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INSTITUTIONSPONS AGENCYPUB DATENOTEAVAILABLE FROM

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24 UD 010 009

Young, William C.Project UNIQUE (United Now for Integrated QualityUrban-Suburban Education).Rochester City School District, N.Y.Office of Education (DHEW) , Washington, D.C.Sep 6986p.Rochester House of Printing, Rochester, N.Y. ($1.35)

EDRS Price MF-$0.50 HC Not Available from EDPS.*College School Cooperation, Community Involvement,Demonstrations (Educational), Disadvantaged Youth,Early Childhood Education, *Educational Innovation,Family School Relationship, Federal Programs,Homebound Teachers, Inquiry Training, InservicePrograms, Scholarships, *School Community Programs,School Industry Relationship, School Integration,Transfer Programs, *Urban Schools*Elementary Secondary Education Act Title III,Sibleys Downtown Satellite School

This Rochester, New York based educationalexperiment in combining school district, university, and communityresources into a Center for Cooperative Action in Urban Educationsponsors the following projects described: "The World of InquirySchool" dedicated to integration and self-discovery learningtechniques; the urban-suburban transfer program designed to reduceracial isolation; "RISE"--a program to identify and help locate fundsfor needy students desiring post-secondary education; an UrbanEducation Major (M.A.) program at the University of Rochester; theCommunity Teacher Program, a preschool readiness program whichinvolves the cooperation of a community teacher and mothers in homebased instruction; "SPAN" (School Parent Advisor to theNeighborhood) , a program designed to enhance school-parentcooperation; an inner-city teacher internship program; a CommunityResources Council staffed by representatives from business andindustry interested in advisory and planning functions; and, theSibley's Downtown Satellite School which serves to demonstrateself-discovery teaching techniques and also enjoys the teachingservices of professionals and tradesmen from the community. [Eightphotographic illustrations have been deleted from the document asthey will not reproduce. Not available in hard copy due to size ofprint in original document. J (KG)

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0Project *UNIQUE

by

William C. Youngand Staff

"PERMISSION TO REPRODUCE THISCOPYRIGHTED MATERIAL HAS BEEN GRANTED

By Rochoirter City SchoolDistrict, Nov York

TO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE U.S. OFFICE OFEDUCATION. FURTHER REPRODUCTION OUTSIDE

ChO THE ERIC SYSTEM REOUIRES PERMISSION OF

THE COPYRIGHT OWNER."

OCS U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

'11001OFFICE OF EDUCATION

ATHIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING 11. POINTS Of VIEW OR OPINIONS

gata STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

United Now for Integrated Quality Urban-Surburban Education

The work presented or reported herein was performedpursuant to a Grant from the U.S. Office of Education,Department of Health, Education, and Welfare.

COPYRIGHT SEPTEMBER 1969ROCHESTER, NEW YORK

PRINTED BY ROCHESTER HOUSE OF PRINTING

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The current concept of "social responsi-bility" ... is in danger of becoming synonymouswith a businessman's "bucket brigade", hastilyorganized to damp out ghetto fires. Yet, if wehave learned anything these past months, it isthat our commitments cannot be confined withinsuch narrow limits. We must concern ourselveswith the many problems affecting society.

Thus, today's business manager is beingthrust into a new role. He must become asocio-economic leader, concerned not merelywith his own enterprise but with the environ-ment in which it operates and with theinteraction between them. We have come along way since the day John D. Rockefeller,Sr. agreed to say a few words for the newsreelcameras and declared "God Bless StandardOil".

Robert W. Sarnoff

Robert W. SarnoffPresident, Radio Corporation ofAmerica

3

Herman R. GoldbergSuperintendent of Schools

FOREWORD

As Project UNIQUE approaches its third year ofoperation, it is already showing its value as an importantlaboratory for testing promising innovations for possiblefuture use by all schools in the city school district.Revitalization is a constant, necessary procedure forany school system conscientiously concerned with thebest possible education for all students. Too oftenthere is a gap between what we want to do and whatwe can do. Lack of space, time, staff and funds arethe cold winds of practicality that relegate mostinnovative programs to a "sometime" status. The warmbreezes of innovation stemming from Project Uniqueare refreshing the educational air.

Increased state and federal aid to education;metropolitan awareness and desire for involvement;perceptive universities; a city school district totallycommitted to continuous upgrading of its methods andresults; these elements were combined to form theCenter for Cooperative Action in Urban Education. Itspioneering efforts clearly demonstrate the value ofuniting community resources to examine all facets ofeducation and to propose fresh and different ways ofapproaching the issues.

This welcome help to schools, to neighborhoods, toparents, and to the community at large is apart from,yet a part of, the school system. It has initiated aseries of activities so broad in nature that they cut

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across all major divisions and departments. While theprograms are innovative in nature, no attempt has beenmade to create a hurricane of change. It has beenrecognized throughout that new programs need not -indeed, must not - erode basic and long-held truths ineducational development which are so vital to thecontinued improvement of our schools and the learningability of our pupils.

Changes in a school system that bring new waysof doing things are not prudent changes unless theycan be related to the total educational program. Theremust now be a time of watching and appraising. Webelieve that innovative programs on the cutting edgeof education need to be proven to be effective. Wemust study special programs to determine which fitinto the pattern that will point toward genuine, long-lasting improvement in our school system. A specialtribute is due the Center staff for its long, productivehours of planning and action, its skilled melding ofsometimes divergent opinions into the most promisingpossibilities, and its effective introduction of innovativeprograms.

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V ,

William C. YoungDirector, Project UNIQUE

INTRODUCTION

"Rochester is proving that children of diversebackgrounds and intellectual abilities can learnbetter in an environment which places maximumemphasis on individual inquiry and discovery.. .

The World of Inquirl School came aboutbecause some years ago there was opportunityfor imaginative and constructive planning. Foralmost two years this interim experimentalschool has been proving that quality, integratededucation really works.

Now we are faced with the responsibilityof seeing that these advantages are extended tomore children, both in other schools and througha permanent World of Inquiry School."

Those were the opening paragraphs of a report to theBoard of Education for the Rochester city school districtat an executive session which was held on Thursday,May 1, 1969. The report was written by a committeecomposed of parents of pupils in the World of InquirySchool and members of the administrative staff ofProject UNIQUE.

Charles Frazier, Lloyd Hurst, Carolyn Micklem, RolfZerges, Clement Hapemat and Lawrence Klepper werethe parents who were primarily responsible for themovement to develop plans to insure continuance of

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Project UNIQUE when federal funds are no longerguaranteed. At the invitation of the parents severalmembers of the Center's administrative staff attendedthe preliminary meetings which were held during Marchand April.

Early exploratory discussions revealed unanimoussupport for continuation of Project UNIQUE and mostof its components, including creation of a permanentWorld of Inquiry School. The group also recognizedthat most of the necessary funds would have to beraised from private sources. As a result, it decided tocreate a non-profit corporation that would plan andimplement a campaign for funds.

On June 18th, at a meeting held at the World ofInquiry School, a proposal for incorporation was discussed.Dr. William Cotton, Dr. William Fullagar, Mrs. JessieJames, Miss Gloria Lopez, Dr. Andrew Virgilio, Superin-terdent Goldberg, and the planning committee of parentsand staff members from Project UNIQUE agreed toact as first trustees for the corporation. The applicationwas submitted to the Regents of the University of theState of New York and approval is expected.

Although the results thus far are encouraging muchremains to be (lone, before a financial successor toTitle III is found. Creation of the non-profit corporationmerely means that a vehicle for fund raising is nowavailable. How much is raised will be determined bythe combined efforts of all who are interested in thefuture of Project UNIQUE.

Ideally, this narrative will serve as a stimu'us forthose who recognize the need for change in urbaneducation and are willing to provide the finances thatare needed to make Project UNIQUE a permanent partof the Rochester city school district. Corporations andpublic foundations have repeatedly said that they areconcerned about urban problems and in some instanceshave subsidized programs designed to improve life inthe central city. The precise limits of that concern willbe tested during the next twelve months by those whoseek funds for Project UNIQUE.

William C. Young

ik.

TABLE OF CONTENTS

Chapter I Background 11

Chapter II Center for Cooperative Actionin Urban Education 19

Chapter III World of Inquiry School 25

Chapter IV Urban-Suburban Transfer Program . 43

Chapter V RISE 55

Chapter VI Urban Education Major Program 61

Chapter VII Community Teacher Program 69

Chapter VIII SPAN 77

Chapter IX Teacher Internship Program 85

Chapter X Community Resources Council andSibley's Satellite School 91

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CHAPTER I

BACKGROUND

DAYS OF UNREST

The tranquil existence that characterized life inprovincial Rochester, New York was shattered in thesummer of 1964, by widespread rioting in the ghettoareas of the central city. After decades of neglectangry residents vented their emotions and frustrationsin an outburst of destruction without precedent in thecity's history. Restoration of order required the combinedefforts of law enforcement officers from Rochester,Monroe County, the State of New York, and acontingent from the National Guard.

THE WAY IT WAS

' Between 1954 and 1964, the black population ofRochester rose from 7,500 to over 35,000. Someremained after making the journey North as migrantfarm workers. Others came directly to the city insearch of a better life. Some were successful in theirsearch, while others found frustration and failure. Thecrime, though, is that those who were frustrated wereinvariably invisible - unnoticed by those in leadershippositions in business, in industry, in politics; and onlystatistically noticed in education and welfare. .

Throughout our recent history the American city hastruly been the melting pot. It has encouraged themeshing of cultures and provided a training ground fordemocratic citizenship in this land of opportunity. How-ever, over the past several decades the cities ex-perienced a "sorting out process" that created cleavagesalong certain economic and social faultlines and producedvery clear-cut enclaves within metropolitan boundaries.The disaffection was not with the sorting out processper se, but rather the result of an arrangement thatpermitted quality education and failure to exist withinthe same general geographic area.

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The government at all levels lacked the knowledgeand will to see or respond to the needs of its newlyarrived citizens. It was too naive, too unimaginative todevelop or use the leadership that was available withinthe group. It was insensitive and sluggish and when itdid act it was often inept. This reaction represented adeparture from established practice in the Americancity. The American city was traditionally the meltingpot for immigrants who were eventually assimilatedinto the mainstream of American culture. The mostrecent arrivals, the blacks from the south, poor whitesfrom the hills, and the Spanish speaking from PuertoRico and the southwest, looked in vain for the melting,,ot that would enable them to become a part ofAmerican society. Their explosive reaction was a responseto a society that had denied them opportunities thatwere so freely given to other immigrants.

We still need a training ground for the type ofdemocratic citizenship this country must have if it is toalter its collision course with disaster which many,including the President's Commission on Civil Disorder,predict. Those who dedicated themselves to spreadinggood will, better interpersonal and intercultual under-standing were the first to admit the difficulty ofof achieving these goals. However, they found itrepugnant to believe that one absorbed the tenets ofdemocracy simply by being born within the confines ofa democratic country, and they wanted to teach democ-racy in a dynamic and realistic setting. Many peopleespoused this new concept but did not practice it and asa result the community exploded. How could it havedone otherwise when urban children were being educatedin antiquated buildings located in the shadows of gleam-ing new office buildings, banks, and retail stores? Thiscontrast vividly illustrated the order of priority in ouraffluent society. While schools, the acknowledged instru-ments of upward mobility, were; and still are, compelledto function with inadequate budgets the private sectorwas, and is, devoting its funds to private undergroundgarages, well appointed offices, and steam heatedsidewalks.

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THE ACTION

Among the many responses to the rioting was aplanning conference called by the Superintendent ofSchools, Herman R. Goldberg who sought assistancefrom schools of education in our public and privatecolleges and universities. Unfortunately, urban educatorsare frequently disenchanted with the resources thatare usually available in the schools of education. Mr.Goldberg was fortunate. Dr. William A. Fullagar, Deanof the School of Education, University of Rochester,assigned Dr. Dean Corrigan to work f..:Ii time with thesuperintendent and his staff to des:2.n programs thatwould seek solutions to the problems which facedRochester in the wake of the riots. Dr. Norman Kurlandand his staff in the newly formed Center of Innovation,State Education Department, also participated in theinitial planning.

A major step in the planning of Project UNIQUEwas the creation of the Community Resources Workshopduring the summer of 1966. The participants wererepresentatives of public and parochial schools andmany segments of the urban community. Large andsmall group sessions were organized to encourage dis-cussion and to develop a climate conducive to thesharing of ideas and free exchange of opinion. Out ofthese sessions came many proposed solutions for theproblems of urban education.

FEDERAL FUNDING: A NEW CONCEPT

ACTION WITH FEDERAL FUNDS

The availability of federal funds for experimentationand innovation in public schools is a fairly recentdevelopment. The Elementary and Secondary EducationAct, Title III came along at an appropriate time andprovided financing for experimentation and innovation.A common criticism, voiced with increasing frequencyabout the use of federal funds in both elementary andsecondary education, is that except for a few isolatedschool systems nothing really "new" is being attempted.

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Large sums are being expended for remedial readingteachers, tutors, educational hardware, expandedguidance services, and other forms of compensatoryeducation, but methods of instruction remain basicallyunchanged, and very little is being done to change thewhole educational system. The combination of a creativeplanning task force and a source of funds throughTitle III permitted a bold adventure in education -Project UNIQUE.

THE NEED FOR CHANGE

Control of the educational establishment has frequentlyrested in the hands of certified professional educatorswho contend that they know what should be done andhow best to do it. In an attempt to neutralize theinfluence of these educators, those who initially con-ceived Project UNIQUE, sought assistance from newsources. They recognized the great potential contributionof business, industry, higher education, the social andcultural agencies, the civil rights groups, labor andother agencies in the community, and the planningstaff reflected this conviction. Since the staff wantedto assure the continued participation and involvementof these agencies in the operation of Project UNIQUE,two components, SPAN (School Parent Adviser for theNeighborhood) and the Community Resources Councilwere created to insure community involvement andsupport.

