ED 063 1439

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INSTITUTION

PUB DATENOTEAVAILABLE FROM

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Walden, CtarlesLouisville School system Retreats to Segregation. AReport on Public Schools in Louisville, Kentucky,1956-1971.Kentucky State Commission on Human Rights,Louisville.Mar 7240p.

Commission on Human Rights, Commonwealth of Kentucky,600 West Walnut Streets Louisville, Ky. 40203 (Pricenot known)

EDRS PRICE MF-$0.65 BC-$3.29DESCRIPTORS Educational Policy; Elementary Schools; Federal Court

Litigation; Integration Plans; Public Schools; RacialBalance; School Districts; School Integration;*School Segregation; Secondary Schools; *StudentDistribution; Teacher Distribution; *TeacherIntegration; *Urban Schools

IDENTIFIERS Kentucky

ABSTRACTThis is a report on the failure of the desegregation

plan adopted by the Louisville Board of Education in 1956 but nevermodified to meet changing conditions. The analysis, by staff membersof the Kentucky Commission on Human Rights, is based on statisticaldata supplied by the Board of Education for the years 1955 through1971. Findings include the following. Racial isolation of students inLouisville public schools reached a ten-year high in 1971-72 schoolyear, and the racial isolation of elementary school students ishigher than at any time since total segregation was abolished in1956. Schools with the greatest concentrations of white students arelosing some of the few black teachers that were added to theirfaculties between 1968 and 1970. The number of black teachers southof Eastern and Algonquin parkways dropped from 8.6 percent in 1970 to7.5 percent in 1971, while the overall percentage of black teachersincreased to 31 percent. Out of all white high school students, 96.7percent attend the four high schools, where at least 85 percent ofthe teachers also are white. The rapid shift to resegregation inLouisville counters the trend in the nation and the south.(Author/JM)

Louisville School SystemRetreats to Segregation

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CqMt4CN-1

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U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-OUCED EXACTLy AS RECEIVEO FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EOU-CATION POSITION OR POLICY.

A REPORT ON PUBLIC SCHOOLS

IN LOUISVILLE, KENTUCKY

1956-1971

COMMISSION ON HUMAN RIGHTSCOMMONWEALTH OF KENTUCKY

600 West WalnutLouisville, Kentucky 40203

HIGHLIGHTS

1. Racial isolation of students in Louisville public schools reached a 10-year high in 1971-72 schoolyear and the racial isolation of elementary school students is higher than at anytime since total segregation was abolished in 1956.

2. Schools with the greateat concentrations of white students now are losing some of the few

black teachers that were added to their faculties between 1968 and 1970.

3. The total number of schools with extreme racial isolation (51 in 1971-72) is higher than

in any year since 1957 and the 1972-73 total could top the record 54 in 1956. Twenty-

seven of the schools have a white majority of at least 90 per cent this year, compared tojusc 22 in 1968. Twenty-four schools have a black majority of at least 90 per cent thisyear, compared to just 17 in 1968.

4. Eighty per cent of the elementary school students attend schools where there is extremeracial isolation-- either a 90-100 per cent white majority or a 90- 100 per cent black

majority.

5. Thirty- two of the 67 schools now in the city system always have had extreme racial iso-

lation. Thirteen black schools and nineteen white schools remain as vestiges of the dual

system which the 1956 desegregation plan was supposed to eliminate.

6. The rapid shift to resegregation in Louisville counters the trend in the nation and the

south. As late as 1968, only 55.7 per cent of the city's students were in schools with

extreme racial isolatiOn but the level had increased to73.5 per cent in 1971. Meanwhile,

the national level dropped from 64.3 per cent in 1968 to 43.3 per cent in 1970 and the

level in 11 Southern states dropped from 77.8 per cent in 1968 to 33.4 per cent in 1970.

7. Two elementary schools, Parkland and Foster, in the southwest section of Louisville have

made the 100 per cent transition from all-white in 1955 to all black in the early 1970's.

Seven other formerly all-white schools are noW in the 90-100 per cent black category--

Male High School; Parkland and Shawnee junior high schools; and Brandeis, Clay (Young),

Jones and Strother elementary schools.

8. The number of black teachers south of Eastern and AlgonqUin parkways dropped from

8.6 per tent in 1970 to 7.5 per cent in1971 while-the overall percentage of black teachers

increased to 31 per cent.

9. The concentration of white students and white teachers into white enclaves is illustrated

by the fact that 96.7 per cent of all white high school students attend the four high schools

where at least 85 per cent of the teachers also are white.

10. There is a gap of 415 black teachers between the actual number and the number there

would be if the percentage of black teachers matched the percentage of black students.

11. Louisville's faculty desegregation plan does not comply with federal court rulings (Sin-

gleton v. Anson County, N. C., Board of Education) which requires that there be equal

distrthution of black teachers among all schools in the system.

... 2

CONTENTS

Highlights Inside Front Cover

I. Getting Worse, Faster 2

II. Token Faculty Gains Sacrificed 12

III. Conclusions 16

IV. Recommendations 17

Appendix A (The National View) 18

Appendix B (Charting School Changes) 22

Appendix C (The Percentage Picture) 33

Table A: Blacks attending elementary and secondary schools with extreme racial isolation . . . 8

Table B: Percentage of students attending schools with at least a 90% racial majority, by year. . 8

Table C: Segregation Index for All Schools in Louisville, Kentucky, 1956-71 10

Table D: Black Student Population Growth 10Table E: Black Teachers in White Schools 12

Table F: Number of teachers in schools south of Eastern and Algonquin parkways, 1967-71 . 13

Table G: Black Teachers in White Schools 13

Table White Enclaves 13

Table I: Location-of Black Teachers 14

Table J: Percentage of schools that gained in percentage of black teachers 15

Table K: The Hiring Gap 15

Graph I: Number of Schools with at least a 90 Per Cent Racial Majority, 1956-1971 2

Graph II: Extreme Isolation of White Students, 1956-71, in Louisville, Kentucky 4

Graph III: Extreme Isolation of Black Students, 1956-71, in Louisville, Kentucky 4

Graph IV: Extreme Isolation of White Elementary School Students, 1956-71 5

Graph V: Extreme Isolation of Black Elementary School Students, 1956-71 5

Graph VI: Extreme Isolation of White Junior High School Students, 1956- 71 6

Graph VII: Extreme Isolation of Black Junior High School Students, 1956-71 6

Graph VIII: Extreme Isolation of White Senior High School Students, 1956-71 7

Graph IX: Extreme Isolation of Black Senior High School Students, 1956-71 7

Graph X: Two- Thirds Majority Schools 11

Map I: Where Racial Isolation is Extreme 3

Map II: Whitv to Black Schools 9

Map III: White to Whiter Schools 9

Map IV: Between the Extremes 11

Map V: Schools Lose Black Teachers 12

PREFACE

This is a report on the failure of the desegregation plan adopted by the Louisville Board of Edu-cation in 1956 but never modified to meet changing conditions. The analysis, by staff members ofthe Kentucky Commission on Human Rights, is based on statistical data supplied by the board ofeducation for the years 1955 through 1971.

Figures on student enrollment are reported each September and the figures on faculty membersare usually reported in November or December. Therefore, the columns headed 1971 are for thecurrent, 1971- 72 school year.

This report is designed to establish just what Louisville has accomplished, what it has failed toaccomplish in its stated goal of desegregating its public school system-- students and teachers. Thepurpose is not to show failure-- though that is what it clearly shows-- but to help prepare the way fora renewal of the effort begun 16 years ago when Louisville proudly proclaimed itself as the nation'sleader in school desegregation.

ic

I I GETTING WORSE, FASTER

Racial isolation is extreme in 51 of Louisville's 67public schools this year, the highest percentage since

total segregation was abolished in 1956. That meansLouisville once again is running a sewegated systemand it's getting worse, faster.

Racial isolation is considered extreme when at least

90 per cent of the students in a school are of onerace. Just three years ago, only 39 schools were inthat category and the trend was downward. Then thetrend shifted and the number jumped to 45 in 1969and to 50 in 1970.

Graph I, below, shows the change in the number of90 per cent black and 90 per cent white schools for

GRAPH I

Number of Schools With At Least a 90 Per CentRacial Majority, 1956 through 1971, Louisville,

Kentucky

10- .

0-

, 10

5

0

o number of schools with at least a 90 per centwhite majority

number of schools with at least a 90 per centblack majority 4

- 2 -

each year since 1956. Note, particularly, the declinein the number of 90 per cent white schools for thefirst 10 years after total segregation was abolished.The year, 1968, marks a dramatic shift in the rathergradual rise in the number of 90 per cent blackschools.

The jump occured even though there are only 29more black students in city schools this year than in1968. There was a decline in the number of whitestudents but the percentage of black students in thecity system rose only from 46.7 per cent in 1968 to48.7 per cent in 1971.

It is more than a case of the black schools gettingblacker. A few predominantly white schools in thecity also are getting whiter.

For example, 27 schools have a white majority ofat least 90 per cent this year, compared to 22 in1968. Of these 27 schools, two have all-white studentbodies. The two all-white schools are Bloom andLongfellow elementary schools. Both are in theHighlands. Longellow, 1925 Duker, never has had ablack student. Bloom, 1627 Lucia, had black studentsin only two of the past 11 years.

Another 24 schools have a black majority of atleast 90 per cent this year, compared to 17 just threeyears ago. Of these 24 schools, five have only blackstudents. The all-black schools are Central HighSchool; Russell Junior High School; Cotter, Fosterand Washington elementary schools.

TERMS USED IN THIS REPORT

The underlined terms below are usedthroughout this report in keeping with thebrief definitions provided:

Extreme racial isolatioe exists if at least 90per cent of the students in a school are of one

race.Racial isolation exists if between 75 and 90

per cent of the students in a school are of onerace.

White majority exists if at least 50 per centof the students in a school are of one race.

Black majority exists if at least 50 per centof the students in a school are Ma.

Extreme segregation exists (f at least 90 percent of the schools in a system have extremeracial isolation.

Segretation exists if between 75 and 90 percent of the schools in a system have extremeracial isolation.

WHERE RACIAL ISOLATION IS EXTREME

MAP I

TAYLORSy1141

lack symbols, white numbers indicate schoolswith 90- 100% black majority.

SCHOOL

Sr. High Schools

A Ahrens41 AthertonA CentralAt IroquoisA ManualA Male& Shawnee

Jr. High Schools

11 BarretDuval leMeyzeekParklandRussell

GO ShawneeSouthern

IDENTIFICATION

1

GottschalkHighlandIroquoisManlyManualWesternWoerner

SYMBOLS

Elementary Schools

03 AtkinsonBeechmontBelknapBloom

al Brandeis1211 Breckinridge

Bycknil Coleridge- Tayloral Cotter

hite symbols, black numbers indicate schoolswith 90- 100% white majority.

USED THROUGHOUT THIS

3

DolfingerEmersonEngelhardCarmichaelCarterClarkClayCochranFieldFosterFranklinFrayserHazelwoodHeywoodJacobJohnstonJonesKennedyKing

5

REPORT

LincolnLongfellowLowellMarshallMc FerronIiarklandPerryPortlandRooseveltRutherfordSempleShawneeShelbySouthwickStrotherTalbertTingleyWashington, B. T.Wheatley

PERCENTAGE OF STUDENTS IN ALL SCHOOLS WITH EXTREME RACIAL ISOLATION

Graph II: Extreme Isolation of White Students,1956- 71, in Louisville, Kentucky

65

YEAR5 66 0

100%-

90%-

E 7096-

60%-E

.

T 50%.

A

IP

' -100%

80%

80%

" 60%

IP 5nE'40%. - 40%

30%- 30%

20%- - 20%

10%-.

- 10%

o indicates percentage of white students attendingall schools where at least 90 per cent of thestudents are white.

Graph III: Extreme Isolation of Black Students,1956-71, in Louisville, Kentucky

YEAR5 66 0

65

70

100% . I nryzw/U

90%- MOE

.

80%- - 80%

70%. - 70%

-

-60%- 60%

-

. .

T - 50%

A ..

