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I am, however, slightly confused by one of your responses. In (4) you indicate that Pasadena received $543,000 under the P.L. 874 program but that the district had not received such funds previously. It was my understanding that these funds had been available constantly since 1951 and I am curious as to why Pasadena is just beginning to receive them. Thank you for your assistance in this matter. Sincerely,

WILLIAM B. SPONG, Jr.

Hon. WILLIAM B. SPONG, Jr.,

PASADENA UNIFIED SCHOOL DISTRICT,
Pasadena, Calif., October 30, 1970.

U.S. Senate, Committee on Commerce,
Washington, D.C.

DEAR SENATOR SPONG: Thank you for your letter of October 19, 1970. I am including a copy of the October report showing ethnic balance throughout our school system, and of my memorandum to the Board of Education, of October 20, 1970, regarding that report.

To answer your question regarding the Public Law 874 funds, we have received $147,000 for the 1969-70 school year. We anticipate that we will receive another $308,000 for the 1970-71 school year, and the balance of $88,000 from other sources. The question regarding our district's participation in the P.L. 874 program had been raised twice before in recent years, but each time we were given advice from a local source that there were not enough students in our school district eligible to make participation in the program worthwhile. However, during the past year, I asked our new Business Manager to thoroughly search all possible funding sources, in the hope that we might find potential monies which had been overlooked. He moved on this immediately since he has participated in the 874 program at a previous district. In the course of this project, a full survey of the Public Law 874 potential was conducted with the result that we do qualify for a significant sum.

Sincerely,

Hon. WALTER F. MONDALE,

RALPH W. HORNBECK,
Superintendent of Schools.

PASADENA UNIFIED SCHOOL DISTRICT,
Pasadena, Calif., October 6, 1970.

Chairman, Select Committee on Educational Opportunity, U.S. Senate, Washington, D.C.

DEAR SENATOR MONDALE: Thank you so much for your letter of September 25, 1970. We certainly will appreciate information concerning future hearings. Senator William B. Spong has written to us, requesting certain information. I have enclosed a copy of his letter, and of our reply to him.

We very much appreciate your interest in receiving official statistics and information, for use by your Committee.

Sincerely,

RALPH W. HORNBECK,

Superintendent of Schools, Secretary to the Board of Education.

[From the office of the superintendent, Pasadena Unified School District, Oct. 9, 1970]

3 R'S REPORTS, REVIEWS, REASONS

PROGRESS REPORT-DISTRICT IMPLEMENTS PASADENA PLAN

The Pasadena Unified School District, through the combined efforts of district personnel, the Board of Education, and community volunteers, began the implementation of the "Pasadena Plan for Superior Education in an Integrated Setting" on Monday, September 14, 1970, the opening day of school.

The Pasadena Plan is the culmination of this district's efforts to solve the problems created by racial imbalance in its schools and insure every student equal and quality educational opportunities.

The Pasadena school district has taken the following steps to develop and implement the Pasadena Plan:

Planning

September 1969.-A Master Planning Committee was created, and charged by the superintendent to develop a plan for quality integrated education.

December 1969.-The Board approved the Master Planning Committee's recommended guidelines for integration of the district's schools and amended their by-laws to include a statement favoring integrated education at all levels. January 1970.-On the recommendation of the superintendent, the Board of Education approved a plan for more comprehensive, integrated education in all junior and senior high schools.

As a result of a citizen's suit instituted in 1967, later joined by the United States Justice Department, United States Ninth District Federal Court Judge Manual Real ordered the complete desegregation of Pasadena schools by September, 1970, so that no school would have more than 50% of any minority enrolled and every school staff would have minorities represented in similar ratios.

February 1970.-The Board of Education on advice of legal counsel, decided not to appeal the judgment and directed the staff to prepare a plan for elementary schools (complementing the approved secondary plan) which would ethnically balance its schools and insure truly equal educational opportunities for all students.

The following criteria were used for the development of the Pasadena Plan: All schools should have populations as similar as possible to the ethnic composition of the entire district.

The neighborhood concept should be maintained, to the extent possible consistent with an integrated system.

The shortest traveling distances to effect integration should be used.
Optimum use should be made of existing facilities.

Population trends and future mobility should be considered in building a plan for permanence.

The Pasadena Plan has three emphases:

Desegregation, the process of correcting the racial imbalance in schools so that the proportion of minority and majority students in each school reflects the composition of the community as a whole, and

Integration, the process of creating an environment in which students of all races and ethnic backgrounds can learn and develop the skills, attitudes and motivations which will enable them to become productive and supportive members of a multiracial society, and

Sound Education, in an integrated setting benefits all students. Through good teaching, a relevant curriculum, modern learning materials, improved physical facilities, and activities designed to develop multiethnic understanding among all students, the opportunity for educational growth and development can now be provided for all students who attend Pasadena schools.