It is interesting to note that the same educatorswho suggest that increased interest in education onthe part of parents will improve student performance,will also volunteer to list the hazards of parent involve-ment through a neighborhood advisery board or anyother form of parent participation. Fear of extensivecommunity participation in public education is nowreaching paranoid proportions among both administratorsand teachers. Were it not for the communityrepresentatives on the planning staff, the communityinvolvement components of Project UNIQUE probablywould not have survived.

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Involvement of community representatives also assurednew thinking by educators. Educators invariably contendthat their effectiveness is limited by inadequate resources.Inadequate financing, they say, is the only seriousbarrier to success in education. Although additionalfunds are undoubtedly needed there is little factualevidence to support the contention that increased budgetsalone will solve the basic educational problems thatconfront most urban schools. Regrettably, little is saidof the massive resistance to change that is indigenousto the educational organizational structure.

The planning staff believed that to pour federalfunds into schools to continue and expand unsuccessfuleducational practices would be equivalent to rewardingfailure with a subsidy. Lamentably, the size of thegrant would very likely be closely correlated with thescope of past failure. Those schools that were gettingthe poorest results were in a position to demonstratethe most urgent need for federal funds. Their applica-tions, supported by elaborate statistics and "visuals",were actually testimonials to failure, but would beinterpreted by many as objective evidence of the resultsof past underfinancing. To grant aid to those schoolscould be likened to the use of a patent medicine as asubstitute for major surgery. The patient may tem-porarily enjoy the feeling of comfort that comes fromknowing that ".! utething is being done," but thechange is merely temporary. When the effects of thepalliative are gone, the basic cause of illness remains.The planning staff decided to design a new type school,rather than put all of its hopes in an attempt to reclaimthe old through compensatory programs of remediation.

The staff continually emphasized the need for changeand the federal government recognized that need: Inorder to insure development of new and differenttechniques and practices the Elementary and SecondaryEducation Act set aside a sum of money throughTitle III for what industry usually calls "research anddevelopment." Title III grants are based on the assum-tion that a local district, or a consortium of localdistricts, needs research and development units with

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enough autonomy to function independently of thebureaucracy. It is unrealistic to expect the entrenchedbureaucracy to create programs that might discredittraditional practices or raise questions about theirefficacy, especially if the establishment was responsiblefor initiating the ineffective program. Self destructionis rarely popular and seldom practiced.

The staff observed one thing that was crystal clear;children in the central cities were not learning at alevel of competence satisfactory to anybody. To absolvethe professional educator of the sins of failure andto attribute all the cause of failure to the childrenwould have been unrealistic and unfair to inner citypupils. Educators know that the low achievementsyndrome is a phenomenon peculiar to the centralparts of our large metropolitan areas and that it isrelated to massive poverty, recent migration, un-responsive government, lack of sophistication inmanipulation of the system, and the absence of othersimilar skills. Reality dictated that for the foreseeablefuture the ghetto would remain basically unchangedand this meant that public education had to increaseits experimentation in the inner city and this experi-mentation would have to include new administrativeorganizational structures.

If change was indeed the answer to failure, thenreexamination of the composition of the high failureschool was in order. The committee gave strong supportto integration and redistribution of children to reflecta cross section of the population. Consideration wasgiven to a variety of administrative devices includingeducational parks, open enrollment, two-way busingand other organization patterns. It was decided thatwhere integrated schools existed every effort had to beexerted to maintain racial balance. Where racial im-balance existed all available devices had to be utilizedto dissolve it, but where racial imbalance could not beimmediately corrected all the resources of the largercommunity had to be brought to bear to assure equaleducational achievement, even if it meant giving adisproportionate share of the resources to those schools

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that had large numbers of children with low achieve-ment. The planning committee concluded that delaywas an extravagant luxury and that comprehensivesurveys and studies could no longer be substituted forresults.

These convictions, the apparent commitment of thecommunity, and the availability of funds resulted in asummer workshop and the creation of a planning staff.In July, 1966 Dr. Elliot S. Shapiro was appointeddirector, and a staff was employed to assist him. Thestaff and Dr. Shapiro accepted speaking engagementsthroughout the metropolitan area during the monthsthat followed. Parent-teacher groups, faculty meetings,educational conferences, church. civic, industrial, andcivil rights groups were among those with whom theplanning was discussed. Opinions were solicited, bothformally and informally, in an attempt to assesscommunity knowledge, interest, and feelings. Thesediscussions and interviews were designed to create acommunity atmosphere that would accept and supportquality, integrated education.

The completed proposal for Project UNIQUE waspresented to the U.S. Office of Education in January,1967 and federal approval was received in May. Threecomponents were eliminated, nine were funded, andthe Center for Cooperative Action In Urban Educationwas created to coordinate the entire project.

Dr. Shapiro resigned on August 18, 1967 to becomeDistrict Superintendent of Schools for District No. 3in New York City. William C. Young was appointeddirector on September 11 and implementation of thefinal plan was begun, and has continued, under hisleadership and direction.

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CHAPTER II

THE CENTER FOR CO-OP ACTIONby

William C. Young and Raymond S. ImanRATIONALE

The Center for Cooperative Action in Urban Educationwas created by people were convinced that theills of public education were neither inevitable norbeyond solution. They cited the need for a semi-autonomous unit that was part of the Rochester cityschool district, but able to chart an independent course.whose direction could be altered in accordance with thechanging needs of the community. Since it would not beburdened with the task of operating and maintaininga school system, the Center would be free to explorenew approaches to persistent problems. It would actas a benign irritant to the establishment and thusmake resistance to change less comfortable, but notoppressively painful. The Center would help to bridgethe gap between theory and practice, and establish asystem of priorities that reflected the distinction be-tween needs and wants. With its limited commitmentto the past the Center could urge abandonment ofunsuccessful practices with less reticence than thosewho were initially responsible for those practices.Viability rather than venerability would be the criterionfor acceptance and retention; pragmatism would besubstituted for traditionalism.

Creation of a Center would enable its staff to developa close, personal relationship with individuals and organi-zations in the central city who felt estranged from theschool system. Unencumbered by past misunderstanding,conflict, and hostile confrontations, the Center couldrequest, and receive, a hearing with professionals aswell as with parents and community groups. Dialoguewould replace silence. Mutual trust would dilute themassive suspicion that weakened the lines of communi-cation between professional educators and inner cityresidents.

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The adoption of flexible employment regulations andjob descriptions would enable the Center to expand theuse of paraprofessionals selected from the indigenouspopulation. New positions would do more than createjobs; the adults employed would find a vehicle for activeparticipation in the educational process and an un-precedented opportunity to influence the goals, structure,and practices of public education.

Geographically, there are no boundaries to separatethe business community from public education. Theproximity of mercantile and industrial establishmentsto public school buildings is the rule rather than theexception in Rochester; but regrettably the close physicalrelationship failed to produce a working partnership.Although manufacturing in Rochester provides the citywith a high concentration of technically trained personnel,this reservoir of talent was not used widely in publiceducation. The need for diverting a portion of theseskills into public education was recognized by thesponsors of the Center. They visualized the use ofbusiness and industrial employees as part of the instruc-tional organization to reduce the classroom teacher'sdependence on textbooks and other learning materials.

Through the involvement of business and industryand other community resources it was hoped that a newsense of commitment to education would develop.Financial grants to a Center engaged in educationalresearch and innovation would enable the private sectorto indicate, in a positive fashion, its acceptance of thisrole in the community. Philanthropic foundations thatmight be reluctant to contribute to the direct supportof a school district could be asked to subsidize educa-tional experimentation and innovation. The Center couldcombine the new fiscal resources with the relativelyunused available corporate talent and establish a sound,working, productive relationship between the privateand the public sector. The Title III grant from theFederal government in 1967 made it possible to testthe validity of these theoretical considerations underoperational conditions.

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The basic philosophy for Project UNIQUE wasformulated by personnel from all of its components andpublished in the January, 1968 newsletter. 1

We believe that we are approaching athreshold of change in American societygenerally and in American education in parti-cular. We believe that there are members in allechelons of our society who are demanding now,and will continue to demand, greaterassimilation and integration of people of allracial, economic, ethnic, and educational back-grounds. We believe that this demand forintegration and assimilation stems from adesire to guarantee equal educational op-portunity and a fuller appreciation of thesocial spectrum of all America's children.

We believe that society owes to each childan unrestricted opportunity to develop his talentsto the maximum; we believe that our staff,both teaching and supportive, has the responsi-bility to employ all of its capacity to developthe skill of the children. To this end we believethat each child must be permitted to progressat a rate as confortable for him as the limitsof staff, materials and teaching aids willpermit. We hope to constantly expand thoselim its. We also hold that freedom of the indivi-dual child to inquire into areas and questionswhich interest him is fundamental and shouldnot be infringed upon, regardless of plannedcurricula. We are convinced that learningfounded on interest is the most permanentand the most productive. Our staff will beready to encourage and assist the inquisitivepupil and to provide ample opportunity fordiversified investigations. We believe thatchildren of various ages should be permittedextensive interaction, in order to assist eachother and to learn from each other.

We believe that open discussion of racial,economic, ethnic, and educational similaritiesand differences is healthy and should be en-

1 Project UNIQUE Newsletter, City School DistrictRoches.er, New York, January 1968

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couraged; we expect it to reveal that in the pastthe differences have been too strongly drawnand the similarities too often overlooked.

We believe that the task of the school mustbe extended to serve our disadvantaged pre-kindergarten children and their families, andto assist dropouts and high school graduateswith remedial and post-secondary training.

We believe that better communication is neededbetween the school and the community; thatsomeone must be available who will interpretthe functions and objectives of the school andmake the schools more sensitive to the needs,and more responsive to the desires, of thecommunity.

We believe that our community has resourceswhich can make valuable contributions to theeducation of all children. In many instancesthe ability of the children has not beendeveloped. We wish to encourage greater inter-action between the realms of business, industry,government, social services, and that ofeducation; among their practitioners, students,and teachers; in order to lessen the gap betweenthe world of learning and the world of work.

We believe that technology has a tremendouscontribution to make to education. And webelieve that if this contribution is made withsufficient care by all concerned, it will proveinvaluable in permitting the increas I inter-action of teacher and student as individuals.We consider this interaction central to theevolution of a more humanistic society.

We believe that the attitude of the teacheris a vital component in the learning processand that his hopes and expectations for thelearner directly affect pupil achievement. Tothis end we support pre-service and in-servicetraining of teachers that emphasize attitudinalchange.

We believe that we have the responsibilityfor increasing public understanding andsupport for quality education; that our Down-town Satellite School with its daily demonstra-

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Lions for the public, I contributes to greaterunderstanding of the need for education andthat it will result in greater public supportfor education.

We believe that our responsibility in ProjectUNIQUE is to show that children from differenteducational, cultural, racial, and ethnic back-grounds can learn effectively together. Amongthe pre-requisites for achieving this goal are:(1) a different administrative structure, (2) adecrease in class size, and (3) utilization ofthe teaching and supportive staff in a mannerthat is different from that which is usuallyfound in many schools. Our major responsi-bility then is to show what changes in schoolsare needed in order to make quality integratededucation a reality.

Project UNIQUE's accomplishments in trying to im-plement this philosophy during the past two years areencouraging if not uniformly excellent. We face thefuture with optimism.

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CHAPTER III

THE WORLD OF INQUIRY SCHOOLby

William C. Young, William C. PughRaymond S. Iman, and Mildred Ness

THE PROBLEM:

Part of the problem with urban education is theinequality of educational opportunity brought about byartificial geographic, economic, and racial barriers.Polarization has proliferated to the point where theaffluent are separated from the poor, white from black,and city from suburb. This polarization permits excellenceto thrive in one part of the city while failure existsin another. One of the virtues of the small suburbantown is its single, or at the most few, schools thatserve the entire population, rich and poor, black andwhite, regardless of where they live. One can enumerateother assets, such as, modern facilities, expansivecampuses, and relatively high per pupil expenditure.The existence of an integrated study body generallyassures, physically at least, equal educational opportunityfor all pupils.

To integrate its diverse clientele into a viable educa-tional system requires a new coup d'oeil at the lock-step, inflexible, regimented curricula, and methodspresently used in many urban centers.

THE OPERATION:

The World of Inquiry School is a demonstration ofthe geographic, ethnic, economic, racial, and academicmixture that is a virtual image of the urban microcosm.To insure maximum academic, social, and psychologicalachievement the World of Inquiry School operates undera unique administrative structure; a more manageablepupil-teacher ratio, an innovative utilization of teachingand supportive staff, and maximum self-determinationand freedom for its pupils. It also utilizes the talents

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of inspiring, though non-certified, resource persons fromthe community.

The school is completely non-graded and each pupilis permitted to progress at a rate comfortable forhimself (which is really all that one can expect). Indivi-dualization of instruction is possible because there isa copious supply of resources both human and material.

The school draws pupils from all geographic areas -the central city, fringes of the city, and suburbs.Fifty-seven percent of the pupils are white, thirty-sixpercent Negro, four percent Puerto Rican, and threepercent a mixture of other racial and ethnic groups.There is an equal distribution of boys and girls whorange in age from three through eleven. There is arange in family income from under $3,000 to over$40,000 per year.