-

40%. - 40%

.. 30%

. ..

20%. .. 20%.

10%- ..... mot.

coz

indicates percentage of black students attend-ing all schools where at least 90 per cent ofthe students are Black.

This year, 80 per cent of all elementary schoolstudents attend schools where there is extreme racialisolation.

The percentage of junior and senior high students,attending the schools with extreme racial isolation islower but is increasing.

Look at the city's seven high schools. Three have ablack majority and four have a white majority. All

I

but 850 of the 4,800 black students attend the blackschools. All but 400 of the 5,600 white studentsattend the white schools.

Look at the city's 13 junior high schools. Six havea black majority and seVen have a white majority. Allbut 1,200 or the 6,300 black junior high schoolstudents attend the black schools. All but 600 of the6,500 white students attend the white schools.

PERCENTAGE OF STUDENTS IN ELEMENTARY SCHOOLS WITH EXTREME RACIAL ISOLATION

Graph IV: Extreme Isolation of White Elemen-tary School Students, 1956-71 in Louisville,Kentucky

YEAR5 6 66 0 5

90%.

7

- 90%

30%.

20%-.

10%-.

.

t. 30%

I. 20%

10%

oz.

o indicates percentage of white elementar yschool students attending schools where atleast 90 per cent of the students are white .

Graph V: Extreme Isolation of Black ElementarySchool Students, 1956-71 in Louisville, Kentucky

YEAR5 6 66 0 5

100%.

7

80%-.

'.100%

0- 90%

0- 80%

indicates percentage of black e le men ta ryschool students attending schc..).s where atleast 90 per cent of the students are Black.

Look at the city's 47 elementary schools. Twenty-one have a black majority and twenty-six have awhite majority. All but 850 of the 12,500 blackelementary school students attend the black schools.All but 800 of the 13,000 white students attend thewhite schools.

It is a segregated system with Louisville's youthlearning to accentuate racial differences.

There is a lot of the old-style segregation mixedwith the new. School officials never have eliminatedthe vestiges of the dual system. Thirty-two of theschools now in the city system always have hadextreme segregation.

Thirteen schools always have had at least a 90 percent black majority. The schools are Central HighSchool; DuValle, Meyzeek and Russell junior high

7

PERCENTAGE OF STUDENTS IN JUNIOR HIGH

Graph VI: Extreme Isolation of White JuniorHigh School Students, 1956- 71, in Louisville,Kentucky

SCHOOLS WITH EXTREME RACIAL ISOLATION

Graph VII: Extreme Isolation of Black JuniorHigh School Students, 1956-71 in Louisville,Kentucky

56

100%-

90%

80%

60

YEAR65

7

..10n

90%I

0

80%

56

100%-

90%-

80%

60

YEAR65

70

-100%

once

80%

A

13

o indicates percentage of white junior high schoolstudents attending schools where at least 90per cent of the students are white.

A

60%-

sa-

? 70%

60%

5 niz"'"

30%

20%-

._ 0%

indicates percentage of black junior high schoolstudents attending schools where at least 90per cent of the students are Black.

schools; Byck, Carter, Cotter, Kennedy, Perry, South-wick, Talbert, Booker T. Washington and Wheatleyelementary seaools. Another, Whitney Young Elem-entary Schbol, opened in 1971 in the ninety-pluscategory but replaced the former Clay ElementarySchool that once was all white.

Nineteen schools always have had at least a 90 percent white majority. The schools are Atherton andIroquois high schools; Barret, Gottschalk and South-

ern junior high schools; Atkinson, Beechmont, Bel-knap, Bloom, Engelhard, Field, Frayser, Hazelwood,Jacob, Longfellow, Portland, Rutherford, Semple andShelby elementary schools.

The rapid increase in the level of black isolation inLouisville schools runs counter to the natiohal trend.Figures compiled by the U.S. Department of Health,Educaton and Welfare show that nationwide the levelof black students in extreme segregation (schools

PERCENTAGE OF STUDENTS IN SENIOR HIGH

Graph VIII: Extreme Isolation of White SeniorHigh School Students, 1956- 71 in Louisville,Kentucky

YEAR6 60 5

7

80%

70%

,

' - 60%

' - 20%,,

o indicates per centa ge of white senior highschool students attending schools where atleast 90 per cent of the students are white .

SCHOOLS WITH EXTREME RACIAL ISOLATION

Graph IX: Extreme Isolation of Black SeniorHigh School Students, 1956- 71 in Louisville,Kentucky

YEAR5 6 66 0 5

7

30%-

20%-

10%-

,

indicates pe r centage of black senior highschool students attending schools where atleast 90 per cent of the students are Black.

with at least a 90 per cent black majority) droppedfrom 64.3 per cent in 1968 to 43.3 per cent in 1970.The decline in the South was even more dramatic,from 77.8 per cent in 1968 to 33.4 per cent in 1970.

In contrast, the level in Louisville jumped from54.0 per cent in 1968 to 67.5 per cent in 1970. SoLouisville went from well below the level in thenation and South in 1968 to a point well above thenation and the South in 1970. National figures are - 7

not available for 1971, but Louisville continued toshow an increase and reached 72.5 per cent.

A nation-wide report on the status of schooldesegregation has been prepared by the U.S. CivilRights Commission and is reprinted in this report asAppendix A. It indicates how far Louisville has fallenbehind. The report states:

"The number of minority group children attendingdesegregated schools continued to increase in States

where segregation once had been required under law(including Kentucky). In fall 1968, 78 per cent of allblack school children were in schools with 80 percent or more minority enrollment in the 11 SouthernStates. 13k fall 1970, the figure had dropped to 39 percent."

In Louisville, however, 81.4 per cent of all blackschool children are in schools with 80 per cent ormore minority enrollment this year.

Table A,below, compares the changing percentageof blacks in the 90 to 100 per cent black schools inLouisville with the percentages in the nation and itssub-regions.

Louisville ma also be measured against its ownearlier record. Today, 72.3 per cent of all citystudents (black and white) 'attend schools where one

TABLE A

Blacks attend:1TR elementary a nd secondaryschools in 44-'4.'zi", -at least 90 per cent of stu-dents are blatIr 121, 1968, and Fall, 1970

Area .

STUDENTS

90- 100 %black schools

numberall schools

Louisville1968 23, 277 12, 5561970 23, 579 15, 859

6 Border States and District of Columbia1968 636, 157 383, 0591970 667, 362 380, 185

11 Southern States

54.067.5

60 .257 .0

1968 2, 942, 960 2,288,570 77.81970 3, 150, 192 1, 051, 210 33 .4

32 Northern and Western States1968 2, 703, 056 1, 369, 965 50.71970 2, 889, 858 1, 475, 689 51 .1

Continental U. S.1968 6, 282, 173 4, 041, 593 64.31970 6,707,411 2, 907, 084 43 .3

Source: Louisville data, from annual reportsfiled by the Louisville BOard of Education.Additional data from Civil. Rights Digest,.. Vol.4, No. 4, December,. 1971.,

race has a 90 per cent majority. That is the highestpercentage since the 77.5 per cent in 1956 and the73.5 per cent in 1957, the first two years of schooldesegregation.

The recent and rapid shift to resegregation isillustrated by the fact that as late as 1968 only 55.7per cent of the students were in schools with suchextreme racial isolation. Table B, beiow, shows howthat trend shifted.

TABLE B

Percentage of students attending schools withat least a 90% racial majority, by year andtype of school

Elemen -Year tary

Jr.high

Sr.High Total

1956 74.0 72,0 100.0 77.51957 70.6 67.0 84.6 73.51958 72 .3 63.5 82.7 72.01959 71.0 56.5 84.2 70.01960 69.9 57. 6 70.6 67.0

1961 71.6 58. 0 70.5 68.01962 73 .1 47.7 67.7 69.01963 69. 9 47 .7 68.2 64.01964 69.0 47.6 70.2 64.11965 66.8 47.7 33.5 55.3

1966 64 .2 47.7 38.0 54.81967 66.4 48.5 43.4 57.41968 63.0 48.4 44 .8 55.71969 75 .0 50.7 47.7 63.11970 82 .5 55.1. 61.2 69.2

1971 80.0 64.7 62.1 72.3

The one-hundred per cent transition of Parklandand Foster Elementary schools signals the arrival ofthe New Segregation.

All-white in 1955, Parkland became all-black in1970 and Foster became all-black in 1971.

Others are getting close. Two are high schools,Male at 94 Per cent and Shawnee at 88 per cent. Twoare junior highs, Shawnee at 93 per cent and Parklandat 99 per cent. Five are elementary schools, Brandeisat 98, Young at 93, Jones at 91, Strother at 90 andShawnee at 85.

Both Parkland and Foster elementary schools werethe nearest schools to many black students forcedinto separate,.all-black facilities under the dual schoolsystem in operation before 1956.

A _ The Louisville Story, a book by Omer Carmichael

p.

3A)

(then city school superintendent) and Weldon James,described the originial desegregation plan. That planto desegregate all schools at one timewas acclaimedby many as a pattern for other cities.

It was under that 1956 plan that the artificialboundaries between the children of the city fell andthe process of desegregation began. The disparitiesbefore 1956 are evident in the rapid increase in thenumber of black students in both Parkland andFoster between 1955 and 1957, as shown in Charts 1and 2 below.

Foster

Year195519571959196119631965196719691971

Number ofStudents

White Black642 0486 187244 519

52 69724 81014 81113 8032 7620 646

0

Percentage, Black1 2 3 4 5 6 7 80 0 0 0 0 0 0 0

90

1

00

00000000000000000000011X00000000000000011000001/111/111111X0000000

11111111X000111111011111101111110000111MCO

sommeessessessexoieeessosemoco'esemiesesissessesxosimmeeimeseessis

Parkland

Number ofStudents

Year White Black195519571959196119631965196719691971

308 0.303 106213 '191115 34655' .49831 54612 62211 5734 588

0

Percentage Black1.2 3 4 5 6 7 80 0 0 0 0 0 0 0

90

1

00' .

0000000000000000000001100X000000000000000esimemexci0000d00000ssmosexob000000000sceossoimooeseeesssexooessomemesseimiccosompeimmobeeemeolixosiumrommissimia

Similar charts illustrating the racial compositionand changes in all schools in the city system arecollected into Appendix B in this publication.

The new Brown School, scheduled to open atFourth and Broadway in September, will provideeducation in an integrated, center city setting. Butonly one per cent of the city's students will beallowed to attend.

While the city system has had some success inteacher desegregation and in the use of black adminis-

MAP II: WHITE TO BLACK SCHOOLS9 white schools in 1955 now 90- 100% Black.

efer to page 3 for schoolI

identificatsiions.

t\

MAP III: WHITE TO WHITER SCHOOLS17 white schools which lost black students overpast 5 years.

Re er to page 3 for school identifications.

trators, the Brown School is the first realistic steptoward an integrated education for students.

Too littleway late.Louisville still insists on tiny, tentative steps even

after the evidence is in. Take Greenburgh, N.Y.,where educators proved to doubting parents thatfull-scale integration paid off in better grades for bothblack and white students. Both groups are well aheadof national averages and both groups have improvedat an increasing rate since integration 10 years ago.

Educators there found:- 9 "Trying to upgrade schools without desegregatingOithem first is, at best, a piecemeal effort. The .

1

k.;

Table C: Segregation Index for All Schools in

yearLouisville, Kentucky, 1956- 1971elementary junior high high school

1956 79.7 74.3 90.41957 77.2 72.1 87.61958 75.6 70.6 81.41959 78.4 72.5 80.31960 81. 6 70.9 76.8

1961 80.6 66.3 73.91962 80.0 63.7 66.31963 78.5 61.9 61.51964 78.8 63.7 60.71965 77.0 65.5 61.5

1966 75.5 67.1 63.11967 78.4 70.1 65.91968 80.3 73.2 68.61969 82.1 74.8 75.51970 84 .0 70.7 72.2

1971 86.2 70.7 78.6Segregation Index =when: o = actual number of blacks

e = expected number of blacksN= total black and whiteNg total black

/oo

elementary supervisor said. ..`first integrate, and thensaturate (upgrade) every school 'with new ideas, newmaterials.' He is convinced that Negro and whitechildren must sit in the same classrooms before it ispossible to teach either group how to be good citizensin a multi-racial society. The net result of integration,he said, is 'better teaching and better schools.' "

The details of the Greenburgh story are in a70-page publication Equality Through Integrationwritten by Naomi and Arnold Buckheimer andpublished by the Anti-Defamation League of B'naiB'rith, New York City.

