Insuring Quality Education for All Students in a Rapidly Growing District With

DOCUmENT RE3UME ED 027 607 EA 002 037 East San Jose Educational Park Study: Developing aPreventive Straoqy for Meeting Tomorrow's Educational, Vocational, Ethnic and Societal Demands. End ofBudget Peri,.4 Report. San Jose East Side Union High School District, Calif. Spons Agency-Office of Education (DHEW), Washington,D.C. Bureau of Elementary and Secondary Education. Repor t No- DPSC -67-3130; ESEA- Title-3 Pub Date 30 Jun 68 Grant OEG -4 -7-673130-1585 Note-176p. EDRS Price MF-$0.75 HC-$8.90 Descriptors-CollegePreparation,Community Support,*Curriculum Planning,EducationalImprovement EducationalObjectives, *Educational Parks, Educational Strategies,*Equal Education,Ethnic Groups, Feasibility Studies, *Interagency Cooperation, *MinorityGroups, Pass Fail Grading, Pilot Projects,Secondary Education, Transfer Students Identifiers-California, East San Jose, ESEA Title 3 This comprehensive report of an 18-monthESEA/Title III study outlines the recommendations of the project staff regardingthe establishment of a secondary level educational park as a preventive strategyfor meeting emergent educational, vocational, ethnic, and societal demands in a'school district with 11,000 students enrolled in seven high schools in 1967.The educational park is seen as a meansof insuring quality education for allstudents in a rapidly growing districtwith 307 Mexican-Americans and 47 Negroes. A numberof pilot instructional strategies are described, including use of minority representatives asspokesmen for vocational achievement, visits to industry, college visitation,intradistrict student transfer, and pass-fail grading. The report also includes extensiverecommendations from the curriculum subcommittees, references to a numberof related special projects, and a review of stepstakento develop community support.Appendices include a demographic study of the district, examplesof evaluative instruments used in the survey, and press coveragegiven the study. A related document isEA 002 036. (JK) 4" ale OY4 cp= e

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June 30,1968

A Project FundedUnder Public Law89-10 Title III

Project Number 67-3130 Grant Number0EG-4-7-673130-1585

Budget Period: January1, 1967 - June 30,1968

Submitted by Henry C. Jensen,Director Guy C. Klitgaard,Associate Director

East Side UnionHigh School District 12660 North Capitol Avenue San Jose, -California95133

Frank Fiscalini,Superintendent TABLE OF CONTENTS

PAGE SECTION

1 I. INTRODUCTION

SUMMARY 3

111. ACTION ON PRIMARY OBJECTIVE 5

8 IV. ACTION ON COMPONENT OBJECTIVES

piloting Instructional Strategies 8

Optimum School 9 Minority Models (VocationalInformation) . 10 Minority Nodels in Civics 13 Perceptual Styles $$ 14 Visits to Industry 16 Vocational Exploration in English 17 College Visitation 18 Suggestions From Graduates.. 19 lntra-District Transfer Students 25 Know Your School 28 Teacher Aide 29 Fami'y Crest .. 30 Pass-Fail 31 Pre-Scheduling 34 English Grouping 36 Intensive Counseling 36

Curriculum Committee Policy Statement 38

Recommendations from Curriculum Sub-Committees 39

Special, Projects Relevant to the Study 50

Developing Community Smpport 51

54 V. ACTION ON SECONDPRY OBJECTIVES

Agency Commitments 54

Physical Facilities 54

56 VI. RESPONSE OF THE BOARD OF TRUSTEES

VII. PLANS FOR THE FUTURE 57 TABLEOF CONTENTS (continued)

APPENDICES

A. DEMOGRAPHIC STUDY

B. STAFF PAPER, "EDUCATIONAL QUALITY AND THE LARGE HIGH SCHOOL"

C. EVALUATIVE INSTRUMENTS

D. ACTION FRAMEWORK

E. REPORT OF THE BLUE RIBBON ADVISORY COMMITTEE

F. PRESS CLIPPINGS

G. BROCHURE, "THE EAST SAN JOSE EDUCATIONAL PARK STUDY- A PREVENTIVE STRATEGY"

N. AgTIONS OF CITY COUNCIL AND COUNTY BOARD OF SUPERIVISORS

I. SKETCHES OF PHYSICAL PLANT

J. APPLICATION FOR CONTINUATION GRANT- PART II & PART III I. INTRODUCTION

School District submitted On September 1,1966, the East Side Union Nigh Public Law a proposal for aplanning grant to befunded under Title 111 of The proposal received 89-10, the Elementary and SecondaryEducation Act of 1965. the endorsement of the SantaClara County Projects toAdvance Creattvity in Education and the United Education (SPACE), theCalifornia State Department of States Office of Education. It was funded for aneighteen month period, The project is January 1, 1967, to June 30,1968, In the amount of$88,077. Meeting Tomorrow's officially titled, "Developing aPreventive Strategy for has been known locally Educational, Vocational, Ethnicand Societal Demands," and as the "East SanJose Educational ParkStudy."

The objectives, as stated inthe original proposal, are asfollows:

,Primaryobjective: To develop a totalexemplary secondary education created package that anticipates andcombats the "social dynamite" by rapidly changing ethnicratios within neighborhoods.

Crucial comonlatobjectives; desired 1. To pilot a number ofinstructional strategies

and a. TO lower comunicationbarriers between racial ethnic groups

b. TO facilitate the transition(while increasing the possibility of success) fromsecondary school to the wor1J of work and/or continuingeducation

c. To raise aspiration levelsof economically and educationally disadvantagedstudents

of 2. To develop strong communitysupport for the concept Integration through communityaction by means of productive interaction of members of integratedcommittees representing community agencies and activeparticipation in planning by groups to bedirectly served by aneducational-community center.

Secondary objectives:

I. To explore the feasibilitiesand obtain the necessary agency commitmentsfor the cultural-recreational components of aneducational-community park

2. To obtain the information necessaryfor the development, by the District, through the useof local monies, of specifications for the physicalfacilities V3 house the "total exemplary secondaryeducation package." - 2 -

The project staff includes three full-time people: a Director, an Associate Director and a Secretary. The Director's professional background includes fifteen yearsas a high school principal outside the District and over six years as principal of one of the District's schools.He has been responsible for providing the direction and leadershipfor the entire project,

The Associate Director came to the project with eightyears of experience as a teacher, department chairman and subjectarea coordinator for the District's social studies program. He helped to initiate team teaching in the District and was a leader in Project Character,an in-service education program in one of the schools. He has been responsible for the curriculum phases of the study, particularly the work encompassed bycomponent objective 16

The Secretary has handled the voluminous correspondence generatedby the project, the minutes of over 110 committee meetings, thepreparation of reports and the dissemination of project infonmationto interested school districts and educational agencies throughout the nation. Quantitatively, this work represents an output of nearly 100,000 pages of material.

The purpose of this report is to presenta comprehensive account of work accomplished thnoughout the eighteen months ofthe project's existence. For purposes of clarity, separate sections are devoted to primary,component and secondary objectives. This material will be found in Section ill throughV. Section VI deals with the response of the District'sBoard of Trustees, and Section VII details plans for the future. II. SUMMARY

The most important achievementof the project has been theestablishment The park, a multi- of the feasibility of aneducational park for East San Jose. agency complex, witheducational, cultural, recreationaland social services components, is viewed as the mostviable means of achieving theobjectives stated in the initial applicationfor a planning grant. The Blue Ribbon Advisory Committee, composed of leading citizensin the community, studied all aspectsof the local situation for a periodof fifteen months. Their final report to the of District's Board of Trustees on May1, 1968, recommended the establishment the educational park. The Board, In a special meeting onJune 4, 1968, accepted the recommendation and instructedthe administration to-bring inplans to implement it.

The educational park is seenprimarily as a means of insuringquality education for all students in a rapidlygrowing district. It not only can provide for a broadened and enrichedcurriculum, but it can stabilize ethnic ratios. This is viewed as a necessity in adistrict with 30 per cent Mexican- Pmericans and 4 per cent Negroes and inwhich local school ethnic ratios are becoming increasingly out of balance.

Instructional strategies pilotedduring the study have concentratedheavily upon the educational needsof minority group students. These strategies have probed, with promising results, tnto meansfor lowering communicationbarriers between racial and ethnic groups,facilitating the transition fromsecondary school bp post-secondary endeavors,and raising the aspirationlevels of economically and educationally disadvantagedstudents. These pilots have pointed the way to a more relevantcurriculum, to improved guidanceservices and to more direct involvement of parents and othercommunity members in the educational enterprise.

The project has succeeded in developing astrong basis of community support for a fully integratedschool system and for expandededucational offerings for all students, particularly thosewho have suffered the handicapsassociated with poverty and minority group status. Committees active in the projecthave included minority group representatives,parents, professionaleducators, students and key leaders in the community.

The concept of a multi-agency centerhas won strong endorsement fnomleaders in local government and fromhigh-level personnel in both publicand non-public social service agencies. The prognosis for active involvementof such agencies in the complex is excellent. There appears to be a new readinessfor inter- agency cooperationwhich was not in evidence before theproject was initiated. The project has succeeded in marshallingthe forces of these agencies to attack the community's social problems on aunified basis.

Considerable work has been done on siteselection and on the development of preliminary plans for the physicalplant. The house plan has been explored in depth and is viewed as the best means for capitalizing on theadvantages of a large school while preserving wholesome student-teacher relationshipsthrough small sub-units.

Efforts during the 1968-69 school year will be directed towardbroadening the base of coninunity involvement and support, developing plans foradministering a multi-agency complex, planning theadministrative and instructional structure of the school, and preparing tha Aatailad plAnc fnr the physicalfacilities, III. ACTION ON PRIMARY OBJECTIVE

education package The charge "to develop atotal exemplary secondary created by rapidly that anticipates and combatsthe 'social dynamite' Implicit changing ethnic ratios withinneighborhoods" is a formidable one. is inadequate in some in it is the assumptionthat the present "package" the assumption and respects. What are the conditionsthat give credence to urgency to thecharge?

First, it is evident that anyattempts to reformthe educational enter- massive social upheavalbeing prise must be viewedwithin the context of the the body politic experienced throughout thenation. Forces are at work in institutions in even the remotest which demand responses byall of society's of racial and ethnicminori- corners of thenation. The increasing militancy order, the growing power ties, the disaffection ofyouth with the established the Vietnam war are of teachers' organizations,the general discontent over shaking the foundationsof our insti- but a few examplesof forces which are themselves increasingly atthe epicenter tutions. School systems are finding Such response can rangefrom a rigid of social upheaval. They must respond. to change. defense of the status quo to aresponsibly creative openness lend an immediacy-- Second, the social dynamicsof the local situation The most striking aspects a "here and now"flavor--to the demandsfor change. relatively high mobility, of the local situation arerapid population growth, relatively high high proportions oflow income anddisadvantaged families, and a growing trendtoward proportions of Mexican-Americanand Negro families, will illuminate these ghettoization of neighborhoodschools. A few statistics population characteristics. School District isgrowing The enrollment in theEast Side Union High from one high schoolenrolling at a phenomenal rate. The District has grown 11,000 in 1967. Long-range 900 students in 1950 to sevenschools enrolling and Ralston, indicate forecasts made by the consultingfirm, Davis, MacConnell students by1985. that the present enrollmentwill triple to 33,000 using Studies conducted by theSanta Clara CountyPlanning Department, the area servedby the East data from a special censusin 1966, indicate that and economicallyimpacted when Side Union High SchoolDistrict is socially low income and compared with the rest ofthe county. The proportion of Mexican- minority populations is two tothree times thatof the county. 21 per Americans represent lessthan 10 per cent ofthe county population, cent of the EastSide Union High cent of the EastSide population, and 30 per but growing minority. They School Districtenrollment. Negroes are a small 3.4 per cent of the EastSide make up one per centof the county population, High School District population, and 4.3 per centof the East Side Union enrollment. is markedly higher on The number of personsunemployed and on welfare In addition, there arecertain the East Side than inthe county as awhole. portion of the District,In which neighborhoods, particularlyin the central startling contrasts. This fact the indices ofimpaction provide even more -6 - is demonstrated most graphically by a poverty indexstudy conducted in April, 1968. In this study the index used is the percentageof students whose families are on AFDC (Aid to Families with DependentChildren). The findings are as follows:

SCHOOL ENROLLMENT (4/19/68) No. AFDC 1..)2-ttEit.1.Idex

Overfelt 2,015 678 Hill 1,384 300 ;?.2. Lick !,1:62 242 16.5 Piedmont Hills 1,791 264 14.7 Ayer 1,460 156 10.6 Mt. Pleasant 1,792 152 8.4 Oak Grove 788 64 8.1

TOTAL DISTRICT 10,692 1,856 17.3

(For locations of schools consult map in Appendix A)

This study indicates that poverty is much more prevalent inthe central portion of the District than at the periphery. Note that Overfelt's poverty index is four times higher than Oak Grove's and Mt. Pleasant's and over three times higher than Ayer's.

Analyses of ethnic ratios reveals the same kind of imbalance. The student body at Overfelt is 49 per cent Mexican-American and9 per cent Negro. By contrast, Oak Grove enrolls 16 per cent Mexican-Americansand fewer than one per cent Negroes.

It is obvious that any efforts to combat socialdynamite should be concentrated in the central portion of the District. Such efforts should, as a minimum, seek to do two things: (1) reduce the disparity in ethnic ratios and (2) enhance the quality of education available toall students.

It is the judgment of the Educational Park Studystaff that the educational park approach offers the most realistic andsensible approach to developing a "total exemplary education package" for meetingthese two objectives.

The alternatives available to achieve satisfactoryethnic balance can be reduced to three: (1) bussing students from one attendance area to another, (2) open enrollment, and (3) a large schooldrawing its students from a large attendance area which will provide thedesired ratios. The first two alternatives have, by and large, met withlittle success throughout the nation. Bussing has been met with growing resistance byboth minority and majority parents, and it is costly. Open enrollment usually results in a small number.of minority students attendingmajority schools and almost no movement in the reversedirection. There is little in the experience of other communities that would lead us to believe that eitherof these alternatives offer viable solutions to the problem of ethnic balancein our District. -7.

The third alternativeoffers real promise. The staff engaged the consulting firm of Davis, MacConnell, andRalston of Palo Alto to conduct a demographic study of a proposed attendance areain the west-central portion of the District. Answers were sought to two questions: (1) would this area generate an enrollmentof 5,000 students and (2) would theethnic ratios approximate those for the District as awhole. The study (see Appendix A) produced an affirmative answer toboth of these questions.

The attendance area proposed isdefined roughly by the Districtboundary on the west, StoryRoad on the south, and Trimble Road onthe north. It would also include an area east of Capitol ivenueto Toyon Road, bounded by McKee Road on the south and Penetencia CreekRoad on the north. (This is designated as area "A" on the map in AppendixA.) A school ta serve this area could be built to house2,500 students in the early1970's. Increments could be added over a period of ten to fifteen yearsta accommodate an eventual enrollment of 5,000 by 1985. The student body would be drawnfrom attendance areas currently served by Overfelt,Lick and Piedmont Hills High Schools, all of which are facing imminentovercrowding.

As to ethnic ratios, the Davis, MacConnelland Ralston study Indicates that minority group ratios would be veryclose to present district-wide ratios and that such ratios within the proposedattendance area would change very little over the nexttwelve years. Mexican-American and Negro ratios viould average around 34 per cent and 5 per centrespectively in the high school age group (ages 14-17). (See Appendix A, page 6). These ratios are close to our 1967 ratiosof 30 per cent and 4.3 per centrespectively.

The proposed attendance area would also represent agood cross-section of socio-economic backgrounds. The 1966 special census revealedthat 13.3 per cent of the households in the county hadannual incomes below $4,000. Data for the four census tracts lyingwholly or partially in the proposed attendance area are as follows:

CENSUS TRACT PERCENT OF HOUSEHOLDS UNDER$4 000 PER YEAR

37A 32.2 373 19.7 38 8.6 40 15.5 43 12.7

All the demographic and socio-economic dataavailable support the development of a major secondary educationfacility in the pnaposed attendance area as by far the soundestappnaach in meeting the primaryobjective. No other area of the District wouldprovide the desired ethnic ratioswithout excessive bussing or undue gerrymanderingof attendance boundaries.

Good ethnic ratios of themselves,however, are not sufficient to combat social dynamite. The causes of alienation, apathyand unrest must be attacked through the organizational structure,curriculum and staffing of the school. It is our judgment that this canbest be accomplished through thedevelopment of small house units within a largeschool complex. The rationale for this is presented in Appendix B, a staff papertitled, "Educational Quality andthe Large High School." In essence, our thesis is that we canprovide curricular richness and diversity through largeness ofscale in the total complex along with identity and connectedness throughsmallness of scale in the house units. -8-

iV. ACTION ON COMPONENT OBJECTIVES

Pilotinl Instructional Strategies

The Associate Director of theproject has worked wlth theDistrkr faculty and community resourcepersonnel in piloting a number ofinstructional have strategies. These strategies, whilepreliminary and probing in nature, provided significant clues and insightsfor meeting the componentobjectives. What follows Is a brief discriptionot the strategies employedin an attempt to reduce communicationbarriers, facilitate transition topost-secondary education or jobs and raise aspirationlevels of disadvantagedstudents.

The report indicates the pilotstrategies attempted, discussestheir operation and evaluates their outcomes. Evaluative instruments used in some of the pilotprojects are included in Appendix C. The Curriculum Com- mittee policy statement andsub-committee recommendations arepresented. Mention is also made of severalspecial projects underway inthe District that have special relevance to thework of this study.

Four Curriculum Sub-Cómmittees(Administrators, Parents, Students and Teachers) met regularly duringi:he study to suggestpilot strategies and generate ideas. The following consists of thosepilot strategies that have been, are, or will be tried outin one of the eight existingschools of in the District. The pilots are organizedaccordt- to the objectives the study.

A. To lower communication barriersbetween racial and ethnic groups

1. Optimum School Project - Spring,1967

Information - Fall, 1967 2. Minority Models Project - Vocational

3. Minority Models in Civics -Spring, 1968

4. Perceptual Styles Project - Fall,1967 of B. To facilitate the transition(while increasing the possibility suCC7;7717471; secondary school to the world of workand/or continuing education

1. Visits to Industry Pnoject -Spring, 1967

2. Vocational Exploration in English -Spring, 1968

Spring, 1967 3. College Visitatior. Project - 1968 4. Suggestions from GraduatesProject (College Prep) - January, C. To raise 2.12iwism levels ofeconomically and Ist_Eiti.2Ealli sdisadvantaged students

1. intra-district Transfer Student Project - Spring,1967

2. Xnow Your School Project - Spring,1967

3. Teacher Aide Project - Spring,1967

4. Fz4mi1y Crest Project - Spring,1967

5. Pass-Fail Project - Spring,1967

6. Pre-Scheduiing Project - Spring,1968

7. English Grouping Project - 1968-69School Year

8. intensive Counseling Project - Not Piloted

Optimum School Project - arils,1967

Source of idea: The Students Sub-Committee suggestedthat a group of students be turned loose to create what theyconsidered to be an "optimum" high school based on the Educational Park idea. They suggested that the students limit themselves to an explorationof the curriculum (what they want in school) and to the twin goalsof raising aspiration levels ofall students and gaining greater communication betweenethnic groups and groups of all kinds.

Guideroom Activity: The Students Sub-Committee recommendedthat an information pamphlet regarding the Educational Parkbe given to students for study and discussion. Following this the teacher was to stress theimportance of letting their imaginations run wild on the subjectof the "optimum" school. They were to be encouraged to discuss co-curriculumactivities and detail the "ideal" teacher if they so desired. The class was to work in small groups and discuss findings with the larger group.

Pilot Staff and Procedure: Miss Suellen Clark, Overfelt Englishteacher, agreed to work on this pilot in her guideroom. She got the pilot started and gave the students their head once they becameinvolved in the pilot. It should be noted that the students inthis case were sophomores.

Results: The students had difficulty seeing beyondtheir own little world. They seemed to lack imagination, although there wereflashes of real insight from time to time. Perhaps there was tao little timefor preparation for the pilot activity. ","1:. Associate Director of the ParkStudy made himself available to assist in the guideroom, buthis services were not requested. Students hit at greater student involvement,suggesting the school utilize student comments for school improvement andrecommendations for subjects. - 10 -

Curriculum changes suggested ranthe gamut from droppingPhysical Eduation to instituting studiesin aircraft maintenance. Several suggestions appeared more than others. Some students wished todrop swimming, others thought there should be moreof it. Grooming, make-up, andcosmetology in home- courses were in greatdemand by the students. Some were interested body and making for boys and an expandedautomotive curriculun including general rules fender, tune up, etc. Out of the many and varied comments on and regulations came the generalfeeling that dress and appearancerequire- ments are too stringent.

the Conclusions: The attention given toswimming might suggest that reactions are from different viewpoints tothe same problem. It appears that the inability to swim preysheavily on the minds of highschool stu- taking dents. Perhaps making the passage of aswimming test, or at least the of a required course, a graduationrequirement might be worthexploring.

Regarding the grooming and cosmetologysuggestion, perhaps thehomemaking (required) classes now being instituted underthe LODESTAR programwould be a place to establish pertinentunits. similar The Pittsburg, Pennsylvania,school system has an automotive program to that suggested by thestudents. it might be worthwhilelooking into this program to see if it is relevantand adaptable to the needsof the East Side.

One suggestion regarding theattention given the behaviorcode by the of students might be to have the codeperiodically reviewed by a group teachers, students, and administrators,and perhaps parents. One of the reasons many have somedifficulty with the code mightbe that they (particularly teachers) do not believe thecode represents theirfeelings.

widespread review of the Further Action: The District conducted a behavior code during the1967-68 school year. Students, parents, faculty and administration of each school wereinvolved. The revised behavior code will be presented to the Boardof Trustees prior to theopening of the 1968-69 school year forappropriate action.

Minorit Models Project (VocationalInformation) - Fall, 1967 generated the idea SeJrce of Idea: The Parents Curriculum Sub-Committee for this pilot activity. Much of the literaturetoday and the representatives of local minority groupservice organizations(NAACP and Com- that one munity Service Organization, aMexican-American group) indicated of the important needs for childrenof minority groups livingin low socio-economic areas is successfulindividuals from their particular group who can serve as models. If a minority student seesadult members of his group only in menialjobs or in no Jobs at all,then there is very little support given to the school thattells this individual that he cansucceed in this society. It is hoped that byproviding contact with successful minority group members this willgive support to the school andenable the student to see himself in apositive role in the future ofthis society. Through such a program it was expected thatminority students would gain in seif-esteem and become aware of many areasof society that minority people can aspire to enter. it was also hoped that providingminority models would reduce prejudice betweenvarious groups by close contact with successful members of minority groups.

Pilot Activitv: The pilot was to provide onesuccessful minority person as a speaker fromvocational areas suggested by the students. This person was to visit a number ofclasses, give a short 10-15 minute presentation about the type of work he does, whatit takes to get a position like his, and what obstacles he had to overcome inreaching his vocation. This presentation was to be followed by opening theclass to a question and answer discussion period between thestudents and the speaker. The classes mere to be regular size classes, 25-35 students,in order to provide for close contact and interaction between speakerand students.

Pilot Staff and Procedure: Mr. Albert Lawson, Overfelt HighSchool Civics teacher, consented to use his classes for theproject (five classes of 12th grade students) and worked closely with theAssociate Director of the Edu- cationa! Park Study. The Associate Director contacted thespeakers, set up the visitation andconsulted with Mr. Lawson and the speakersfollowing each visit. Speakers were selected from persons suggestedby the National Association for the Advancement of Colored Peopleand the Community Services Organization. Below is a list of the speakers, theirethnic group, and their occupations.

MEXICAN-AMERICAN NEGRO

Benigno T. Lopez, Minority Specialist Randolph Brewster Department of Employment Education-Manpower Division State of California Management and Economics Research, Inc. Gilbert D. Cicairos iouth Opportunity Center Lawrence Dugan Department of Education Professional Employment Repre- State of California sentative Lockheed Missiles & Space Co.

Ant;rew Montgomery Real Estate Broker

Bill Mayo Employment and Placement I.B.M.

Results: Each individual contacted forparticipation in the program expressed genuine interest and desire tovisit the school. Although the largest minority in the school isMexican-Pmerican, it was much easier to contact and get commitmentsfrom the Negroes, given the namessuggested by the NAACP and CSO. Obviously, the Negroes wereover-represented in the small pilot. The following list of strong andweak points regarding the pilot were arrived at byconsultation with Mr. Lawson afterhe had discussed the speakers with his classes. Strong points: world into 1. The speakers broughtthe remote business the classroom. attained an 2. The speakers hadachieved success and identity in the competitivebusiness world while being members of aminority group.

business was concerned 3. The speakersdemonstrated that with high schooleducation and students. education as 4. The speakers stressedthe importance of a vehicle to successin industry.

opportunities opening The speakersidentified various 5. regardless of in the businessworld to all students, heritage or education. competition and pro- The speakers stressedthe role of 6. business and/or duction that determinesthe success of a individual in privateenterprise.

Weak points:

prepared to workwith classes for I. Some guests were not full fifty-minuteperiods. abilities and Speakers tended tooverestimate students' 2. students to aggressiveness, making itdifficult for some relate to the speakers'subjects. students to Successful adult modelis difficult for some 3. project them- relate to as some studentsfind it hard to selves ten years or moreinto the future. from the continuity 4. The speaker's timetakes some time away of the unit of normalclass instruction.

minority speakers. 5. Some studentscould care less about resource ofpeople it would appearthat there is a vast Conclusions: school students than willing to getinvolved with high in the community more presented The impact ofspeakers on vocations in any constructive manner. students have limited at the seniorlevel, since these in L.,is manner is preparation in highschool little opportunity tochange their vocational will seek employmentin. and are farily sureof the areas they at this time minority members issomething The fact that thesespeakers were successful might be much greaterin an earlier else, but theiroverall effectiveness exploration of theworld of work. Mr. Lawson (10th grade) comprehensive in vocational suggested that for the12th grade level,minority speakers students by providing aseveral day fields might best servethe needs of students to selectthe vocational symposium on vocationsallowing senior discussion. areas oftheir interest forvisitation and - 13.

Further Action: A pilot for the Spring of 1968 ms set up related to this one. A discussion of the Spring pilot follows this as well as the results of attempts to evaluate the pilots in light of the objectives of the study.

Minority Models in Civics - Spring, 1968

Source of Idea: This idea was generated by the staff as a result of the Minority Models Prqect in the Fall of 1967. The background for this pilot is similar to the Fall project, although the emphasis would shift from the vocational area to that of civics. In this program, the students were to have first hand contact with localcitizens involved in civic pursuits or occupations, recognize that all races and ethnic groups can and do participate in civic activity, and know how to get involved in civic activity.

Pil°t The remote world of government and related activities was to be brought into the classroom to enhance thecivics course material as well as to provide contact with successful minority groupmembers. This would be done by bringing individuals representing a cross-section of the local racial and ethnic mix who were involved in civic activity to classes (30-35 students) to speak on and discuss their roles. The program was to also demonstrate that local governmentalJfficials were concerned with high school education and students, and at the same time stress the importance of education as a vehicle to success inlife. It was felt that students, particularly minoritystudents, would see that there are opportunities available to all groups in local civic activity. Ten speakers were to appear, approximately one each week for a tenweek period.

Pilot Staff and Procedure: Mr. Albert Lawson, Overfelt High School Civics teacher, consented to use two of his civics classes and worked closely with the Associate Director of the Educational Park Study who was to supply the speakers. Originally, there were to be two Negro, four Mexican-American, and four Caucasian speakers. The following individuals spoke to the classes, spending about twenty minutes speaking and the rest of the time in dialogue with the students:

Andrew Montgomery - Negro Civil Rights Leader Oscar Gonzalez - Mexican-AmericanCommunity Organizer John Guisto - Caucasianmember of the City Planning Commission George Lydon Caucasian President of the Greater East San Jose Homeowner's Council Mark Bihn - CaucasianDirector of Human Relations, City of San Jose Frank Gomez -Mexican-American Delinquency Prevention Officer

Results: The course of events at the school during the pilotperiod did not provide enough time to bring the desired number ofindividuals to the civics classes. However, those who did come were excellentand well received by the students. From discussion with Mr. Lawson and the students, as well as from the results ofan opinionnaire, the basic objectives of the pilotwere met. The students did have first-hand contact with successful minoritygroup members in the civic field, demonstrated growth in their recognition that allraces and ethnic groups can and do participate in civic activity, and indicatedgrowth in their knowledge of how to get involvedin civic activity.

Conclusions: The pilot deserves further development. The civics coune itself tends to be more valuable to the studentsthrough the contact with people actively involved incivic activity. When some of these people are minority members,needed models are provided ina meaningful manner for both minorityand majority students. There are indications that self-esteem is also givena boost by the type of activity this pilot provided.

Further Action: Mr. Lawson plans to expand the pilotto make much of the activityan integral part of the civics curriculum at Overfelt High School. A number of the speakers indicatedthe desire to work with Mr. Lawson in developingthe curriculum and assisting in obtaining the necessary speakers. Further steps will be taken in thearea of evaluation also.

Perceptual Styles Project- Fall, 1967

Source of idea: This pilot projectwas suggested by Mr. Joseph Esparza, a parent and member of theCurriculum Committee. His main point was that differentenvironments, cultures, and life experiences produce different perceptualmodes (ways of perceiving, sensing,remem- bering, thinking aboutaspects of oneself and the world). Recognizing this, he suggested a pilot activitythat, in dealing with this problem, would aim directly at the studyobjective of lowering communication barriers between racial andethnic groups.

Pilot ActivitV: The pilot would involve twostages. The first stage mould consist of developinggraphic models of the basic perceptualmodes. This would be done by studentswith adult guidance. These models would then serve asa basis forinteraction during the secondstage between students in groups madeup of individuals whose perceptual modes differ significantly. The discussion would be guided bya teacher, or students under the guidance ofa teacher. Discussion would explore and identify differences in perceptualmodes, then move to how and why theseare developed. The instruction wouldattempt to show how each perceptual mode developed logically, thatis, how each general perceptualmode developed--realizing that eachindividual's environmental experience produces his own unique variationof the general pattern.

Students were then to exploreand discuss the relationship ofeach general perceptual mode to the societywe ;live in, in particular to the school and the world of work. The facilitative and restrainingaspects of each - 15 -

mode in relation to adjustment to oursociety was to be examined, particularly with respect ta finding waysof linking and using both perceptual modes to come to grips with ourincreasingly complex environment.

Pilot Staff and Procedure: Mr. Joseph Esparza and the Associate Director of the Educational Park Study workedtogether on this pilot. The Curriculum Committee found it quitedifficult to understand just what this pilot was all about and what it was todo. The Associate Director met three times during the summerof 1967 with Mr. Esparza to try to gain a betterunderstanding of the project himself. The Associate Director found some support for the basicpoint of Mr. Esparza in the work of Basil Bernstein, an EnglishsoCiologist (see Education Economics and Society, by Halsey, etal, Glencoe Press, 1962 - chapter 24, "Social Class and Linguistic Development:ikTheory of Social Learning"); from a book by Segal, Campbell, andHerskovits titled, The Influence of Culture on VisualPerception, from Helene Belz,District Consultant for the Gifted, and more recentlyfrom the ideas expressed by Professor Arthur R. Jensen of the Universityof California.

The Associate Director understoodthe main point of Mr. Esparza'sidea, but was never quite sure what Mr. Esparza meantwhen he talked about creating graphic models of the differentperceptual modes. In any case, the Associate Director decided tocontinue with RI*. Esparza to seewhat could be done. Two social studies classes on eachgrade level (9-12) were visited at OverfeltHigh School by the AssociateDirector to explain the project and solicit volunteers. As a result of this appeal,fifteen students indicated interest and met with Mr.Esparza and the Associate Director. At this initial meeting, Mr. Esparzaattempted to explain what he hoped to accomplish and get commitmentsfrom the students. Following this, approximately ten meetings wereheld with the students. After the first month the group had reduced itself tofour students who seemed determined to see the project through. By the end of the tenthmeeting very little had beenaccomplished and activity with thestudents termin- ated.

Results: Obviously, very little came of this project. The first stage was never completed. The students and the AssociateDirector never did develop a clearpicture of what Mr. Esparza's "graphicmodel" should be like. It would seem that a pilot thatheld out hopes of developing something to lower communicationbarriers could not get off the ground precisely because of thecommunication barrier between the originator of the idea and the others workingwith it:

Conclusions: Despite the fai!ure to produce anytangible results, the experience certainly re-enforcedthe contention that different cultural or environmental experienceslead to different ways of perceiving or reacting to the world. It would tend to supportthe need for a much different approach to the teachingol the disadvantaged than that used with the middle class majority. Based on this pilot, the research involved in it, and the conclusionsof the Associate Director, disadvantaged--perhaps forall students--should the direction educationfor the suggestions of rarioFantini and GeraldVeinstein in be ome that follows the Harper and Rowe, their new book, TheDisadvantaged: Challesi_le to Education, 1968. pilot The Associate Directorwill attempt to develop some Further Action: currently the suggestionsabove. Mr. Esparza is work in the future based on obtain a orant trying to spell out hisideas more clearlyand is attempting to to support hisfurther experimentation.

Visits to IndustryProject - Spring,1967

turned its Source of Idea: The AdministratorsCurriculum Sub-Committee aiming at the EducationalPark attention to the school andthe world of work, (while increasing thepossibility Study objective: tofacilitate the transition world of work. Reviewing the current of success) fromsecondary school to the intimate contact betweenstudents pripgram in this areait was decided that more tours of industrialand busi- and the world of workthrough personal one-to-one beneficial and have the mostimpact on the ness firmswould be particularly students. Sub-Committee made thefollowing recom- Pilot haititt: The Administrators mendations: their premises Arrange with business andindustry for tours of 1. conducted by by one OT two students at atime, tours to be actual workers.

various guiderooms based ontheir interest 2. Select students from in a particular lineof work and matchtheir interest with available tour locales.

small group discussionsby students con- 3. Follow the tours with cerning their reactions tothe pilot.

Special ProjectsDirector, con- Pilot Staff and Procedure: Mr. James Doyle, military and civilservice tacted prhnarily by phonebusinesses, industries, from Overfelt HighSchool institutions in the area. rost of the students came students involved in guiderooms, although there werethree Hill High School Santa Teresa HillsKiwanis Club. Visits the pilot througharrangements with the Food Machinery, awoodworking establish- were made to: Pacific Tnielhone, IBM, such public agencies asMoffett Field, San JoseHealth ment, retail stores; and Department, and San JoseFire Department. Southern Pacific Railroad American Airlines werealso visited.

business community was verypositive, which Results: The response from the the receptivity of thepublic is probablybeyond led Mir.Doyle to comment that schools in the area gotactively the school'sexpectations. Of course, if all mitIllt be rapidly worn out. Ob- engaged in this sortof thing the welcome mat if and when the programis viously, some sort ofcoordination would be needed expanded. - 17 -

Students made the selections of where they wished to go. This was generally successful and very few students made visits to places in whichthey did not have at least a secondary interest. Students were often told things similar to those teachers and counselors tell them in school about the world of work. The impact from the "horse's mouth" of business appeared to be much greaterthan from school.

Conclitinnt: Persona; involvement of the sort encountered in this pilot seems invaluable for students, particularly for those who wish to enterthe world of work from high school. Students are given a much more realistic idea of what the job they are interested in is like in a program such asthis.

The students responded quite favorably in the post-visitdiscussions. Some of the students were sophomores and others seniors. In general, they felt the visits were quite interesting and valuable,although they would have preferred them earlier in the year. The seniors felt visits such as this in the sophomore year would have been just about the righttime for them because they were really beginning to think about a future job and still had time tomake adjustments in their courses, attitudes and performances.

The final recommendation of the committee regardingthis pilot program was that every student should have a minimum of onetrip like this during high school.

Further Action: The visit to industry idea has been carried over to aSpring 1968 project in sophomore English classes. The Educational Park Study staff feel there is great potential here for close contact andcooperation between the school and local industry.

Vocational Exploration in English - Spring,1968

Source of Idea: The Administrators Curriculum Sub-Committee suggested apilot to be pursued in sophomore English classes thatwould provide the students with vocational information end exploration of job areas. It was felt that students do not get involved in considering and selecting vocations orvocational areas untilit is too late to make significant changes in their highschool programs. Discussion with recent graduates emphasized this point. Graduates pointed to the sophomore year as the time a program of this sortmight be most beneficial. If students can begin thinking seriously about their futurevocation at this time and get some actual contact or experience with variousoccupational areas, then they would be able to make course offering choicesfor their 11th and 12th school years with a greater degree of relevance.

Pilot Actiyity: The plan was to select three English classes, oneof each ability level (A,B, C) on the 10th grade level and provide them withvocational information (reading material, ccreer choice kits, related guestspeakers) as part of their regular course work. Students were to select fields of interest in the trades, industry or professions and piaci their vocationalexploration in conjunction with them. The culminating activity would be a visit to anindustry of their choice with the opportunity to spend considerabletime in a one-to-one relationship with someone working in the vocation selected by thestudent. Pilot Staff and Procedure: Mr. Len Schlussel,Assistant Principal-Instruction participating classes and and Guidance at Overfelt HighSchool, arranged for the Special Projects Director 'or necessary curriculummaterials. Mr. James Doyle, the District, set up the visits tovarious industries selected bythe students. The teachers involved were Mrs.Suellen Richards, Mrs. Margaretfluskey, and Mr. abilit/ Monty Steadman. Each teacher provided anotherclass of students of equal to serve as a control group. The A level students receivedless actual instruction in vocations than the others as they weremostly interested in college careers. The instruction wes spread over thefull semester, that is, it was not concentrated at one time, but was an ongoing partof the regular course work.

Students visited one of the followingplaces: Union School District, AlumRock School District, S.41 Jose City College(Beauty school section), California Nurses Association, a local barber, Automobile MechanicsUnion, Pacific Telephone Company, Lockheed Missiles and Space Company, San JoseCity Police Department, andUnited Airlines Maintenance Shops. A total of 59 students participatedin the visits. Some of the students did not attendscheduled visits because of suspensionsfrom school or absence.

industry visits and the Results: Students exhibited a high interest in the business concerns contacted were verycooperative and interested ;n gettingin- volved with the students. Having worked a semester with theidea, the teachers are now better prepared torevise and adapt the segmentsof the course dealing with vocational exploration in order toincrease interest and effectiveness. Evaluations indicate that the students arebeginning to give some thought totheir future vocations as a result of the programsince there is a smaller percentage of students in the undecided category(see Vocational Goals Survey in the evaluation section of this report).

Conclusions: There seems to be great potentialfor a program of this sort worked through the English curriculum. It offers the possibility ofmaking English much more relevant to the students,particularly for the average and low ability students. It also meets the objective ofgetting the students thinking about their vocational future, which is anaccomplishment in itself at the 10th grade level. If the exploration %ere spread over theentire 10th grade school year and if students were able toinvestigate several differentvocational areas, the program could be very effective.

Further Action: Parts of the pilot will be continuedin the 10th grade English classes at Overfelt High School next year.A special summer counseling program for incoming 9th graders will use some ofthe ideas of this project, including visits to many industries by each studentand evening meetings with parents regarding vocational choice.