Pupils are grouped into "family units." The familyunit is multi-aged, and thus more closely reflects atrue family. To group children simply because they arethe same age is artificial, and does not reflect anynatural grouping. This might be a minor concern, butwe are trying to martial all of the pupil's resourcesin a concerted effort to increase achievement in anatural setting. In this environment children help eachother and are themselves helped in the process. Theylearn to share and to be compassionate, to help someoneelse to learn induces the child to review and reinforcewhat he already knows about the material being dis-cussed.

The inquiry or discovery method is utilized extensively.Teachers are cautious about making group assign-ments. Each child follows an individual curriculum thatis designed for him. This includes material as well ashuman resources. The child, with the help of histeacher, makes his schedule. He decides where hewants to go and how long he wants to stay. He has achance to satisfy his curiosity.

The school is organized around the family rooms.There is a childhood unit with three and four yearolds, four primary units with ages ranging from 5

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through 8, four intermediate units for those 8 through11, and a primary through intermediate unit withchildren 5 through 11. In addition to the family unitsthere are interest centers in science, health, physicaleducation, art, music, library and material resources,social studies, and industrial technology. Each centeris staffed by a certified teacher who is sometimesassisted by a teacher aide and highly competent re-source persons from the community. The interest centerstaff is available to any child who wants to spendsome time in the center.

GENERAL BEHAVIORAL OBJECTIVES:The child will demonstrate skills in:

A. Effectively using and caring for instructionalresources and media.

B. Self-direction and self-discipline within a freeenvironment.

C. Reading, writing, and arithmetic on standar-dized tests.

D. Knowledge, thinking, and understanding inareas and in ways specified by the teachingstaff.

E. Inquiry bydefining and selecting areas of interest.successfully completing some small tasks

within these areas.devising his own strategies for solving

problems.testing his hypotheses against reality.experimenting and trying new approaches

to reach a desired goal.applying acquired skills to the solution of

new problems, and discovering new waysto apply acquired skills.

The child win demonstrate an attitude of:A. Interest in learning by

high attendance record.participating in an increasing variety of

experiences and content areas.continuously progressing in skill develop-

ment.carrying on his learning activities outside

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of school.B. Love for himself by

accepting and freely expressing emotions insocially acceptable ways.

resolving and/or coping with certain frus-trations and difficulties.

seeking help when necessary.attempting tasks beyond his immediate

ability but not beyond his possible reach.independently selecting and rejecting ex-

periences as part of his learning activity.C. Love for others by

working with and aiding others regardlessof differences.

meeting, seeing and interacting with per-sons in the community.

seeking information and experiences relatedto other cultures.

listening to and utilizing the ideas of others.The teacher will enable the child to achieve theobjectives by

providing a variety of experiences and a freeenvironment.

diagnosing his needs and achievements and sug-gesting alternate activities.

interacting positively with the child, the parents,and the community; explaining and assisting theindividual to understand our program.

These general objectives are then refined and appliedto specific areas.

A family room teacher is primarily responsible forbasic instruction in language arts skills and numberskills. He individualizes instruction and keeps recordsof each pupil's progress in the major subject areas.Preparation of a single lesson or assignment for usewith the entire group is unlikely. Among the majorinnovations that are being introduced is the use of"adjunct" faculty members. These are talented, thoughnon-certified, teachers from the community who aremaking a great contribution to the educational program.They are primarily used in interest areas with multi-aged and multi-ethnic groups with a wide range ofability.

28

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i

The family room teacher works in a cooperativerelationship with all staff members and diagnoses andprescribes for the individual needs of the pupils. Healso has responsibility for individual and group pupilplanning and guidance. The family room teacher alsoprovides for parent conferences to discuss and evaluateindividual pupil growth and progress. At the time ofthe conference other materials related to a child's workor social development are discussed with the parent.The family room teacher arranges for other specialiststo be involved.

Children move freely throughout the school, fromfamily room to interest areas and vice versa, bothindividually and in groups to participate in a varietyof activities.

The general behavioral objectives are also applied inthe interest areas.

INSTRUCTIONAL PROGRAM

Art Interest AreaThe aims and objectives for the art program are:

To stimulate through art an appetite for creativityas an enriching, integral part of the life of everyhuman being.To recognize that art on the elementary schoollevel primarily provides opportunities for indepen-dent thinking and that the end product is onlysecondary.To promote the sense of freedom with whichevery young child participates in art - unlessstifled by the restrictive influences of adults,engendered by a lack of understanding of thechild's point of view.To encourage potentially artistic students to workin-depth in the areas of their selection.To develop sensitive consumers of art.

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Technology Interest Area

The aims and objectives for the program are:Pupils are introduced to a variety of raw products,processes, tools, and materials. They acquire anappreciation for the skill, ingenuity, patience, andtime required to produce a finished product.Pupils are given an objective media for expressingpurposeful ideas and are helped to discover andto develop natural abilities.Pupils are placed in a natural social situationthrough which certain character traits can beobserved and developed.Pupils are provided with worthwhile manipulativeactivities.

30

TL,e pupils are ableof their own choice

1. woodworking2. ceramics3. metals4. graphic arts5. plastics

to work on individual projectsin any of the following areas:

6. electricity7. photography8. power9. welding

The prerequisite for individual projects is that eachpupil must have a plan before attempting a projectin any area of the shop.The classroom teacher utilizes technology in order to:

1. add dimension to learning situations.2. stimulate purposeful reading and accurate ob-

servation and encourage individual and groupresearch.

3. add variety and interest to classwork.4. provide an opportunity to apply principles of

construction and design and to develop andencourage creativity.

5. provide additional channels to retention.

Health Interest Area

The nurse-teacher:provides first aid if necessary in case of accidentor emergency.provides services to teachers, recognizes healthproblems which may affect learning, socialization,etc.works with parents concerning children's healthneeds at all levels.works with children's discussion groups, centeredaround their interests, inquiries, and questionsconcerning their health.provides materials, books, films, etc. so to increasepupil's concern about good health and thus bebetter able to assume responsibility for his healthneeds.

Social Studies Interest Area

Pupils come on an individual basis or with a familygroup.

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Social studies is the study of people and theirinteraction. It includes what is often divided intosociology, economics, geography, psychology, an-thropology, government, and history. The socialstudies program is designed to prepare students tomeet in a responsible manner the challenges of anincreasingly urban and culturally diverse environment.

Since students are constantly engaged in socialinteraction, social learning takes place continuallyin all parts of the school. All family unit groupsspend some time working with social studies skillsand concepts.

As an interest area, individuals and groups cometo explore topics and activities of particular interest.While this room serves as a base, most of thegroup activities take place elsewhere in the school(particularly the library -and conference room), andon field trips in the community. Community resourcesare used extensively in an effort to be where theaction is.

Social studies activities emphasize observation,organization of information, recognition of relation-ship, (interdependence, causality, etc.) generaliza-tion, application of generalizations, map skills, re-search skills, basic knowledge of concepts andfacts, value clarification, appreciation of culturaldiversity, and understanding of motivation of selfand others. Basic concepts and skills are developed.

Science Interest CenterYoungsters come on an unscheduled basis fromfamily rooms.

The science program involves the family room aswell as the interest centers. Ideally, the familyroom is the place where the initial interest origin-ates. The science interest center serves as asupplement to the learning that takes place in thefamily room. Units have beer: taught in the familyroom including such topics as earthworms, batteries,and bulbs, mold gardens, and kitchen physics. Sinceeach child is equipped with his own materials, theunits provide instant success for children and feed-back for teachers to evaluate and coordinate theefforts of each child. The materials are a far cry

32

from the traditional lecture-book oriented sciencematerials. They also function as a springboard ofinterest for participation in the science interestcenter, a resource center where children can con-tinue their classroom experiences, delve intoprevious work in depth, or explore new areas usingmore sophisticated equipment.

The science interest center differs markedly fromthe ordinary science room in a traditional school.It is a non-scheduled classroom in which very fewor very many children may be working at any onetime and students representing the entire agespectrum may be working together. The physicalplan of the center may vary from week to weekdepending on its utilization. At present it is brokenup into several areas which include the conferencecenter, the zoo, the physics center, and the botany-geology center.

Since children enter the science lab on a non-scheduled basis, they are free to experiment in anyone of the centers, and are only limited by thematerials available in the room. More generally, therole of science is less to train young children tofunction as scientists than to acquaint them withways of getting information and solving problemsin all subject areas.

PHYSICAL SETTING:

The physical setting for the double-size family unitis illustrated below:

LORAINCOMER

TAKES

STUDENT OURS GROWN AROUND INSINUCTINNt REEDS

ElSTUORcAnus STUDYCARINILS4

33

The school has a Resource Associate in InterculturalUnderstanding. His prim'Lry function is to provideopportunity for human interaction which will improveracial attitudes on the part of whites and non-whites.He also provides opportunities for human interactionand activities which will improve the student's personalfeeling and self-image. The resource associate does thisby working with children directly and by working withthe staff.

Positive racial attitudes are an established fact atthe World of Inquiry School. In the questionnairesreturned by parents no one indicated anything butpositive feelings toward integration.

A few excerpts from letters from parents express thisfeeling: 1

11 Year Old"As a family group we have always beencommitted to integration. We like the Worldof Inquiry School set-up, because every young-ster comes to the school on an equal basisand the school is not a home base for anyparticular group. Although I consider ourhome environment excellent for understandingof all people, I do believe the school environ-ment played a very important part in helpingmy child come to her own conclusion!

10 Year Old"Although we are in favor of integration, itwas not a major reason for sending our sonto thin school. He had been in one of thereceiving schools under the open enrollmentplan, so I guess we felt he was in anintegrated school. However, this is so com-pletely different and so very much better.The friendships formed at this school arecompletely natural because there are no neigh-borhood cliques. Also the children see andknow an integrated staff. My child has beeninvolved in discussions of civil rights andghetto problems and has learned much more

1 SUMMARY & EVALUATION - Project UNIQUE, 1968,City School District, Rochester, New York

34

than he would have discussing these areaswith an 'all-white' group."

7 Year Old"We feel that every school in the countryshould be integrated so that all our studentscan learn to live in a multi-racial world."8 Year Old"Being in for the second year, I haven't givenmuch thought to this aspect of the school inquite some time. It seems the natural and onlyway."

ACCEPTANCE AND SUCCESS

All of the available evidence clearly indicates thatthe World of Inquiry School is one of the innovativeprograms that should be made a permanent part ofthe school system. Faculty members, aides, parents.children, and the administrative staff, all who aredirectly involved in the school, have expressed strongsupport for its continuance. This strong support isreflected in these statements by parents. 2

"Our child has always looked forward toschool. His kindergarten experience last yearwas very happy. He was delighted to be goingto a new school and could hardly wait for thefirst bus trip. He has anticipated each dayjust as eagerly as the first and we are amazedthat his enthusiasm has remained so high. Hesets his alarm clock faithfully every eveningand gets up each morning before the rest ofus are awake. Ile is ready for school an hourand a half before his bus arrives. Not oncehave we had to urge him to prepare for school.He comes home with a detailed account of hisday and has obviously learned a great manythings."

" The World of Inquiry School has openedup a whole new life for our children. Insteadof the usual Monday morning blues, the childrenget up eager for school. The one most important

2 Ibid.

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overall attitude of both children is the senseof freedom they both experience and express.Another predominant attitude is the sense thechildren seem to have that the teachers areco-workers and people to be enjoyed, ratherthan the glowering authority figure whichteachers had seemed to be to them before."

"In summary, I should like to say that Danis full of the spirit of inquiry and joy in lifeand learning, and if the school can preservethis through grade school, his father and Ishall consider this a precious thing indeed."

"My husband and I can see a big improve-ment in our daughter since she has beenattending the School of Inquiry. Her attitudetoward school is changing and she isn't asnervous as she was at the other school. Wecan see that she is taking an interest inschool again. We are happy about the wholesituation."

"The problem we had with Sally was herdislike of school. She got good grades, wasliked by fellow students and teachers, yeteach morning she protested going to school.When I read of the World of Inquiry SchoolI felt this might be the answer for Sally.Perhaps there was too much regimentationand not enough stimulation in regular school.Fortunately, this proved true. Since Sallyhas been in the World of Inquiry School,she is very content. When I asked her ifshe wanted to return to No. X School, shesaid, ' Never, never, never!"

"If our children's enthusiasm is any indi-cation of their feelings about school, we cansay that the World of Inquiry School is pro-viding a happy learning environment. Lastyear Bobby seemed to lack motivation andenthusiam toward his first grade work. Thisyear there appears to be much motivation andhe is taking a real interest in his work."

The following is a typical statement from a teacher: 33 Ibid.

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"The World of Inquiry School is attemptingto produce children who can control theirenvironment. The school encourages childrento make their own experiments ... It is mybelief that only in this manner can peoplebe produced who have had the experience thatwill enable them to deal with the world as itappears to them. Such people, I believe, willbe stronger and more capable of controllingtheir lives ..."

These are parent evaluations of how their childrenfeel about the schol: 4

"That's all he talks about or it wouldseem so. He always has something new totalk about."

"Gets up early - is always on time for hisbus and has a very low absentee record thisyear."

"Very excited. Can hardly wait for thenext day because there is always somethingexciting going on."

"He is not quite as enthusiastic as he wasthe first half, but he still shows a tremendousimprovement over his attitude when he attendedother schools."

"He seems to enjoy his total experience atschool. He even wants to go when he is ill."

"She wouldn't miss a day and she justloves going."

"He doesn't like to tell me when he isill or not feeling well because he does not wantto remain home. And broken hearted that hewill have to leave it when we move out oftown. He knows when he's well off."

This unanimity is encouraging and refreshing becauseit manifests itself at a time when division and discordseem to be the normal responses to innovation.

The waiting list of pupils for the World of InquirySchool continues to grow and each addition can be4 Ibid.

