial Equality took up the cudgels. Picket lines were organized at several theatres. The moving picture people countered by getting the State legislature to pass a law forbidding picketing where the object of the picketing was malicious or interfered with patronage. A trial case came to court but it failed to convict the defendents. so the picket ing went on. Finally the Virginia law requiring segregation in places of assembly was declared null and void by a Federal Court July 3. 1962, but the motion picture theatre owners preferred to continue to exclude Negroes. They claimed it was a private industry and so they had the right to exclude anyone they wished. �- 3 Finally,, after solicitation by two members of the Friendly Relations Committee in Richmond and help from the WHITE HOUSE, the owners suddenly changed their policy and on June 17, 1963, Negroes were admitted everywhere in the county. Little mention of the change v/as made in the papers. The picture theatres continued to do busi ness and the white population hardly noticed what had happened. Housing: In the old days the proportion of Negroes to whites in the county was much greater than it is today. Some time after the 1st World War.white people began to buy up Negro farms. Taxes on land gradually rose requiring more Negroes to move to Washington where the taxes were lovier. Once the Negroes left a given section of the County, they were never permitted to return. The general belief in Virginia that the two races would get along best by being segregated precluded Negroes from moving into white sections. Universal custom-not laws maintained the segregation. All that is left of the exten sive Negro settlements are four areas known roughly as Halls Hill Green Valley, Hatsfield and Johnson Hill. Another cause of the depleting Negro population vias the condem nation of Negro property for public works, parks etc. It was cheaper to buy and therefore the obvious thing to do. All these influences caused a dwindling of our Negro population. Today that trend has begun to reverse itself due first to the natural growth of the Negro population and second to the overcrowding of the Negro areas in Washington. Children,grow up, marry and have children. In the areas limited to Negroes in Arlington there are not enough houses for rent and not enough land for Negroes to build on. Washington is now over half Negro and is bursting at the seams. Students tell us. that a large part of this Negro population came from the suburbs and not from the deep South. There are Negro ministers, teachers, and other profes sional people who work in Arlington but have to live in Washington. There is no room for them here. So in 1961 . June., the Arlington Council set up a committee on Housing. In November 1961 this committee arranged a panel discussion attended by about 200 peopie. Early in 1 9 6 2 the Arlington County Board considered the passage of a minimum standard housing ordinance. It provided for the upgrading of homes that failed to come up to a minimum standard of light, air, water, and sewerage per capita. The ordinance has certainly helped to improve the living conditions of our low income residents. The Arlington Council on Human Relations ap proved the proposed ordinance but insisted that some clause be added which would provide for the poor families made homeless by its en forcement. Of course, some of the substandard property could be re modeled or certain fixtures installed so as to bring it up to standard, but it was believed that, in many cases, the owners would consider the change not worth the cost. The County Board went about half way in complying with our urgent request by appointing a citizens committee armed with certain judicial powers and duties to aid the evicted families. As no case of eviction is recorded to date, we do not know how effective this citizens committee will be. It is reported that, as a result of code �- 4 enforcement, 75 families have been displaced to date. Of these at least one-third have relocated in the County. As to the remaining twothirds, we know very little. Some of them may have been forced to downgrade their living conditions in outlying areas. In other words, we do not know what to do with people living in squalor when we force them to adopt sanitary standards without giving them the means for the improvement. In so much as the problem of housing for Negroes is common to all areas surrounding Washington, a number or organizations have combined their forces to help in its solution. A corporation known as Hurelco was formed in 1 9 6 2 to buy and develop land for open occupancy - i.e., having no restrictions as to race. Pour acres have been contracted for in Alexandria. They were all ready to begin construction when the mat ter was held up in the courts. That is where it hangs now. Another facet of the Housing Committee's work was to conduct telephone and visiting campaigns to obtain lists of people who agree as a minimum not to move if a Negro family moved next door. The list now contains some 200 families. Certain apartment houses heretofore white are now integrated. In April 1 9 6 2 , at the request of the U. S. Commission on Civil Rights, Sidney Lovett wrote a report on the housing. situation of minority groups in our County. President &ssss££3?'- Kennedy's order on equal opportunity in hous ing has thus far had little effect on Arlington because it applies only to new construction and we have little vacant land. Early in 1 9 6 3 , the Arlington Fairfax and Alexandria Councils on Human Relations formed the Northern Virginia Fair Housing, Inc. They were aided by the American Friends Service Committee and others. Their work has been largely door to door interviews with tenants and conferences with real estate owners and developers. Arlington Hospital: The subject first appears in our minutes of i9 6 0 , September 27On that date one of our members was asked to .talk with the super intendent regarding the hospital's progress towards integration. ©rr~ T h e .findings were never given in succeeding minutes of the Council but we now know that at that time, the cafeteria was divided into two sections - one for whites and the other for Negroes. Furthermore Negro maternity cases were not accepted except in emergency. Some months before, the United Church Women of Arlington Va., became interested in admitting Negroes to the maternity ward but the hospital policy of exclusion was not changed. Under date of 1 9 6 2 , March 20, the Board of Directors of the Arlington Council prepared a resolution requesting a local newspaper to investigate the matter but such action was never taken. It was decided later that a better way would be to request a joint meeting of representatives of the Council and Hospital. The request was granted and a conference held, late in May. No change in policy resulted. Again the United Church Women petitioned the Hospital to change their policy and enlisted the support of the Department of Health. �Education and Welfare. Maternity Ward. - 5 Finally a Negro mother was admitted to the After certain additions were made to the Hospital a new desegrated cafeteria was built and the old one abandoned. There now re mains but one segregated policy of the Hospital Board. Practically all Negroes who come to the hospital for treatment or surgery are assigned to Hall A. Early in 1964, the Congress of Racial Equality sent two people to talk with the hospital superintendent. Mr. Anderson. He said that the hospital would be desegrated when the new wing was built in 1 9 6 7 . A letter was then sent demanding prompt desegregation, mentioning also the possibility of "direct action." This letter was followed by another calling Mr. Anderson's attention to a recent decision of the Supreme Court requiring all recipients of the Hill Burton Funds to completely desegregate. No answer was received from either letter. On March 22, picketing began and was continued at regular intervals un til June. A "sit-in" was also attempted. Four people remained in Mr. Anderson's office until arrested by the police and charged with tres passing but Judge Cooper ruled that the lav; was inapplicable. The Congress of Racial Equality (CORE) broadcast to the community by phone and letter asking that contributions to the hospital work be deferred until it became integrated. All these efforts got no response from the hospital but they did result in bringing the issue clearly before the public. The Arlington Ministerial Association offered to act as arbitrator between the hospital and GORE. Later they asked the Hospital Board to state publicly their policy regarding integration. The hospital refused both requests. School Integration: On May 17, 1956, The National Association for the Advancement of Colored People sued the Arlington School Board in the name of three children (one Negro and two whites) to permit integration in Arlington Schools. The case was known as the Clarissa Thompson case after the name of the Negro child involved. At about the same time the Arlington School Board began to formulate its own plans for integration. The Virginia legislature, being strongly segregationist promptly took steps to prevent such integration. Under the leadership of Senator Harry F. Byrd, the State Assembly instituted a policy which came to be known as "Massive Resistance." Laws were passed providing: 1. That the Arlington School Board be hereafter appointed by the County Board instead of elected by the people of Arlington. (Evidently the State Assembly believed that the County Board would be more favorable to segregation than the old School Board ); 2. That all pupil assignment be made by a newly constituted Placement Board; 3. That any school which admitted pupils of another race be closed. �- 6 - To illustrate the extent of segregation in the public schools during this period., the following may be of interest. An article in the Daily Sun of February 1 ' 1957. states: "The 9, Arlington County Council of Parent Teachers Association carried out plans last night to dodge the Virginia public assemblage laws by meet ing off public school property. An effort was made to segregate the observers but, because of the small space in the upper hall of the Neighborhood House of Rock Spring Congregational Church, the plans were ineffectual." When in 1953, the Federal Court rendered a decision in favor of Clarissa Thompson the people of Arlington feared that the State of Virginia, through Massive Resistance would close their schools. In fact that is exactly what did happen in Norfolk. When the school board attempted to comply with the federal order to integrate, the State of Virginia closed the schools. At one time there were 17' 000 children on the streets of Norfolk. In an attempt to keep the schools open, citizens of Arlington, Richmond, Front Royal, and Norfolk united to form, the "Committee to Preserve the Public Schools" with Glenn Stahl as chairman and Edmund Campbell as attorney. The committee in cluded both segregationists and integrationists but all members in sisted that the public schools must be kept open. In the mean time various attempts had been made to enroll Negroes in white schools. In September, 1957, E. Leslie Hamm, Jr., Rita and Marolyn Johnson, Louis and Melvin Turner, Robert Eldridge,III, and. George Nelson applied for admission to white schools but were turned down. One year later, 30 more applied. The Arlington School Board re jected them all for various reasons which they claimed had no relation to their race viz: (l) geography, (2) scholastic achievement, (3) psychological instability. (4) adaptability, (5) overcrowding of white school applied for. Federal Judge Bryan refused to recognize categories 3, 4, and 5, but he ruled that the geographic relation of the pupil's house to the proposed school and the scholastic achieve ment of the pupil were lggitimate categories for rejection; On this basis he ordered Ronald Deskins, Lance Newman, Gloria Thompson, Michael Jones, admitted to Stratford Junior High School and concurred with the School Board regarding the other 2&. At this point Governor Almond entered the discussion. He directed that the State Pupil Place ment Board and not the County School Board had the sole right to place the pupils. A month later (October 1953) the Committee to Preserve Public Schools sued Governor Almond and got a favorable decision January 19, 1959, to the effect that the State School closing law was uncon stitutional. The State then passed a law recommended by the Gray Com mission to the effect that parents who objected to sending their children to an integrated school shall receive a state grant of $ 2 5 0 per pupil per year to help defray the cost of a private school. Now the great day came for the admission of the four Negroes to Stratford Junior High School, February 2, 1959- For months prepara tions had been made to avoid any embarrassing incidents. The four L �- 7 Negroes had been drilled, in their proper attitude towards tne white students and conversely the white students had been drilled in their behavior. Parties had been given for the Negroes and their new class mates so that when they entered school they would-be among friends. White helmetea police were present everywhere armed with riot equip ment . Ho unauthorized person was allowed to enter the school grounds. Shortly before school opened the four Negroes walked in and were as signed to their classes. And so the school day passed like any other school day, with but one incident to mar its serenity. A woman drove down to the school to witness the excitement and possible riot ing. She was staring so hard at the campus she ran into a tree! Since that memorable day, more Arlington schools have been desegregated. On March 16, 1 9 6 1 , the Arlington School Board assumed again the duties of pupil placement formerly exercised by the State Pupil Place ment Board. A general rule was then adopted providing that pupils should attend their neighborhood schools, irrespective of race. The Integration of Arlington's public schools has been a slow process. This has had one big advantage in that difficulties could be ironed out as they arose. Take the case of the Hoffman-Boston all Negro School. Most of the school was taken up by the Junior High grades. Senior High pupils were also taught there but the numbers were small, the space was limited, and the equipment for science courses was inadequate. In the fall of 1 9 6 3 , the School Board voted unanimously to transfer the Senior High pupils to other integrated schools in the County. It was feared however, thfet the Negroes, when integrated would find it hard to keep up with their white classmates because of their inferior training. Inasmuch as the change of schools was not to take place till the fall 1964, the Arlini ’ •. •• • Council on Human Relations together with the local P. T. A. and other groups arranged to provide tutors and an evening study hall for there pupils. The propject extended from January through the month of May. The average attendance was 40 except for the month of May when it fell off to 10 or 15 pupils. Instruction was given in Mathematics, Sciences, French, English, and Public Speaking. November 1964 Dudley P. Babcock, Rec. Secty. Arlington Council on Human Relations �/Jyyoy � 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 44, Records of the Arlington County League of Women Voters 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 Council on Human Relations, Story of Integration in Arlington, Virginia, November 1964 Description An account of the resource Report describing the desegregation of the following in Arlington: movie theaters; housing; Arlington Hospital; and public schools. 8 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 44, Records of the League of Women Voters of Arlington, Virginia, Inc. Creator An entity primarily responsible for making the resource Arlington Council on Human Relations Date A point or period of time associated with an event in the lifecycle of the resource 1964-11 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 44_8_65_9 https://projectdaps.org/files/original/cc1d7c321b201497282e835acc3aac82.pdf ddbadc2a147f6ece1e9d9e81237c3ea3 PDF Text Text (The following e d i t o r i a l a p p e a r e d i n the THE WASHINGTON DAILY ARLINGTON This is another county government. COUNTY round in BOARD the fight October NEWS) 51. 