The number of black students almost doubled inthe 16 years since desegregation while the number ofwhite students declined. Table D, below, shows thechanges. While the percentage increase is considera-ble, segregation has increased out of pace with theincrease in the number of black students. Table C,next column, is a standard segregation index thattakes into account both number and distribution ofthe minority group.

Table C shows that distribution of Black studentshas worsened along with the numbers increase to thepoint that all the early gains have all but been wipedout.

Note, in Table C, that the segregation indexreached lows in the mid-1960s--75.5 for elementaryschools in 1965; 61.9 'for junior highs in 1963; and

12

Table D: Black Student Population GrowthShowing change in number and percentage of black students in elementary,junior high and senior hiel schools for each year from school desegrega-tion in 1956 to 1971, Louisville, Kentucky.

ElementaryTotal Black %Black Total

Jr. HighBlack %Black Total

Sr. HighBlack %Blacl

1956 27, 684 7, 622 27.5 10, 839 2, 746 25.3 7, 318 1,642 22.21957 28,471 8, 493 29.8 10, 084 2, 520 25.1 7, 467 1,777 23.81958 28, 529 9, 252 32.4 10, 319 2, 692 . 26.1 , 7, 787 1,888 23.91959 28, 096 9, 867 35.1 10, 861 2, 950 27.2 7, 647 1,939 25.41960 28, 280 10, 437 36. 9 11, 881 3, 443 29.1 7, 136 1,837 25.8

1961 28, 315 10, 962 38.8 12, 193 3, 827 31.4 7, 555 2, 000 26.41962 28, 452 11, 410 40. 1 12, 402 4, 257 34.3 8, 528 2,313 27.11963 28, 209 11, 895 42.1 12, 406 4, 671 37.4 9, 634 2, 800 29.11964 27, 803 12, 229 44.0 12, 346 4, 920 39.8 10, 072 3, 144 31.21965 27, 562 12, 453 45.2 12, 450 5, 194 41.7 10, 140 3,565 35.2

1966 27, 244 12,733 46.7 12,535 5,466 43.6 10, 218 3,930 38.41967 28, 428 13, 145 46.7 12, 423 5, 590 44.9 10, 411 4, 169 40.11968 27, 7 96 13, 077 47.1 12,595 5, 822 46.3 10,498 4,378 41.71969 26, 853 12, 850 47.8 12, 627 6, 045 47.7 10,479 4,450 42.51970 26, 157 12, 636 48.3 12, 835 6, 202 48.3 10,412 4,741 45.4

1971 27, 752 12, 147 49.2 12, 625 6, 302 49.9 10,415 4, 857 46.6-

60.7 for high schools in 1964. Elementary schools,now at 86.2, are at the highest level since the dualsystem was abolished and senior highs, at 78.6, arethe highest since 1959.

In addition to the 51 schools with extreme racialisolation, there are another nine schools where aileast 75 per cent of the students are of one race.Schools with isolation of whites are Western JuniorHigh School and Breckinridge, Emerson, Heywoodand Roosevelt elementary schools, Schools withisolation of blacks are Shawnee High School andCarmichael, Mc Ferran and Shawnee elementaryschools.

That means that only seven of the city's 67 schooLsdo not have racial isolation this year. They are Ahrensand Manual high schools; Manual, Manly and Woernerjunior high schools; and Lincoln and Marshall elemen-tary schools.

Only three of those schools, Manly, Woerner andMarshall, are in the middle band where neither racehas more than a one-third majority.

Graph X shows how the student population inthese middle band schools has shifted since 1956.Note the decline in number of students attending theeasily identifiable black and white schools droppedsteadily through the mid-1960s only to spurt back upin the closing years of the decade and almost entirelywipe out the early gains. By 1965 the percentage ofblack students in the two-thirds majority schools haddropped to 66 per cent but since then it has climbedsteadily from that low to an all-time high of 85 percent.

MAP IV: BETWEEN THE EXTREMES

Refer to page 3 for school identifies one.I .

Graph X: Two - Thirds Majority Schools

Showing percentage of black and white studentsin schools where one race had at least a two-thirds majority, Louisville, Ky., 1956- 71.

A

100%-

90%-

.80%-

5 66 0

YEAR65

7

$ LOOCA

60%-

50%-

40%.

V I I 8. 20%

I I I I. 0%

0 per cent of white students attending schoolswhere they are in at least a two- thirds ma-jority.

per cent of black students attending schoolswhere they are in at least a two- thirds ma-jority.

Apex cent of white students attending schoolswhere neither race has a two- thirds major-ftY

Apex cent of black students attending schoolswhere neither race has a two- thirds major-itY.n-

TOKEN FACULTY

Louisville never even got close to federal courtguidelines for faculty desegregation but even the,modest advances were scrapped this year and theprocess of resegregation begun.

One basic reason is that the administration failedto hire black teachers at a level keeping with the gainsin black student population.

Even where there were gains in faculty desegre-gation between 1968 and 1970, there now is someerosion. In fact, the schools with the greatest concen-trations of white students actually are losing some oftheir few black teachers.

There are i 6 schools where at least 95 per cent ofthe students are white. Seven of these schools have

MAP V: SCHOOLS LOSE BLACK TEACHERS

Refer to page 3 for achoo identificatio .

.I

Nine schools with extreme isolationof white students that lost black teachersbetween 1970 and 1971 are shown onthis map. School identification num-bers are shown on this map. Schoolidentifications are given on page 3.

fewer black teachers this year than they had in the1970-71 school year; six have the same number andonly three have additional black teachers.

There are another 11 schools where 90 to 95 percent of the students are white. Two of these.schoolslost black teachers; six have the same number andthree have additional black teachers.

Table E, in the next column shows the change innumber and percentage of black teachers in the 27

GAINS SACRIFICED

Table E: Black Teachers in White SchoolsShowing changes in number of black teachers inschools with 90-100 per cent white students,1970, 1971, Louisville, Kentucky.

Black Teachers1970

no. %1971

no . %

change1970- 71

no. %

95- 100% White Student Body

Longfellow 1.0 7 .5 1.0 6.9 * - 0.6Bloom , 2.0 14.8 2 . 0 12. 9 * - 1.9Semple 5.0 15 .7 4.0 13.0 -1.0 - 2.7Southern 2.0 4.2 2.0 4.2 * *

Iroquois 5.0 7.0 3 . 0 4 .2 -2.0 - 2.8Rutherford 3.0 8 . 9 3.0 8.6 * - 0.3Field 1.0 6 . 2 3 . 0 19. 3 +2.0 +13.1Belknap 2.0 12.1 3 . 0 19.2 +1.0 + 7.1

Beechmont 1.0 11.3 0.0 0.0 -1.0 - 11.3Gottschalk 5.0 10.9 3.0 6.5 - 2. 0 - 4 . 4Franklin 4.0 23.4 3.0 21.4 -1.0 - 2.0Jacob 2.0 9.1 2.0 10.6 * + 1.5

Barret 4.0 12.1 4.0 12.9 * + 0.8Atherton 6.0 9 . 3 4.0 5.5 -2.0 - 3.8Hazelwood 2.0 5 . 8 1 . 1 3.4 -0.9 - 2.4Portland 4.0 24.8 5 . 0 32.2 +1.0 + 7.4

SubtOtal 49.0 43.1 -5.9 - 12.0

90- 95% White Student Body

Atkinson 4.0 10. 9 4. 5 13.2 +0.5 + 2.3Johnston 1.0 7 . 0 2 . 0 12. 8 +1. 0 + 5 . 8Frayser 1.0 3 . 7 1.0 4. 0 * + 0.3Tingley 2.0 9. 1 1. 0 5.5 -1.0 - 3.6

Engelhard 6.0 29.8 5.0 25.0 -1.0 - 4.8Lowell 2.0 9 . 1 2. 0 8.9 * 0. 2Dolfinger 4.5 25.4 4.5 27.3 * + 1. 9Highland 5.0 11.6 5.0 12.2 * + O. 6

Shelby 2.0 12.9 2.0 15.5 * + 2.6Clark 2.0 11.4 2.0 11.9 * + 0.4Cochran 1.7 7 . 0 2.6 11.0 +0.9 + 4.0

Subtotal 31.2 31.6 +0.4 + 0.1

Total 80.2 74.7 -5.5 - 6.9

*No change12 -

city schools where the concentration of white stu-dents is greatest. The schools are ranked in order ofthe percentage of white students attending this year.

The gain and then decline in the number of blackteachers south of Eastern and Algonquin parkways isan indicator of the weakness in the faculty desegre-gation drive.

There are 15 schools in that southern section ofthe city system. Table F, below, shows just what hashappened in that area. There were only a few tokenblack teachers in the area through 1969. Then therewas a significant gain, almost doubling the number in1970. But this year there was a marked decline.

Table F

Number of teachers in the 15 Louisville publicschools south of Eastern and Algonquin Park-ways, 1967-71.

1967 1968 1969 1970 197 1

Black 19.1 20.0 24.0 43.0 37.1White 458.6 475.1 480.9 459.5 458.6

% Black 4.0 4.0 4.8 8.6 7.5

The school by school table below shows just whathappened in each of the 15 southermost schools overthe past five years. Note, particularly, the gain andthen decline in the number of black teachers atAtherton and Iroquois, the city's two white highschools, Table G. . . _

At a time when educators talk of faculty desegre-gation, it is obvious that more of our white youth are

being taught in the white enclaves-white classmates,white teachers.

Table H, below, shows just what that means thisyear. at the high school level. The table ranks schoolsin order of the percentage of black teachers; gives thetotal number of white students in each school; showsthe percentage of white students and then thecommulative percentage of white students. For exam-ple it shows that, 96.7 per cent of all white highschool students attend schools where less than 15 percent of the faculty is black.

Table H: White EnclavesShowing location of white students in relation topercentage of black faculty at all senior highschools, Louisville, Kentucky. 1971.

% of all% black white white

teachers students students

cum-mula-tive %

Iroquois 4.2 1,621 29.3 29.3Atherton 5.5 1,582 28.6 57.9Ahrens 10.6 1,120 20.2 78.1Manual 14.6 1,030 18.6 96.7Male 26.3 88 1 . 6 98.3Shawnee 37 .2 107 1.9 100.2*Central 66.4 0 0

*More than 100% due to rounding of figures .There was only token faculty desegregation in the

Louisville city schools until the late 1960s. Then aneffort-with prodding from the federal govern-

--ment-was begun. Table I shows the effects ofdesiegregation efforts in the changing percentage of

Table G: Black Teachers in White Schools

Showing shift of black teachers during years 1967- 7 1 in the '27-Louisvillecity schools where at least 90 pei cent of the students are white:,No. of Black Teachers No. of Black Teacifers-,,_

Sr.. High School '67 '6 8

Atherton 1 2Iroquois 4 3

Subtotal 5 5

Jr. High School

Gottschalk 2 1

Highland 1 2Southern 1 1

Subtotal . 4 . 4

'69 '70

2 63 5

5 11

6 12.