College Visitation Project - Spring,1967

Source of Idea: One of the requirements of theEducational Park Study is that college potential students, many of whom have neverconsidered college, be sponsored by a college student or graduatewho would take him to visit a college campus, either to spend the typicalday of a college student or at least to tour the facilities and get some "feel" for the structureand functions of higher education. These were to be high school seniors. -19 -

brief amount of timeleft in the Pilot Staff andProcedure: Due to the unfolded, the staff wasnot able todo ,Oiit school year when this progran Hill High Schools. They Students were selectedfrom Overfelt and desired. in the proposal,but did arrive were not ableto spend thefull day as -uggested in the schoolcafeteria. The Dean in mid-morning andremained through lunz.h Education spentconsiderable of Admissions and Dr.G. W. Ford ofthe School of tour guide. time with the students,Dr. Ford serving as undoubtedly opened the EducationalPark Study Results: The uniqueness of normal con- be open to studenttours orindivid!..als under doors that would not of the college,talk However, being able to seethe actual workings ditions. plus for the etc., appearedto be a real to students,have lunch with them, the students seemed toget a differentperspective tow.. From one short tour that he would applyhere rather than of the college, onestudent indicating to another college. avail- impressed by a talkconcerning financialarrangements Students were also that they were not aware able for the needycollege student. Students indicated of this type of aidbefore this tour. considered successful Although the program wasbrief, it can be Conclusions: entire school year or A more leisurelyapproach over the in 'ts limited scope. It would high school programwould be moredesirable. the entire four year lacking concomitant beneficial for the collegepotential student probably be very starting in thesophomore in ";ays" or toursof this sort desire to be involved it might have adirect Besides interestinghim in college, year ofhigh school. performance during the bearing on his choiceof courses and onhis academ.... rest of his highschool career. the knowledge most that teachers and/orcounselors overestimate It is possible occupations. If college, subject areas,and professional students have about -tudents with these areas there is any doubt,then the schoolsshould acquaint that a programlike this be as was donein this pilot. It is recommended time to investigatingand informing expanded and thatcounselors devote some arrangements availableat the local the needy collegestudent about financial colleges.

prep) - January,1968 Suggestions From GraduatesProiect (College sources of The Educational ParkStudy Staff discussed Source of Idea: with the that are notnormally tapped and came up information about the school after they had and discussion withcollege prep graduates idea that contact useful insights thatcould experienced a semesterof college workmight provide preparation aspectsof high school. Contact be utilized toimprove the college indicated a high interestin doing with academiccounselors in the district something along thisline.

call together anumber of June,1967, graduates ActiLity: The staff decided to be in collegeduring the Fall semester from Overfelt HighSchool who were known to the opportunity to open upon thesubject, "Uhat of 1967. St..xlents would be given - 20 -

college?". can the highschool do to better preparehigh school students for This would be a "no holdsbarred" type of discussion.

Pilot Staff and Procedure: The Associate Directorof the Educational Park High School planned Study and Mr. Martin Tucker,academic counselor of Overfelt Director the meeting. Mir. Tucker provided thelist of graduates, the Associate the meeting up for the sent a letter ofinvitation to the students and set thirty invited evening of January 30,1968. About fifteen students of the appeared, agreed to have theirremarks recorded on tape andcarried on their Associate Director discussion for about VAIO hours. Following the discussion the edited their remarks to a four pagedocument (see following fourpages). The document was then sent tothe principal, assistantprincipal-instruction and guidance, and the counselors ofeach school in the District(7).

The students were quite openand Results: The document speaks for itself. of being acted frank in their discussion and manyof the suggestions are worthy staff and two schools upon. One school requested copiesfor all teachers on the requested enough copies for eachcollege preparatory studentin the school. Administrators and counselors in theDistrict school generally agreedthat the working with this type comments were well taken andwouH be useful to them in of student.

deemed quite successful Conclusions: Although brief, this mall pilot was by the staff involved. The considerable interestexpressed by those who requested additional copies ofthe document indicates aneed for this kind of feedback from students. Each district school mightconduct a similar program In essence, a program to obtain feedbacktailored to the particularschooi. of this sort would provide anevaluation of sorts to the school'scollege college preparatory program. If the product of the programis able to cope with with a degree of success, then the programwould seem successful. If certain weaknesses turn up, then theseshould be dealt with on thehigh school level. - 21 -

What Can The High School DoTo setter Prepare ,High School Students ForCollege?

(Summary of meeting with OverfeltGraduates of 1967)

It is shocking to find incollege that your grading isusually GRAD! NG based on just a few tests, notlike high school where grading is based on a wide variety ofthings. In general, high school is too easy related to preparing onefor college.

in college you really have towork to perform on the tests TEST because the teacher doesn't know who you areand doesn't really PERFORMANCE care, while you can go along way in high school by knowingthe teacher and talking with him a lot.

True/false and multiple choice questions inhigh school are too TRUE/FALSE easy--usually one or two choices can be eliminatedimmediately & MULTIPLE because they are ridiculous. In college all choices seem to CHOICE have some merit and you have to be quitediscriminating in your TESTS answers.

If a student is interested in going to ahighly specialized SPECIALIZED school, such as a military academy, he shouldbe closely SCHOOLS counseled about the type of courses he will have totake and be programmed into high school cour1):13 thatwill best prepare him for the specialized school. The competition in these schools is extremely high, so students shouldbe prepared for this, as well as the fact that although manyof their teachers will be near geniuses, many of themwiil not be able to teach very well--the learning is really up tothe students in one of these schools more than inothers.

History classes should give more essay tests asthese pre- ESSAY TESTS pare you for college as well asreally test what you know-- FOR HISTORY multiple choice tests are too easy to fumblethrough. CLASSES

Honor students in high school are infor a shock in grading HONOR LI when they get to college. Straight A students often find STUDENTS themselves working very hard to maintain a C averageduring the first year. Students are just not prepared for the hard grading in college, nor are their parents which puts more pressure on the students. lb * * ** A * *

High School has not taught us how tostudy...period. Have STUDY AND no concept how much you aregoing to have to study when READING you get to college. Reading is so important. There is so much outside reading in college. Many courses in high school can be passed with a high grade by merelylistening closely to class material and participating indiscussion. - 22-

Speed reading course suggestedfor high school (Piedmont SPEED READING Hills English IV contains atwo-week course thisyear). High school reading skills do not emphasizecritical reading or reading in great depth--these areskills one must possess in college, particularly if one is in ahumanities program. * * .* * ..fr * * * * * * * * * *

Responsibility one has in college ismuch greater than in RESPONSIBILITY high school. The freedom one has in collegeis overwhelming. In high school they lead youaround--tell you where tO go, what to do and when to do it. In college you have tofind things out on your own. High school should teach more responsibility. PREPARING To prepare students for theatmosphere of college there FOR COLLEGE should be more contact with collegeduring the senior year--visits to college, chance to talkwith students AMOSPHERE there, sit in on a few classes to seewhat it really is like.

CITY COLLEGE City college very disappointing,particularly the atmosphere--just another high school where you cando anything ATMOSPHERE you want to do. Too much fooling around, too manystudents don't care. * * I: * * * * * * * * ;P: * * *

Need a great deal of emphasis on essaywriting. Need to ESSAY write often (every two weeks inEnglish IA in college), WRITING need to write longer essays inhigh school (750 word average in English 1Pin college), need to learn how to take a position and support it. Repeating the opinion of the teacher or information briefedfrom a text just isn't enough. Must learn how to write essayexams--these are so importantin college. Tests in high school arebased on too muchtrivia. You must be able to express anopinion, back it up, say it interestingly,clearly and in correct English.

Senior English is the critical coursein high school for SENIOR ENGLISH IS the transition to college. Students were quite impressed with the literature presentation onthe senior level, but CRITICAL COURSE IN stressed the need for more compositionwork. How to structure an essay, lots ofexperience in writing essays HIGH SCHOOL and having them critic:zed, andstrict grading om them are really needed.

* * * * * * * * * * * *:::* * overly positive HISTORY History classes inhigh school present an classes in college CLASSES picture of the UnitedStates, while the prepared really shoot the UnitedStates down. Ile are not for the shock ofthis.

than LANGUAGE Language preparationin high schoolis much different given language inhigh school in college. Four years of a you willbe placed do not prepare youfor the language course majoring in Englishshould in in college. Those students don't take four years ofLatin in highschool, then they If they only have to take a foreignlanguage in college. in take three years, theymust take14 units of language interested in a languagemajor, take college. For someone school and then start two years of twolanguages in high this way. over incollege--the transitionis much easier in language GRAMMAR There was a greatdeal of emphasis on grammar from the teacher. courses--much memorizationwithout much help * ** * ** * * * *

college courses we COLLEGE 16 had very littleknowledge of what major fields we COURSES would be expectld totake related to the would choose. * * * * * * * * *

MATH AND preparation was prettygood in high school. Math and science SCIENCE * * * * * * * * * * *

school should FOREIGN For the student comingfrom Latin America the Average and DORN be very careful tofind out his trueability. should not be put in above students fromforeign countries ability peers. special classes butin classes with their in the long runthey will It will bedifficult at first, but emphasis on vocabulary be better off. They need particular and composition. * * * ** * * * * * * * CLASS Particularly in the senior yearteachers should givestudents telling what is OUTLINES an outline atthe beginning of each semester of reports must bedone to be read, bywhat dates, what type responsibility on them and when they aredue--then place the keep after them to do theassignments on their own--don't about when somethingis due and don't letthem turn things hard but it in after the due datehas passed--this may seem will really help them inthe long run forcollege. -21+-

Senior year should be a yearof transition--the hardest of TRANSITION all to prepare you for college. * * *

Freshman and sophomore years should havemuch more OCCUPATIONAL vocational or occupational guidance,either by a par- GUIDANCE ticular course or what have you. Junior or senior year should get into some actual training or morespecific information on those arezs. Isn't thic really what high school is all about? Otherwise I am educated, but so what.

Who would students listen to intheir sophomore year? Most probably recent graduates.

Emphasized the need for good teachersin the academic TEACHERS areas in the freshman andsophomore years because in these years the good or bad teacherwill either stimulate or sour students on agiven subject.

For those students not going tomajor in math there COLLEGE PREP should be college prep math in the junior orsenior MATH COURSE year to help preparethem for the entrance exams. * * *

Should be much more diagnostic testingin high school, DIAGNOSTIC particularly in the early years. TESTING * * * * * * * * ;sr

Students are not prepared for the many pressures one HOME, JOB, feels after high school--pressure of home,job, school, & SCHOOL peer groups--pressuresthey often do not feelin high PRESSURES school. * * * * * * * * * ir * *

What do you expect from a counselor onthe high school COUNSELORS level?

1. To know something about what you aregoing to be doing in college. 2. Teachers should get more involved incounseling, particularly in their special areas sincethey know what is demanded in college, have beenthrough it, etc. (Look at Oak Grove set-up). they can 3. Should have same counselor all four years so get to know you better, what youhave in mind for post- high school education, can guide youinto areas you will need if you wish to go to college. The student in the middle is really short-changed. He might wish to go to college, or have the potential and not bepushing, or not be sure what he wants to do or cando; yet as long as he is not causing anyproblems he is left alone. Intra-District Transfer StudentProject - Sprin9, 1967

Sourceof Idea: Mr. William Sullivan,Associate Director of theEducational talk about ParkStudi-(TaTuary- June,1967) began this pilot when he heard the fact that numbers of students atMt. Pleasant and PiedmontHills High Schools were unhappy with their iotdue to a forced transfer atthe beginning of the year when boundaries wereadjusted. Mr. Sullivan wished todetermine if individual attention by a teachercould appreciably change theattitude of a student in apositive manner. The assumption underlyingthis was that the subject of counseling interviewsis not as vital as the factthat students are getting attention from an adult.

both schools to meet Pilot Activity: Volunteer teachers were obtained at 15 minutes a week with some of thetransfer students at a timemutually con- venient. The discussions at Mt. Pleasant werecompletely unstructured, while of a per- those at Piedmont Hills generallyhad a theme such as a discussion sonality inventory filled out by astudent, a series of statementsmade by another student to which they were to react,and so on.

Pilot Staff and Procedure: Mt. Pleasant High School -Frank Burrows, Lawrence Mundy, Karalee Selby, James Edwards,Helen McEvoy, Frances Perske. Piedmont Hills High School - Martin Judnich,Kathryn Johnson, Susan Snoyer,Neill Miner, Jack Schnell, Toly Buonocore,Andrew Ghiggeri, HobartCurtis, Patricia McMillan. The following are representative commentsfrom the staff regarding their conferences:

MT. PLEASANT HIGH SCHOOL

My feeling is that Mike usuallybrought more to the conference than he got from them. He recommended reading to meinstead of me to him. There was never a lack of interestingtopics on which he did mostof the talking. Having an adult listen to him mayhave been of some conferences. Much as Ienjoyed value, but I don't think he needed the it, the time might have been better spent on someonewho needed it more.

Siias was friendly and seemed to enjoythe conferences, but was in- articulate and difficult to draw out. He would answer questions,but seldom volunteered additional information. Hence, I did most of the talking...There are no magazines at home, he seldomwatches TV, and has no hobbies...The conferences weregood for him. He knows now that he has a friend on the faculty. He needs "one to one" help,and if I could have given him more of this,it might have kept him fromfailing.

Carol seemed pleased to be called in, and wasfriendly and responsive... Carol seemed to like talking to me, butI had to draw her out. I feel that the conferences were definitelyworthwhile for her. She is con- scientious, and wants to do well in school,and appreciates teacher help and interest.

The negative aspect of the conferences wasthat students always had to be taken out of class, because Iam not freeduring E period or their

other free time. Other than that, I feel that this type of activity - 26 -

participants should be made, is valuable. A careful selection of student as some canprofit by it so much more thanothers.

four students assigned to me. All In early March I met briefly with the seemed receptive to the idea exceptfor Greg who refused to participate.,. later and he still rejected theidea. I contacted him again two weeks

The other three boys Italked with on various occasions. Two of them were and they very negative andsaid nothing at all. The interviews were brief found it very difficult to express anyideas or thoughts at all. 7om accepted the idea and often stopped by my roomvoluntarily after school to work out problems and just talk to me.

The program as set was...oflittle value. Perhaps if I had worked with these students all year the study mayhave been more effective...

The main difficulty in establishingthe program was to findadequate time... Also a prior acquaintance with thestudents would have beenbeneficial. this As it was Ihad no fore-knowledge of theseboys or their problems, so lack of knowledge presented a problem atthe outset.

Is completely sold on Mt.Pleasant and prefers to return here next year instead of Hill. Likes the school and is lookingforward to next year.

,Jr. transfer from Hill. Did not like Mt. Pleasant atfirst--does now... seems happy,relatively, at Mt. Pleasant and has noparticular problems.

Is taking a business course,but is interested in becoming apolice-woman, primarily to help delinquentgirls...Arrangela "contact" for Deli in San Jose Police Department, thusgiving her an opportunity to tour the facilities and find out first-hand what thework is actually like.

PIEDMONT HILLS HIGH SCHOOL

All of the students voiced a need for moreindividual attention. All agreed that teachers too often "hand outwork" and expect you to do it. In my opinion, the problem seems tobe one of communication andperhaps motivation.

During one of our weekly discussions, wetalked about schools where there were no behavior and dresscodes, schools which were extremelylax in enforcing discipline. One Mexican-American boy feltthat he would not like to attend such a school. We were able to concludethat such a policy would lead to ail sorts of problems and such asituation would btE "bad" for the school and for the community. Complaints centered not on fact that there were codes of behavior but in the waythese codes were enforced.

He liked the school and someof his teachers (biggest problemhere was classes in team teaching--no personal contactbetween students andteachers). David is slow at making friends and hedoes not mix easily with his peers. He plans to join the army afterschool

One thing all four students had in common wasan unrealisticoutlook as to what they will do afterhigh school. All thought they would go on through...The grades of to college, and have verylittle trouble getting all four students vary between aC and a D. Many of our talks were what based on life as realistically aspossible--pointing out what is and is not within a person'sreach--and how certain goals werereached.

Some of the students selectedfor the program did not needthis attention

I had some success with one as much as many who were notselected. I feel girl, two of the other girls seemed tobe well adjusted to theschool.

My reactions to the transferstudent program are mixed. I agree whoie- heartedly with the premise...but Ifeel that the method we used to demonstrate that premise was somewhatless than desirable.

the necessity My two remedial level girls found it difficult to understand of weekly sessions and were rathersuspicious of my motives. They kept asking, "Are you a counselor or what?"We did have interestingand enjoyable sessions, butI never felt that the girlsreally trusted me due to the unusual and fairly contrivedsituation

If what I've said so far seems tobe overly critical of ourproject, let The place to me hasten to addthat Istill believe 100% in our premise. demonstrate it, however, is not in anoutside, contrived situationbut in the classroom; and the time topractice it is not fifteen minutes aweek, but constantly!

those at Results: Mt. Pleasant teachersclaimed more difficulty than did the middle Piedmont Hills. One asked to be relievedof his responsibilities in of the semester as he felt it was a wasteof time. His students were not interested, resented the demands on theirtime, and frequently failed to appear. pilot pointed this out More structure wasprobably needed at Mt. Pleasant--the quite clearly.

similar to this pilot is needed Conclusions: It would appear that something in our schools despite some of the commentsmade by the teachers. Their successes should be involved in appear greater than theythink. Whether transfer students such a program, per se, the comments seemto indicate a generalappreciation of the students for a shoulder tolean on. Further thought should begiven to greater involvement of teachersin a "lay" approach of this type(as opposed to teachers the standard guidancefunctions), perhaps with students assigned to from their first period class. The last two quoted statementsabove are bind when it has created an enlightening. First, the staff puts itself in a atmosphere in which students feelthey get only "personal talk"from counselors. Why should this be true? Secondly, that the every dayclassroom is the logical place for this to go on all the time semsobvious.

Although the pilot did not provewhat it attempts,'.o prove,it should not be regarded as a failure. Rather, it reinforced a greatdeal that many of the staff have surmised for some time. Know Your SchoolProject - SELLIEL,1967

Sub-Committee believed thatstudents Source of Idea: The Teachers Curriculum get greater like role playing in theschool. Through role playing they can problems and viewpoints understanding of each others'problems as well as the teachers, etc.). of others whose roles they mayplay (school administrators, unfamiliar with the Further, the aroup contended, manystudents are very They have not seen manyplaces physical and social environmentof the school. homemaking of interest, such as theboiler room, airconditioning room, labs, viewpoint holds that moststudents rooms, art moms, etc. In other words, this of the school with whichthey are not are quiteunfamiliar with those aspects directly connected.

Sub-Committee recommendedthat a Pilot Actiwity: The Teachers Curriculum pilot program do two things:

"role play" variouspositions 1. Allow students an opportunity to and situations around theschool.

to visit places on campusthat many 2. Give students the opportunity would never see from theinside because they do nottake these courses or becausethe places are generilly"off limits." agreed Pilot Staff and Procedure: Mr. Jim Young,Overfelt English teacher, students of generallylow ability. to try the pilotin his guideroom of junior teacher The students indicated they werenot in favor ofrole playing, and the visit several places on did not insist on this. The students were taken to department, and the lannuage campus, such as theshop area, the home economics while the girls were taken lab. All boys were given amechanical aptitude test on a visitation. relatively positive Results: fir. Young indicated thatthe students took a Most negative interest in the project andenjoyed most of the visitations. it was apparent that comments were the resultof a visitation during which that this latter the students were notreally welcome. Mr. Young contended of places to difficulty could have been avoidedby a more careful selection really do justice to visit. Mr. Young felt that onepilot program cc...sld not the goals of raisingaspiration levels. of the expectation Conclusions: On the matter ofrole playing, the inclusion favor role playing appears to by the pilot staff thatthe students would not educational world indicates have been unfortunate. Experience throughout the cognizant of its purpose that it will work, but onlywhen the students are enough time in a limitedguideroom and its expectations. However, there is not playing techniques. period to properly prepare andorient the student to mle

considered unrealisticgoals Mr. Young made referenceIn his remarks to what he have a goal of just of "raising aspirationlevels." Later he says why not These two statements of "enjoying school more andthereby profiting more." they both seem to speak to goals are probably morein agreement than not, as the same concern, butwith different terminology. - 29 -

This project points up, as manyof them do, the need for a unifiedapproach within the school in attacking thegoals or objectives outlined in theEdu- cational Park Study that thecurriculum committees addressedthemselves to. The pilots are not completelysuccessful, but maybe as pilots they cannotbe. Their partial success shows the needfor a combination approach thatwould bring the best of them together and alsodevelop within the students the feeling that these were not done inIsolation.

Teacher Aide Project - Spring,1967

Source of Idea: The Foothill High School staff putinto operation a program designed to place some of their students invarious elementary teaching and supervision positions. Foothill is the continuation schoolof the East Side Union High School District. The students assigned to thisschool come from the rest of the District high schools becauseof some difficulty at their original school of residence, or because theyhad dropped out of school and then wanted to come back. Oile this pilotdid not originate as anEducational Park Study project as such, Mr. WiliamSullivan, Associate Directorof the EPS (January - June, 1967), did extensiveinterviewing with the Foothill students who participated in the project. The interviewing consistedof the evaluation of the project, and since this was notincluded in the original project by the Foothill staff due to lackof time, this part of the project will be included as part of the Park Studypilots.

Pilot Activity: Volunteer students from Foothill HighSchool were recruited to work with children in grades1-6 of an adjoining elementary school. The student aides were to do a variety of thingsin the project, such as tutoring in reading, mathematics, test correction,playground and lunchroom supervision.

Pilot Staff and Procedure: The staff consisted of theFoothill Higf, School staff working with selected members of thePala School staff. Students from Foothill were selected for their enthusiasmand for a manifestationof high potential for the program. They were then assigned for partof their day to Pala teachers who indicated interest inworking with the students inrelation to their classes.

Results: Reactions of the supervisors of thestudents were very positive. The principal of Pala, a parentworking in the school, and a teacherfelt it was a real assistance tothe work of the elementaryschool, and greatly aided the elementary students. The only criticism came from areading teacher who indicated she did not wish to continue the programbecause the student she was working with was notin regular attendance and shecould not depend on him for pre-designated responsibilities.

Comments from Foothill students:

kids' problems "If I ever grow up and getmarried I can understand my

that I know they will have in school."

"I am growing to enjoy it now because I have something to look forward to."

"You are supposed to respect a lady atall times. The same thing with adults. If you respect them, they will respect you." - 30 -

interrupt or anything. "I help this little boyand he doesn't come and

I were histeacher." I am helpinghim as if

and I. We "I haven't reallylearned anything. Just that little boy stay in the back of the roomand help each other. We aren't involved with the things going on in theclassroom."

teacher. "It's just like a friend youknow. Like a regular person, not a You feel it is best that you He doesn't actuallytell you what to do. should do it." worth comes Conclusions: It seemed rather obviousthat an element of personal to the fore in such a program. The students respondwell to the fact that they It seems to haveimproved are givenresponsibility and most accept itwell. This is perhaps their attendance in school andtheir attitude towardschool. the first time many of thesestudents were asked to giveof themselves or recognized as having anything tocontribute to the schoolsetting. recommended that all schools Project Aide appears to be areal success, and it is elementary schools in in the District attempt asimilar program with receptive their area.

Further Action: The Educational Park Studystaff recommends widespread ...... will attempt application of this concept in theschools. The Educational Park to employ every student as anaide at sometime duringhis high school career.

1967 Family ---.--Crest Project - Spring,

The project was begun underthe terms of the grantin response to the statement by various committees in the application that"guideroom strategies selected Spring of 1967." Hill would be piloted at Hill andOverfelt High Schools in the was cancelledwhen was not used for anyprojects because the guideroom program tE- pilot was about ready tobe put into operation,

Sub-Committee recommended that a Source of Idea: The Parents Curriculum into his personal research project involvinginvestigation by each studenZ in establishing a senseof backgroundand origins would aid the student identity and self-esteem.

of the Parents CurriculumSub- Mr. Pete Rondero,Mexican-American, Vice-Chairman committee how he had done Committee, originated theidea. He related to the why the family had no crest. this with his own childrenwhen they inquired as to After stating that the items on acrest showed whatthe family stood for and asked his children the what its background was,Rondero told how he then debate, and after many question: "What do we stand for?" They had a spirited developed. periods of trial and error,drawing the re-drawing, a crest was statement was made by a As this vos told to theParents Sub-Committee, the satisfactorily with anything member that, ". . . before a student can identify The committee liked else he needsself-identification--a sense of purpose." MT. Rondero's idea,and wholeheartedly recommendedit. -31 -

students research their personal Pilot Activity: The pilot was set up to have backgrounds, finding answers to suchquestions as:

4. A family tree 1. Ethnic derivation Actual drawing of crests 2. Family history in United States 5. 3. Family history prior to U.S. entry

Pilot Staff and Procedure: Mr. Richard Perry, Overfeltscience teacher, agreed to pursue the study after contactfrom Mr. Leonard Schlussel,Assistant Principal- Instruction and Guidance. Four students were selectedin Mr. Perry's guideroom and and given an explanation of the project. They were asked to participate encourage others to do so. The entire class was thentold of the project, filled They were out an evaluation form,and asked to jot down notes ontheir findings. expected to talk about their findingsand, hopefully, produce a crest. results, the Results: Judged by what took place ascontrasted to anticipated pilot was disappointing. Only one student of the originalfour was willing to evidence of talk with others about his background. Only one of the four showed partici- doing home research. None of the four activelyencouraged the class to evidence pate. Fewer than five of the thirteenstudents in the class showed of any research whatsoever. The evaluation form wascompleted as quickly as teacher which had to possible because, ". . . it was something passed out by a be completed and turned in." Nost students were reluctant totalk, even in and small groups, about their backgrounds, manystated they were not interested, others insisted they needed theguideroom time for study.

the pilot did not go ashoped Conclusions: Mr. Perry concluded that one reason was that the students sawit as something imposed on themby persons outside their own sphere--teachers and parents. He suggested a betterapproach would be a cooperative effort between parentsand students.

Students We may have inadvertentlychanced upon a very sensitive areahere. their ethnic need a good deal more preparationbefore they are willing to detail America are too backgrounds and familial histories. The tensions of modern day preparation being great to let thesethings happen without a lot of background Committee done. Perhaps the more subtle approach assuggested by the Curriculum about their jobs and of having speakers of variousethnic groups talk to students lives might be better. If it is desirable to havestudents communicate with perhaps some sort of one another abouttheir personal backgrounds, then sensitivity training would be inorder prior to an activitylike this.

It must be remembered thatthe caliber of students in theexperimental group, These could the dedication of allinvolved, etc., have not been surveyedhere. disposal, we have been major factors. However, with the information at our achieve what it set out to are forced toconclude that the project did not achieve.

Pass-Fail Project - Spring,1967

Reporting, chaired by Mx. Source of Idea: The Lodestar Committee on Progress suggested a pass-fail Gerald Bocciardi, Principalof Piedmont Hills High School, experiment be carried out in order to testthe effect of removing thetraditional - 32 - grading system from classes of low achievers. Mary Sears, Piedmont Hills High School reading teacher, was asked to try toexperiment in three of her classes, using the other classes as a control group.

Pilot Activity: Students in the pass-fail group would set up agoal of improvement with the teacher, be tested with the control groupfor grade placement and retested with a standardized tect Atthe end of the Spring semester. Rather than receive A-F grades as they wentalong, the students would only be judged passing in relation to the goal set up. The goal set for the semester ms improvement by one gradelevel. It is interesting to note that thestudents would not accept different goals for different studentswithin the group. The teacher tried to set as a goal one grade levelfor students reading at the fourth grade level or below and two grade levels for thosereading above the fourth grade level--assuming progress is slower in the1-4 grade level group and should be more rapid at the upper levels.

Results: The curriculum for both the experimental groupsand control groups WS essentially the same, and thestudents in the pass-fail group did not actively resent the system, though some complained. It was found essential to stress activities in the pass-fail groupthat allowed the students to see their grade-level placement. This required more frequent evaluativeexercises than in the oontrol group.

The highest average gain took place in acontrol group class. Also, the highest individual gains were achieved by students in thecontrol classes. See page 33 and 34 for statistics.

Conclusions: The following are advantages and disadvantagesof pass-fail listed by Mary Sears, teacher of experimental andcontrol group classes:

ADVANTAGES:

1. The number of fine evaluative judgmentswhich the teacher must make is considerably lessened.

2. The goal is more rigorously kept sightof by both teacher and students.

3. There is much less intra-class strifefor grades.

4. Evaluation, keyed to the goal, tends co become apositive force, especially since students can relate theirachievement to norms that are not local and special. (This was not true in every case.)

feel fairly secure that 5. If the goal is a reasonable one, students they can reach it.

DISADVANTAGES:

1. Most students tend to work MD harderthan absolutely necessary to achieve the minimum goal. pride in what they see as"merely" passing. 2. They take no particular attainable by every student. 1 The goal may notin actual fact be J. retarded students in thecontrol (For example, twoborderline mentally goal set in thepass-fail classes.) group could nothave attained the

will fail. This might not be adisadvantage 4. Inevitably, some students big one in.a remedialclass, in an ordinary class,but I consider it a suffering from chronicfailure. where most of thestudents are already

would have to concludethat the pass- Conclusions: Looking at the results one that this type ofgrading systemwould fail experiment did notsupport the hope However, it should notbe too difficultto produce measurablybetter results. regular gradedsituation, incorporate the advantagesof the program into a oarticularly advantages#1, 2, 4 and 5. 1 distribution at the endof the Spring semester The following tablesshow the grade level by periods. and the averageimprovement in grade

GRADE DISTRIBUTION

FAIL CLASS PERIOD PASS 2 Period 1 9 Period 2 12 1 2 Period 3 12

---TT

Period 4 2 411E1 3 2 0 Period 5 0 I 4Ill

AVERAGE GAINS PASS-FAIL STUDENTS

. , January June Gain PERIOD 1967 1967 1.0 Period 1 5.8 6.8

1 2 Period 2 5 0 6 2 Period 3 4.7 6.2 1.5 CONVENTIONALLY GRADED STUDENTS

January June PERIOD 1967 1967 Gain Period 4 4.5 6.3 1.8

14.8 6.0 I 1.2 1--- Period 5

W. C. Further Action: In the Spring of1968, several elective courses at Overfelt High School were selected toexperiment with the pass-failidea.

Pre-Scheduling Project - Spring,1968

Source of Idea: The basic idea for this pilot camefrom Charles Moomau, counselor at Samuel Ayer High School. Over the years counselorsand teachers have been aware of the large numberof schedule changes that takeplace at the beginning of each school year. Nr. Moomau decided to seeif something could be done about it. He felt that better methodsof informing students about the electives they could select for thefollowing year would result infewer schedule changes once the new year had started.

of schedule changes of the Pilot Activity: The plan was to measure the number 1967-68 sophomore class at Samuel Ayer HighSchool. During the Fall of1967, the teachers and counselorswould work on developing a bookletdescribing all elective courses open to sophomore students. This would be followedby video- taping three minute segments of eachelective to be presented to allfreshman students in a one period TV showing prior toscheduling them for the1968-69 school year. Following the showing, students wouldbe scheduled and in the Fall of 1968, the new sophomore classwould be measured regardingthe number of schedule changes they sought.

Pilot Staff and Procedure: Mr. Moomau directed thepilot and involved other counselors and all teachers who taughtsophomore classes. The procedure followed the suggested pilot activity very closely. A booklet describing thesophomore courses was developedand distributed to all freshmanstudents during their guide period. Two days were spent in their guideperiod reviewing and discussing the contents of the booklet.

Mr. Joe Huss, of Com-Tel Corporation,donated his time, skill andthe company equipment to film the three minute segmentsof the elective courses. Fifteen elective courses were filmed during aone-day visit by Mr. Huss. The tape was then shown to all 9th grade students onFebruary 15, 1968, two schooldays prior to scl-eduling. This was done by providing three23-inch video monitors in the school library. Each World Geography classreported to the library each period of the day. A total of 14 classes wereinvolved. A special schedule provided 55 minute periods and the tape wasshortened by five minutes to corres- pond with the period length.

during Results: The presentation was easilyvisible and audible to all, even two periods when approx;mately 100students were in attendance. A high degree -35- of sustained interest was apparentthroughout each period, including sixth period and one period when the tape ran aminute past the bell. The extensive use of studentparticiration in the taped segments ofthe film permitted a high degree of identification by theviewers. Comments by students and observers (District administration,Ayer faculty, local press) wereoverwhelmingly positive. Of the 400 plus students in attendance,only one required mild disciplinary action.

The objectives of providing all 9thgrade students an opportunity toobserve 10th graLe elective courses available tothem immediately pr;or toscheduling; of providing realistic, comprehendibleinformation, by instructors, in an interesting and consistent manner; of placingthe responsibility for course selection upon the student rather than thecounselor; and of providingthe means by which a largely mechanical information-givingfunction can be conducted more rapidly, effectively, consistently andefficiently than it is presentlybeing done by counselors, were achieved.

The objective of reducing the number ofTmproperly selected electivesbecause of ignorance, thus reducing the numberof attitudinal and behaviorproblems which too often necessitate eventual programchanges cannot be measured at this time. The final evaluation of the pilot Mil nottake place until the Fall of 1968, several weeks after the newschool year is underway.

project, viewing could Conclusions: Regarding the technical part of tEe probably be limited to thirty minutes withindividual course descrirtinnslimited be acceler- to approximately twominutes each. Narrative and demonstrations can during ated by more efficient prcparation andediting, which time did not permit the filming of this pilot. Eore samples of projects,products, materials and activities should be shown in each coursepresentation. Whenever practicable, differences between beginning and endingskills should be indicated and con- trasted, especially in those courseswhere the finished skill appearsbeyond the reach of the novice.

video-taping of in view of the initial responseby participants and observers, elective courses should be seriouslyconsidered for all levels. It also seems logical that with the extensiveelectives suggested for theEducational Park that video-taping would become anindispensable pre-scheduling tool.

The major value of this pilot is inshowing what can be done. Since the District purchased the tar, participants infuture Millings should viewit first to aid in eliminating the obvious technicaland mechanical errors thatdetract from the intended purpose of thepresentation.

Aside from its potential effectivenessand efficiency as a pre-schedulingtool, be shown video-tape is also economicallyfeasible. .Once prepared, the tape can by a non-professional, or only onecounselor or teacher, yetpossibly accomplish more than what istypically accomplished by severalcounselors over a period of many hours. Moreover, a tape can be editedand modified as needed.

1968. Further Action: The follow-up evaluation willbe done in the Fall of The District is currently lookinginto the possibilitiesof using this versatile

CI counseling and scheduling. piece of equipment in anumber of weys related to machine and plans to augment Since the District currently ownsone video-tape this pilot will have a this with others over the years,it seems certain that definite long-range effect.

English Grouping Project -1968-69 School Year

discussed Source of idea: The AdministratorsCurriculum Sub-Committee Grouping ranges a length the normalgrouping procedures inEnglish classes. The committee from AA (academically talentedin English) to C(low ability). and that low felt that AA students received toomuch busy-work and pressure Course work appeared tobe ability students were notsufficiently challenged. degree of work re- basically the same for all groups,with variations in the in grouped classes quired. The committee alsodiscussed the fact that even classes can sometimesprovide there is a wide rangeof ability and that grouped The committeedecided for ethnic separation if notcarefully administered. project that would in essencedo to seek authorization totry a school-wide severe away withgrouping in English classes. Only the students with very language handicaps would bescreened out for specialclasses. High School as Pilot Activity: The suggestion was totake Piedmont Hills would discuss the ideawith the the experimental school. The administration provide time for thestaff English staff, seek theircommitment to the pilot, 1968-69 school year,implement the to rework thecurriculum and plan for the the 1968-69 school year. plan and evaluate itseffectiveness at the end of Principal of PiedmontHills Pilot Staff and Procedure: Mr. Gerald Bocciardi, with the schoolstaff. After High School, initiatedthe administrative contacts English teachers agreedto con- several staff meetings, thefreshman and senior This group decided to goahead and revise thegrouping, sider the idea. Perhaps such a sig- although not as completely as wasoriginally suggested. grouping nificant change could not beexpected in one jump. In essence, the three with certain change resulted in a movementfrom four basic groups to AA, A and some The top ability groupwould now consist of other modifications. consist of some of of the top students in the8 group. The 8 group would now of the top of the C group. the bottom of the A group,the 8 group, and some curriculum would changefrom watered The C group wouldbecome smaller and the focusing on remedial down A and B work to acompletely different curriculum Fall of 1968. It is hoped work. The plan will be putinto operation in the further changes in thegrouping that the years'experiment will result in procedure. really applicable atthis time, Results and Conclusions: This area is not in grouping seems although it has already beenstated that a complete turnover more difficultin practice than intheory.

Intensive Counseling Project -Not Piloted

Chairman of theCurriculum Committee, Source of Idea: Or. Gordon Vosti, M.D., of students who wouldreceive suggested a pilot thatwould involve a small group contact theircounselor day or night. more counselingthan usual and be able to - 37 -

Basically, this would provide muchcloser contact between counselor and student in order to help minoritystudents from low-income families overcome their low self-esteem and henceincrease the probFlbility of successin school.

Pilot Activity: Counselors were to be sought outwho would select 10 students each to work with during the school year. They were to meet with thesestudents at least 15 minutes per weekand provide means for contact at anytime the students felt they needed someone to talk to.

Pilot Staff and Procedure: The pilot activity was notsufficiently spelled out, nor was the content of the extrasessions suggested. Discussion with one counselor, Nartin Tucker of Overfelt HighSchool, brought to light anactivity that fell in line with the objectivesof this pilot. It has also been in operation for some time and had producedresults. Therefore, it was decided not to pursue this pilot butrecord the results of theactivity Mr. Tucker had 1963 and pro- done. He selected a small group ofMexican-Pmerican freshmen in ceeded to help them establish theiridentity, gain a feeling ofconnectedness to the group, and involvedthem in activities that exercisedtheir potential power as a group. Working with Results: Results of Mr. Tucker's program were verysignificant. a total group of 35students over a four year period,Mexican-American students college and that demonstrated some collegepotential, Mr. Tucker saw 30 enter Many meet the college challengesuccessfully through their first semester. received scholarships, seven of which wtrefull scholarships--one toHarvard, Clara, two to University of California(Berkeley), one to University of Santa Eight two to Lynfield College(Oregon), and one to University of thePacific. of the students ran for studentbody offices one or moretimes during their high school career, one becoming Presidentof the student body and another beingelected to the Supreme Court. Something of Conclusions: This program should be expanded a greatdeal. similar nature will surely become animportant part of the EducationalPark pro- that works. gram. This appears to be a program ofcounseling minority students adult really The keys are commitment to the students,conveying the fact that the cares about them, ahd awillingness to work with the studentsthrough frustrations and joys over a long period of time. A counselor or teachercould operate the Ob- program, but theload would have to be kept to about25 at a given time. viously, many counselors and teacherswould have to be involvedif the program were to be widely expanded. Educational Parka!dt,CurriculumPolicy Statement

Recommended by the CurriculumCommittee (Including amendments suggested by theBlue Ribbon Advisory Committee on November3,1967)

It is self evident that educationcould help solve thestaggering problems facing our society. Education must be bold andaggressive in coming to grips curriculum geared to with these problems. The Educational Park must have a raise aspiration levels and developoccupational skills that fostermaximum personal growth. Among the main problems toachieve this, the curriculum must combat the lack ofadult-youth communication,Hexican-American and/or Negro problems and community apathy.

All youth can and must be educated toprovide a matrix for healthy, continuing participation in our society. The nature of the Park'sfacilities must be such that thePark can readily adapt itself tocurriculum change. The curriculum must besufficiently flexible to provide adynamic program that will make all youth eager tocontinue education. The school day should be very flexible to achievemaximal utilization of Parkfacilities year around. Students may be in school four, six oreight hours a day; may be onwork experience and regular classes; mayattend only in the evenings.

Encouraging students to learn how tolearn may indeed by the educator'sprimary responsibility. The curriculum must nourish theindividual student's growth and development.

Smaller and/or larger classes areessential as content requires to encourage free and open discussions aboutthings of concern to students. A pervading atmosphere of honesty and sincerity mustbe created throughout theeducational Bi- system. Teachers sensitive to their fellowhuman beings are necessary. lingual teachers and teachersintimately conversant withMexican-American and/Dr Negro culture must be sought out. Liaison workers to maintain aclose relationship between teacher, home andstudents must be utilized.

