DOCSLIB.ORG

Wednesday, March 18, 2020 Dear School Committee Members, Thank You for Taking the Time to Read Our Letter

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Wednesday, March 18, 2020 Dear School Committee Members, Thank You for Taking the Time to Read Our Letter Wednesday, March 18, 2020 Dear School Committee Members, Thank you for taking the time to read our letter. During this chaotic time, we are seeing the inequities within our community boldly highlighted. The resource gaps are increasingly clear as families decide between childcare and a paycheck, between reducing health risk and paying rent. As this situation will almost surely become more dire for many families within our school communities, we ask you to look with a more scrutinizing eye on the budget proposal you have laid out for the P.A. Shaw for SY20-21. We at the P.A. Shaw school community, including educators, families, and students, are facing our second year of significant budget cuts. These budget cuts are clearly reflective of the declining enrollment of our school that began in SY17-18. In the spring of 2018, BPS announced that, contrary to what was previously told to families, the P.A. Shaw would end at Grade 3. This meant that all of the families who had students in the third grade had to rush to find a school placement for their child or to accept their 4th grade seat at the Mildred Avenue School. This not only disempowered families but it was the catalyst for near twenty percent decline in enrollment in only two years as evidenced below: SY 18-19 SY 19-20 SY 20-21 # of Students: 204 # of Students: 174 # of Students (projected): 168 Educators at the P.A. Shaw hear stories constantly from families who feel forced to leave our school. Families who have a child in the third grade and a child in kindergarten feel forced to move both children to a different school in order to avoid juggling two school locations, two drop offs, and two pick up times. Families with third grade students feel that they are forced to accept seats at charter schools for the following year in October for fear of losing this opportunity later on in the school year. We at the P.A. Shaw fear that we are facing a silent phase-out of our school as we continue to see our enrollment decline and our funding diminish with each school year. We fear that significant decisions will continue to be made for us, instead of with us. For SY 20-21, we faced a difficult decision between maintaining a reading specialist and keeping science for our students. This is not a choice that all schools need to make. Much too often, it is our highest need schools serving some of our most vulnerable populations that need to make these difficult choices. As a result, the students at the Shaw are slated to no longer have science as a special next year. We ask that we receive additional funding in our budget in order to maintain this .5 FTE specialist position for SY 20-21. We are writing this letter to the school committee to voice that Mattapan needs great schools, including not just a surviving, but a thriving P.A. Shaw. This is not a one-school issue. This is a Boston Public Schools equity issue. We have worked tirelessly throughout the lifetime of our school to provide not just excellent instructional support, but loving and responsive social and emotional support for whole children and whole families. To continue to sit back while our enrollment decreases and our funding decreases is to watch this love-filled, excellence-driven school slowly wither. We ask you now to turn your attention to our school. We will continue to speak up to make sure that the school community we love continues to thrive for our families and our entire staff. Thank you for your support. Sincerely, The P.A. Shaw Community Tracy Curtin Brenda Ramsey Oneida Casado Michelle Hobin Christine Guarnotta (3rd Grade Teacher) (Parent) (K2 Teacher) (K1 Teacher) (K0/K1 Teacher) Charline Francis Justin Reed Roxanne Douglas Brenda Chaney (Lunch Mother) (1st Grade Teacher) (Lunch Mother) (Mattapan Community Member) Alisa Owen Pearlina Bannis-Martin Gabriella Cruz Mark Salzillo ​ (K1 Teacher) (Building Substitute) (Family & Community Coordinator) (2nd Grade Teacher) Kyle Bounty Ayannah Hilton Tiffany Vassel Ellen Blackburn Maura Donlan (3rd Grade Teacher) (Parent) (Parent) (COSE and Teacher) (Reading Specialist) Matt Connor Morgan VanClief Maxiel Peralta Carla Johnson Deb Shea (K2 Teacher) (Librarian) (1st Grade Teacher) (K1 Paraprofessional) (K2 Parent) Raoul Coulanges Pauline Coulanges Novembre Krystal Dowe Liana Farmer (Parent) (Parent) (Administrative Assistant) (Art Teacher) Tarah Saunders-Gailliard Glenn Gailliard Katie Mallon Lindsay Eldridge (Parent) (Parent) (Teacher, Channing School) (Teacher, Lee Academy) Maryclaire Flores Russ Weiss-Irwin Zoe Fahy Wendy Lam (Teacher, Hennigan) (Teacher, Irving Middle) (Teacher, McKay) (Teacher, Excel High School) Felicia Hayes Ernesto Morrison Salena Marsh Marie Rodrigues (Science Teacher) (Parent) (Parent) (Parent) Testimony to the Boston School Committee, March 25, 2020 Boston Public