Elementary '67 '68'71

Beechmont 1 1

43

BelknapFrayserHazelwood

1

1

1

1

1

17 Heywood 1 2

Jacob 1 0Longfellow 1 1

Lowell 1.1 2

Rutherford 1 1

5 SemPle 1 1

9 Subtotal 10.1 11

1° - 13 - TOTAL 19.1 20.0

'69 '70 '711 1 01 2 31 1 1

2 2 1.12 3 3

0 2 21 1 1

2 2 21 3 32 5 4

15 2 2 20.1

24.0 45.0 27.1

Table I: Location of Black Teachers

Showing change in percentage of black faculty members for each school,.Louisville, Kentucky, 1967-71

% of Black Faculty Members % of Black Faculty Members

Schools '67 '68

Ahrens 1.2 3.3Atherton 1.7 3.3Central 85.0 82.7Iroquois 6.2 4.2

Manual 4.4 6.2Male 5.8 8.1Shawnee 10.5 13.7

Total High Schools 16.9 17.7

BarretDuval leGottschalkHighland

ManlyManualMeyzeekParkland

RussellShawneeSouthernWestern

3.1 2.893.8 86.73.9 1.92.6 4.3

26.4 27.8Included in Manual Sr. High77.6 75.944.1 43.4

'69 '70 '71

3.2 8.1 12.03.1 10.3 6.4

82.3 72.5 67.73.9 6.5 3.8

8.6 8.7 15.112.5 19.0 29.315.8 25.0 40.0

18.6 20.2 23.8

6.1 11.1 11.878.2 53.8 69.04.3 10.0 6.14.4 13.1 13.3

32.0 39.2 30.4

90.2 83.027.2 26.12.2 2.0

19.7 17.5

Woerner 4.8 7.0

69.8 69.251.4 41.7

84.9 61.326.2 38.14.4 3.9

13.3 15.9

7.7 11.9

80.053.5

66.147.03.8

21.7

.14.6

Total Junior High 34.5 32.0 32_.2-'-j0.8 32.6.

AtkinsonBeechmontBelknapBloom

BrandeisBreckinridgeByckCarmichael

CarterClarkClay (Young)Cochran

Coleridge- TaylorCotterDolfingerEmerson

2,,6 2.7 5.29.9 9.0 8.26.5 5.7 r5:76.9 6.1 5.5

85.7 85.3 77.34.0 3.7 7.4

74.4 72.4 58.154.1 57.2 44.0

90.3 89.7 84.25.9 5.1 5.1

32.0 40.5 37.12.3 2.5 2.1

96.3 100.0 73.093.2 95.0 76.215.0 17.1 14.310.3 10.3 4.9

10.6 12.8.7.9 0.011.4 18.113.7 12.1

68.211.969.236.4

58.410.851.16.7

75.712.456.737.0

72.4.11.358.810.8

Schools '67Engelhard 9.9Field 6.5Foster 51.5Franklin 5.4

FrayserHazelwoodHeywoodHill

JacobJohnstonJonesKennedy

KingLincolnLongfellowLowell

Marshall.McFerranParklandPerry

Portland-RooseveltRutherfordSemple

ShawneeShelbySouthwickStrother

Talbert 83.4Tingley 6.2Washington, B. T. 79.3Wheatly 86.7

3.42.76.5

15.7

3.76.5

13.472.8

**3.56.74.3

7.615.087.796.7

5.89.82;63.1

23.6..6.4

84.5.. 23.4

Total Elementary 34.4

TOTAL SCHOOLS 30.2

'68 '69 '70 '714.0 8.3 27.1 22.76.1 5.3 11.7 24.2

54.7 64.5 61.0 76.05.4 5.4 22.1 20.0

3.4 3.3 3.6 3.92.7 5.8 5.6 3.3

12.2 12.2 18.1 21.331.5 46.2 *

0.0 0.0 8.7 10.16.5 7.5 6.5 11.7

20.0 22.0 35.6 36.2,94.0 79.0 87.1 81.0

50.0 61.7 51.3 53.63.3 6.5 12.3 8.36.1 6.6 6.8 6.57.8 7.7 8.9 8.5

5.7 5.7 21.1 13.614.1 18.5 26.5 44.577.0 69.6 70.5 61.585.4 81.0 72.2 68.0

11.4 5.4 23.2 30.45.5 8.1 i7. 9 15.42.6 2.7 8.6 8.33.1 6.0 15.3 12 . 6

28.6 23.1 33.4 53.70.0 5.6 12.1 12.1

88.1 81.5 70.9 75.635.7 36.4 42.4 42.7

85.5 70.3 68.2 31.94.9 11.6 9.1 5.3

72.3 71.5 65.7 50.080.0 63.0 39.7 43.4

36.2 34.4 34.1 34.2

30.8 30.4 29.9 31.3*Hill Elementary closed for 1970-71 school

44.8 52.7 years.78.5 98.4 **King opened in 1968.24.0 25.7 Underlined figures indicate years in which there21.0 .14.6 was a decline in percentage of black faculty.

.N14416

black and white teachers on each school faculty. Theunderlined figures indicate years in which there was adecline in the percentage of black teachers. Declinemeans improved faculty desegregation if the facultyhas a high black majority but decline means facultyresegregation in the schools where the percentage ofblack faculty members already was low.

This runs counter to the federal court ruling in aNorth Carolina case which requires that the ratio ofminority group to majority group teachers in eachschool must be substantially the same as the ratiothroughout the district. [ Singleton v. Anson CountyBoard of Education, 283 F. Supp. 895 (1968)(U.S.D.C., WDNC)].

The retreat from faculty desegregation did notbegin until the current school year. Though. partlyconcealed by overall staff cuts, the retreat is.obviouswhen the direction of change in faculty is analyzed.

Table J summarizes such an analysis. It shows thepercentage of schools in each of 1 0 categories. that

TABLE J

Percentage of schools (by black faculty deciles)that gained in percentage of black teachers forthe years 1967 to 197 1 in Louisville, Kentucky.

percentage % of schools gaining black teachersof blackfaculty

90- 100

80- 89.9

70-79.9

60- 69.9 .

50-59.9

40-49.9

30- 39.9

20- 29.9

10- 19.9

0- 9.9,

67-68 68- 69 69-70 70-71

33.3 0.0

33 3 12.5 0.0 0.0

25.0 0.0 14.9 40.0

0.0. 56.1

100.0 66.7 50.0 100.0.

0.0 50.0 0.0 100.0

100;0 100.0 75.0 50.011010

'80.0 . 60 100.0 50.0k

50.0. 50.0 ; 85.7 70.6

31.4 59;4 87..7. 3.9.9

* no achOols in category.' :,..: . . . .

Underlined figures indicateyearg hi.which there gap, numberwas a dedine in percentage of black faculty; i . iv gap, per cent15w-

gained in percentage of black teachers. As in Table I,a decline in percentage means faculty desegregation ifthe school already is above 30 per cent (above dashesin Table J); a decline in percentage means facultymsegregation if the school already is below 30 percent (below dashes in table).

For example, there should be a high rate of gainfor schools where less than 1 0 per cent of theteachers are black. Reading across the bottom line ofTable J there is such an increase until the currentyear-31.4, 59.4, 87.7 and then the drop back to39.9. That means that less than 40 per cent (6 of 15)of the schools in that low category showed anincrease in percentage of black teachers in 1971. .

As previous data in this section shows, the areawhere there was a decline in black faculty members isthe section south of Algonquin and Eastern parkwayswhere there is the greatest concentration of whitestudents.

Though starting later, the retreat to segregation offaculties appears headed rapidly in the same directionas the resegregation of students. .

Another area of concern is the failure of the citysystem to keep the hiring of black faculty members ata pace with the growth of the black student popula-tion. Table K indicates the major proportions of thatgap.

Opportunities for black teachers are not keepingpace with the over-all growth of the black population.A mAjor reason appears to be the continued concen-tration of white teachers in white schools with Muchof the faculty desegregation coming in the form ofplacing white teachers into the black majority schoolsrather than placing more blacks into the whitemajority schools.

Table K shows the gap was 333 black teachers in1967. TodaY that gap is 415.

Table ..K: The Hiring Gap

Showing actual number of black teachers' andgap between that number and what would, be ex-pected if black teacher percentage equaled blackstudent, percentage, Louisville, Ky.., 1967- 71.

No. of blackteacher s ifequal to stu-dent pet cent

adual numberblack teachers

1032 1105 1181

.' 699 757 764

333 348 41732.3 31.2 35.2

1263 1163

7 96. 748

467 41536.9 35.6

IlL CONCLUSIONS

The Louisville-Jefferson County community can-not afford to graduate another student generationwhich is inadequately prepared to participate in ademocratic, multi-racial society. But that's what willhappen if the resegregation trend continues and thearea's young people are educated in racial isolation.

Racial isolation has been proved a detriment to theeducation of both white and black students. Sincesegregation creates an inferior educational setting, itcannot be justified by the excuse most often heard,that it merely reflects residential segregation.

The excuse has denied most white children theexperience they need of relating to black teachers andadministrators in positions of authority just as it hasfed the myth that black teachers prefer to teach inblack schools.

In a city where people should be learning to livetogether, we have a school system teaching the youngthat they must learn in separate institutions.

The truth is that separate education is inherentlyunequal. That is the law of the land and it is solidlysupported by documented facts both before and sincethe school desegregation decision of 1954. And onthe contrary, no evidence has been produced to showthat quality education can be achieved in segregatedschools: . And with the realities of economics andpower politics, it is the black people and the poorpeople who stiffer the most from such separatism.

The reward offered to blacks willing to ."stay intheir place" is a token voice in the operation of theschools in their neighborhoods. Neither quality norequality can be purchased with such tokens.

Equality will come only through an integratedschool systemand with equality will come improvedquality.

Already bad, the rate of resegregation in Louisvillecity schools has accelerated over the past few years.Soon all the gains made in the early years ofdesegregation will be wiped out.

Resegregation is a tragedy 'because it means a lostopportunity to educate young people for life in ourmulti-racial society. Segregation breeds distrust as astarting point to hatred.

At fffst, establishment of a dual system resultedonly from a drift. Now, the separation of studentsinto schools that can be identified on racial andeconomic lines will increase even more rapidly withrenewed emphasis on neighborhood schools.

The code word is neighborhood schools. The mostpopular argument, though not proven, is that likegroups are easier to teach.

But stripped of the code words and pop arguments,we see a segregated system that fosters racial fearsand promotes ethnic stereotypes. We see a system inwhich white students living in predominantly blackneighborhoods find it easy to get transfers. We see asystem in which black students from predominantlywhite areas are encouraged to attend black schools inthe inner city either through recruiting or throughdisciplinary transfers.

State and federal laws prohibit discrimination inthe hiring and assignment of black teachers. Still,black teachers have little mbre than held their 1967share of jobs while there has been a dramatic increasein the percentage of black students within the system.There is a need for more effective recruitment ofblack teachers.

The Singleton ruling by the federal courts makes itclear that school officials must strive for equaldistribution of black teachers throughout the system.An example of failure is the continued tokenism onfaculties in the southern-most schools in the citysystem. Even the modest efforts of 1969 and 1970now seem to be sacrificed.

In place of the goals set by the Singleton ruling,city school officials have announced that they seekfaculties with at least 30 per cent of the minoritygroups. That means 70 per cent black faculty schoolsand 70 per cent white faculty schools would bepermitted. Such a plan does not appear to meetSingleton standards and makes race a clear criteria forassioment of teachers.

The major conclusion the Kentucky Commissionon Human Rights must make as a result of this studyis that the Louisville school system has failedeitherby design or by lack of effortto deliver on thepromise of full student and faculty desegregation.The myth of "neighborhood schools" has been putforward to conceal this basic failure.

Since leadership has faltered, there must now be arevival of the spirit of an earlier time when there wasbroad support for desegregation as a step towardquality education through equality in opportunity.The current Board of Education is in a position toprovide much of.that new leadership and to direct itsstaff to develop the programs and plans to make itworknow.

I V. RECOMMENDAT I ONS

1. The Louisville school system should begin immediate preparation of a comprehensive plan forschool desegregation designed to turn the resegregation pattern back around with the opening ofschool in the fall of 1972.

2. The first year phase of that comprehensive plan must include some elementary school pairing.

3. The first year phase of that comprehensive plan must include a system-wide revision of the highschool attendance patterns and a long- range move toward educational parks.

4. Louisville and Jefferson County school officials should begin planning together now for the com-plete merger and desegregation program which is inevitable. Such a plan must protect the mo-dest gains made by black teachers and administrators within the*city system.