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considered a substantive endorsement of the majorgoal of Project UNIQUE - quality, integrated urban-suburban education. The school's neighborhoodis metropolitan Rochester, but it is located in theinr n. city. Externally the building is old, but internallyit . new, and houses fln educational program thatcould be the prototype for the future.

Standardized test scores reveal a spread along theentire range of achievement. Teachers also vary, somehad considerable experience prior to their assignmentto the World of Inquiry, others are in their first yearof teaching. Within this mass of "contradictions" somenew, exciting, and promising educational methods aredeveloping.

Responses to questionnaires mailed to parentsin November revealed a high degree of pupil en-thusiasm for the school program. The return on thefirst questionnaire was 94% and almost all of therespondents, 98%, indicated that their children goto school eagerly, each day. For 51 % of thechildren this reflects a change from their attitudelast year. A follow-up questionnaire in Februarywas returned by 91 % and the responses wereessentially the same. 5

The enthusiasm exhibited by the children both athome and at school attests to the esteem they have forthe World of Inquiry School. 6

"He ca me home from school and said, ' Y'Know, Mom, I'm really worth something?This from a child whose self-opinion was soscholastically and socially self-destructive atthe end of the last school year that we hadjust about resigned ourselves to his being ahigh school dropout (if he made it that long.)"

"My seven-year old came home in a stateof wonderment. ' You know, in this school,if you don't 'understand they don't screamat you. They sit down and talk to you and

make you understand, and you work out

5 Ibid.6 Ibid.

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some problems, and if you still don't under-stand, they still don't scream and nobodyever gets embarrased:" One delightful factthat this child can't get used to is that thepressure is off. She has heard it from theteachers, but she still doesn't believe it. Lastyear she was afraid to make a mistake."

" Our youngster has become increasinglyself-confident over the year. She looks forwardto every single day of school. She has developeddifferent relNionships with a variety of adultsand is more comfortable with adults."

"The program which represents a muchwelcomed departure from traditional educationis one of the finest that we have seen any-where. Although our son was ad;nitted latein the school year, it wasn't long after thattime that we could detect a very significantchange in attitude toward school and also awelcomed change to the world and life ingeneral."

IMPACT ON OTHER SCHOOLS

This parent quotation expresses the impact of theWorld of Inquiry School on other schools in the districtas well as on student opinion in some of the areacolleges. 7

"Since the school has started, it was veryobvious. that it is a success as far as our childis concerned, as she really enjoyed school andeverything that is involved with it. Also wehave noticed that the other city schools arebeginning to plan programs like the Schoolof Inquiry, so that proves that it is a tremen-dous school. We have even been involved withstudents ... from nearby colleges, and theystated that the program at your school isfabulous and hope that all schools changetheir programs to the way your school isconducted."

7 Ibid.

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PARENT INVOLVEMENT

Experimentation has not been restricted to the dailyeducational program. Parent involvement in the operationof the World of Inquiry School could conceivably bethe model for an advisery committee that could beorganized in every school district in the city. Theprimary concern of parents at the World of InquirySchool is quality, integrated education. Because of thediversity of its student body, parent involvement is avital factor in the development of a feeling of belongingand in deemphasizing the tendency to consider theschool as something totally removed from one's neighbor-hood. The World of Inquiry School has proved thatreferences to "our school" need not be limited toschools located within the immediate area of the home.In the same way that many colleges have succeededin obtaining strong support from alumni throughout thestate and nation, on a more modest scale, the Worldof Inquiry School, through parent involvement andinterest, has succeeded in developing a strong senseof loyalty among those whom it serves.

An indication of the positive attitudes towards theschool and education on the part of children and parentsis the high percentage of parents who come to theschool to act as tour guides, observe classes, for speciaiprograms, and to assist in many ways. There are anumber of them who just want to be "a part of theexcitement of the school" and appear frequently.

PROJECTION:

Plans are now being formulated for the permanentWorld of Inquiry School. Part of the preparation in-cludes expansion of the enrollment in the present schoolto 200. This increase will be achieved without increasingthe size of the faculty. The resulting increase in classsize will reduce the per pupil cost and test thefeasibility of the program under more realistic conditions,Since the pupil-teacher ratio will be 20-1 in some classesand 25-1 in others successful performance will help toreduce some of the financial concern in the community.

40

The school has demonstrated a method for raisingthe level of achievement within the inner city . It hasalso succeeded in bridging the gap bete, een urban andsuburban, inner city and outer city. These importanteducational and social accomplishments can be extendedonly if there is a 'limate within the educationalstructure that is receptive to change and if the publicis willing to provide the resources necessary forimplementation.

.......we./Oemmemawww.

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CHAPTER IV

URBAN-SUBURBAN TRANSFER PROGRAMby

Norman GrossSTATEMENT OF NEED:

In 1954, Brown v. Board of Education of Topekawas the trimphant climax of the campaign againstsegregation in public schools. The legal destruction ofthe myth of "separate but equal" schools proved to bemerely the introduction to the problem of segregatededucation. Initially, public attention was primarilydimcted toward southern states where dual educationalsystems were mandated by the legislature. Prolongedlitigation by state officials, generously financed bytaxpayer funds, successfully delayed implementation ofthe court's decision and glacial speed was substitutedfor "deliberate speed."

Residents of northern urban centers, especially thosewho lived in the inner city, inspired and encouragedby the assaults against segregation in the South, beganto examine the racial composition of the Northern ghettoschools. The de facto segregation in the schools in thecentral city was, in most instances, almost as completeas the segregation that resulted from the de jureprocedure used in the South. In many instances, theeducational differences between segregated inner cityschools and their counterparts in the outer city provedto be even more glaring than those encountered instates with a dual educational structure.

Pupil achievement, teacher turnover, physical facilities,and quality of faculty were some of the areas wheremajor differences were easily and accurately identified.Bereft of political power, inner city residents were ill-equipped to force the power structure to improve thequality of education in the ghetto schools. Since thepolitical process had no real meaning to residents of theghetto - they resorted to the same vehicle used in theSouth - the courts. With the support of legal decisionsthat declared de facto segregation unconstitutional the

43

citizens demanded alterations in the traditional residencerequirements that prevented children from attendingschools outside their neighborhood.

If this restriction were removed a variety of devicescould be used, it was argued, to reduce segregation inthe public schools. Many plans were being considered inRochester in 1964 when the massive rioting erupted.The widespread destruction had a catalytic effect thathastened implementation of some of the proposals.

The racial statistics for schools in the United Statesand for those in Monroe County are depressinglysimilar. Almost 80% of the white students in the UnitedStates attend schools that are more than 91% white andmore than 54% of all Negro students attend schools thatare more than 90% black.

In Monroe County (Rochester and its suburbs) morethan 95% of the whites attend schools that have aNegro enrollment of less than 5% and 54% of theNegroes are enrolled in schools where more than 70%of the pupils are black. This relatively high degree ofracial imbalance is difficult to defend when oneexamines the population density of the county. Nosuburb is more than 15 miles from the center ofRochester and this proximity sharply reduces the logisticalproblems that are frequently associated with urban-suburban transfer programs.

There is little evidence to support the theory thatracial attitudes in Monroe County are basically differentfrom those found in other areas. Despite the presenceof small, isolated pockets of socially conscious citizens,the prevailing point of view seems to be to do nothingabout segregated schools. The combined effect of theneighborhood school concept and established housingpatterns prevents meaningful action in altering racialimbalance in either inner or outer city schools. This, inbrief, was the environment that contributed directly tothe creation of the Urban-Suburban Transfer program.PHILOSOPHY:

The program is based on the conviction that neitheran all white nor an all black ghetto school can provide

44

a realistic climate for children who are being educatedfor life in a pluralistic society. Unfortunately, thatconclusion is accepted by a relatively small segment ofthe population. Affluent whites continue to move fromthe city to the suburbs and their places are taken byimpoverished blacks and poor whites from rural areas.The effects of this mass migration were, and still are,painfully obvious. Opportunities for pluralistic experienceswere sharply decreased as the population of communitiesbecame more homogenized. The input by those whosought to expand pluralism was severely diluted and inan attempt to arrest this trend, the Urban-SuburbanTransfer Program was created. It was supported bythose who sought to breach the barriers that separatedthe poor from the affluent, black from white, and cityfrom suburb. "Separate but equal" proved in practiceto be patently absurd, utterly fallacious, and grosslyunequal.

Black ghetto schools are presently burdened withserious physical and educational deficiencies. They lackhigh quality academic performance. Teachers tend toexpect less and students indicate their awareness oflow expectancy by producing less.

In suburban schools the existence of racially isolatedstudent bodies contributes to an increase in the polariza-tion of racial groups. Segregated children are uncomfort-able with members of a race with whom they have hadeither limited or no contact.

OBJECTIVES:

1. To implement and administer programs de-signed to reduce racial isolation within andoutside the city school district of Rochester.

2. To improve the racial attitudes of both whitesand non-whites in the sending and receivingschools.

3. To prepare sending and receiving school staffs,children, and parents for inter-school transfers.

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4. To involve the non-public school in a programto reduce racial isolation.

5. To work with youth and student groups intheir efforts to reduce racial isolation.

There are currently 440 city pupils in 15 suburbanpublic and non-public schools. The term non-publicincludes parochial, Protestant denominational, and privatenon-sectarian. Within the city school districtof Rochester,1,807 pupils from 10 racialy imbalanced schools areattending schools that are outside of their neighborhoodarea. Although complete racial balance remains a distantgoal there is no longer an all white school nor an allblack school in the city school district.

In response to the criticism that only black childrenare transported to schools outside the neighborhoodsit is important to note that one inner city school nowhas in excess of 200 white children from the outer city.All of them are transported to the inner city on avoluntary basis and there are more than 100 whitechildren on the waiting list for admission to this school.The success of this program illustrates how parents andschool administrators can work together effectively whenthey are convinced that a program has merit.

Despite the fact that the percent of participation isrelatively small, there are 2,247 pupils who are nowinvolved in the transfer program. We have a long listof blacks and a long list of whites who want to partici-pate. If funds were available, over 3,000 pupils wouldbe enrolled in transfer programs.

Evaluation of any program that is designed to alterracial attitudes is likely to be at least hazardous. How-ever, there is evidence of increased interest in racerelations in suburban communities. The administrator,by invitation, has spoken to thousands of teachers,parents, and students at conferences, in churches, homes,and schools.

There are many factors that contributed to thesuccess of the Urban-Suburban Transfer program: (1)the enthusiasm of the leaders; (2) the dedication and

46

interest exhibited by the parents of the children; and(3) recognition of the need for extensive communicationamong all who are involved. Teachers, administrators,parents, and pupils in both sending and receiving schoolsneed orientation to the program and continuous supportand assistance. The physical transportation of a pupilis merely the first, and frequently the easiest, steptowards complete and unqualified acceptance.

Inclusion of non-public schools in the program hasserved to illustrate that racial isolation is a communityproblem. Acceptance of this extension of the previouslimits of moral responsibility by the non-public schoolsis encouraging. Although only 91 pupils from the innercity are presently enrolled in non-public suburban schoolsthe departure from established practice is noteworthy.

The creation of S.U.R.E. (Student Union for RacialEquality) demonstrates the diverse methods utilized bythe Urban-Suburban Transfer Program. This studentgroup has addressed school boards, worked in concertwith suburban human relations groups, provided speakersfor school assemblies and youth groups, and workedcooperatively with high school and college students inthe greater Rochester area.

Although the well publicized "generation gap" hasfrequently prevented, or inhibited, discussion betweensome segments of society, the Circle K Project at theState University College at Geneseo proves that produc-tive communication can occur. The Circle K students atGeneseo decided to recruit black applicants for admissionto the college in September of 1969. They extendedinvitations to a number of Rcchester seniors who visitedGeneseo for a weekend. The guests were encouraged toapply for admission and many did. As a result of thiseffort it is expected that the present black enrollmentat this college will more than double next fall.

Initiating creative ideas and programs in the area ofhuman relations and obtaining the necessary funds forimplementation constitute an important function of thiscomponent. Suburban Title I funds were combined withTitle III appropriatins from the city school district to

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finance the Suburban,Urban, Rural, Enrichment program.The basic objective was to reduce racial prejudicethrough intensive development of skills in social aware-ness. This was accomplished by having junior highstudents from all of the areas (urban, suburban, andrural) participate in a summer program at KeukaCollege.

Academically the students began with studies in sketch-ing, painting, printmaking, sculpture, choral singing, andAfro-American heritage. Recreation included field tripsand sports. Social awareness was simulated throughdiscussion groups and weekly student government meet-ings. Many students spent their weekends in the homesof area residents. This provided another interculturalexperience for farmers, teachers, businessmen, andministers as well as students.

SUMMARY:

The statistical evidence, both in terms of numbersinvolved and the results, strongly supports the urban-suburban experiment. During the 1965-66 school year 30inner city pupils were attending two suburban schools,one private and the other public. This increased to146 pupils and four schools in 1966-67. Three newschools and 75 pupils were added in 1967-68. In Septem-ber of 1968, 15 suburban schools accepted 440 innercity pupils and the projection for the 1969-70 indicatesthat over 600 pupils from the inner city will be enrolledin suburban schools. It is important to note that noschool has dropped the program although there has beenopposition in some communities.

Examination of the racial composition of many cityschools reveals the same encouraging trends. In 1963-64,495 pupils were being bused. The slight decline to 480in 1964-65 was sharply altered the following year when876 were granted transfers to outer city schools. Thisnumber has increased steadily and in 1969, 2,335 pupilswere attending schools outside their neighborhood areaand an increase of approximately 23% is projectedfor next year.

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Impact of the program on pupil achievement wasevaluated by the Department of Planning and Researchfor the Rochester city school district and the summaryreport concluded that:

1. Negro pupils achieved better when in smallerclasses almost completely Negro in enrollmentthan when in larger classes of this same com-position.