School nurses won the demand for a full-time nurse in every school. School nurses also continue to support the demands for more school psychologists and social workers. This is important because according to the Centers for Disease Control (CDC), the suicide rate among children ages 10-17 increased by 70% between 2006 and 2016. Today’s school children are experiencing record levels of depression, anxiety and trauma. (CDC.gov/SuicideYouth), (Deryck,Silver, Prause, 2014). A 2019 nationwide report by the American Civil Liberties Union (ACLU) - for the Department of Education entitled, “Cops and No Counselors” - states the lack of mental health staff in schools is harming students. Furthermore, schools with more nurses and mental health supports creates environments that are safe and supportive and foster learning. Data demonstrate that school staff who provide health and mental health services to our children improve not only health outcomes but also school safety. However, there is no evidence that police in schools improve school safety - indeed, in many cases they are causing harm. (Cops and No Counselors, How the Lack of School Mental Health Staff is Harming Students, ACLU,2019) This study demonstrated that across the US, there are 14 million students in schools with police but no counselors, nurses or school psychologists. Although Boston Public Schools (BPS) has better support services than that, our students’ needs are still under-served. In addition, students are often faced with the negative consequences of interactions with the school police. What’s more….. On January 6, 2020, news broke that the Boston Public School Police had shared ​ ​ ​ over 130 BPS students’ information with Immigration Customs and Enforcement, (ICE) jeopardizing these young people’s futures. There is as yet no clear and consistent BPS policy limiting such sharing of BPS students’ information with ICE. Being a student in BPS should not lead you down the road of the Criminal Justice System, nor ​ ​ into the hands of ICE which may lead to detention and deportation. Conditions in these detention centers and our prisons are for the most part generally inhumane, especially when it comes to healthcare, and the lack of care for detainees with COVID 19. 1. Hire the truly NEEDED # of nurses, social workers, counselors and psychologists in all BPS schools 2. Abide by the petition of SIM and BTU Immigrant Rights for stricter guidelines to protect our students from police and ICE involvement 3. Demand the humane release of immigrant detainees and decarceration of our general prison population due to the crowded conditions, and lack of healthcare in the wake of the COVID 19 Pandemic. Heidi Winston, RN, MSN, FNP School Nurse - Boston Public Schools Comments of Peggy A. Wiesenberg Boston School Committee March 25, 2020 First, I would like to thank our public officials, BPS administrators, teachers and staff, parents and students for their herculean efforts to care for people since the Covid-19 outbreak. Given this unprecedented public health emergency, 1. Will the School Department be creating any new programs to address the Covid-19 pandemic and the associated trauma? If so, what trade offs and shifts of budgeted SY2020 funds is the Department contemplating? 2. What are the Mayor and the School Committee doing to be able to tap the SY2020 reserve funds, if needed? 3. How does the City and/or its school department anticipate using their respective FY2020 reserve funds to help vulnerable BPS students and families? See Sections 56 and 75 of the City Charter (reproduced in the Attached Appendix) The world has changed and we need all hands on deck. To this end, BPS should rescind layoffs and restore the positions of our BPS librarians and other staff who are more essential than ever to ensure our students and teachers continue teaching and learning. Every one of our 125 BPS elementary, middle and high schools are now, more than ever, life-lines for our BPS students families. For many students and families, schools are community. For our most vulnerable, schools are centers of stability that are otherwise absent in their lives. For this reason, I respectfully suggest that Superintendent Cassellius and the Boston School ​ Committee reverse the ill-advised decision to phase out the McCormack Middle School. In addition, I respectfully suggest that in the future, the BPS and BSC, in partnership with school communities and community based organizations, invite experts to address the value of middle schools in a k-12 school system and embark on a series of public conversations to foster a democratic decision-making process and decisions that best serve our students and families. Appendi x Section 56 of the City Charter requires an Emergency Reserve Fund which the Mayor can tap if needed in June, during the last month of the fiscal year. SECTION 56. “EMERGENCY (RESERVE) FUND. • The city must annually set up a fund that is at least 2.5% of the previous year’s budget (not counting the school department’s budget) minus any money left over in the previous year’s reserve fund.