5. If city and county officials fail to initiate desegregation and merger planning, then white parents,students and teachers should join with black parents, students and teachers in a federal courtsuit that will require full desegregation of faculty and student bodies in a merged system. Sucha plan must protect rights of minority group students, teachers and administrators.

6. City officials must close the gap that still exists in the hiring of black teachers.

7. City officials should comply with the federal court decision (Singleton v. Anson County, N. C.,Board of Education) which states that the percentage of black teachers in each school should re-flect the percentage of black teachers throughout the system. Teachers should be hired andplaced on a desegregated basis by the central office of the school system. While neighborhoodgroups can properly participate in evaluation of teachers after they have taught in a school for areasonable period, no such group should be placed in a position where it can prevent employ-ment or placement of a teacher as a device for maintaining segregation.

8. City officials must inform the community on the educational advantage of assuring that at least35 per cent of the teachers in every school are black.

9. City officials should require that the racial minority in every elementary school exceed 11.1 percent in 1972. That would mean that no black majority school could have more than 88.8 per centblack students and no white majority school could have more than 88.8 per cent white students.

10. City officials should require that the racial minority in every junior high school exceed 22.2 percent in 1972-73.

11. City officials should require that the racial minority in every senior high school exceed 33.3 percent in 1972-73.

12. City officials should consider the levels in recommendations 8, 9 and 10 only as the first phasein total desegmgation of the schools.

13. Black teachers who believe they have been discriminated against by the school officials in mattersof hiring, assignment or promotion should file complaints with the Kentucky Commission onHuman Rights.

14. Special attention should be given to locating new schools on sites where they will increase thelevel of desegregation.

" 17 19

APPENDIX A

SCHOOL OBBRHATIONReprinted from Civil Rights Digest, Vol. 4, No. 4, December, 1971.

Federal courts have moved vigorously the past yearand a half to accelerate the pace of school desegregation.Tactics ca.esigned to delay elimination of the dual schoolsystem have been systematically struck down. TheSupreme Court gave support to a wide variety ofdesegregation techniques, including transportation, inshe important Swann u. Charlotte-Mecklenburg Board of

Education case decided unanimously in April 1971. Inthat decision, neighborhood schcols lost their sanctitywhen busing was recognized as a viable means ofachieving desegregation.

Decision of courts in areas as widely separated asPasadena, California and Pontiac, Michigan haveacknowledged that segregation is a national rather than aregional problem and requires remedial action by indi-vidual school districts wherever it exists.

In another step toward eliminating inequality ofeducational opportunity, a Federal court denied taxexemptions to private educational institutions, as well astax deductions to individuals contributing to theseinstitutions, if the schools discriminate on the basis ofrace. Racially discriminatory private schools supportsegregation by diminishing the number of white student°who otherwise would attend desegregated publicschools.

In fall 1970, Southern school districts which previ-ously had escaped desegregation were required to imple-

ment final desegregation plans. This action &lowedpressure from the Department of Health, Education, andWelfare and from Supreme Court rulings requiring thatdesegregation take place "at once". Although there waslarge-scale implementation of desegregation plans, moetof the plans continued to permit numerous black, major-

ity black, or predominantly white schools. Strategiesadopted to avoid a completely desegregated system in-

cluded adherence to neighborhood schools where resi-

dential segregation would preclude integration; rejection

of noncontiguous zoning or school pairing; and rejection

of transportation plans for desegregation purposes.Hence, many school systems technically desegregated

and "in compliance" with court-ordered plans or HEW

voluntary plans still were educating minority and major-

ity group children in segregated schools or . segregated

classrooms.Nevertheless, the number of minority group children

attending desegregated schools continued to increase in

States where segregation once had been required underlaw. In fall 1968, 78 percent of all black school children

were in schools with 80 percent or more minorityenrollment in the 11 Southern States. By fall 1970, the

figure had dropped to 39 percent.However, these statistics reflect only physical desegre-

gation of schools. The fipres fail to take into accountother serious, but often more subtle, aspects of asSega...

tion and discrimination. These include segregation ofactivities and facilities within schools; unequal disciplinebased upon race; and demotions and/or dismissals ofminority faculty and school administrators. These prob-lems represent forms of discrimination which almostinevitably will become the focus of legal and adminis-trative action in the seventies.

Even without looking at discriminatory tactics, thediscouraging fact is that, despite minimal gains indesegregation, more than 3.3 million black childrenremain in schools 80 percent or more minority in thecontinental United States, 12 million of whom are inthe South. In addition, more than 750,000 Spanishsurnamed children, 468,000 of whom are in fiveSouthwestern States, remain in ethnically imbalancedschools. 2 In the North and West, where legally segre-gated education has been infrequent, the extent of segre-gation is substantial and, in many communities,growing.3

NATIONAL STANDARDS

During 1970 and 1971 an increasing debate has beenheard about the need for national standards for schooldesegregation, applicable nationwide in de jure as well asde facto situations. A leading Northern exponent for anational approach to school desegregation is SenatorAbraham A. Ribicoff of Connecticut who, in 1970 and'1971, introduced legislation which would require metro-politanwide desegregation of schools. Under the Ribicoffproposal, all schools within a metropolitan area wouldbe required to have a proportion of minority groupstudents equal to at least one-half the minority groupproportion of the enrollment in the metropolitan area asa whole. Ten years would be allowed toaccomplish this

integration, but school districts would be expected toshow substantial progress toward established goals eachyear or face the loss of all Federal education aid. TheSenate rejected the bills both years.

Senator John Stennis of Mississippi also pressed forequal emphasis on desegregation in all sections of thecountry. Senator Stennis introduced an amendment tothe 1970 Education Appropriations bill requiringuniform application of HEW school desegregationpolicies and practices throughout the country. AfterSenator Ribicoff added the phrase "regardless of the

Armload Swvey of Rectal and Elide Enrollment is the M-lle &kook Table 2-A, HEW Prose Rao" Werhiniton, D.C.,Jam 18, 1971.

&Mond &my of Racial end Ethode Eardieent in tie Pub-& Schools, T.M. 2-8, HEW Prose Reba" Wethiegton, D.C.,June 18, 1971.

&gond Sunny of Racist and Mink Enrollment it tie Polo1k Schools, Table 2-A, HEW Press Rare, Wethington, D.C.,

18-20 /wee 18, 1971.

Appendix A: Continued Reprinted from Civil Rights Digest, Vol. 4, No. 4, December, 1971.

NEGROES ATTENDING SCHOOL AT INCREAMNG LEVELS OF ISOLATIONFALL 1968 AND FALL 1970 ELEMENTARY AND SECONDARY SCHOOL SURVEY

NEGROES ATTENDING:

AREATOTALPUPILS

NEGRONUM.

NEGROpa'

0-49.9%MINORITYSCHOOLSNUMBER PCT

50-100MINORITYSCHOOLSNUMBER PCT

807400%MINORITYSCHOOLSNUMBER PCT

CONTINENTAL U.S.'68 43353568 6282173 14.5 1467291 23.4 4814881 76.6 4274461 68.0'70 44877547 6707411 14.9 2223506 33.1 4483905 66.9 3311372 49.4

(1) 32 NORTHERN AND WESTERN'68 28579766 2703056 9.5 746030 27.6 1957025 72.4 1550440 57.4'70 29451976 2889858 9.8 793979 27.5 2095879 72.5 1665926 57.6

(2) 6 BORDER AND D.C.'68 3730317 036157 17.1 180569 28.4 455588 71.6 406171 63.8'70 3855221 667362 17.3 198659 29.8 468703 70.2 404396 60.6

(3) 11 SOUTHERN'68 11043485 2942960 26.6 540692 184 2402268 81.6 2317850 78,8'70 11570351 3150192 27.2 1230868 39.1 1919323 60.9 1241050 39.4

90-100%MINORITYSCHOOLS

95-100%MINORITYSCHOOLS

99-100%MINORITYSCHOOLS

100%MINORITYSCHOOLS

AREA NUMBER PCT NUMIMR PCT NUMBER !CT NUMBER

CONTINENTAL U.S.'68

4041593 64.3 3832843 61.0 3331404 53.0 2493398'70 2907084 43.3 2563327 38.2 1876767 28.0 941111

(1) 32 NORTHERN AND WESTERN

'68 1369965 50.7 1198052 44.3 834898 30.9 332408'70 1475689 51.1 1288221 44.6 878.157 30.4 343629

(2) 6 BORDER AND D.C.,68

383059 60.2 368149 57.9 294844 46.3 160504'70 380185 57.0 355512 53.3 294104 44.1 154409

(3) 11 SOUTHERN,68

- 2288570 77.8 2266642 77.0 2201662 74.8 2000486'70 1051210 33.4 919594 29.2 704306 22.4 443073

Some; National Sunny of Redd and Ethnic Enrolment in the Pub& Schools, Table 2-A, HEW hen Rano, Washinsion, D.C.,inn. 18, 1971.

719- zi

5

Appendix A: Continued Reprinted from Civil Rights Digest, Vol. 4, No. 4, December, 1971.

origin or cause of the segregation", the perfectedamendment was adopted.

Neighborhood schools and the use of busing toachieve desegregation have caused widespread debateduring the past 2 years. In March 1970, the Presidentissued a special statement on school desegregation inwhich he emphasized the distinction between de factoand de jure segregation, expressed support for theneighborhood school, and opposed busing to achievedesegregation.

The United States Commission on Civil Rights re-sponded to the President's message. While commendingthe President for his strong support of the constitutionalprinciple of the 1954 Supreme Court decision in Brownv. Board of Education, the Commission took exceptionto the arguments against busing, maintaining that theemphasis on busing was misplaced. "As most Americanswould agree," the Commission said, "it is the kind ofeducation that awaits our children at the end of the busride that is really important."

The Commission also took issue with the President'sstatement of de facto segregation. It observed that oftenwhat appears to be de facto segregation actually is. theresult, in whole or substantial part, of an accumulationof governmental actions. Such eegregation, the Commis-sion argued, therefore is de jure.

For example, in a recent Northern school case, Davisv. School District of the City ofPontiac, Inc., the schoolboard contended that de facto segregation existed incertain Pontiac elementary schools but that it could notbe required to undo that which it had not caused. 4 Thecourt found that the Pontiac Board of Educationintentionally utilized the power at its disposal toperpetuate the pattern of segregation, deliberately pre-venting integration despite its pronouncements favoringintegration. The court concluded that the Pontiac Boardof Education did "a great deal to create the patternsexisting within that school district" aro therefore wasresponsible for eliminating the patterns. The decisionwas affirmed on appeal. s

The Commission's position on bwing was supportedby the United States Supreme Court in its April 20,1971 decision in Swams v. Charlotte-Mecklenbusg Boardof Education. The case involved an appeal from acourt-ordered integration plan which calkd for extensivebusing of about 23,000 student,. The plan called far awhite-black enrollment in each school approximating theoverall enrollment ratio in the district. In affirming thelower court's earlier order, the Supreme Court held:

1) Limited use of mathematical ratios in fashioning adesegregation decree is permissible.

2) Where black-white enrollments in individualschools do not reflect generally the black-whiteratio in the district as a whole, the burden is upon

4 309 F. &app. 734 (E.D. Mich. 1970).

5 443 F. 2d 573 (1971).

6 399 U.S. 926 (1971).

the school board to show that desegregation hasnevertheleas been achieved to the greatest degreepossible.

3) Rearrangement of school districts and geographiczones and the development of noncontiguouszoning is within the power of the courts ineliminating the dual system.

4) Bus transportation ie a viable technique for accom-plishing school desegregation and courts mayrequire its use.

Because busing had been utilized sparingly underHEW administrative rules, numerous desegregation plansperpetuating all-black, majority black, or majority-minority schools had received the Department's sanc-tion. Following the Swann decision, HEW's Office forCivil Rights began to review previously accepted plans tosecure changes where all-black schools continued toexist. However, few changes in plans have been madewhich adequately reflect the rulings in Swan&

LEGISLATION

Despite frequent changes in policy regarding schooldesegregation during the pot 2 years, Federal financialexistence for bnpleinenting desegregation has beenincreased. Under the Emergency School AssistanceProgram, an initial $75 million was appropriated inAugust 1970 to help Southern school districts carry outtheir desegregation plans by resolving problems arising"incident to desegregation". Legislation callkg for anadditional $1.5 billion was introduced later in 1970 bythe AdMinistration, but it was not approved. SomeCongresemen felt there were insufficient safeguards forassuring that funds would be epent properly. Twoevaluations of the $75 million programone by severalprivate civil rights groups and another by the GeneralAccounting Officecited numerous examples of im-proper use of funds and improper progrem administra-

tion. Other opponents felt the funds would supportbaling, of which they disapproved.