1952 issue of ELECTION for control of Arlington's A n e w " I n d e p e n d e n t " c o a l i t i o n is f i g h t i n g n o n - p a r t i s a n s . Democrats and Republicans are united on coalition candidates. So a r e m a n y o f A r l i n g t o n ' s b u s i n e s s m e n . There are charges by I n d e p e n d e n t candi d a t e s that non­ p a r t i s a n s have given the c o u n t y a inefficient, wasteful government. R a ised taxes. Stirred up dissension among county residents. In our opinion this just isn't so. A r l i n g t o n ' s n o n - p a r t i s a n m o v e m e n t s t a r t e d six: y e a r s a g o . Large numbers of new r e s i d e n t s had d e m a n d e d b e t t e r schools and public improvements they couldn't squeeze out of a county govern­ m e n t d o m i n a t e d b y c o n s e r v a t i v e o l d - t i m e r s w h o w e r e w i l l i n g to profit b y Arlington's great growth but not to pay taxes accordingly. N o n - p a r t i s a n s are l a r g e l y respon s i b l e f o r A r l i n g t o n ' s b e t t e r schools, also for a Start o n planned publ i c improvements and for other county government reforms. Of course all this has caused controversy. If A r l i ngton non-partisan County Board f e a t e d next Tuesday, it w o n ' t be on a c c o u n t partisans in Arlington government. They'll are stacked b y a coalition opposition. This newspaper supported Arlington c a n d i d a t e s are d e ­ of the record of n o n ­ lose because cards non-parti-sans in their reform. We b e l i e v e it has b e e n good for all A r l i n g t o n i a n s , We h o p e the n o n - p a r t i s a n s w i n at l e a s t a s h a r e of th e v a c a n t s e a t s , a n d t h a t t h i s p a r t i c u l a r t y p e of p o l i t i c a l b i c k e r i n g will stop and all county citi z e n s will a gree they should get t o g e t h e r o n s u c h b a s i c f u n d a m e n t a l s a s e q u a l i t y of t a x b u r d e n good schools, p l anned cou n t y Improvements and first-class citizenship for Arlington's large Federal worker population. Reprinted by permission DAILY of NEWS WASHINGTON � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 County Board Election, Washington Daily News Editorial, October 31, 1952 Description An account of the resource Editorial, reprinted from the Washington Daily News, regarding the upcoming County Board election and the history of non-partisan government in Arlington. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Washington Daily News 1952-10-31 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 19_6_1_1_26 https://projectdaps.org/files/original/9f211785f9e172251aaf4bb2afcfd489.pdf 9f7a529bd6eded0a6543e5ddfd38edd3 PDF Text Text ARLINGTON COJNTY PER PUPIL EXPENDITURE \ Actual 195U-5S Local Federal Funds 2 42.05 1. >*275.1+9 51.18 * State Funds (ADA) Estimated 1955-56 59 . 1 + 3 U7.15 35.76 •»3lIo.38 i.370 ! 6 8 � 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 County Per Pupil Expenditure Description An account of the resource Arlington County Per Pupil Expenditure Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Arlington County Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant unknown 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 19_5_2_1_33 https://projectdaps.org/files/original/ab498cb32b6acb0a3e7cfbd034098645.pdf 5757473c3a1466a01c0767b70cb16ce4 PDF Text Text �Pay your poll tax at thu Treasurer's Office in the Arlington Court House. Thun take your receipt to the Registrar's Offico, on the sane floor, and register to vote. If it is inconvenient to go to the Court House, you c n mail in a check or money order for your poll t.-v (See form below.) - Please turn page over for registration information ■ Treasurer of Arlington County, Court House, ..rlington 1, Virginia. Dear Sir: Enclosed is §_____ to cover capitation (poll tax for tI’ nme or Barnes - give full name of each person) for the year(s) _____ , , . Please ma.il receipts to: (Name) (Address) Arlington, Virginia � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington County Poll Tax Form, Undated, Verso, Handwritten Note, Undated, Unsourced, Facilities Description An account of the resource Blank Arlington County Poll Tax Form, 195?. Verso, handwritten note, undated, unsourced, subject unclear. 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 County Treasurer. Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_37 https://projectdaps.org/files/original/0aea8094fee1153971db0d44c4056493.pdf 8cc3a8cb27e814c3ad2cec1bc9eb36db PDF Text Text ARLINGTON COUNTY PUBLIC SCHOOLS DEPARTMENT OF RESEARCH June 2 , 1954 1, TOs To Edward Rutter FROM; Stanley Vo Smith SUBJECT* Distribution of Negro Pupils, 1953-54, By District and By 1954-55 Grade.* Grade 1954-55 Number of Pupils, By Elementary School District TOTAL Langston Number of Pupils Hoffman-Boston Drew-Kemper Other 1 2 3 4 5 6 28 34 30 34 34 27 28 28 22 43 28 24 58 71 69 59 57 41 10 12 11 9 8 12 124 145 132 145 127 104 TOTAL 1-6 187 173 355 62 777 7 8 9 32 17 17 17 15 19 63 63 41 10 8 9 122 103 86 TOTAL 7-9 66 51 167 27 311 10 11 12 17 9 9 19 9 6 30 25 20 10 3 0 76 46 35 TOTAL 10-12 35 34 75 13 157 TOTAL 1-12 288 258 597 102 1,245 ■*Based upon pupils in school, 1953-54, assuming no retardations, withdrawals, new entries, or terminations, and the school census. �MEMBERSHIP BY GRADES March 31. 1954 ARLINGTON COUNTY PUBLIC SCHOOLS DEPARTMENT OF RESEARCH School 1 2 3 4 5 6 7 8 9 10 Abingdon Barcroft Barrett Brandon Cherrydale Claremont Clav Custis Edison Fairlington • Fillmore Glencarlyn Henry Hume Jackson Jamestown Lea Madison Marshall Maury McKinley Monroe Nottingham Oakridge Page Regular Special Randolph Reed Stewart~-Tuckahoe Tavlor Wilson Woodlawn Woodmont Yorktown Drew Hoffman-Boston Kemper Langston Homebound 81 82 61 66 106 85 70 62 58 58 88 100 111 84 114 118 97 88 50 62 63 45 50 63 57 69 58 57 72 120 69 95 89 68 39 34 30 83 66 68 53 61 44 48 48 49 7 4 2 2 60 72 5 1 55 105 116 31 56 32 so 33 35 32 42 22 122 140 105 108 n o 89 24 20 16 103 122 88 113 118 112 S3 62 85 76 99 69 29 43 23 38 31 26 22 31 49 67 49 45 52 49 37 42 39 34 34 51 96 105 66 86 84 92 59 93 SO 50 53 44 125 131 86 94 96 81 42 50 49 55 70 41 97 91 74 80 72 73 25 31 96 81 66 79 82 57 . 82 105 126 100 104 128 92 119 90 104 83 79 38 69 50 51 47 54 31 38 28 60 42 26 25 35 29 31 38 35 26 27 24 30 31 34 36 56 51 46 49 44 75 68 27 32 40 60 37 28 25 27 25 22 41 35 11 13 38 33 32 32 29 29 3 2 2 2 2 TOTAL ELEMENTARY 2151 2481 1933 2064 2078 1889 Edison Jefferson Stratford Swanson Wakefield Hoffman-Boston Homebound TOTAL JR. HIGH Wakefield Washington-Lee Hoffman-Boston Homebound TOTAL SR. HIGH Washington,, D . .C .8 2064 2078 i 8 9 2151 2481 1933’ GRAND TOTAL 11 12 TOTAL 290 439 615 405 354 513 320 303 15 459 119 194 674 60 656 444 190 53 311 217 529 349 613 307 487 56 461 645 567 309 225 193 172 282 302 164 100 193 11 12,596 1 626 1,418 760 1,003 i [ , ' 1 195 489 243 402 242 492 267 324 189 437 250 101 84 70 2 1 2 5 L 453 1410 1225 4,068 412 2,373 101 3 2,889 4 19,557 277 412 729 42 2 1185 1 L433 1410 1225 Tl86 255 910 36 1 947 734 23 757 3 947~ 760 � 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 Arlington County Public Schools Department of Research June 21, 1954 Distribution of Negro Pupils, 1953-54, by District and by 1954-55 Grade Description An account of the resource Charts breaking down the African-American students in Arlington Public Schools across District and Grade. 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 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Arlington County Public Schools Department of Research Date A point or period of time associated with an event in the lifecycle of the resource 1954-6-21 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_3_24 https://projectdaps.org/files/original/3ea671011b56d9ad00d8d7d60f03b6ed.pdf 34f2b2671acf572ca5c77fe6e4df3029 PDF Text Text ARLINGTON COUNTY PUBLIC SCHOOLS Department of Research MEMORANDUM June 23, 19# TOt T. Edward Rutter FROM: S. V. Smith SUBJECT: Distribution of Answers of the Members of the Integration Committee, Concerning Procedure and Time Schedule for Integration. I, Distribution of Answers: A. Procedure As Per Time Schedule Agreed Upon. Procedure A B Mothers for the Procedure 6 10 TOTAL 16 Time Schedule for Integration. Time Schedule Members far the Time Schedule 1 . 2 . 3 . 4 . 5 . 5 2 1 2 6 TOTAL 16 �XX, June 23, 1955 Page 2 MEKORATOIM Proee<iure As Per Time Schedule Agreed Upon! A. Any Negro parent living outside a Negro school district would be free to make application for his children to be admitted to a White elementary or Junior high school in which school district he lives. After a conference, the child or children would be transferred. Parents of senior high Negro pupils would be eligible to apply for admission to a White high school. (EofftaanBostcn Senior High School HAT be eliminated.) B. Maintenance of present policy on school district lines. However, no child in grades one through nine would be required to attend a public school in which another race is in a majority. (Hofftaan-Bostcm Senior High School WOULD be eliminated.) NOTE: HI. Bus Transportation would be provided under both procedures. Proposed Time Schedule far Integration! Schedule Elementary School Integration Junior High School Integration Senior High School Integration SVSiclv DISTRIBUTION A,P(1) 1 2 3 h■ 5 1955-56 1955-56 1955-56 1956-57 1956-57 1955-56 1956-57 1956-57 1956-57 1957-58 1956-57 1956-57 1957-58 1956-57 1957-58 Stanley V. Smith Director of Research � 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 Arlington County Public Schools Department of Research June 23, 1955 Distribution of Answers of the Members of the Integration Committee, Concerning Procedure and Time Schedule for Integration Description An account of the resource Memo from Stanley V. Smith, Director of Research, to T. Edward Rutter. 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 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Stanley V. Smith, Director of Research Date A point or period of time associated with an event in the lifecycle of the resource 1955-6-23 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_3_38 https://projectdaps.org/files/original/4c0df2835db061d24c6e8e3ce6ee78ee.pdf 6a10c650c0c7d4a65843b0b9bdffba3a PDF Text Text A R L IN G T O N C O U N T Y P U B L IC S C H O O L S Office of the Superintendent 1-426 n o r t h Q uincy s tr e e t telephone: jackson A rlington 7. V irginia April 21, 1955 To: Members of the Committee Studying Problems of Integration in the Arlington Public Schools Prom: Mrs. Edmund Campbell,, Chairman of the Arlington School Board and Joseph C. McCaskill, Chairman, Integration Committee This is to remind you of the meeting of the Integration Committee, to be held this coming Monday evening, April 25, at 8 p.m., for which you re­ ceived a notice a few weeks ago. Please note, however, a change in place. The committee will meet at Hoffman-Boston high school, 1^15 South Q,ueen Street. As you know, HoffmanBoston is Arlington1s modern high school for colored students. Another change for this meeting is that the social hour will come at the beginning. Our committee has been invited to meet a dozen white and negro educators who will be at Hoffman-Boston next week to evaluate the school in preparation for its final accreditation by the Southern Associa­ tion of Secondary Schools and Colleges. Refreshments, buffet style, will be served from 8 to 8:3Q p.m., to our committee, to the visiting educators, to the Hoffman-Boston faculty, and to members of the School Board. Those present will be introduced to the entire group. Our business meeting will be held at 8:^5 p.JB. and will adjourn by 10 p.m. The Integration Committee meeting at Hoffman-Boston next Monday eve­ ning is part of a program of information which the School Board wishes to present to the Integration Committee. We have previously met at WashingtonLee and we hope later to meet at Wakefield, so the committee members may get to see each of our three high schools. We sincerely hope you can attend. To get to Hoffman-Boston: Remember the date — next Monday evening, April 25 at HoffmanBoston. Turn south off Columbia Pike at South Rolfe Street. Go two blocks to 13th Road; then left one block to Queen Street. Go one-half block right on Queen Street to the school. 2-7700 � 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 Arlington County Public Schools Office of the Superintendent April 21, 1955 memo to the Members of the Committee Studying Problems of Integration in the Arlington Public Schools Description An account of the resource Memo to the committee from Elizabeth Campbell, Chairman of the Arlington School Board and Joseph C. McCaskill, Chairman, Integration Committee regarding an upcoming meeting of the Integration Committee Creator An entity primarily responsible for making the resource Elizabeth Campbell and Joseph C. McCaskill 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. Date A point or period of time associated with an event in the lifecycle of the resource 1955-4-21 Source A related resource from which the described resource is derived RG 07, Arlington Public Schools Identifier An unambiguous reference to the resource within a given context 7_1_8_5_8 https://projectdaps.org/files/original/06bb8e26cebf845693d41763b31b8e08.pdf 6b579dd4bd04daf8627dfe7d1a336f80 PDF Text Text A rlin gton County P u b lic S ch o o ls A rlin gton . V irg in ia CONSIDERATION O F SCHOOL ATTENDANCE AREAS - 196 5 -6 6 SCHOOL YEAR * * * At it s S p ec ia l M eeting on F eb ru a ry 11, th is B oard r e c e iv e d the r ep o r t of it s A d v iso r y C o m m ittee on C r ite r ia fo r D efin in g S ch ool A ttendance A reas. That c o m m itte e , under the c h a irm a n sh ip o f M r. Edm und C am p bell, sp en t s e v e r a l m onth s e x p lo rin g v a r io u s a s p e c ts o f th is su b je ct and has now m ade c e r ta in s p e c ific r e c o m m en d a tio n s w h ich, am ong o th e r th in g s, in volve the r e -a lig n m e n t o f s o m e ju n io r-h ig h -sch o o l atten d an ce a r e a s and the a s s ig n m ent p r o c e d u r e s at so m e of th e e le m e n ta r y s c h o o ls . T h is B oard m u st now fa c e the r e a lity o f d ea lin g w ith th e s e r e c o m m e n d ation s and m u st do s o w ith in the tim e lim ita tio n im p o se d upon it by V ir g in ia S ch ool L aw . That law r e q u ir e s that the p a ren ts o f stu d en ts who a r e to be r e a ss ig n e d e ffe c tiv e next F a ll be n o tified of su c h new a ss ig n m e n ts not la te r than A p ril 15. B e fo re doing th is , th e B oard n e e d s to ex a m in e a ll fa c to r s and c r it e r ia r elev a n t to the situ a tio n , announce any p ro p o sed ch an ges fo r the in fo r m a tio n of the p u b lic, hold a P u b lic H earing to afford in te r e ste d c itiz e n s an opportunity to p r e se n t th e ir v ie w s , r e -e x a m in e the ch a n g es p rop osed in the lig h t o f e v id e n c e p r e se n te d by the c itiz e n s , then take fin a l a c tio n . A ll of th e s e th in gs m u st be done in a r e la tiv e ly sh o rt sp an of tim e - - b e fo r e next A p ril 15. T o m e e t th e s e r e q u ir e m e n ts, the B oard has d evelop ed a sch ed u le a s fo llo w s: �SCHEDULE FOR CONSIDERATION OF 1865-66 ATTENDANCE AREAS F eb ru a ry 11 to M arch 3: Study C o m m ittee ’s reco m m en d a tio n s T h u rsd ay, M arch 4; Announce the P r o p o se d C hanges in S ch ool A ttendance A r e a s at R egu lar M eetin g of S ch ool B oard (7:30 p . m .) F rid a y , M arch 5: P o s t le t t e r s to ea ch fa m ily d ir e c tly a ffec te d by p r o p o sed ch an ges T h u rsd ay, M arch 11: Hold P u b lic H earing on P ro p o se d C hanges in th e A s se m b ly R oom of the New W ing a t W akefield High S ch ool, 4901 South C h e ste r fie ld Road (7:30 p . m , ) Ma r c h 12 - 17: R e -e x a m in e ch an ges p ro p o sed in S chool A tten dan ce A r e a s in lig h t of te stim o n y r e c e iv e d T h u rsd ay, M arch 18: Adopt S ch ool A ttendance A r e a s fo r 196 5 -6 6 at R egu lar M eetin g of S chool B oard (7:30 p . m ,) * V # T he A d v iso r y C om m ittee a ls o m ade c e r ta in add ition al r e c o m m e n d a tio n s r e s p e c tin g e le m e n ta r y sc h o o ls . T h e se r ec o m m en d a tio n s, how ever, c o n c e r n p r im a r ily the S chool B o a rd ’s c a p ita l outlay program and can be handled on a d iffe re n t tim e ta b le , a lb e it a ls o u rgen t. It i s the o b je c tiv e o f th is B oard to en co u ra g e c o m p lete communityin v o lv em en t in th e s e im portant d e lib e r a tio n s, d is c u s s io n s , and fin a l d e c is io n s , b e c a u se su ch com m u nity in volvem en t h e lp s to in su r e that a ll r e le v a n t fa c to r s r e c e iv e th e ir fu ll m e a su r e of c o n sid e r a tio n . S tatem en t r e a d by; L . LASZLO ECK ER-R ACZ C hairm an, A rlin gton County S ch ool Board at R egu lar S ch ool B oard M eetin g #16 F eb ru a ry 18, 1965 � 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 County Public Schools, Consideration of School Attendance Areas, 1965-66 Description An account of the resource Statement of the Arlington County School Board, read at Regular School Board Meeting #16 February 18, 1965 regarding boundary changes for the 1965-1966 school year. Two 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Arlington County School Board Date A point or period of time associated with an event in the lifecycle of the resource 1965-02-18 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_3_6_3_28 https://projectdaps.org/files/original/8acc5b9fd211414bedf1b839ce52c7d7.pdf a8bc789f3da712f52cc7289f4a5dd051 PDF Text Text ARLINGTON COUNTY SCHOOL BOARD Item No. / A 3 Arlington School Board Action Item ___ Barcroft Parent Request/ Grade 3 Students_____ Date Prepared: 4/16/86____ Meeting D a t e ____________ For Information Meeting Date For Action 5/8/86 Initiated by: Parent request to Board Staff contact: X Dr. Arthur W. Gosling Explanation of Subject/Issue: Barcroft school parents have requested the following: (1) That third grade children attending the school who reside in the Nauck community be permitted to complete their elementary school education at Barcroft school. These children otherwise are assigned to several different North Arlington elementary schools for grades 4-6. (2) That the school division study the issues related to school attendance for children residing in the Nauck community. Superintendent's Recommendation: A # (1) Assign current third grade students from the Nauck community who currently attend Barcroft for grades 1-3 only to continue attending that school for grades 4-6. Nothing in this decision, however, precludes parents from exercising all existing opportunities for transfers, including the opportunity for a younger sibling to accompany an older sibling to a designated elementary school in the northern section of the County. (2) Direct the Superintendent to develop an issues paper for Board review in fall 1986. This paper would identify issues relating to school attendance assignments for all children residing in the Nauck community, grades K-12. Comments: A staff team consisting of Operations, Assistant Superintendent Relations was formed to review this unanimous in its recommendations for the Superintendent, Assistant Superintendent for for Personnel, and the Director of School/Community request. The team met on several occasions and is action to the School Board. Please move forward your information item from the meeting on April 24, 1986. �� 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 66, Personal Papers of Henry Gardner 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 County School Board Action Item: Barcroft Parent Request, Grade 3 Students, April 16, 1986. Handwritten note on reverse. Description An account of the resource Arlington County School Board Action Item: Barcroft Parent Request, Grade 3 Students, April 16, 1986. Includes Superintendent's Recommendation that current Barcroft third grade students from Nauck be permitted to continue attending that school for grades 4-6. Handwritten note on reverse. 