Load more

Recommended publications
  • Student Assignment Information 1981
    THE SCHOOL COMMITTEE OF THE CITY OF BOSTON 26 COURT STREET BOSTON, MASSACHUSETTS 02108 John D. O'Bryant, President Jean Sullivan McKeigue, Vice-President Elvira PixiePalladino, Treasurer John J. McDonough, Esq., Member Kevin A. McCluskey, Member * * * Joseph M. McDonough, Acting Superintendent * * * John R. Coakley, Senior Officer, Department of Implementation Dr. Catherine A. Ellison, Executive Director, Department of Implementation Vernon c. Polite, Acting Director, Extet·nal Liaison Unit, Department of Implementation Additional copies of this book are available in English, Spanish, Chinese, Italian, Portuguese, Ftench, Greek, and Vietnamese. The 1981-1982 Student Assignment Information Book was produced by the External Liaison Unit of the Department of Implementation, Boston Public Schools, 26 Court Street, Boston, MA 02108 1 Copies of this booklet are available in English, Spanish, French, Greek, Italian, Chinese, Portuguese Vietnamese and Russian. If you want additional copies or prefer a translation in one of eight other languages, kindly contact the nearest public school, the office of one of the Community School Districts (see DIRECTORY for AD· DRESS/TELEPHONE), the Office of City-wide Bilingual Programs, 26 Court Street, Boston (726-6296), or the School Information Center, 26 Court Street, Boston 02108 (726-6555). Multi-lingual instructions accompany the student assignment applications. Des copies de ce livret sont a votre disposition en anglais, espagnol, fran<;ais, grec, italien, chinois, portugais, vietnamien et russe. Si vous desirez des copies supplementaires ou si vous preferez une traduction dans l'une des huit autres langues que nous venons de citer, veuillez contacter l'ecole publique Ia plus proche, le bureau de l'un des Districts Scolaires Com­ munautaires (consulter le repertoire pour adresse et numero de telephone), le Departement d'Enseignement Bilingue Tran­ sitionnel, 26 Court Street, Boston (726-6296) ou le Centre d'lnformation Scolaire, 26 Court Street, Boston 02108 (726-6555).