The Emergency School Aid legigation wu reintro-.duced by the Administration and =aged with a similarhill introduced by Senator Walter F. Mondsle ofMinnesota. The new bill, entitled the Emergency SchoolAssistance and Quality Integrated EducationAct, wouldrequire a school district receiving Federal aid for desegre-gation to have "at least one stable quality integratedschool". An integrated school is defined as one "inwhich a substantial portion of the children are fromeducationally advantaged backgrounds and which issubstantially representative of the minority group enroll-ment of the local educational agency in which it islocated". The faculty also must be representative of theminority and majority populations.

The revised legielOon required districts to adoptplans for eliminating racial isolation !'to the maximumextent poesib/e". This phrase, however, is undefined and

could provide a loophole for recalcitrant districts andjudges unsympathetic to desegregation. The le alsowould provide funds for two experimental educational

Appendix A: Continued Reprinted from Civil Rights Digest, Vol. 4, No. 4, December, 1971.parks and for planning integrated programs to involveentire metropolitan areas. Further, it would providemoney for "special programs", including educationaltelevision, bilingual education, and programs to involveparents in the educational process. Fund!) also would beprovided for human relations activities designed to fosterunderstanding between majority and minority groupsand for a variety of school-community relations activi-ties. The bill has passed the Senate but now is in theHouse Committee on Education and Labor. The Presi-dent has indicated that he will ask that the bill beamended to forbid use of the funds for transportationpurposes.

The Education Revenue Sharing Act of 1971 (ERS) isanother major piece of proposed education legislation.ERS would replace categorical programs of Federalassistance to elementary and secondary education with arevenue sharing system designed to meet the broad needsof State and local school systems. Passage of the bill inthe current legislative sessionnow seems unlikely.

SEGREGATED PRIVATE SCHOOLS

A most disturbing development in education in recentyears has been the proliferation of segregated privateschools in the South as a means of avoiding schooldesegregation. The growth of these schools,has beenfacilitated by the tax-exempt status granted them by theInternal Revenue Service and the tax deductions allowedto taxpayers who make financial contrthutions to theseschools. In the midst of the Green v. Connally litigation,IRS modified its policy regarding segregated privateschools. On July 10, 1970 7 and July 19, 1970,1 IRS

7 Announcement of Position on Private Schools, IRS PressRetests, Washlrgton, DA July 19, 1970.

Announcement of Position on Private Schools, IRS Pressnelson, Washington, D.C., July 19, 1970.

issued press releases stating it would no longer granttax-exempt status to segregated private schools.

Nevertheless, on June 30, 1971, in Green v. Connally,a three-judge Federal disttict court held that the In-ternal Revenue Code does not permit Federal tax ex-emptions to racially discriminatory private schools inMississippi, nor does it permit individual tax-payerdeductions where contrlutions are made to suchschools. The court held that IRS, before grantingtax-exempt status to private schools, must require thezehools to document publication of their non-discriminatory admission policy; to provide data on theracial composition of the student body, faculty, staff, ap-plicants for admission, and recipients of scholarships andloan awards; to list the incorporators, founders, boardmembers, and donors of lands and buildings; and toprovide a statement as to whether they have anannounced identification with organizations created tomaintain segregated education as a primary objective.

Segregated private schools have become havens fa:white students fleeing integrated public schools and havethereby jeopardized the viability of plans to integrate.public schools. With effective monitoring by IRS thecourt decision and policy change therefore can havemajor implications for strengthening public education.

UNFINISHED TASK

The 1970's will be busy years for school desegrega-tion activities. The agenda win include completingphysical desegregation and removing remaining dis-criminatory elements in systems which have desegre-gated. These activities undoubtedly will focus oneliminating artificial distinctions between de facto andde jure segregation. In working to end discriminationand segregation, North and South, the Nation will haveto move with greater vigor and decisiveness toward thegoal of providing equality of educational opyrtunityfor all of its chiliiren.

APPENDIX B: Changes in Racial Composition in all Louisville Public Schoolsfrom.1955 through 1971

(Individual tables cover odd numbered years and give the number of white students, the number ofblack students. The individual' charts indicate the approximate percentages of black and white stu-dents. Statistics are from annual reports prepared by the Louisville Board of Education and aremid-September figures for each year covered.)

Iroquoisp

HIGH SCHOOLS

Ahrensp

Year195519571959196119631965196719691971

Number ofStudentsW hite Black1051 01082 221071 451071 471324 881692 3231279 3621396 3421120 407

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0. 0 0 0 0 0 0 0 0 0,00006000000000 00X00000000000 00 0000000X0000000000 00 00000000,X000000000000 00000000O 3{0000000000 00 0000000O S03{00000000 000000000MO3(00000000 00000000X 00000000 00 0000000O 00003(000000 000000000

Atherton&

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01965 366 2 x0000.0000 o o oo 00 o 0001967 1363 23 x000000000000000000001969 1679 15 3c 000 o o o 0.0 0000 00 00001971 .1621 9 xoocipooc0000000000000

Manualp

Number ofStudents .

Year White Black

Percentage Black 1

1 2 3 4 5 6 7 8 9 0

0 0 0 0 0 0 0 0 0 0 01955 1457 0 0000000000000000000001957 1744 38 x000000000000000000001959 1748 57 x000000000000000000001961 1712 89 x000000000000000000001963 2064 142 OX OC ' J000000000000 0001965 1709 208 ex0000000000000000001967 1111 281 sX00000000000000001969 898 298 mex000 o o o o o 00 0000 o1971 1030 391 emex000000000000000

MaleNumber of percentage Black 1

Students , 1 2 3 4 5 6 7 8 9 0 Number of Percentage Black 1

Year White Black 0 0 0 0 0 0 0 0 0 0 0 Students 1 2 3 4 5 6 7 8 9 01955 901 0 000000000000 000000000 Year White Black 0 0 0 0 0 0 0 0 0 0 01957 945 0 000000000000 000000000 1955 997 0 X00000000000000 0001959 . 921 2 X000000000000 00000000 1957 1012 117 X 000000000000000 0001961 929 6 X,0000000000 0000000000 1959 1023 188 X00000000000000 0001963 1265 11 X0000000000 0 000000000 1961 934 230 X00000000000000 0001965 1313 28 X0000000000 0000000000 1963 1038 460 X00000000000 0001967 1400 26 X0000000000 0000000000 1965 774 695 X00000000 0001969 1512 32 X00000000000 000000000 1967 511 966 001110110000X0000 0001971 1582 61 X00000000000 00 0000000 1969 241 1147 111X 0 000

1971 88 1512 X0

Central

Shawnee,6

Number of Percentage Black 1

Number of Percentage Black 1 Students 1 2 3 4 5 6 7 8 9 0Students 1 2 3 4 5 6 7 8 9 0 Year White Black 0 0 0 0 0 0 0 0 0 0 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0 1955 768 0 0 0 0 000 0 00 0 0 0 0 0 0 0 0 0 000

1955 0 1420 eeeeeeeeeeeeeeeeeeee. 1957 907 45 X00 000000000000000 000

1957 0 1555 eeeeeeeeeeeeeeeeeeeee 1959 945 93 X00 00000000000000 000

1959 0 1554 eeeeeeeeeeeeeeeeeeeee 1961 908 150 X00 0000000000000 0001961 1 1478 eeeeeeeeeeeeeeeeeee X0 1963 1143 414 X000000000000 0001963 0 1685 000000 1965 721 609 X00000000 0001967 0 17130 1967 578 798 X000000 0001969 0 1755 111 00411 1969 303 861 X000 0001971 0 1616 011 1971 107 861 0000X 000

Appendix B: Continued

JR. HIGH SCHOOLS

Barrett 0

Number of Percentage Black 1Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 01955 654 0 0000 0000 000000000000 01957 610 26 X000 0000 0000 0000000 0 01959 616 22 X000 0000000000000000 01961 722 31 X000 00 00 0000 0000000 0 01963 655 37 03E00 0000000000000000 01965 630 40 03{00 0000000000000000 01967 633 31 X000000000000000000001969 688 39 3E00 0000 000000000000 01971 676 25 X000 0000 000000000000 0

Du Valle 0

Number of 1Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 01955 0 990 .1957 0 577 rneeeem1959 20 816 xo1961 9 961 omeemo1963 7 1077 xo1965 2 1159 xo1967 7 1144 xo1969 6 1037 xo1971 4 859 mooMeyzeek

Number of Percentage Black 1Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 01955 0 639 eesmee1957 0 4071959 1 440 xo1961 o 489 ...1963 0 4491965 4 391 xo1967 22 394 soo1969 12 385 xo1971 4 389 xo

-23-

Parkland ®

Year195519571959196119631965196719691971

Number ofStudents

White Black1019 0927 58887 144805 262633 536399 802295 105875 126940 1026

Russell 04

Year195519571959196119631965196719691971

Number ofStudents

White Black0 9341 7290 8290 10940 1097.0 9060 8960 8210 696

Percennige Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000 000000000X0000000000 000000000

0X000000000 000000000000X0000000 0 00000000

0000000X00 00000000000000000000 X0000000

0000000000000X0000000. 09 XIDO0X0

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0ememeeme

00001100080004100090X0

MO000000000 IIOM. OD.

Shawnee 0

Year195519571959196119631965196719691971

Number ofStudents

White Black903 0807. 38827 94885 262783 483632 785397 980231 1221113 1493

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000 0 00000000X00000000000 000000000.003E000000000 0 000000000X0000000 0 00000000100000X0000 0 0000000000000000X000000000X00000000X0000fbX00

Southern 0

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0White Black 0 0 0 0 0 0 0 0 0 0 0Year

195519571959196119631965196719691971

1159921

1018108410651049101110741077

02200.0

01

4

000000000000 o 00000 000x000p0000000000000000x00 0 0 0 00 00 0000000000 000 b000000000000000000o 0000000000000 00000000000000000000 o 0000000000000000000000000000x00000000000000000000x000000000000 o 0000000

Appendix B: ContinuedGottschalk ®

Number ofStudents

Year White Black1957 779 7

1959 862 4

1961 926 7

1963 867 7

1965 322 1

1967 1045 13

1969 1001 15

1971 898 21

Percentage Black 1

1 2 3 4 5 6 7 8 9 0

0 0 0 0 0 0 0 0 0 0 0

x00000000000000000000x00000000000000000000x00000000000000000000x00000000000.00 0000000x00000000000000000000x0000000000000 0000000x0000000000000 0000000x00000000000000000000

Highland 0

Year195519571959196119631965196719691971

Number ofStudentsWhite Black

743 0

626 4

668 4

679 8

654 13

766 19805 43850 107787 69

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0oo 0000000000 o o 0000000x00000000000 o o oo oo 000x0000000000000000 0000x00000000000 o o 000 0000x00000000000 000000000x000000000000 o oo oo o oo

x0000000000 oo 0000 000ex000000000000 oe 000x000000000 oo oo 00000

Iroquois CD

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9, 0Year White Black 0 0 0 0 0 0 0 0 0 0 01965 639 4 x00000000000000000000

Manly ©

Number ofStudents

White Black1042642.691768631553500442429

Percentage Black 1

1 2 3 4 5 6 7 8 9 0Year 0 0 0 0 0 0 0 0 0 0 01955 0 0000000000000000000001957 265 mm0000000000000001959 316 m0000000000000001961 348 m000000000000001963 491 moom0000000000001965 502 osessex000000000001967 443.mosesex000000000001969 492 oom00000000001971 584 mosex000000000