Groups that develop a positiveimage for Mexican-Mericanand/or Negro students and improve their as- must be supported intheir attempts to provide identity piration levels. Material and identification modelsfrom Mexican-American and/or Negro history and culture mustbecome an integral part ofthe curriculum. Qualified Mexican-American and/or Negromembers must be employed inteaching and administrative positions. The fullest possiblecommunity agency partici- in the pation in the Park would makepossible utilization of these resources curriculum. An The guidance program must bedeveloped on an extensivelybroadened base. expanded guidance center shouldfacilitate the transition fromsecondary school to the world of workand/or continuing education. The Park staff could serve in a number of ways to secure andmaintain a number and list ofscholarships, provide information on student loansand further educationalopportunities, act Career as a job placement center,and give needed aptitudeand related tests. training for the local job market mustbe carried out. -39 -

for the The community must participatein the Park as a multi-agency center facilities should be accessible entire East Side. Park library and recreational include pre-school edu- to the community atlarge. Ideally, the Park would aiso of the levels cation, primary education, edulteducation, and junior college; each avaIlable at enhancing the others and providingmaximal utilization of resources the site for education.

The Park should be the siteof highest possibleexpectation; a place of excitement, interest andstimulation for community, students,and teachers.

Recommendations from CurriculumSub-Committees Keyed to amslImm (Sub-Committee Sources Indicated inParenthesis)

_ethnic groups. OBJECTIVE: To lower communicationbarriers between racial and

staff understand 1. It is recommended thatin-service training to help the students and communitythey work with become anintegral part of the Educational Park, as well asother schools. The actual program should draw upon the experienceof the various in-servicetraining programs now underwayin the district schools. (Administrators)

the.potential of non- 2. It is recommended that theDistrict investigate certificated school-community liaisonworkers to provide better communication between school andcommunity. (Administrators)

Liaison position (such asfound at Overfelt 3. That the School-Communtty and Hill High Schools) beincluded and expanded in theEducational Park, and in other schools for thatmatter. Besides working ,:losely under- with the community, students andteachers to help the teachers of the stand their students better, andinterpreting the functions with n.chool to the community, they couldalso conduct group sessions students, with teachers, with parentsand with a mixture of two or three of these groups inorder to break down thebarriers that often exist between teacher, studentsand community. (Parents) with 4. That the Park, as well as otherschools, engage in discussion community churches and otherorganizations to explore thepossibilities series of improving school-communitycommunication (e.g., setting up a of satellite study centers inchurch buildings). (Parents)

for impnoving 5. That the PTA organization beexamined for possible means is not effective school-community communication. The present structure active role Fn supporting, in this area. Community leaders should take an encouraging and publicizing greaterparental participation inthe educational system. (Parents)

developed as a means ofimproving school- 6. That a monthly newsletter be newsletter should be community communication. The conterts of the agreed upon by a committee ofteachers, administrabors,parents and (Parents) students. Careful editing should insurehigh quality. 4o-

code ir the Park and other 7. That communications regarding the dress schools be improved by having a group of students, parents,teachers and administrators sit down and come to some agreement onwhat dress standards should be. It is felt that it is difficult to arguewith rules when your own peers or representativeshave been involved in making them. (Parents)

8. That in-service training programs such as currentlybeing developed in the District concerning school-student-communityrelations be continued and expanded in the Educational Park. (Parents)

9. That throughout the Educational Park all teachersapproach the language differences of students in a positive manner. Bi-lingualism should be encouraged and strengthened; dialects, colloquialismsand peer group systems should be respected as meaningful waysof communicating. Proper language for the proper situation should be the goalof instruction. (Parents)

10. That many people in the community be drawn upon as a resourceto enrich the educational program of the Park, as well asother schools. These people could be retired or otherwise, but couldmake a significant contribution to the education of youth. They could come from all walksof life, teaching about their specialties, discussingtheir part in recent history, or relating particularly significantexperiences to today's students.( Parents )

11, School Spirit: It is recognized that spirit andinvolvement do not just happen. Therefore, both must be taught, encouraged andactively planned for in the Park as well as other schools. (Students)

12. It is recommended that student leadershipin communications and spirit be emphasized and particularly concentrated onthe freshman level to involve students in the school early in their highschool career. (Students)

13.It is recommended that the Educational Parkdevelop a food service program to serve the entire park, both students,faculty, adult visitors, and non- school personnel employed on the site. Free meals should be provided for needy students. The main idea of such a food serviceoperation would be to create an atmosphere in whichstudents and adults can intermingle and talk with one another. This would serve to reduce communicationbarriers between teenagers and adults. (Teachers)

14.It is recommendel that an in-serviceeducation structure be developed so that necessary training for the staff to attackspecific problems as they arise can be easily instituted. In-service training must become an integral part of the school program. (Teachers)

15. In the area of art it is recommendedthat a gallery become part of the Educational Park that provides space for studentsand adults in the community to display their work. (Teachers) provide ongoing music 1G. A schoul-community orchestrais recommended to experiences for thenon-professional as well asimprove communications between youth and adults. (Teachers) the possibility of OBJECTIVE: To facilitate thetranOtion (while increasing sudEgiTTWW1 ,secondary school to theworld of work and/or con- iimilim education. brought to light It is recommended that thevisit-to-industry concepts I. of the Educational by the pilot project beintegrated into the curriculum of the concepts into Park and other schools. The current integration should be watched and the English curriculum atOverfelt High School evaluated. (Administrators)

Study staff followthe It is recommended thatthe Educational Park 2. implementation, as Overfelt High School counselorplan up for tentative should well as the work of theGuidance Committee. The Educational Park guidance program. build upon the work of these two groupsin setting up its (Administrators) late evening, and That the Educational Parkremain open from morning to 3. Students should be that the educational schedulebecome highly flexible. benefit from it. For example, able to set up their scheduleto gain the most work to help out thefamily at many studentsof low income families must more opportunities home. With a very fleR.Ibleschedule, they would have many take classes until to find work. A student might workin the morning and and take classes inthe late in the afternoon, orwork in the afternoon but work- morning and evening. Adults desiring tofurther their education, in the morning.(Parents) ing the swing shift, shouldbe able to take classes training for all That the curriculum bemodified to include practical 4. for jobs, what to say students in job interviews,where to go to look Basically, somewhere when approaching someonefor a job and what to wear. be agressive jobseekers. in the curriculum thestudents should learn to following high school aswell This would aid studentsin seeking positions work closely as summer jobs. In connection withthis, the school should various businesses pro- with the business area andcollect and use material with rules and regula- duce for prospectiveemployees. Much of this deals toward work necessary to tions and the importanceof the proper attitude hold down a job. (Parents) utilized in the Park That the office assistait'srole be more efficiently 5. in-school work experience. and the other schools as anexcellent area for Suggestions for improvementinclude specifying areasof responsibility, alligned with the adequate training prior toassignment, and placement number of spaces available. (Parents)

recommended as being necessary 6. Counseling: The following points are for an effective counselor orcounseling program: (Students)

his/her students a. The counselor must beable to get to know well. This is difficult to dounder the present system and/or ratio. -42-

b. Implied in the above is that thecounselor must develop a close contactwith his/her counselees. This would involve meeting them for things otherthan points of conflict.

C. AU counselors should be employedfull-time and if possible follow the student for all his yearsii the secondary school.

d. The counselor should help the student getthe best possible schedule, help the student inthe area of study skills, and help with the developmentof job seeking skills.

e. It was felt that better pre-schedulinginformation should be developed.

f. The need for an academic specialist wasemphasized-- an expert in college entry, cost,possible financing, one who dispensesinformation on a regular basisduring the year.

g. A counselor who specializes Inplacing students not going on to collegewas recommended.

h. Relating this to the Educational Park Study,it was suggested that possibly the counselorcould be physically located close to the students in theschool, perhaps with a larger ratio so that an academicand placement expert for the whole parkcould be employed.

training center be developed at the 7. It is recommended that an industrial Educational Park that will work hand inhand with industry in order ta be closely attuned to the local jobmarket and what training isneeded for that market from time to time. This training center should behighly flexible and sensitive so that it could"tool up" rapidly in order to produce the skills necessary due tashifts within the locel economy. (Teachers)

8. It is recommended that a job placement centerbecome an integral part of the Educational Park. (Teachers)

work experience program be expanded 9. it is recommended that the current manyfold and that it be coordinated withother recommendations on this list. (Teachers)

10. A number of technical electives arerecommended. The purpose of technical elective courses is to provide the studentwith the opportunity tolearn a clerical or mechanical (orcombination) skill during a short-term(less than a semester), semester(90 hour) or one-year course(180 hour) immediately prior to graduation. They should be of two types: those requiring -43-

no pre-requisites, and those that build uponprevious skills. Whatever the skill provided, the goal of the course should be proficiency, not familiarization or generalization. Whenever possible, methods of instruction should emphasize and utilize realistic and practical application of the skill. In order to insure that skills being developed will be marketAk1P, An afivicnry reimmittao frnm inductry shnuld be set up to identify shifting demands in the local market. (Teachers)

11. Technical courses should enhance basic curricular offerings by providing additional skills for regular departnental majors, realistic alternative skills for those students unable to benefit from conventional advanced courses in tt,air chosen major field or skills unrelated tothe student's major but of a personal or economic value. It is imperative that each technical course be designed realistically to provide the appropriate type (ability level) of student with competency(degree of skill) adequate to benefit from such training. Possible examples: (Teachers)

Technical Photography (IA or Art Dept) Cashiering (Business) Librarian Assistant (English) Clerical Pool (Business) Industrial Sewing (Homemaking) Report Writing (English) Poster/Sign Painting (Art) Food Handling (Homemaking) Duplicating Operation (Business)

12.It is recommended that business students concentrating on clerical/ stenographic skills form a student assistant pool in their senior year in order to provide realistic experience for them. All teachers desiring a student assistant would submit requests to thepool, listing the skills they require for an assistant. Requests would be filled by an individual responsible for the pool. Students filling the requiremPnts would be sent for personal interviews to the teacher, and theteacIto would select his/her assistant from the interviewees. (Teachers)

13. Industrial education. It is felt that with our present curriculum, a great number of our students are graduating from highschool with no definite goal in mind and no skill or training to enter the industrial world. With th$s in mind the following items are suggested: (Teachers)

The type of course outlined here is designated to bring the Industrial Community and the school into close cooperation, and give the high school graduate a saleable skill. By the junior year, the student needs to have had enough vocational guidance so that he can intelligently select a proposed entry vocation. (This does not mean changes cannot be made.)

Auto (as an example)

L As a junior, the student will take a year of Basic Auto two periods per day. In this he will build a foundation on the basic principles of the auto and decideif he wants to continue in this field. II. As a senior, the studentwill select an area of specialization. The student will be in theclass two hours per day in thefirst semester. In the second semester the studentwill spend two hours per day in classand approximately 10-15 hours per week in industry working in his areaof specialization. The instructor will havereleased time to supervise and take care of job placementin Industry.

Areas of Specialization

Automotive Electronics and Tune-up Automotive Machinist Service Station (doesn't need Junior year Auto Parts in auto) Brakes and Front-end Auto Body and Finishing Transmissions

This outline is for just one area. It should be recommendedthat similar adaptations be made for all or partof the following areas:

Welding Dietitian Machinist Nurses Aide Sheet Metal Steno Type Air Conditioning and Refrigeration Typists Hydraulics and Pneumatics Drafting Aeronautics Electronics Horticulture Busiress Machines Cashiering Bookkeeping File Clerk Teachers Aide Stenographer T.V., Radio, etc.

(Plus any other area which would fitinto the community industrial world.)

tie in with 14. It is recommended that courses forthe gifted be developed to the Advanced Placement Program manycolleges participate in. Some students might enter the program for enrichment, somefor college credit, and some for credit in lieu of other highschool courses in a particular area. (Teachers)

educationally OBJECTIVE: To raise aspiration levelsof economically and disadvantaged students.

points are recommended 1. As a result of thepass-fail pilot, the following for consideration by theEducational Park and other schoolsin relation to any course consideredfor pass-fail:(Administrators)

a. A course in which pass-failmight be offered should make the selection of whether to takethe course in a pass-fail or regular lettergrade system a voluntary choice onthe part of the studant. -45-

b. Students interested in taking a courseusing pass-fail as the grading systemshould be required to make a decision on pass-fail at the beginning ofthe semester and be held to it for that semester. They should be required to make a decision on this at thebeginning of each semester.

c. A teacher offering pass-fail in a course mustbe flexible enough to convert the student's work to aletter grade if the student has to transfer to anotherschool.

d. The courses that might be considered forpass-fail initially should only be elective courses.

e. Prior ta offering a course using pass-fail,and prior to asking the student to make a decision aboutit, a thorough orientation to pass-fail must be given to bothteachers and students.

2. That the Educational Park become the hub of thecommunity activity for the East Side of San Jose.With each city and county agencyrepresented on the Park site, parentsand youth would have only oneplace to go when they needed services. The Park should be open from morningto late evening for education, recreation and service to thecommunity. At the same time, such a multi-agency complex must maintainthe strictest confidence levels in appropriate situations, particularly ininitial contacts with members of the community. (Parents)

income families not be singled 3. That children from poverty families and low out and labeled assuch, but ratherthat a concerted effort be made toraise the aspiration level of the students. All students are capable oflearning, and often capable of learning much more difficultskills than they are given credit for. Teachers should expect all students toachieve highly. If a student does not achieve as expected,then the teacher must find out why and proceed to prescribe. the activitiesthat will bring the student up to the desired level.(Parents)

4. Teachers: The following points represent thestudents' view of an out- standing professional and should serve asguidelines in selecting staff members for the Park as well as all schools. (Students)

a. Attempts to get to know students well.

b. Communicates with them on all aspectsof the school program.

c. Is truly committed to teaching.

d. Is imaginative in his/her presentation.

e. Varies class procedure. f. Knows his/her subject matter.

g. Possesses a sense of humor.

h. Respects students.

Is involved in school activities.

J. Is fair in evaluation.

k. Is available to students outside ofclass.

5. Learning to Learn: (Students)

a. It is recommended that the developmentof study habits for the various courses, the development ofintellectual curiosity, and the development of specific techniques of learning should be part and parcel of each course; teachers giving a good measure of emphasis toeach. Along with this, individual responsibility andleadership should be developed.

b. If students are taught how to learn in the wxioussubject areas, they will be able to applythese techniques in later life when and if it becomes necessary to learn more about a particular area.

6. A concentrated dose of vocational guidance wasrecommended to begin at the freshman level and continue through the entire four year program. Students should be extensively tested, particularly onaptitude, skill and verbal measures. Following this, students should explore a varietyof job areas related to their current interests and test results. This would be done to help students crystalize their thinking regarding afuture vocation. It would help them to develop more pertinent programschedules for the junior and senior years. It is quite possible that recent highschool graduates would be quite valuable here as well as visits toindustry and college. (Teachers)

7. it is recommended that the student aide andassistant programs be carefully planned and extensively used in the EducationalPark. (Teachers)

8. An inter-disciplinary attack for various vocationaldirections a student might take is recommended. For example, if the curriculum werehighly individualized, a student working toward a careerin the automotive field might study those aspects of physical sciencethat apply to the automotive field, technical writing in English,mathematics related to the automotive field, and concentrate on a study ofthe industrial community in social studies. This would obviously involve a great dealof cooperation between departments and the development of a widevariety of individualized units, but the end product might be a significantimprovement-in education. (Teachers) Other recommendations from theCurriculum Sub-Committees although notdirectly related to the project objectives:

investigated 1. It is recommended that anin-service training program be in relation to the feeder schoolsof the Educational Park aswell as the other District schools. The idea is to involve eighthgrade feeder school teachers and ninth grade high schoolteachers in a program to develop mutual understanding of both school programsand eventually to provide better transition to high school,facilitate scheduling, andeliminate overlap in curriculum. (Administrators)

observe 2. It is recommended that the EducationalPark Study staff carefully and evaluate the English pilot to bestarted during the1968-69 school year, at Piedmont HillsHigh School. (Administrators)

directly from 3. That all communications from theschool to the home come the principal to the parent. The idea is to give thecommunications more authority and preventdistortion by passing thecommunication through the student as an intermediary. (Parents)

but 4. That grading remain as it is for thecollege preparatory subjects, etc., be that other forms of progressreporting for electives, P.E., artificial, studied. This recognizes that manygrading systems are rather (Parents) and that grades are necessarilyimportant for college entry.

5. Vending machines: (Students) recommended for the Park a. A staggered lunch period is and other large schools as onemethod to reduce crowding that occurs in using the vendingmachines.

for b. The kiosk plan introduced atOak Grove is recommended the Park and other schools as asecond method to reduce crowding while the vendingmachines are In use.

c. It is recommended that theDistrict staff continue to investigate new ways of preparingand vending food in the interest of continuallyupgrading service.

6. Student Government: (Students) their a. It is recommended thatstudents be allowed to try ideas in this area, regordlessof the experienceof past student governments. Students should beallowed to make their own successes orfailures and live with them.

in the area of school b. Students should have authority activities and budgeting,should have a hand indecision regarding the dress andbehavior code, and beinvolved in communications betweenthe staff and studentbody. -148 -

c. It is recommended that the students worktogether with the faculty and administration in the ongoing program of the scnool. Students do not wish to infringe on the authority or responsibility of the staff, but do wish to know more about faculty and administrative plans and thinking about the school program.

7. it is recommended that a District Diagnostic Center bedeveloped at the Educational Park. Services would be provided that diagnose speech and hearing defects, low status dialects, bi-lingual problems, marginal achievers, psychological damage, need for attitude reformation, and need for perceptual remediation. (Teachers)

8. Recommended in the field of English are the following: (Teachers)

a. An approach to English that concentrates on BASIC NEEDS during the freshman and sophomore years and on GENERAL INTERESTSin the junior and senior years.

b. The development of a sequential phasing progran in English (freshman and sophomore years, primarily). Each student would be required to pass through certain phases in reading, basic writing, speech, grammar and composition. He would move from one phase to another by jumping certainhurdles on the basis of performance.

c. The development of a wide variety of electives on the junior and senior levels for students to select their program from. Utilizing individualized instruction, students would be able to select courses based on their interests,while the skill development of the course could be determined by the diagnostic testing and Vocational goals. Examples of the wide variety possible include Reading Development, Independent Reading Projects, Vocational Reading, Modern Dramatic Literature, Film Appreciation, Creative 1.Jriting, Technical thlting, Negro Literature, Science Fiction and Fantasy, Drama, Speech and Debate, Rhetoric, Multi-Media Approach to Literature, Public Relations, Semantics, American Literature Themes, Shakespeare, Advanced Composition, Modern Novel, Tragedy, Satire, Poetry, Scientific Writing, and various thematic courses.

9. A family life or health education prcgram is recommendedfor development. The program should either be a special required course orstructured so that all students receive this education during their regular school program. This area is becoming so important that such a program must becarefully drawn up, but once in operation it must be closely followed to assure that it is carried out. (Teachers)

10. It is recommended that the current mathematics program underway in the Lodestar Project be implemented at the Educational Park. This includes

the inter-disciplinary approach in Math I and Math II, a junior and senior Vocational Math tied in with Industrial Arts, a one semester consumer math for college preparatory students, and the development of a gifted program in math in conjunction with the district consultant for the gifted.(Teachers) -49-

11.It is recommended that social studies provide many more electives for students, through individualized units of instruction (e.g., IOSUL), and/or provision for a number of quarter length courses. On the freshman level, the current Lodestar approach was suggested as a requirement, while the sophomore year could be thrown open to electives of the student's choosing. The junior year might consist of a semester of required U. S. History, followed by a number of electives based on U. S. History for the second semester. This would meet state U. S. requirements, yet provide aluch flexibility and student interest. The senior year would have a semester of Civics as required, followed by a wide choice of electives for 'lie students. (Teachers)

12.It is recommended that the entire scheduling set-up as it now ex:sts in our schoos be studied and revised to provide the high degreeof flexibility necessary to carry out many of the recommendations. Besides the possibility of running the program into the evenings, the possibility of developing a four quarter, twelve month school year should be investigated.The main idea of this would be to fully utilize the school plant for the benefit of the students, and incidentally for the benefit of the community and industry. (Teachers)

13.In the area of home economics it is recommended that more electives be provided to meet the needs and interests of all students in the school. (Teachers)

14. The committee recommends the development of art projects that build or enhance the design and beauty of the Park. The idea is that the Park should be looked upon by the student body as partly their product, something they can contribute to and identify with closely. (Teachers)

15. It is recommended that the music program be expanded to provide a wide variety of beginning music courses, extending the range of instruments to include many of interest to students but not normally taught in high school. (Teachers)

16. In the area of science, the committee recommends a highly individualized program. Suggestions would include a continuous progress program on the freshman and sophomore levels with students exercising some choice in the science areas they explore. Many of these individualized units should be offered to other students inteiested in science (not as an academic vocational pursuit) with openings in their schedules.These students might take one or two short science units and then move to some other area of interest. (Teachers)

17. For the science oriented college preparatory student, a unified science program through the four years of high school should be offered. The freshman and sophomore course might be similar to that above, with the junior and senior classes providing more specialization as they do now. (Teachers)

M. The final recommendation is that any study of the above recommendations start by investigating similar programs already underway in the District and local area. In this way much time and effort may be saved as the new programs will profit from past experience. (Teachers) - 50 -

Speciai Projects in the District Relevant to the Educational Park Study

Project Lodestar:

This is a project started in 1965 and funded primarily by the KetteringFoundation. The project draft states that the essence of Project Lodestar isto develop tomorrow's high school today--to study tomorrow's needs in light of today'scurricu- lum and teaching techniqunc, nnd tn prndflre the desired curricular andtechnical changes in an operational project school. As they are developed, these changes must be field tested, evaluated, modified, and testedagain until perfected. Finally, they must be marketed, both as components and as a total package.

The project is being field tested now at Oak Grove High School inthe District. The results of this project will have significant implicationsfor the Educational Park since the results will form the basic curriculum for the District. One of the objectives is to develop professional readiness for change. Therefore, with the Lodestar curriculum for a starting point, the setting ofthe Educational Park should produce a climate conducive to experimentation,evaluation and educational progress.

Project 360:

This is a project started in 1966 at Hill High School to studythe feasibility of building an inter-disciplinary teaching team to work with a givengrade of students over a four-hour block of time.The project is aimed at producing behavioral changes related to the student as a person. The areas being studied in order to accomplish the goals of the project include aflexible schedule based on student needs, independent study activities, the use of a resource center, a coordinated team approach toward intensi counseling and guidance, improved school-home communications, the facility t lirements for an independent study program, and inter-disciplinary planning. Du.ing the 1967-68 school year the project was expanded, evaluations of it made, and plans madefor further expansion.

In the opinion of the Educational Park Study staff, Project360 offers many possibilities for improving education. The evaluation of the project indicates much improvement in adult-student contact, as well as improvementin academic performance, student behavior in the classroom, attendance, and guidance. Dis- cussions with the project director have brought the Park StudyStaff to the conclusion that the inter-disciplinary team approach may be quitefeasible over four grade levels utilizing the school-within-a-school concept with abasic group of 600 students.

In-Service Education:

A number of in-service education projects have been undertaken in theDistrict which are aimed at improving teaching stafi understanding of the community, parents and students they serve. The projects have involved two way movement-- community, parents and students coming to the school to discuss a widevariety of things related to school, and teachers going out to visit the parentsin their homes. The Educational Park Study is interested in any of these projects or parts of them that hold promiseof increasing communication and improving relationships between school and community. - 51

One of the most promising in-serviceactivities was the involvement of various staff groups in sensitivitytraining. Three District schools provided some sensitivity training for staffmembers. Oak Grove Nigh School (the Lodestar School) sent all administratorsand department heads to AsIlomar Conference Grounds in Pacific Grove,California, for a two-day experience. Pndrew Hill High School and Overfelt HighSchool each sent two groups (with some repeaters) away to MadroneMeadows in Feather Fails,California, for weekend sensitivity training. The expenses were paid for throughTitle I funds. All members involved in these sensitivity sessionsreturned highly excited about the experience and have followed thesessions with further group meetings. They express the feeling that communicationbarriers have been broken and relationships between those who have attended thesessions are much improved. The worth of these sessions for the schoolsinvolved Is manifest in better working relationships and readiness for change.

Rathains Community Support

Attempts to meet this component objective weredirected primarily through three channels: (1) the "Action Framework" or committee structure(see Appendix D), (2) presentation of the educational park conceptby the staff to the community groups, and(3) press coverage, brochures, TV program anddisplays.

A decision was made at thebeginning of the project to establish astructure which would facilitate participationby representative citizens inthe project and which would result in appropriaterecommendations to the Boardof Trustees. The Mexican-American and Negro minorities wereamply represented on all committees with the exception of the ParkSpecifications and Site NeedsCommittee. This deficiency was remedied in February,1968, with the appointment of the Augmented Site Committee, consistingof an equal number of membersfrom minority groups and from the originalcommittee.

CommitteeF, active in the Study include thefollowing:

Blue Ribbon Advisory Comnittee Special Sub-Committee of the Blue RibbonAdvisory Committee Inter-Agency Cooperation and CommunityReiations Committee Curriculum Committee Curriculum Sub-Committee - Administrators Curriculum Sub-Committee - Teachers Curriculum Sub-Committee - Parents Curriculum Sub-Committee - Students Park Specifications and Site Needs Committee Augmented Site Committee Inter-Group Relations Committee

A total of 172 individuals served onthese committees. In addition, an estimated 70 individuals participated in committee activity asconsultants, resource persons or visitors. The number of committee meetingsheld wos 110, the typical meeting lasting for more than two hours. It is interesting to note that theBlue Ribbon Advisory Committee elected to holdits meetings on Friday nights. This - 52 - was done to accommodate thelarge number of community leaders whosecalendars were often filled during theweek. Despite this traditionally unpopular meeting time, the meetings of this committee rarelyadjourned before 11:00 p.m. This fact is mentioned to emphasize the pointthat this group at the top of the committee heirarchy was in fact an active,functioning committee. It was by no means a "window dressing" or rubber stamp typeof committee.

Complete minutes were kept of all committee reetings and areavailable in the project office. Each committee submitted its own report to theBlue Ribbon Advisory Committee, and its basic recommendations arereflected in the final report of the Blue Ribbon Advisory Committee. This report, attached in Appendix E, was drafted by the Special Sub-Committee and wentthrough ten drafts before its final approval by the full committee on May26, 1968.

Committee activity extended over a period of fifteen months--fromFebruary, 1967, through April, 1968. It became increasingly evident throughout thisperiod of time that committee members, while expressing a wide varietyof viewpoints on many aspects of the Study, weredeveloping an attitude of strong support for the educational park concept as a viable means ofmeeting the objectives of the project. This attitude Is summed up quite succinctly in theconcluding two paragraphs of the Report of the BlueRibbon Advisory Committee:

"This committee feels the educational park concept asproposed in this report to be the next logical step in evolving a prog-amthat offers quality education for all, initially perhapslimited to secondary grades but ultimately adult education andperhaps even elementary education. Certain specialized services and classes could be available in this setting that are not possiblein present smaller schools. Programs for both handicapped and gifted youth could be expanded. Changes to improve the educational opportunities of all youth, particularly minority youth, must becarried out.

This committee feels the educational park is feasible,curriculum strategies and innovations can be included to meet itsobjectives, a site and structural form can bearrived at and community support and participation can be expected."

The recommendation of the Blue Ribbon Advisory Committeethat the District proceed with the development of an educational park representsthe single most significant accomplishment of the project. This recommendation, when carried out, represents the most basic change in policyregarding facilities and program since the District opened its first high school in 1950. The community, as represented by this committee, has endorsed a change ofdirection from the conventional sized high school to the multi-agency complexwith educational, cultural,.ecreational and social services components.

The second channel for involvement of the community wasthrough staff presentations to community groups. The staff made 160 appearances before groupsranging in size from three to 300 persons. A total audience of 6,000 was reached. Groups included minority organizations, serviceclubs, PTA's, student groups (including all seniors in the District), professional organizations, college - 53 - classes, church groups, governmental bodiesand public agency staffs. Mile the geographic spread was considerable(Honolulu to Fort Lauderdale), the vast majority of the presentations were made inthe local area. Seventy-five per cent of the appearances werebefore audiences in East San Jose.

The format of the presentations typicallyincluded a hal-hour talk on the educational park concept and its application tothe local situation followedby a discussion periodof 30 to 60 minutes. This permitted considerabledialogue between the staff and the group. Since the primary purpose ofthe meetings was to inform the public of theeducational park concept, no attempt wasmade to secure endorsements. Certain impressions, however, can begeneralized from these contacts. In summary, they are as follows:

1. The educational park concept wascompletely new to most people. Very few people, including thosein relatively sophisticated groups such as professionalorganizations, had ever heard of educational parks.

2. The responsa of those who raisedquestions or made comments during the meetings was generally verypositive. They appeared 0 v;ew the educational park as aconstructive approach to the social problems of thecommunity, and they were attracted by a strategy thatemphasized prevention of serioi.ii segregation rather thanremediation after it occurs.

focus on matters of school 3. Reservations expressed tended to size, costs and transportation.

4. Reactions to the possibilities of amulti-agency complex were almost uniformlypositive. People appear ready to accept the idea of close cooperationb3tween the school and other public agencies.

Press coverage of the project hasbeen good, especially throughthe weekly paper, The East San JoseSun, which has wide distributionthroughout the target stories written by the paper's community. This coverage included regular news reporters and a series of seventeenarticles on the educationalpark concept written by the project staff. The local dailies, the SanJose Mercury and the Representative press clip- San Jose News, also carriedstories on the project. pings are shown in Appendix F. distributed to A printed brochure (AppendixG) explaining the project has been approximately 13,000 people, including parentsof all students in the District. A display was set up at the CountyFair in August, 1967, andviewed by many thousands of citizens. A half-hour television program,"A Time for Boldness," was aired six times overthe local UHF outlet, KTEH. -54-

V. ACTION ON SECONDARY OBJECTIVES

Agency Commitments

One of the most active committees in the project wasthe Inter-Agency Cooperation and Community Relations Committee, chaired by the Mayorof San Jose, The Honorable Ronald James. The committee -3nsisted of the directors orother high echeion pervmnel of more than twenty Kv..y community agencies. In a series of twelve meetings each member described the program of his agencyand how it might fit into a multi-agency complex. At the conclusion of these meetingsthe committee passed the following resolution, which was laterincorporated into the Report of the Blue Ribbon Advisory Committee:

"The Inter-Agency Cooperation and Community RelationsCommittee endorses the concept of a school-community complex for EastSan Jose. The committee foresees.great potential for the solution of educational and social problems of Eastside residentsin such a complex. Specifically, the committee is attracted to the idea of a facility which will integratl educational, cultural, recreational, and social services programs. It is the opinion of the committee that appropriate administrative arrangements canbe worked out if means can be found to provide funding for the necessary facilities and programs. In taking this position, the committee recognizes the necessity of endorsement of the conceptby the appropriate policy-making boards, including theBoard of Trustees of the East Side Union High School District, the SanJose City Council and the Santa Clara Board of Supervisors. The committee pledges itself to work with these boards in every way possible to bridge the gap between lofty ideal andpractical reality."

In November, 1967, the San Jose City Council and the SantaClara County Board of Supervisors endorsed the concept of a multi-agencycomplex and directed their staffs to work with the District staff in thedevelopment of plans to implement the concept. (See Appendix H).

Wile these actions do not constitute "firm commitments" in anyfinal sense, they do set the stage for negotiations leading to such commitmentsin the future. To date the strongest interest has been shown by both Cityand County Health Departments, Youth Opportunity Center (a branch of the StateEmployment Service), County Library, City Parks and Recreation Department, CountyJuvenile Probation Department (Delinquency Prevention Office), MetropolitanAdult Education Program, and City Police Department (Youth Protection Unit).

Among non-governmental agencies indicating strong interest areJunior Achievement of Santa Clara County, Junior League(Children's Theater and Youth Science Institute) and Family Service Association.

Physicak Facilities Information for Specifications

The staff has consulted with representatives of the Bureauof School Plan- ning of the State Department of Education and with a localconsulting firm, Allan M. Walter and Associates, regarding general ideas for thephysical -55- facilities. The representat of the Bureau of School Planning, Mr. James Orsburn, has shown keen Inter Jt in the projectend has offered the services of his office to assist the District. The Walter lirm has prepared three preliminary and generalized sketches of a possible physicallay-out. These are shown in Appendix 1.

It was not feasible to developdetailed specifications prior to formal approval nf the concept by the Board of Trustees. It is anticipated that these planswill be drawn during the1968-69 school year. -56-

VI. RESPONSE OF THE BOARDOF TRUSTEES

District's governingbody, the Throughout the courseof the project the flow of all materialsproduced by Board of Trustees, wassupplied with a steady committee meetings. On May 1, Board membersoccasionally attended the Study. Committee was formallypresented to 968, the report of theBlue Ribbon Pdvlsory 1968, after it had hadfive weeks to studythe report, the Board. On June 4, of the Blue RibbonAdvisory Committee. the Board actedfavorably on the report the June 4 meeting: Following is an excerptfrom the minutes of

Member Bariteau,the "On motion of MemberWalsh, seconded by Park Study reportand concurred Board acceptedthe Educational curriculum strategies that the educationalpark Is feasible, its objectives, asite and innovations canbe included to meet and community supportand and structuralform can be arrived at participation can beexpected. Carried unanimously." bring in appropriaterecommendations The Board directedthe SulAirintendent to to implementits action. It signals the mostfar- This action of theBoard is highlysignificant. inception of theDistrict. In accepting reaching change inpolicy since the of achieving theobjectives of the educationalpark as a means the feasibility commitment to schoolsof the Board has movedfrom its historic of this Study, of a large complexto 1,800 capacity to aposition favoringthe development serve up to5,000 students. - 57 -

VII. PLANS FOR THE FUTURE

The favorable action of theBoard, along with approval the U. S. Office of Education of a one-yearextension of the project,clears tho way for continued contained in the planning of the ..4Aztfori pArk. netails of this work are Essential- District's application for acontinuation of the project(Appendix .1). ly, four tasks remain to beaccomplished:

1. Broadening the present base ofcommunity involvement and support; organizing 2. Detailed planning to work outthe myrlad details of and administering a multi-agencycommunity center;

instructional and administrative 3. Detailed planning of the structure needed toimplement a broadened,individually-oriented curriculum in a large school;

plant to house a majorschool Li. Detailed planning of a physical complex which can capitalize onthe virtues of bothlarge size and humanely intimatesub-units. APPENDI.. A