2. Negro pupils achieved better in larger classesthat were integrated than when in smallerclassesalmost completely Negro in enrollment.

3. With the exceptiondifference was foundof those Negroes ininner city school andschools.

of one grade level, nobetween the achievementintegrated classes in anthose in several outer city

4. The white children who voluntarily transferredinto an inner city school and those who re-mained in their neighborhood school achievedat the same level during the year.

5. Within the same school, Negro pupils achievedbetter when in integrated classes than when inclasses almost completely Negro in enrollment.

6. Negro pupils who transferred out generally didas well as pupils who remained in classesalmost completely Negro in their home school)

Personnel from the Brighton Central Schools, a subur-ban school district that accepted pupils in February,1967, evaluated their program on several occasions.Results of the evaluations were released on August 13,

1968. The summary statement of that report concludedthat the program had succeeded in producing significantimprovement in pupil achievement:

1 William C. Rock et al - AN INTERIM REPORT ON A 15-POINT PLAN TOREDUCE RACIAL ISOLATION"-Rochester City School Oistrictpp. 28.29

49

"Seventy -six percent of inner city children arenow scoring at the national average or abovein reading as compared to 62% in 1967. Sixty-seven percent have achieved the national averagein arithmetic as compared to 51% in 1967.

The composite scores include results in otherareas of study in addition to the two skillsubjects of reading and arithmetic. Spellingand simple language skills (usage, capitalizationand punctuation) are included in the third gradetests and work study skills at the fourth gradelevel. Sixth grade students take a completebattery including Social Studies and Science aswell as language skills, reading and vocabulary.Seventy-six percent of inner city students in 1968,as compared with 62% in 1967, attained atleast the national avera,-, in composite score.

Although some of the children made little orno improvement as measured by the standar-dized tests, the results of the group as a wholeare indeed encouraging." 2

PROJECTION:

The Urban-Suburban Transfer program is not astatistical exercise in which children become numbersand groups become totals. Our hope is to alter thepresent trend toward racial polarization by reducingracial imbalance in the schools. White racism is aformidable barrier to this goal, but there are encourag-ing signs that this can be overcome. West Irondequoit,a suburb adjacent to Rochester, is an illustration ofwhat can be accomplished by people who are committedto racially balanced schools.

Originally, a school was considered racially imbalancedif its enrollment was more than 50% black. Severalmembers of the board of education in West Irondequoitdiscussed this criterion in an informal fashion while in

attendance at an educational conference. They concludedthat a school that was 99% white was just as much avictim of racial imbalance as one that was 99% black.2 Foley, Alice L. et al "A REPORT OF PROGRESS" p. 21 Brighton,

New York Central Schools, August, 1968.

50

Herman R. Goldberg, Superintendent of Schools for thecity school district of Rochester was also attending thesame conference and a meeting was arranged. Pre-liminary discussions were encouraging and all of theparticipants agreed to meet in Rochester for additionalexploratory talks. After careful review of the legal im-plications, with the advice and consent of the New YorkState Education Department, and the approval of theboards of education in both communities the pupiltransfer was begun m September, 1965.

Although the number was modest, only 24 pupilswere involved, the breakthrough was crucial. Initialreaction in the suburbs was exceedingly antagonistic.Opponents of the prdgrarn made repeated allusions tothe board's "secrecy." They flatly refused to discussthe merits of the proposal and elected to concentratetheir attack on the "method" used.

This unwillingness to discuss the advantages anddisadvantages of racial isolation for pupils in both WestIrondequoit and the inner city permitted the inferencethat the emphasis on method was used to camouflagethe racism that had surfaced. School board electionssince the adoption of the plan resulted in the electionof 3 members who campaigned on an antibusing plat-form. This trend was partially reversed in March of1969 when an aroused segment of the community re-sponded to an attempt, by members of the board, toterminate the program. As a result, a strong communityaction and the active support of the IrondequoitTeachers Association, the motion to abolish was de-feated. A majority of the board voted to permit the 74inner city children to continue in the program and laterapproved a plan to add 25 new pupils in September,1969.

Although it cannot be said that the entire communityis now united in support of the urban-suburban planthere is evidence of a sharp decrease in antagonismtoward the program. APT (All Parents Together) agroup of inner city and suburban parents who aredirectly involved in the plan, deserves specialrecognitionfor its effectiveness in communication and its accomplish-

51

ments in the area of human relations. Expansion of thiskind of activity will contribute to the ultimate elimina-tion of racial isolation throughout metropolitan Rochester.Receptivity to change is illustrated by Brockport's decisionto rename its Campus School which is now called the"Center for Innovative Education."

In restructuring the Urban-Suburban Transfer officeconsideration should be given to the possibility of havingthe office assume responsibility for human relations. Theneed for a human relations specialist has already beenindicated by the Rochester Teachers Association and theState Education Department.

More time must be devoted to expanding the partici-pation of non-public and parochial schools in the transferprogram. T! ere are many signs of interest, but staffassistance is needed to convert the interest into activeinvolvement. Additional funds must be found to financetuition and transportation costs. Acceptance of the pro-gram and its value are demonstrable facts, but im-plementation. of plans for expansion requires increasedevidence of commitment and additional funds.

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CHAPTER V

RISEby

Paul Pierce

STATEMENT OF NEED:

The Clearing House for Student Assistance was createdto identify disadvantaged youth who need assistance infinancing post-secondary education. As initially plannedthe Clearing House had a dual function: (1) locate andcoordinate all local sources of funds for disadvantagedstudents; and (2) identify students who need funds andto assist them in their attempts to obtain the financialsupport that they required.

Identification of needy students proved to be arelatively simple task, but the search for funds provedto be f r u i t l e s s. Despite the failure in the area offinancing the component enjoyed considerable success,albeit unplanned and unanticipated, as a counselingcenter. During the two years of its existence theClearing House. through the individual effort of itsadministrator, provided counseling service to more than200 inner city students. This statistic indicates thatthere are many students who need and want help, butwho are not being served by school personnel.

The availability of professional assistance does notautomatically insure that it will be used. If a significantnumber of students and their parents elect not to useschool counseling services then serious considerationshould be given to the creation of outreach centers inthe central city. Since the budget of the city schooldist r i c t i s seldom beyond the crisis stage, it isunrealistic to expect that these centers can be staffedby school counselors. In addition, the existence of coun-selors who function outside the establishment it likelyto encourage visits from youth who have received littleor no assistance from school personnel.

In the process of working with the disadvantagedsegments of the high school population the administratorfor the Component made frequent contact with personnel

55

in the colleges in the metropolitan Rochester area. As aresult of these experiences it became evident that acomprehensive program to advance the education ofinner city students could not be accomplished by theClearing House. Although the original objectives for thiscomponent were not achieved, new needs and deficiencieswere discovered and as a result a new course wascharted.

RISE (The Right of an Individual to Secure anEducation) came into being in response to requests fromthe community. A *lumber of people who were servingin paraprofessional capacities in the public schools andwith community agencies asked Project UNIQUE forassistance. The paraprofessionals realized that in orderto improve their job status they would have to haveadditional academic training. Project UNIQUE, with itsstrong urban orientation, seemed to be the logicalsource for advice and assistance.

Although the need was obvious and tilegoal commendable, the barriers proved to be bothformidable and complex. The families of the para-professionals were either wholly or partially dependenton them for support. A full time academic program wastherefore impossible because most of the adults couldnot afford either the loss of income or the cost ofeducation.

Since most of the applicants were Negroes, they werehandicapped by a history of segregation, discrimination,and unequal job and educational opportunities. Despitethese impediments, they were determined to utilizeeducation as a vehicle for self-improvement botheducationally and economically.

PROGRAM:

The administrator arranged a meeting between thosewho wanted help and those who were in a position toprovide assistance. Representatives from area collegeswere invited to meet with the adults who had originallysolicited aid. This direct confrontation between collegeadministrators and inner city adults produced some

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volatile reactions from both groups. However, areasof agreement were found and understanding wasgradually substituted f.nr rancor and suspicion.

College representatives were eventually persuadedthat a significant number of adults with high capabilitywas being overlooked by their admission personnel.Paraprofessionals were encouraged, but sceptical. As adirect result of these meetings two forms of commitmentemerged; one was institutional and the other waspersonal.

The personal commitment came from professors whoagreed to teach courses for credit, but tuition-free inthe inner city. In addition, several colleges agreed towaive tuition for adults who were able to do collegelevel work. Nazareth College agreed to provide a collegepreparatory course for those who needed additional highschool training. This proved to be exceedingly popularand led to the creation of a tutoring center at ProjectUNIQUE for those who were not high school graduates.but who wanted to obtain a diploma by passing theHigh School Equivalency Examination.

Although the RISE program has only been in exis-tence for one year, there is ample evidence to demon-strate that there are many disadvantaged adults whoneed, want, and can profit from academic training. Theabsence of any coherent plan to meet this need makesthe continuation and expansion of RISE imperative.Adults served by RISE have great potential forstrengthening the community. They can improve theself-image of the family of the adult, exert a positiveinfluence on friends and neighbors, provide an excellentsource of community leadership, and increase the num-ber of competent black adults available to employers.These goals can only be translated into reality throughacademic training. RISE is not concerned with basicliteracy or with trade-skill education, but rather withacademic training that will equip paraprofessionals forhigher level positions.

RISE is presently operating in three distinct areas:(1) some adults are enrolled in college courses thatare given on the college campus; (2) some professors

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are teaching college courses in the inner city;(3)tutoringand counseling are provided at the Center.The combinedeffect of these activities is difficult to calculate, butits importance to the individuals involved is obvious.Adults who had abandoned all thought of going tocollege are now enrolled in college courses, and others,who had given up hope of ever earning a secondaryschool diploma, are now being tutored for the HighSchool Equivalency Examination. Initially the high schoolprogram had three tutors and six students. It now has15 tutors and 29 students.

About 200 adults have taken avantage of thecounseling services. This includes formal academic andcareer counseling, placement in college courses, andsupportive counseling.

SUMMARY:

The RISE program is based on the assumption thatpeople and institutions can and will help those who arein need and are genuinely interested in additionaleducation. Results to date indicate that the programhas managed to raise the aspirations of many adultsand to open academic doors that were previously closedto many inner city residents. These major goals wereachieved by a program that functioned without funds.

PROJECTION:

Where is RISE going? What will it be like in thefuture? Can it, and should it, survive and expand?Can its purpose and orientation be clarified? Theseand other similar questions must be answered beforepermanent plans are formulated.

In an attempt to find answers for these questionsseveral discussions and conferences were held. Despitethe informal nature of these sessions important trendsemerged. There is general agreement among students,volunteer tutors, professors, and college administratorsthat RISE should be continued. The steady increasein volunteers strongly indicates that this source ofassistance can be expanded with a resultant increasein services to students.

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Based on present commitments RISE can best bestructured to provide a first year college experience.This will include whatever ancillary services are needed,e.g., remedial instruction, preparatory courses, counsel-ing, etc. As part of this offering the program's respon-sibilities would involve: (1) recruiting, screening, counsel-ing, and enrolling candidates in appropriate classes;(2) remedial tutoring and college preparatory coursesin facilities that are located within the central city, and(3) first year college courses taught in the inner city byuniversity faculty.

In addition to the volunteer faculty additional unpaidpersonnel can be recruited in the metropolitan Rochesterarea. This group of volunteers can plan an active rolein recruiting, screening, and counseling as well as tutor-ing. Representatives from business and industry canpar tic i p ate by helping to underwrite costs and byidentifying employees who can profit from additionalacademic training.

The need for the RISE program is no longer subjectto conjecture. Precise dimensions of the final programwill be determined by the availability of resources,both human and financial. A promising beginning hasbeen made, but it is unreasonable to expect indefiniteexpansion without financial support. Many serious adultshave been motivated to return to the classroom foradditional education and we can ill-afford to ignorethis renewed interest. If education is indeed, as manyprofess, a vehicle for upward mobility it is imperativethat it be readily available to those who need it most.

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CHAPTER VI

URBAN EDUCATION MAJOR PROGRAMby

Charles E. Scruggs and Raymond S. Iman

IDENTIFICATION OF PROBLEM:

Currently there are many problems in Rochester'sinner city schools and the Urban Education Majorprogram represents an attempt to develop viable solutionsfor these problems.

1. increase in black enrollment at all levels inboth elementary and secondary schools.

2. The increase in the enrollment of blackstudentshas accentuated the problems of social classandY value differences between school andstudents.

3. Many middle-class teachers lack the aware-ness, understanding, and sensitivity whichwould enable them to work effectively withchildren with different socio-economic back-grounds.

4. A consistently low-level of achievement onthe part of many black children who attendpublic schools.

5. Black parents have become increasingly con-cerned over the failure of the schools toeducate their children effectively.

STATEMENT OF NEED:

Within this context the following needs can beidentified:The public schools must meet the immediate educationaland the long range political, economic, and social needs

of black children more effectively. Immediate needs ofthe school include changing the attitudes of teachers,

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administrators, and middle-class students to make themmore aware, sensitive, and knowledgeable about theproblems and needs of disadvantaged children. Sincecurriculum changes are central to any plan for meetingthe needs of disadvantaged children, another importantneed is the drastic revision of the school curriculum.

A third aspect is recognition of parental needs. Theneeds of parents of disadvantaged children must beconsidered an integral part of the education of children.Meaningful parent participation and direct parent involve-ment in the decision making process must beincorporated in all phases of the educational program.