«07

Manual

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 892 0 0000000000000000000001957 652 104 sx0000000000000000001959 651 95 sx0000000000000000001961 716 142 x000000000000000001963 802 155 x000000000000000001965 753 202 x00000000000000001967 579 181 mx00000000000000001969 710 208 x00000000000000001971 764 449 seex0000000000000

Western ©

Number of Percentage Black 1

Students 1 2 3 4 5- 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 955 0 0000000000000000000001957 885 244 sx00000000000000001959 911 113 ex0000000000000000001961 966, 79 ox00000000000000000001963 1000 149 sx00000000000000000019,65 926 203 sx000000000000000001967 967 223 x00000000000000boo1969, 983 240 x000000000000000001971 1000 316..xo000000000000000

Woerner

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 833 0 0000000000000000000001957 714 59ex00000000000000000001959 7591961 8061963 6381965 5811967 5721969 5101971 531

-24- 26

71 x0000000000000000000144 x00000000000000000177 x0000000000000000180 i-x0000000000000000184 ex0000000000000000210 ex000000000000000371 ox000000000000

Appendix B: Continued

ELEMENTARY SCHOOLS

Atkinson

Year195519571959196119631965196719691971

El

Number ofStudents

White Black901 0749 53730 50800 42854 53851 58995 86899 90882 49

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000000000000ex() 000000000000000000xo 000000000000000000ex0000000000000000000X00 00000000000000000OX0000000000000000000X0000 000000000000000X000 0000000000000000OX0000 000000000000000

Beechmont

Year195519571959196119631965196719691971

Number ofStudents

White335294276246203211226263325

Black0

00000006

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000000000doo000000000000000000000000000000000000000000.0 0000000000000000000000000000000b000000000000000000000000000000000000000000000000000000000000000000000000xo 0000000000000000000

Belknap

Year195519571959196119631965196719691971

El

Number ofStudents

White Black384 0365319322289286374.446410

1

1

1

2

65

1

5

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0- 0 0 0 0 0 000000000000000000000000000000000000000000

xo 000000000000 oo 00000X0000 0000000000000000X00000 000000000000000X0000 0000000000000000X0000 0000000000000000X00000000000000000000X0000 0000000000000000

Bloom

Year195519571959196119631965196719691971

4

Number ofStudents

White Black336 0328 3304 5254 1

287323 0348373 0367 0

o

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000000000000X000000000000 0 0000000X0000000000000 0000000X00000000000 0 0 000000000000000000000 000000000000000000000 00000000000000000000 0000000000 00 00 0000000 0 000000000 000 0000000 00 0000000

Brandeis

Number ofStudents

Year White Black1955 399 01957 337 831959 292 1521961 234 3351963 159 7171965 71 8991967 47 10121969 22 10111971 15 838

Percentage Black 1

1 2 3 4 5 6 7 8 9 0

0 0 0 0 0 0 0 0 0 0 000000000000000000006ouc00000000lool0000000

oessex00000lool0000l000e messessex000000000

ixospooIII X00MOO X0WO X0000110 X0

Breckinridge 6

Number ofStudents

Year White Black1967 469 941969 455 771971 401 88

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0wx00000000000000000

ex000000000000000000wx00000000000000000

Byck

Year19631965196719691971

El

Number ofStudents

White Black40 91424 87737 86129 83217 704

Percentage Black 1

1 2 3 4 5 6 7 8 9 0

0 0 . 0 0 0 0 0 0 0 0 0w eeemossoweeexo111X01X0XOXO

Appendix B: ContinuedColeridge -

TaylorNumber of

StudentsWhite Black

0 66811 65312 512

8 61550 55454 42719 3717 3269 413

Year195519571959196119631965196719691971

8

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0o00000WM)

WM)XO

0001141410. XOOX000XOMO O. 01101111000 XO

3C0Cotter 9

Number ofStudents

Year White Black

Percentage Black 1

1 2 3 4 5 6 7 8 9 0

0 0 0 0 0 0 0 0 0 0 01955 0 7281957 0 938 000000001100 011

1959 26 905 XO1961 7 744 X0

1963 1 370 XO1965 0 3701967 1 359 X0

1969 0 314 i1971 0 265 00000041

Dolfinger T1

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0

1955 466 0 0000000000000000000001957 449 40 x00000000000000000001959 407 26 x00000000000000000001961 431 20 x000000000000000000001963 421 20 x000000000000000000001965 339 50 x0000000000000000001967 401 59 x0000000000000000001969 370 47 x0000000000000000001971 356 29 x0000000000000000000

Emerson

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0

1955 274 0 0000000000000000000001957 268 18 x00000000000000000001959 216 114 x000000000000001961 249 135 ox0000 o o o'o o o o oo1963 221 144 x00000000000001965 221 142 x00000000000001967 325 131 x0000000000000001969 350 88 x00000000000000001971 383 64 x000000000000000000

Engelhard

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0

1955 657 0 0000000000000000000001957 538 14 x000000000000000000001959 452 27 ox00000000000000000001961 458 20 x000000000000000000001963 460 19 x000000000000000000001965 500 48 ox00000000000000000001967 453 44 ox00000000000000000001969 415 35 x0000b000000000000001971 460 33 x0000 0000 00000000000

Carmichael [E

Number ofStudents 1 2

Year White Black 0 0 01961 4461963 3521965 2891967 2901969 2071971 134

Percentage Black .1

3 4 5 6 7 8 9 00 0 0 0 0 0 0 0

447 x0000ô00000286 0000ox000000000000307 ox0000000000426 oox000000000373 x00000000403 oox00000

Carter rin(Virginia Avenue)

Number ofStudents

Year White Black

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0

1955 0 944

1957 1 821

1959 8 765

1961 11 886

1963 3 928

1965 1 900

.1967 3 807

1969 2 717

1971 2 660

Clark

Year195519571959196119631965196719691971

26-

nia

00000110X00001111001100110X0

000000100011110011001111X0IIIIII11X00011111110001111X0MO MO 01100110X0111100 11110011001111X0

110000000011110041000JX0

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 .0Black 0 0 0 0 0 0 0 0 0 0 0White

411396413360345358395397353

0 00000000000000000000050 ox00000000000000000039 x000000000000000000044 ox00000000000000000042 x00000000000000000044 ox00000000000000000041 ox000000000000000000032 x000000000000000000031 x0000000000000000000

Appendba ContinuedClay Franklin

(YoungfNumber of Percentage Black 1 Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0 Students 1 2 3 4 5 6 7 8 9 0

Year White Black 00000000000 Year White Black 0 0 0 0 0 0 0 0 0 0 0

1955 358 0 000 0000 00000000000000 1955 278 0 0000000000 000 00 0000001957 366 47 X0000 00000000000 000 1957 298 32 X00000000 000000000001959 390 72 X00 00000 0000000 000 1959 285 24 )(00000000 0000 00000001961 398 107 X00 000000000 00000 1961 286 23 0)(0000000 0 0000000 00001963 340 214 X000 0000000 000 1963 284 26 X00000000 0000 00000001965 268 455 00 00 X00000 000 1965 253 19 )(0000000 00000 000 00001967 149 737 000000X0 000 1967 398 23 )(00000000 000 0 00000001969 78 746 0000000000 X00 1969 390 15 X00000000000 000000 0001971 56 807 00000000000000 X00 1971 315 9 X0000000000000 0000000

Cochran Frayser Ell

.

Number of Percentage Black 1 Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0 Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0 Year White Black 0 0 0 0 0 0 0 0 0 0 0

1955 545 0 000000000000000000000 1955 727 0 000000000 0 0000 0000 0001957 605 37 x0000000000000000000 1957 771 28 X0000000000000 00000 001959 605 44 x0000000000000000000 1959 696 41 0)(0000000 0 0000 00000001961 612 38 x0000000000000000000 1961 713 43 0)(0000000 0 0000 00000001963 610 39 x0000000000000000000 1963 . 664 38 X00000 000 00 0000000 001965 633 54 x0000000000000000000 1965 641 31 X000000000 000000000001967 401 42 x0000000000000000000 1967 681 32 X00000000 0000000000001969 356 29 x0000000000000000000 1969 624 37 (OX00000000 000 0 0000000

1971 385 36 x0000000000000000000 1971 538 32 0)(00000000 0000 0 000 000

Field Hazelwood

Number of Percentage Black 1 Number of Percentage Black 1

. Students 1 2 3 4 5 6 7 8 9 0 Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0 Year White Black 0 0 0 0 0 0 0 0 0 0 0

1955 304 0 0000000e0000000000000 1955 1049 0 000 0000000000000000001957 325 0 000000000000000000000 1957 858 14 X000000000 000000000001959 348 0 000000000000000000000 1959 740 12 X000000000 000000000001961 325 0 000000000000000000000 1961 724 10 X00000000 0 0000 00000001963 303 0 000000000000000000000 1963 687 12 X00000000 0 0000 00000001965 330 0 000000000000000000000 1965 827 15 X000000000000000000001967 362 2 x00000000000000000000 1967 968 18 X000000000000000000001969 388 0 000000000000000000000 1969 841 23 X000000000000000000001971 401 3 x00000000000000000000 1971 841 34 X000000000 00000000000

Foster Heywood

Number of Percentage Black 1 Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0 Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0 Year White Black 0 0 0 0 0 0 0 0 0 0 0

195519571959196119631965196719691971

642486244

52241413

2

0

0187519697810811

803762646

00 0000000000000000000X000000000000 00000000X0000 0000000000000x00

0000000000000110X000000000060X0000000000110X0seexoesse..27

195519571959196119631965196719691971

398351309319328293291322283

0 00000000000000 000000089 0 00X0000000000 00000070 002(000000000 0000000082 0000X00000000 00 00000086 00)(00000 0000000000080 0000)(00000 0000000000065 X0000000000000000050 ex00000000000000000043 0000000000 00000000

/410

Appendix B: ContinuedJacob

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0

King

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 01955 677 000000000000000000000 1969 85 789 owsoweswexoo1957 719 0 000000000000000000000 1971 31 844 wwwwswesexo1959 650 0 000000000000000000000 Lincoln1961 619 0 0000000000000000000001963 632 0 000000000000000000000 Number of Percentage Black 1

1965 593 2 x00000000000000000000 Students 1 2 3 4 5 6 7 8 9 01967 646 25 x00000000000000000000 Year White Black 0 0 0 0 0 0 0 0 0 0 01969 608 22 x00000000000000000000 1967 473 165 owox0000000000000001971 477 15 x00000000000000000000 1969 457 153 eex0000c0000000000

1971 329 146 x00000000000000Johnston

Number ofStudents

Year White Black

Percentage Black 1

1 2 3 4 5 6 7 8 9 0000000000001955 355 0 0000000000000000000001957 396 36 x000'00000000000000001959 375 75 wx000000000000000001961 350 82 x000000000000000001963 312 51 x0000000000000000001965 315 48 x0000000000000000001967 300 33 x00000000000000000001969 261 22 x00000000000000000001971 265 15 x0000000000000000000

Jones

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 6 0 0 0 0 0 0 0

1955 177 0 0000000000000000000001957 349 47 x0000000000000000001959 347 39 x0000000000000000001961 378 50 x0000000000000000001963 302 107 esx0000000 00000 0001965 177 226 wesoweex0000000001967 123 252 weswowex00000001969 51 258 eewwwwx0001971 30 294 soeew owxoo

Kennedy

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01963 14 765 iesoxo1965 4 757 wessowewowexo1967 10 716 esowowxo1969 7 608 eewwwwexo1971 4 615 see o Ieeeexo 28

Longfellow 110)

Number ofStudents

Year White Black1955 3031957 2981959 2951961 2851963. 3111965 3061967 3471969 3431971 296

Lowell RI!