Why integrate? Students must be freed from the "trap" of educational (not just racial) segregation. When the overwhelming majority of pupils in any school are members of a racial minority and therefore saddled with the frustrations which unfortunately are associated with this role, when they are also from lower income homes with problems of nutritional and other deprivation, and from neighborhoods in which feelings of failure and hostility are common, when they therefore enter school with an inadequate foundation for learning, such a pervasive negative atmosphere exists that "equal educational opportunity" is a myth. Research shows that the educational level of one's fellow students is a crucial factor in reaching satisfactory educational outcome, that when low achieving students are placed with higher-achieving students they make statistically sig nificant, sometimes startling gains and that the achievement increase of the stronger students is not retarded but remains constant or gains even further. Sound ethnic balance in schools is imperative if we are to reach the goals of education in our multiracial society.

IMPLEMENTATION OF PASADENA PLAN-DESEGREGATION

Reorganization of Schools.-Schools have been reorganized into 16 primary (grades kindergarten-3), 11 elementary (grades 4-6). 5 junior high (grades 7-8) and 4 senior high (grades 9-12) schools. The district retains an additional school for handicapped students.

Under the new organizational pattern, primary, elementary and junior high : schools can concentrate on shorter age and grade level spans than previously. There is more opportunity for specialization, teacher development, in-depth planning, and the development of new and creative learning experiences for individual students by the school staffs.

Preparation of Buildings and Grounds.-Operation Services transferred all elementary furniture and equipment as needed to set up the new primary and elementary schools. The custodial staff cleaned and scrubbed, painters painted, and gardening crews pruned shrubs, renovated lawns, and trimmed and planted new shrubbery.

Maintenance Services accomplished needed repair work, installation of new floor materials and venetian blinds, and replaced broken glass with new plastic shatter-proof material.

A new dining hall was created at Washington Junior High School to serve the needs of that school, separate from the elementary campus.

Transportation.-The concept of the neighborhood school has been maintained under the Pasadena Plan since approximately 50% of the student population are able to walk to a nearby school for a part of their elementary education and are transported as a neighborhood to another school for the balance. Thus students from the same neighborhood are essentially able to stay together during their elementary school years.

Bus transportation is provided at no cost to students who are eligible according to State criteria for reimbursement.

The Transportation Department worked out 595 routes involving 2380 bus stops for a fleet of 87 buses to transport approximately 14,500 students to and from school.

Associated Charter Bus Company was awarded the contract for the 1970-71 : school year. Drivers underwent a 100-hour training course.

A late bus is provided for students who participate in after-school recreation and youth programs.

Funding for Transportation.-Costs for transportation have been met without use of funds from previous educational budgets. A break-down follows:

Approximate total cost of transportation__---
Expected state reimbursement--

Net cost, total transportation program__.

Earmarked in 1969 tax election for home-to-school transportation to be used for this purpose_

Net cost, transportation for integration____

1

$998,000 -265, 000

733, 000

-190,000

543,000

Public Law 874 Funds, non-earmarked, not received before by district- -455, 000

1/4 of 1 percent budget--

2

* 88,000

1 This amount represents the estimated cost to provide transportation services under the Associated Charter Bus Company's contract for the 1970-71 school year, in accordance with the Pasadena Plan.

2 The District hopes to receive at least enough direct funding for transportation, from an additional source, to eliminate this balance.

Community Participation.

the Pasadena Plan.

More than 50 community organizations endorsed

Hundreds of individuals and members of community groups volunteered their services to implement the plan.

The League of Women Voters manned an Information Center at the Education Center on a daily basis from May through September.

PTA units sponsored social events, so that parents whose children were assigned to the same school could meet and get to know one another.

SERVE (Serving Effectively through Volunteer Resource Effort) volunteers and PTA members recruited and trained transportation aides and bus stop volunteers.

Representatives of law enforcement agencies provided counsel and traffic control information.

The Automobile Club of Southern California donated leaflets and cards on bus transportation and standards of behavior for all students who are bused. Dissemination of Information.-Parents were informed of the Pasadena Plan and given progress reports on its implementation through mailings to every home, newspaper and television coverage, and through the Information Center.

46-125-71-pt. 6- -9

Information booths were set up at 23 different locations throughout the city to answer questions and provide information about the plan.

Elementary and primary schools held Open House on Sunday, September 13, the day before school opened. Students and parents rode the buses from the Information Booths to the schools. Teachers and principals greeted the visitors and classrooms were open.

IMPLEMENTATION OF PASADENA PLAN-INTEGRATION

The foundation for superior educational opportunities for every student in Pasadena schools has been laid with the completion of the desegregation phase. To complete the plan we must provide an educational program for Pasadena children which will prepare them to become productive members of a viable multiracial society.

The development of superior education in all Pasadena schools is being imple:mented by:

Qualified Teachers.-The district has retained the services of qualified and ' dedicated teachers and support personnel. The turnover of personnel was less from 1969-70 to 1970-71 than in many years.