DEMOGRAPHIC STUDY EDUCATIONAL PARK EAST SIDE UNION HIGH SCHOOL DISTRICT DEMOGRAPHIC STUDY

DECEMBER 1967 EDUCATIONAL PARKS FOR TWENTIETH CENTURY SCHOOLS Changes of unprecedented significance in educational history (An excerpt from a paper by Robert G.Lamp)* are marking the decade of the socialaresixties. obsolete and economic and that structure. new design concepts are needed to cope with the accelerating changes in Among educators and parents is a growing awareness that mny conventional school practices our electronicreform, studies gadgetry-that in human we creativity, must find alternativeflexible scheduling, team teaching, and We are beginning to understand, as we observe and test innovations in education-curriculum means of organizing the schools and alternative the applicability of andarchitectural the "Quincy solutions Box" to thefor "Neighborhoodthe age-old question School" ofidea. Development of the American school system has brought an optimal environment for learning. A logical maturing of this process brings us from the "Little Red School House" us professorto the at"Educational the University Fark." of Chicago. "Two sets of vaZues dominate current discussion about "The first set of values is reZated to demands education," says J. Alan Thomas, assistant for racial inte- amonggration parents and formsand teachers a basis for improvement."organizing urban schools. Both vaZues can and should be attained. But educators must assume appropriate readership roles xne second set of values centers around desires ofintunity educationdemmding will thatshouldlogically quality be follow.the receive first consideration;priority. by-products of integration In any concept of school facilities the generoi improvement and equalization of oppor- * Dr. Lamp has beenurbanmore associated thanareas. a year with he the has School made aof special Education study of the feasibility of "educational parks" at Stanford University since 1960. for American For DEMOGRAPHIC STUDY SYNOPSIS the attendance areas for the Educational "13,"Park ofand the "C" East are Sideoutlined Union on High the Sdhoolexhibit District. This report attempts to assess demographically following this page. The boundaries of the attendance areas "A," The first part of the report brings Censusattendancestatistical in Santa areas data Clara presentedon population, County. by census ethnic tracts. composition, age The sources for the data are from the distribution, and income groupings in 1966 Special U.S. intervals by attendance areas. The second part of the demographic study presents enrollment The enrollment projections are predicated on population forecasts to 1985 in five-year projections The bypopulationto the 1985 Santa in projections theClara attendance County in Planningfive-year areas distributed Department. intervals byto 1985 for designated planning areas or portions thereof. designated planning areas were p,cepared -7'77717 ---= - 69) EDUCATIONAL PARK ATTENPLANNING RANCE* ARCA AREA4. itmilmwwur 4gogo i PA0101114 ...vol.." 1. wCENSUS "TAACTS-*ESENT SCHOOLS 4-49) atitt 8ERRSA At Hills ---, Au.... EW% AL ROCV-42 .n-FFSir4.raw i"kll C- 3 ?A C: 141,- C k 14k# 1 .41:533titlq*P "WM.1 411.6. ,, %mei."4 Yiec :3713\11;:fie: %ireMt .T1 easant " 11'4°#144:104-or WWI t*W16 °St RGSSMN 4 a ** I , et-fius v- a. 17.ZIt 10 * . % Geste 1-14. r sae. 2i. - ! 411-2C. $.7 S 1 1 ope GrafI n k1969) CA Oak Grove L-.J r =j L' PRESENT SITUATION SEQUENCE OF STATISTICAL PRESENTATION page TableTable 1: 2: Ethnicand1966 Census Population Composition Tracts Distribution of 1966 Population in Attendanceby Attendance Areas Areas, Planning Areas 43 TablesTable 3: 3, 3-A to 3-E inclusiln,Projected Age Group 14-17 Years Composition, Ages 0-18and in4: Old, 1970, 1975, and 1980 Attendance 6 to 6 Tables 5-A to 5-E and 6: AreasAgeFamily Distribution by IncomeCensus byTracts by Ethnic Ethnic Composition 121914 incl. incl.to FORECASTS Table 7: Population Forecasts in "ttendance Areas, 1970-1985 21 TableTable 8: 9: Statistics,Population ForecastsEast Side inUnion Five-Year High Enrollment Grades 9-12 to Household School DistrictIntervals and Educationalto 1985, Comparative Population Park 2223 Table 10: EnrollmentRatios1980- of Public Projections School by 1985 Attendance Areas, Grades 9-12, 1970, 1975, 24 11~110ftrill Itoomers, t= t I byPOPULATION planning areas and Present Situation: censuS tracts or Table 1 presents the portions thereof. 1966 population in The examination of the attendance areas Table 1 reveals: distributed A popule- overtion attendance ofin 30,230the combined areapersons "B"attendance and a population areas "A,"is distributed over of 6,181 persons"B,"attendance and over "C" area is 43,566designated persons. attendance area "C." "A"; a population of This figure represents The total popula- 7,155 persons population30.33 percent in ofthe the East The population of 30,230 persons 1966 population ofSide Union High School 143,600 persons in thein attendance area District. The 1966 population "A," represents 21.05East percent Side Union High in the East Side Union School District. of the total HighPOPULATION School DistrictCHARACTERISTICS is given inTable the second2 analyzes portion the ethnic compositionof the study of onthe Table 9. population distributed by ethniccensus minoritytracts over groups in Elhnic Composition: the attendance areas. the attendance areas as The presented statistics Mexican Americans follows: disclose the percentages Negros of the defined AttandanceAttendance Area Area "A" "C""B" 28.4%30.926.7 5.4%6.78.6 Inattendance attendance area area "C" the Age Distribution: "A" and "B" the ethnic ethnic minority constitutes Tables 3 to 3-E inclusive minorities constitute 39.5 percent of the totaland Table 4 present one-third of the toXal information on age distri- population. population, in butionattendingof this among agegrades the group. population 9-12, namely, under 18 years old. the 14-17 year old age group Of significance for this and in particular the study is the population ethnic composition POPULATION DISTRIBUTION East SideBY Union ATTENDANCE High AREAS, Educational Park Study TABLE 1 School DistrictPLANNING AREAS AND CENSUS TRACTS, 1966 Attendance Area* A APlanning C- -San Alum JoseArea** Rock Census TractA-15C-36 Mayfair 1966 PoTulation*** 5,2694,833 Portion100% in Attendance40% 5,2691,933 Areas C-37BC-37A Mayfair Area Area 6,4704,0635,610 100% 6,4704,0635,610 G D- Agnew Berryessa G-50D-43C-40C-38 6,2117,4667,061 Portion100% in25%30% 2,1182,9001,867 H Total- Santa Population Clara in H-51 Attendance Area "A" 2,898 OrchardSchoolElementary District 30,230 B B- -Evergreen Evergreen B-35AB-34 6,1817,155 100%100% 7,1556,181 *** PlanningSee attached Areas exhibit designated for designation of by Santa Clara County County. attendance areas. Planning Department. Source:*** Special 1966 Davis-MacConnell-Ralston, Inc. Census, Santa Clara -3- ETHNIC COMPOSITION OF POPULATION IN ATTENDANCE TABLE 2 AREAS BY CENSUS TRACTS*, 1966 East Side Union Hie, School District Educational Park Study Percent Percent OtherUndetermined Percent Attendance Area A Census Tract 15 (100%) Population5,269 Total WhiteTotal4,696 AmericanMexican 1 863 ofPercent Total 41.735.4 Non-Mexican2,833 White of Total 47.753.8 Negro 279223 of Total 5.84.2 Unknown 235340 of Total 4.8) 40%ance in AreaAttend- 3637A (100%) 4,063 (4,833 1,933 4,3193,3161,727 2,016 297806 41.7 7.3 3,0192,303 921 74.347.7 235112 5.85.8 370512 94 12.6 5.74.8 30% in Attend- 4038376 (100%) 100% (7,0616 5J610470 6,2225 5,017368 2,2633 1452 012 53.332.018.0 3,959'4,0051 916 29.656.171.4 414131731 11.3 5.92.4 425462128 6.0)8.2 ance25% in Area Attend- 43 7,4662,1181,867 6,3581,5901,866 679176702 32.0 9.4 5,6561,1881,414 56.1 75.8 124 1978 12.65,9 1,030 258 13.813.86.0 SchoolinPortion Orchard District of Elem.both 5150 (100%) (5,146(2,898 2,5344,648 219674 13.1 7.6 2,3153,974 79.977,2 78 1 1.5 o 363420 12.5) 8.2) Totalinarea Attendanceattendance Population 2,900 2,566 290 10.0 2,276 78.5 44 1.5 290 10.0 Area "A" 3435A ** 30,230 6,1817,155 26,147 5,4016,085 1,9081,9148,575 28.430.926.7 17,572 3,4934,171 58.358.156.5 1,619 534479 6.75.48.6 2,454 246591 4.06.38.1 Source:* Special Prepared U.S. Censusby Davis-MacConnell-Ralston, in Santa Clara County, Inc.April 1966. ** Total of underlined figures. -4- ethnicdata on composition age distribution of the andhigh ethnic school composition, population agethe groupstudy (14-17made a yearsconjectural old) in projectionEthnic 1970, Composition1975, of andthe of High School Population: Using the information from the 1966 census attendance1980. areas are presented in Table 3. These projectedHowever, age caution groupings should are accompany summarized the on use eazh of tablethe data. by census tracts. First, race and national origina were Summaries by theindividualsrecorded limitation in in the inthe 1966the household methodSpecial usedare Census ofin the agingaccording same the racial population,to the or headnational namely,of household. background the omission as the of head.the survival factor. It was then assumed that all There is also survival,factorsThe omission omitted migration, by foritself, projecting and however,inmigration; population. is negligible since the survival factor is only one of the three The three factors used in population projections are: tivecomposition of future of trends. the high school population in the attendance areas of the EducationalAlthough Park conjectural appear indica- because of the omission of the migration factor,the projections of the ethnic stantdecline for slightlythe next infifteen percentage years, of the total age population,group of the while high theschool same population age group ofof TheMexicanWhite analysis and origin Negro of will Tableorigin 3 reveals: Assuming the population in attendance area "A" to remain con- willin theincrease percentage slightly of thein percenthigh school of total population population. of Mexican origin. The projected high school population for attendance areas "B" and "C" shows a significant decline In attendance area "B" the age group 57.2age14-17 grouppercent years of inWhiteold 1980. of origin Mexican will origin increase will fromdecline 47.9 from percent 33.1 ofpercent the total in 1966 population to 26.9 inpercent this agein 1980;group theto same The 14-17 years old of Negro origin will increase from 7.4 percent of the total 1966 population in this age group to 12.7 percent in 1980. -5- correspondingly,origin during the the next high fifteen school years, population namely, of fromWhite 44.2 and percentNegro origin in 1966 will to Attendance area "C" shows a significant decline of the high school 27.5increase. percentpopulation in 1980; of Mexican PROJECTED AGE GROUP 14-17 YEARS OLD, 1966, 1970, 1975, 1980 TABLE 3 East Side Union High School District Educational Park StudyATTENDANCE AREA "AP SUMMARY TABLE Age14-17 Group yrs.old 1966 Number3,442 Total Percent100.0% NumberMexican-American1,203 Non-Mexican Amer. 35.0%Percent WHITE Number1,816 52.7%Percent Number 155 Negro Percent 4.5% Number 268 All Other Percent 7.8% 198019751970 5,4725,1064,170 100.0% 1,8571,7161,486 ATTENDANCE AREA "B"33.933.635.6 2,9082,6682,104 53.252.350.5 291285216 5.35.65.2 416436364 7.68.58.7 1970198019751966 1,0991,177 803471 100.0% 296325248156 26.927.630.933.1% 627445705226 55.457.259.847.9% 47807835 12.711.0 5.97.4% 105 696354 11.6% 3.41.67.8 19701966 452706 100.0%100.0% 278200 ATTENDANCE AREA "C"39.444.2% 340203 48.144.9% 6534 9.27.5% 2318 3.33.4% PreparedSource: Tablesby Davis-MacConnell-Ralston, 3-A to 198019753-E inclusive and Inc. 4. 1,005 812 100.0%100.0% 224353 27.535.1 465530 57.252.7 8487 10.3 8.6 4131 5.03.6 AGE DISTRIBUTION BY ETHNIC ATTENDANCE AREAS BY CENSUS TRACTS, Educational Park Study TABLE 3-A COMPOSITION, AGES 0-18 1966 CENSUS TRACT 15 East Side Union High School DistrictWhite ATTENDANCE AREA "A" Negro All Other Total Mexican CENSUS TRACT 36 White Negro All Other 14-17 yrs.old UnderAge 1 1 Total 147 10 AmericanMexican 65 2 Non-Mexican 65 4 9 84 107 21 American 43 8 Non-Mexican 425511 14 27 207 in 1980 243 166188169 938670 667776 1110 98 1010 7 106140138126 61646763 525430 14 68 1011 7 14-17 yrs.old in 1975 6578 110121135152 65755170 62444746 457 68 106115110 635458 463136 1110 8 '6 426 14-17 yrs.old in 1970 1011 9 121101 81 585739 523134 56 4358 108101 99 61525556 35284232 465 10 25 14-17 yrs. old .141312 858479 424032 3540 35 544 96937683 565047 352324 534 217 in 1966 18171615 68687182 33333032 33422831 3341 462 956982 383646 272328 948 43 14-17 yrs.old in 1980197519701966 680518365306 316261169137 44.7%46.550.446.3 288199161141 42.444.146.0%38.4 37261911 5.45.23.05.0 37173216 5.76.24.45.7% 532437385323 245236213185 57.2%46.054.055.6 214143128110 40.232.733.434.0% 204337 5.26.1%8.18.5 30212411 5.74.85.82.7% -7- TABLE 3-B AGE DISTRIBUTION BY ETHNIC COMPOSITION, AGES 0-18ATTENDANCE EastAREAS Side BY CENSUSUnion HighTRACTS, School 1966 District Educational Park Study UnderAge 1 Total 9 AmericanMexican CENSUS TRACE 37A 3 Non-Mexican White 6 Negro - All Other - Total 12 AmericanMexican 8 CENSUS TRACT 378 Non-Mexican White 4 Negro - All Other 1 14-17 yrs.old in 1980 4231 108120112 99 36384341 44465957 598 141510 6 211261229169 144108121 90 69887050 21232417 131412 6 14-17 yrs.old in 1975 8765 77729188 39354238 24121421 1110 97 17161419 198185182222 111103116 96 545273 20262216 131211 8 14-17 yrs.old in 1970 1110 9 688381 324142 221817 638 1519 9 144154172 103 8893 253742 251217 1210 6 14-17 yrs.old in 1966 15141312 52705488 23353343 25161910 10 243 111217 1 140119146155 92779396 28222931 14191117 1111 98 14-17 yrs.old in 181716 816152 232919 2136 25 11 46 112113116 757177 2219 1118 9 57 1975198019701966 448328293235 161154149100 35.946.950.842.5% 212 927170 47.321.639.1%23.8 30372210 11.2 6.74.2%7.5 66455233 20.114.2%10.017.8 787814597498 315471426370 53.454.161.764.5% 212233122 94 24.029.620.319.3% 68858457 18.010.711.411.6% 46443732 4.65.66.64.6% -8- TABLE 3-C AGE DISTRIBUTION BY ETHNIC COMPOSITION, AGES 0-18ATTENDANCE EastAREAS Side BY CENSUSUnion HighTRACTS, School 1966 District Educational Park Study UnderAge 1 Total 16 AmericanMexican CENSUS TRACT 38 4 Non-Mexican White 10 Negro 2 All Other - Total 22 AmericanMexican 7 CENSUS Non-Mexican WM; TRACI' 40 12 Negro 3 All Other - 14-17 yrs.old in 1980 4231 174164146117 46342832 114118 9479 6673 1110 8 215200206179 80745875 112107 9599 14171311 111211 14-17 yrs.old in 1975 87-65 169159177186 37412936 123113111136 4268 .13 13 6 202214193218 917582 101111 9296 11152214 111317 14-17 yrs.old 1011 9 137151156 303439 102101 4 1112 191194197 817786 908584 1418 1113 9 14-17 yrs.old in 1970 141213 159152143 3028 104112109 93 2S3 1413 7 176187173 677374 938089 1013 8 1314 2 in 1966 18171615 107120131 97 20242327 68927085 431 12 59 118136131147 44385258 67737079 10 697 7547 14-17 yrs.old in 1980197519701966 691599501620 143144120104 23.320.620.020.7% 483416415351 67.269.869.470.0% 242014 9 2.52.0%3.63.1 37 453749 5.96.58.17.3% 822745602837 294323299227 35.739.040.138.5% 425400344315 51.748.346.153.4% 62SS5834 7.17.45.7% 45524726 6.45.55.32.4% TABLE 3-D AGE DISTRIBUTION BY ETHNIC COMPOSITION, ATTENDANCE EastAREAS Side BY CENSUSUnion HighTRACTS, School 1966 District Educational Park Study AGES 0-18 ..._ UnderAge 1 Total 23 AmericanMexican CENSUS TRACT 43 3 Non-Mexican White 17 Negro - All Other 3 14-17 yrs.old in 1980 2431 216183189154 21252926 158138134 99 -13 262924 14-17 yrs.old in 1975 6587 212185193199 20181916 135143151169 -23 27223130 14-17 yrs.old in 1970 1110 9 J49178171 211830 113139 243 241514 14-17 yrs.old 15141312 128136162125 191415 102124 9489 21- 211519 in 1966 171618 112126 96 131016 100 6376 4-3 2320 6 14-17 yrs.old in 1966198019751970 625491765789 104 695973 13.511.012.0% 9.2 546598478359 71.375.876.473.1% 10 498 0.71.0.1.42.0% 111110 6369 14.011.212.9%14.5 t --nazmr-- -Ezagir TABLE 3-E AGE DISTRIBUTION BY ETHNIC COMPOSITION, AGES 0-18ATTENDANCE EastAREAS Side BY CENSUSUnion HighTRACTS, School 1966 District Educational Park Study AgeUnder 1 Total 26 AmericanMexican CENSUS TRACT SO 3 Non-Mexican White 20 Negro - All Other 3 Total .4 AmericanMexican CENSUS TRACT 51 Non-Mexican WhTtó 3 Negro All Other 1 14-17 yrs.old in 1980 4231 167164152116 23251920 133123114 89 251 1117 69 41404338 968 292826 63 14-17 yrs.old in 1975 6587 137155138145 22171619 101119111123 323 1210 97 37365130 6587 24342318 12 592 14-17 yrs.old in 1970 1011 9 112111134 211819 102 7786 231 101112 5 29414033 675 242719 12 47 14-17 yrs.old 121413 108 9697 211717 687173 20 12 87 3030 24 132119 915 14-17 yrs.old in in 1966 18161517 105 957072 23111211 68SO5475 011 13 86 29323916 62 222630 417 1980197019751966 625428577366 90627477 14.412.917.916.8% 479454268304 76.678.971.072.8% 1011 94 2.31.71.61.8% 463832 7.36.68.88.6% 166153133117 26322014 19.216.815.011.9% 115 998186 69.264.260.973.5% 28321917 24.111.619.014.6% rffif.160.. r 1.71 AGE DISTRIBUTION BY ETHNIC COMPOSITION, ATTENDANCE AREAS BY CENSUS TRACTS, 1966 Educational Park Study TABLE 4 AGES 0-18 Total Mexican CENSUS TRACT 34 ATTENDANCE AREA "C" White East Side Union High School District Negro All Other Total Mexican ----aite CENSUS ATTENDANCE AREA "B" TRACT 35A Negro All Other 14-17 yrs.old AgeUnder 1 1 141 14 American 37 6 Non-Mexican 90 8 11 2 -3 191 18 American 4576 6 Non-Mexican 174115 9 3011 1 2520 3 in 1980 5432 250236243178 63468772 101134121145 24242819 152112 5 332328275305 988980 145196184 262219 282919 14-17 yrs.old in 1975 687 233252270 909680 135126 192618 98 274284287 717779 169180160 202019 161918 14-17 yrs.old 10 9 204 8371 106 9799 1 211817 665 214229246 666773 108136173 1313 9 2018 14-17 yrs.old in 1970 12111413 159105165178 48687057 694775 1416 8 62 206145154 554554 125 6976 141311 131218 in 1966 17161518 -129 100118 93 60364349 4942SS59 10 697 2673 119117 8290 23264045 60454849 10 63 111013 14-17 yrs.old in 1975197019661980 1005 452812706 224353278200 27.535.139.444.2% 530203465340 52.748.144.9%57.2 87653484 10.3 9.27.5%8.6 23413128 3.4%5.03.63.3 11771099 803471 248296325156 26.927.630.933.1% 627705445226 47.9%57.259.855.4 47358078 11.012.7 5.97.4% 105 696354 11.6% 3.47.81.6 -12- = Family income by ethnic compoaition in the attendance areas of the Educatjonal Park is attendancerecorded by area census "A" tractsas follows: on Tables Families of Mexican origin reported:S-A - 5-E, and 6. Table 6 also summarizes the information for 33.7percent10.014.7 percent in in income group income group $ 4,001 08,001 -- $ 8,000 10,000 4,000 The remaining percent of the families 5.01.0 percent percent in in income income group group in this ethnic group did not report 15,000+10,001 - 15,000 the income. It is of significance that the largest percentage of White non-Mexican families reported: 29.3 percent in income group reported family income is in the group of $ 4,001 - $ 8,000 $4,001 - $8,000. 14.313.713.2 percent percent in in income income group group 10,00108,001 -- 10,00015,0004,000 The remaining percent of fhe families did not There is no significant difference in 3.3 percent in income group report income.the recorded percentage of Mexican and 15,000+ White non7Mexican hasfamilies a greater in thepercentage income groupin the $0 upper - level The Negro families also show greater percentages $4,000 and $4,001 to 8,000. income groups. in the higher income group levels than do The White non-Mexican population, though, the Mexicanas demonstrated Americans. Attendance areas "B" and "C" show similar in the previous paragraph for attendance area family income distribution among the "A." The data are recorded in Table 6. ethnic groups TABLE 5-A FAMILY INCOMEIN ATTENDANCEBY ETHNICEast CCMPOSITION,SideAREA Union"A" BY High CENSW1956 School TRACTS District Educational Park Study Census Income Groups MexicanNUMBER OF FAMILIES IDENTIFIED BY ETHNIC COMPOSITION Percent White Non-Mexican Percent Negro Percent Other and Tract 15 $ 0 4,001- -$ 4,000 Total8,000 American 125407 73 100.0%of Total 30.718.0 1,079 American 380293 of100.0% Total 27.235.2 641812 of100.0% Total 28.118.7 Unknown126 Origin3016 100.0% 23.812.6 Not reported15,001+10,001- 15,0008,001- 10,000 159 2027 3 39.0 0.76.64.9 188115 2281 17.410.7 2.07.5 27 52 42.2 7.83.1 5913 8 46.810.3 6.3 36 $ 0 4,001- -$ 4,000 Total8,000 456143 91 100.0% 31.320.0 209143856 100.0% 24.416.7 198016 100.0% 20.023.7 6910 9 100.0% 26.1 1.3 Not reported15,001+10,001- 15,0008,001- 10,000 166 3616 4 36.4 0.93.57.9 346 648410 40.4 9.81.27.5 35 34 43.8 3.85.03.8 2710 41 39.114.4 5.8 PreparedSource: by: 1966 Special U.S. Census, Santa Clara County. Davis-MacConnell-Ralston, Inc. TABLE 5-B FAMILY INCOMEIN ATTENDANCEBY ETHNICEast AREASide "APUnion High Educational Park Study School DistrictBYCOMPOSITION, CENSUS TRACTS 1966 Census Income Groups NUMBERAmericanMexican OF FAMILIES IDENTIFIED ofPercent Total White Non-Mexican American BY ETHNIC COMPOSITION Percentof Total Negro ofPercent Total UnknownOther andOrigin Tract 37A $ 0 4,001- -$ 4,000 Total8,000 198 2181 100.0% 40.910.6 1,354 407189 100.0% 30.021.5 612216 100.0% 36.012.5 8719 2 100.0% 21.8 2.3 Not reported15,001+10,001- 15,0008,001- 10,000 214331 1 21.715.610.6 0.5 291206219 42 21.531.015.216.1 15 521 24.6 0.18.23.3 5110 5 58.611.4 5.7 37B $ 0 -$ 4,000 Total 227704 94 100.0% 32.213.3 602214 50 100.0% 35.5 8.3 193 2049 100.0% 25.310.4 130 5018 100.0% 38.413.8 Not reported15,001+10,001- 4,001-15,0008,001- 10,000 8,000 316 4417 6 44.824.1 0.96.2 239 3854 7 39.6 6.28.81.6 9815 92 50.8 0.17.84.7 4413 33.810.0 3.8 PreparedSource: by: 1966 Special U.S. Census, Davis-MacConnell-Ralston, Inc. Santa Clara County. TABJE 5-C FAMILY INCOMEIN ATTENDANCEEast AREASide "A"Union BY HighCENSUS School TRACTS District Educational Park Study Y ETHNIC COMPOSITION, 1966 TractCensus Income Groups MexicanNUMBERAmerican OF FAMILIES IDENTIFIED BY ETHNIC Percentof Total White Non-Mexican American ofPercent Total COMPOSITION Negro ofPercent Total UnknownOther and Origin 38 $ 0 4,001- -$ 4,000 Total8,000 194 7814 100.0% 40.2 7.2 1,009 333 59 100.0% 33.0 5.9 26 57 100.0% 26.919.2 124 2221 100.0% 17.716.9 Not reported10,00115,001+ -15,0008,001 -10,000 485915 - 24.720.1 7.7 240155195 27 23.815.219.3 2.7 2651 19.223.1 3.47.7 441816 3 35.414.812.9 2.6 40 $ 0 4,001- .4 4,000 Total8,000 428162 58 100.0% 37.813.6 1,142 423138 100.0% 37.012.0 291085 100.0% 34.111.7 103 39 5 100.0% 37.8 4.8 Not reported15,001+10,001- 15,0008,001- 10,000 121 5230 5 28.312.1 2.94.3 223146185 27 23.619.512.716.1 231011 2 27.011.712.9 2.4 241219 4 23.311.618.4 3.9 PreparedSource: by: 1966 Special U.S. Census, Santa Clara County. Davis-MacConnell-Ralston, Inc. TABLE 5-D FAMILY INCOMEIN BYATTENDANCE ETHNICEast AREASide "A"Union High Educational Park Study School DistrictBYCOMPOSITION, CENSUS TRACTS 1966 Census Income Groups MexicanNUMBER OF FAMILIES ofPercent Total WhiteIDENTIFIED BY ETHNIC COMPOSITIONNon-Mexican American ofPercent Total Negro ofPercent Total UnknownOther and Origin Tract 43 $ 0 4,001- -$ 4,000 Total8,000 American 160 3727 100.0% 23.116.9 1,685 291126 100.0% 17.3 7.5 18 3- 100.0% 16.7 - 262 2644 100.0% 16.9 9.9 4et reported15,001+.10,001 15,0003,001- 103000 6916 38 43.110.018.8 5.0 248539353128 20.914.732.0 7.6 3561 27.833.316.6 5.6 112 254015 42.715.3 9.55.71 Source:Prepared by: 1966 Special U.S. Ce=uz, Davis-MacConnell-Ralston, Inc. Santa Clal'a County. TABLE 5-E FAMILY INCOMEIN ATTENDANCEBY ETHNICEast COMPOSITION,AREA Side "A" Union BY High School Educational Park Study CENSUS TRACTS District 1966 Census Income Groups MexicanNUMBER OF FAMILIES IDENTIFIED Percent White Non-Mexican BY ETHNIC COMPOSITION Percent Negro Percent UnknownOther and Origin Tract 50 $ 0 -$ 4,000 Tots1 American 152 18 of100.0% Total 11.9 American1,126 80 of100.0% Total 7.2 20 1 of100.0% Total 5.0 113 23 100.0% 20.3 10,001- 15,0004,001-8,001- 10,000 8,000 4319 7 28.412.6 3.9 349181178 11.339.911.2 -624 20.030.010.0 31 98 27.5 8.07.1 Not reported15,001+ 63 2 41.5 1.5 300 38 26.9 3.6 7 35.0 3436 100.0%30.0 51 $ 0 4,001- -$ 4,000 Total8,000 2654 8 100.0% 48.114.8 1,022 279216 100.0% 27.321.1 12 71 33.319.5 2.8 Not reported15,001+10,001- 15,0008,001- 10,000 591 16.7 9.39.21.9 246127130 24 24.112.412.7 2.4 12 31 33.3 2.88.3 PreparedSource: by: 1966 Special U.S. Census, Santa Davis-MacConnell-Ralston, Inc. Clara County. -18- TABLE 6 r -41=7-1=7-0='!!!!!!!Eimmisur*Priu FAWLY INCOME BY ETHNICEast COMPOSITION,Side UnionSUMMARY High 1966TABLE School FOR DistrictATTENDANCE AREAS Educational Park Study CensusATTENDANCE AREA "A" Income MexicanNUMBER OF FAMILIES IDENTIFIED BY ETHNIC COMPOSITION Percent White Non-Mexican Percent Negro Percent Other and Tract $ 0 4,001- -$Groups 4,000 8,000Total American 2,753 922404 100.0%of Total 33.714.7 2,8859,833American1,294 100.0%of Total 13.2 547151 80 100.0%of Total 14.6 Unknown1,050 Origin 265121 100.0% 11,5 Not reported15,001+10,001- 15,0008,001- 10,000 990273139 25 36.0 0.95.09.9 2,6121,3511,408 325 26.629.313.714.3 3.3 216 434710 39.527.6 1.87.98.6 407136 3388 38.825.213.0 3.18.4 ATTENDANCE AREA35A "B" $ 0 -$ 4,000 Total 320 30 100.0% 10.7 922 76 100.0% 8.2 94 8 100.0% 11.7 107 6 100.0% 5.6 15,001+10,001- 15,0004,001-8,001- 10,000 8,000 133 2333 2 10.341.5 0.67.9 510121192 17 20.855.313.1 1.8 4012 5 42.612.8 5.3 30 52 28.0 4.71.9 ATTENDANCE AREA34 "C" Not reported 312 99 30.9 832169 18.3 29 30.9 64 59.8 $ 0 8,001-4,001- 10,000 -$ 4,000 Total8,000 125 5130 100.0% 16.340.0 9.6 133298 52 100.0% 16.035.8 6.3 107 47 78 100.0% 43.9 6.57.5 591115 5 100.0% 25.418.6 8.4 * Attendance area "A" is summarized from Tables 5-A to 5-E inclusive. Not reported10,001-15,001+ 15,000 8617 3 27.6 5.41.0 192130 27 23.015.6 3.2 3310 2 30.8 9.31.8 23 25 39.0 3.48.4 PreparedSource: 1966by Davis-MacConnell-Ralston, Special U.S. Census, Santa Inc. Clara County. -19- FORECASTS PlanPOPULATIOI for the East Side including The Santa Clara County and all of the area of the East Sidethe City of San Jose Planning UnionDepartments High School prepared District. a Ueneral EastinPredicated five-year Side. on intervals the land touse 1985, proposals corresponding to anticipated stages contained in the Plan, population of urban development in theprojections were prepared for the attendance areas of the MethodThese usedpopulation in population projections forecasts: are Educational Park. the premise for forecasts in Percentages of projected population were population and enrollments interpolated jectedthefor interpolatedportions population of planningpopulation for the areas entire projections area lying within the attendance areas of the East Side Unionin Highfive-year intervals to 1985. "A," "B,"School and "C." District with the projections Table 8 compares the pro- Table 7 brings ENROLLMENTSfor the attendance areas of Method used: Enrollment estimates were prepared the Educational Park. by multiplying the projected population by futurethe ratio ratios of enrollment of enrollment in grades in grades The extended ratios for 1970, 9-12 to household population. 9-12 to household1975, 1980,population and 1985 are are based on Past trends in ratios and extended shown in Table 9. anticipated increases of the "B,"enrollment and "C." ratio to the population age group Table 10 brings the enrollment projections in five-year intervals for 14-17 years old in the respective years. attendance areas "A," POPULATION FORECASTS IN ATTENDANCE East Side Union High School Educational Park Study TABLE 7 AREAS BY PLANNING AREAS District Area*Attendance Planning Area** Census Tract Percent 1970(a) Number Peraot 1975(b) PROJECTED POPULATION Number Percent 1980 (b Number ) Percent 1985(b) Number III Aft A-San Jose ( (C-36 C-37A A-15 100% 5,200 100% 5,000 100% 3,000 100% 2,000 C-AlumD-Berryessa Rock ( C-38C-40C-37B D-43 50%55% 27,500 6,500 55%50% 30,25010,500 60%50% 39,00014,000 60%50% 45,00016,500 Total Population in Attendance Area H-SantaG-Agnew Clara H-51G-50 "A" SchoolOrdhardPortion District Elem.of 42,200 3' NO 48,750 3,000 59,000 3,000 66,500 3,000 "B""C" B-Evergreen B-35AB-34 20%20% 9,0009,800 17.5% 10,00012,750 17.5%17.5%. 14,875 15% 16,500 ***(b)(a) PercentPercentage pertains pertains to portionto projected of planningPlanningSee exhibit areas areas for designated designation by ofSanta Clara attendance areas. population in total planning area by Santa Clara County Planning Department. lying in Census Tract A-15. County Planning Department. -11"1"7-- East Side Union High School DistrictPOPULATION and FORECASTSEducational IN ParkFIVE-YEAR INTERVALS TO 1985 COMPARATIVE STATISTICS TABLE 8 SchoolEast Side District Union Area*High U.S.143,600 Census 1966 198,000 1970 282,00Q. 1975 FORECAST 361,000 1980 444,000 1985 AttendanceEducational Area** Park 'Iv"A" Estimate 30,230 7,155 42,200 9,800 48,75012,750 59100014,875 66,50016,500 AttendanceTotal Population Areas in "C" 43,566 6,181 61,000 9,000 71,50010,000 88,75013,875 99,50016,500 * Population1,000's forforecasts April ofin eachfive-year year). intervals to 1985, by school districts (population figures in Prepared** See Table by: 1 for 1966 censusSeetractsPreliminary data exhibit onand population planning forRelease, designation areas. inCounty Educational ofof attendanceSanta Park Clara attendance areas. Planning areasDepartment, by census April 1967. Davis-MacConnell-Ralston, Inc. -22. RATIO OF PUBLIC SCHOOL ENROLLMENT TO HOUSEHOLD OCCUPIED DWELLING UNITS, APRIL 1960 AND 1966 TABLE 9 POPULATION AND NUMERICAL TOTALS East Side Union High School District Educational Pan Study Enrollment Ratfoto of ENROLLMENT RATIOS 9-12 GRADES Ratio of HihEast Side :trict 70,3351960a PopulationHousehold 2966142,317 b TotalDwelling18,4591960a Occupied Units 35,9771966 b .1960c3,100 Enr011mentPublic 9-12 Grade 8,7651966c PopulationHousehold.0441960 .0621966 DwellinaToEnrollment .168Occupied Units .244 Prepared`'a County by: of Santa SantaBasedClara onClaraOffice U.S. County ofCensus Education. Special of Population, Census, April,April, 1960. Davis-MacConnell-Ralston, Inc. 1966. Source of data: Info No. 227, Santa Clara County Planning IN GRADES 9-12 TO PROJECTEDEXTENDED RATIOS OF PUBLIC POPULATIONSCHOOLDepartment, ENROLLMENT 1970-1985April 1967. .1111=11,11=1111.1011111111M.MMI0111.... Year ToEnrollmentExtended .070Population Ratios in Grades of 9-12 197519701980 .075. 075 Note:Prepared by: trendsRatio ofin extendedenrollment high ratios. school enrollments are based on Davis-MacConnell-Ralston, Inc. 1985 population. 073 forecasts and recent TABLE 10 ENROLLMENT PROJECTIONS BY ATTENDANCE East Side Union High School Educational Park Study DistrictAREAS 1970-1985 11P. Attendance Area Enrollment Pro ections 1985 tip 2,9541970 19753,656 956 4,425 4,8551,205 Total in Attendance Areas ?ICU1113 4,270 630686 5,362 750 1,1166,6751,116 1,2057,265 Source:Davis-MacConnell-Ralston, Inc. Tables 9 and 10.

-24- APPENDIX B

STAFF PAPER "Educational Quality and theLarge High School" Educational Park Study East Side UnionHigh School District 12660 North Capitol Avenue San Jose, California95133

EDUCATIONAL QUALITY MDTHE LARGE HIGH SCHOOL by

Henry C. Jensen,Director Guy C. rlitgaard,Associate Director

A. INTRODUCTION

Park Study constaat Throughout the course of the EastSan Jose Educational complex to serve reference has been made to thepossibility of developinga arises: What canbe done 3000 to 5000 students. The question repeatedly schools of 1800students? educationally in such a school thatcannot be done in This paper is an attempt toprovide some preliminaryanswers. correlated in It is axiomatic that size and quality arenot automatically TO either a positive or negative way. Bigness does notguarantee goodness. holds merely duplicate in a largeschool what is now beingdone in smaller ones produce edu- no promise forthe improvement of quality. If size is to help physical facili- cational excellence, careful planningof edueational program, mandatory. ties, instructional and administrativeorganization, and staffing are Such planning can enable us to capitalize onthe uniqueopportunities presented by a large school.

B. EDUCATDONAL PROGRAM

schools A large school enrolling two to threetimes as many students as to expand its currently in operation will make it possiblefor the district specialized course offerings. Courses which have limitedappeal because of their they attract nature are too expensive to offer in ourpresent schools singe wishing to only a few students. ln a large school, thenumber of students feasible. enroll in such courses would be great enough tomake them economically Examples of such courses are as follows:

Art Advanced courses in design, crafts, drawing andpainting and commercial art

Business Education Advanced courses in modern business machines, includingdata processing Specialized courses leading to entry jobs hansomArts Advanced genre courses in drama, poetry or the novel Creative writing Debate Foreign LiEn.-...151 Separate fourth year courses in French, German and Spanish, rather than combined third and fourth year courses Enssian Chinese Horkin Fourth year courses in textiles, foods and home managanent Commercial food service

Industrial Arts Advanced courses in wood, metals and elect.donics Industrial materials laboratory

Mathematics Advanced Algebra and Trigonometry Calculus Computer programming Vocational mathematics (correlated with vocationaleducational courses)

Music Orchestra and string programs (present orchestras areeither very small or nonexistent) Special ensembles Honor Band

Science Advanced courses in chemistry, physics and biology Astronomy Geology Oceanology

Social. Science Anthropology Economics Sociology Foreign relations Psycho logy

Vocational and Technical Education

One component of an educational park could well be aregional vocational center, drawing atudents from throughout the districx. as well asfrom neighboring districts. Some of the courses mentioned above, e.g advancedbusinass machines, advanced homemaking and computer programming, would prepare studentsfor entry positions in local business and industry.Skills taught could range fromthose of relatively low order, such as cashiering and service stationoperations, to high order skills such as those needed in the building trades.Extensive training programs could be developed through liaison with local industry,whose changing needs would be met by continuing adaptations in the vocationaland technical offerings. It is conceivable that theschool could serve as a job placement center for the district,coordinating the programs for job entry at all district schools in cooperation withlocal industry and employment agencies. Indeed, the location of an office of theState Employment Service's Youth Opportunity Center in the park is seen as adistinct possibility.

In a large school, the district could offerAdvanced Placement courses, developed in cooperation with the CollegArmitranne Rscamination Board. Students who successfully complete such courses are eligiblefor college credit. Some of the courses suggested above in the fields of languagearts, mathematics, science and social science could be developed intoAdvanced Placement courses.

The specialized programs of the large schoolcould be made available to students throughout the district through the "magnet"plan. This plan, now in use in a number of large urban high schools,would permit selected students to enroll in courses not available in smaller schools.Some such students might attend the large school full time. Others might attend part-timeand return to their home selools for the remainder of the day, thuspreventing a "brain drain" in those schools.The same system is now in use withstudenta who attend the Vocational Center half day and their home schoolshalf day. The Vocational Center is currently using San Jose City Collegefacilities. A new facility on Hillsdale Avenue till open in September,1968, and will be shared by four districts--East Side Union High School Edstrict,San Jose Unified School District, Santa Clara Unified School District andCampbell Union High School District.

ProgKams. Dor the Handicapped

The same logic would apply to programs for physically,emotionally or mentally handicapped students.The feasibility of providingspecial programs for them bears a direct relationship to the enrollment base ofthe school. A particular virtue of such a situation is that handicapped studentswould become members of the student body of a comprehensiveschool; they would not be ignored or sent to special schools where their only contacts arewith other handicapped youngsters.Current thinking in special educationsupports the idea of keeping such students in contact with "normal" youngsters asmuch az possible. It is important for both groups to accept in apositive way the unique problems and qualities of individuals who are handicapped.

proEla.ms for the Gifted

The implication of school size for the strengthening of our programsfor gifted students is worthy of special mention.At the present time2.9% of the district's students are classified as gifted.The number of such studentsin any one school ranges from 30 to 70.When we consider that thesestudents are distributed over four grade levels and that within the group of gifted students abilities and interests vary widely, it is obvious that the number of course offerings for them is extremely limited.By doubling or tripling thenumber of such students in a school the possibility of offering special courses to meet their needs is considerably enhanced. .2.1ciAl. Instructional Equipment:

In a large school, it would beeconomically practical to provide special instructional equipment which isprohibitively expensive for smaller schools. The sophisticati, n of such equipmentwould enhance the quality of learning. Such equipment might be made available tostudents from all schools in the district for special short-term courses offeredat times other than normal school hours. It would be possible, for instance, toteach interested students the necessary skills in key punch operationin a few weeks in early morning, late afternoon or summer classes.

Schedule Flexibility

The large school would afford anexcellent opportunity for thedistrict to break the rigid structure of thetraditional six period day and toinstitute sound practices in flexible scheduling andindividualized instruction nowbeing pioneered in innovative schools throughout thecountry. The rigidity of the present schedule could be further reducedthrough stagsered opening andclosing times. There is little reason, other thanadministrative convenience and limitations imposed by bus schedules, to have allstudents arrive at and depart from school at the same time each day. Flexibility of this nature wouldenable students to adjust their daily schedules to accommodateoutside jobs, family needs and other personal reasons related to theconvenience of the individual student. It would also result in economics through greaterutilization of classroom space. Practice times for athletic teams could bescheduled throughout the day to meet the convenience of players and coaches and toinsure better utilization of athletic facilities.

Schedule flexibility, when combined with house planorganization, would enable the school to restructure the traditional departmentalizedteacher grouping patterns for more effective attack upon the educationaland personal problems of youth.Current experiments with interdisciplinaryteaching tewms in Project 360 at Andrew Hill High School and in the IODESTARcurriculum at Oak Grove High School point the way to continued development ofthis kind of instructional arrangement.

The house plan, described in Section D, could facilitate athird and more long-range type of flexibility. The rate of change in education hasaccelerated tremendously in recent years. Brery prognosis indicates that thiswill continue to be the case in the future. If schools are to be sensitive to theneeds of the society which supports them and to the needs of individual students,they must be capable of changing their programs quickly and efficiently.Such adaptations do not come easily in huge institutions which are monolithically organized. The house plan, by providing small, semi-autonomous units, canbe utilized to institute pilot pmosrams which can be tested on a limited basis. Such programs can be swung into action quickly since they involve only a small number of staff members in the retraining process necessary to launch instructional innovations.Unsuccessful innovations can be phased out with aminimum of institutional shock and with little or no adverse effect on the larger school. Successful programs, by contrast,can be "rippled" into existingunits readily, particularly when those units are themselves small enough and flexible enough to adapt rapidly to change. Librardy education of high qualityis to be A first class libraryis essential if that normally would go provided.The large school,by combining the resources available in a publiclibrary, into two or three schoollibraries, plus those Special book collections could offer library servicesin much greater depth. schools could be includedin whose cost makes them tooexpensive in our present times as many volumes as we a school.communitylibrary with three or four libraries is currently carry in our schoollibraries. Public utilization of and higher from relatively low during the hoursschool is normally in session this arrangement the mid-afternoon through theevening hours.An added bonus of effected by poolingthe is the savings in constructioncosts which could be resources of thedistrict and the public library.

C. PHYSICAL FACILITIES

is that expensive, One of the most obvious advantagesof the large school specialized facilities would be betterutilized, thus effectingsignificant A couple of exampleswill illustratethe economies in capital expenditures. yet point. Present schools areequipped with modernphysics laboratories, class. Hence the the enrollment in physicsrarely justifies more than one needed for this course costly classroom furniture andinstructional equipment The same may besaid for are utilized only afraction of the school day. than half of each instrumental music rooms, which aretypically in use less the large school, school day.With a large enrollment basefrom which to draw, for their primary through prudent scheduling, would keepsuch facilities in use functions throughout the day. facilities would be Funds saved through betterutilization of special instructional equipment made available to purchase some ofthe newer types of machines, now coming on the market. Information retrievalsystems, video-tape instructional systems 8 millimeter film loop projectors, andcomputer-based will became standard are illustrative of the new"educational hardware" tlat equipment in the better schools of thenext decade. include a theater - Other facilities conceivable in alarge complex could These would bedistinct concert hall, a science museum, and anart gallery. would elevate andenrich assets in the enrichment of the edumationalprogram and the cultural life of the community as awhole.