2 sides, front and back. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner 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 4/16/86 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 66_1_1_1_157 https://projectdaps.org/files/original/0616af1dd78e021934d3f9d8b49fa3f1.pdf 8809316d9d6ee494143728788551f65a PDF Text Text EPR INFORMATION ONL^ . 1 stn a m com m m m m rm xsm mmotm sssdakih txs smssm m m OAPiioi - vsomxm 07 ostotes 7c lggh 9a tte Milter of the C r a a AaoosMjr of VSsstote, knrl abates*® of t > Board of Saporrisora of tte County, l« Mayor, or Otter City or Sow Offlotol, a&drestod: Bear 31r< Aa yea probably know, Governor Stanley tee appointed a Csasisaicn on Public Xdacatlan to consider what coarse Virginia should follow in mo light of the Aeololca of the Suprosa Oonrt on school sosrssatien. Hseoro. Sarlead Oray of Vararly end Berry 3. Bede of Princebo Anno are Chairman and vice-Chairman, raspsotiToly, of this Comaloslon, Jha Ooaalaaion desires to Obtain the dove aad seoeamondationo of tba gemming bodioo and oltisans aa to what Virginia cin.i fe when the decision 3o3f i of tbs Suprsco Oonrt beeooee affeotlva. I will hold a pnblio tearing at the t State Capitol in Biehnond on Boveriber 15, 19§h, and yon era cordially i v t f to alai appear or tand a roprosontativo, if f o i a , to this tearing. Xte tearing t i l iovd rl be devoted to tbo specifi question, °ahat course ehcnld Virginia follow In the o light of the depletes of the Supremo Oonrt in tte acted segregation oaaaaT1 1 In order for tte Ootalsoioa to have tte bozIhim ammnt of information *e to tte views of the paoplo of Virginia on this subject, yon are requested to talk with aa n s y e f i o s in yoor area as possible and obtain their viava and at i e s a cusgeatlOBB. After teds# dene this, it will bo nest helpful if you oon trsna~ ait than to the Conniaoion by letter or by haring soee representative appear at tte haaring. If your local gamming body has adopted c rsaolutlon as to tte aouraa which Virginia should follow, it will be appreciated if you will bring thin te tte tearing or sand i along with your latter. t So provide for orderly conduct of f t tearing and tear as aaay aa possible, ee it would bo greatly appreciated, if you plan to attend aad deelre to be heard, if you will write tho undersigned by Homoter 8, 195h, and so state. You can alao help by indicating how long you desire to apeak, in order that we asy know haw long to tat aside for tte tearing. Sto undersigned will te happy to answer any questions that te can. 81noeroly yours, /a/ John B. Boatwright, J r . , Seeratary Connlaalom on Public Education State Capitol Bioteoud, Virginia �c 0 p T USHER BSOEZTSD FROM HRS. JIAH3 D. SIHMQBDS, CLERK, ARLIEMOH CODHTI BOARD OotoBer 18, 195^ Dr. E. 3. Braun, Clark Arlington County School Board lte6 north Qnlnoy stroot Arlington, Virginia Daar Dr. Braont Sho County Board in regular aaaaion on OotoBor 16, 1 5 * rseolvsd 9*> tha nttaohed letter from the Connlselon on PnBllo Education relative to a pnBlle hearing to Be held in Rlohnond on BovsaBsr 15, 1 5 * on 9*, tha question, "What oouraa ehonld Virginia follow In tha light of tha declalon of tha Supreme Court in tha cohool osrregatlon cases!". The Board roferrad tha natter to the school Board and alio moved to send a representative to the hearing, solely as an oBeervor and not aa a participant in the dlaonaelon. Hr. LundBerg or hie assistant me designated at the Board8 reprsssntatlvs. s Very truly yours. /a/ HRS. JKAHE D. SIMMQHD8, CLERK sgs �Statement proooatod V XT*. blizaBcth Q&roBoll,. Otoirmta of tha Arlington Sobool Board, Bsfore t e Virginia Corralscion oa'sdaoatloa at ths public fo hearing held la Blehaoal November 15, I95H: She Arlington County Board of Supervisor* referred to the Arlington School Board the invitation to appear Before year Soaraieeien. As chairman of this School Board and on its Behalf, ws respectfully euhnit to yon the following recommendations Birats He Believe that the aystam of pnBlio edueation in the Cocoonvealth of Virginia should continue to Be maintained end supported end the compulsory school attendance laws of the state should Be son> t it,nod in fo c * re, Seconds During the present interim period,. Before the final decrees of the Supreme Court directing hov the integration declelon is to be pat into effect, we ash the Casmiselon to nrga that calmness end restraint prevail in all acta and statements By citizens, in all official acts and statements, and particularly in any legislative action By th* Commonwealth of Virginia concerning the matter of integration of ths races in the public schools. Thirds We urge that local school Boards Be given maximum latitude as to the methods to Be used to sorry out ths decrees of the Supreme Court within the fremswork of the law of the Csamsonwealth of Virginia, Fourths As we have faith la osr American form of government and its provisions for duo process of law, it is the prayer of this Board that reoomaendations Bade By the Governor's Commission after tha final decree® of the Supreme Court have Been entered. Be legally consistent with such decrees. �For your information. (This statement is to he released to the newspapers Monday afternoon, 1Toy. 15.) The Arllisgton 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 ita Behalf, vs respectfully submit to yon the following recommendation; Firsts We holiove that the system of public education in the Commonwealth of Virginia should continue to he maintained and supported and tho compulsory EShool attendance lave of the stats should ho con­ tinued in fore®. Second; Baring the present Interim period, Before the final decrees of the Supreme Court directing hov the integration decision is to he put into effect, we age the Comalanion to urge that calmness and l restraint prevail in all ast» and statecenta By oltiaens, in all official sots aid statements, and particularly in say legislative action By tha Commonfsalth of Virginia concerning ths matter of integration of ths races in the puBllo schools. Thirds Vs urge that local school Boards Bs given maximum latitude aa to the methods to Bs used to carry out the decrees of the Supreme Court within the framework of the law of the Commonwealth of Virginia, Fourths Ae we have faith in our American form of government and Sto provision* for duo process of law, it is ths prayer of this Board that rscommsndationa mad® By the Governor's Commission after the final daoreti of the Supreme Court have Boon entered. Be legally consistent with ausB daoroee. Hovemb»r 15, 1951 * � 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 Arlington County School Board response to Commission on Public Education Description An account of the resource Copy of invitation to appear at Commission on Public Education meeting on November 15, 1954; copy of response from county board referring the matter to the school board and choosing a non-participating representative of the board, two copies of Elizabeth Campbell's address to the Commission on behalf of the School Board. 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 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource unknown Date A point or period of time associated with an event in the lifecycle of the resource 1954-11-15 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_3_5 https://projectdaps.org/files/original/43724824c863b150c4067ba176e1b24b.pdf 985ba79a33de021a0b0c0f8e6bcb542f PDF Text Text R ejy rin te d f r o m T h e Da il y Bo n d Bu y er o f O c to b e r 1 , 1 H 8 $ 1, 776,000 Arlington County VIRGINIA School Bonds SEALED BIDS for the purchase of One Million Seven Hundred Seventy-Six Thousand Dollars ($1,776,000) School Bonds of Arlington County, Virginia, will be received by the County School Board of said County a t the Arlington County Court House until 10:00 o’clock A. M., on the 1 4 t h D A Y O F O C T O B E R , 1 9 4 8, when said Board will open said bids and award the bonds to the highest bidder. The bonds are dated October 1, 1948, and bidders for said bonds are re quested to specify a single rate of interest which said bonds shall bear not exceeding six per centum per annum, in multiples of one-fourth of .one per cent per annum, interest being payable semi-annually April 1 and October 1. The bonds will be awarded to the bidder offering to pay not less than par and accrued interest for the same a t the lowest rate of interest, and if two or more bidders name the same lowest rate of interest, then to the bidder offering in addition the highest premium. Said bonds m ature serially in numerical order $16,000 bonds on October 1, 1949, $25,000 bonds on October 1, 1950, $35,000 bonds on October 1, 1951, $55,000 bonds on October 1, 1952, $75,000 bonds on October 1 in each of the years 1953 to 1960, inclusive, $80,000 bonds on October 1 in each of the years 1961 to 1972, inclusive, and $85,000 bonds on October 1, 1973. Said bonds will be payable in lawful money of the United States of America at the office of the County Treasurer of Arlington County, Arling ton, Virginia, or at a Bank or T rust Company in the City of New York, S tate of New York, to be designated by the School Board on or before date of sale, at the option of the holder and will be registerable as to principal only, or as to principal and interest. The validity of said bonds will be approved by Messrs. Wood, King & Dawson of New York City, N. Y., whose opinion or a duplicate thereof will be delivered to the purchaser free of charge. Each bid m ust be accompanied by a certified check payable to the order of the T reasurer of Arlington County, Virginia, for two per cent of the par value of the bonds bid for as security for the performance of such bid and as liquidated damages in the event of the failure of the bidder to accept and pay for said bonds. The right is reserved to reject any or all bids. Checks of unsuccessful bidders will be returned upon the aw ard of the bonds. No interest will be allowed on good faith deposits. The bonds will be valid and legally binding obligations of Arlington County, and the full faith and credit of said County are pledged for their payment. Dated: September 27, 1948, Arlington, Virginia, W A L T E R D. W A K E M A N , C l e r k o f th e C o u n ty S c h o o l B o a rd , A r li n g t o n C o u n ty , V i r g in i a . �� 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 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. 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 County School Bonds for Bidding, $1,776,00, 10/1/1948, 2 pages, verso contains handwritten calculations Description An account of the resource Announcement for Arlington County School bond bidding, reprinted from Daily Bond Buyer, 10/1/1948 Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Walter Wakeman, Clerk Arlington County School Board Date A point or period of time associated with an event in the lifecycle of the resource 1948-10-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s 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 19_2_4_1_6 https://projectdaps.org/files/original/695659d69eb47e66045a2ce3463c70be.pdf 29a7676c295b9f85d93bf5275ce16ab3 PDF Text Text ABlEtfGTON CODWTX, VIRGINIA ACTIVE TUBER'ULOS IS CASE LOAD * S AS O F JAMJABY 19 5% Tuberculosis All Forms** All Ages 1-9 Years lCV-11 ^ years 15-19 Years 20— 33 Years ho-59 Years 60 + Years 116 5 1 k 50 51 5 White Male 5^ 2 1 1 IS 28 k White Female Uo 2 2 21 15 Colored Male 13 6 6 Colored Female 9 5 2 Totals i 1 1 1 .. _ . (1) The Negro population in Arlington represents approximately b percent of the total; yet, within this group is found 19 percent of the total active case load. (2) National figures indicate TB is progressively Becoming a disease found more and more among older people and especially males. H 6 percent of the total case load is comprised of people over 40 and 6l percent of this group are male. (3) It appears that concentrated case finding should continue to he centered among Negroes, persons over i O and f especially males. (1+) While figures are not available to substantiate this observation, it is believed that the s m U egt number of X-rays taken in mass surveys are within these groups. (5) More and more patients receive antibiotics over a long period of time as a preventive measure. * Chest Clinic, Arlington Health Department ** Includes primary and secondary infections, tuberculosis meningitis and Infections of the bones. - Arlington TB & Health Assn, rebruary 195^ � 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 County, Virginia Active Tuberculosis Case Load As Of January 1954 Description An account of the resource Document, February 1954, issued by the Arlington Tuberculosis &amp; Health Association about the number and demographics of incidences of active cases of tuberculosis in Arlington County. 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 Tuberculosis &amp; Health Association Date A point or period of time associated with an event in the lifecycle of the resource 1954-02 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_22 https://projectdaps.org/files/original/865d5c45974cb634aaa7074ee59817b0.pdf 9c9f59a54c0acc9d4414cbea5e815cbc PDF Text Text / \ L..__.. > .. . J A R L IN G T O N E D U C A T IO N A S S O C IA T IO N • 915 North Stafford Street. A rlin gton, V irg in ia 22203 • (703)522-0850 Florence L President L K.tns-n f.» srner Vice President Harvey W Wynn Treasurer Lee Vosper Worth. Past President George R Long. Executive Board Weston Willis. Executive Board Michele B Milden. Executive Board Sharon E. Boyd. Executive Board Marjorie P. Sale, UniServ Director March 13, 1979 Mrs. Mary Margaret Whipple, Chairperson Arlington School Board 1426 North Ouincy Street Arlington, Virginia 22207 Dear Mrs. Whipple: At its regularly scheduled Delegate Assembly on March 12, the Arlington Education Association adopted the attached resolution expressing "no confidence" in Superintendent Larry Cuban and urging his resignation. The staff of the schools has witnessed the third year of recommenda­ tions from Dr. Cuban for salary adjustments well below increases in the Consumer Price Index. The impact on the employees I represent is a 12 percent drop in the value of the salaries received in just three years' time. In spite of well articulated advice through proper channels supported with data and rationale, the Superintendent has stubbornly refused to alter the pattern of his advice. The School Board was able to adopt a budget below that recommended by the Superintendent which included a larger pay adjustment, program improve­ ments and additional capital improvements without eliminating or reducing any current service. The resources were available when Dr. Cuban prepared his budget, and others came to light during the budgeting process. Still the Superintendent would take no initiative to protect the employees of the schools from a sharply diminished living standard. The salary schedule is now worth less real buying power than in 1967 and has lost $900 per step in just five years. Teachers now believe this will be Dr. Cuban's pattern as long as he remains here. We can stand no more. The draft of the attached resolution was discussed at our meeting in February. Delegates were urged to discuss the matter with the staffs they represent and come prepared to vote the consensus they received. After a full discussion and several amendments, the resolution was overwhelmingly passed. We urge the School Board to consider whether the good of the Arlington Schools will be served by Dr. Cuban's continued employment. MPS/ljf ■ Attachment O R G A N IZ E D T O A D V A N C E T H E P R O F E S S IO N A L S T A T U S O F T E A C H IN G ■ � 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 66, Personal Papers of Henry Gardner 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 Education Association (AED) letter to Mary Margret Whipple, chair of Arlington School Board, March 13, 1974 urging resignation of School Superintendent Larry Cuban. Description An account of the resource Arlington Education Association (AED) letter to Mary Margret Whipple, chair of Arlington School Board, March 13, 1974 urging resignation of School Superintendent Larry Cuban. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Education Association Date A point or period of time associated with an event in the lifecycle of the resource 1974-03-13 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s 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 66_1_1_1_112 https://projectdaps.org/files/original/bd8f71769d6208ef18cb447f3365a5cd.pdf f8481df625ea9a7e7565abe4fdde3eed PDF Text Text ARLINGTON EDUCATION ASSOCIATION 915 North Stafford Street Arlington, Virginia 22203 RESOLUTION OF DELEGATE ASSEMBLY ADOPTED ON MARCH 12, 1979: WHEREAS, Superintendent of Schools Larry Cuban has consistently exhibited a callous and cavalier attitude toward employees by presenting a series of budgets which have consistently lowered the standard of living of Arlington school employees, and WHEREAS, his reluctance to seek adequate financial support for the schools has resulted in a decline in morale which, if unchecked, will cause the deterioration of the Arlington schools, and WHEREAS, the Delegate Assembly of the Arlington Education Association feels that an "adequate budget" with a less than adequate salary improvement is a contradiction in terms, BE IT RESOLVED that the Delegate Assembly of the AEA has lost confidence in Dr. Cuban’s leadership of our school system and urges his resignation. � 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 66, Personal Papers of Henry Gardner 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 Education Association resolution adopted on March 12, 1979 calling for resignation of Superintendent Larry Cuban Description An account of the resource Arlington Education Association resolution adopted on Marcy 12, 1979 calling for resignation of Superintendent Larry Cuban Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 66, Personal Papers of Henry Gardner Creator An entity primarily responsible for making the resource Arlington Education Association Date A point or period of time associated with an event in the lifecycle of the resource 1979-03-12 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s 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 66_1_1_1_113 https://projectdaps.org/files/original/985b2ff1c04a2c7ee154c57ede4cc313.pdf 71c7effcfee16cd3941fe6a70298c10f PDF Text Text aav ll — No. 208 F rid a y , June 5, 1964 Arlington Eyes Total Integration SCHOOL BOUNDARY STUDY SLATED \ Com mittee o f 19 I To Be A ppointed By School B oard ARLINGTON - The County School Board Thursday night establish criteria lor the deter mination of school boundaries for the 196*66 school year. Citizens appealing before the board had requested a commit tee to study and make recom mendations. but accepted School Board Member James G. Stoekard's proposal for a 19-member committee to agree on the cri teria to lie used first. REDRAWING OK the school boundaries to eliminate segrega tion in the Arlington school sys tem has been proposed repeated ly to the school board. At pres ent. one-third of the schools arepurportcrily racially mixed. Howu.jever, nine-tenths of the Negro stu. dents attend Negro schools in the community. Chairman Ruth Cox stated o incut on the need for a ram. iiiillec, but she preferred a small one. Board Member Lasj lo Ecker-Racz proposed-a com mittee limited to criteria. Assured that die large com' inittee would have staff support, ‘ the board agreed to one oom’ posed of the following represen'•| fatten: Three members from the | County Council of PTA's, one '-'from the Civic Federation, one "(from Chamber of Commerce, or.e . from American Association of 5!Univ ersity Women, two from Civil --'Rights groups, the three presi- dents of the Parent - Teache-rs si Associations of the Negro schools. <| one from Arlington Ministerial Association ami five members a t 1 large. 1 i The board approved two ex ipense accounts. The "W-L Boost■ers (Crew)" are raising $10,000 | I to send the Washington-Lee High [School rowing crew, trained i>y ICharles Butts, to England to compete in the Royal Henley R eIgatta July 1 to 4. \ The board authorized the travel ]expenses for Coach Butts and also | for Supt. Ray Reid to attend a (superintendent's meeting at Har vard University July 5 to 17. THE BOARD approved the suIperintendent's reoommendation (for 196465 Industrial Arts sup plies totaling $15,538.43 and cusitodial supplies. $27,789.72. Other actions by the board included the recommendation { of the superintendent to agree lo request the County Board to appropriate $5,0011 for increase in retirement and social securi ty costs, and $7,B O for n e w O equipment required during the school year from the contin gency fund of Hie school bud getExpenditure of $2,153,973.88 |from school operating fund and .other routine items warrants is sued prior to board approval. Speaking for the re-drawing of school boundaries to allow mixed Iattendance in the schools, Charles IFunn told the board that his Idaughter had attended an inte|grated school, and lie believed site had greatly benefitted. J Cap!. George S. Burke, presi. dent of the Langston Elementary jPTA admitted that they were glad lo get Hie addition to the ‘ school but had hoped for re‘ drawing of the boundaries to go . across die street to include some ' white children. �HARVARD BUSINESS SCHOOL . u.ry received the B.S. in Bus-; BOSTON. Mass. - C h a r le s incss Administration. Richard Marshall, of Arlington, Recipient of the Wall Street fa , been awarded the National Journal Award and the Bernard cily Bank of Cleveland Fellow-1 Baruch Scholarship, lie was a ishlp (or study lwvard a Master's member of the Society of Amen-|dcsTee in Business AdministraMilitaryEngineers. C h c s s i;ion at Harvard Business School Club. American Ordnance Asso- here cratton, Sons of the American Marshall is graduating f . „ „ . . Revolution and the Association of oberlin College, Obcrlin, Ohio, the United States Amry. An honor student, ho was j ' ' WJnle a sen.or, he held the r.ink counselor for a year, aid a of first lieutenant, was active in <^ale 1 rhe uttlo United Na-| o intramural athleUcs and was a tions Assembly at oberlin. member of the Honor Committee; l a m b Ut h COLLEGE and the Economics Honor Society.: JACKSON, Tenn. - David M. A holder of tlie dean s list med- Wakefield, of Arlington, ai, and a wearer of Gold Stars.!graduated from Lambuth CoUegel he mil be commissioned a sec- here lvi[h a B.s . dcgree recently, ond lieutenant m tile U n i t e d VIRGINIA STATE COLLEG* States Army. PETERSBURG - Four ; *W1VB«S«TY. . students were graduated ORONO, Me. - Mrs. Mamie bachelor’s degrees from Virginia! E. Ferrell, a McLean High School [Slate College here recently. teacher, will attend the Univer They were: sity of Maine's summer Mathe Ellsworth L. Gibson. Merrifieldj matics Institute here. IAccounting); Vivian Tillman, Ar MICHIGAN UNIVERSITY lington (Secretarial Studies); ANN ARBOR, Mich. — Denis |[James H. Thomas. Falls Church Andre Jacques, of Arlington, (Chemistry); and Albert S. graduated with an L.L.B. degree I [Brown, McLean (Chemistry). from the University of Michigan DUNBARTON COLLEGE School of Law recently. WASHINGTON, D. C. - Kath The son of Mr. and Mrs. B. II. [ryn Therese McGrath, daughter Johnson, 4505 N. 19di St., Arling-'lot Mr. and Mrs. Daniel G. Mc ton, he is a B.A. graduate of, Grath. 810 Fulton Ave., F a l l s George Washington University, Washington, D. C., and attended jbar! Washington-Lee High School. hen WESLEYAN COLLEGE S I BUCKHANNON. W. Va. - nia Thomas A. Steele, of Arlington, horn leaves June 8 for a travel sem! p Pot J __ Births ARLINGTON HOSPITAL June J Mr. and Mrs! Micliael S. Clark, Arlington, girl. Mr. and Mrs. Richard M. Cock-1 rill. Vienna, boy. Mr. and Mrs. Adrian J. Schoch. lington. Bom near Harrisonburg, V a .J iJ tZ I L H , U lie played the organ, piano and; accordion. 1 A pit musician for five years “• in Hollywood, Calif,, during the! days of silent movies, he came) Russell Thomas Scott, 117 E. to live in the Washington area|Glendale Ave., Alexandria, died in 1932. [Wednesday at Alexandria HospiMr. Whitesel was known as Mr. Scott was 45. Eddie to his friends. He worked World War H veteran, he of the offices of Myer Davis was deputy chief of, staff in the and Sidney in the District before Messenger Division, Department spending five years with Pete |of the Air Force. Macie's orchestra in the forties. t is survived by his Until his retirement in 1957. he [widow, Mrs. Bemcll F. Scott of ■orked nine years at the Hi Hat the home address; three daugh Lounge in the Ambassador Hotel. ters, the Misses Deborah, Denice Mr. Whitesel was a World War| and Doreen Sootl; his mother, I veteran during which time lie Mrs. Josephine M. Scott of Alex served in France with the 116th|andria; and an aunt. Miss Ann [Division. Horak of Alexandria. is survived by his widow. Friends may call af (he Cun [Mrs. Bernice L. Whitesel, of the ningham Funeral Home. Cameron address; two sisters. Mrs. and N. Alfred Sis., Alexandria until 11 a.m, Monday. ,F o r M o n d a y � 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 Eyes Total Integration, School Boundary Study Slated, Committee of 19 to be Appointed by School Board, June 5, 1964 Description An account of the resource News clipping regarding a County School Board agreement to appoint a committee to establish criteria for the determination of school boundaries for the 1965-66 school year. Two pages. Text is one page, second page is back of clipping. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1964-06-05 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_3_6_3_20 https://projectdaps.org/files/original/48e228f8ff209f6b74723cea00c29fcc.pdf 2e6e8e84c507bb7134d4cfd7d5d948dd PDF Text Text y i» Arlington facts i f on Segregation and Integration in the Public Schools if fWby this fact sheet is published) The United States Supreme Court on May 17, 1954 ruled that public school segregation of white and colored ;«pils is unconstitutional. 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 lawj for the policy of separating the races is usually interpreted as denoting tho inferiority-of the Hegro group. A sense of inferiority affects the motivation of a child to loam. Segregation with the sanction of law, therefore, has a tendency to retard the educational and mental development of Hegro children and , to depAva them of some of the benefits they would receive in a racially . integrcnod school system. . ... * * • o • • • • • • > • » • • • • e • e • i\ "Wq conclude that in t e field of public education the doctrine of h, 'separate but equal' has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others Similarly situated for whoa tho actions have boon brought are, ly reason of tho segregation complained of, deprived of the equal pro­ tection l f the law guaranteed by the Fourteenth Amendment." o , The S p f m Court then set for argument, at its 1 5 . fall term, several f uJee 94 questions concerning public school Integration, among which is the following) "Might the Court exercise its powers for a gradual adjustment from segregated to nonsegregatod schools?" ■< In Arlington County, as In all other parts of Virginia, segregation of tho races is n l ' n y traditional in the public schools, but it la required by state ojol to Constitution. help and counsel In planning • .1 the Arlington School Board on Juno 12th appointed ai o r t t e of 30 citisens to study problems relating to integration qarte In the aohodlo of the county. if . , , W 1 ’ 1 -■ �2ho Integration C s n o s ittoo baa held two Heatings, One, on June 23rd, was for purposes of organization. At tha second masting, October 18th, the mashers of tha Integration Committee voted unanimously to recomaend to the School Board that the cownmity be kept informed as to evary more in the adjustment between segregated schools and integrated schools. Tha coMDittec asked that a "factual reporting sheet" be published for community distribution, sotting forth briefly all Important developments ro­ uting to the mattor of integration on local, state and national levels. This is the first Issue of the factual reporting sheet. The members of the school board and the Superintendent of Schools request that you read it carefully and keep it for reference. Signed! T Eduard Rutter, Superintendent of Schools . Elizabeth Campbell, Chairman, Arlington School Board Bernard Joy E R. D a e r . rhia Warren C a oc L. Clark Keating White and Colored School Enrollment in Arlington Arlington has five public schools for negro students with a total enrollment this year of 1165 pupils. White public school enrollment totals.19,350 in 39 different school buildings. Negro enrollment is slightly less than 6$ of the total. The white and colored enrollment In the county ia distributed by ago groups as follows! Negro White Elementary (Grades 1 through 6 ) 766 11,576 Junior high (Grades 7 through 9)277 A,393 Senior high (Grades 10 through 12)1223,107 �Tha colored oohsola In Arlington, vith their locations end tho number ar&— of pupils snrollcd In each ia au follows: 1. Hoifaaa-Boaton junior-senior high eohool, 1415 South Queen Street. This building houses all negro junior and senior high school students In Arling­ ton public schools, 399 In all. (116 In seventh grads, 90 In eighth, 71 In ninth, 59 Is tenth, 30 in eleventh, and 33 In twelfth.) Drew elementary school, 25th and South Lincoln Streets, 296 pupils. Hoffman-Boeton elementary school, 1520 South 14th Street, 151 pupils. / — Keeper elementar school, 2035 South Lincoln Street, 123 pupile. y Langston elementary school, 4854 lee Highway 196 pupils. The number of whits and negro classroom teachers and librarians In tha Arlington public schools la aa follows: Classroom teachers Negro 50 Mhita 776 librarians 2 29 cJl Tbeobsrs and Librarians in Arlington's whit* and oolared-aehools must moat identical requirements as to training and state certification. All odeeed teachers and other employees of the Arlington eohools are paid dB the sene salary socle airwhite espleyeso. 4 beginning teacher In tha Axling• eohools, holding a bachelor's degree from an accredited college or university hot without experience In a regular teaching position. Is now paid #3300 a year. Annual Increases are given to a maximum of 15,000 for t«achars with bachelor's dagraaa. A teacher with a master's degree is paid $3600 ae a beginning salary and ■ay advance to $5500. Arlington has two colored school principals and cue colored instructional supervisor. \ �-4Children in Arlington's colored schools, the camo as those in white schools, reccivo regular instruction from specially trained helping teachers in the fields of Music, art, physical education and epesotu DecisionJg State Attorney General Ten days after the Supreme Court deoision outlawing segregation. Attorney General J. Lindsay Alnond, Jr., of Virginia, rendered the opinion that the pro­ vision of the Virginia Constitution and that in the state school law providing tut segregated public schools («a quoted alwie) are still in foroe. The Supreme Court decision of May 17th included an announcement that the high court would hold a later hearing (new set for December 6th) to determine how segregation should be put into sffoot. The ruling by Attorney General Almond referred to the announcement ty the Supreme Court that it would hold a later h a i g , Mr. Almond'o ruling reads ern, "Feuding a final adjudication, it is ry opinion that Section 140 of the Constitution of Virginia, and the statute enacted pursuant thereto, remain intact and unimpaired, imbued with full legal validity and effloacy." Ruling br State Superintendent of Publio Instruction a The Superintendent of Public Instruction in the Stats of Virginia on Kay 87th directed all city and county school superintendents to proceed with plane fir the 1953-1954 school year on the some basis of segregation as that which was previously in effect, Arlington operates its public schools u»der the authority of the Virginia State Board of Education, as regulated by the State Constitution and the Cede of Virginia. The Constitution of Virginia provides In Artlols XX, (Adopted in ■Brse echoolp fo maintained— The General Assembly shall establish �and Maintain an efficient cyatsm of public fraa schools throughout tha State." Section 129, (Adopted in "Canralsorr. educetloa— The General /nssmbly any, in its discretion, proride for the oempulsoiy education of children of school age." Section 138, (Adopted in KWed ewhoole prohibited— Whit* and colored children shall not be taught in the some school."Section 140, (Adopted in Virginia School laws, in tha Code of Virginia, amplify the provisions of the State Constitution os follows: aid oOlond doyqod8«* Whit# And oolorvd n r c n i shall not bo esti te\^rttnVSilSe «cho^*^rteh«ll bo taught in echoolo, under the sane general regulations as to management, uaefuUneas and efficiency,," Article 1, Section 22-221. Under this section the following explanation is given, based on court de­ cisions! "Equal facilities must be afforded to each race where there la segregation in the public schools. "Absolute equality is impractical, yet substantial equality la re­ quired by the mandate of the Fourteenth Asendmont to the United States Constitution. Questions of mere expediency or the difficulties which school authorities nay have in securing that constitutional right may not be considered,1 ’ "Compulsory Attendance— Agos of children required to attend.