Recruitment of competent personnel to fill vacancies created by retirement, leaves of absences or resignations has been no problem. The district had more than 15 times more qualified applicants than positions, the highest ratio in Pasadena's history.

More Flexible Student Grouping.-The larger number of students spread over fewer grades allows for more flexible functional grouping patterns at primary, elementary, and junior high levels.

Ninth-grade students now have the advantage of broader curriculum and better facilities, geared to beginning senior high school needs.

Optimum Use of Facilities.-Formerly very large elementary schools now have fewer students; smaller elementary schools take care of more students, providing for more efficient use of buildings and equipment.

New Learning Materials.-The supply of learning materials and equipment has been increased through new purchases and the reduction of a number of sites over which these materials must be spread. This is another advantage of the reorganization of schools, specializing in primary, elementary, junior or senior high students.

Restoration of Educational Programs and Support Services.—During the past few years, because of the lack of funds, the district had to cut educational programs and services. The passage of a 99 cent tax by the Pasadena community in October 1969 made possible the restoration of the following:

Sixth period for all senior high schools
Elementary instrumental music programs

Custodial and maintenance personnel and budgets to former high standards Capital outlay for purchase of new and replacement of worn-out equipment Staff Development.-All new and almost all returning teachers have participated in workshops to prepare themselves to work with children of varying socio-economic backgrounds and abilities.

Classified personnel have attended training and community relations sessions. Junior High School Leadership Training Program.-Seventh and eighthgrade students attended a one-hour workshop for one week during the summer to receive training for membership in student advisory groups. Improvement of communications between students and among students, educational personnel and the community was stressed.

The Pasadena Plan has been implemented. It can provide superior educational opportunities for all Pasadena's students. To build a quality educational program for a multiracial community, parents, students, community members, and educators need to work together. We must find an answer to our community's problems through public education of our youth that is so meaningful that they will become problem solvers and developers of acceptable solutions for all. The future of our nation may depend on our reaching that goal. We believe the Pasadena Plan is a major step in that direction.

APPENDIX

FINAL REPORT OF THE TASK FORCE ON URBAN EDUCATION OF THE DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION, WASHINGTON, D.C.

ACKNOWLEDGMENTS

The Chairman and Co-Chairman of the Urban Education Task Force wish especially to express their sincere appreciation to the five subcommittee chairmen and their co-chairmen as well as the support staff listed by name in Appendix I.

They also wish to express their sincere thanks to those individuals and organizations which contributed data and material for the chapters in Part One, State of Urban Education, Part Two, The Federal Responsibility. Specifically, they wish to thank Dr. Alan K. Campbell, Dean, Maxwell Graduate School, Syracuse University; Mr. Joel Berke, Special Assistant to the Chairman of the Policy Institute of the Syracuse Research Corporation; Dr. Seymour Sacks, Professor of Economics, Maxwell Graduate School (their services were invaluable), Dr. David Cohen, Executive Director, Center for Educational Policy Research, Graduate School of Education, Harvard University, for his special contribution to Part Two, The Federal Responsibility; and Dr. Robert A. Dentler, Director of the Center for Urban Education in New York City, and his staff for producing a comprehensive data base under nearly impossible time constraints.

Lastly, they wish to express their gratitude to the final team who largely wrote the Report, Dr. Anne O. Hughes and Miss Barbara H. Desind, Division of Compensatory Education, BESE, U.S. Office of Education-as well as to the secretarial support who tirelessly supported them.

Chapter I: Introduction

SUMMARY

Perspective for the Report.-Three points should be borne in mind with regard to the Urban Education Task Force Report. First, the problems confronting urban education and its environment are not of sudden origin. Such problems as inadequate financing, increased enrollments, insufficient staffing, malnutrition, and discrimination have all existed for a long time. However, there are some differences, specifically, the surfacing of these problems nationally, increased awareness of their seriousness, and their interrelatedness to poverty. Second, the picture presented of urban education and its environment is far from pleasant. However, the presentation in the documentation section is not to be construed as criticism for criticism's sake. Instead, our intent is to underscore the urgency of dealing with urban education's needs as a major national priority and to lay the foundation for our ensuing recommendations. Third, the Task Force deliberately chosen to reflect diversity in viewpoints, inevitably found unanimity impossible on all of the recommendations made by its committees. Hence, both majority and minority points of view are presented in the Report with the intent of demonstrating alternative views on and recommendations for resolving the issues and problems which are identified. The Report also reflects many of the suggestions for modifications made by members of the Task Force.

Worthy of mentioning is the fact that every member of the Task Force recognizes that education in this country has never been assigned an adequate priority in terms of financial, human, and material resources.

Overview of the Urban Education Problem.-Urban education systems are facing a major challenge to provide appropriate learning experiences for the various life styles of vast numbers of students. The indicators of this challenge are extremely diverse in their intensity and scope: student unrest on university

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