D. INSTRUCTIONAL AND ADMINISTRATIVEOBOANIZATION with it certain Largeness of scale in an educationalinstitution carries in some of the inherent dangers.The disturbing spectacleof student unrest all of us. There nation's larger universities in recent yearsis familiar to to effect secondary is inereasing evidence that this phenomenonis now beginning products of institutionalsize schools.Alienation and disaffection are not the organization alone. Complex factors resulting from increasingurbanization; mass poverty and of society's institutions; social unrestrelated to issues of race, result of their exposure war; and the increased sophisticationof the young as a frustration and estrange- to the mass media have all contributedto the sense of complaints of ment of youth.Without question, however, one ofthe strongest the young is their feeling of being a number rather than a. person,of having their individuality go unrecognized in themidst of huge, centralized educational bureaucracies.

Every caution must be taken in developing theinstructional and administrative organization of a large school to preserve andenhance the individual uniqueness of both studehts and staff members.It is our opinion that this can be done through some form of the "house plan."Students would be assigned to a sub-unit or house of 600 to 700 students. This would be their school home for four years. Each house would have its own faculty and administrativestaff. Its student body would be cross-sectional as t3 grade levels, academicabilities and ethnic groups.Students would be known individually by the house teachers, counselors and administrators.During their first two years students would spend approximately two-thirds of each school day in their own houses. This would decrease to half-time or less during the final two years. The required course work in. English, mathematics, social science and perhapsscienc? would be offered in each house.As students mature intellectually and socia2lythey would move out of their house units to take elective courses in thespecialized facilities available to all students in the large school.Ehch student would have the same counselor for his four years, and many of the students 'would have the same teacher for two or more courses. Counselors with specialized backgrounds would serve as consultants to their colleagues and to students throughout the large school. Thus, the house paan would encourage a sense of closeness and rapport between students and their teachers andcounselors which is often lacking in larger units.

Student ge rernment and many student activities would be centeredin the houses, thus increasing participation in co-curricular activities. Clubs, intra-mural sports, social activities and perhaps even student publications could be organized in each house, depending upon the degree of studentinterest. Other activities such as inter-scholastic athletics and clUbs appealing to a limited number of students could be organized on a school-wide basis.

Each house would have an administrator responsible for thetotal program in his house. He would supervise the work of counselors and teachers. His primary responsibility would be to maintain an atmosphere conducive togpod discipline and morale. His would be the task of developing alearning climate characterized by high expectations, high achievement and strong feeling of mutual respect and support among students and staff members.

Through arrangements such as these it is felt that the educational advantage of the large school cart be available to all students, yet the virtues of a small school--close personal relationships and a high level of participation in student affairs--can be realized as well. We can, in a sense, have the best of two worlds.

The administrative organization of such a school could be developed in a number of ways.One such model, for a school of 4,800, would include a principal, an associate principal for instruction avd guidance, an associate principal for administrative services and student activities, and an assistant principal for each of eight houses enro2ling 600 students. Another model, for a school of 4,900, would include a principal, an associate principal for services an associateprincipal for administrative instruction and guidance, and special associate principalfor community relations and activities, an houses enrolling 700 programs, and anassistant principalfor each of seven arrangements could permit some It is possible thateither of these students. present set-up. This reduction in administrativepersonnel and costs over our school organization canbe is one example of howefficiency in the large damage to theeducational program. reflected in savings tothe taxpayer without

E. THE STAFF

administrative School organization is a means,not an end. Innovations in and utlimately and instructional organization cancreate the illusion of progress is improved. Throughout become self-defeating unlessthe quality of learning considerable dialogue the course of the EducationalPark Study we have had through these contacts with parents and students. It has become clear to us in the minds of our that interest in schoolorganization occupies a pdace, relation. "consumers," distinctly secondaryto what we might termthe qualitative teachers who are ship between students andteachers.Above all, students want their dealings empathetic and understanding, who areconsistent and fair in The with students, and who are fullycompetent in their teachingfields. In the district is blessed with many teacherswho possess thesequalities. absolutely essential development of a new school of thekind described here it is be aimed at that staff selection procedures andin-service education programs organi- securing and developing this kind ofteacher. In the house plan of zation, personal compatibility and theability to work daily in ateam situation would be essentiE.1.

A large scool would permit the employmentof teachers with agreater Vocational range of specialized skills in bothvocational and academicfields. courses, Advanced Placement courses, andspecial programs forexceptional in children will demand a level of competence abovethat typically required a smaller school. Teacher expertise could be utilized moreeffectively since the skills of the specialists would be employedthroughout most of theschool day. Some of these teachers could be utilized asconsultants in programs ol in-service professional improvement throughout thedistrict.

Counselors would be assigned to house units andyou'd be assigned to a heterogeneous group of counselees.Each student would retainthe same counselor for four years. Specialized skills of counselors, e.g. inacademic or vocational counseling, would be made available to all students through groupguidance programs.

In a district such as ours with a high proportion ofMexican-American students and a growing proportion of Negroes it is essentialthat members of these groups be recruited for all levels of the staff.This must be doneif the program of the school is to improve the self-image andmotivation of minority group students and if destructive racial and ethnicstereotypes are to be eliminated. Better intergroup relations will not takeplace automatically because of the presence of minority group teachers, but it willalmost certainly not occur in their absence. The urgency of this matter ishighlighted by the current revolution of rising expectations among the nation's mincritypeople. The staff should also include both lay and professional home-school liaison workers.Some of these people might very well be recruited from minority groups as part of a "New Careers" program. They would start as teacher aides and gradually be elevated to higher positions in the staff structure as they acquire additional skills.It is hoped that somm of them would eventually enroll in collegecourses leading to a teaching credential. Their experiences in minoritygrolip cultUreR wemld be of greAt vAllie in establishing close communication between home and school and in weaving the positive values of minoritygroup history and culture into the fabric of the curriculum.

F. comuslau

As we suggested at the outset,size and quality are not synonymous. We are of the firm opinion, however, that the large schoolcan open up the posaibility of improved quality inour secondary school program. Greater variety and richness inour offerings can be made available within a framework which preserves the identityand uniqueness of the individual. Economies effected through better utilizationof facilities and through greater efficiency in organization can make availablethe latest in instructional materials and devices. Decentralized sub-units willencourage good student-staff relations and innovations in curriculum.Careful staff selection and well designed in- service educationprograms will help provide both specialization and openness to new ideas po essentialfor continuous modification of the program to meet the educational demands of thefuture.

Project LODESTAR has plowedsignificaat new ground in the development of "Tomorrow's High School."Building on this foundation, the large school here described can enableus to provide the kind of educational program needed in the final quarter of thiscentury--and beyond! APPEND 1 X C

EVA LUAT I VEI NSTRUMENTS EVALUATIVE INSTRUMENTS

The original draft of theproposal indicated that twoinstruments would be those developed developed to evaluate both theinitial strategies described and to be an indexof by the functioning committees. One of these instruments was difficult to develop, and racial communication. This proved to be extremely of directions to pursue the instruments finally usedtend to be more indicators examined, the rather than perfected measures. Current alienation studies were literature of psychological research wassearched, and two extensiveworks studied very closeiy (The oks, andClosed Mind, by Rokeach andThe Authoritarian Personality, by Adomo, et. al.). Three simple instruments werefinally constructed and implemented.

1. Survey of Ethnic Conversation Contacts:

This simple instrument (seeattached) was administered to two separate 12th grade socialstudies classes that metfollowing the lunch period. For eight school days theyfilled out a survey form as soon asthey entered class. They were to indicate the ethnic groups of studentsthey had talked to during the lunch hour and what theytalked about. The Instrument was administered to the same classeseight weeks after theyhad switched teachers. The survey showed that In theseclasses In a multi-racial schoolall gnoups had contact with oneanother outside the classroom. The quality of this contact wasnot actually measurable in this instance. The most significant result was not expected. The changes experiencedby each group indicate that teacher personality mayhave a significanteffect on whether studentsbecome more open or nlosed towardmembers of other ethnic groups. Although there are many variablesworking on students over a two orthree month period oftime, the main variable in this case was a change insocial studies teacher.

2. Personality Trait Survey:

This survey (see attached) wasadministered to 91 senior students in their social studies classes. Students were asked which personality traits they associatedwith particular ethnic groups. They were then asked to indicate whichtraits would be the best combination to possessand which described them the best. The results were far from definitivebut indicate that the self-image of Negroes is vatherhigh, while that of the Mexican-American is very lowcompared to the other students. Also, the Mexican-American is viewedby each other group as the group most lacking inthe traits deemed best to possess--honesty and intelligence. Related to an index of racial communication, this surveyonly indicates the need for more contact andcommunication between the cAhnic groups through curricula and-etivities that build and demonstrate the many traits of each'ndividual.

3. Civics

This instrument (see attached), pre-and post-tested in the Spring of 1968 in conjunction with theMinority Models in Civics pilot, did not provide an indexof racial communication, the but did show significantgrowth in knowledge concerning involvement of minority groupmembers in local government. What effect this increasein knowledge has oncommunication was not measuredby this instrument. Of particular importance are thepossibilities this opinionnaire opensfor further development. The Instrument will beexpanded for testing in the 1968=69 school yearand will include items that aim at measuring degreesof communication between ethnic groups. Student Number

Ethnic Group N M-A 0 C (circle one)

SURVEY OF ETHNIC CONVERSATION CONTACTS

One aspect of the Educational Park Study deals with communications between various ethnic groups. Although there are many ethnic groups represented in any school or community, for the purposesof this study we have chosen to select four broad groupsonly. These are Negro, Mexican-American, Oriental and Caucasian. Please circle the letter standing for the broad group you consider yourself amember of.

You are asked to help our study by answering thestatement below to the best of your ability. Think of the people you talkedto during the last lunch hour only. Then, below, check the ethnic groupthat the person or persons belonged to, and brieflywhat you talked about. You may have talked to members of one group only orto members of all groups. Whatever the case, indicate which you talked to and whatabout. Remember, only consider those people you talked to during thelast lunch period.

TODAY AT LUNCH I TALKED TO: WHAT WE TALKED ABOUT:

A. Negro(es) 7

B. Mexican-American(s) ZE7 sall.msommaIMENIII

C. Oriental(s)

D. Caucasian(s) ETHNIC CONVERSATION CONTACTS 19(2..7-1968 SCHOOL YEAR

TEACHER: Lawson (Fall) Number of respondents over period of8 days- 127 Mullins (Spring) Number of respondents over period of 8 day. 70

GROUP I

Negro Mexican- Oriental Caucasian Fall Spring American Fall Spring Fall Spring Fall Spring

Number of i 14 2 59 41 16 4 38 23 Each Ethnic Group

Percent of 11% yt 46% 58% 1,2% 5.7% 30% 43% Total

NUMBER OF CONTACTS i;;TH VARIOUS GROUPS

Negro Mexican- 1 Oriental Caucasian t Fall Spring American Fall Spring Fall Spring Fall Spring

Negro 14 2 5 0 1 0 3 2 Mexican- 30 13 53 38 19 1 34 12 American

Oriental 6 2 12 3 7 3 15 2

Caucasian 12 8 : 23 : 18 13 9 33 17 SCHOOL YEAR ETHNIC CONVERSPTIONCONTACTS 1967-1968 period of 8 days -137 Mullins (Fall) Numberof respondents over TEPCHER: period of 8 days -111 Lawson (Spring)Number of respondents over

GROUP 11 - Cducasian Negro Mexican- Oriental Spring Fall Spring Fall Spring American Fall Fall Spring

NUMBER OF 1 41 32 77 48 6 6 EACH ETHNIC 1:1 15 GROUP

3 0% 3 2% .4% 6% PERCENT OF 1 5% 5 6% 48% 4 TOTAL

NUMBER OF CONTACTS VARIOUS GROUPS

1 , Caucasian Negro Mexican- Oriental Fall Spring Fall Spring Fall Spring I American Fall S rin

5 8 5 3 4 5 NEGRO 8 12

, , 22 MEXICAN- 4 16 68 43 9 I5 5 AMERICAN 6 6 5 2 1 ORIENTAL 3 3 I 5

24 26 9 11 34 CAUCASION 3 13 21 Student Number

Ethnic Group N M-A 0 C (circle one)

Look over DIRECTIONS: The following traits arelisted alphabetically. trait you usually the list carefully and inthe box on the right check any associate with one or more ofthe groups listed. GROUP TRAIT Anglo Mexican' Caucasian American! NegroOriental Aggressive Artistic Clannish (stick to their own trou.

Cold I Conventional 1 Emotional - I Ener:etic --

Happy-go lucky I Honest i _Ignorant ----- I___RangAlm. Intelligent Laz , MI Law-abidin Materialistic Passionate Patient Practical : Putnacious (likestE-Tiii7J) I Push Quick-tem.ered Selfish Shrewd Sneaky -S.ortsmanlike 220-atiliTML.. Thrift Untrustworth Witt .

If you could choose, which three traitsdo you think would be thebest combination for a person to possess?

1. 2. 3.

Which of the above traits do you feeldescribe you the best?

1. 2. 4.1 TABULPTION OF PERSONALITY TRAIT SURVEY

TOTAL RESPONDENTS: 91 W. C. Overfelt Seniors

Negro ' Mexican- Oriental Caucasian American

NUMBER RESPONDENTS 11 45 6 29 EACH GROUP 32% % OF TOTAL 12% 49% 6%

% OF GROUP IN TOTAL SCHOOL 9% 49% 1% 391O POPULATION

All groups indicate thebest traits to possess are honestyand intelligence. The following indicates theirplacing of these traits withthemselves and other groups: VIEW OF THE NEGRO - No. 11

gro Oriental Caucasian American

HONESTY 5 2 4 3

INTELLIGENCE ! 7 3 5 5

VIEW OF THE MEXICAN-AMERICAN - No.45 laican- Oriental; Caucasian American

HONESTY 12 16 18 17 F--- 25 32 INTELLIGENCE ; 19 22

V EW OF THE ORIENTAL - No.6

HONESTY

INTELLIGENCE

VIEW OF THE CAUCASIAN - No.28 Oriental Caucasian : Negro Mexican- American 6 14 15 HONESTY 1 9

INTELLIGENCE 11 9 16 22 MOST FRERVENTLY SELECTED BEST TRAITSBY EACH GROUP

, o i... 2 W 2 1 > C.) 1 LU C.) ...... 0 (.D << ... CO C) . ...' U) f (n CO r: LU 1 < 2 - i UJ >. i.t.i cn f.,9 >- >,- cr) ..J h I -p. iC.) CC LU I.... CC CC O.. a( W W .- E.- i... LU 0..L.) 1 < 0 le 0 2 I. 1 O. 0 I CC 2< M 0 2 < CC

i 2 i 2 0 3 NEGRO 3g 1 1 7 9

I (; 1) I

MEXICAN- 2 3 6 5 9 11 22 30 5 9 6 AMERICAN (45)

ORIENTAL 1 1 2 2 1 0 1 1 0 4 3 (6)

CAUUSIAN 2O 19 (29)

ANERAGE NUMBER OF NEGATIVE POINTS MENTIONEDAS ASSOCIATED WITH EACH GROUP

NEGRO MEXICAN- ORIENTAL 1 CAUCASIAN AMERICAN

NEGRO VIEW 4.2 4.7 2.4 57

MEXICAN-AMERICAN 4.0 3.3 1.8 3.3 VIEW

ORIENTAL 4.6 5.6 2.1 4.0 VIEW CAUCASIAN 3.4 4.4 1.3 2.5 VIEW

NOTE: Negative traits were considered as thefollowing:

Clannish, Cold, Ignorant, Lazy, Pugnacious,Pushy, dNick-tempered, Selfish, Sneaky, Untrustworthy BREAKDOWN OF NEGATIVE RESPONSES BY GROUPS

NEGRO VIEF (11)

I E 1 ., ..1_ . Mt Zi C.) 1 CC > X ."2" CZ >. < >. X LU I Ce I- 2 GI 0 NJ 2 = C.) 0.. U..

7 NEGRO 5 3 6 7 10 2 1 2

6 MEXICAN-AMERICAN 6 3 7 8 7 5 424

ORIENTAL 3 3 3 4 4 1 3

CAUCASIAN !

MEX I CAN-AMER ICANV IEW(45)

NEGRO 23110 14 21 27 28 23 6 9 14

,21 11 26 12 13 11 MEXICAN-AMERICAN 18 i 7 16 24

ORIENTAL 15 23 8 Ill 19 15 10 23 13 9

8 CAUCASIAN 10 11 9 6 7 7 3 8 12

ORIENTAL VIE4 (6)

1 1 2 NEGRO 5 0 1 I 5 i

i 1 1 3 4 MEXICAN-AMERICAN 3 i 1 3 5 5 3 4

4 2 0 ORIENTAL 1 0 1 1 1 0

CAUCASIAN

CAUCASI N VIEW (29) ------'7 1 17 13 14 7 NEGRO 17 3 4 8 1

MEXICAN-AMERICAN 19 13 113 16 15 21 11 9

ORIENTAL 3 2 3 4 2 1 3 9 4

CAUCASIAN 3 4 11 8 10 1 I , Ethnic Group: N 14-A0-140 Class Period: CIVICS OPINIONNAIRE

In the following there are noright or wrong answers. You will read a statement, then be asked to indicate youropinion or feeling about it. It is important that you express your opinion ashonestly as possible, because weplan to use this opinionnaire to help evaluate some ofthe things that will be donewith this class. GENERALLY Read each statement carefully, thendecide whether you mom! agree, disagree agree, agree a LITTLE,disagree a LITTLE, GENERALLYdisagree, or STROMLY with the statement. AMIE DISAGRER

1. Minority group members are actively involved in local government.

2. Members of local government and citizen groups are not much interested in working with high school students.

3. If you were interested in getting involved in civic activity, you would not know how to get involved or who to contact.

4. A college education is necessary before one can get involved in civic activity.

5. Minority group members have little opportunity to have their voice heard in this community.

6. A good education is inportant if one wishes to succeedfinancially.

7. Really, there is little one can do to change things in this community.

8. A person must be 21 before he can get involved in political activity.

9. The future offers many opportunities for minority group members to become involved in or employed by local, state, or federal government.

10. Minority group leaders usually identity more with those in power (the establishment) than with the minority they represent. RESULTS OF CIVICS OPINIONNAIRE

Achinistered March 14, 1968, to Mr. Lawson's 2nd and 3rd periodclasses. All students did not fill out ethnic group box. Administered again on June 10 and 11, 1968. All but two students filled out ethnic group box.

TABULATION OF ALL STUDENTS RESPONSES

AGREE DISAGREE I

March i June March 1 June ITEM 1968 1968 1968 1968

1 36 50 24 10

2 23 23 36 36

3 42 32 18 27

4 21 19 38 40

5 29 26 29 32

6 51 52 9 7

7 11 13 45 46

8 21 23 37 15

9 33 46 26 13

10 26 30 32 29 TABULATION OP STUDENTS RESPONSES BY ETHNIC GROUP March AGREE June NEGRO March DISAGREE June March AGREE MICAN-AMERICAN June March DISAGREE June March AGREE OTHER-WHIS June MarchDISAGREE June .'------071ENTAL March1968 AGREE June March1968 DISAGREE June1968 1 1968 0 1968 3 1968 32 1968 1 1968 9 1968 13.20 1968 86 196815 6 1968 1012 1968 22 7 196810 9 196817 3 01 1 68 12 10 10 23 21 i 3 31 1 97 151610 10 1612 18 7 12 4 13 3 1220 3. 02 00 r,a%., 45 20 I 34 1 0 10 5 13 5 12 10 9 10 15 =, o 0 1 2 6 2 14 1 i0 15 4 624 11 0 20 2 16 3 19 6 15 5 IMINONWYMON11.11111 18 .. o 02 10 02 87 -.. 1o 2 32 133. 6 10 9 16 6 6 13 19 o3. 2o 1 02 10 9 02 23 31 2 77 1913 88 13 7 12 6 I 1319 13 8 11. 5 3. 0 0 2 ..... TOTAL NUMBERS OF EACH GROUP: MARCH,JUNE, 1968 All - 660 0 NN - -3 4 M-A - 3.527 O-WO - W-- 21- 2 5 00 - -1 2 ALL TABULATIONNB3R0 OF STRONGLY AGREE AND STRONGLY DISAGREE MEXICAN-AMICAN OTIMR-WHITE RESPONSES ORIENTAL Marc AGREE Marc DISAGREE June March, June AGREE ' Marc DISAGREE Jume March AGREE June I Marc DISAGREE June Marc AGREE Juxte Marc DISAGRM June AGRF2 June March DISAGREE June 1968 0 1968June 64 1968 76 1968 42 1968 0 1968 0 1968 02 1968 01 1968 0 1968 2 1968 0 1968 0 1968 1968 1968 1968 1968Marc) 1968 0. 1968 1968 16 11 if mum26 8 0 21 0 1111111 02 24 42 104 1111111111110119 04 16 1 1 Ei 6 5 17 1 1 1311 1 0 2 2 2202211 1 5 2 2 4 10 234 33 282 02 13 MEI 0 00 19 214 60 012 ell 120 012 81 132 001 9 63 19 1 0 10 23. 0 3.3 36 1 2 81 62 120 65 317 67 8 10 0 0 00 0 1 1111110111.1.11 824 2 3. 4 11.11.1110111 2 11121110 k I

' ti5, , t .)1 9 t 15i* 11 `AP "ti -4).:.1` i ri 1.1:1J- 9141:- it N tiZ431: `.:+4 F. CV :11 CI` t1`)131 - I S ti: 1 t : t1:4)1' it - 4 - 4 . . ;1 4 I / ; iS, ; 10. . ; 41 . 1 4. . . . I I I ill. . . . . ; * . 4 4 . 4 0 4 : . . I 1010101101.1 11111111.04.1011140101410011 10141411111MI _N . 1111110011M . 11110141181411 EVALUATIVE INSTRUMENTS(continued)

proposal for development was a The other instrumentmentioned in the original examined and a simple measure of aspirationlevel. Research literature was already mentioned provided some instrument developed. One of the instruments constructed and tested information related to aspirationlevel and a carefully it is modified instrument was discovered whichshould be quite adequate once and brought up to date.

1. Vocational Goal Survey: to state their Basically, this survey(see attached) asked students in reaching it, and to vocational goal, theobstacles to be overcome This instrument mention the vocation oftheir father and/ormother. (12th was administered tosix sophomore (10thgrade) and five senior separated grade) classes in February,1968. Each grade level was their sophomore according to the Englishgrouping assigned them in of Occupational year; the occupations werekeyed to the Dictionary level Titles, and compared. The idea was todetermine aspiration the six change between the 10thand 12th grades. In June, 1968, sophomore classes wereagain surveyed, threeof the classes having a undergone an experimental program,and three classes acting as control group. seniors appeared Comparing the sophomoreand senior classes, the this might be expected to have a higheraspiration level, although As might be expected, due to some dropping outby the senior year. their vocations there were many moresophomores undecided about majority were concerned than seniors. Among the sophomores, the vast overcome about educational problems asbeing the main obstacle to obstacles were still to achieve theirgoals. Although educational significant shift to paramount on the seniorlevel, there was a particularly among the average concern forfinancial obstacles, and lower ability Englishstudents.

received special Between the sophomoreexperimental group which classes plus vocational explorationemphasis in their English and the control group a field trip to anindustry of their choice which received none ofthis, there were somesmall differences. There appeared to be fewerundecided students in theexperimental level were hard todetermine. group. Differences in aspiration enough to measure Evidently, this instrument wasnot sophisticated real differences, If any.

2. Civics Opinionnaire: changes on some of the This instrument wasmentioned before, but minority models to the items indicate thatbringing successful growth school may affect aspirationlevel. There was a significant opportunities for In the opinion that thefuture offers many local, minority group members tobecome involvedin or employed by state, or federal government. 3, Occupational Aspiration Scale:

This scale was developed byArchie 0. Haller in 1957 forthe U. S. Office occupational of Education. It appears to be thebest available measure of aspiration and has been extensivelytested. It has not been used inthis study as yet because it came tolight just recently and a requestis being made for permission to modifyand use the scale. VOCATIONAL GOAL SUMET

What kind of work, job, oroccupation do you desire when youfinish your schooling?

Do you feel that you willreach this goal? Yes No (Circle One)

What obstacles stand in your way ormust you overcome in orderto reach your goal?

minim of-

of work do you If you do not expect to reachthe goal you desire, what type really expect to do when youfinish school?

11111,11111111111111Mill,

Do yvu expect to like-the work youwill do? Yes No (Circle one)

What kind of work does your fatherdo?

Mother? .11111010

9 10 11 12 Your age: years months Year in school (circle one) VOCATIONAL GOALSSURVEY

DICTIONARY OF TENTH GRADE STUDENTS ENGLISH CLASSES OCCUPATIONAL TITLES CATEGORY

46 No. 51 No. 41 ] . . STUDENTS 1 1 Professional, Technical, 31-67.4% 19-372% 11 26.8% Managerial 3- 5.8X 5- 12.2% 2 Clerical & Sales 4- 8.7% 6- 117X 7-17.1% 3 Service 5-10.8% 0 0 Farm, Fish, Forestry 1 - 2.1% 0 Processin 0 o 4- 7.8% .1-17.1% 6 Machine Trades 0 2- 3.9% 1 - 2.4% 7 Bench Work 0

1 - 1.9% 2- 4.8% 8 Structural Work 0 0 2- 4.3% Miscellaneous 1 2.1% - 314% 14 5% UNDECIDED 6.5% 16 DICTIONARY OF OCCUPATIONAL TITLES CATEGORY

WIRE TS A

1 # Technical, . 15.7% i 5- 12.2% 1 0 I Professional, 8-17.4% Mana.erial 6 11 7% 4 8% 2 Clerical and Sales 8 7% I . 6-1l.. 3 Service 6

2 4. 0 0 1 ' FarmFishForestr 2- 4,81, Processin. 0 2 1,2t4

1 1.9% 4.8%,_ 6 Machine Trades 10 21 7% ,

114 0 . 7 Bench Work 2- if 2 0 11-26.81._ 8 Structural lork 12 - 26 lc. 2 2 % Miscellaneous 6-13,272...1_1.5.t..729. . 1 UNEMPLOYED 2,1, 1 *.

PROBLEMS: A 42 28 24

3- 10.7% 1 .4.1% Finance ,...L-1-16-736707cm 21-75.0% 21-8 7.5% Education 8-19.0% 1 -14.3% 2- 8.4% Other -----.1.1.8--1-4.2.8% VOCATIONAL GOALS SURVEY

DICTIONARY OF TWELFTH GRADE STUDENTS ENGLISH OCCUPATIONAL CLASSES TAKEN AT 10TH GRADE

A B C

i 1 No. 36 STUDaN7 I N.^. 14 NA, 43

0-1 Professional, Technical, 10 - 71.4X 18-41.9% 12 - 333% Mana.erial

2 Clerical and Sales 4-28 10 - 23.2% 7 - 19.4% 11,170 13 Service 0 6- 13.9% 4- 4 Farm, Fish, Forestry_ 0 ....i_m_AJI______..°

5 Processin. 0 1 - 2 %

Machine Trades 0 1 - 2.3% 1 - 2.8%

Bench Work 0 0 1 - 2 DX

Structural Work 0 1 - 2.3% 4-11.1%

Miscellaneous 0 0 1 - 2.87 UNDECIDED 0 5 - 11.6% 4-11.1% ---- DICTIONARY OF OCCUPATIONAL TITLES CATEGORY

I 0-1 Professional, Technical 2 - 14.3% 2 - 4.7% 1 - 2.8% Manasprial

Clerical and Sales 0 2 - 4.7%. 1 - 2 :-.

3 Service 3 - 21.11% 16 3 . 8 Farm Fish Forestr 0 1111111111110111111111111,11111 Processin 1 - F. in1tirm2-280' 4- 11.17

6 Machine Trades 2 - 14.1K .

1 Bench Work 0 - 6. . - 2.

11- 0. Structural Work -21.4° 8 - 18 . - Miscellaneous -21.4° 1 - 2 . 8 °

. UNEMPLOYED 0 -11.6.,

A PROBLEMS: 13 33 26 Finance Education 4 Other VOCATIONAL GOALS SURVEY

TENTH GRADE ENGLISH CLASSES DICTIONARY OF OCCUPATIONAL TITLES A ...... _. PRE TEST POST TEST

EXPERIMENTAL I CONTROL No46 No. 23 No. 27 STUDENTS . CA Professional, Technical, 31-67.4% 16- 70.0% 15-55.0% mgmlid...... __ 2 Clerical and Sales 4- 8.7% 4- 17.0% 8-30.0%

3 Service 5-10.8% 1 - 14.0% 1 - 3.0%

4 Fanm, Fish, Forestry 1 - 2.1% 0 1 - Lax

5 Processing 0 0 0

Machine Trades 0 1 - 4.0% o

7 Bench Work 0 1 - 4.0% 0 ,

8 Structural Work 0 3 0

Miscellaneous 1 - 2.1% 0 1 - 3.0%

UNDECIDED 3- 6.5% 2 8 0/0 1 3 0% DICTIONARY OF OCCUPATIONAL TITLES CATEGORY POST TEST

PPRENTS PRE TEST EXPERIMENTAL CONTROL

0-1 Professional, Technical, 8-17.4% 6-26.0% 3 - 11.0% 1 Mana._erial .....---....1 Clerical and Sales 4 8.7% 2 - 8.0% 2 - 7.0%

Service 65X 2 - 8 ()L....4 1 - 3 0X o o Fara4 Fist1/412altLy o ...... ,

Processing 0 ' 0 0

6 Machine Trades 10 - 217X , 41,17 0% 5 . 18.0X

7 Bench Work 2 4 yx 0 i - 3 OX I 8 Structural Work 12 26 1% 5 21 0% 30 0% Miscellaneous 6 - 13 OX 2 - 8 O% 6 22.0%

UNEMPLOYED - 2 1% 0 1 - 3 .0% I

PROBLEMS:

Finance 1.- 3..0% : - 35.0% 6-=-777677

Education 11- 2.:% . 10 .. 3.0% -11-7-41.0% 0% Other : 19 0X 2 3 - 11.0% VOCATIONAL GOALSSURVEY

TENTH GkADE ENGLISH CLASSES

a DICTIONARY OF OCCUPATIONAL POST TEST TITLES UTEGORY EXPERIMENTAL CONTROL No. 26 No. 21 STUDENTS No.51 9 8 - 38.0X 10-1 Professional, Technical, 19-37.2% - 314.0% ManaVSLI-__--- 3-11.0% 3 is 14.0% 2 Clerical and Sales 3- 5.8%

5-19.0% o 3 Service 6-11.7%

o o

o o 7 :% 2 7.0%

2- 3.9% 2- 7.0%

1 1 - 1.9% - 4.0% : Structural Work

1 - 4.0% Miscellaneous o

3.11.0% .UNDECIDED 16- 314% im DICTIONARY OF OCCUPATIONAL POST TEST TITLES CATEGORY EXPERIMENTAL CONTROL PARENTS PRE TEST. - 1 0-1 Professional, Technical, 15.0% Mana erial ZIMINOMI 3- 11.0% 1 - 5.0% 2 Clerical and Sales 6-11.7%

2- 7.0% 4-19.0% 3 Service 6- 11.7% o o Farm, Fish, Foresty.r 0 0 1 5 0% S Processin 2- 3. 4

1 - 4.0% 0 6 Machine Trades 1 - 1.9% ,----

1 - 4.0% 1 - 5.0% 7 Bench Work 2- 3.9% 8 30 0% 5-24.0% 8 Structural Work 12- 23.5% 4.15.0% 3-14.0x 9 Miscellaneous 8-1 .7% 3-11.0% 2- 9 0(4 11..iplAu 11.7%

PRO3LEMS: 15 0% 5.0% ' Po Finance 3 - 10 7% 12 - --4; a 9 3.0% Education 21 - 75.0% 3 - 11 OX 1 5 0% Other VOCATIONALGOALS SURVEY

TENTH GRt0E ENGLISHCUSSES

DICTIONPRY OF OCCUPATIONAL POST TEST TITLES CATEGORY PRETEST EXPERIMENTAL CONTROL No. 10 No. 24 STUArNTc No 41

6-25.0% 0-1 Professional, Technical 11-26.8% 2 20.0% Mana.erial 2-20.0% 2- 8.0% Clerical and Sales 5-12.2%

7- 17.1% 3-30.0x 4-16.0% 3 Service 0 0 4 Fanm, Fish, Forestry 0

o o Processing 0

2-203.070 4-16.0% 6 Machine Trades 7-17.1% o 1 - 2.4% 0 7 Bench Work

1 -10.0% 2- 8.0% 8 Structural Work 2- 4.8%

0 1 - 4.004 Miscellaneous 2- 4.8% 0 5-20.0% UNDECIDED 6-14.5% DICTIONARY OF OCCUPATIONAL POST TEST TITLES CATEGORY EXPERIMENTAL CONTROL PARENTS PRE TEST o 0-1 Professional, Technical, 5 - 12.2% 0 Mana.erial Clerical and Sales 2 - 4.8% o o o 3 Service 3 - 7.3% o o 4 Farm?, Fish, Forestry 1 - 2.4% 0 i . 4 0% 5 Processing_.. 2 - 4.8% o 1 - 4.0% 6 Machine Trades 2 - 4 8% 2 - 20.0% 3 - 12.0% 7 Bench Work 3 - .7.3% 4 - 40.0% 6 - 25.0% 8 Structural Work 11 - 26 8% 2 - 20.0% 8 - 33.0% Miscellaneous 8-19.5% 2 - 20.0% 5 - 20 0% UNEMPLOYED 14- 9.7%

PROBLEMS: 1 10 0% Finance 1 - 1% 30.0% 6 -25.0% Education 3- 2- 20.0% 3 .12.5% Other 2 - 8.4% APPEND 1 X D

ACTION FRAMEWORK East Side Union High SchoolDistrict

EDUCATIONAL PARK STUDY

Action Framework

4 Board of Trustees

Superintendent *Director

LBlue Ribbon Advisory Committee 4Asoociate Director

Inter-Group Inter-Agency Educational Park Specifications Relations peration and Specifications and Site Needs Commit.1;ee .0:)mmunity Relations Committee Committee mmittee

4r ICivic 1 AdministratorsTeachers ParentsStudents Minority Group' Representatives Leaders

lastructional Strategies Committees

* The Director will provide staff assistance forthese committees.

+ The Associate Director will provide staff assistancefor these committees. APPENDIX E

REPORT OF THE BLUE RIBBON ADVISORYCOMMITTEE FLST SAN JOSE EDUCATIMALPARE STUDY

MORT OF TIM BLUE RIBBONADVISORY COMITTEE

April 26, 1968

Introduction

The East Side Union High School Districtis a large district comprising an area of180 square miles. It serves the entire east side oiSan Jose and environs, a population composition rangingfrom the very highest economic strata to the lowest poverty level. In the fall of 1967 it enrolled11,229 students in seven high schools. Its student racial-ethnicproportions at that time were as follows:Caucasian, 63%; Mexican-American,30%, Negro, 4.3%; Oriental, 4%; American Indian, 0.2%; others0.7%. Much open space remains in the district and itis a certainty that with advancing population the number of students enrolledwill continue to increase. Projections by professional demographers indicate thatthe enrollment will triple by 1985.Additionally, "student density" per householdin the central portion of the district increased almost 50 percent in six years--from one high school age student per six households in1960 to one per four households in 1966. It is likely that existing pockets of povertyand/or minority group concentrations will inevitably result in some schoolsmade up exclusively of students from such poverty and/or minority groupconcentrations an& other schools made up exclusively of students from high incomeneighborhoods. This is the tragic situation many cities in the United Statesface today--ethnic or racial school segregation which almost inevitably resultsin inadequate edu- 1 cation. The Report of the National Advisory Coralfssiun onCivil Disorders clearly states the urgent need for solving the problemsof ndnority groups. Its section on Education in the chapter, "Recommendattonsfor National Action," cites the roles school districts can play in providingremedies. It is not surprising to find the educational solutions advisedby the Commission, includizeg educational parks, to be sindlar in manyaspects to those contained 2 in this report.

1 Nails litz of Educational tunitz, U. S.Department of Health, Edu-

cation, a.nd Welfare, 1

2 apalli of the National Advisory. Commission on CivilDisorders Bantam Books,19687 It is with this backgroundthat the Ehst Side Union HighSchool District applied for and received a Federal grantfor the planning of a solution tothis dilemma. The planning grant(abstracted in Appendix A) was to study the concept (Full copies of the proposal v-f 04-1 "14"'''t"0.41.4v0. -1 park .00 po0=4hle Anllition are available at theEducational Park Studyoffice.)The committee structure and functions for this study are outlinedin the "Action Framework"(Appendix

B). The educational park under studywould include a large secondaryedu- cational comIllex, perhaps the equi7alentof three present hi& schoolsin one. Its basic objective would be qualityeducation, which we all so clearlywish

for our children., Its curriculum would be innovativeta improve communication and cultural among ethnic and mk;ial groupswhile compensating for educational disadvantage. Tbe Park would also includeeducational, cultural,recreational, and social services facilities for thecommunity. It would hopefully become a focal point for educational andcultural activities for theentire Eastside. Same 160 interested citizens, agencyrepresentatives, local and state government officials, educators and studentshave for the past fifteenmonths been addressing themselves to this project.Innumerable committee andsub- committee man-hours have been spent in the areasof attempting to defineand clarify the problem and its possible solutions.The questions to be answered

were: (') is the educational park feasible? (2) what curriculum strategies and piloted programs would best insuresuccess? (3) what would the concept and shape of the educational facility be andwhere would it best tolocated? (4) mould firm inter-agency agreements be forthcoming? Through the work of the Curriculum Committee,the Inter-AgencyCooperation and Community Relations Committee, the Inter-GroupRelations Committee, the Park Specifications and Site Needs Committeeand by means of ita owndelibera- tions, the Blue Ribbon Advisory Committee concludesthat:

1. The educational park is feasible.

2. Curriculum innovations can be included tomeet the objectives. be 3. A structural size, shape and possiblesite of the facility can arrived at.

4. Firm agpncy support and participation canbe arpected. Is the Educational Fark Feasible?

The questior, of feasibility must be viewed from several aspects. First, the populace and those groups that reprent its variousinterests must support it. 7, is our impression that cuch would be the case.Much enthusiasm for the concept has been in evidence during the deliberationsof the various committees participating in the study.The response of community groups who have had an opportunity to hear about the concept has beengenerally quite positive.While formal endorsement by such groups has not beensought prior to approval of the concept by the Board of Trustees, it is ouropinion that such endorsements could be obtained from a wide range ofcommunity organizations. We believe a vigorous campaign to educate the populace to theproblems and their possible solution through a park concept would gain wide backing in thedistrict. Second, this committee has ample evidence by direct testimonyfrom the district administrators that the educators believe that the parkappmach is a logical step in offering quality educationto all. Thus those most directly involved in its successful implementation support the building of aneducational park (see Appendix C). Third, we believe it is financially feasible with the full support ofthe district's citizens. At present, few federal funds are available for site acquisition or school construction. The monies expended in buildiag three separate secondary schools, anticipated by enrollment projections, couad be pooled to build the educational facility. Though certain economies realized by more efficient utilization of features such as gyms, athletic fields,audi- torium, library and food service facilities might lessen the per pupil cost, we do not suggest this as a major reason for construction of an educational park. On the contrary, this committee feels that the wisest investment aa East Side Union High School tistrict citizen can make to aid in solving the obvious pressing social problems would be to give such a facility its needed financial backing.Rough statistics to show supporting tax base and possible costs are shown in Appendices D and E. Fourth, we have the opinion of the County Counsel (Appendix F) that a high school district can lease property for a building or space in a pre- existing building to any governmental or community non-profit agency which may become involved in the educationalpark..)Dther groups seeking to associate themselves with the complex1adprobably have to be located on private lands on the periphery of the distri,ctowned property. Thus the committee feels the park is feasible,and that it will receive the support of the populace and educators, can beeffected financially and has a legal basis for itsmulti-agency aspect.

What Should Curriculum pops/ Be?