PHILOSOPHY:

The dominant philosophic position within this programcenters on the conviction that the teacher is the crucialperson in the process thatproduces significant educationalchange. It is the classroom teacher who works mostdirectly and over the longest sustained period of timewith disadvantaged children. He has the majorresponsibility in the development and implementation ofthe curriculum. Additionally, he has the directresponsibility for the continuous contact and dialoguewith the parents of disadvantaged children.

PROGRAM DESIGN

The Urban Education Major is a master's degreeprogram in Education conducted under the joint sponsor-ship of the Center for Cooperative Action in UrbanEducation and the College of Education of theUniversity of Rochester. The program is designed toprovide experienced teachers of disadvantaged pupilsan opportunity to engage in graduate study that isspecifically oriented toward urban schools.

OBJECTIVES:

1. To involve graduate students in examinationand analysis of key issues in urban education.This objective was achieved by the majors

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doing field study, taking formal course work,writing research papers, term papers, writtenand oral reports, preparation of film and theresearch and writing of a thesis.

2. To provide an opportunity for experiencedteachers to examine critically their own ex-periences, compare them, and possibly developnew strategies fa: education in the innercity. This objective was achieved in the samemanner as objective number 1 .

3. To familiarize teachers with university, school,and community personnel and encourage themto engage in field study of a student-identifiedproblem in urban education. This objectivewas operationalized by the majors setting upand planning conferences with the ad hoccommittee of the University and by attendinglectures in conceptual systems. The lectureswere given by a professional from each of themajor disciplines who explained the conceptualsystem indigenous to his speciality and itsrelationship to the daily life of inner cityresidents. The field experience includedmembership on a school building committee,visit to the Satellite school, and staff meetingswith administrators from Project UNIQUE.Majors also acted as consultants to severalfaculties in the city school district, and metwith students from Hobart College, and theState University Colleges at Geneseo andBrockport. They worked with community per-sonnel as consultants to the Model CitiesProgram, and had extensive contacts withsocial agencies, religious institutions, andpolitical leaders.

4. To provide the skills and experience whichwill enable the teacher to serve as a resourceperson in an urban school system. This ob-jective was operationalized through the formalcourse work taken at the University by themajors, and also by the field experience

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which gave them the opportunity to becomeknowledgeable of the community's resourcesand agencies.

PROCEDURES:

In order to meet the requirements of the program,each Urban Education Major spends one academic yearat the University of Rochester. Approximately 1/3 ofthis time is devoted to courses, 1/3 is spent in innercity schools, and 1/3 is spent on a special researchproject that is directly concerned with the school orthe school community.

The Majors plan cooperatively with the Universityof Rochester, the Center for Cooperative Action inUrban Education, the Rochester city selool district,and the Diocesan School System in designing andcarrying out their course of study, teaching experience,workshops, and other related activities.

They supplement their studies, research and experience,by attending seminars and workshops on UrbanEducation, visiting schools and participating in communitymeetings. They have direct contact with all those in-volved in education in the inner city; school personnel,parents, children and leaders in the community.

FINANCES:

1. Candidates receive $5,000 for the schoolyear - September-June.

2. Tuition is paid by the Center for CooperativeAction in Urban Education.

3. Candidates receive the same fringe benefitsas regularly employed teachers in the CitySchool District.

GENERAL REQUIREMENTS:

1. At least three years' experience in an innercity school, either elementary or secondary.

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2. Must meet entrance requirements for theCollege of Education at the University ofRochester.

3. Must have a strong commitment to innercity education.

COLLEGE OF EDUCATION OF THE UNIVERSITYOF ROCHESTER REQUIREMENTS:

1. Admission Requirements; Admission to theMaster of Education degree in the Depart-ment of Educational Foundations is based onundergraduate and graduate transcipts, scoreson the Miller Analogies Test or the aptitudesection of the Graduate Record Examination,an interview report, and letters of recommen-dation from persons in colleges and schoolsystems who are in a position to give anassessment of potential for success.

2. Program Requirements: T:le program of studiesfor the degree consists of required coursesand electives based upon the student'spreparation and his educational goals. Theprogram requires a minimum of 30 semesterhours of acceptable work. The time limit forcompletion of master's degree requirementsis five years.

PROGRAM RATIONALE:

The two most important tasks that will confront theUrban Education Major upon completing the programwill be to function as both a resource person and as achange agent within the local school district. To preparethe major to perform these functions, skills inhypothesizing and verifying activities will have to bedeveloped.

To meet these expectations, the program is dividedinto three major areas: (1) research, (2) formal coursework, and (3) field experience. These areas are sub-sumed under four major program activities: (a) describing

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activities, (b) relating activities, (c) conceptualizingactivities, and (d) testing activities. The rationale forthis program then, is to combine formal course work,field experience, and research with the four stages ofthis model.

JUDGMENT:

On the basis of the examination of operational meansand measures - courses taken and grades earned,research papers and theses undertaken, and the rosterof community contacts and involvement in field experience,it is clear that the opportunities as stated in theobjectives were provided and effectively utilized. Thefinal grades for all courses, with the exception ofED 493 (master's paper) shows that the majors weresuccessful in their course work and in the overallM. Ed. degree program. Long-range evaluation of thesuccess of the program will, of course, be based ontheir actual performance and contribution to urbaneducation after their return to public school education.

PROJECTION:

As a result of budget cuts the Urban EducationMajor program component of Project UNIQUE wasdiscontinued. The University of Rochester will continueto offer an urban education major program at thegraduate level and will attempt to retain as manyof the features of the existing program as financespermit.

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CHAPTER VII

COMMUNITY TEACHER PROGRAMby

Sister M. James

STATEMENT OF NEED:

During the planning period that preceded creation ofProject UNIQUE it soon became apparent that therewas a prime need for additional early childhoodeducational programs. This conclusion was based oncomments by inner city residents, principals and teachersin inner city schools, and personnel employed by socialagencies that were in close, daily contact with thepeople. The programs that were in operation wereunable to meet the demand for services for a numberof reasons.

Some parents were unaware of the existence ofnursery schools and others could not use existingservices because of their location. In addition, manymothers had younger children at home and could notwalk their child to school, even when it was in theimmediate area. Lastly, a significant number of parentswere not aware of the importance of a pre-schooleducational experience. These deficiencies comprised thebasic rationale for the Community Teacher Program.

There was general recognition that the central cityneeded a program that would:1. be available to mother and child.2. not require transportation.3. directly involve the mother in the learning ex-

perience.When these needs were identified, the idea of a

classroom in a home was an obvious development. Theresponse was both enthusiastic and widespread. Motherswere eager to learn how to help their children througha planned educational program.

The importance of early childhood education has longbeen recognized by professional educators. It is oftensaid that the high failure rate among children from

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poverty level homes can be attributed to the fact thatchildren are unprepared for formal education at thetime they enter elementary school. Inability to meetthe daily demands of the school produces an early andconsistent failure pattern. School experiences tend to bemore negative than positive and retardation becomesthe norm.

In order to help disadvantaged children achieve apositive adjustment to the demands of the school it isessential that the children achieve reasonable readinessprior to admission. This is likely to increase thepossibility of success and thus make the introductionless traumatic. Educational programs for disadvantagedchildren must be selective in their goals if they are toalter the existing pattern of failure. Research indicatesthat early childhood education may be the most im-portant phase of a child's school experience becausethe root years are from infancy to age five or six. Intoo many instances the elementary school program istoo little and too late. Prevention is less expensiveand more rewarding than remediation.

We must reverse the ever increasing dropout rrteamong inner city pupils, eliminate their serious learninghandicaps, and neutralize the factors that contributeto emotional and social imbalance. These goals can beachieved if we provide the children with early child-hood educational experiences that will enable them tocope successfully with formal education. Pre-school pro-grams are the most promising long-range solution toone of the most urgent and demanding problems ofthe century - the education of the urban child.

The National Advisory Commission on Civil Disordersmade the following recommendations regarding earlychildhood education:1. Early childhood education programs should pro-

vide comprehensive education support tailoredto the needs of the child and should not simplybe custodial care ...

2. ...Early childhood programs should involve parentsand the home as well as the child ...

3. Since adequate facilities are scarce in many

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t

disadvantaged communities, where schools areovercrowded, and buildings deteriorated, theprograms should provide funds for special earlychildhood education facilities.

4. There is a need for maximum experimentationand variety. Funding should continue to supportearly childhood programs operated by communitygroups and organizations, as well as by theschool system.

5. Early childhood education programs should in-clude provisions for medical care and food, sothat the educational experience can have itsintended impact.

OBJECTIVES:

The Community Teacher Program is an interventionprogram that is designed to alter the aptitudes andattitudes of disadvantaged children and make themmore receptive to learning when they enter school.It is an extension of pre-school education into innercity homes in an attempt to:

1. improve insight into the nature of cultural de-privation and its effects on behavior and learning.

2. improve the self-image of parent aides andincrease parental participation in the child'slearning experiences.

3. sharpen cognitive, verbal, and perceptual abilitiesof children who are from environments that offerlimited opportunities for intellectual stimulation.

4. contribute positively to the social and emotionalgrowth of disadvantaged children.

PROGRAM:

Certified teachers are primarily responsible for theinstructional program and each is assisted by a parentaide. The program began in September, 1967 and thatentire month was devoted to an intensive orientationto Rochester's central city. Tours through the innercity, visits to settlement houses, and lectures by per-sonnel from social and anti-poverty agencies introduced

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the teachers to local problems as well as availableresources. In addition, films and speakers increasedteacher sensitivity to both the special aspects of earlychildhood and the impact of deprivation on a child'ssocial, emotional, physical, and intellectual development.

This introduction to early childhood education wassteadily expanded by regular in-service meetings whichwere held every Monday throughout the school year.At these sessions teachers had an opportunity to ex-change ideas and to discuss some of the major problemsencountered in the instructional program. Teacherscontinue to meet one day per week and these meetingsemphasize the curriculum, the multiplicity of problemsthat confront a family that is trying to survive in theghetto, the relationship between teachers and parents,and the history and culture of minority groups. Thein-service day is also used for home visits and con-ferences with agency personnel.

During the first year community teachers were assignedto 16 neighborhood school areas. The number wasreduced to 13 this year. Recruitment of children beganwith school lists, but the transient nature of the innercity population severely limited the usefulness of thatinformation. Settlement houses and neighborhood assoc-iations provided some leads, but the most effectivedevice was a home visit by a community teacher.

The community teacher program is based or. theconviction that parents must know what their child'seducation includes and must participate in it. Mothersand fathers are the first teachers in a child's life andthey are primary agents in providing their childrenwith opportunities for learning. Unfortunately. manyparents are frequently too busy with more pressingconcerns that are directly related to survival and thatrequire immediate attention. The inclusion of parentaides as an integral part of the program representsan attempt to correct this deficiency.

Parent aides are the mothers or the grandmothersof the children in the program. There are presently48 aides, one-third of whom are on welfare and they

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represent a wide range of economic, educational, andoccupational classes. All of them live in the inner cityand attend weekly meetings to discuss teaching tech-niques, behavioral problems, and the educational pro-gram. The aides are at various stages of development.Many are able to assume leadership roles, others needconsiderable direction and support, and a few show littleenthusiasm or ability. In addition to these meetings,the teachers and aides plan activities cooperatively.Frequent home visits by the teachers provideopportunitiesfor a parent to seek professional advice on problemsthat might not be discussed at group meetings.

Another type meeting is one that involves a smallneighborhood group of parents held in the home of anaide. The familiar surroundings and the presence offriends combine to create a friendly atmosphere thatis conducive to uninhibited exchanges. Topics for dis-cussion include children' s eating habits, bedtime problems,pros and cons of television, sibling rivalry, and theperennial favorite, "fighting."

The impact of the problem on parents has been oneof the most rewarding features of the program. Aideshave been a valuable source of suggestions and teachershave requested more frequent meetings on a regularlyscheduled basis. In an attempt to broaden the basefor evaluation, taped questionnaire interviews weremade with many of the aides in May, 1960.

Despite the excellent working relationship betweenthe aides and the teachers important differences havedeveloped. A major area of disagreement is in thegeneral area of discipline. Parents are primarily in-terested in knowing how to stop undesirable behaviorpatterns whereas teachers are chiefly concerned withthe reasons for specific behavioral reactions. Considerablediscussion has been devoted to these differences in anattempt to reconcile conflicting viewpoints.

Four days of each week are devoted to the in-structional program. Each teacher has eight classesper week and sees each child twice a week. A classsession lasts approximately two hours and fifteen minutes.The curriculum is centered on two of the child's major

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needs: (1) to be accepted; (2) to achieve. Many of thechildren need large doses of adult support, praise, andapproval. The program attempts to produce a climatethat will allow children to believe in themselves, inadults, and in learning.

Since language development is a major hurdle forchildren from depressed areas a considerable part ofthe program is devoted to vocabulary and speech.Among the approaches used is the controversial Bereiter-Englemann method. It was first used in February of1968 and the response from teachers, parents andchildren was uniformly enthusiastic. Presently, it isbeing used by all teachers for about 30 minutes ofeach class session.

The instructional program is very diversified andincludes physical education, music, arts and crafts,language, development of self-confidence, field trips,and special projects. Teachers have managed to estab-lish and maintain good morale and to sustain pupilinterest despite a myriad of problems. Many of thehomes in which classes are held lack heat, have poorsanitation facilities, are crowded, and are likely to haverats and roaches. Despite these obstacles the programhas been beneficial for both parents and children andvery rewarding for teachers. A major reason for successcan be attributed to the teacher's ability to design herown program and adjust the acitivities to meet theneeds and interests of the children as well as thelimitations of time and space.