— Every parent, guardian, or other person Is the Coranoiwealth, having control or obarge of any child, or children, who have readied the seventh birthday and have not passed the sixteenth birthday, shall send snob child, or children, to a public school, or to a private, doncainatlomal or parochial school, or have such child or children taught by a tutor or teaaher of qualification prescribed by the State Board and ap­ proved by the division superintendent in a home, and such Child, or children, shall regularly attend auoh sohool during the period of eaeh year the publio schools are in session and for the same number of days and hows per day as in the public Bohocde." Article A, Section 22-251. Ag&g».jn. b a l Yvaa Governor Thomas B. Stanley, in an address in Arlington, October'5th, stated: "I will use all legal means we can find to preserve segregation in Virginia." �A poll of Virginia legislators, both dolegafcse and senators, Ms t k f (uk a a t lr­ ing the ■loner and a e t d a strong desire to retain goes farm of segregated bte schools in Virginia. On August 28th, Gcrro a r Stanley appointed a 32-msabw conmlasioii of the ro General Assembly to frame a state policy on the issue of school segregation. Two Arlington sen; State Senator Charles Fonwiok and Delegate Maynard Magrudor, are maaber* of this eascinalen. toiwmaimt ban now boon made that the oaemission appointed ly Governor •U>ley Kill hold a public hearing on November 19th 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 inte­ gration, Tha Arlington County Board appointed County Manager A T. Lundberg to at­ . tend the heari as an observer. Members of the Arlington School Board have ng also been ashed by the County Board to attend the hearing. Tba Virginia School Boards Association will discuss the Supreme Court ruling on segregation at their annual meeting in Richmond, October 27th end 28th. It is expected that some abatement of policy may be made by the organisation at that tlmo. � 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 Arlington Facts on Segregation and Integration in the Public Schools Description An account of the resource Fact sheet published for community distribution on important developments relating to integration on local, state, and national levels, includes excerpt of Supreme Court ruling. 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 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Committee to Study Problems of Integration in the Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_19 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/d29c6e322bcb72bf102d3624949f63dd.pdf ddc1c66f14809c95d4bc04de8d39ad28 PDF Text Text ADMINISTRATIVE BOOK?: school h a k e XMEmm an» o m m n o s study TERSE SHIIOR HIGH SCHOOLS AND ONE JR-SS HIGH SCHOOL AS OF OCTOBER« 1362 Report Submitted ^aauapy k, X?S3 Arlington County Fn’lic Schools o Office of the Superintendent CC'Nulte �Preface T M s study was undertaken at the Superintendent's request* in cooperation with the High School Principals* Definitions and worksheets used in collecting and organizing the data were cooperatively develojjed (see Exhibits and 25)» Worksheets were completed by the High School Principals or their assistants, and tabulations and analysis were developed by the Administrative Analyst, Mrs„ Dorothy White contributed long hours of tedious and skilled effort in producing the tabulations and preparing the tables for reproduction. As a pilot effort in objective analysis of facilities and patterns cf utilization this project has been something of an experiment* The tables contain a great deal of information which ©ay provide insights not covered in the narrative of this report, when analyzed by administrative and supervisory staff members close to the schools and programs covered. Evaluation of the significance of the data must rest in part on value judgments, at this stage of development< Validated criteria on the proper » amount of space per pupil in various types of classes, or on what constitutes full and efficient utilization of a building# do not sees to be readily availablec Such criteria# of course, will depend upon many variables related to the kind of program being offered and the amount of flexibility designed into the particular school facilitye Nevertheless, certain broad indications on inadequacy of space do appear obvious# and are suggested in the analysis which follows,. �SCHOOL PLANT INVENTOR? AND UTILIZATION STUDY THREE SENIOR HIGH SCHOOIS AND ONE JR-SR HIGH SCHOOL October,-, 1962 LIST OF TABL&S AND EXHIBITS *1, *2. *3, b_ . 5s 6, 7, *8, 9, 10, 11, 12, *13, 14, 15, 16 17, •18, 19, 20, 21, 22, *23. 'h £„ 25, Comparative Summary Data Availability and Utilization of Classroom Space Summary of Room Utilization Utilization of Instructional Areas,, by Type of Area, Washington-Lee High School Utilization of Instructional Areas, by Type of Area, Hoffman-Boston Junior-Senior High School Utilization of Instructional Areas, by Type of Area, lorktown High School Utilization of Instructional Areas, by Type of Area, Wakefield High School Summary of Class Size Data Class Size Data, by Subject Fields, lorktown Senior High School Class Size Data, by Subject Fields, Washington-Lee Senior High School Class Size Data, by Subject Fields, Wakefield Senior High School Class Size Data, by Subject Fields, Hoffman-Boston Junior-Senior High School Summary of Class Situations Class Sizes, Meeting Places, and Per Pupil Areas. by Subject Area, Hoffman-Boston Junior-Senior High School Class Sizes, Meeting Places, and Per Pupil Areas, by Subject Area, Washington-Lee Senior High School Class Sizes, Meeting Places, and Per Pupil Areas, by Subject Area, Wakefield Senior High School Class Sizes, Meeting Places, and Per *upil Areas, by Subject Area, forktown Senior High School Summary of Teaching Station Situations of Individual Teachers Teaching Station Situations of Individual Teachers, Tcrktown High School Teaching Station Situations of Individual Teachers, Wakefield High School Teaching Station Situations of Individual Teachers, Hoffman-Boston Junior-Senior High School Teaching Station Situations of Individual Teachers, Washington-Lee High School Physical Education Facilities and Classes Codes and Definitions For Use in School Facilities Inventory and Utilization Study "Worksheet A" (Form used by High School Principals in preparing data for the study) Tables marked with an asterisk are Summary Tables The other tables are back-up tables. �APMINISTKATIVE REPORT SCHOOL PLANT INVENTORY AND UTILIZATION STUDY THEES SENIOR HIGH SCHOOLS Ai© ONE JR--SK HIGH SCHOOL AS OF OCTOBER, 1962 Introduction The objectives of this study were threefold: facilities in the Arlington County High Schools: (1) Provide an inventory of the existing instructional (2) Provide a comparative analysis of the patterns of utilization of the facilities, including effects of identifiable factors and choices on the patterns of usej (3) Assist tha High School Principals in clarifying the strengths and weaknesses in existing facilities, problems in fitting current programs to facilities, and any possible approaches to even more effective utilization of the facilities, The tables provide detailed data on the number and kinds of teaching stations available in each school, patterns of use for each type of station, class sizes, "teaching-learning” situations of individual classes, and the effects of current pi-actiees— in combination with program requirements, enrollments, and limits on available space— on the daily schedules of individual teachers. The narrative preceding the tables describes some highlights of what the data show, some inter pretation of contributing factors, and some additional information not covered in the tables. Explanation of the Tables The tables constitute a kind of pyramid of data, ranging from specific details by school on one type of factor, through summary comparisons of each type of factor for all four schools, to the overall table of comparative data (Table 1), �2 - - Thus, for example, Tables patterns of room utilization. are the basis for Table 5, which provides a comparative summary of Only the summary tables will be discussed here. The backup tables are included for persons who nay wish to look at specific situations in individual schools. Comparative Summery Data Table 1 provides comparisons of key factors among the four schools, Cate shown in purple provide general background on the size of facility, scope of program,, and degree of crowding (% sf "Class Capacity," explained in the following section, and not the same thing as rated pupil capacity), for each school, Sata shown ia green deal with factors for which a higher percentage is presumably favorable, (The only item on which the favorable nature may be questionable is the % of classes under l6 students:1 Items shown in red are items for which a higher score presumably is less favorable. Availability and Gtillzation of Classroom Space Table 2 shows the total daily class-scheduling capacity of each school, by type and size of rooms, the numbers of classes actually scheduled, and a percentage which represents number- of classes scheduled divided by number of periods available, for each class of rooms, (Physical Education facilities and classes generally are excluded from the tables because the nature of the data and the way they were reported preclude comparable treatment,) The "Periods Available" column for each school represents what could be called its "ffeximum Paily Class Capacity," based on a six-period schedule, (Thus, the number of suitable teaching stations for the school is the maximum class capacity divided by six,) The difference between a school’s rated pupil capacity and its maximum class capacity may be seen in the following table: �-3- HOFFMANBOSK® WAKEFIELD WASHINGTONLEE KOSKTOWH A. Sated Pupil Capacity1 650 2025 2, 62-63 Enrollment"’ " 6?4 2319 3, 62-63 % of Rated Capacity! 103.7# UA.S# 107,556 112,3i! Capacity^ 186 k7k 498 32^ Dai3y# Classes Scheduled2 158 m 'OS 231 ka Kaxiraum Daily Class 50 6, % at Class Capacity^ 85SS 98% 2000 21^9 w ItOO 1571 - 90% ^Safca from Arlington County Public Schools , Department of Research, ’Secondary School ’ Keabership by Schools! A 5"*5tear History of Actual Membership and a 5-^ear Projection Based on Survival Rations," November 19, 1962, p Exclusive of Physical Education facilities and classes. Ae indicated in the table, Wakefield High School has the largest rated pupil capacity, at 2025 students, Washington-Le®» however, has the highest class-scheduling capacity (exclusive of Physical Education), with 2h more available classroom periods than Wakefield has. In other words, although Wakefield is supposed to handle 25 more students, Washington-Less has four Bore classrooms available. From the data shown above it is possible to develop another interesting set of comparisons-; �-4 - HOFFMANBOSTON m WAKEFIELD WASHINGTONLEE TORKTOWN Enrollment 2, Number of Classrooms 3= Pupil/Clasaroom Ratio 2319 2149 1571 31 1, 79 85 54 21,7 29.4 25.9 29.1 Probably the most meaningful indication of the relative loading of the four schools, in terms of their ability to schedule classes as opposed to their rated pupil capacity, is the Pupil/Claseroom Batio, la rounded numbers, the three different ways of looking at a school’s pupil load line up as follows; HOFFMAN ™ BOSTON % of Bated Pupil Capacity Pupil/Classroom Ratio WASHINGTONLEE TORKTOWN 104 115 108 112 85 98 88 90 22 29 26 29 % of Maximum Daily Capacity WAKEFIELD Thus, Wakefield and ^orktown are noticeably more crowded than are Hoffman-Boston and Washington-Lee, While Torktown appears in a much more favorable position on the percent of maximum daily class capacity, this position apparently results in part from differences in other areas. For example, classes have 31 or more students, while only i&% of Wakefield's classes hare more than 30. of Torktovra’s �•5" Some tentative indications seem apparent on how much of an overload above rated capacity a school can absorb before real deterioration of "teaching-learning1 situations begins to occur.. 1 Roughly speaking, an overload up to about 10% does not appear to create particularly undesirable situations in the case of Arlington’s high schools with the current instructional program. Above this figure, as in the case of Torktown and Wakefield, compromises of desired scheduling criteria begin to become necessary— value judgements must be made in choosing "lesser evils," Analysis of the various tables reveals that different schools have tended to select different approaches .in making the required compromises. Again it should be noted that the above indications of the degree of crowding do not account for physical Education classes or facilities. Ironically, the two schools with the highest overload are relatively we3,l off in this area of instruction, Washington-lee and Hoffman-Soston, on the other hand, are rather severely overloaded with respect to available Physical Education facilities, This matter is discussed below in connection with Table 23, Summary of Room utilization Table 3 summarizes data for til® four schools on the number and kinds of teaching stations available and in use and on patterns of use, Weshington»Lee and forktown can be seen to have a higher proportion of regular, or general-use, classrooms, a condition which increases flexibility and should permit these schools to carry a slightly higher percent of "overload," Xorktown apparently is carrying a reasonable overload, Washington-Lee could handle more students only at the cost of further deterioration in its Physical Education situation. While Hoffoan-Boston has the lowest proportion of regular classrooms, this is largely because its total number of rooms is much smaller. �-6Some of the choices among conflicting values become apparent in comparing Sable 2 and Table 3, example = For Wakefield is shows, by Table 2 to be the most crowded, with forktown the next most crowded. The gap between the two actually is less than the percents of class capacity alone would indicate (as discussed in connection with the table on page 4, above). While slightly' less crowded, forktown nevertheless is making fuller use of its available scheduling capacity in regular classrooms and most types of special classrooms. This higher utilization of conventional classrooms contributes to the much lower percent of classes for Vorktown which are required to meat in other areas and temporaryadaptations. This has been achieved, however, at the cost of other values which traditionally have been held to be important. compared to Bin© percent of Yorktown’s rooms are used for three or more subject fielde, for Wakefieldo compared to 1056 for Wakefield, Twenty percent of Torktown’s rooms are used by three or more teachers, The impact of this pattern on teacher travel will be seen in the dis cussion on Table 18, below. Summary of Class Size Data and Summery of Class Situations Table 8 summarizes and compares data on class sizes for the four schools, data on class sizes by subject fields, for each school.) situations of individual classes in the four schools. (Backup Tables 9-12 provide Table 13 provides comparative data on the (Backup Tables lb-17 provide similar data by subject field®, for each school.) Variations in class size data may be attributed to various factors, Hoffman-Boston has by far the highest proportion of classes with 15 or fewer students— -probably because Hoffman-Boston is the least crowded. The other three schools all are close to the four-school average in the percent of classes with �-715 or fewer students0 At the other end of the scale, Hoffman^Boston and Wakefield both approximate the four-school average for percent of classes with more than 30 students0 average proportion^, while Washington-Lee has about half of ito Yorktown has about double the These differences cannot be ascribed primarily to the use of team teaching* since all three Senior high schools have it* and Wakefield uses the practice almost as much as Yorktown* Surprisingly * turning to Table 1 3 Yorktown®~whieh has the smallest percent of classes meeting in nou-classioosj areas* and has the highest percsnt and number of classes over 30— has the lowest proportion of crowded classrooms* This may b© in part a positive result of the choices which cause lorktowuss teachers to do the most traveling* In other words6 Yorktown apparently has done the best job of matching class size to room size* by requiring more of its teachers to teach in two or more classrooms,, The high proportion of crowded classrooms for Washington«Lee appears to be largely a result of the size of that school*s classroomsc Most of Washington~I.ee9s regular classrooms are slightly under 600 square feet in area*, while most of the regular classrooms in Yorktown and Wakefield are larger than 600 square feet.. classes with more than 20 square feet per pupil* of course, are not necessarily housed adequately0 special classrooms a higher amount of area is needed* (All In most There seems no room to question* however* that less than 20 square feet per pupil constitutes a crowded situation not conducive to most favorable ”fceaching~learning" conditions„) Another indication of the results of different choices in scheduling is shown in Table 13* While 10# of Wakefield’s classes meet in other instructional areas, including undesirable temporary adaptations* the figiire for Yorktown is less than 156, About half of the difference, however* is represented by classes meeting in special classrooms designed for subjects other than those being taught0 Ten percent �1** 8 of Torktown's classes are in. this category, compared to only 6 percent for Wakefields Summary of Teaching Station Situations of Individual Teachers Table l8 summarizes data on the situations of individual teachers, for the four schools. Comparisons by subject fields can be obtained from the backup tables, 19-32, Again, the results of differing value choices are apparent, proportion of teachers who teach in inappropriate stations. Wakefield, for example, has the greatest But Wakefield also has the lowest proportion of teachers required to teach in three or more different places. Physical Education facilities and Claeses Comparable quantitative analysis of the data for physical education facilities and classes was not possible because of wide variations la circumstances and methods of reporting. Several basic facts seem quite apparent, however, in Table 23. Wakefield and Torktown, the two newest high schools, have Physical Education facilities which would have been considered luxurious a few years ago but which arc just adequate to house the kind of comprehensive program needed to meet physical fitness goals recently recommended nationally. There is no doubt that on a nationwide or statewide basis Wakefield and Yorktown would be near the top in Physical Education facilities. Present programs put more of a strain on Wakefield’s facilities than on "forktown’s. While lorktown does not use all its facilities every period, Wakefield does, Washington-Lee and Hoffman-Bostoa, however, do not have anywhere near the capacity to handle physical education programs comparable to the two newer schools, less than half the plant capacity of the other two.