Number ofStudents

Year White

0

Percentage Black1 2 3 4 5 6

0 0 0 0 0 07

08

09

0

1

00

0000000000000000000000000000000000000000000000000000000000000000000000000000000000000000ci00000000000000po0000000000000000000loo000000000000000000000000000000000000000000000000000000000000000

Percentage Black 1

1 2 3 4 5 6 7 8 9 0Black 0 0 0 0 0 0 0 0 0 0 0

1955 5971957 6051959 5921961 5331963 5591965 6221967 5541969 5011971 444

0 00000000000000000000070 ex00000000000000000061 ex000000000000000000079 x00000000000000000066 x00000000000000000062 ex000000000000000000067 ex00000000000000000051 x000000000000000000034 ex0000000000000000000

Marshall ig

Number ofStudents

Year White Black1955 478 01957 379 1101959 363 101

1961 322 108

1963 341 106.1965 367 1391967 196 1781969 193 183

1971 175 187

0

Percentage Black1 2 3 4 5 6

0 0 0 0 0 07

08

090

1

00

000000000000000000000x0000000000000000x0000000000000000x000000000000000x0000000000000000x00000000000000x00000000000ex00000000000weeex0000000000

Appendix B: ContinuedMc Ferran

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 639 0 0000000000000000000001957 679 1 x000000000000000000001959 675 1.1961 .633

.x000000000000000000009 x00000000000000000000

1963 577 82 x0000000000000000001965 500 210 seeopx0000000000000001967 513 371 wx0000000000001969 298 556 wwex00000001971 152 648 Iex0000Parkland g

Number ofStudents

White BlackYear 0

Percentage Black1 2 3 4. 5 60 0 0 0 0 0

70

80

90

1

00

1955 0 0000000000000000000001957 106 ww0000000000000001959 191 x000000000001961 346 x000000000001963 498 wwwwwxoo1965 546 wwwwwxoo1967 622 wwwxo1969 573 wwwwwwxo1971 588 w xo

308303213115553112114

Perry

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 0 616 0000000000000000000001957 3 662 wwwexo1959 2 894 swesswewo1961 4 846 Sweeo1963 8 903 sewowo1965 6 843 slowewo1967 1 782 wwexo1969 2 659 Iewewo1971 1 447 xoPortland gg

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 371 0 0000000000000000000001957 431 1 x000000000000000000001959 438 13 x000000000000000000001961 359 8 x000000000000000000001963 371 2 x000000000000000000001965 389 5 x000000000000000000001967 388 0 0000000000000000000001969 390 0 0000000000000000000001971 382 19 x00000000000000000000

Roosevelt ENumber of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 869 0 0000000000000000000001957 923 20 x000000000000000000001959 945 25 x000000000000000000001961 897 25 x000000000000000000001963 934 46 x000000000000000000001965 858 132 x0000000000000000001967 715 143 wx000000000000000001969 655 126 Ixop0000000000000001971 583 105 x00000000000000000Rutherford g

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 938 0 0000000000000000000001957 759 0 0000000000000000000001959 672 ' '0' 0000000000000000000001961 642 0 0000000000000000000001963 573 0 0000000000000000000001965 813 0 oO00000000000000000001967 1012 0 00000b0000000000000001969 '894 2 x000000000000000000001971 880 5 x00000000000000000000

Semple

Number of Percentage BlackStudents 1 2 3 4 5 6

Year White Black 0 0 0 0 0 0 07'0

80

1

90

1955 756 0 0 0 000 0 0 0 00 0 0 0 0 00 0 0 00 01957 864 3 X 0 0000 0 0 0 000 0 0 0 00 0 00 01959 861 1 X 0 0 00 0 0 0 00 0 0 0 0 0 0 0 0 00 01961 822 0 0 0 0 00 0 0 0 000 0 0000 0 0 00 0

.1963 817 0 0 0 0 000 000 00 0 0 0 000 0 00 01965 777 0 0 0 0 000 0 0 00 0 000 0 0 0 0 0 001967 823 0 0 0 00 0 0 0 0 000 0 0 0 0 0 0 0 00 01969 803 3 X 0 0 00 0 0 0 0 0 0 000 0 0 0 0 0001971 667 2 X 0 00 0 0 0 0 00 0 0 0 0 00 0 0000

Shawnee gNumber of Percentage Black 1

Srudents 1 2 3 4 5 6 7 8 9 0Year Whita Black 0 0 0 0 0 0 0 0 0 0 01955 681 0 0000000000000000000001957 744 0 0000000000000000000001959 691 0 0000000000000000000001961 742 7 x000000000000000000001963 757 174 x000000000000000001965 621 430 wesew0000000000001967 535 , 831 ssesx000000001969 244 522 eloewox00000001971 128 696 wieweewooex0000

Appendix B: ContinuedShelby

Year1955195719591961

.19631965'196719691971

Number ofStudents

White Black277 0314 0298312306333374409381

0027

132733

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000000000000000000000000000000000000000000000000000000000000 00000000 0000000x0000000000000 0000000x00000000000000000000x00000000000000000000e x0000000000000000000e x0000000000000000000

Southwick

Year1959196119631965.196719691971

Number ofStudents

White Black47 93915 8484 7672 6722 5931 5601 492

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0

00000000000001110000X000000X000011XO

000000000X000000X0

00000000X0000000000X0

Strother

Year195519571959196119631965196719691971

Number ofStudents

White Black285224207162158140

847249

0117159162228262343425448

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 .0 0 00000 o 0 000000000 000000MO093E000000000000000000000X000000000000

X0000000000X000000000

O 000000000000X0000000X00000000000X000X00

Talbert

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 .0 0 0 0 0 0 01955 0 257 s1957 0 3141959 0 284 ."1961 1 299 xo1963 1 304 xo1965 0 269 ..1967 3 227 exo1969 0 2021971 9 165 ilxo

.Y

Tingley

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 279 0 0000000000000000000001957 349 53 xoo 0000000000000001959 322 24 x o o o o o oo oo o 0000 o o o o o1961 305 47 x0000000000000000001963 366 54 X0000000000000000001965 310 45 X0000000000000000001967 379 46 X0000000000000000001969 368 30 X00000000000000000001971 378 25 X00.00000000000000000

Washington, B. T.

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 .0 0 01955 0 8101957 0 800 11190000001959 0 802 MOO O1961 6 782 XO1963 0 7981965 4 772 XO1967 5 747 XO1969 10 673 XO1971 0 514

Wheatley 5]

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 0

1955 0 7431957 1 667 xo1959 5 717 11.0XO1961 43 883 oxo1963 23 869 xo1965 9 935 xo1967 14 913 xo1969 9 749 xo1971 6 612 xo

Appendix B: Continued

DISCONTINUED SCHOOLS

Bannecker toNumber of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 0 53 eseweeeBond 0

Number of Percentage Black 1Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 0661 e675xo566 ememeexo

1955 01957 81959 1

Bowman

Year195519571959*1961

Number of Percentage Black 1Students

White Black 0218 0205 0158 0230 0

1 2 3 4 5 6 7 8 90 0 0 0 0 0 0 0 0

00

00000000000000000000000 0000 00000 000000 00 0000 0000 0000 000000 000 0000 0000 0000 00000000 000

California

Year195519571959

Number of Percentage Black 1Students

White Black 0200 01.11 18253 173

1 2 3 4 5 6 7 80 0 0 0 0 0 0 0

9 00 0

000 000 00000 000 00 00 0000000X0000000004141041111000011111X00000

Douglas

Number of Percentage Black 1Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 01955 0 3541957 83 2431959 76 275

X000000X00000Fenzer

Year195519571959196119631965

Number ofStudents

White Black

Percentage Black 11 2 3 4 5 6 7 8 9 0

0 0 0 0 0 0 0 0 0 0 0461 0291 112225 166199 204188 226119 192

000000000000000000000X000000000000000111*X000000000000X0000000000041011100411141X00000000000041110X001.)00000

Highland Park 0

Number ofStudents

Year White Black1955 0 55

0rnewPercentage Black 11 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0

Number ofStudents

Year White Black 0

Percentage Black 11 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0

1955 278 0 0000000000000000000001957 233 77 x00000000000000001959 185 92 x000000000000001961 185 99 x000000000000001963 148 113 x0000000000001965 107 98 x000000000001967 128 60 x000000000000001969 95 52 xoob0000000000Lincoln 0

Number of Percentage Black 1Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 0 01955 0 243 aow1957 0 164esMcClellan 0

Number of Percentage Black 1Students 1 2 3 4 5 6 7 8 9 0

Year White Black 0 0 0 0 0 0 0 0 0 .0 01955 0 113

Merker

Number ofStudents

White Black527487398356292250

Percentage Black 11 2 3 4 5 6 7 8 9 0

Year 0 0 0 0 0 0 0 0 0 0 01955 0 0000000000000000000001957 71 r0000000000000000001959 132 wx00000000000000001961 146 x0000000000000001963 169 x00000000000001965 176 eex000000000000

Moore

Number ofStudents

Year White Black1955 0 98

Percentage Black 11 2 3 4 5 6 7 8 9 0

0 0 0 0 0 0 0 0 0 0 0ee-303

Appendix B: ContinuedMorris C>

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 486 0 0000000000000000000001957 410 89 sex000000000000000001959 297 79 sm0000000000000000

Prentice <Do

Number of Percentage Black 1Students 1 2 3 4 5 6 7 8 9 0

.Year White Black 0 0 0 0 0 0 0 0 0 0 01955 310 0 0000000000000000000001957 192 92 ssx000000000000001959 123 68 osx00000000000001961 99 91 meex00000000000

Roberts 40

Year195519571959196119631965

Number ofStudents

White Black351 0417 10369 10274 23225 19191 25

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000000000000x00000000000000000000x00000000000000000000o x0000000000000000000x0000000000000000000

x0000000d0000000000

Rubado C>

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01957 545 3 x000000000 000000000001959 514 3 x000000000 000000000001961 519 0 0000000000 000000000001963 539 0 0000000000 000000000001965 84 0 0000000000 00000000000

Rubel

Year195519571959196119631965

Number ofStudents

White Black279 0323 0316 0318 7318 13286 6

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0000000000000000000000000000000000000000000000000000000000000000x00000000000000000000x00000000000000000000x00000000000000000000

Salisbury

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 0 330 ......6se1957 213 288 mx0000000001959 143 322 essmossx00000001961 40 354 oweex000W ashington, George C>

Number of Percentage Black 1

Students 1 2 3 4 5 6 7 8 9 0Year White Black 0 0 0 0 0 0 0 0 0 0 01955 3201957 3201959 2971961 2751963 2411965 208

0 0000000000000000000009 x00000000000000000000

12 x0000000000000000000014 x0000000000000000000014 ex00000000000000000001 xoc000000000000000000

Dunbar 0

Number ofStudents

Year White Black1955 0 4281957 0 3631959 4 2751961 1 3151963 17 245

Percentage Black 1

1 2 3 4 5 6 7 8 9 00 0 0 0 0 0 0 0 0 0 0moseemeememesmoseseseemeemeeXOXO6555X00

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.5

Ei

COMMONWEALTH OF KENTUCKYWendell H. Ford, Governor

COMMISSION ON HUMAN RIGHTSJames A. Crum lin, Acting Chairman

Fred E. Anhouse Mrs. Irvin S. RosenbaumLouisville Louisville

Ewing P. Benberry Ricardo SisneyKuttawa Bowling Green

Dr. C. L. Finch Mrs. Belle H. SmithLouisville Catlettsburg

Vernon Lee Johnson, Jr. Jimmie L. StewartDanville

Dr. A. R. Las leyHopkinsville

Franklin

Grant P. WilsonSomerset

Galen Martin, Executive DirectorNorma Jean Jones, Office Manager

Sylvia Coman, Administrative AssistantThomas A. Ebendorf, Compliance Director

Herbert F. Seavers, Community Service Director

Under the Kentucky Civil Rights Act of 1966, KRS 344.190 (11), the Com-mission has the duty "/t/o make studies appropriate to effectuate the pur-poses and policies of this chapter and to make the results thereof availableto the public."

This report was prepared by Charles Walden, Research Specialist . Layoutand tables by Darla S. Payton.

For information and assistance, call, write or visit one of these offices:

MAIN OFFICES: 26 Capitol Annex Building 600 West Walnut StreetFrankfort, Kentucky 40601 Mammoth Life BuildingPhone: (502) 564- 3550 Louisville, Kentucky 40203

Phone: (502) 583-2775

Printed with State Funds (March, 1972)

39

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