Several large cities have been influenced by the home-teaching technique used in the Community TeacherProgram. During the past year both Syracuse andBuffalo initiated very small pilot programs that resem-ble Rochester's. The results of the program clearlydemonstrate the feasibility of home instruction for bothyoung children and their mothers. Specifically the pro-gram contributed to:1. an increase in knowledge and skills in the child-

ren which will equip them to meet the schoolsituation with greater ability and flexibility.

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2. an increase in knowledge and skillsin the parents which will enable them to under-stand better the needs of young children andcontribute more positively to their development.

3. an increase in knowledge and skills in theteachers which helped them to understand howyoung children learn, the effects of deprivationon learning and how to meet the challenge ofteaching in an innovative setting.

These successes are encouraging, but much remainsto be done. Communication between the eozranunity teac-hers and kindergarten teachers in receiving schools needsconsiderable improvement. Many reports on pupilprogresswere either misplaced, lost, or ignored. Joint meetingsare planned to insure that kindergarten teachers will beinformed of the strengths and weaknesses of pupils whoparticipated in the prograid.

PROJECTION:

The need for early childhood education is no longersubject to question. One writer summarized the prevailingpoint of view when he said, "Pre-schools are nice forall children, but essential for the disadvantaged." Equalopportunity will remain a part of the conventional wis-dom as long as a substantial number of children enterelementary sch000ls with serious learning handicaps.

Instruction in the home brings education directly tothe source of many of society's problems. The com-munity teacher program has clearly demonstrated thatinner city parents are interested in education and wantto help their children. There is no shortage of concernor enthusiasm, but there is a dearth of resources andpersonnel to do the job that needs to be done. Anexpanded program will enable the teachers to reachmore parents and more children. The long term benefitsof this instruction are incalculable. If we are to breakthe cycle of poverty we must insure that all childrenare able to take full advantage of the opportunities ofpublic education.

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I

CHAPTER VIII

SPANby

Bobby Joe Saucer

STATEMENT OF NEED:

In most metropolitan centers a comparison of outercity and suburban schools with inner city schools wouldreveal many differences. A major difference is likely tobe the relationship between the parent and the school.Unlike schools that are largely populated by the childrenof middle class whites, the ghetto schools have tradition-ally functioned in almost complete isolation from parentalinfluence. The parents of children in Rochester's centralcity were rarely seen in the school. Despite frequentannouncements to parents about the "open door' policyvery few ventured to accept the invitation

The strained relations between school and home pro-duced hardened conclusions in both. School personnelinsisted that poor pupil performance was a result ofmany factors and that a major reason was lack ofparental interest. Parents contended that their childrenwere receiving an inferior education from poor teachersand that their complaints were ignored by an ad-ministrative staff that was at best discourteous and atits worst overtly hostile. This was the environment thatinspired the creation of SPAN (School-Parent Advisorto the Neighborhood). It was designed to bridge thechasm between the home and school.

Although the SPAN component was funded in May,1967, it did not become operative until December of thatyear. The search for an administrator to direct thecomponent proved to be more difficult than wasoriginally anticipated. In addition, the administratorencountered considerable hesitation among applicantswhen he attempted to recruit a staff.

Initially SPAN was viewed with suspicion by innercity residents, because of its close relationship with theeducational establishment. Funds for SPAN were funneledthrough the city school district because of the direct

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connection between Project UNIQUE and the organiza-tional structure of the schools.

Many inner city residents read the objectives for thecomponent and reacted positively. They were impressedwith the plans for dealing with the difficulties of theirneighborhood schools and the educational experiencesof their children. Their optimism was neutralized bythe doubt that resulted from frequent and protracteddisagreements with school personnel. The confrontationsdecreased with the passage of time because parentshad lost confidence in their schools and elected to ignorethem. This excerpt from the notebook of the componentadministrator describes the dimensions of the credibilitygap:

"The achievements of the SPAN component,perhaps, cannot be presented in a comprehen-sive statistical profile or in any empirical,measured way, mainly because it is humanservice-oriented and out of its urgent need ithas become a demand-immediate response com-ponent.

But if by achievement one means shifts in'attitudes and softening of educational structuresand acceptance of educational imperatives forchange, then the SPAN component has made"revolutionary" achievements. Schools andtheir personnel have now started to seek andlisten to the community's legitimate desires,requests and demands. The community isregaining faith that school personnel havesome desire to listen and thus are increasinglywilling to talk (dialogue), and confront inconversation which might lead to some action.

The SPAN component was initiated almosta half-year after the start of other componentsin the Center, mainly because of suspicion onthe part of both the community and the schools.The schools viewed the potential advisers asspies. The community viewed the objectivesas relevant, but impossible to implement with-in the prescribed structure, thus it saw thecomponent as another "trick". Consequently,

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most principals reluctantly accepted the advisersor tried to find convenient impediments anddifficulties. Finding community representativesto serve as SPAN advisers also presented aproblem because of a community suspicion ofSPAN component's chances of succeeding becauseof SPAN's funding arrangements."

PROGRAM:

There are 14 SPAN workers. All are residents of theinner city and each is assigned to a school that servesthe neighborhood in which he or she lives. Her pro-fessional qualifications are her knowledge and under-standing of the school, the residents, the agencies thatserve the area, and her standing in the community. TheSPAN staff members' chief responsibility is to assist,not represent, the parent who is involved in a schoolcentered problem. The main functicns of SPAN are to:(1) open lines of communication between the school andhome and (2) enlist the aid of the community in behalfof children who live in economically distressed neighbor-hoods. Fulfillment of these responsibilities is achievedby implementation of four major objectives.

To open lines of communication between the schooland the home for the benefit of the child is achievedin several ways: (1) SPAN workers interpret the prob-lems of the family to the teacher and thus improvethe teacher's understanding of the pupil's behavior inthe classroom. Reciprocally, the problems of the class-room and school are explained to the parents in orderto improve their understanding of the pupil's conductand performance. SPAN workers spend about 70% oftheir time dealing with school-related problems and thebalance of their time with family problems that, atleast in terms of urgency, are of vital importance toparents. Unsolicited information from guidance counselorsand school administrative personnel supports the con-cl usion that effective communication has increasednoticeably. The daily log of each adviser providesadditional substantive evidence of this increase.

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Another major objective is to increase the involvementof community agencies in behalf of the child. SPANstaff members have served as liaison persons withcommunity agencies to obtain needed services for childrenin their neighborhood schools. In some cases the parentadvisers applied political pressure in order to obtainprocedural changes, additional services, or improvementin services presently available. SPAN, as a result ofclose daily contact, increased the knowledge of communityagencies of the needs of inner city residents. It alsoacted as a source of information for those who needassistance in the solution of the myriad problems thatare an unavoidable part of the inner city experience.

The third objective is to give advice and encourage-ment to parents with problems. SPAN has sponsoredsmall, informal parent-hosted house meetings to developgroup action in the solution of neighborhood problems.A graduate student's study of this component concludedthat, "Although there were varying degrees of aware-ness, most respondents felt that parents were moreaware of their child's progress as a result of theircontact with the SPAN worker ... The SPAN programis no "cure-all" for the many educational p:oblemsin the inner city, but it appears to be a positive stepin building relationships between the home, school, andthe community."

To improve the skills of the SPAN advisers for theirpersonal benefit and to increase their effectiveness asadvisers is the last objective. This objective was notincluded in the initial planning, but developed from theexperiences of the advisers. In-service work sessionswhich are held three times a week give staff membersan opportunity to discuss victories as well as defeatsand to evaluate both strengths and weaknesses. Thesemeetings enable the advisers to examine their skills,needs, and abilities and to relate these to the com-munity in general and their neighborhood schools andparents in particular.

Resource people are frequently invited to the meetingsand frequently prove to be a valuable source of informa-tion. In some instances the meetings serve as a con-

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venient place for a direct confrontation between theadvisers and persons who hold key positions in eitheran agency or the school system.SUMMARY:

A new respectability has emerged on the part ofschool personnel for the educational desires and concernsof inner city residents as a result of SPAN. Parentsnow exhibit a willingness to communicate with schoolpersonnel both critically and in support of educationalprogram and policy. The component administrator des-cribed one of the results of this improved communication:

"School personnel have seemingly beenamazed to discover that inner city parents cantalk and think and that they want qualityeducation for their children. Furthermore, theSPAN advisers have convinced many schoolofficials that inner city parents are willing tofight for quality educational opportunities fortheir children."

Acceptance of SPAN by school administrators hasincreased as a result of its success in reducing andeliminating education barriers. Suspicion has dwindledand is being replaced by mutual trust which is leadingto some cooperative effort. The magnitude of thischange is demonstrated by the fact that every elemen-tary school principal has asked for a SPAN adviser.

Social workers and school psychologists have drawnheavily on the abilities and support of SPAN becauseof the realization that the parent-advisers have succeededwhere others have failed. SPAN advisers are welcomein homes and neighborhoods where social workers andpsychologists have repeatedly been rebuffed by theresidents.

The impact of SPAN has not been limited to workin the inner city. The component administrator hasworked as an effective recruiter of black teachers forthe city school district and teacher interns. SPANstaff members are encouraged to discuss criteria forselection of the professionals who are being recruited.

SPAN advisers have contributed to the development anddesign of local, state and federal programs for inner

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city residents. This extensive participation at the planninglevel has served to improve the self-image of thoseinvolved. Instead of being the recipients of handoutsthey think of themselves as valuable participants withexpert knowledge of the needs of their community.These achievements have encouraged other residents toraise their hopes and served to increase resident involve-ment in community planning.

PLANS FOR THE FUTURE:The present relationship between SPAN and the city

school district can best be described as partially depen-

dent. In order to function with maximum efficiency

SPAN must be recognized as a completely autonomousunit. This will enable the staff to establish an indepen-dent relationship with community agencies, school per-sonnel, and inner city residents.

At present, the SPAN component represents the onlysuccessful model of community participation in thepublic schools. Parents are becoming increasingly activein their neighborhood schools and are participating inthe education of their children. This augers well for thefuture of education in Rochester. Additionally, thesuccessful efforts of residents to improve the qualityof educational opportunity for their children will en-courage parents to raise their personal level of aspira-tion.

An evaluation undertaken by SPAN advisers re-vealed several major deficiencies which mustbe correctedif SPAN is to continue as an effective force in thecommunity.

(1) Many of the criticisms of SPAN from inner cityresidents can only be corrected by additional funds thatwill permit expansion of services.

(2) The city school district's inability to act on com-plaints submitted to SPAN weakens the effectivenessof the advisers.

(3) SPAN needs to be expanded so that its servicesare available in every neighborhood where qualityeducation and parent participation are supported.

(4) SPAN advisers should be placed on a pay schedule

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that insures regular promotions and pay increases. Inaddition, travel allowances should be paid to advisers.

(5) There is a need for male SPAN advisers, but thepresent salary is inadequate for a male who is the headof a family.

(6) Inadequate funding makes it impossible for SPANto hire the personnel needed to cope with the manyproblems that are an unavoidable part of life in theinner city.

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CHAPTER IX

TEACHER INTERNSHIP PROGRAMby

William C. Young and Alean RushSTATEMENT OF NEED:

Most educators agree that the public schools are notdoing a very good job with a large number of ourschool children. Many pupils are performing belowexpectancy; many are dropping out; and many remainin school physically, though mentally and psychologicallythey can be classified as dropouts. Historically, thefailure of the schools has been blamed on the child,his intelligence or lack of intelligence, or his deprivationthat is a result of his socio-economic status. Probablynot enough blame has been assigned to the schoolsand the personnel who run them.

There is a great deal that school personnel can do toimprove the educational system. There are tasks forsuperintendents, principals, counselors, and teachersthatdirectly impinge upon the learning process. Educationneeds superintendents who select principals who arededicated or have the will to dedicate themselves to thebetterment of the community; who identify with com-munity institutions; and who live or spend a considerablepart of their professional and free time in the com-munity. Superintendents must be willing to evaluateprincipals on these criteria. Principals who do not ratehigh on these criteria must be removed if this level ofschool management is to be effective.

Principals must use similar standards to evaluateteachers. It is of crucial importance that teachers livein the community where they work. Only by having acommitment to the improvement of the entire schoolneighborhood can we upgrade the quality of educationin a community. Usually school people have greatinfluence in their community and this is especially trueif they live in the community where they work.

The educational problem in our urban centers is bothcomplex and unique. Geographically it is most apparent

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in the central part of our cities and is specifically linkedto poverty, non-assimilation, social ineptness on the partof those who reside in heavily populated areas, and thesocial distance between teachers and students. Lack ofunderstanding and love and knowledge of children arethe prime causes of the social gap between teachers andpupil. Part of the failure can also be attributed to theinability of inner city parents to control, or even in-fluence the system, i.e., they are politically unsophisti-cated in partisan politics, as well as the politics ofeducation, employment, organized religion, or socialwelfare. Despite the dimensions of the problem and withlimited resources, a program was developed to attackthe problem of urban education at its most vulnerableand sensitive point - the teacher in the classroom.

OBJECTIVES:

A major goal of the teacher internship program canbe compared with a psychological experiment that wasnot directly related to teacher training, but illustratesin a dramatic fashion what the teacher internship pro-gram is all about.

A psychologist was experimenting with the relation-ship between visual phenomena and rational decisionmaking. The psychologist had mirrors constructed toproduce images that were distorted. He discoveredthat if the person whose image was being observedwas a total stranger to the observer the image wouldbe severely distorted. He also noted that if the imagewas being observed by a close relative or friend,the affection and concern proved to be powerful enoughto overcome the artificial distortion created by themirrors. This experiment illustrates one of the maingoals of the teacher internship program; to expose theintern to the youngsters with whom he is to work insuch a variety of ways that he will understand theyoungsters and know them so intimately that whenthe intern stands before his class he sees a group ofsensitive human beings, not distorted images incapableof learning.