It is self-evident that education could help solve thestaggering problems facing our society.Education must be bold and aggressive in comingto grips with these problems. The educational park must have acurriculum geared to raise aspiration levels and develop occupational skills thatfoster maximum personal growth. To achieve this the curriculum must improve adult-youth communication, more vigorously address itself to Mexican-Americanand Negro problems, and community apathy. All youth can and must be educated to provide a matrix for healthy, continuing participation in our society. Racouraging students to learn how to learn may indeed be the educator's wimary responsibility. The nature of the park's facilities must nourish the individual student's growth andthe development of his talents, intellectual, social and vocational;it must be sufficiently flexible to provide a dynamic progra; that will make all youth eager to continue education. The school day should be very flexible toachieve maximum utilization of park facilities year around.Students may be in school four, six or eight hours a day; may be in work experience and regular classes; may attend only in the evenings.Career training for the local job market must be carried out. Smaller and/or larger classes are essential as content requires to encourage free and open discuL3ions about things of concern to students. A pervading atmosphere of honesty and sincerity must be fostered throughout the educational system. Teachers sensitive to their fellow human beings are essential. Bilingual teachers and teachers intimately conversant with Mexican-American and Negro culture must be sought.Groups that develop a positive imagefor Mexican-American and Negro students must be supported in their attempts to provide identity for and improve aspiration levels of those students.Materials and identification models from Mexican-American and Negro history and culture must become an integral part of the curriculum.Qualified Nexican-American and Negro members must be eMployed in teaching and administrative positions. Liaison workers must be utilized to maintain a close relationship between teacher, home, and studente, (See Appendices Gil E4 and I) The guidance program mmst be developed on an extensively broadened base. It should not be limited to course and career guidance but should have facilities and personnel for emotional aad mental health guidance when such is appropriate. Informative programs in such subjects as drug abuse must be amplified. An expanded guidamte center should facilitate the transition from secondary school to the world of work and/or continuing education. The park staff could serve in a variety, of ways to secure and maintain a list of scholarships, provide information on student loans and further educational opportunities, aid in job paacement, and give needed aptitude and related tests. The cormunity should participate in the park as a multi-agency center for the entire Eastside. The fullest community agency participation would make possible utilization of these resources in tile curriculum.Park library, cultural, and recreational facilities should be accessible to the community at large. Ideally, the park would also include pre-school education, primary education, junior college, and adult education; each of the levels enhancing the others and providing maximum utilization of resovr es available at the site for education. The park should be the site of highest possible expectation; a place of excitement, interest and stimulation for community, students and teachers (see Appendiy:J).

Is Inter-Agency, Support to be &voted?

If the proposed educational park is to be more than just a large secondary school with an enlightened curriculum, the community must be involved through its many agencies, both governmental and non-governmental.Progress in securing involvement by such organizations has been made.Twenty-one community agencies have reviewed their programs and have indicated the extent of their interest in being: imoludcd in the eduaational park multi,agency complex. (Appendix K) The Santa Clara County Board of Supervisors and the San Jose City Uouncil responded favorably to the prospect of including the services of some of their agencies in the educational park, (Appendices L and M).Shus, a great deal of interest in this project has been evidenced by these mauy community oriented groups. 6

It is felt that appropriate administrative arrangements and legal clearance (Appendix F) can be worked out if means can be found to provide funding for the necessary racilities and programs.Since this committee's function has been one of study and recommendations, no firm commitments or contracts have been sought fram any agencies.If expressions of intent, however, are any gauge, this committee feels that firm agency support and palticipation can be expected (Appendix K).

Where Should the Facility Be Located?

The location of the educational perk remains an unresolved question. The degree of success the park may have in attaining its objectives may relate directly to where it is located in the district.Some urge that it be placed as near as possible to the Mayfair area if its idealistic goals are to be attained. Others feel it should be more centrally located to its attendance area. All would hope that it be in an area to which the entire community can intimately relate. It must be accessible. The desired "ethnic mix" must be attainable. Economics will, of necessity, also play a role in site selection, i.e., land availability, developability, cost and accessible utilities. The Perk:Specifications and Site Needs Committee evaluated six sites. An Augmented Site Committee was then forn,Jd to re-evaluate four of these. Reports and evaluations by these committees areappendedalong with a single personal statanent regarding site selectian by a member of the Augmented Site Committee and a staff paper regarding site. (Appendices h, 0, and E) It is obvious from this that no ruamin.ity on site location can be reached; thus, no specific site can be recommended. This committee can only recommend that the Board of Trustees carefully weigh all factors before its final decision on site is made. This committee feels that the Board need not necessarily limit site selection to only those areas considered by the site committees. Since the Eaue Ribbon Advisory Committee is not able to resolve the site question at this time, it is suggested that an outside expert be hired to study the situation and report his findings to the Board of Trustees before site selection is made. The Board may find open hearings helpful in resolving the site question. This committee must further state that site selection is of grave importance but that what _goes on in the educational park is of over- riding consequence. - 7 -

The district and the community mustactively support a transportation system to meet the needs of the park andits attendance area. Preliminary architectural sketches have beenmade and are appended

(Appendix Q). This is an attempt to give a more concreteform to the shape of the proposed park buildings. Obviously, no final detailed architectural planning was envisaged for inclusion in thisreport.

Conclusion

This committee, after greater than a year's study, bas a newappreciation of the problems faced by the East Side Union High SchoolDistrict. It becomes apparent that the most notable problem is how to bestoffer quality education in a meaningful manner to a growing minority group studentbody. This committee applauds the continued innovative zeal and educationalexperimentation carried on by the district in seeking ways to stimulatestudents to learn, to think, to become responsible practicing members of oursociety. This committee feels the educational park concept asproposed in this report to be the next logical step in evolving a programthat offers quality eduoation for all, initially perhaps limited to secondarygrades but ultimately adult education and perhaps even elementary education.Certain specialized services and classes could be available in this settingthat are not possible in present smaller schools. Programs for both handicapped andgifted iouth could be expanded. Changes to improve the educationalopportunities of all youth, particularly minority youth, must be carried out. This committee feels the educational park is feasible,curriculum strategies and innovations can be included to meet its objectives, asite and structural form can be arrived at and community supportand participation can be expected. APPENDIX F

PRESS CL I PP I NGS Amount Undecided rincotki7, Park Proposal ,; k; Approved For Study434 §cl ionalParki Congressman IDOL Ed. Congressman Edwards wards, in a telephone callsaid school district officials from his Washington, D.C.had requested $91,832 for the R I officetothe Mayfair hi.sstudy,Theexactfederal Stuyund_ Oicayeo announced that the Unitedcommitment will be annotri- /a/ 7/4,66-4 W Jri:C-- illetv.:.- : States Office of Educattonced alterfarthernek 3.- Ati 1) n7:pcpified amount of fed. [cermfendent.Frank

To StudyVital Proposal Side Union High School District posewith members of a nblue ribbon)) A pair of trustees of the East front row, left to right, are advisory com.nittee to study the EducationalPark proposal for the district. In and Chairman William Jenkins, Mrs.Ruth Currlin, Jo- 'attorney Ed Alvarez, committee Vice-Chairman, committee secretary, and State netta Smallwood, substituting for Mrs.Arthur Johnson, who was named Senator Alfred Alquist. Back row, fromleft: Trustee. Sohn Walsh, JuniorCollege Supt. U. R. Huchser, Ed Teresi, Sheriff Charles Prelsnick,Eastside Homeowner CouncilPresident M. 13,, Petrick, Assemblyman Earle Crandall, Milpitas trustee GilBrooks, Dr. Gordon Vosti, countyadministration representative Spen- cer Gilman, SupervisorsCharles Quinn and Sam Della Maggiore,printer Sam Takalcbi, Cy Barbaccia, and trustee Mister McAlister.Committee members not present Community Services Director Lino Lopez, Walter Curry, Dr. Edgar Cummings,Dr. were Howard Carnpen, FrankDumb, Dr. Robert Clark, Bob Coyle, Arthur George Downing, City Manager A. P.Hamann, the Rev. RobertHamel, Mayor Ron James, Mrs. Johnson, "Weis Solari, the Rev.Arthur Soto and the Rev. C. W.Washington. "Unique" Idea

bb The Park plan would allay this simply by increasing its boundaries so that It would be,ineffect,three high scbools in one. The center would create Provided in the concepta )(new image)) for East would be several special andSan Jose and provide a cul. Educatir;nal Par% would hevocational courses and at-tural focal point for the aria. A stblue ribbon commit-a super high sCiluQ1 In thetempts will be made to in- In response to a question te isi, formed to study a new asked by 25tb District As- area of North Capitol andcorporate library, music andsemblyman Earl Crandall, ct acept in high schools, wentMaybury. At the ini (tail meet-thearts and recreational in action this *week. ing of the committee Educa-programs with city, countyformer superintendent of the f the result of their studytional Park director Henryand private agencies. A childSan Jose Unified District, admittedlereal IE affirmative,andtheJensen told the members thecare center is contemplated.Fisealini i4 aper high school plan isschool could have from 3,000 Jensen, former principalproblemsn would be posed p : intopractice andto 5,000 students. of Andrew Hill High School,if the Eastside Joined in .;ves successful, all other In a preamble to the meeti.pointed to the need ftr Iunification. It 0 schools in the state willleg,East Side High ;;upteart gallery in the proposed Federalfundsfor the become obsolete, , study,to be completed in prank Fiscalit laid the pro-school. 18 neinths, William Jenkins, 333 Val-gram would bu. a4,preven- )(Some of our art students amount to $88,071, Uai l plans are ap- ley View Ave., manager et:Ave' one in tti4i it wouldare go1n fa testiwork,), towardhe said, nbut the only placeproved, the Center would be the Alui,nRock branch ofstop thetroild built by 1910. The East Sift Wells Fargo hank was namedteghettoization" ofhightheir work is shown are inDistrict, which now has six chairman of the committel,school; and endthea,fleeingfaculty rooms or on somehigh schools, plans to opan named by truMees to flpro-ofwhites"fromcertainweekend in a shopping cen-Oak Grove this fall. avow vide overall direction andareas. ter.)1 Other agencies, suchCreek High in Evergreen support" tor the Educational 44The priiem is not hereas the Triton Art Galleryis planned for 1968 sad a Park study. itoday but thc: forecast is thatand Youth Science Institute, it will be h..ere tomorrow,could join in the program,school in Milpitas Is set for Fiscalini said. he said. 1960. wees.

I/01 wouldinclude 1 ?9 r te,k cUrgiure andrecreation in Su) Ji.)sewith industrializa-lery, theater and concert hallauesandStory and X in fr. ayegIck VcesTe tion. in Tile 1;ot-. too- distantto serve the entire communi- roads." N !Nag V,:tor future, if eve continue to grow,ty. "Were also looking into "This school would probaWy . Oss well be faced eriAh problemsthe possibility of the Eastside be committed almost entire- Woekonthr feiecetitnalrequinle severe changes inScience institute locating at ly. to Negro end Spanish sur- perk sCuee 'ey The r.ists!deour educational system," Mr.the parking," he added. name students -- and it would Uelor, he ec'eseel dietrictGiscalini said. The project director andel- pose a very serious problem," shows siOs of movingfor- Henry Jensen, former Hillpates ample recreational fa- he warned. ward with aepoietrnent of ahigh school principal and di-cilities -with playfields, a zoo, Chairman of the citizen's "blue rillhoe" citizens arm-rector of the educational erkpools,anathletic field and committee is William Jenkins, eery committee. study, outlined four main con-picnic areas. manager of the Alum Rock Tte committee met Fridaycept-. If decentralizatim ot city- branch of Wells Fargo Bank. Welt for the lizst time at the "The park emcee. Involvescounty servic es were to occur, Vice chairman is attorney Ed- district's Cepitol avenue edu education,culture, recrea-Mr. Jensen sees the possiblitydie Alvarez, a forme_ Lick, cation center, tion and services. of these locating at the Easthigh school student body pre- Committee members -- "Sducation -will give us anSide' seducationalpark.sident. Mrs, Arthur L. John- mere of whom are influentialopportunity to create asecon- These. Could inclede activities son, praident of the ffen Jose in ne area --listed todistrictdary scheol second to none.w'-tk senior citizen tvolve-NAACP; is secretary. superintendent Frank Fisca-We'll involve adult education Hat and other staff members ment, a child day care center Other committee members and were open to elementary and a referral center. are State Senator Al Altruist; outline tte 'basic conceptofeducation ideas," Mr. Jensen the educational park which is Mr. Fiscalini said the edu-C. G. Barbeccia;Milpitas said, cational park would take theschool board trustee Gilbert designed to head off de facto Mr. Jensen indicated he be- segregation patterns. place of three high schoolsBrooks; Frank E. Dumb; San lieves the educational park scheduledto be built in the%rose CitY College president "The problems 0 lame ci-could incorporate an art gal- tiesare beginning to appear mid Eastside area near theHerman Bucbser; county ex- district's Capitol Avenue siteecutive Howard Campers; San 5rmymetntmme..1 where the district offices areJose State president, Dr. Rob- located. ert Clark; and Auto dealer r He said if the park is built, Bob Coyle. it will probably contain thtee Assemblyman Earle F. i. decentralized schools sharingCrandall; East Valley Oppor- : 6 . some basic facilities. tunity Council director Dr. "One of the intents is to pro-Edgar C. Cumings; Mrs. A.R. t' -;!eri:=4.1`7.. \f!' vide a cultural focal point forCurran; planningCommis- f forboth tf,' 2.;C1 / 4i.< Isr r2 ifk East San Jose sioner Walter Curry; comity V;:1114 ''' P.''''-'' ,V4,,-;:r,'.. tt Nt)? young and old.To do .thi,s.supervisor Sam Della Mag- we'll need the cooperationofgiore; San Jim Unified super- other agencies." inentendent Mr. Georgw M. Mr.Fiscalinitold com- Downing;c"..ty manager A.P. mitteemembers theparkHamann; Rev. RobertS. Ham- studystaff has already beenpel;San Jose mayor Ron meeting with city officials James; Mexican American working toward ajointpropo-Community Services Agency sal Involving the parkplan.director Lino Lopez; home- The superintendent stres-owner presidentM.D. Pet- ts sed the district will need arick;county sheriff Charles new high school onthe mid-Preisnik, county supervisor , A Eastside by 1910. Charles Quinn; city councilman Louis Solari; REM. Mb-. 1 `,",t, en% He also pointed out if the district followsitsmasterony Soto; Edward A. Tares!, .'"" planof building small hiesDr. Gordon J. Vosti; and Rev. , schools,it"would have aC. W. Washington. ." school in the area bounded by The advisory committee " '11-; . ' , ., , Alum Rock and capitol Ave-will meet again March 31, Educational park project director Henry Jensen talks while San Jose City College president Bet, iT Buchser (left) and h1gi school district trustee Alis ter McAlister listen.. Bothers Educators 71 .00.e 2IPIA~INMMNtv Edoc P rk: Hum Schoolitt Kids One of the main concernsredo is working on a K42city, Davie said, of educators considering thebasis.It was observed by Pittsburgh students will bé Education Park concept, now a Mayfair reporterlast weekplaced inbasic groupings of under study in the Eastside, that Sausalito is working on33 students each with One els making sure that the an Educational Psrkstrictlyteacher-advisortwho will young person doesn't lose his on the elementaryschool stay with the same group for identity in such a large en- level. the entire four years of high vironment." 'The most talked of pro- school. Thisteacher- Thisoteervationwas Oct, however, is in Pitts- advisor, ehes to get to know rude by East Side Union Highburgh, Pennsylvania, a this. group better then any- School District's superin-project on whielt Davis has one else inthe schoolpn tendent, Frank needed, inworked. Davis explained, *Ming the lut yeeit's meeting of the Pittsburgh is committotito approach a ebig brother or special committeeestab-the building of five 'great big sister,' concept. lished to make the study.high schoolsnin the. eastern, Then of these advisory Fiscalini then introducedweetern, southern, northern groups will form a ecoua. Dr. Donald Davis, a notedand central sectors of theselling grour having one educational planner with acity, which according to Da- full-time counsellor. Four of prints consultants firm, asvis, is about the same size the counselling groups will ea person with some pos.as San Jose. in turn, make uo a "toils* sable answers.n These schools, to serve group',anditurhouse Davis,saidFiscalini,student enrollments of from groups will equal the etotal tlas bun deeply involved4,383 to 5,321, vita replace school society.n in Eastaide problems for 20 high schools, the youngest Davis said that 'strew's,- several yearson and lied aof which is 40 years old, and dousn tntra- ntural activities large part in preparing thesome of which are almost would be possible within each district's master plan, completely segregated,. Da- of the high schools, giving The education consultantvis told the committee, The for example athletic teams, admitted, "there are somefive egreat high schools,'and newspapers for each frighteningthingsabout Will each have 34.8 percenthouse group, in addition to numbers,' but added there is Negro enrollments, the official teams and news- alsogreat meritin the Fifteen of the old eighpaper for the whole school, economiesandadvanced schools will be renovatedto Each egreat high schoofn yrograms made possible by serve asintermediate--already in the process of huge high schools. schools,including gradesdesign by the architects-- nWith rapid urbanization six; seven and eight. will be built on the eclus- creating new types of prob- Pittsburgh school officialstere concept and be designed lems, the pat answers of the were also concerned aboutto accommodate new ideas ...put are not the right an- numbers, Davis said. It wasin educational. programs. swers for the problems Te decided that, enumbers don't Different areas of the cur- have now,n Davis said. He really make that much dif-riculum will be housed in cited u examples, ',ghettoes: ference,e he added, eStu-their own facilities in much of the poortn ...ghetto of. dents who tend to get lost willthe sa..ie way as in the newer the ricks' -edighsttoes of the get lost whether there areEast SideDistricthigh in-betweens, and 'ghettoes 400 students or 5,000." schools. of the minorities, Davis proceeded to show The' total cost of Pitts- The guest speaker noted slides outlining Pittsburgh'sburgh's project, according that the Educational Park, solutiontothenumbers.to Davis. will exceed $200 concept is million with $120 million for "talk a general problem. He compered the high gainingmomentum,n and relationships between a. stu-the five !great reeled off the names of dent and the total school withschools, which are .sehe- several cities around the the relationship of an indi- duled for completion in 1972. country which are planning vidual citizen to the city inThe first should befinished musty* facilities of one type which he lives. in 1971, or another. eAn individual first re-' The financing will be made Ft. Lauderdale, Florida- batestohisfamily. Thepossible through a coiling for example--is consideringfamily then relates to theincrease of 960 million in asingle schod encom- neighborhood...Theneigh. bonds, voted by the citizens passing grades kiudergartenborhood to a larger group through 14, Denver, Colo-and the larger group to Vas /: . . BLUE RI-TIONERSTOLD

0,1 ilek7.;;v:itt,.1 aR 447) tw ToeEinpv East Side's Blue Ribbontrue. Something else has to lie defined t,social threat"practice in schools of honio- Committee for the study of ahappen first." by giving the example of agenous grouping, saying mat proposed, massive "Educa- lie added, however, that subordinate person who as-that practice ',often defeats tional Park" was cautionedit integration is not accom-sullies that others are goingits own purpose," bat c.dded, againstseveral "errors"plished, ,"alotof thingsto harm him and will tdaban-"youcan'tgetrid ofit. last week by Dr.Arthur are not going to get learned. "don his efforts to be accep-It's supposed to be good for Colardarci, Stanford Univer- One of the things whichted,"--- some, to avoidpeople." He urged thates- sity Professor of Education must happento make further threats. Others willtablished groups be periodi- and Psychology, and Asso- integration work in schools,expect to be hurt becausecally reevaluated and ciate Dean. hesaid,is acceptance ofthey are failing and are ex-changed if necessary. Calling his talk, I.Suffer, minority groups into the so- pected to ultimately Dr. Colardarci then tied Little Children." Dr. Colar-ciety by the majority. "When and give up. in the criticism on grouping darci said, "it isn't neces-a minority group number is Dr. Colardarci suggestedwith his comments on tea- sary to he happy while learn- accepted socially by the ma- as means to creating cher expectations oi student ing.. They (the students) arejority group, scholastic in-tive attitudes the raising ofdifferencesbycitingan novations develop. The mi-academic standards and lethypocrophal story of a tea- notenjoyingtheprocess. nority person makesthe students know they -arecher who had grouped her They can't possibly enjoydramatic gains," he told theexpectedtomeetthoseclassinto three sections, A." committeemembers pre-standards. "If you assumecalling them "Bluebirds for As an example, he saidsent. kids are failing because ofthe low mentality group-- that he had been "kicked by TheStanfordprofessorsocial conditions, then youRobins for the high group ahorses'while trying toalso urged the creation ofhave to upgrade those con-and something else tor the help someone earlier that"positive attitudes" whereditions," he said. middle group." day and wound up 30 feet needed, "or the Ed Park will "One of the biggest crea- Duriag the year, she taught away. learnedto, stayfail," he predicted. He saidtors of differences (amongeach group act ording to the away from that horse," hethatthe positive attitudesstudents) are teachers," theway she eupected them to aaid. were necessary to combat a speakerdeclared."Theyachieve and got the results Dr. Colardarci 'also cau- notionof "social threat,"(the students) become dif-she expected. What shedidn't tioned against the opinionwhich he said was typicalferent because the teachersrealize was that instead of that to "integrateor dese-among minority group stu-expect them tobe different."IQ or other test scores, she gregateisautomaticallydents, He criticized the commonhad used the students locker good." He said, "It is not uimibers. Educational park study progress report slated

"if atter the year- andaaspect,the park will operate Sun., Junefq, /geed half study, the committee findsa community - related health, the program in the teat int-.welfare and recreation facili- ests of the community, and Henry C. Jensen, directortion and ghetto housing beforeeducational park replacing the If an educational parkwere ofthe Eutside Educationalit begins," will be summari-traditionalhigh school couldbuilt, the bussing of childrer park study, will speakto dele-zed by Mr. Jensen. be built by 1970-'71," he said. from oneschool to anothei gates of the Community Coun- FinancedunderFederalAll money would then comewould be eliminated becaust cil of theCentralSantaClaraProject, Title M for elemen-from local sources and the the program would allow chil- county at a luncheon next Mon-tary and secondary education,state and there would be no dren of varied cultures to in. day at noon in the American$88,077was granted by thefederal spending, according to termingle with one another Red Cross building near therim Sullivan."We have to build Ticketsfor luncheon res . civic 'enter. federal government to"deter-highschools anyhow, so we ervations can be madewitl The proposed educationalmine the feasibilityof thecould Just build a bigger one the conurmity council no la park study, which bepn sixprogram," according to Will-to ease the situation," here- ter than June 16. More infer Month ago as an attempt "14iam Sullivan, assistant direc-marked. mation is available by cal& eliminatede facto segrea-tor. Aside from the eucational 292-1640. *** San Jose NPt's Wed.. .jvIly 1,967 89ED PARK COMMITTEE

For Park Study et DorArqn NAACP Submits Its" To "Nittyis Teaching Plans Next month the East Sidepark concept, we might have The San Jose Chapter of the Provision ofspecial eorrmHigh District's Blue Ribbontwenty students who desire Committee will get down tothis course, so we probably National Association for the Ad- peosatory education programslwhat one of its members olColoredPeople to otamaNe mot iyattoo and' could offer' it,"he said. vancement called the anitty-gritty." Committee member Dr. has stibmitted an extensive list achievement of Negro childrent The committee will. hearGordon Vosti was skeptical. ofreeommendutionsLoEast working below their potential. areportfromthead-awhat will parents of other Side Iligh School Supt. Frank Make use. of latest ele. ministrators of what the disedistricts think of this? Won't Fiscalini concerning the Mdu-!- ic devices,such as video tapestrictos proposed Educationalthey object to the fact their cational Park Study being unand electric calculators. Park center will do for thechildren do not have a chance dertaken by the district. --Holdseminarsinself-Negro and Mexican,at what you will be offering The proposals were presentedidentity for Negro students. American student. in the ed parkVP in a recent session with Fiscali- Conduet seminars for par-I After a session last week Dr. Beker told Wan other nibyMrs.MarieJohnson,ents of low-achievers discussing!during which repot ts from schools in the dietrict are NAACP chapter president, andways in which parents may help'sub-committees wereheard, competitive and, if a pro- board members Alien flopewell, the staff heard itself being gram is successful in one, childrento improve academiccastigated by George Villa- the other school adopts vice principal at Lincoln Highachievement. or School, and Mrs. Mary Wash- lobos for being concerned adapts to it. Determine thevaluenfonly with ebrick and mor-',We're .m the verge of a ington. a teacher. school social workers who wouldtar." real breakthrough in staff ASK TRAINING visit students' homes and act. as Startled, Ed Park Direc- liaison between school and utilization, the-use of tech- tor Henry Jensen heatedlynical aids and other means," They ask that teachers, ad- denied the charge. Baker said. ministrators and counselors for Planthecurriculumto. ewe haven'teven con- Dr. Robert Clark, Presi- the proposed Educational Pat;t'include comprehensive coursessidered the building," Jen-.dent of San Jose State Col- herequiredtoundergo in-in Negro history as a require-sensaid. icOur sole con-lege and a Blue Ribbon service training in the teachingment for all students. cern has been the feasibility:member, said the committee . ofdisadvantagedNegrostu- As far as possible texts forofthepregramanditsshould try to get through to dents. theseNegro historycoursesscope. the community that special ((This Thisframing.theNAACPshould be written by Negroes. school has gottaproblems need specialre- have guts,it'sgotta havesources and attention. In that recommended, should be given Guest Negro I e c rersa soul--not just a beautiful by persons best qualified for theshould be invited to clitssroomsfacade," said Dr. Arthurcast parents would not ob- ofNegro ject, he averred. task. Negro educators and laytodiscussphases Johnson. members of disadvantaged Ne-history. deli disparities in the pro- sfAll right, let's put awaygrams offered at the school gro communities. Libraries should contain athe marbles and get out the It was further recommendedwide range of books pertaining do occur, we could have Seme bowling balls--Pm ready toproblems," Jensenad- . toNegroes andwrittenby that Negroes he hiredinall bowl," Jensen said. mitted..40We have some now, icy* of certified and classifiedNegroes. The park concept, vari-as new..schools and newpro- employes. Assemblies and PTA meet-eties of which have been putgram s are offered around the toin- ; -ft is hat that the self.esteemings should he planned into practice elsewhere indistrict." of Negro students will be great- elude Negrospeakers from thethenation, would combine44My chief concern is-- ly enhanced by seeing Negroes communitywho might serve asthree high schools on onewill the educational park as administrators, department exemplaryimagesforNegrocampus. Theseschoolsprove or help the Negro neads,teachers andmoose- students. would draw fromlargerstudent?" Mrs. Johnson tors." the NAACP stated. Administrators.teadie.rsareasthan presenthighasked. dIn this complex will should be en- we get down to specifics-- Thedistrictwas urgedtoand coupselors schools and school officials actively. recruit qualified Negroeouraged. to wage in plannedbelieve this widening out ofwill we truly help those who exposure to Negro people. boundaries would serve tofeel more alienated, more personnelrather than depend inferior--my worry is that wholly on chcinee applications. Mrs. Johnson and hrr fellowbring into the campus a wi- :board members reported Ms-der range of students andthey might get five times as OTHER PROPOSALS ethnic fled:grounds. Thelost in a school five times as calini favored the recommenda-students would snare centralbig." lionsandtookthemunder Other recommendationsin- buildings which would house Then came the accusations chide: ilsubmission. special classes, i.e., music,eeand a motion by Sam Della Changes inthe counseling woodshop and other aspe-Maggicre to devote the next deities. " meeting to a report on what system to increase the. number the complex promises for ofNegrocounselors.remove Deputy District Supt, Dr. William Baker pointedoutminorities. excessive specialization in coun- The session Will be held on 'selingduties. thatif five students sought andtoinvolve a 'special course it could notSeptember 8. guklance personnel in curricu- be given in a regular high lum planning. school. aBut, under the ed (N't A TiAlif tna g 44. Isa. al) 7 e' pe,trtp.7 cIM.1 frAN. '11 lo 1.;ttl d t.'7W// :-C ""? / z enen/n, -e.., /4 FIRST !N Az.nl; the nation. Th act is da- being encountered by nearby WliAT !S .:!1 signed to enconraao local dis- areas such as East Palo Alto. plrk? IA, a goud tricts to establish "innovative N w th:nr for the S)...1r? How and exemplary" solutions to TIIE PROJECT also seeks woul,Jit d.f.':rft crn pr*sent educational problems. to determine tne possibility seticols? A major objective of the of a multi-agency community it have? Dew many students f;t. udy is to develop a secon- centerto serve the educa- would it serve? Wier?. would Cary education program that tional,recreational, cultural it be ioezted? When would it anticipates and combats the and social services needs of open? "social dynamite" created by the East Side community. These, and a host of rela- rapidly changing ethnic ratios District staff members re- ted questions, are now under withinneighborhoods.The sponsible for planning andco- discussionilla major study ordinating the study are Hen- bling conducted by the East ry Jensen, Director and Guy Side Union lligh School Dis- Klitgaard, Associate Direc- trict. Thproject, financed tor.. Jensen was principal at by a federal grant o:$88,07'7, Rill High School and Kilt gaard started inJanuary of this was Social Studies Coordina- year and will end on June 30, tor for the District. 1968. Eleven study committees applic ation for the grant consisting of 165 parents, stu- was submitted a year ago by dents and community leaders District Superintendent Frank have been established. At the Fiscalini and was promptly project will test a number of top of thecommittee structure approved bythe U.S Office instructionalstrategies de- isfi:a Blue Ribbon Advisory of Education. The District's signed to reduce communica- Committee, chaired by Wil- Board of Trustees then gave tions barriers between ethnic liam A. Jenkins;Assistant /le green light for the study. groups, to facilitate the tran- Vice - President and Mana- sition from ' high school to ger, Alum Rock Avenue Office FUNDING is provided under jobs or higheieducation, and Wells Fargo Bank. the Elementary and Secondary to raise the aspiration levels M Education Act (ESEA) of 1965, of disadvantaged youth. If NEXT WEEK: What is an the largest single commitment the project is successibl in educational park and howcan ever made by the Federal attainingtheseobjectives, it improve education for East Government for the Improve- East San Jose may never have Side youth? ment of education throughout um on the development of the to face some of the problems- studentas anindividual through intensive career guidance programs, individualiz- Ed park: pmy9timoods. ed instruction, inter-discip All such models havelinary teaching teams, spec- one basic element in com-ialized courses and the most 47)14-1,uactcure mon -- the creation of a school advanced instructional mater- complex to serve a much larg- ials and equipment available. SECOND OF A SERIES recreationalprograms ander group of students. Cultural and recreation- The educational park ideaprovide social services more East San Jose, because ital facilities available to the is new in American educe-,effectively and economically.is still an expandingcommun- entire community on a year- tion.It was generated in the The several models now ity, has the unique opportunity round basis. mid-1960's as one responseunder study around the countryto develop a preventive ra- Social services compo- to the rapid deterioration of'show considerable variety. ther than a remedial strate- by existing quality in big city school sys- nentsprovided SOITif:, such as Syracuse,gy. The educational park cur- city, county and private agen- tems. N. Y., are aimed at elemen-rently under study in the East cies, organized so as to pro- Educational pianners, urbantary grades only.Evanston,Side Union High School Dis- vide needed services effect- sociologists-and experts, Illinois,on the other hand,trict could have these fea- ively and economically. architects see it as a meanswill concentrate on the hightures: Quality of the educational of meeting the enormous chal-school.Still others, notably A secondary school com- environment is the primary lenges facing the schools inEast Orange,N.J., plan aplex to serve an enrollment rule, Achievement of balance the decades ahead. single educational center forof 3400 to 5000 students in in the social and ethnic make- In other words, the educa-all levels from kindergartengrades 9-12. up of the student body is view- tional park is an answer tothrough junior dbilegé. MO,Si w Decentralized"schools ed as a needed part of such providing the education forof these are located in olderwithin a school" organized tomorrow which today's stu- an environment rather than cities and are viewed -as re-around a core of shared spec- as an end in itself. dents -- and our nation --medial approaches to the ed-lalized facilities. (Next week: How Can the demand.It can also enrich ucationalblightassociated fo An educational environ- student's identity asan a community's cultural andwith segregatedneighbor- ment which places a premi- Individual be safeguard- edlaan edocatioaal park?), TERMED 'SIGNIFICANT" SubmsGroup OK's

Ed Pa !, The resolution also poin- paitiA;47 ted to the enecessity of en- A usignificant step" was The re-solution reads, in ;dorsement" by the East Side taken recently, saidHenry part, e The committee fore-IHigh School District Board of C. Jensen, when a sub-com-sees great potential for the : Trustees,San JoseCity mittee of the Blue Ribbonsolution of educational and 'Council and the Santa Clara social problems of East Side Educational Park Study CountyBoard of Super- committee eneilorsed thekd. residents in such a complex.visors. park concept. t 'Specifically,the com- The Educational Park is a Jensen, formerly Princi-mittee c attracted to the ideamassivehigh school ap- Hill Highof a facility which will inte-proach which seeks to pre- I. alofAndrew grate educational, cultural, Sella( 1,is Director of therecreational and social ser-vent the ghettos and their . Edu ational Park Study. related problemsonthe A resolution of endorse-vice programs.ItistheEastside. The Blue Ribbon opinion of the comm ittee thatCommittee is a large group ment as passed on August administrative 10 by the Inter-Agency Coop- appropriate ofcitizensandofficials eration and Communityarrangements can be workedwhich was formed to study Relations Committee, whichout if means can be found tothe feasibility of such an is chaired by San Jose Mayor .providingfundingfor theapproach. They meet on the Ron James. necessary facilities and pro-lastFriday night of each grams. " m nnth

A TIME FOR BOLDNESS sTa c-f -67 Educational park would be truecommunity center (FIFTH OF A SERIES)community council, Volunteer reading matter to the studentspassed a resolution endorsing Would a multi-agency com-bureau, services for the aging, while doubling as a communitythe concept of a school-community center be a good thingand the high school district'slibrary in the afternoons,munity complex. The resolu- for the East Side? child care center. evenings and Saturdayson ation said, in part, "The com- This is one of the key ques- At each meeting two oryear-round basis. Savings tomittee foresees great poten- tions being asked in the Eastthree members outlined theirtaxpayers in such a situationtial for the solution of educa- Side Union High School dis- organizatioes functions. The are obvious. tional and social problems of trict'sEducational Park committee discusses the pros Iftheschool-communityEast Side residents in such a study. The answer is being and c ons of including such ftm- complex proves workable, thecomplex.Specifically, the sought by the study's inter-ctions in a community centerEast Side could look fowardcommittee is attracted to the agency cooperation commit- locatedatthe educationalto a center which would pro- idea of a facility which will tee. San Jose Mayor Ronaldpark. vide not only a large compre-integrateeducational,cul- James heads the committee Such a center, it is hoped, hensive high school but neededtural, recreational and social whichmeets every three would provide a sense of com- recreational and cultural fa-service programs." weeks. munity identity in more effi-cilities as well. Mayor Jamels committee The committee is composedcient services to the public at Units such as a theatre, anhopes to have a set of recom-, of high-level representativesa savings to the taxpayers. art gallery, a child care cen- mendations ready for the Blue from city delinquency preven- Let's look at one example- ter, a senior citizens center,Ribbon AdvisoryCommittee to tion, police and planning. Alsolibraries. At present the dis- a library and a youth employ- consider by the end of the year. represented areSan Jose adulttrict's high school libraries ment center are all under dis- Finalrecommendationson school,SanJose fine arts average 7500 books. San Jose cussion. Most of these wouldthis and other aspects of the commissico,Youth Scieec.ebran chlibraries averagebe tied directly into the edu-educational park will be pre- Institute, children's theater, 22,000. A school-communitycational program of thesentedbythe Blue Ribbon Junior achievement, YWCA,library could offer, in a single school. Committee to the district's East Valley opportunity coun- building, a greater variety of On August 10 the committeeBoard of Trustees by the end cil, youth Oportunity center, of &we. Trustee Alister McAlis--Wolff responded that East ter asked if there has beenI Side High SchoolDistrict any organized opposition to ISuperintendent Frank Noce- Ed Park 'Father' educational parks around the Illa diefeaks of Ed park as country. The Eastern educe- !a preVinfive measure." He tor replied, "Yes, u and cited Isaid thek in five or six years, religious groups, real estate"you wtti have more segre- groups, "people who are fri-gated schools than you do Defends Concepi ghtened of the transportationnow," and kat the Park problems involved and"would servo:is a bridge to people who are afraid oflower groups.... to t r y and get "'We Can Teach ForMore Levels" great numbers."..... them to accept middle class g!Why should I send myconceptsWithout changing Educational Parks were Wolff replied that the needchild to a school where hetheir culture.0 defined and defended lastis for "a focus of identityis only number 8,775?" is week by Dr. Max Wolffandaneducationalparkthequestion many people hailed as the "father of thewould be midi a focus.0ask, he reniarked, adding Ed Park -concept" -- as a He noted also in his talk"It doesn't have to become "new form of facility, *here,that the massive, compre-that. The guestion isn't *how by consequence of numbers,hensive-type educational fa-many children?' but chow L.T" are they"organized'Iu tinCL1J. ,cilities are gainingit we can teach for more levels . Wolff said that an educa- of ability"...." cheaper andpopularity among educators across thecountry.Fourtionpark'sstudent .body /4.17 better .than the neighborhoodyears ago, there were onlycould be broken, down into school." two cities in North Americasmall units..; Dr.Wolff,Senior Re-considering educational "How do' you identify the search Sociologist for theparks, according to a surveytudentse needs?,0asked Center for Urban EducationWolff said he made. "ThereJohn Guiscoa member of in New York City, was spea-are now 60," he added. the city plaiujing department. king to hastily-called The reason for the change"The Park - itseili won't do gathering of the Blue Ribbonis the crisis being faced init." Citi 'Ed ParkStudymany of our large cities,1 would give a greater Com mittee. opportunity to 'testto find Earlier in the day, the so-Wolff explained. "In Now York City, iwoout the needs. It is only an ciologist, a former consul. improved frame. What we do tentto the government ofthirds of the students enter-in it depends on the adminis= Puerto Rico, had addresseding high school in the 10thtration, the teacher and the a group of administrators of'grade never reached graduation,u he said, citing onechild," replied Wolff., theEast Side Union High He said also that ah edu- School District. school in particular as ancatibnal park is "'cheaper The Center for Urban Edu-example which had one- thirdPuerto Rican, one-and better" than the tra- cationisfinanced by the ditional neighborhood Federal Government under,third Negro and one-thirdschool. the Educatien Act of 1965 un-I other minority group stu- der the sponsorship of Co-dents. 'ryffnjoii want to evaluate lumbia University, New York In 1962,accordingtotheco;0,u. directed Wolff; University and the Univer-Wolff,1,155 students en-"take ti4m.best of each ele- sity of the City of New York.tered the school in the 10thm entaryjunior.high and high Dr. %rout told the Mayfairgrade and only 134 finished.school' thit yOu,have, add that he originated the idea of HelaterclarifiedtheVhat iroik would add if you an Educational Park aboutdrop-out rate as 50 percentwere...tei rebid each (at to:. six years ago. He later toldwhen William Jenkins saidday's building costs), esti- the Committeemembershe was "amazed"at the*ate what*, Would cost to present that his idea was anfigurescited.Wolff saidbring all -414t,er schools in- outgrowth of a conflict whichthereare ""diplomasofthe city up':?./to their level, occurred in New Rochelle,brains and diplomas of beIreduce the total by 20 per- New York. hinds." cent and you will have the One question the ed park-The firstare given topost of an educationalpark.0 concept was intended to an-studentsgraduatinghim. Leon Pollard, of the county swer, he said was "how toacademic and commercialjalanning department, noted develop a system where itcourses 'and the second arethat ghetto children attending wouldn't be necessary tode-merely "certificates of at-such' a School could become velop new schools every twotendance, which I don't countfrustrated by seeing what is or three years. u as diplgras,". said Wolff.available outside their own John Walsh, a trustee of "Dosoy,feeran education-neighborhoodsbutdenied the East Side High Schoolal park could otercome tothem in the ghettos. District, pointed out that theany great extent ,the drop.. Wolff replied that they ire East Side is not really aoutrate?u aske& Jenkins.constantly being challenged community in itself .but a "It would help," answeredanyway bytelevision,..news- community within a commu-Wolff, "because they wouldpapers,etc "by our whole nity. "Can we have a suc-give, greater opportunity foreconomic and communica. cessfulEd Parkwithoutgrowth to the students.0 tions system." having a genuine commu- Hvihy is that challenge any lesser or gi'eater in one kind nity?" he asked. offacilityor another?1, asked.Pollard. JOit/ Ivy A. TIME FORBOLDNESS SIIA" Interroup retions unit seekscrnmunity 'feedback' L'etteis have been sent Lo ap-Park Study office at 12660 (Tenth of a series) proximately 60 groups, in Theinter- group relationsmunity regarding the educe- Nortn Capitol Avenue, tele- committee is another of the eludingchurches, service phone 212-0900. tional park concept, the com- clubs and other civic organt- active committees presentlymittee has hosted a series of Members of the committee zations, include Edward Alvarez, at work in the East Side Union neighborhood meetings in thel The committee has also High School district's Educe-I homesof committee mem- I chairman; John Smith; vice- tional Park study. The fun-bers. These meetings have Isupported other efforts to hi- chairman; Mrs. William Ree- ctions of this committee in-been characterized by a high;form the community about the ves, secretary; Salvadore Al- : elude: degree of openess and frank- Iconcept. This series of Arti- varez, Frank Bumb, Dr. V le- --Establish effective com- ness in discussing educationalcies,' for examPle, was sug- tor. Corsiglia Jr., mrs. A.R. munications among the follow-'issues and problems relatedgested by the committee. Currlin, Mrs. Leo English, .ing segments of the east sideto the so-called "generation The committee invites in- Miss Susie Garza,Michael p;community: minority groups,'PP." terested organizations and in- Lyons, and Mrs. Mary Soto. ;the pie r,policy- making Members have also offereddividtials in theitaselidecom- (NEXT: Work of thepar- legards,.molders of comnilln ityto attend meetings of com-munity to contact it for speak- ents'curriculum sub-corn- opinion,. paients and t hemunity organizations to dis-ers on the educational park. mittee.) the educational park.Suchrequests .may be made .press. cuss directly to the Educational ; --Identify areas of present MI potential consensus in these groups. --Sensitize other commit- Parentsrollupsleeves, , teesto its findings regarding ':problems and suggested solu- :;tions in inter-group relations. : A Unique feature ofthis take rt in EPSstudy, ::committee is the fact that it p includes high school students Sun lole ae as working Members ofthe (Eleventh of a series) concept. One other suggestion ts that ...committee. 'Student members The curriculum committee As an example, one recom-all students are capableof e..have been most activeand of the East Side Union Highmendation is that the educa- learning, and often capable oi ' helpful in the deliberations ofSchool district's Educationaltional park become the hub oflearning much more difficult the committee to date. Park study is primarily conecommunity activity for theskills'than they aregiven Early in its Work, the com-cerned with broad policy andeast side of San Jose. Withcredit for. Teachersshould Mittee determined thatthe.the approval of pilot projects.thepossibility of cityandxpect all students to achieve term "inter-group" should notSub-committees of this groupcounty agencies being repreehighly. If a 'student does not be restricted to include onlydeal with curriculum in a moresented on the park site, par-achieve ai 'expected, the tea- racial and ethnic groups, Pro-concrete manner. One &theseents and youth would have Onlycher' must find out why and blems .of communication be-sub-committees is made up oneplace to go wheni th tyProcood to prescribe the ac- tween young people and adultsof parents representing mostneeded servicete Theparkttititles oat will bring the stu-