- Xn very rough terms, Washington-Lee has slightly This circumstance affects the way Washington-Lae must schedule its program, as described in the return submitted by that schools �■9= Gym,— -Boys and Girls-"'Arbitrarily divided in three teaching stations, two on gymnasium floor and one on b a l c o n y The balcony has little equipment beyond a trampoline, a few mats and a marked shuffle board area. Eleventh grade physical education is scheduled for tlie entire year. There are three to four health classes scheduled, depending on the period. Health and Physical Education for the 10th grade is scheduled on a 9*18-9 wsek, Meaning 9 weeks of physical education followed by XB weeks of health and a return of 9 weeks of physical education, There are five such classes each period which must Slave teaching spaces. It is obvious that we cannot accommodate all these health and physical education classes in the 3yo, These conditions exist even in the absence of any program of Physical Education for the 12th grade! Additional Information for Individual Schools In addition to the comparative data shown in the statistical tables, each school reported certain individual factors which should be noted for a complete picture of the situation in that school, Wakefield The data definitely i'how that Wakefield is sore crowded than the other schools.. Also, while the most crowded, and with the greatest number and percentage of undesirable ,teaching«Iearning” situations, ! Wakefield appears to be making slightly less use of its available classroom space. For these reasons, a more detailed analysis was made for Wakefield High School, The results of this analysis are contained in a separate administrative report, which is attached as Appendix A, Specific classroom rearrangements suggested in the Appendix are not considered desirable by the Wakefield 3taffv for a variety of reasons. Remarks contained in the Wakefield Worksheet identify the following additional needs for modification er added equipment, not covered in Appendix At (1) Folding tablet armchairs for Music Classroom 110, (2) Preparation of unexsavated areas in the basement as additional locker and shower space. �Yorktown la general, Yorktown appears to have a satisfactory blend of program, facilities, and enrollment, Shis relatively favorable situation is reflected in the general lack of special comments contained in tils Yerktowii Worksheet, Only two Yorktown classes presently are scheduled for areas other than appropriate classrooms, ares Shay (1) Journalism, taught by Tuell, in Bo o b 134, ths second periods and (2) Advanced Composition, taught by Glynn, in Boom 134, the 4th period, Baca 134 is a small room with no windows and limited ventilation, 1’ ueil works with the newspaper staff in the same roes the period proceeding his Journalism class, Glynn works with tha literary magazine staff there the last period of the day. If iks disadvantages of the room outweigh the advantages of location to the teacher, other more comfortable space ia available for both classes. She Journalism course, with 20 students could meet either in Soon 116 (Music room, used for Health classes first and third periods) or in Boos 29 (as Art classroom), She Advanced Composition class, with eight students, could meet is Rocs 223 (a Regular classroom), Boos 212 (Distributive Education room) or Scorn 217 (Bookkeeping classroom). Probably the most undesirable situation at present i3 the scheduling of two Commercial Mathematics classes into the Metals Shop (Kooa 33)* On® of the classes, meeting th® third period, could be moved to nearby Boos 26, which is i\sed other periods for Health classes, Ths other, meeting ths fourth period, could meet in one of tha three places suggested above for the Advanced Composition class* (Storage and display of training aids sight ba a problem in such a move, however,) Ironically, only one Metals class (second period), with 22 students, is taught in the Metals Shop, and only two Wood classes (first and fifth periods) are taught in the Woodworking Shop, If a plan could �11- ■ ’ worked out to combine those two facilities, an added 1250 square feet for other instructional use could oo be obtained, Eemarks contained in the lorktovn Worksheet identify the following needs for modification or added equipment, to improve the utility of existing space; (1) Modification of Regular Classroom 130 into a Chemistry teb, This room now has on® bisilt=in demonstration stand, with gas, water, end electricity in the front of the room, (2) Addition of blackboards and bulletin board to improve utility of Husic Rooms 15 and 16 for general use, (3) Provision for bettor ventilation in the Chemistry Lab, Room 131, An additional 2500 square foot area ia occupied at present by the studios of WETA, Washington^Lae All 15 of the W&ahingtoavLee Blasses listed as meeting in inappropriate areas are Health classes. Other Health classes not counted In this study meet for part of the year, in various available classrooms. The study hall pattern, at Wasliisigton-Lse is different from those for the other senior high schools, Washington-iae has three rooms designed and labeled specifically as study halls. Study halls are now Ehs scheduled in two of these rooms and in various classrooms, /third study hall room is used for Health classes. Those three rooms could f e modified into large regular classrooms with flexible dividers to e convert to as many as six smaller teaching stations as required, Shis modification is one of the needs listed in the Washingtotn-Lsa Worksheet, So b ® tsars taught classes now using the auditorium eeuid then bs snitched to such classrooms. The auditorium could bs used for study halls, as i« the practice in the other senior high schools, Rsaarks in the Kashington-Lee Worksheet identify ths following additional nesds for modification �= 12- os- additional equipments (1) Added storage space,, blackboards or bulletin boards, Iscturne, or "lit®=out" curtains, for 34 different classrooms, (These aro items of equipment already generally installed in Wakefield and Torktown,) (2) Folding era chairs to permit snore flexible use of Music classroom 123» (3) Completion of the modification and equipping of rooms 505 and 306 as reading classrooms, (4) Enlargement of the library, to meet ALA standards and add needed shelving space, and the addition of eaall rooms for conferences, small groups, teacher research and planning, etc. Hoffman--Boston The Koffmas-Boston Worksheet did not include any specific remarks on needs for modification of rooms or provision of additional equipment. The five classes for Hoffnsan-Bosfcoa which are scheduled in .iQB-olassx'Oom spaces include two Heading classes in the clinic, and three "Physical Education and Bealtti” classes in the Cafeteria, There do not appear to be any suitable alternatives to the present locations for these five classes, Styncary and Conclusions A situation as kaleidoscopic as tbs subject of this study cannot really be summarized. Some of the overall indications of the date, ara highlighted in the following statements? io About 65 classes in the four schoole=~5# of the total number of classes<==are meeting in situations which ars considered undesirable and which would not exist in the absence of crowding. {45 of the 65 classes so identified are in Wakefield,) 2, Twenty classrooms, representing 8$ of the total counted, are used for three or more different subject fields, (23^ of the claasrooas in Bcffaan-Boatou arc so used, 91" of those in lorktowa, €% in Washington-Lee, and 5% in Wakefield,) �>133s Forty-one classrooms, or 16% of the total counted, are used by three or more teachers» (Torktown 20%, Hoffnsan-Eoston 19%, Washington-La® 18%, and Wakefield 10%.) b, Of 1350 separate classes in the four schools, l6b 9 or 12% have 15 or fewer students, Hoffman- Boston has 22% of its classes in this category, Torktown 12%, Washington-Lee 11%, and Wakefield 10%, IAt the other extreme, 220, or 16% of the classes have 31 or sore students, torktown has 30% of its Iclasses in this category, Wakefield 16%, Hoffman-Boston 14%, and Washington-Lee 8%. 3 , la 1?1 classes, 13% of the 1350, there is less than 20 square fast per pupil of floor area. This indication of crowding is true for 20% of Washington-Lee classes, 13% for Wakefield, 6% for HoffmanBoston, and k% for Xorktowzu 6, Physical education facilities are difficult to compare, A rough Indication of the differences among schools say be provided by dividing pupil enrollments into available square feet of gy® space, Hie resulting figures for square feet of gya space per pupil ares Wakefield 13,0; Torktown 10, b; HoffsaE-3oston S,2| Washington-Lee 6,1, From the above highlights and from the remainder of the preceding discussion and the statistical tables, the following general conclusions sees reasonable1 1, The space utilization pattern reflects the known fact that Arlington's High Schools have enrollments above their rated capacity, 2, All four high schools studied are doing a good yob of maximizing the use ef their available facilities, although they tend to make different choices in compromising among undesirable alternatives. 3, Physical education facilities are inadequate by today's otandards in Washington-Les and IHcffman-Boston, �-1*»- k* Wakefield High School will need about SIts additional classrooms, et least ' for the next two or three years, 5. .Suggested equipment and renovations for Washington-!.®® would help to improve the school's plant to make it more nearly comparable to the two newer high schools, 5?k® ultimate meaning of this analysis is5 of course, a matter of viewpoint. It can be shown that the overwhelming majority of high school classes are housed in adequate classrooms, Xt can be anticipated that within five year® the crowded situation will be eliminated by a decline in enroll ments, Xhere ar® positive elements in the present pictures double sessions have not been necessary? the scheduling of classes or study holla ia libraries has bees avoided completely. Stoat important of all, an exceptionally rich and varied instructional program along with a small student "overpopulation" has been accommodated without any really bad situations. Compared to most places, Arlington is well off, even with some crowded conditions, She other elds of the picture also should be noted. so that all students are not yet similarly housed. Marked differences in facilities do exist, Space for student activities is limited. flexibility is needed in programming for such innovations as team teaching. Increased At the same time, the proportion of special classrooms such ss science or language labs, is creeping up, Xt is not a good practice to have to schedule classes in language laboratories end then have teachers constantly exchanging classrooms so other classes can use the facility, She impact of instructional program on needs for facilities and on utilization patterns else should be recognized (see paragraph 3 of Appendix A), Original rated pupil capacities for high school buildings aay be rendered invalid by marked changes in program, some of which already are evident. Other changes �-15may be anticipated is tha near future, This study, a first attempt at defining Arlington's high school plant situation is depth,, raises mors questions than it answers, sore "probabilities’ than conclusions* Nevertheless, it does provide much quantitative information on circumstances generally observed and known be teachers, principals, and supervisors- It seems to suggest, also, both the possibility and desirability for basic continuing plant inventory/use records in the future- sobs kinds of All space in a school, including office and storage space, should bo included to complete the picture in say future analysis of this typeChanging program patterns, and the probability of more substantial program changes in the future, suggest a need for further study to evaluate- long-range school plant needs for the Arlington sshoolsEnrollments are only one factor in needs for facilities construction or modification. Since Arlington has experienced most of its population growth, the amount of future construction will probably b® small- St will be especially important that any new projects be part of an articulated long-rango plan to improve instructional adequacy and increase flexibility to meet changing needs. Careful attention should bs given to what and h i / we stay teach In ths coming decades as a basis for planning oand evaluating not only new construction but also proposed modifications j In ths interim, one possible short-range solution to overcrowding is portable classrooms- This approach should ba carefully studied before adoption, as the limitations and pitfalls may outweigh the advantages in aany cases. The application of such classrooms in Arlington would bs very limited by comparison with most systems where they have been used successfully, Cliasat® and community attitude are important factors- Satisfactory portable classrooms may cost one-half or two-thirds as much as permanent additions, depending on the engineering requirements for the permanent construction. �Table 1 COMPARATIVE SUHMART DATA SCHOOL PLANT IMVENTOKT AND UTILIZATION STUDY THREE SENIOR HIGH SCHOOLS AND ONE JR-SR HIGH SCHOOL Octobert 1962 SCHOOL; HOFFMAN-BOSTON WASHINGTON-LEE WAKEFIELD TORKTOWN # Roams Counted 31 87 85 54 i Regular Classrooms f 13 43 46 28 % of Class Capacity 85% 88# 9SBS ! 90# # Classes Counted 156 464 439 291 # Teachers Counted 35 106 102 70 $5# Reg„ Classroom Utilization Spec. Classroom Utilization 72$ jjj S jr “ : f 58% 24# 3055 22% 20% 33 05 Bo o h s Used By 3 or Mare Teachers 19a s 10$ 1855 Classes Over 30 Students 345 .5 1656 m m 13 % 2® Teachers Using 3 o r More R o o k s Teachers Using Unsuitable Soom3r 2 cr More Classes , CGSJ5dkw ! 1 7S!» Teachers Using 1 Roora Only Classes Under 20 Square Feet Per Pupil 1SS 9«S ■ Classes under 16 Students Classes in Suitable Room Rooms Used For 2 or Nora Subject Fields ! mu 5% 8# 16# 2# j 4# 3% 6% j ( i �SPINS October 1962 THIS TABLE REVISED, DECEMBER 21, 1962, BASED ON RECLASSIFICATION OF CERTAIN REPORTED DATA. CGNsdkw AVAILABILITY AND UTILIZATION OF CLASSROOM SPACE Class Periods Available-*-, Classes Scheduled^, And Utilization Percentages?, By Room Type And Room Area Groupings, Three Senior High Schools And One J r S r High School School Year 1962-63 Table 2 �AVAILABILITY AND UTILIZATION OF CLASSROOM SPACE Footnotes Number of cle^srooms times number of class periods daily, p $ Includes all credit classes except Physical Education? but does not include non=credit courses and activities or study hallsPercentage of available class periods actually utilized for credit courses., Special Classrooms Vocational; Includes classrooms especially designed or equipped for Business Education,. Distributive Education., or Industrial Arts,, ^ Due to differences in method of numbering and reporting rooms, Waehington-Les data on Home Economics classrooms availability are not comparable with those for the other three schools, ® Other Special Classrooms; Includes classrooms especially designed or equipped as Science Laboratories, Language Laboratories, or for Art, Music, Drama, or other special instruction, 7 O Other Instructional Areas; Includes all classes being taught in rooms or areas not ©rginally intended for classroom use. These include study halls, auditoriums, libraries, eot., as well as “temporary adaptations” of other areas, such as storerooms, lounges, hallways, clinics, etc-, She undesirability of scheduling classes in such areas stems from one or both of two factors? (1) use of the area as a classroom precludes or handicaps its use for the intended purpose, as when classes are held in a library? (2) the area does not provide satisfactory conditions for good instruction, Per cent of the total number of classes which are meeting in Other Instructional Areasc ' Total for School includess For Hoffman-Boston, 6 periods available and k classes scheduled in one Regular Classroom under **00 square feet^ for Washington-Lee, 6 periods available and 3 classes scheduled for one Vocational Education Classroom under **00 square feetg for Yorktown9 6 periods available and 0 classes scheduled for one Home Economics Classroom under **00 square feet. . . �SUMMARY OF ROOM UTILIZATION1 THREE SENIOR HIGH SCHOOLS AND ONE JR-SH HIGH SCHOOL October, 1962 NUfffiER OF ROOMS BY TYPE TOTAL NO, ROOMS J Reg, Cl, Spec, Other Class CCUNTEDl SCHOOL HOFFMAN* BOSTON 31 WAKEFIELD 13 ii 353 8 15 *s d6 7 10 323 15 i* 9 233 kf Si _ 6 193 213 3 33 29 9% 66 ?