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A minimum of research reveals that most of theteachers in the high failure, low quality classrooms areeither middle class or have strong middle class aspira-tions, objectives, attitudes, and values. Many are youngwomen, some with both missionary zeal and missionarymentality. Unfortunately some are there mainly becausethey need a job while looking for a husband, or whilewaiting for the husband to complete his education ortour of duty in the armed services. They lack deter-mination, and more importantly, they lack the dedicationto the community in which they work. As a matter offact, it is more than likely that they live outside theschool neighborhood. Very few spend an appreciableamount of time in the community. Invariably, they donot know the parents of the children and, in manycases, think that the parents have no great ambitionfor their children. In the central city where theeducational problem is most acute, the teacher is usuallyof a different ethnic background from that of themajority of the children she is teaching. Too often thisprevents the child from identifying with the person withwhom he spends about one-fourth of the day and thisabsence of a role-model undoubtedly has a deleteriouseffect on children.

The teacher internship program has as its objectivesthe inculcation of those qualities which will prepare theintern to be an effective classroom teacher with pupilswho live in the inner city. Ideally, the intern brings tothe program certain qualities that will dissolve someof the barriers between teacher and child. An importantobjective is to increase the supply of teachers by re-cruiting college graduates who did not, as under-graduates, prepare for a career in public education.By recruiting able college graduates and exposing themto the internship, the reservoir of effective anddedicated teachers, it is hoped, will be increased. Ina few cases graduates who were trained in secondaryschools were trained as elementary school teachers.Additionally, some elementary teachers were acceptedand retrained to enable them to cope with the problemsof the inner city.

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Another objective of the program is to influence thecollege to re-evaluate and ideally, to redesign theirteacher training programs, especially the classroomexperience received by their prospective teachers. Amongteachers and administrators in the inner city, there isgeneral agreement that the present student teachingexperience is inadequate in substance, duration, variety,and locale. The value of the classroom experience isclosely related to the quality of instruction provided bythe cooperating teacher. In addition, to come intocontact with the children only under formal classroomconditions does not give the student teacher, who isplanning to teach in an inner city school, enough insightto draw from the children the best that is within them,or even to believe that there is in fact something goodwithin them.

Many colleges are reluctant, or flatly refuse, toassign teachers to an inner city school. For the few whoare assigned the six or eight weeks is too limited anexperience to have any real value. Admittedly, it isbetter preparation for urban teaching than an assign-ment to a suburban school, but that is small consolation.The inadequacy of the traditional student teacher ex-perience is readily apparent when he is hired andassigned to an inner city school. For many new teachersthis is a traumatic experience.

PROGRAM:In sharp contrast to the experience of the practice

teacher, an intern is assigned to an inner city schoolfor the entire school year. He spends four days ofeach week in class under the supervision of a successfulcompetent, experienced, inner city teacher. The intern'sintroduction to teaching is limited to observation andinformal contacts with the children. He is encouragedto visit the homes of the pupils and to becomeacquainted with community agencies and personnel whoserve the neighborhood.

Unlike the traditional student teacher the intern isintroduced to instruction by Norking with either individualpupils or with small groups. His responsibilities are

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gradually increased until he is able, in the opinion ofthe cooperating teacher and his supervisors, to workwith the entire class. This procedure enables the teacherto develop the self-confidence that is central to successin the classroom.

Formal course work is covered during an intensivesummer session and one day of each week during theschool year. Ideally, the academic courses serve toreinforce classroom techniques and to provide the internwith the services of a professional resource personwho can assist in the development of teaching tech-niques that will improve the quality of instruction.Supervision of the intern is a shared responsibility ofthe cooperating teacher, the school principal, and thefaculty member assigned to the program by either theState University College at Brockport or its counterpartin Geneseo.

This blend of theory and practice does not insurethat all interns will be successful in the classroom.However, it does insure that interns who complete theprogram and accept teaching positions in the innercity will have the kinds of experience that will minimizethe cultural shock that too frequently weakens theeffectiveness of many new teachers who are assignedto ghetto schools.

JUSTIFICATION FOR CONTINUATION:Available evidence supports the conclusion that the

program has succeeded in reducing racial imbalanceamong teachers in the city school district and inidentifying and training creative teachers who canwork effectively with inner city children. This successcan be continued and expanded by providing opportunitiesin a program that includv:

(1) school-community involvement.(2) creating and continuing open communication among

teachers, parents, and school administrators.(3) recruitment of non-white teacher candidates.Students, teachers, and parents are demanding that

there be a greater correlation between life and

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education - specifically between the responsibilities ofcitizens and the educational program. If these demandsare to be met new responsibilities must be assumedby those responsible for the professional preparationof teachers.

There is general acceptance of the contention thatteacher education requires constant reappraisal andrenewal. It is also becoming increasingly apparent thatthe educational system cannot be modernized withoutintroducing drastic changes in teacher education thatare based on extensive research. The professional coursesrequired of teachers must reflect an understanding ofthe attitudes, and skills as well as the intellectualand behavioral climate of the society they are designedto serve.

FUTURE PLANS:The value of the teacher internship program has

been clearly demonstrated by its accomplishments duringthe past two years. There are now 15 teachers in thecity school district who completed the program andapproximately 21 of the interns presently in theprogram will be assigned to teaching positions bySeptember, 1969. Fifty new interns began the programin June, 1969. This increase will permit some assign-ments to suburban and parochial schools.

The internship can be an important clinical experience.As he begins, the intern is putting into practice amodel derived from various experiences. He will beencouraged to sharpen his analytical and evaluativeskills and will receive information and suggestions fromhis cooperating teacher, supervisor, and other personnel.He will learn to analyze a problem and make pre-scriptive choices of action based on his analysis. Hewill carry out a treatment plan and evaluate its results.If we contend that teaching can be taught, then wecan also contend that teaching, as it is now practicedin inner city schools, can be improved. This is therationale fr internship-based teacher education; aremarkable expression of the desire to improve teachingby improving teacher education.

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Educators from Michigan visit Sibley's Satellite School.

CHAPTER X

COMMUNITY RESOURCES COUNCIL ANDSIBLEY'S SATELLITE SCHOOL

by:Albert Mellican

STATEMENT OF NEED:

The interest exhibited by representatives from businessand industry in the planning of Project UNIQUE re-sulted in the creation of the Community ResourcesCouncil. There was general recognition among partici-pants in the planning workshop that business andindustry have much to offer public education and thatthis source of assistance needed to be developed andmade available to the schools. Creation of the councilclearly indicated recognition of this need.

Conversion of this conviction into a positive courseof action proved to be a very demanding task. The

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component administrator contacted business and in-dustrial leaders and asked for their assistance andadvice on how their company could ass ::t in the solutionof urban educational problems. A cadre of interestedpeople was developed and specific skills identified. Thisinitial group was repeatedly expanded and the Centernow has a sizeable reservoir of talent that is availableto all components. Creation of Sibley's Downtown Satel-lite School is a prime example of the use of communityresources in public education.PROGRAM:

Situated on the fourth floor of a downtown depart-ment store (Sibley, Lindsay & Curr Co.) a classroomknown as Sibley's Downtown Satellite School has re-ceived nationwide attention. The room is spacious, hasflexible furniture, and is equipped with advanced tech-nological teaching aides including computer terminalsand electronic calculators. Although the room was pri-marily designed for demonstration purposes, its intrinsiceducational value for both children and adults has beenrepeatedly demonstrated. Its creation illustrates whatcan be done through the combined efforts of educationand industry. The school enables the public to see, bymeans of one-way glass and closed circuit television,innovative and creative education. The space is donatedas are most of the equipment and materials.OBJECTIVES:

The objectives are:1 . to demonstrate quality integrated education.2. to acquaint teachers and students with tech-

nological aides to teaching.3. to show the public what a modern classroom

might look like.4. to demonstrate innovative teaching tech-

niques.5. to teach retail merchandising in the atmos-

phere of a department store.

OPERATION:

The original intent of the School was to demonstratethe program and techniques of the World of Inquiry

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School, but the facilities were inadequate for thatpurpose and the room was made available to all schoolsin the city and to suburban communities. It is usedmainly by elementary schools. A teacher and her entireclass can use the school for a day or two, but nevermore than three. This arbitrary limit insures that alarge number of students and teachers will enjoy thisunique experience. Assignments to the classroom areallocated to the city school district, the CatholicDiocesan Office, and the suburban schools. The schooladministrators for each of these groups schedule theirown teachers. All of the teachers are volunteers andmost of them plan well ahead with the staff to insureeffective use of the classroom.

One of the many innovative aspects of the school isthe use of an "adjunct faculty." This faculty is staffedby people from the community who give their valuabletime to share their skills with the students. There are27 such persons and at 10 a.m., every school day, aperson who is not a professionally trained teacher takesa class. Each person teaches about once in six weeksand since he knows well in advance the precise gradelevel he can tailor his talk or discussion to suit thepupils. These volunteers include doctors, lawyers, tooland die makers, artists, musicians, actors, bankers,scientists, photographers, and others who can stimulatepupil interest in a variety of ways. Their services tothe school are free and the public is quite amazed atthe significant contribution that industry, social, andcultural agencies, are making to the education of thechildren.

Two other programs of the School deserve specialmention. A reading improvement program is held afterschool and all day Saturdays. About 80 children fromboth public and parochial schools are enrolled in theprogram and they were selected because of poor perfor-mance in reading. Each child attends class for abouttwo hours a week. A variety of approaches are usedto motivate the child including use of the VisualLiteracy Program developed by the Eastman KodakCompany.

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The second program is a special course in retai:merchandising which is given every Tuesday at 2:30p.m. to a group of 11 seniors from three city highschools. Textbook assignments are completed beforethe weekly session and personnel from Sibley's teachthe class and use the store's resources to explainmerchandising practices and procedures.

STATISTICAL REPORT:

The Satellite School is equipped with an observationbooth that can accommodate 30 visitors and approxi-mately 20,000 people have visited the School. It hasbeen on nationwide television (NBC) on two occasions.Forty-five teachers and 1400 pupils have used thefacilities and almost all, teachers as well as pupils,expressed a desire to return. Although a majority ofthe visitors were from Rochester, others were fromChicago, Buffalo, Toronto, Montreal, New Orleans,Fairbanks, Albany, Syracuse, Michigan, London, Hawaii,and Washington, D.C.

STAFF:

The professional staff of the School consists of twoteachers and two aides. One teacher is responsible foradministrative details while the other is a "teachingmachine" specialist. The aides assist the teachers andexplain the program to visitors and observers. Un-fortunately budget cuts resulted in the elimination ofone teacher. The classroom is open at all times thatthe store is open, which means Tuesday and Thursdaynights until 9 p.m. and all day Saturday.

PROJECTED PLANS:

The demonstration aspect of the Satellite School hasbeen more than fulfilled. The time is now ripe to makein depth studies on learning habits and motivation ofchildren in an atmosphere where teaching machines areavailable and where children are treated as individualsand are able to control, to some extent, their learningenvironment. To test the effectiveness of the School,50 children will be enrolled for each semester during

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1969-70, 25 in the morning and 25 in the afternoon.Classes will concentrate primarily on improving com-munication skills and all teaching will be done by theSatellite School staff. Technological aides will be usedextensively, but the human factor in education, wherethere is need for a child to relate to an adult, will notbe neglected. Initially, the program will be restrictedto grades 4 through 6.

After 4 p.m. the classroom will be used by employeesfrom industry, who will be encouraged to use the facili-ties to improve their own reading and writing skills.

CONCLUSION:Public relations in education is a sorely neglected

field. A random sampling revealed that Rochesteriansare not aware of what is happening in their schools.In addition, several agencies in the community are notaware of the contribution they can make as part of acommunity effort in the education process. Schools areno longer isolated towers of learning with obviousobjectives and a selling job is needed to convince thetaxpayer that education is sensitive to the need forchange. Education can take place anywhere and every-where. Teachers and students are now demanding activeroles in education and the general public is not fullyaware of the tremendous changes that are taking place.

It is tragic the . while millions may be spent on super-sonic transports and experiments in space, the amountspent on a child's education remains ridiculously low.Increased productivity and improved quality are notonly desirable goals in industry but also in education.Public receptivity to change no longer can be taken forgranted. What is done, what is being done, why, whatare some of the problems and what efforts are beingmade to meet the char:age of change must be com-municated to the public. Educators have failed to con-vince the public that additional resources are needed,too many administrators are content to sit back andwallow in the glory of a past history.

We need managerial skills and a systems approach toour organizational structure and educational plans. We

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have to take our cue from industry. We have a productto sell, a product on which no one can set a value -a human being. We need to educate the public if it isuninformed: to enlighten those who are interested, andto share responsibility with those who are willing tobe partners. The Satellite School at Sibley's providesus with a device for achieving these goals.

COMMUNITY RESOURCES ADVISORY COUNCIL:

Continued research is being made to expand thesupply of available resources in the city. Retired em-ployees work at the World of Inquiry School, guestspeakers, artists, and others with special skills sharetheir knowledge with the pupils.

The children also go out on field trips and extensivetours. Perhaps the most exciting incident was the factthat an eleven-year old child who was interested innursing was able to witness an operation in the operat-ing room of one of Rochester's hospitals. Materialsfrom industry have been made available and two of thelargest single contributors have been Kodak and Graf lex.There are 12 resource people working at the World ofInquiry School on either a full or part-time basis. Theeffectiveness in the classroom of professionals who arenot certified teachers is no longer subject to question.What remains to be decided is the scope of their use.

The most recent undertaking of the Community Re-sources Council is also the most ambitious. At presentthe Council is attempting to obtain community supportfor a non-profit corporation that will seek private fundsfor the continuation of Project UNIQUE when federalfunds are no longer available.

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