have been identified as equallyschools in the district. . should be open from morningdent up.to the desired level, important. Although the parents' com-to late evening.for educatkon, Theparents*committee One of the most interestingmittee has discussed many as- recreation and service to theTeets regularly every two meetings of the committee In-pects of curriculum, its moincomMunity. At the same time,weeks. In iddit ion to the chair- cluded a discussion withfourebncern : is centered on com- auch a multi-ageeey cemPlPtMan, the itembership consists young people from theNeigh-munications -- communicatemust maintainthe stOctes tof .pete Render°, vice-chair- borhood YouthQorps whoweretions b e twe e n. school,. stu- confidence' levelsin appro-..m21); Mr'. Zorla tee Cm" high school drop-outs. Theydents, and commtanity.Chal-priate situations, particular-Mrs, Oise tea Pirker, Mrs. exPressedstrong feelingsred by Mrs. Wesley Weber, ly ininitial, contactsivith Margaret Scott, Mrs.. Helen about the need for greaterthe committee is currently re- members of the community.Watson, Wesley Weber, Mrs. understanding between teen-newing, criticizing, and revi- Turning directly to tom-.Wilma.' Brady, Mr. and Mrs. agers and their parents andsing a list of recommenda- numications in the education- Ventura. Aguilar, John An- teachers. In general, thesetions being prepared for sub- al secticn of the park, a reeglin, *Mr!. Lucy Guzman,and young people expressed a de-missionto the curriculumcornmendatiOn under discui- Mrs: Gerald Tome. A regular sirefor closer face-to-facecommittee. eonIs that all teachers ap- goat is Mrs.. Gilbert Brooks. contact with adults and for Most of these recommenda- proach the language differen-Haying given serious thought more intensive counseling oftions have implications for the ces of students in a positiveto many prbblems bf concern drop-out prone students. iexlating high schools, as well manner. Two:language ebilityto 'parents, this group will hese In an effort to getdirectlas for the educational parkshould be encouraged and made a significant contribu- "feedback" from thecom- strengthened,Dialectsand tiOn to the totel Educational slang should.be tespected as Park study When it completes meaningful ways of.communieits work. cation.Proper language for (NEXT: Thee teachers' cure the proper situation shouldbericulum sub-committee). one main goal of instruction. Went, *Oa las, 3.97 *an gm Orrruig tud: yinic tes EastSieEducax By SAM HANSON femur/ Educetien Writer East Side High School District has passed the half-wey mark in art n-month, $13,000 study to tii i..ai ta,Ttek Coce determine the feasibility of on educational park for the fast growing area. Thus far the concept appears to he a good onc, according to mising Henry C. Jensen, director of the federally-financed study. A final go-ahead on the plan must await a decision by theper cent. At the sametime, the district board of trustees follow-percentage of Negro students in ing a recommendation from athe.dis t r i ct increased from twoOne of the most active units blueribboncitizenadvisoryto.' lour per cent of the totalhasb e en theIriter-Agency committee. enrollment. Cooperationa n d Community 'The sprawling district cov-Relations Committee chaired by As presently evisaged by lifeispossiblewithout Supt. Frank Fiscalini and hisers180squaremiles andMayor Ronald James of San the Itclud es nine elementaryJose.ItIs made up of 21ichool at the very heart of the fellow East Side educators,s c lie bi districts withinits neighborhood service center." the proposed educational park representatives from majorCommenting farther, Iiitudaries. Total populationpublicandprivateagencies. 'Jensen would be an effort to head offof lhe area is estimated at declared: rrobltms of de facto segrega- ,Thile Include health, welfare tion plaguing many U.S. cit. . Jaw enforcement, library, fine "The-experience of the past les. It would: because of rapid populationarts, adult education recreationfew months have confirmt4 growth, this huge area has been the conviction of tf,e staff that Contain a school complex to . . .and volunteer service groups. in aneducational parkoffers terve from 3,000 to 5,000 highmany of theamenities' usually A large number of agenciestremendous potential for the school students. associated.with urbanizedre,are interested in locating Eastimprovement of commanity Emphasized decentralized.. gions.Libraries and recreationSide branches in the educa-life and the enhancement of ,"schools within a school"nu - h rt suI -. Theretional park complex if fundsindividul mirth for the peo- other feattirestosoftenthe can be found to provide facili-ple of East San Jose. problem of students feeling they are no museums, artgalleries,ties, according to Jensen. ere mere IBM numbers. crafts centers or centers for the "The opportunity is here to The study director *stresses , ---; Providecultural and rec- arts apply a preventive strategy to rformin theproject as a preventivethe emerging problems of our reational facilities available to TheEastSidecommunity the entirecommunity ona strategy for avoiding the racial!increasingly urbanized coxmnu- .needs a focal point for learningand educational turmoil that has year-around basis. nity. The time to vet is now, not locationfor.and enjpyment which will alsostricken many U.S. cities. Provide a a-decade or two irice. To wait social services provided by city,create a sense of civic pride,.After studying plans for re- countyand private agencies. according to Jensen. handing inner-cityschools mis to invite disaster andr epeti- Explaining the philosophy be- 'Tbe study has been itnadedother American cities, Jensention of the sorry d.acle now hind the project, Jensen said: under Title III of the Eleinenta-!declares:' beingexperienceb. nearly "We think we can produce a ryand Secondary Education ;every major city in our and." is being carried on by a"It is obvious that the educa- qualitylearning environmerr Act. It tional. park idea is clearly ridingI Jensen noted that obs. acles to That iswhat we areafter staff which includes Jensenand the project are formidable. They primarily. In the process we associatedirector Guy C. Klit-on the wave of the futur e,include finances, formation of a hope we can prevent develop- gaard. Educational planners, urban ex-workable administration for an date merit of ghetto schools." .,Most of the activity to perts, sociologists and architectslinter-agency facility and devel- 411 Jensen noted that Mexican- has been made Up of committeeare increasingly articulate inopment of an educational pro- Americans now constitute about work undertaken by some 160theirinsistencethatschoolstram to meet the needs of both must be included within 30 per cent of the district's .iti . ens on a variety of advisory theihigh school students and adults. 11,000 enrollment. He said that 4.z framework of total communityI "These obstacles," he said, percentage appears to be grow.units.There have also beenplanning for the improvement of"can be overcome only if the half many talks to commun i.t y ing.In the two-and-one urban life in America. ;leaders' /of our community ex- "The school as an independent years between the' fall of 1964 groups and gathering ofinfor- ihibit the will to be innovative and thespringof1966,theI mation oneducationalparkand isolated agency is on its Mexican-American student pop- projects in other parts of theway out. On the other hand,land the commitment to the ulation increased from 26 to 30 country. no real improvement in urbanproject through." Thurs., Oct. 19, 1967 .00San Jose News EastSide E ucational Park C ncept Applauded =6 An educational paik fortlie` East Side Union HighSchool' District is called a good con 'cept. -The district Coiers "it is obvious that the educa- Henry C. Jensen, director of ,miles, includes nine elementary ! tlictal park idea is clearly riding an 08,000federallyfinanced schopl districts within its bound- on the wave of the future. study, Tuesday expressed that aries and serves a population Educational plannerk, urban ex- estimated at 150,000. opinion as the 18-month study perts, sociologists and architects reached the half-way mark. -Jensen said because of rapid District administrators a r e population growth, the area has are increasingly articulatein working with a citizen advisory ; fallen behind in acquiring lo- theirinsistencethatschools committee in making the study, ,braries and recreation facilities -Must be includedwithinthe framework of total community results of which will be present- and. 11143..P0 *Y!itTmqt _are CO ed to district trustees for a final planning for the improvement of leries and craft and performing: urban life in America." deCision. arts centers. The educational park, primary "The school as an independent He said the East Side needs a and isolate,: agency is on its purpose. of which would be to fOcal pointfor learning andt :head off de facto segregation way out. On the other hand, no enjoyment whichalsowould' real improvement in urban life and resulting problems, walk': help create a sense of civic -4rovkle a school complex to! Is possible without the school at ! pride. . .ierve 3,000 to 5,000 high school the yery heart of the neighbor-! Besides a 160-member citizen 'students. hood service center. advisory committee, workon: Emphasize decentralized 'The' experience of the past the study has been done by the few months has confirmed the "schools within a school" and Inter-Agency Cooperation and other features to make students .Community Relations Commit- conviction of the staff that an believethey are morethan. tee chairmanned by Mayor Ron educational park offers tremen- mere IBM numbers. James. dous potential for the hriproveL: Provide cultural and rec- ment of community life and the 'national facilities for the en- The latter group consists of 21 community on a year- 'representatives of major public enhancement of individual tire worth for the, people of East San around basis. and private agencies inthe "We think we can produce a fields of health, welfare, library, Jose. qualitylearning 'environment. if 1 n earts,law enforcement, "The opportunity is here to That is what we areafter adult education, recreation and apply a preventive .strategy to 'primarily. In the process we 'Volunteer servicegroups. the emerging problems of our hope we can prevent develop- , Jensen said a Large number Of: increasingly urbanized commu- ment of ghetto schools," Jensen :agencies are interested in loc.at-1 nity. The time to act is now, not saicL ing East Side branches in the' a, decade or two hence. Towait He noted Mexican-Americans :educationalpark,;omplexif is to invite disister and repetl- contitute about 30 per cent of funds can' be found to provide' lion of the sorrY debacle now the district's 110000 students and :facilities. beingexpbriencedbynearly the percentage is growing. i He noted the project hopefullyi, every major city in theland." From the fall of 1964 to the !would serve as a preventive' Jensen' listed as obstacles to spring Of 1966, he added, the 'strategy for avoiding racial and, the project finances, formation Mexican-American student en- educationalturmoilthat has :of a workable administration for rollment increased from16 to 30 occurredin. many American, an inter-agencyfacility and de- pei cent. cities. velopmentofaneducational C om me n tin g on studying program to meet theneeds of Jensen said during that time, plans for re-building inner-city lboth highs soh ol students and the percentage of Negro stu- fadults. dents increased from 2 to 4 per schools in other cities, Jensen cent of district enrollment. said: A TIME FOR BOLDNESS East San Jose SUN/ November .8,1967/ page 7

EAntSide Unioh.students.hplp; with ed &nal -.parkstucly

discussion held with Thomas As a group they wish to study -(FOURTEENTH-OF ASERIES) F. Collins, assistantsuperin- the "learning to learn" con- services. cept, its strong Points and School tendent-1. isiness East Side Union High Stu3c.4, recommendationsth weaknesses, and its relation.' District students make uoan- ship_to ekistingand future sub-committee of the thiS a ).ea will be forthcoming other shortly. curriduluni. curriculum committeeof ,the The other topics to be dis- The st dte nig' are parti- Educational Park Study.They cularly concerned with mr the cussed by the students should met Several times during One non-involved student: Tbo pilot prove quite interesting, spring and suggested a topic is school spirit and the sire here is to bring the non- project; they are now meeting necessary steps tobuildor involvedstudentsintothe on a regular basisto consider insure school spirit in a com- mainstream of school life, to a variety oftopicsdealing with plex such as an educational make school meaningful for curriculum. Scot §tilwellof them and to aid them in becom- chairs park. Closely related to this Andrew Hill high scwhool is the subject of student goy- ing active participanti in du/ the students* curriculumsub. the general prob- school. .. e rn meat and committee. lemof student voice inthe The students' cUrricultni .,During the springsemester, sub-committee has indeed ta., that a school. the students suggested to the Educational ken on a considerable :..task. group of studentsbe turned Related However, the quality of stu- "optimum" Park Study, the studentswill loose to create an such questions as dentsinvolvedholds gre0 high school basedon,the edu- consider promise for the outcome of what,the impactof student Cational pail( idea, their work, . . . . The group selectedto-waik opinion in the day-to-day op- members of a eration of the school shouldbe, Besides Chairman Stilwell', on this, were what the structure ofstudent the Committee is currently guideroom at Overfelt-High made up of the fdlloirIng: stu: had a diffi- governmentshouldbe in a School. The group complex such as thePark dents; Lou Barbaccia,Phil cult timegettingunderwayand Study suggests. Barbaccia,CnyhtlaMark, did not completethe job they Laurie Woodside, Pak Grove due to The students will explore set out to do, primarily their concept of the qualities High School; HorY Cantandci, lack of time. TheirMain em- Margie 'Marcus, Tony Satre; of a good counselor, what c. mera, Sharon Wray, Piedmant phasis was to suggest a grea- good counselor should do, and .ter varietyof electives for. Hills High School; KathyCar.4: to take as juniors the implications of this for the Brent Colwell, Hip students educational park. The teaching doze, and seniors, a suggestionthat Gross,PamWelsgerbet, of an staff will be the subject of a Samuel Ayer High School; Stip fits well into the concept similardiscussion.Hope- educational park. Johnson; Ron Yonikaws, stu- fully, some interestingand The current group of result Zavlaria, James Lick RIO is looking into seven usefullifsightswill Joan McGuire, M. dents from this aspectof the stu- School; areas within thebroaddefini- drew Hill High School;Joho tion of curriculum(every- dents* activity. McMillan, Richard McMillan, school), The final two points the stu- th:ing that happens at dents wish to studydemon- Ayse Vurgun, Overfelt }HO discussing the areas and ma- School. . about statetheir concern for tea- king recommendations methodologyand foi them. Food service wasinten- ching sely discussed, and alengthy many of their fellow students. 3oard Gives It Tentative Approval 106(1- A) e //l iflo7 E. San JseEducatinal Plan Advances

Animaginativeeducational tional facilities into a coordinat- Noting dieeernnhasis tkl%P.lear..1 park proposal for East San Jose ed project open to all. ing avenues ert.communication a unique concept for Califor- The Educational Park Stut among various East Sicktethnlc nia won tentative endorse- in the East Side Union High ment from Santa Clara County School District is an 18-month groups,the scheol .deleigtlon supervisors today. peoject for East San Jose fund- said: The massive project is seen as ed with an $88,077 federal grant. "De facto segregation Is 'nota a coordinated joint-use facility The Inter-Agency Cooperation current problem, hut promises for both schools and the public,. and Community Relations Com- todevelopunlessboldand ending the controversial "locked ! mittee, a group of civic leaders constructive steps are taken." doors" isolation of schools fromi and citizens chaired by Mayor The studyisconsidering a the rest of the community. Ron James,isstudyingthe model complex with these fea- Without committing count yl feasibility of the proposal. tures: money, services or plans, super- The committee includes Board A secondary.sehoul complex visors said they want to hear Chairman Sam P. Della Magg-.! to serve 'an enrollment of from their staff and have anoth- iore and Supervisor Charles A. 3,000 to 5.,000.nlnth through 12th er meeting on the subject. Quinn, bothrepresentingthe grade FrankFiscalini,East Side East Side. pupils' Union High School District su- Henry Jensen, school district Deaentralized"s chools perintendent, wanted to know if study director, told Supervisors *ithin .a sehool" organized the county is interested in mak- the educational park cae only be 'around a core of shared,spe- ingservidesof.its: agencies found in two points in North cialized facilities. available to East Side.residents America,inCanada and in An educational environment through the inter-agency com- Florida. which placesa premium on the, ,plex. He noted the 1967-68 East Side development of the studentas I These, Fiscalinisaid,could district enrollment of 11,000 in an individual, through intensive' include"educational;.ctiltural, eight schools will grow to nearly careerguidanceprograms, recreational and social ,services, 33000 in18schools by1985. vidualized instruction, inte components." Elementary pupils are enrolled disciplinary teaching teams, The educational parkcould: in nine differeet trpec!ilivili: rses and the bring together, scbool .officials "The efteatioeal; p'orkcog' m a st. advanced instructional said, a massive high, School of cept is >new Anierican educa- materi4is and equipmentavail- 3,000 to 5,000: &dents, and a. tionOing been generated in able. joint-use library,theater, cul- the emd400s as a response .,to Cultural a n d recreational tural -center, recreatiOnal andj the. rapid deteriorAtion of quali- 'athletic facilities park and so-; ty in urban school systems," facilities available tothe entire community on a v year-around cial service and other educa-1 sehool officials said. basis. Social servicescomponents Tues., Nov. 28, 1967 8Z San Jose News provided by existingcity, county and privateagencies, organizedsoastoprovide needed services effectivelyand For East Side District economically. 011111111=11.11.11IMMO School Plan Pushed The East Side Union Highdirector Henry Jensen. tion provided by the district. ance of other schools, some of School District's possible educe-Thestudy,whichwillbe "Thisis a preventiveap-which are beginning to show a tional park development hascompleted by next June, centersproach, not a program to reme- been endorsed in concept by theon possible development of a heavy student population from C:ty Ceuncil, which instructedhigh school that would combinedy an existing problem," Fie-Mexican-American and Negro City Mgr. A. P. Haniannboeducational,cultural,recrea-calini pointed out. groups. conferwithdistrictofficialstional and social service facili-While theeducation park'sHamann said he sees the abotit the kinds of city servicesties and programs to serve notstudent body more than twiceproposal whose feasibiry is andfacilities.that might heonly tbe student body of perhaps the size of any of the district'sthe target of the present study included in the project. 5,000, but the whole East Sideexisting seven schools would The Council endorsed thecommunity as well. come from an identifiable at- as the "only solution to the project's concept Monday afterleiscalinisaidtheprimarytendance area, it would be largeproblem," and a way to do a presentations by District Supt.goal of the project would be toenough to cut into the attend-better job for all the taxpayers. FrankFiscaliniandprojectmaintain the quality of educe- Want WelfareBuildingsNee ymire. thz Torm, of them, This was promptly reed eeememoneesemeeeeeiereseepeeee... ifiazzy4, Candelaria.I an cursing toby Marie Johnson, a member fne stage and, as De/la:gag.of the Eastside's Educetion:a _I Pt giore disappeared through aPark blue ribboncornmifrl. eocr,vidOUS:7 threwa At this time there is ver; plastic name plate 4 hthi. little connection Jetw:ten thr. EnsignCrewv Te nme plate, belongingparkand the. weThre en-:1 to Csrxiity Cause! john Ken. -nedical facilities., she sZL6. net.1v, missed as it crashed r.vinst the wall. Plan Pickets Mobs s erYvistV Prior to Nit explosion the The crowd, exhorted 1-y meettn3, thougnorderly, Sophie Meodoza, Caniclarie contair,ed throats and over- ?nd San Jose State Boardof Supervisors studentElenPllernandez, chairman Sam Della Mag-Offers Bus tones of violence. Quinn said later he had A Negro boy, 1 I year old. remainedlongafterthe gioredoesn't know what maetingonriplartiocithe missed bim when be showedwanted to announce he will Fred Hills, took the micro- recommend that a 'Imedi- picketing of the Handyman up at s meetingealled by the phone and, eiter a hesitantstdre on Willow street, (7.1 beard to bear pleas for anbus" service he provided start, lookedthe supervisors from the Eastside to Valley which Della Maggiore is part Euteldemedical facility in the eywand said, coNe cioowner. They wele aided in and welters building, medical Center and the mein not b3g for what we want. welfare building on North the planned boycott' by the After' a long session in We fight for whet we want Revs. Jeri y Pence and Barry which nearly 100 supplicantsFirst Street. and we gonna get RP, Many Verdi EpIsl'opal priests of for the facilities were heard, bellaMaggiore,a ler.; in the audience rose to their St. Mark's Community Par- Della Maggioreadjournedtargetofwelfare people, feet and applauded. ish on CunnIngham Ave. the meeting with llttl pro-defendedthe county's ac- mise for the facilities given.complishmend. Look at the L alive Room On Stage Prior to the adjournmentrecord and see how many Leavingtheroom with Last person to speak at Srd DistrictSupervisorwelfare departments we have Della. Maggiore were super- the hearing was Miss Charles Quinn said, ult'sestablished," he said. Pick- visors Charles Quinn and Hernandez who went up on sot that somettdng hasn'ting up his papers he said Martin Spangler, Sig Sanchez the stage and said,Tonight been done, but that it hasn'tthe audience'srequests who with Ralph Mehrkees re- ! have heard 'please' end I been done fast enourb.n Hewould be taken under con- mained, told the crowd he have seen tears in tile eyes startedtotalk about thesideration. Then he walked believed they would not get of sincere people. I'm ne- Hosting Authority but jeersout of the chambers. anywhere with a threatened going to say (please', I am end catt calls greeted his sit-in or demonstration but going to 'demand." Turnieg statements. He gave up, say- Crowd Angry that ',reasoning together" to Della Maggiore, she said, ing **Pm not going to try to would solve the problems. d,We demand! You say 3,ea talk with all this harass- Thecrowd, angered, have no money---but we're stormed toward the front of kie claimeda proposed ments', edecational park or. the East- nottalkingmoney-.wo,re side would satisfy the needs talking people' in the area. ask you right nowwhat are you going to do about it T)

sea .joaiiiiiiiaiiky11/20/b7 Education ParkPlan Needs Due foreview sejo them and the surroundingIn other business MondaY the. ty Cothmittee rponsible for The San Jose .city adminlstralconununity.It is proposed as granting or rejecting citizen's dan boday is Investigatingthelone means of preventingde BRANHAM LANE Granted requestsforschoolcroesing kinds rof services son Jose oughtfacto segregation from becom-a change of zoning from homes protection, without appeal to the ing worse on the East Side. lo neighborhood commercial for Council. toinclude in the East Side "Thisis a preventive ap-the south side of Branhaan lane PARK HOURS Approved a Union High SchoolDistrict's preach," said Fiscalini. "It isMe feet east of Carter avenue. request for the concetsionaire BLOSSOM HILL plans for an educational Park- not a program to remedy an Denied a Alum Rock Park to tirnainopen City Councilmen approved the Jrequest for office zoning on the feem g a.m. to 5 pan. between existing situation. northt corner or Blossom Nov. 1 and Feb. 29. plan Monday atter District Supt. The service area of the educe- FrankFitaliniandproject Hill road and Ckwercrest drive. SEWER Granted Sanitation director Henry Jensen outlinedtionalpark would belargeFOWLER ROAD Denied an iDistriel 4a sewer am:election to the plan. enoug,la to cut into the serviceapplication for a change of zone !serve Western Microwave'spro- Admen is bend of a studyareasefscheols whichare; from homes to apartmentsand!posed $2millkinfacility en :whichwillbe completedinbeginning to show heavy con..eetaborbood commercialfor Hicks road near Camdenaye- 'June. The district is exploringte.ntrations of ethnic minorities.47.5 acres on the north side of !nue. the possibility of combining ed-Hamaam said he seesit as`Fow. ler road ee feet east of San! ucational, cultural, recreational"the only solution to theprolelFehpe road. and social service facilities on alem." The Council unanimousltS A F UT Y PATROL In- single campus in East San Jose.instructed him to confer withntructed City Mty. Ferdinand. The campus would serve bothFiscalini on what the city's role,c'a.flaledraftan ordinence the students some 5,000 ofmight be in the park plan. eneking the Sehmf. Traffic safe. 29 Tues., Dee. 5, 1 9f17 an Mentinrrntrg Educators Praise'Education Park' Under StudyHere i30,0;)0. Attendance areas wntdd I Wouldmakeitpossiblefor1Sullivan viewed the educationl By SAM HANSON consist of a whole city, part of a !citizens in a section of a largerpark as a "promising avenue of Mercury Education Writer city,ora number of largecommunity to have a direct,attack" on de facto segregation The c d u c a t i o n park, nowsections within a metropolitan erfective voice inthe affairs of aand suggested that it might be beingstudiedbyEastSide'tree school serving their area. consideredfor racially homo- Union Nigh School District, hasFor example, Fischer depictsIn his paper, Goodland writes. genous districts aswell because been called "the boldest pianthe park ns "the largest e.duea that the "educational park is nof its potential for upgrading yet to iptcgrate urban schools"tional i ii s I i t u 1i 0 n ever es- modernversion of the commie ithe quality of education. by a noted New York educator,tahlished below the collegiatemty school,serving a wider !Educationparks,hesaid, Dr. John II. Fiecher, presidentlevelandthefirstplannedirange of functions.Ideallly, it should he located so that they or Teachers College, Columbia :both eaters to the cultural and 'will be readily accessible to all University, expresses his eims.explieitlytocultivateracial (recreational interestsof entire racial groups to improve the in a booklet recently published;integration as anelenwnt of !families and dispatches itsaca- :opportunitiesfor bringingto- by the U. S. Commission on good education." ,demieresponsibilitiestothe :other students of d i f f e r e n t' Civil Rights, ile warns, however, that theschool age population. Strategi. races,ethnicgroups,social, education park is no panaceat' cally located so as to cut across economic and cultural strata. In the booklet, "Educationbut that failure to provide it,i.both racial and socioeconomic Parks." Fischer and five oth-or to invent an equally prom- fig h e t t o s and former school Sullivan said this concentra- er nationally known educatorsising alternative will result inboundaries,t h eeducationaltion of students would permit appratso this new school con-continuing "to deny a highpark offers potentiality for themore effective utilization of cept. .. proportion of our citizens thekindofpopulation mix thatstaffspecialistsandmore Other authors of papers in theindispensable means to a de-uncontrolled progress appearseconomical use of highly spe- cent and productive life." cialized, expensive equipment booklet are John1.Goodlad. to he rendering obsolete." Much concern has been ex- and facilities such as gymna- dean of the graduate school of Goodland says if educationalsium s, libraries, cafeterias tOication,UCLA: Francis Kep-pressed about the impact of the pel, chairman of. the board ofhuge size of the education parkparks are to accomplish theirand auditoriums. directors General 1, earningon students and teachers. mission and avoid resegrega- Several cities are currently in In the booklet, Itortie declares Corp., New York City; Dan C, tion in ostensibly desegregat-various stage of developing edu- Lorne, associateprofessoroi that parks planned withthe helped schools, they must use new education, University of Chimeof teachers would afford special: practices such as nongradedcation parks. Nova School in opportunities for them in sever. in go;Neil V. Sullivan, superin. instruction and team teaching.Fort Lauderdale,Fla.,is . operation.Othersinvarious tendent of schools in Berkeley,al respects. . pp says nongradedhi- nd Paul Davidoff. chairman of,"The education park couldKeel stages of planning in Syracuse, structionand team teachingNew York, and New York City, the department of urban plamInrovide1 laboratory for student might help solve the problem ofast Orange, N. J.; Pittsburgh ning, Hunter College, New York Iteachersc who would have the Citv. and Philadelphia,Pa.,Balti- size if these techniques are tiedmore, Md.; Berkeley and Sau- l'ians for the education park :opportunity to observe a greaterto the new educational technolo- envision pew and larger corm variety of teaching styles than salito. ecially .are "Education Parks" is the sec- plexes of structures, esp possible in a conventiona1 preparationgy andlinkedand retraining.withteacher designedforadiversityof school," Lortie writes. ond of the commission's publi.. Keppel calls the new comput-cations resulting from its study, Is t u d e n t and teacher back.Educators who have studied l'er technology ". 'grounds and t e a c h i n g tech. . . apromising"Racial Isolation in the Public the issue of the impact of thepromising in the dia gnosisSchools," published last Febru- niques. parks on students argue that' to instrument for individual-ary. The first, "Schools Can Be in proposals being studied in properly organized parks wouldi tie,.sedinstme6nnnarthilarivDesegregated," was a brochure San Jose, the education parks permit more attention to be paid! iii-ris, pr-omrsiniTo thvecia-goosisoutlining the various techniques would also include a variety of to the needs of the individual'and solution of the educationof desegregating schools. The public and private agencies to student through more counsel- ;problems of the disadvantaged."commission ,is an independent, provide services needed by the ing, greater flexibmty in groupe"From the start the educa-bipartisan, %et-finding agency community.. ing students and more efficient,il parkwillhave to beestablished by Congress in 1957. Education parks now being useoftheabilitiesofthe' 'la, ' considered in other parts of the individual teachers, plannedincollaboration with c o u n t r y would accommodateFischer believes that the Ouniversitiesand colleges and student populations of from a ication park could be organized 'probablyshouldserve as a few thousand to as many as las a self-contained system with'center for teacher preparation lits own autonomous board whichland training." Keppel said. I East San JoseSUN/ Decpsnber 61. 1967/ page 3 A TIMEFORBOLDNESS Adulteducationat *IP Adpark

skill training and basiceduca-ximately eight hundred seats EducationalPark,districts comprising the Met- 'rho tion. is a nonexistent, but required, whose feasibility is now underropolitan Adult Education Pro- element in the social develop- gram, These include Camp- --A cteld care cent is a nec- study by the East Side Union essary part of thefacilitiesmeat of the community. High School District, is view- bell and East Side High School San JoseSuperintendent ed as an excellent location fordistricts and Santa Clara andto allow parents, particulary inGeorge M. Downing and his adult education programs. San Jose Unified School Dist-mothers,to participate needed daytime adult educa-staff recognize the importance ricts and Santa Clara and San of having in each of the four The Metropolitan Adult Ed-Jose Unified School districts.tion. districts, permanent adt .ted- ucation administrative coo- The education of adults is --The requests and needs for daytime adult educationucationfacilitiesto include oil, at its November meeting,not only compatible with the and facilities recommended that adult edu- ire the leasing of portableclassrooms Park, but is one of the essen- available for day-time use and cation facilities be establish- and the spasmodic utilization oftial elements in providing aof classroomsavailable inalso adMinistrative headquar- ed as an important segment multi-agency approach toco- ters. 'the proposed school-commu- existing buildings. nity complex. The recom- mmunity problems, facilities --Adult education teaching --Adult education The area in the EastSide mendation was supported byfacilities are needed for day.-designed to usemodernteach- thefollowing statements of not avail-couldbestbe servedby time use; and, there is, at pre-ing technologies are including these facilities in the need: able. sent, a significant toward full- proposed Educational Park.An time day operation of adult --A culutralcenter Obi- Permanent administrative L of appro-instructionalserviceunit cilities are needed in each ofeducation faCilities to providedude *small theater which;couldaccommodate day-timeinstruction,staff meeting areas, and working space for clerical andad mM- istrative staff would make it possible to give greather at- tentionto the Adult Educa- tion needs of this area. East San JoseSUN/ December I..1967/ Pate 7 ntherchallenge t cti parkplanner .....v...... 011.~Wo...M life and hold conferences at By skin. Lavin. home. They should also be able to speak Spanish and serve" lar- ...... o..%M....ap."oSUN Staff Writar. gely as a school sOcialworker." M ex ic a n-Americans fromThe report objected to " track- toing" methods in the high sc. ool three groups joined forces in which the student is geareCA for present strong recommendations preparatory or voca- to the blue ribbonadvisory com-a college mittee of the EducationalParktional program. Study. The presentation Was in- --T e a c he rs should getto spired by a similarone madeunderstand the Mexican-Ameri- on behalf of Negroes last monthcan as well as the students and by the NAACP. , administration. 6 . Curriculum The blue ribbon committee willmaterials must be utilized which consider the report at itsnextdepict the positive contributions , meeting on Jan. 5. to America by members of this Thereport' srecomnienda-ethnic minority. It is our sugges- dons, presented by Alfredo Gar-tionthat the EPS actively seek za, president of theMexican-to acquire all the written materi- American Political associationalsby Mexican-Amdricans that (MA PA), presented " in the spirittreatsubjectmatterswhich of cautious optimism,the fol-the students must undertaken. lowing constructiverecom- " It is essential that all ad- mendations: " ministratorsunderstand the More Mexican-American tea-Spanish. language,"the repagt chers must be hired in the dis-added. trict, and Mexican-Americans to " It is essential that the E0$ encouraged go to college to be-destroy the barriers"to equal, come teachers. opportunity in .education for the --MoreMexican-AmericansMexican American, the 'repot; should be included in top posi-concluded. tions in the school, including a Besides MA PA,the other con- director to help familieswith tributors to the report . were educational problems " which nomembers of the Community Sek vice organization (CS0).and the one is paying _attention to atthe . present time. ' GI 'Forum. --Counselors shouldknow more about thestudents' home A TIME FOR BOLDNESS 'Involve' thestudents and parents, saysintergroupsubcommittee

One of the most active com-sideredin developing themust be broadened. The fre- mittees in the East Side Unionedueational program of thequency of contact betweenall High School Districtv s Educe- proposed educational park. students afid their counselors tional Pak study is the Inter- These are as follows: should be increased, so that Group Relations Committee, liograms designed to Ili-counselors can be more aware. headed by San Jose attorneycrease dialogue and under-of students' aspirations and Edward Alvarez. On Decem- standing among parents, atu .personalas well as educa- ber 1, the committee presen- dents and teachers in an effort tional problems, 'The crucial ted its report and recommen-to break down communication role of the teacher in the dations to the study's blue-barriers between youth and guidanceprocess should be ribbon advisory committee.adults. recognized.Counselors, in The report endorses the ed- Involving students in decis- addition to their wink with in- ucational park concept for theion making in areasthateffect dividual students, can serve following reasons; them directly, such as theas resourcepersonnelto I.It would provide a sourcebehavior and dress code, Theteachers, of communitypride andCoftunIttee feels the vast Theemploymentof 'ad- identify for the Eastside,majority of studentsareditional minority group teach 2. It would provide an atmo-responsible,Such programs ars, 'This will provide not only sphere that would engenderwill not only encourageand the needed models for mino- better communication andsupport their responsibility, rity croup students WI an but will ":se a valuable means closer harmony among all equally needed .meansof socio-economic and ethnicof developtg a basis for real breaking down sterotyped atti- groups.. communication between and tudes often found in the school among the studentsthem- 3. It would broden and enrich P4 the community,. the educational opportuni-selves. no Blue Ribbon advised* Active efforia ..ties for both youth and adults to* tring conunittee will consider the in the community.' parents into a more positive report's recommendations in 4. It would facilitate a coordin-relationship with the school,drafting Its own report to die vied effort by social agen-througA increased use of district's board of trustees cies and community organi-parent volunteers,teacherin the spring of 1968, 'zations in solving the humansides (semi-professional) and problems of Eastaide reed!.school - communityliaison dents. workers dravin from the com- 5.. Tt would be instrumental inrnunity..These efforts are preventing de facto segre-especially important for low gation in the high schools.income and minority group The Committee made fiveparents, recommendation& to be con- The concept of counseling SUN - February 7,1968 tural advantages to minorities. Selection is blocked The study had been in the hands of the blue ribbon committee only a week," an insufficientlength of time to make a decision", she EducationalPark went on, and suggestedthe study be delayed. Educational advantages of the park could be negated by a poor choice of site, Mrs. Johnson said. sitestillunsure Instead of busing minority students out of the poverty area, it Six sites were analyzed in themight be better to bus white study Elaine Levin. attendance area defined roughlydents into the poverty area. SUN stiff writ.. byanoblong from Story and "It wouldraisetheself- Coyote creek on the south andesteem of these studelcs to bring west, and Capitol avenue and thethe facilities to him,she de- Ge Penitencia creek on the east and Where Will the East Side' s su- clared." We need to have per- per .high school be located?north. sons sensitive to theseneeds That question, considered by They were, in the priority or-consider the sites." the educational park blue ribbonder determined by the subcom- Teresi said such factors were advisor ycommittee Fridaymittee: consideredby his committee. night, is still unanswered, as the 1. East of Capitol avenue andNo other feasible sites of the site selection was blocked by Ne-south of Penitencia creek (wherenecessary 120 acres couldbe gro and Mexican-Americans. district offices are now located).found, he said. The disagreement seemed to 2. Mabury road and Jackson The two Mayfairsites were boil down to whether or nottheavenue. not top rated, he explained,be- three high schools-in-onewillbe 3. Tully road and McLaughlincause they would involvetearing located in the minorityneighbor-avenue. down some existing homes and hoodsor farther outinuninhab- 4. Quimby road east of Whiteother buildings, both an expense bitedlands of Berryessa whereroad. and a relocation problem. 120 acres is stillreadily avail- 5. San Antonio street west of "I never said the park had to able. King road. be located in the Mayfair," Mrs. Led by Mrs. ArthurJohnson, 6., San Antonio street west ofJohnson said. NAACP chairman, the Mexican-Jackson avenue. Superintendent Frank Fiscalini American and Negrominorities The two top rated sites werepointed to current studies which got themselves appointed co ex-both located north of McKee roadindicateghetto children do not pand the site selection commit- .and away from the " povertybenefitwhen they are kept in tee. The augmentedsubcommit-pocket" south of McKee roadtoghetto schools, no matter what tee will hire a consultantand re-be served by the proposed educa-improvements are made. port back to the blueribbon com-tional park. Milpitas school trustee Gilbert mittee next month. Mrs. Johnson read a preparedBrooks insistedthe committee Ed Teresi, a county planningstatement in which she said thewas " missing the point".Site commissioner, presented the re-proposed sites notnecessarilyselectionis unimportant, he port. Other sitecommittee mem-contribute to the goals of the ed-said, developingan innovative bers were SupervisorSam Dellaucational park, those of improv-curriculum is the most urgent Maggiore, chairman; JohnGuis-ingcommunications betweenneed for existing schools. What, to, . city planningstaf f;M.B.minorities and 'the white ma-for example, is going to happen (Pete)Petrick, of the Greaterjority and providing compensa-at Overfelt, he asked? EastSanJose Homeownerstory educational, social and cul- Some of the innovationsare Council; Warren McCord, coun- already being incorporatedin ty planning staff,and Ray Bold, curricula of existing schools, he civil engineer. The last two were was told. not at the meetingFriday. And for areas south of Story road, another educational parl: site feasibilitystudy will be necessary, Fiscalini said. Blue ribbon committee chairman named Mrs.Johnson, Brooks,Lino Lopez, Mexican- American project director, and gdward Alvarez, an attorney, to represent minorities onthe augmentedsites subcommittee. They will considerselection of an outsideconsultant at the first meeting this week. East San Jose SUN/ March 6,1968