& 18 <3 06 333 563 10% 2 60 20 ?¥ ,% 5 15 713 9 1 WASHINGTONLEE 85 YOSKTOWH I*2 5W Ji }$ 28 25 526 ! h3h NUMBER OF ROOMS USED BY 1 3 or 2 Teacher Teachers More 37 W .......... 2 & 13 52* 36 87 I NUMBER OF R0CMS USED FOR 2 1 3 or Subject Subjects More Table 3 m 2 i 2S S b2 ?83 7 133 25 <* 7 6$ Z/ fO 353 5 10 33 11 93 183 613 203 1 1<< ** 563 <*1 16% — L otal 257 130 513 m 13 % 181 70% 56 223 20 83 72 283 I Does not include utilization by Physical Education classes. Other Instructional Areas, such as gymnasium, auditorium, or cafeteria, not included unless classes are scheduled in them, 2 One Home Economics classroom with no scheduled classes, not included in this table, CGN-dkw �UTILIZATION OF INSTRUCTIONAL AREAS, BY TYPE OF AREA WASHINGTON-LEE HIGH SCHOOL, October, 196a TYPE OF AREA J0HBE3 OF HOOKS USED FOi£" 3 or More 2 1 Subject Subjects Subjects Bag. Classroom 29 15 2 NUHBEB OF BOOMS USED BY 3 or More 2 1 Teacher Teachers Teachers 5 34 NUMBER OF ROOMS REPORTEDTJNSAT2SFACT0Rx 7 Sable 4 number of BOOMS REPORTED NEEDING EQUIP. 29 Special Classrooms Hose Economics 3 2 1 Shop 6 5 1 2 Business Ed. 4 1 4 3 1 2 2 10 Distributive Ed. Science Lab. A 3 3 2 1 2 3 2 1 1 1 1 Language Lab. 1 1 1 Art Music TOTALS 29 5 3 2 2 8 7 1 1 Speech/Drama i 18 11 Other Inst, Areas 1 Multipurpose Boom School Library Study Hall I 1 TOTALS 1 1 1 1 Temp. Adapt. TOTAL ALL BOOMS i ! i i j i 2 2 j SO ] 20 5 23 4? 15 2 i 38 " Subject, as used here, naans subject area, such as Mathematics, Business Education, or Social Studies. Thus, Plane Geometry and General Mathematics would bs counted as one subjects Mathematics. A room in which American History, Spanish, sad Special Education are taught would be counted under " 3 or Hoi’ Subjects," s 2 Scores for which a clear remark indicating undesirable conditions was included by the Principal, Heraarks on “too many students" included only when the pupil/arsa ratio supported this remark. CGKsdlcw �UTILISATION OF INSTRUCTIONAL AREAS, BT TYPE OF AREA, HOFFMAN^BOSTON JUNIOR-SENIOR HIGH SCHOOL, October, 1962 TiPS OF AREA Reg, Classroom NUMBER OF ROOMS USED FORA 3 or More 1 2 Subject Subjects Subjects 1 8 4 NUMBER OF ROOMS USED BY 2 1 5 or More Teacher Teachers Teachers 1 9 NUMBER OF ROOMS REPORTED UNSATISFACTORY2 Table 5 NUMBER OF ROOMS REPORTED NEEDING EQUIP. 3 Special Classroom Hoae Economics 2 2 Shop 4 4 Business Ed, 1 Science Lab, 1 Language Lab, 1 Art 1 1 1 3 1 1 1 Reading 1 1 1 10 3 2 2 2 Husie TOTAL 1 3 9 5 2 2 Other Inst, Areas 1 Cafeteria 1 Temp, Adapt, 1 1 TOTAL 2 1 1 15 6 TOTAL ALL BOOMS 13 11 7 10 2 fiOh/g 1 p Subject, as used here, means subject area, such as Mathematics, Business Education, or Social Studies, Thus, Plane Geometry and General Mathematics would be counted as one subject: Mathematics, A room in which American History, Spanish, and Special Education ero taught would bo counted under " 3 or More Subjects," Rooms for which & clear remark indicating undesirable conditions was included by the Principal, many students" included only when the pupil/area ratio supported the remark, ^ Two Hose Economics rooms omitted, no regular classes scheduled. CGNsdka Remarks on "too �UTILIZATION OF INSTRUCTIONAL a r e a s , by ty p e o f area Table 6 YOfiKTOWN HIGH SCHOOL, October, 1962 TYPE OF AREA S OMBER OF ROOMS U S E D FO R 1 2 3 ot Kor® 1 Subject Subjects Subjects Beg. Classroom 26 1 Home Economics^ 2 Business Ed, 3 \ Distributive Ed. Science Lab. 4 § Language Lab. i 2 Art 2 i Speech/Drama 1 TOTALS 6 3 1 1 1 1 k 2 2 1 6 i 2 1 i 2 16 HUMBER OF ROOMS REPORTED NEEDING EQUIP. 4 2 1 Hu g Ic NUMBER OF ROOMS REPORTED, UNSATISFACTORY* 2 2 Shop 21 1 1 Special Classroom, i NUMBER OF ROOMS USED BY 3 oz* Here I 2 j ' 2 ?eaeh®r Teachers 'teachers j 1 2 1 9 3 U 5 3 ' Other Inst, Arons Teop. Adapt. 1 1 1 TOTALS 1 1 1 ; TOTAL ALL ROOMS 42 7 5 10 33 11 4 /VON 6 1 Subject, as used her®, means subject area, such as Mathematics, Business Education, or Social Studies, Thus, Plane Geometry and General Mathematics would be "ountad as one subjects Mathematics. A room in which American History, Spanish, and Special Education era taught would be counted under " 3 or More Subjects." ~ Bo o b s for which a clear remark indicating undesirable conditions was included by the Principal, many students" included only when the pupil/araa ratio supported this remark. J Ono Home Economics rooa omitted since it had no scheduled classes. CGKsdkw Remarks on "too �UTILIZATION OF INSTRUCTIONAL AREAS, BY TYPE OF AREA WAKEFIELD HIGH SCHOOL, October, 196a Kego Classroom 36 7 3 i HUMBER OF R(mS REPORTED UNSATISFACTORY* NUMBER OF ROOMS USED BY 5 or More 1 2 Teacher Ceachers teachers NUMBi-R OF BOOMS USED FOR1 1 3 or More ] 1 2 j Subject Subjects Subjects I TYPE OF AREA 1 i j 1 I 1 I t 7 % .......... j’ f1 3 1 I 2 NUMBER OF ROOMS REPORTED HEEDING B9UIP, 2 1 i > Table 7 2 10 - I Special Classrro« | Home Economics ' Sho£ 5 Business Ed, 5 . Science Lab. Language Lab, Art 9 TOTAL . 1 I , 2 3 3 I I 2 1 1 1 1 2 3 ... 28 1 2 2 I Music Draffia/Speeeh 1 1 Distributive EdJ 1 -- 1 ! 16 lb 6 | 1 i 1 1 1 i 1 I Other Inst, Areas 1 I 1 Temp. Adapt, 2 5 3 k I I 7 TOTAL 2 6 3 5 66 18 29 <*V Cafeteria TOTAL ALL ROOMS 1 3 j V, 9 1 ~ Subject, as used here, means subject area, such as Mathematics, Business Education, or Social Studies, Thus, Plane Geometry and General Mathematics would be counted as one subject: Mathematics, A room in which American History, Spanish, and Special Education are taught would be counted under " 3 or More Subjects." ^ Booms for which a clear remark indicating undesirable conditions was included by the Principal. many students" included only whan the pupil/arsa ratio sunoorted the remark. CGHsdkw Remarks on "too �SDMHAHI OF CLASS SIZE BATA0 Table 8 THREE SENIOR HIGH SCHOOLS AND ONS JR-SR HIGH SCHOOL October, 1962 SCHOOL HOFFMANBOSTON NO. OF CLASSES NUMBER a n d p e r c e n t o f CLASSES i n TEE INDICATED SIZE RANGE! TOT 0-15 18-30 TOT 31 or Mora 0-10 11-15 16-20 21-25 26-30 % 5 5 31=35 36 or More 5 30 35 39 26.5 35*5 9 38 <7 * '*9 ■3 13 34 47 5* > no 177 1? 18 291 35 49 n4 195 44 120 164 1350 125 •Exclusive of Physical Educations classes* CGNsdkv 47 361 358 38 43 8? 29 291,5 76 1655 1 24 10 168 494.5 966 7255 j 34 85 5 73 15 5855 180 22 141- 8155 1255 TOTAL 3 733 1155 YOBKTO'WN ; 19 6355 1055 WASHINGTONLEE 99 156 464 * ! 235 WAKEFIELD TO? 88 3<W 163 57 220 1635 �CLASS SIZE DATAC BY SUBJECT FIELDS. YQBKTOWH SESJIOK HIGH SCHOOL 0etefcer6 1962 SUBJECT FIELD HO, OF CLASSES CLASS SIZE RANGE m e a n HUMBEH OF CLASSES IB THE INDICATED SIZE RANGE; 0-10 11-15 16-20 |21-25 26-30 31-35 36 ©r l?3©r© 1 Social Studies 39 15-3? 31 English 60 8-3% 2o 2 2 5 h-Vt 12 Mathematics kl 13-38 28 Science 3% 9-3% 26 Language 42 9-35 Business Ed, 10 6-32 1Typing/Shorthand 1% Distributive Sd. 3 Beading % 2 3 2 6 12 25 13 ..... , 2 1 2 6 5 12 15 1 3 1 5 18 26 1 3 5 10 13 10 20 3 1 3 a 1 10-30 25 1 1 6-18 11 2 2 5 ___ z J L _____ 3 2 3 1 2 1 2 2 1 3 1 5 87 73 15 6 11 7-31 19 ? 11-2? 21 Art ? ? 3-26 16 2 % 7-63 37 1 1 10 25-%l 3% (Physical Ed,)8 291 20 ’Not included in totals. CGNsdkv m m m m 16=%8 36 _______ r 1 12 TOTALS % 6 Home Economics Health 25 . 1 Industrial Edo Music Table 9 17 18 1 ■ % 1 38 %3 1 2 % 1 �CLASS SIZE DATA6 B? SUBJECT FIELDS Table 10 WASHIHOTOfi-LEB SENIOR HIGH SCHOOL October, 1952 SUBJECT n a s HO, OF CLASSES CLASS SIZE KEAS) RANGE HBHBiiR 0? CLASSES IK THE INDICATED SIZE SAHSSs 0=10 11=15 16=20 21=25 26=30 31-35 36 or More Social Studies 65 10-33 26 2 1 13 45 3 Eaglisfe 96 8-32 24 1 9 * * 3 29 43 5 heading S ?=22 14 2 4 1 2 6 Hatiieaa'sice 48 14-33 2? 2 1 10 29 Seisnc® 51 H=30 25 2 2 a 26 Lssjgaags 4? 8-31 23 1 10 12 19 2 Business Edo 14 11-34 22 2 5 1 4 2 TypiBg/Ssoi-tliaHd 19 21-31 27 4 13 2 Distributive Ed, 3 13-18 16 % ■ f ' X 2 Industrial BdU 28 8-31 19 2 9 ? 3 3 4 Hess Eecaeaiics 3 2 4 3 1 2 6 12 12-23 18 Art 9 14=25 21 Basic ? 16=96 60 30 22-3? 3 28 Hsalth TOTALS (Physical Ed,) CGNsdfcw 439 2 5 10 13 Conparafcl® data act subBitted, 34 49 15 114 195 5 2*f 10 �CLASS SIZE DATA, BI SUBJECT FIELDS Table 11 WAKEFIELD SENIOR HI3H SCHOOL October, 1962 SUBJECT FIELD SO, OF CLASSES CLASS 5XZS HAHGE KEAN Social Studies 71 11-90 English 98 13-30 Eeadiag 11 15-60 Mathematics 8-35 5% Seieace H0MBE8 OF C U S S E S IS THE INDICATED SIZE BASSE! 0-10 11-15 ( 16-20 21-25 26-30 31-35 36 or Hor® j 1 3 * 1 ! 8 11 37 j 30 25 2 k 1 1 1 k 17 2 1 k 31 8 13 | 2 7 10 16 2* } | 1 2 3 3 6 1 3 6 i 1? 38 Distributive Ed, 1 2 22-23 Industrial Ed, j 31 11-27 18 Homs Economics 16 6-32 20 Art J 10 19-27 i 11-109 2 51 2 1 9 10 5 2 1 9 2h Musis 5 2 22 5 3 3 I 13 L * 11 1 9 38 ks 1 k 29 3 flip £ > 7 1 3k 10-12 1 2 30-42 , | kGk | 30 *Not included in Totals, CGNidkw S 3 2 8-32 16-63 (Physical Ed.)1 * 3 2 i 10-31 7 1 ______ i ___________ 5 K V 21 | 18 TOTALS 26 l«t 53 I 50 Special Edo 36 49 10-75 56 Business Sd„ Health 36 2 languages Typing/Shorthand jA 10-113 5k no 177 k? 5 1 1 k 12 1 �CLASS SIZE DATA, BY SUBJECT FIELDS, Tail® 12 HOFFMAN.--BOSTON JE-SR HIGH SCHOOL October, 1962 HO, OF j CLASS SIZE CLASSES j EAEGE MEAN SUBJECT FIELD HUMBER OF C U S S E S IK TEE INDICATED SIZE SAKGEs 0-10 11=15 16-20 21-25 26-30 31-35 36 or &>re r.ia llB .. N BMT. I JM Social Studies j 14 | 16-34 | 27 2 2 5 5 English | ] 17 j 16-37 j 23 2 3 7 4 General Ed, j ] 10 j 26-30 23 6,5 | 6*26 l 10 15 2 1 2 Hathofflatics 20 j 8-34 j 23 1 2 3 6 4 4 Science 12 | 14=32 | 24 1 2 5 3 1 5,5 | 13-25 | 17 4 j j 3 j 16=32 j 22 5 Typing/Shorthand j j 5 j 18=26 21 3 1 Beading Language Business Ed, Industrial Ed, j j 11 j 13=22 j 17 Bosie Economics j 10 j 5-24 j lk 12-22 Art 1.5 1 5 5 3 1 18 2 4 2 4 2 1 8 9 1 11-33 Health 8 | 27-39 32 14 j 13-17 2 19 15 TOTALS (Physical Ed,)- j j 1 ^ Jj "Not included in totals. CGKsdkw 5 51-65 L * 39 1 3 2 35,5 19 3 3 4 9 30 1 3 5 7 1 1 4 Music Special Ed, 1 1.5 24,5 �'Table 1.5 SUHMAHX OF C U S S SITHATICNSa TERSE SENIOR HIGH SCHOOLS AND ONE JH-SR HIGH SCHOOL October, 1962 SCHOOL HOFFMAN- BOSTON NUMBER CLASSES COUNTED 156 NUMBER AND PERCENT MEETING m Reg, Cl, Appr, Sps OthP S p 0 Other Areas Clo Cl. 74 h n% 63,5 4lia 13,5 s$ 5 3% NUMBER AND PERCENT OF CLASSES WITH LESS THAN 20 Sq, Ft, Per Pupil 3 6% WAKEFIELD m 243 5SS 150 32$ 26 6% 45 10$ 61 33» .S WASHINGTONLEE 439 252 60. S 145 19 43 13 3$ 88 IORXTOV® 291 95 33% 29 ICS! 2 453,5 34$ 87,5 6$ TOTAL 1350 165 573 744 553 Not including Physical Education classes. CGNjdks J&= 65 5$ 20$ 13 4# 171 iya> �CLASS SIZESt MEETING PLACES, AND PER POPIL AREAS. Bf SUBJECT turn HCFFMAH-BOSTOH JUNIOR-SENIOR HIGH SCHOOL - October, 1962 SUBJECT No, of Classes Enrollment Sang® Mean No, of Classes feeting In peg. Cl. Appr, Sp„ Otfte SPo C1.1 .._B..2 Social Studies 1% 16-3^ 27 i 17 16-37 28 j 15 General Ed. 10 26-50 No, of Claeses With Per Pupil Area Under 20 20-30 Over 30 Sc, Ft, 3q„ Ft, Sc, Ft, Other Areas-* 1* English Heading 6,5 28 j 15 j 12 2 1 Mathematics 20 8~5b 23 i 12 16-32 2% ! 1 13-25 17 ! 1 1 5,5 Business Bd. 3 16-32 22 Typing/Sborthand 5 18-26 21 j Homs Economics 10 5-2% 1% . . 1.52 11 13-22 17 3 l6» 26 17 r Health 8 27-39 32 1,5 0 ,5 L 6 7 31-65 63 1 1 3 Physical Ed., 1 ... 5 1 2 3 1 I 6 j I 1 * 5 Music 9 11-33 19 r 9 63.5 5 2 8 76 3 9 15 18 6 1 13-5 10 9 One designed for class being taught, One designed for class different from that being taught, ^ Other Instructional Area such as cafeteria, gymnasium or temporary adaptation. Journalistic activities, study halls, and courses not given for credit are not counted in this table. OThfflsw ... 2 5 12-22 “ "Other Special Classroom," ■ 3 j 3 2 13=17 "Appropriate Special. Classroom," 2 ______ 8 l l l f i 3 3 16 | 163 2 1 n Art TOTALS 8 11 . 1% Special Ed, 3 1 10 Auto Mechanics 2 10 11 % 1 Industrial Arts 8 | i ^ Language 2 10 2 3,5 12 Science 2 12 3 10 6-26 Table 1% 8 70 86 L �CLASS SIZES. MEETING PLACES, AND K.R PUPIL AREAS, BY SUBJECT AREA Table 15 WASHINGTON**® HIGH SCHOOL » October, 1962 js U B J E C I {Social Studies [English { No, of Classes Meeting In No, of j Enrollment Mange Seen j Reg, Cl, Ota, Sp, Classes Appr, Sp, Cl,2 Cl,l _ ! " * 66 "* 2L. [ 10-33 36 [ j 66 8=32 24 | 84 0ther_ Area$3 1 5 9 7-22 Mathematics 48 ! 14=33 27 Science 51 1 11-30 25 [Language 47 1 8=31 23 35 14 j 11=34 22 10 [ yping/3ho rt hand I 19 i a -31 27 12 12-23 18 [industrial Ed, 28 8=31 19 3 50 ! 13=18 16 j 22=37 28 9 ! 14-25 a {Distributive Ed, {Health j [Physical Ed, Musio TOTALS ..? j | 439 'Appropriate Special Classroom," ‘ 2 "Other Special Classroom," ' 60 i 27 15 20 12 1 6 7 6 13 2 2 24 3 20 7 3 48 2 88 221 13 51 12 i 24 12 3 3 3 13 17 ! 9 I i 145 i ~ 6 262 16=96 ! 2 24 19 H o e s Economics 7 33 9 i*» i ! | 15 2 4 {Beading 6o a 7 12 Business Ed, I No, of Classes Kith Par Pupil Area! ! Under 20 20=30 Over 30 Sq, Ft, . Sq, Ft, . . SCI: Ft, | [ H 6 39 19 13 Ons designed for class being taught, One designed for class different from that being taught, J Other Instructional Area such as cafeteria, gymnasium or temporary adaptation. Journalistic activities, study halls, and courses not given for credit are not counted in this table. CGNsdkw 9 2 »_1 �C U S S SIZES, M S T I H Q PLACES. AND PER PUPIL AREAS, BY SUBJECT AREA WAKEFIELD RISE SCHOOL - October, 1962 SUBJECT No. of I Enrollment I | j No, of Claeses Sleeting In j Oth= Spo IClaasesjj Range j Kean j Beg, Cl. Anpr. So. Cl, 2 'ci.i It — r 3 I No. of Classes With Per P upil Area I Other I I Under 20 20-30 Areas3 | | Sq, pt» Sc. Ft. Sq. Ft, j 71 1 11-SO j 30 ji 1 109 II 13=30 I 29 | | 80 Beading | 11 j| 15-60 | 3? II 5 Kethesaties j 59 1 8-35 i 25 II 98 Science 1 56 1 10-75 33 II 6 99 Language | | 50 ! XO-31 l 21 | | 36 S I 13 | &=>32 | 29 i! 3 11 Typing/Shorthand I 17 | 16-63 | 38 j| j 16 II 6-32 In d u stria l Ed. 31 | 11-27 j 18 J D istrib u tiv e Ed. | 2 ji 22-23 22 | 98 I 11 9 | 62 1 38 3 3 II 5 I 3 IT 23 ! 21 3 10 1 1 ! ! 6 | 32 ! 18 1 1 3 16 1 2 0 -t___________ 19 II 17 Home Economics 1 ! 13 5 Business Ed# 12 6 55 English 1 1 Social Studies L | | H ealth I! 13 | 30-92 j iT T P h y sical Ed. | | 30 | 10-113! | 92 j| 9 | j 10 Music | 7 TOTALS I 9tj9 6 1 2 I S 3 "Appropriate Special Classroom." ^ "Other Special Classroom," 3 u 25 22____ 1 19 _______ 3_____ | _1J_ _ ___ § _1 _ _ 1 _________ I L 3 . . I I J i __________ il 6 ? . 30 ! | 10 295 1 50 2 1 8 1 1 30 9 9 28 | i .| . | 10 ........ 26 1 ...... .16..... 1 1 7 II 9 3 9 JL iif liiiiiil . 7 2 8 I ! Art | 10-12 1 n | |j 19-27 L 29 111-109 1 51 5 | | S p e cia l Ed. Table 16 il . 1 2 75 | | 6l 229 One designed for class being taught. One designed for class different from that being taught. Other Instructional Area such as cafeteria, gymnasium or temporary adaptation. Journalistic activities, study halls, and courses not given for credit are not counted in this table. 9 209 �CLASS SIZES, MEETING PLACES, AND BSF PUPIL AREAS, BY SUBJECT A2EA SOKJBOHB HIGH SCHOOL - October, 1962 So, Of i Enrollment flange Mean Classes ( ubject s I ■Social Studies English j No, of Classes Heating In 1 Appr, Sp, Oth, Sp, j Sag, Cl. Cl, 2 Cl.1 39 15-37 31 8-34 26 43 No, of Classes With Per Pupil Area Under 20 Ower 50 20-50 Sci, Ft. Sq, Ft,. Sq. Ft, Oth®r_ Areas-5 2 30 7 1 2 32 26 1 3 31 7 15 19 24 12 9 30 So 3 5 4-17 12 41 jj 13=38 28 36 Science 34 | 9=34 26 6 28 Language 42 1 9-35 26 31 11 Business Ed, 10 jj 6-32 20 2 5 ifyping/Shorthand 14 j| 10-30 25 2 12 piose Economics 7 | 11-27 21 7 [industrial Ed, 12 jj 7-31 19 2 7 5 Mathematics Table 17 12 beading [Distributive Edo 5 5 3 j 6-l8 11 Health 10 1 25*41 34 [physical Ed, 20 |16-48 7 j 3-26 16 7 I 7-63 37 311 W M m "Appropriate Special Classroom," 2 "Other Special Classroom," 7 1 ! L_____________ 7 (TOTALS 10 \ \ 7 Music 6 j_______ 36 krt ! 3 3 j_ 5 20 165 95 5 1 1 7 2 5 147 151 r 29 22 13 One designed for class being taught, One designed for class different from that being taught, Journalistic activities„ study hallst and courses not given for credit are not counted in this table„ CGNsdkv 5 20 J Other Instructional Area such as cafeteria, gymnasium or temporary adaptation, i l 6 12 3 5 7 �SBMKAHS 0? Table 18 TEACHING STATION SITUATIONS OF INDIVIDUAL TEACHERS THREE SENIOR HIGH SCHOOLS AND ONE JB-SH HIGH SCHOOL 1 Octoberj 1962 8 HQFTHANBOSTON TEACHSBS 1 Station COUNTED 1 % f PERCENT TEACHING IN 1 NO. AND PERCENT IN INAPPROPRIATE STATIONS 2 Stations 3 Stations b or More Ill Class 2 Classes 3 Classes ! 