Y.V.:.X.):'C:%:.:''XC'W.VVAKWYVXePWAXAVAM:::::::::C:M:::ZAW.: .4.; ....5."..""""7:..04.:.F4:::5;..:::.:::::::::::Z:::::::::::::;::::::::t:::::::::!:::::::::,.: :.(,. :.:.. ::. :;.:: ?..... :: .:.: EArgk vrigiAD ,.v...... :.:. :.:. ... .:i 0.::: .... , Newk lineup , ...... : ...... 1 ';: :...... :. No French hens X: V. .... ::.:: g X. ....:.:. of 'super , ,.: y .C... II . ...: onpolice list :., :.: :.:..:. ... i...f. high' sites , ..:...E. _...... , By Floyd Carkonfl By Elaine Levine SUN staff writer . "."~....gr...W.b."laOeb Henry Jensen speaks The director of the statede- Henry Jensen, director orthe East Side's educatianzi psez partment of compensatoryedu- study, called in to say he hoped arecent column about 'the cation will talk tolocal citizens ribbon" committees was not directed against his big group. trying to decide onthe site of the Henry agreed with, the column's point that too oftenbig-namei EastSide's" super" high members of theie committees do not function. . school. "But," said Henry, "I think our committee has a deeper lEvci After Dr. .Wilson Riles con- of commitment tt In most of these groups." He said, while at- cludes his speech Fridaynight tendance records have not been kept, he thought about ene4:at." at Mt. Pleasanthigh school, the of the commitee attended the seseons, which are held roma:- hew site selection committeewill ly. Sub-committees meet moreoften. present anotherranking of the He said members such as city manager Dutch Hamann, fil2viyr controversial proposed sites. Ron James and county executive Howard Campen did Qet at- One of the demands ofminority tend but sent representatives. Some others do not attend,in groups when theoriginal sites person or by proxy. study was presented last month to Jensensaid he was going to.compute attendance figurcu, .theeducationalpark' s blue and hours spent on the Eastside study. Blue ribboners have ribbonadvisory. committee was spent about 1,000man-hours duiing the first year, he said, the hiring of an " outsideconsultant" Two consUltants fromthe department of compensatoryedu:- cation met with the sitecommittee on Feb. 19. The consultants, Frederic Gunsky and Ju!to E sco- bed% told the site committee that location didn' t make a difference in education, but if the community felt it was important, it should beconsidered, Henry Jensen, educational park study director summed up. SAN JOSE NEdS ..APRTh 22,1968 Posipone Education ParkAt S.J.? An educational parkfor East :of the day: de facto segregation, master's;lack of community focus and. San Jose is among ;pride, insufficient quality edu- blueribbon exhibited by projectstobe !cation,overlapping and scat- StanfordUniversitygraduate Itered public facilities and pro- meong students in architecture atthe:grams. The once-postponed meet- ,University Art Gallery April 25 ing of theEastSidehigh through May 12. school districVs blue ribbon advisory committeeto the Also included are a Los Gatos' educationalpark study has church plan model, a pedestriani been delayed again. :apartmer.t community forAlca- The reason was Dr. Wilson traz Island,low cost student Riles, state director of com- ;housing at Stanford, a Monterey pensatory education, couldn't :yacht club and an elementary:, make his scheduled appear- :school in Buenos Aires, ance Friday before the com- Victor Lee of Tucson, Ariz.,is: mittee. The site selection sub- :thestudentarchitect for the: committee has decided tohear ;East San Jose educationalpark. Dr. Riles before coming to a Lee's park is meant to relieve: .decision on the site selection, isome of the pressing problems* the major controversial point onthe proposed super-high 'school. No definite date has been determined,HenryJensen, park study direc t or, said orhigh' si Monday. chng .%0Wft,,.,, By Elalne Levine Easi San Jose SUN/ April JO, L9613/ 4wo...... ~.suf4 Stott writer

The blue ribbon advisory Mrs. Marie Johnson repre- will the big, experimental,committee, however, decided -lation park be in the May- sentingthe NAACP,said to accept the report as a c o m me nt so Comments on a final draft fair or an undeveloped area oftabulation of ratings. in separate Berryessa? "humanfactors" should bewill be solicited by park study Heading the list were sites director Henry Jensen before The Controversy overthein the vicinity of Mabury roadconsidered. location of a proposed "park" "Is itmore advantageousApril 22 and another meeting and Jackson avenue, and east of the committee to iron out (to house three high schoolsof Capitol avenue and south ofand acceptable to transport and other related community minority studentsto thefinal wrinkles issettor facilities) will probably go toPenitencia Creek roaa(Whichmajority community or vice dis- April 26. ale East Side high school dis-would include the present versa--to transport majority If the Capitol av2nue site trict offices). Both are stillpupils into, or near the minor- trict board of trustees next is chosen fdr the educational month. relatively undeveloped areas.ity neighborhood?" In a reassessment, of avail- Preferredby some The question remained un-park Allan M. Walter will be able sites for the 120-acremembers of the subcommitteeresolved after a blue ribbonits architect. park a sites subcommittee,were sitesonSan Antonioadvisory committee meeting Walter was selected as the augmented by Negroes andstreet west of King road or SanFriday night. designer of the buildings to tWxican-Americans, came UPSantonio street west ot Jack- Meanwhile, the committeebe placed on the site, whether with the same sites on topson avenue, both more acces-is approaching a May deadlineit is an regularly-sized school as before, reported Ed Teresi,sible to neighborhoods whereto submit the whole study toor aneducationalpark subcommittee chairman. minority group are dominant.the school board. complex. 6. Monday, May 13, 1963 Emit lfraT girrritrIT

IMJCATIONAL PARK

SchoolPlat aike yDelia IIIgiore

Sam Dells Maggiore, seekingbetter education by providing re-election as Supervisor in thethe best teachers and facilities 2nd District, is in favor of theavailable." "Educational Park Concept" inHe said that during the cam- the East Side Union High Schoolpaign he is going "to stress one District. issue and one issue alone the Della Maggiore, speaking rerecord."Della Maggiore has cently before a group of Willowbeen on the Board of Supervi- Glen homeowners and business-sors since 1952. men,calledtheeducational"We have been.rated the best SAM DELLA MAGGIORE park concept "one of t:e mostassessed county in the state, tL . . .Cites His Record exciting educational *programscounty with thebest public to come along in a long time. Itworks department, the county will insure the opportunity of awith the best health depart- SUN June", 1963 ment," be said. He said that the board owes it to the taxpayer to minimize: waste and "to deliver the very E uccifior:; best for every tax dollar received. "We can never let up in our; effortstodevelop programs, park c'h)pic which will provide able bodied, welfare recipients with the tools: and the incentive to enable them; Ito work themselves back into for board the mainstream ofsociety,"; Della Maggiore added. East Side high school trustees The 57-year old incumbent. willtalktonight(Wednesday) pointed out thatthepeople,, about the educational park for the jelected representatives, and the' first time since a " blue ribbon" ;supervisors have worked trth study was inaugurated more than er to develop "an impreuive: year ago. string of parks and recreation ! The study, recommending areas which have made usthe' a super high schobi with as many envy of the state." as four regular high schools on He is married to Aldina Della: one site, is on the school board Maggiore and is the father of agenda. ,two sons. He has five grandchil-; If the school board decides to idren. Della Maggiore is affiliat- take up the committee' s recom- led with the Native Sons of the: mendation to build an educational :!Golden West, San Jose Elks,' park, it will have to determine the Knights of Columbus, Eagles, site. The committee,after Italian Catholic Federation, and; several heated discussions, fail- Mt. Hamilton Grange. ed to come to an agreement on Heisa rancher,former; the location. :teacher and coach, and partner: The meeting is at Lickhigh :in a hunhor oompany. school library at 7: 30 p.m. APPENDIX G

BROCHURE "The East San Jose EducationalPark Study-- A Preventive Strategy" p focal point for iclarning and enjoyment which will and the most advanced instructional wimmffsiwwwwwww/IRMIAPPSNIMWINFI material:. 7.4141r1 EDUCATIONAL PARK STUDY - THE EAST SAN JOSE alsoDistrict's create eighta sense schools of civicThe will pride. 1967-68 grow to enrollment of 11,000 pupilsnearly are 33,000en- (9-12) in the Culturalandthe equipment entire and community recreational available on facilities a year-round available to basis PARKEDUCATIONAL STUDY A PREVENTIVE STRATEGY trict'srolledinSpanish 18 schools schoolsin nine surname independentbywere 1985. as follows:ElementaryIn the fall of 1966 the ethnic ratios 30%; Negro districts. Caucasian 4%; Oriental in the Dis- 63%; Socialivelyizeding servicescity, soand ascounty economically to components provide and private needed provided agencies, services by exist- organ- effect- EAST SIDE UNION HIGH SCHOOL DISTRICT Frank Fiscalini, Superintendent American2%;greaterrangeminority Other fromimbalance students groupnon-white 26% percentages come createsto from a sense in 59%. The prospect for even1%. Many of the Mexican- bilingual homes. Total individualof urgencyschools in the socialprimarymentviewed and rather criterion.as ethnic a neededthan make-upAchievement as concomitant anQuality end of inthe ofitself.of in studentthe balancesuch educational an body environ-in the is environment is the 12660 NorthSan CapitolJose, California Avenue 95133 (408) 251-0570 tofordevelopmentveloption 8% example, isin unless nottwo a andofthe currentbold preventive Negroone-half and problem, constructiveenrollment years.strategies. grew steps In one are but promises to de- De facto segrega- from 3% school, taken. concerneddecisions and regarding enlightened thePhilosophically, future citizens of cantheir make community EPS wise is based on the belief that EPS Action Framework month project to determineThe Educational the feasibility Park ofStudy an (EPS) is an eighteen-What is the Educational Park Study? education,inas urbana response schoolhaving to systems.been the generatedThe The educational in the park concept is new in The Educational Park Concept rapid deterioration of quality several models cur- mid-1960's American degreeandstudy'ssegmentsinto its educationaltheof 11 community Action committees.of the Framework communitysystem. involvement Therefore, of are EPS. includedhas People anbeen intense on frombuilt the all educationalscheduledect,ElementaryinDistrict, the administered amount commencedpark toand terminate forofSecondary by $88,077East the onEastSanon January JuneEducation underSideJose. 30,Union EPSTitle 1968. Act. is fundedThe proj- 1, 1967 and is High School III of the educationalcitiessiderablerentlygation. theyunder All variety.are suchblightstudy viewed models Inthroughoutassociated manyas remedial have of thewith one nationlarger de approachesbasic to the element in facto segre- showand con- older appropriateand33by aleaders civicBlue organizations.Ribbon in recommendations education, Advisory localOver-all This Committee government, committee to direction the bodycomposed willand business with makesupport the of for EPS is provided ofpasses Santa Clara180 square County, someThe East50 miles Side Union High School District encom- Setting for the Study miles in the northeast section south of San community,acommon: amuch strategy larger the essentiallyhas creation group tne uniqueEast opportunity San Jose, because it of students.preventiveof a school rathercomplex than to reme-serve is stilt an expanding to develop actionTaskteesultimateing of Forceand committees the decision-making deadlining EastCommittee Side and Unionof coordinatesassists the power: Highstudy. in planningtheSchool the Board efforts the of of Trus- District. A phas- five wide,Francisco.populationandlive inboundedon an the Mostarea eastis diversified,on 20of by the themiles the westDistrict's Mount long withby and U.S.Hamilton 150,000the six majority to Highway 101 eightRange. miles The residents of the features:dial. The model under study in A mentsecondary of 3000 school to 5000 complex to serve an students in grades 9-12 the EPS has these enroll- CommitteeGrouptionalCooperation Specifications, Relations, has and four and Community active(3) (5) Park TheCurriculum. subcommittees: Specifications,action Rel&ions, committees include: (1) Inter-Agency The Curriculum (2) Educa-Students,(4) Inter- groups.turingpeople andThe in thesuburbanDistrict average zones. toBecause below-average of its rapid transition from rural to includes agricultural, manufac- cultural and incomesubur- cilitiesAnizedDecentralized educational around a "schools core environment of sharedwithin a school" organ- which places specializeda fa- EPSParents,ing staffpersonnel Teachers members for and servethe Administrators. committees.Ad as hocresource committees A and staff willperson be established is as coordinat- needed. suburbanSidecentersreationrecreationalban status, lacks areas,or communities.performingthe thefacilities. andamenities East no Sidemuseums,Therearts Thetaken centers.is arelacking community for fewart grantedIn librariesin or rec- galleries, craftsshort, the East needsby a most disciplinaryanceaspremium an programs, individual, on teaching the development teams, specialized of courses individualizedthrough instruction, intensive inter- career guid- the student withweeks.teesalwaysizations. neighborhoodmeet presentStaff at members intervals at any groups committee andranging committeeand community meeting. leaders organ- meet from two to four Commit- AIM - ...0 eftleolu.....

Project LODESTAR The curriculum for the educational park schools THE EAST SAN JOSE will be based in part upon the work currently underway in the District's Project LODESTAR. Fund- EDUCATIONAL PARK STUDY- ed by the Kettering Foundation, LODESTAR is exam- A PREVENTIVE STRATEGY ining all facets of secondary education in an effort This summary describes the Educational to devise curricula appropriate to the demands of Park Study of the East Side Union High the time in short, to develop "Tomorrow's High School District, San Jose, California. The School." study is funded under TitleIII of the Ele- EPS Staff mentary and Secondary Education Act. A full-time director is responsible for providing In previous studies the East Side Union coordination and leadership for the study. Curricu- High School District has identified seven lum phases are administered by a full-time associate major challenges facing American education: director. The Superintendent and his staff contribute delineation of modern goals and in- portions of their time to the project. Funds for consultant help are included in the project budget. EPS stitution of appropriate curriculum employs a full-time secretary at its office, located in development of professional readiness the District's Education Center. for change provision for appropriate educational EAST SIDE UNION HIGH SCHOOL DISTRICT and career guidance BOARD OF TRUSTEES adequate preparation for aesthetic ap- Jack E. Bariteau preciation and discernment in the use of leisure John D. Dawson Alister McAlister improvement of the national character Ben Rodgers deliberate, aggressive and forthright John J. Walsh approaches toward solutions of problems for minority Americans ADMINISTRATIVE AND SERVICE PERSONNEL adequate basic education Frank Fiscalini, Superintendent Dramatic opportunities for viable re- William P. Baker, Deputy Superintendent sponses to these challenges are tobe found Thomas F.Collins,Assistant Superintendent, in the educational park approach. Itis our Business Services hope that East San Jose's Educational Park Edmond Alliguie, Director of Planning Study may make a contribution to the current forward thrust in Americaneducation. John A. Barr, Consulting Psychologist Frank Fiscalini Mrs. Helene Be lz, Consultant-Coordinator for the Mentally Gifted Superintendent James Doyle, Special Programs Director Henry C. Jensen, Director, Educational Park Study Ii3 Guy C. Klitgaard, Associate Director, Addiiional information may be obtained from: Educational Park Study Director, Educational Park Study Louis R. Rose, Director of Personnel East Side Union High School District /ors. Marcella Sherman, Research Assistant, 12660 North Capitol Avenue Project Specialist San Jose, California 95133 William J. Sullivan, Director of Education (408) 272-0900 Nonprofit Organization East Side EDUCATIONALUnion High School PARK STUDY12660 NorthSan Capitol Jose, CaliforniaAvenue 95133 District San Jose, California 95133 Permit No.U.S. 1162 POSTAGE P Al D Henry C. JensenFrankSuperintendent Fiscalini TO: PARKEDUCATIONAL STUDY Guy AssociateC. Klitgaard Director Director APPENDIX H

ACTIONS OF CITY COUNCIL and COUNTY BOARD OF SUPERVISORS EXCERPT FROM NOVEMBER 27,1967, MINMES OF SEE

SAN JOSECITY COUNCIL

EDUCATIONAL PARK SYSTEM

The Assistant City Clerk files recommendation ofthe Committee of the Whole thAt the enncept of the Educational Park System be approved,that Paragraph 2 of the communication from the Superintendent of theEast Side Union High School District be included in the intent tocooperate and that the administration rewlve the details. Councilman Solari moves approval of said recommendation, seconded by Councilman Miller and unanimously adopted.

(Note: Paragraph referred to above, is from a letter of Outober241 1967, to the City Council from Superintendent Frank Fiscalini.The paragraph is as follows:

"To meet this objective, Clto explore the feasibilities and obtain, necessary agency commitments for the cultural-recreational components of an education-community parkl we established the Inter-Agency Coopenation and Community Relations Committee.This committee, chaired by Mayor Ronald! James, is composed of high level represeatatives from city and county departments and non-governmental social service agencies. LI a series of ten meetings, held during the past six months, these representatives have expressed their views on the possibilities of their agencies' participation in such a complex." EXCERPT TTOM NOVEMBER 14,1967, MINUTES OF THE SANTA CLA2A COUNTY BCARDOF SUPERVISORS

TO WHOM IT MAY CONCERN: The following is an excerpt from t%! minutes of the Board of Supervisors of the County of Santa Clara held aovember 14, 1967, Minute Book48:

5. Mr. Frank Fiscalini, Superintendent, East Side Union High School District, addresses the Board in support of his letter dated October 24, 1967, relative to a study financed by federal funding which is being conducted by theDistrict to explore the feasibilities and obtain necessary agency commitments for the cultural- recreational components of an educational-community park. Mr. Henry Jensen, School District Study Director, comments on the concept of this large complex which would provide mort than educational ser7ices to people of all ages on the east side. Mr. Jensen advises that it is proposed that the educational park would include edlcational, cultural, recreational and social services components to include a 3,000 to 5,000 student high schoolv a joint-use laboratory, library, art gallery, theater, concert hall, recreational and athletic facilities, and social services to include services provided by the City and County agencies. Mr. Jensen advises that day care centers for youngsters are to be included in the park tAnd facilities for the elderly are being discussed as well aa some kind of public transportation. Mr. Fiscalini asks the Board whether it is feasible for the County of Santa Clara to participate in a project of this nature, and, if so, states that certain commitm64ts involving both operating and capital improvements must be made. E.JuLurinestraac.1iscsionSt..._uslpervisor staff bring to the Board a list ó Couny se.ces which could be included in the stark and suggests that another meettng_be arranged to discuss the matter. Each Board member indicates his individual acceptance of the cacept of an educational- community park. No formal action is taken.

ATTEST: JEAN PULLAN, Clerk of the Board of Supervisors APPEND! XI

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APPI,I CATI ON FOR CONTI NUAT I ON GRANT PAV H & PART I I I 5

PART II -- NARRATIVE REPORT

Application For Continuation Grant

Identification: East Side Union High School District 12660 North Capitol Avenue San Jose, California 95133

Project Number: 3130

Grant Number: OEG4-7-673130-1585

State: California

Budget Period: 1/1/67 through 7/1/68

1(b) For planningactivities, attach one copy of the results of the planning. INTRODUCTION

The Educational Park Study was funded under Title III of the Elementaryand Secondary Education Act for a term of eighteen months, January 1, 1967 to June30, 1968. Only eleven months have expired,Considering the massive involvement of individual communitymembers and agencies called for in the initkil planning grant application, satisfactory progress appears to have been made toward achievement of specified projectgoals. Whether or not all specified and desirable goals will have been met by June 30th is difficult at this time to assay.Since the next date for project submission is not until July 1, 1968, we are forced tosubmit the present application with incomplete data available if we are to assureproject continuity. We do this upon the recommendation of the Santa Clara CountySupplementary Education Center and Dr. Donald Johnson, Title III Director, California State Department of Education.By the time grants are negotiated far this funding period, we will be in abetter position to defend this application for a continuation grant since data documenting both our progress and our needs will be more nearly complete. This formal application for a continuation grant containsinfor- mation concerning the present status of the project relative to stated goals and anindication of those steps which must be taken to bring the planning phase to a satisfactory termination. A great deal is at stake in this project.Its results are certain to influence the courseof educational planning in East San Jose for the next two or three decades.If the feasibility of an educational park is established , it will affect not onlythe educational program and related organizational structures but broad areas of community planning as well.The development of a multi -iagency community center, for instance, has profoundand long-term implications for the quality of community life in East San Jose.

PROGRESS TO DATE

The primary objective of the project is "to develop a total exemplary secondary educafion package that anticipates and combats the 'social dynamite' created by rapidly changing ethnic ratios within neighborhoods." Instructional Strategies

The first of two componentobjectives is "to pilot a number ofinstructional strategies designed (a) to lower communicationbarriers between racial andethnic groups, (b) to facilitate the transition (while increasingthe- possibility of success) fromsecondary school to the world of work ond/or continuingeducotinn, and (c) to raise aspirationlevels of economically and educationally disadvantaged students."

Following is a discussion of theactivities of the CurriculumCommittee and its sub- objectives (a), (b) and committees; pilot projects, bothcompleted and in-progress, related to (c) above; a discussion of theevaluative instruments being developed;and an indication of what must yet be done toconciude these pilot projects.

The Curriculum Committee hasaddressed itself to suggesting andreviewing pilot strategies and to developing a broadpolicy statement for the EducationalPark Study. A few key ideas from this statement are worthy of note.First the committee recognizesthat education can help be bold and aggressive solve the staggering problemsfacing our society and that education must in attacking them. Another point isthat the Park facilities and program mustbe such that they of the educational can readilyadapt to curriculum change, sincechange seems to be at the heart fellow human beings; process today.A third point considers teacherswho are sensitive to their a requirementfor meeting the problems of todaywith any success.

Four Curriculum Sub

A. To lower communicationbarriers between racial and ethnic groups.

Optimum School Project (Students) - A groupof students was asked to createtheir vision of the "Optimum School ."Results at first were limited in scope,seemingly because students had never before .been asked to pursuetheir ideas related to educational needs. One recommendation was thatthe behavior code was notsuitable for the student population. Groups of students,teachers, and administrators ineach school are now involved in a dialogue to create a morerealistic code.

Minority Models Project (Parents) - A pilot in progressthat brin,9:. :nto small classes (736071r)one school, minority groupmembers who are successful r.,various vocations to speak about opportunities intheir areas and act as models forminority students. Speakers have been coming to the school once every twoweeks in this program. Their appearance will be increased to once perweek by the end of the first semester.

Perceptual Styles Pro ect (Parents) - A pilot in progressinvolving one parent and twelve students attempthig to develop modelsof differing ways people perceivethe world about them. This group meets approximately once perweek in the evening for two hours. 7

Cultural Emphases inWorld Geography (Staff) -A pilot in progress in nine World Georgi3Fhy classes designed toemphasize the contribution toAmerican culture by people from Africa,Asia and Latin Americaduring the study of these areas. Each area receives n;neweeks attention.

Leadership Training Project(Staff and Students) - A projectunder development Zia--Tia-s-'iT:-17ientrije potential leaders fromthe Mexican-American and Negro three year period. population and to systematicallytrain them in leadership over a The project would provideopportunities to lead ingradUally expanding environ- ments of the classroom,the school,the neighborhood and thebroader community. Development Committee This project was encouragedfor development by the Program of the Santa Clara CountySupplementary Education Center.

of success) from B.To facilitate the transition(while increasing the possibility secondary school to the worldof work and/or continuingeducation.

the Spring of 1967 Visits to industry Project(Administrators) - A pilot completed in that placed students (48), including minority groupstudents, as individuals orin picture of what pairs with someone in industryfor the better part of a day to get a by industry and studentsand aparticular job was like.This pilot was well received is being incorporated inother school programs.

College Visitation Project (Staff) - Apilot completed in the Springof 1967 that galiht a small-group of students (15), includingminority group students, to a college campus for a day's activity to givethem a better picture ofwhat college was like.This activity is now being incorporatedin other school programs.

Vocational Exploration as a Part of theEnglish Curriculum (Administrators) - A pilot in tEeT anning stage for Spring1968 invo ving threeEnglish classes. Students will survey and investigatethe vocational fieldthrough available sources (SRA Exploration Kit, Occupational OutlookHandbook, fictional and non-fictional materials in the litwery), preparedebates, written and oral reportsaround the theme, learn how to write letters of application, resumes,fill out applications, carry on interviews, locate available jobs, -andiisit local industries.

Industrial Education Proposal (Teachers) -A pilot in the planning stage toprovide greater vocationatguic' for students (aptitude, skill, verbal testsearly in high school career) and provide entry vocation skillsthrough new elective courses.- for students.

C. To raise aspiration levels ofeconomically and educationallydi3advantaged students.

Intro-District Student Transfer Project(Staff) - A pilot completed inthe Spring of 1967 to see if individual attention (15 minutes perweek in counseling groups of twos and threes) to a groupof students transfArred to a newschool could affect their attitude toward the change in a positive ;ft,ner. Mostof these students come from low-income minority families. Resultssugge4ed a prowam of this typeis a definite need when large scale (200-300)transfers are necessary. .

Know Your School Project (Teachers) - Apilot completed in the Springof 1967 aim c'-a'Tt'TriC7'`-'-vasinFgedge about one's cchool andthe programsavailable in it. Results pointed up the need for all departmentswithin the school to worktogether to meet the objectives stated above. 8

Teacher Aide Project (Staff) - A pilotcompleted in the Spring of 1967 that placed volunteer students from the continuationschool in elementary school classrooms as teachers' aides. Success ofthis pilot is evident in the recommendation that all schools in the district attempt asimilar program with receptive elementary schools. The main purposeof this is the improvement of attendance and attitude toward school on the part ofthe continuation school students which comes about through.giving them a measure ofresponsibility.

Pre-Scheduling Project (Teachers) - A pilot in theplanning stage for the Spring '7779-68-air'F'igneto develop an effective method(videotape) of presenting the varied offerings of the school to students prior tomaking out their next year's schedule.

Intensive Counseling Project (Parents) -Apilot underway in which a small group of students (10) will receive more counselingthan usual (15 minutes once per week as a minimum) and be able to contact theircounselor day or night. Working with students with various problems (Mexican-Americansof low income families), the pilot plans to help them overcometheir low self-esteem and hence increase the probability of success inschool.

English GrouOng Project (Administrators) - A pilot inthe planning stage for Fall of 1968 designed to drop the usual ability groupingin English classes and group heterogeneously (schoolwide).It is planned that this program willtake much unnecessary pressureoff the advanced student and challenge the less advanced student.Students with severe skill handicaps will beplaced in a program that is designed specially for them, rather than ascaled down version of the general program.

A study of current literature and available testing materialsled to the development of evaluative instruments designed to measure aspiration level and provide anindex of racial communication. These are limited and probing in nature, withfurther study, modification and testing to be done. The first group of these have been administeredin one of the district schools. Results of this initial testing will determine future direction inthe development and use of these instruments.

Much !remains to be done to complete the instructional strategies partof this study. As the study progresses, more imaginative and potentiatly effectivepilot strategies come to the surface, must be planned, executed and evaluated. Most of thepilot strategies tried so far have been very small in terms of the number of students involved. Someof these must be revised and tried on a larger scale (e.g. schoolwide). Some pilots inthe planning stage now wili not reach *he implementation stageuntil the Fall of 1968.

Community Support

The second component objective is:"To develop strong community supportfor the concept of integration through community action by meansof productive interaction of members of integrated committees representing community agencies and activeparticipation in planning by groups to be directly served by aneducational-community center" 9

Progress toward this objective has been achieved primarily through two avenues: (1) the "Action Framework" or committee structure, and (2) massive contact with the community through public meetings, printed material and displays.

The "Action Framework" (see appendix A) has been implemented through a number of committees involving community leaders, parents and other community citizens, school staff members and students. Over 160 individuals have been active in the nine committees currently at work. These committees have held a total of 85 meetings to date. A staffmember has been present in an advisory capacity at each meeting.

The Blue Ribbon Advisory Committee has met monthly since its inception in February, 1967, one month after the project began. For its makeup, see appendix A.It has heard a series of reports by consultants who are knowledgeable in the educational park field.These include Dr. Robert Lamp, School Planning Laboratory, Stanford University; Dr. Donald L. Davis, President, Davis, McConnell and Ralston, Educational Consultants; Dr. Arthur Coladarci, School of Education, Stanford University; and Dr. Max Wolff the "father" of the Educational Park concept, of the Center for Urban Education.

Currently it is considering reports from the committees below it in the framework andhas started to draft its recommendations to the District's Board of Trustees. We anticipatethat this will be accomplished by or before March, 1968.

MI indications are that the Blue Ribbon Advisory Committee is moving in the direction of strong support for the educational park concept. ihis is significant in view of the kctthat the committee is composed of top "establishment" people as well as articulate membersof the Mexican-American and Negro minorities. Mexican-American members include a'coal attorney, the national president of the Community Service Organization,the director of the EOC Area Service Center serving our community, the director of the Mexican-American Community Services Agency and a local Catholic priest. Negro members includethe president of the San Jose branch of NAACP, an elementary school board member and amember of the County Board of Education.

The Inter-Agency Cooperation and Community Relations Committee, chairedby the Mayor of San Jose, has already endorsed the concept of a multi -agency community center (see appendix B),Efforts are now being made to secure support from the governing boards of key agencies. The County Board of Supervisors has indicated a very positive interestwhich we hope will develop into a firm commitment oncethe District's Board of Trustees makes a "go" or "no go" decisionfollowing its receipt of the Blue Ribbon Committee's report in the Spring of 1968.

The Curriculum Committee has endorsed a strong curriculum policy statement(see appendix C) which lays the philosophical foundation for a curriculum with aconsiderably broader base and much more flexibility than currently obtains. Much of the work of the Curriculum Committee and its four sub-committees is reflected in the report above on instructi onal strategi es. 10

The Park Specificationsand Site Needs Committeeis currently considering criteria for site size and locationand is expected tomake its report to the BlueRibbonCommittee the advantages and disad- in January.It is anticipated thatthis committee will spell out be clearly superior to the , vantages of severalpossible sites.If one such site appears to If several others, the committee willprobably make a firm recommendation onsite location. the choice to sites appear to beequally advantageous, thecommittee will probably, leove the Board. with suggestinns for in- The Inter-Group RelationsCommittee has concerned itself forming the public of the natureof the educational park conceptand with ideas forbreaking It has devoted down communicationbarriers between groups in the schooland community. considerable time to the "generationgap" and means for narrowingit. the The Educational SpecificationsCommittee is not yet active.It will become so in of Edu- near future,pending the outcome of currentdiscussions with the State Department consultant cation's Bureau of SchoolPlanning and some preliminarywork being done by a who has experience asboth city planner and architect.

The Task Force Committee has notbeen activated as it was foundthat its functions could be performed by the Inter-AgencyCommittee. of the staff Contact with the communityhas been achieved through appearances than 4,600 individuals before a wide variety of groups. Todate 129 presentations to more and have been made through groupssuch as service clubs,neighborhood groups, faculty student groups, PTA's, professionalorganizations, and minority grouporganizations.

In addition, a printedbrochure explaining the study hashad wide distribution in the community. We estimate that over12,000 copies of this havebeen distributed (see appendix have received a copy. A series D). Parents of all studentspresently enrolled in the district have of sixteen articles explainingthe educational park conceptand progress of the study the past appeared in local papers. Inaddition, numerous newsreleases have appeared over the County Fair in August 4-ear inthe local press (see appendix E).A display was set up at for and viewed by many thousands ofcitizens. A half-hourtelevision program, "A Time Boldness," has been aired six times overthe local UHF outlet, KTEH.

CONCLUSION

It is becoming increasinglyclear that eighteen monthswill not be sufficient time in which to move from a situationcharacterized by generalpublic apathy toward the emerging social problems of our community andby isolated programs ofpublic agencies, toward a situation in which the entire communityis made aware of the needsfor a coordinated and well planned preventive strategy inattacking these problems.

A preventive strotegy isinherently more difficult tolaunch than is a remedial strategy Of-s-o-zia upheaval, since we aredeaiiiig with the future.. Our community is onthe threshhold but the local situatic A lacks the dramaticsand sense of urgencycharacteristic of older the making. The urban areas which temand immediate curesfor social ills a long time in Angeles of 1967. But East San Jose of 1967 is not the Detroit orthe Philadelphia or the Los older cities if adequo . aplan- the East San Jose of 1987 couldbecome as sick as are today's ning is not done now. It is our convictionthat such planning mustinvolve the educational 11 establishmw;t working in concert withother public agencies in an atmosphereof public awareness and supportcurrently being generated by ourproject.

Time, however, is crucial.In our judgment anadditional year would give us the time educational park we need toaccomp4sh four tasks necessary forthe successful launching of an in East San Jose. These tasks are:

1.Broadening the present base of communityinvolvement and support;

2.Detailed planning to work out the myriaddetails of organizing and administering a multi -40gencycommunity center;

3.Detailed planning of the instructionaland administrative structureneeded to implement a broadened, indMdually-orientedcurriculum in a large school;

4.Detailed planning of a physical plant tohouse a major school complexwhich can capitalize on the virtues of both large sizeand humanely intimate sub-units.

This, then, forms the rationale for ourrecommendation that our projectbe extended for an additional twelve months, fromJuly 1, 1968 to June 30, 1969.

2. Briefly describe project endeavors inwhich the antic ipatcd results haveexceeded expectations, and those in which resultshave not measured up to expectations.

The interest and involvement of thebroader community has exceededexpectations. Certainly it is one thing tosay in a projectproposal that you are going toinvolve the community, but to do so on atask-oriented, operational basis is another matter.The initial response andthe willingness of busy people to spend timeand energy on the project has exceeded expectations.

The biggest disappointment has been inthe inability or slowness of groups to create rational curricular strategies worthy ofbeing piloted. Everyone cangeneralize about what is wrong with the present system; not everyone candcvelop a workable strategy to remedy the curricular wrong, Some ideas are good,but only now is the staff reachingthe point where they can help committee members todefine educational objectives wellenough that strategies for meeting statedobjectives can be created.

3. Report the effect of the project on theeducational institution or agency by discussing what you consider to be the greatest change resultingfrom the object.

The project has had a ripple effect not onlywithin the DiFtrict but within the entire community. Teachers have become interested incontributing viable ideas to theEducational Park Study (EPS), and have moved ahead to test ideas intheir own schools. Staffs of District schools have been interested and cooperative inoperating small pilots. 12

The residents of the Districthave become moreverbal and organized in stating County) have been more area needs tothe appropriate agencies.The agencies (City and in receptive in listening,(both to residents and toeach other) and, in some instances, meeting needs of arearesidents. agencies 4. Report the effect on thecooperating agencies by(1) listing all the community that cooperated in the project;(2) discusing the resultsof such cooperation; and (3) listing local educationalagencies and countieswhich were served by the project and indicate any changes sincethe initial application.

by an examination of themake- The cooperating communityagencies are best learned agencies and organizations up of themajor committees (seeappendix A). All community that could have any interest in aneducation-community complexsuch as the one under consideration were contacted andgiven an opportunity to beactively involved.

The results of such cooperation are not yetfully realized, and may notbe for planning (see Part II, lb) perhaps another year. However,the results of elevenmonths of are apparent. Side Union High School The local educational agencyinvolved is primarily the East (see appendices A and F). District, although otherschool districts have been involved the same as in the initial The county served is SantaClara County. Objectives remain application although some extensionswill result from a longer grantperiod. information as (1) 5. Discuss how project information wasdisseminated. Include such the number of unsolicited requestsfor information; (2) thenumber of visitors from outside the project area; and (3) theestimated costs of suchdissemination.

Only eleven months of an eighteenmonth grant period havepassed. To dote 129 .printe presentations have been madeby project staff to more than4600 individuals. A has been leaflet (see appendix 0) has beendistributed to 12,000. Local press coverage good. A sixteen-article serieshas been run in two of thelocal papers. A sampling of news releases appears in oppendix E. Adisplay, set up at the CountyFair in August, was viewed by many thousands of citizens. Athirty-minute television program,"A Time for Boldness," been has beers aired six times over thelocal UHF outlet, KTEH.Dissemination costs have approximately $1200.

6. Describe the methods and proceduresbeing developed to carrythe project forward without Federal support after thedesignated approval period.

If the project is feasible, theschool plant itself will beconstructed with the usual local and state aid. Financing of communityond agency structures isstill being explored. consortium for the park, Also, the structure, functions, andresponsibilities of a managing will be developed during thetwelve-month extension period.

7. List costs for budget period thisnarrative report covers:

$164,692 Total costs 59,623 Total non-Federal support 88,077 Total Federai support underTitle III, P.L. 89-10 16,992 Total Federal support otherthan Title III. 1 3 PART III --PROJECTED ACTIVITIES

Application for aContinuation Grant

educational needs tobe met with theproposed program. 1. Describe the additional essentially the same.Additional strategies need tobe The educafionalneeds remain broader scale. piloted and promising onesneed to be tested on a Blue Ribbon Committee the District'sBoard of Trustees isgiven after the If approval of formalized, funding sourcesexplored commitmentswill need to be has mrde its report, agency complex will need tobe developed . and a "management"structure for theeducation-community the proposed program asrelated to the 2. Describe in detail theadditional objectives of needs describedabove. Part II, 1 in the originalproposal (stated in The projectobjectives remain the same as b, results oFplanning). months of aneighteen-month grantperiod. On The present projecthas run only eleven thus far, we feelthat additional timewill be needed. the basis of whathas been accomplished apply now for acontinuation grant eventhough our Because of projectdeadlines, we must information for decisionmaking is less thancomplete. and piloted, andpromising onesthat have More curricular strategieswill be developed reliable feedback. been piloted willbe extended in scope toprovide more of Trustees inMarch. Committee's reportwill go to theDistrict's Board The Blue Ribbon go" decision.A "no go"decision Subsequently, the Boardof Trustees willmake a "go" or "no "go" decisionwill necessitate meeting will signal thetermination of theplanning project. A the followingobjectives: and support; 1 1 broadening the base ofcommunity involvement details of organizingand administering 2) detailed planning towork out the myriad amulti-agency community center; structure neededto imple- detailed planning ofthe instructionaland administrative 3) curriculum in alarge school; ment abroadened,individually-oriented school complexwhich can detailed planning of aphysical plant tohouse a major 4) intimate sub-units. capitalize on the virtuesof both large sizeand humanely

be carried out inachieving theseobjectives. 3. State in sequencethe activities to make a firm commitmentin regard totheir Agencies thus farinvolved will be asked to their componentswiil be soughtand role in theeducational park. Sourcesof funding for obtained. 14

Existing committees will be used todevelop the organizational structure for the "management" of the multi -agency community structure.

The instructional and administrative structureneeded to implement the project's educa- .i.:.....p4i ....ortift..richn. wit i kg) tietfralAel I I I VI natill ,0111110ret I - i

Planning of the physical plant for the totalcomplex will be completed.

4. Describe the method and procedures for evaluatingthese objectives.

The existence and operation of amulti-agency education-community complex on San Jose's East Side could be the ultimateevaluation of the results of the planning grant. Evaluation of smaller project components will be asdescribed in the initial proposal .