4 or Hors i t i t % % i t 5 6 5 6 % # # i t % I # I * I 1 i 2 9 3 8 26 6 1 5 Ik 4 U i I NCMBEB I SCHOOL 35 j 21 €0 8 106 77 72 24 22 3 ■ 3 WASHINGTON- | 102 LEE 71 70 23 23 7 YOBKTOWN 40 57 21 30 6 1 WAKEFIELD I 70 2 z 7 1 1 9 3 k 5 I 5 1 1 1 ki k 5 1 6 2 - TOTAL CGNidkw 313 209 67 77 25 19 6 8 3 3 3 1 5 1 j 8 8 j 1 1 2 3 3 • J 5 11 4 4 1 11 4 �Table 19 TEACHING STATION SITUATIONS1 OF INDIVIDUAL TEACHERS TOPJCTOvm HIGH SCHOOL October, 1952 SUBJECT FIELD No, Of Teachers No of Teachers Teaching In 1 Station 2 Stations 3 Stations 4 or More No of Teachers in Inappropriate 1 Class 2 Classes 3 Classes 9 4 4 1 16 9 6 1 2 Heading 1 1 Mathematics 9 4 3 Stations ! or Mora 1 English 2 Social Studies i • 2 1 2 1 Science 7 5 1 Language 10 6 1 2 Business Ed, 6 1 4 1 Industrial Arts 3 2 1 Home Economics 2 2 Art/Husic 5 5 Health 2 1 1 TOTALS 70 40 21 i 1 1 ] 1 : 1 6 3 4 2 2 Does not include Physical Education classes. As used here, an inappropriate station is either! (a) one not conducive to a good learning situation for the class involved, as with an English class in an Art Classroom or Metals Shop or in a hallway} (b) one in which use of the room for a class precludes or handicaps use of the room for an intended purpose, as with a class in a Library or AV Hoorn, CGNsdkw i �TEACHING STATICS SITUATION^ OF INDIVIDUAL TEACHERS WAKEFIELD HIGH SCHOOL October, 1962 SUBJECT FIELD No, of Teachers Ho, of Teachers Teaching la 1 Station 2 Stations 3 Stations A or More Social Studies 14 12 1 English 27 19 8 Reading 2 1 Mathematics 12 8 3 Science 10 8 2 Language Sable 20 Noo of Teachers in Inappropriate^ Stations 1 Class !2 Classes 3 Classes % or More 1 1 3 2 2 1 2 1 1 1 1 1 1 1 1 12 8 3 1 Business Ed, 8 5 2 1 Industrial Arts 7 6 1 Home Economics 3 1 2 Art/Kusic 5 2 1 1 Health k 3 1 TOTALS 106 77 2^ 1 5 Special Ed, 1 1 3 2 5 5 1 3 8 Does not include Physical Education classes. As used hers, an inappropriate station is either: (a) one not conducive to a good learning situation for the class involved, as with an English class in an Art Classroom or Metals Shop or in a hallways <b) one in which use of the room for a class precludes or handicaps use of the room for an intended purpose, as with a class in a Library or AV Room, CGNsdhw �TEACHING STATION SITUATIONS'*' 0? INDIVIDUAL TEACHERS HOFFMAN=BCSTON JR-SH HIGH SCHOOL October, 1962 o « u Social Studies jf. SUBJECT FIELD Teachers I . ! 3 English 3 Reading 2 NOo of Teachers in Inappropriate Stations 1 Claes 2 Classes 3 Classes A or Bore 3 4 General ScU No. of Teachers Teaching la 1 Station 2 Stations 3 Stations k or More Sable 21 2 2 1 1 1 1 X 1 1 2 1 Mathematics^ L _ i ____ A 1 2 Science^ 1 3 2 1 Language | 1 1 Business Ed; ! 2 Industrial Arts3 1 Hose Economics 1 2 2 2 i 2 2 Special SSo 1 3 3 Health I 3 1 1 TOTALS 13 5 21 9 Art/BusiO 1 3 1 2 2 5 ^ Doea not include Physical Education classes0 2 As used heree an inappropriate station is either; (a) one not conducive to a good learning situation for the class involved; as with an English clas3 in an Art Classroom or Metals Shop or in a hallway; (b) one in which use of the room for a class precludes or handicaps use of the room for an intended purposet as with a class in a Library or AV Hoorn„ 3 Five Teachers with combination assignments distributed among Science, Mathematics; and Industrial Arts., CGN;dkw �Table 22 TEACHING STATIC® SITUATIONS1 OF INDIVIDUAL TEACHERS WASHIKSTOH-LEE SENIOR HIGH SCHOOL October, 1962 SUBJECT FIELD So, of Teachers No, of Teachers Se.,.ehiag In 1 Station 2 Stations 3 Stations 4 or Sore Social Studies 14 10 4 English 24 18 6 Sanding 2 2 Mathematics 11 9 Science 11 10 Language 10 ? 1 2 Business SS, 10 6 2 2 Industrial Arts 6 3 3 Hcae Economics 3 2 1 Art/Musie iilo. of Teachers in Inappropriate2 Stations i 1 Class 2 Classes 3 Classes f o r Mora } 1 1 . 1 6 3 2 Health 5 1 TOTALS 102 ?i 23 p 1 3 __________ p 1_ _ 1 I 1 7 1 1 1 1 1 1 .. - j 1 Doss not Include Physical Education classes. As used hero, an inappropriate station is either; (a) one not conducive to a good learning situation for the class involved, as with an English class in an Art ClassrooE or Metals Shop or in a hallway; (b) one in which use of the roosi for a class precludes or handicaps use of the room for an intended purpose, as with a class in a Library or AV Hoorn, CGMsdlcw 1 �Table 23 PHYSICAL EDUCATION FACILITIES AND C U S S E S THREE SEN left HIGH SCHOOLS AND ONE JE-SK HIGH SCHOOL HOFFMAN,BOSTON SCHOOL WAKEFIELD WASHINGTONLEE TORKTOWN Hated Capacity'"' 650 2025 2000 i4 oo {Projected! 674 (660) 2319 <2370) 2lA9 (2210) 1571 (1600) 63“6**) # Individual Gym Sooma Total Square Feet of Gym Capacity # Gym Classes Scheduled par Day 1 5566 105 2> 52 30,186 30 14,400 20-50 I f 5 16,478 20 ^Source for Capacity and Enrollment Figures, as of September JO, 1962s Arlington County Public Schools, Department of Research, "Secondary School Membership by Schools: A 5~Year History and a 5"Year Projection,,.," dated November 19, 1962. 2 Wakefield has a 6th room intended as a "Corrective Gym" for girls, but now used full-time for Health Classes» ^Washington-Lee*s "Little Theater" room is used on occasion as an "auxiliary gymnasium*1 but is not 1 designed for physical education class use* ^Thirty Washington-Lee 10th Grade Classes have Physical Education first and last nine weeks and Health the middle 18 weeks* CGNrdkv ■'Includes 2 Physical Education Classes meeting daily in a regular classroom* �ARLINGTON COUNTY PUBLIC SCHOOLS Office of the Superintendent October 1, 1962 CODES AND DEFINITIONS FOR USE IN SCHOOL FACILITIES INVENTORY AND UTILIZATION STUDY1 Rooms and Areas Presently Being Utilized for Instruction CODE DEFINITION Regular C lassroom - A classroom designed, or adapted, in such a manner that it can be used to house any class that does not require special built-in equipment tailored to its specific needs. Special Classroom - A classroom designed, or provided with special built-in equipment, for specialised learning activities, such as kindergarten rooms, laboratories, and shops. Includess SC-Exc. Classroom for Exceptional ^ i l d r e n _ - A classroom designed, or provided with special built-in equipment, specifically for instruction of exceptional children. Examples are sight-saving classrooms, classrooms for children with defective hearing and orthopedic classrooms. SC-Kind. Kindergarten Room - A special classroom designed or adapted specifically...for children for the years preceding the first grade (includes nursery rooms). SC-Horae sc. Home Economics Room - A classroom especially equipped for demonstration and instruction in homemaking and child care subjects. SC-Shop Shop Room - A classroom especially equipped for industrial arts and vocational or trade learning activities. SC Bus. Ed. Business Education Roan - A classroom equipped with type writers and other office machines in such a manner as to limit utility of the classroom for other instructional purposes. SC-Dlst. Ed. Distributive Education Room - A classroom especially equipped for distributive education, in such a manner as to limit utility of the classroom for other instructional purposes. 1 Adapted from u.S. Department of Health, Education, and Welfare; Office of Education, Property Accounting for Local and State School Systems Bulletin 1959, n o . 22. ' ‘ ' - - --~~~ "K �Codes and Definitions 10/1/62 School Facilities Inventory and Utilization Study Page 2 Code Definition SC-Sci„ Lab. Science Laboratory ~ A special classroom...for teaching and scientific experimentation in the physical sciences. SC-Lang. Lab„ Language Laboratory - A sraecial classroom with built-in electronic equipment for study of languages. SC-Music Music Roma - A special classroom...for learning activities involving choral and instrumental music. OIA Other Instructional Area - An area, other than Regular or Special Classroom, which was specifically designed, or adapted, to accommodate some form of instructional activity and is available for such purposes, includes! OIA-Aud. Auditorium - An instructional area designed and constructed with a built-in stage, and sloping floor or fixed seating, for use as an assembly center. OXA-Gyra. Gymnasium - An instructional area designed, or adapted, especially for physical education activities. OIA~Multi. Multipurpose Room - An Instructional area designed, or adapted, specifically for two or more of the combined functions that might normally be served by a separate library, separate audiovisual room, separate auditorium, separate gymnasium, separate gymnatorium, separate cafetorium, or separate cafeteria, such as assemblies, physical education, lunch, music, clubs, audiovisual work, and library services. OIA-lib. School Library - An instruction area specifically designed, or adapted, as a place for study and reading, and for the custody, circulation, and administration of a collection of books kept for the use of the student body. OIA-AV Room Audiovisual Room An instruction area designed, or provided with special built-in equipment, for audiovisual material storage, screening, and listening that is separate from the school library and does not serve as an adjunct to other rooms or areas. OIA-Study Hall Study gall - An instruction area designed, or adapted, for housing a group of students engaged in individual study of an informal nature of the lessons and assignments received in regular or special classrooms. �Codes and Definitions School Facilities Inventory and Utilization Study Code OIA-Cafeteria 10/1/62 Page 3 Definition Cafeteria A service area designed, or adapted, specifically for use In preparing meals for, or serving meals to, the student body or other groups, and providing facilities for eating such meals. OIA-Terap, Adapt . Temporary Adaptation - Any room or area designed or adapted primarily for non-instructional use which is temporarily being used for instructional purposes. Includes rooms normally designated as: Teachers Room, Conference Room, Health Room, Student commons Area, etc. Also includes portions of hallways, areas behind stage, etc. (Room - General Definition - A space enclosed with walls or partitions, of fixed or movable type, that, provide an acceptable sound barrier. Rooms with movable walls or partitions are counted on the basis of the primary or principal use for which designed, and not the secondary use for which adapted.) �ARLINGTON COUNTY PUBLIC SCHOOLS SCHOOL PLANT INVENTORY AND UTILIZATION STUDY SCHOOL ROOM NUMBER WORKSHEET A = ROOMS AND AREAS USED FOR INSTRUCTIONAL PURPOSES DATE PREPARED_________________________ PREPARED BY_____________ TYPE OF ROOM1 61-62 ROOM DIMENSIONS MAXIMUM PUrIL CAPACITY^ 1 1962-63 UC ILIZATION OF ROOM, BY CLASS PERIOD 2 3 b October 19$2 ____________ 6 REMARKS"' SUBJECT TEACHER 62-63 # PUPILS DAYS PER WK, 61-62 SUBJECT TEACHER 62-63 # PUPILS DAYS PER WK. 61-62 SUBJECT TEACHER 62-63 # PUPILS DAYS PER WK, 61-62 SUBJECT TEACHER 62-63 # PUPILS - DAYS PER WK. 1 Indicate Regular Classrooms by RC; Special Classrooms by SC-Language Lab, SC-Home E c a, etc; Other Instructional Areas by OIA-Cafeteria or OIA-Gymnasiur. etCo List all rooms in each category (RC, SC, OIA) in succession,. 2As presently equipped. ■^Indicate here any factors limiting utilization of room, any added equipment needed to increase utility of the room, any use made of room on days vhen classes do not meet, and any other pertinent comments. ������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington Public Schools Administrative Report, School Plant Inventory and Utilization Study Three Senior High Schools and one Junior-Senior High School as of October 1962. Report submitted January 1963, 58 pages. Description An account of the resource Comparison of Hoffman-Boston, Wakefield, Yorktown and Washington Lee Schools Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1963-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_11_1 https://projectdaps.org/files/original/b9bc33f36dfb4e249be799c173aa9aea.pdf 2168178774e43a500d16dc860d9b4ac6 PDF Text Text ARLINGTON PUBLIC SCHOOLS Office of the Superintendent July 1971 Abstract of a Memorandum of 8 July 1971 from the Superintendent of Schools to Members of the County School Board of Arlington County concerning a proposed Model Elementary School at Drew. I. PUPIL POPULATION 300 students, grades 1-6: 60 black students - 240 white students (20% black - 80% white) Each elementary school will be allocated a quota of pupils who may be admitted to the Model School. Pupils will be selected by grade level by lot according to this allocation. II. TEACHING STRATEGIES ...The former elementary seminar program for academically able children provides a model for • the-kind-"of ~teaching behavior to be developed.... III. INSTRUCTIONAL PROGRAM ...The program proposed is an adaptation of the British infant school approach to elementary school teaching.... ...Theoretically it is based on the work of the Swiss psychologist Jean Piaget and on new research on how children learn.... ...It is compatible with the Montessori program proposed for the pre­ school and kindergarten classes and should be responsive to a wide variety of backgrounds, abilities, and interests of children.... ...Some of the characteristics of the British infant school model have been described as follows: 1. Classrooms are decentralized into separate functional "learning areas" for self directed study. There is a rich environment of resources, concrete materials as well as books and other media. Children have freedom to explore, to choose their own learning activities, and to work individually or together with guidance from the teacher. 2. Children from different grades are frequently grouped together and groupings are kept flexible and responsive to the needs and interest of children. 3. For the most part, the children’s work is interdisciplinary. Communication skills are stressed and all forms of expressive representation - in the arts and in movement as well as in language - are considered valid. �4. IV. The curriculum is flexible with interpenetration of various subjects and skills. The emphasis is on learning rather than teaching with a focus on each child’s thinking and problem­ solving processes and on his ability to communicate with others.... STAFF ALLOCATION ...Three teacher teams will be organized, each serving one hundred children and composed of: -the team leader -three team teachers -two teacher aides -two teachers in training -two volunteer aide positions... ...In addition to the instructional teams, the staff will include: -the principal -a resident specialist (or the services of the Education Development Center, Research Lab, Boston) -child development consultant -librarian -reading teacher -Physical education teacher -educational secretary -instructional secretary... ...Thus, while the pupil-teacher ratio is 25/1, the ratio of children to adults in the teams will be approximately 10/1.... V. LABORATORY ASPECT OF THE SCHOOL ...the new school is intended to serve as a demonstration laboratory for other teaching personnel in the system. Provisions will be made through the staff development program for teachers from other buildings to spend time in the model school. Here they will do more than observe. They will enter into the teaching act as team members or aides - assisting, working with materials, interacting with children, collecting data, critiqueing, evaluating, learning through doing.... � 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 Arlington Public Schools Office of the Superintendent July 1971, Abstract of a Memo from the Superintendent of Schools to Members of the County School Board of Arlington County concerning a proposed Model Elementary School at Drew Description An account of the resource July 8, 1971 memo concerning the pupil population, teaching strategies, instructional program, staff allocation, and laboratory aspect of proposed Model Elementary School at Drew. 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 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Superintendent of Arlington Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1971-7-8 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s 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_3_26 https://projectdaps.org/files/original/0c31f526674b942678a24256ff52a370.pdf 13a1ac3448c52cbe282489d0f0e20bd0 PDF Text Text v ARLINGTON COUNTY P U B L IC SCHOOLS D ep a rtm en t o f R e se a r ch N o v e m b er 26, SCHOOL SUMMARY SHEET R e q u e ste d b y O f f ic e f o r C i v i l R ig h ts , F .11 o f SCHOOL A b i n g d o n DEADLINE: 1969 E l e m e n t a r y Ho m e r o o m s o r On o r b e f o r e F r id a y , and S e co n d a r y D ep t, of 1969 H .E.W . S ch o o l S u rvey*' • T each ers 21____________ C h e c k D e c e m b e r 5, 1969 O n e: H o m e ro o m S h e e ts . . . u sed X_______ O t h e r M eth od u s e d R e p o r t t h e n u m ber o f p e r s o n s in e a c h c a t e g o r y . Do n o t u s e p e r c e n t a g e s . I f t h e r e a r e no p e r s o n s in a c a t e g o r y , e n t e r "0 " f o r th e c a te g o r y . DEPU TA TIONS: N egro. P erson s co n sid e r e d in sch ool or b e o f A fr ic a n o r N e g r o id o r i g i n . A m e r ic a n I n d ia n . P erson s co n sid e r e d in c o m m u n ity t o sch ool or com ­ m u n it y t o b e o f A m e r ic a n I n d i a n o r ig in . S p a n i s h S u rn a m ed A m e r ic a n . P e r s o n s c o n s i d e r e d t o b e o f M e x ic a n , C e n t r a l- A m e r ic a n , C u ban , P u e r t o R ic a n , L a t in A m e r ic a n o r O r ie n t a lo person s o t h e r S p a n ish c o n s id e r e d in sp e a k in g o r ig in . sch ool or c o m m u n ity t o b e o f C h in e se , J a n a n e se , o r eth e r O r ie n t a l o r i g i n . R oom & S c h o o l T o t a l . I n c l u d e b o t h m i n o r i t y a n d n o n - m in ­ o r it y grou ps. s ig n e d ^JV W v5 Q P r in c ip a l � 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 School Summary Sheet Requested by Office of Civil Rights, HEW Fall of 1969 Elementary and Secondary School Survey 11/26/1969 Description An account of the resource Demographic information on students Abingdon Elementary 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 County Public Schools Department of Research, signed by Principal Irene Young, Abingdon Elementary Date A point or period of time associated with an event in the lifecycle of the resource 11/26/69 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_9_1