    [Show full text]
  • Congressional Directory MASSACHUSETTS
    124 Congressional Directory MASSACHUSETTS MASSACHUSETTS (Population 2000, 6,349,097) SENATORS EDWARD M. KENNEDY, Democrat, of Barnstable, MA; born in Boston, MA, February 22, 1932; son of Joseph P. and Rose F. Kennedy; education: graduated, Milton Academy, 1950; A.B., Harvard College, 1956; professional: International Law School, The Hague, the Netherlands, 1958; LL.B., University of Virginia Law School, 1959; enlisted in the U.S. Army as a private and served in France and Germany, 1951–53; married: Victoria Reggie Kennedy; children: Kara, Edward M., Jr., Patrick J., Curran, and Caroline; committees: chair, Health, Edu- cation, Labor, and Pensions; Armed Services; Judiciary; Joint Economic Committee; elected to the U.S. Senate on November 7, 1962, to fill the unexpired term of his brother John F. Kennedy; reelected to each succeeding Senate term. Office Listings http://kennedy.senate.gov 315 Russell Senate Office Building, Washington, DC 20510 .................................... (202) 224–4543 Chief of Staff.—Eric Mogilnicki. FAX: 224–2417 Legislative Director.—Carey Parker. TDD: 224–1819 Administrative Manager.—John Dutton. 2400 John F. Kennedy Federal Building, Boston, MA 02203 .................................... (617) 565–3170 State Administrative Director.—Barbara Souliotis. *** JOHN F. KERRY, Democrat, of Boston, MA; born in Denver, CO, December 11, 1943; edu- cation: graduated, St. Paul’s School, Concord, NH, 1962; B.A., Yale University, New Haven, CT, 1966; J.D., Boston College Law School, Boston, MA, 1976; served, U.S. Navy,
    [Show full text]
  • “The Schools Are Killing Our Kids!” the African American Fight for Self- Determination in the Boston Public Schools, 1949-1985
    ABSTRACT Title of dissertation: “THE SCHOOLS ARE KILLING OUR KIDS!” THE AFRICAN AMERICAN FIGHT FOR SELF- DETERMINATION IN THE BOSTON PUBLIC SCHOOLS, 1949-1985 Lauren Tess Bundy, Doctor of Philosophy, 2014 Dissertation directed by: Associate Professor David Freund, Department of History This dissertation examines a grassroots movement led by black Bostonians to achieve racial justice, quality education, and community empowerment in the Boston Public Schools during the postwar period. From the late 1940s through the early 1980s black parents, teachers, and students employed a wide-range of strategies in pursuit of these goals including staging school boycotts, creating freedom schools, establishing independent alternative schools, lobbying for legislation, forming parent and youth groups, and organizing hundreds of grassroots organizations. At the heart of this movement was a desire to improve the quality of education afforded to black youth and to expand the power of black Bostonians in educational governance. This dissertation demonstrates that desegregation and community control were not mutually exclusive goals or strategies of black educational activism. I examine the evolution of the goals, ideology, and strategy of this movement over the course of more than three decades in response to shifts in the national and local political climate. This work traces the close ties between this local movement in Boston and broader movements for racial and social justice unfolding across the nation in the 1940s, 50s, 60s, and 70s. Most importantly, my dissertation puts this movement in conversation with a broader national project of various marginalized groups in the postwar period to radically transform the institutions of democracy. This dissertation challenges a well-known narrative of civil rights and school desegregation in Boston in this period.
    [Show full text]
  • Public Officers of the COMMONWEALTH of MASSACHUSETTS
    1953-1954 Public Officers of the COMMONWEALTH of MASSACHUSETTS c * f h Prepared and printed under authority of Section 18 of Chapter 5 of the General Laws, as most recently amended by Chapter 811 of the Acts of 1950 by IRVING N. HAYDEN Clerk of the Senate AND LAWRENCE R. GROVE Clerk of the House of Representatives SENATORS AND REPRESENTATIVES FROM MASSACHUSETTS IN THE CONGRESS OF THE UNITED STATES U. S. SENATE LEVERETT SALTONSTALL Smith Street, Dover, Republican. Born: Newton, Sept. 1, 1892. Education: Noble & Greenough School '10, Harvard College A.B. '14, Harvard Law School LL.B. '17. Profession: Lawyer. Organizations: Masons, P^lks. American Le- gion, Veterans of Foreign Wars, Ancient and Honorable Artillery. 1920- Public office : Newton Board of Aldermen '22, Asst. District-Attornev Middlesex County 1921-'22, Mass. House 1923-'3G (Speaker 1929-'36), Governor 1939-'44, United States Senate l944-'48 (to fill vacancy), 1949-'54. U. S. SENATE JOHN FITZGERALD KENNEDY 122 Bowdoin St., Boston, Democrat. Born: Brookline, May 29, 1917. Education: Harvard University, London School of Economics LL.D., Notre Dame University. Organizations: Veterans of Foreign Wars, American Legion, AMVETS, D.A.V., Knights of Columbus. Public office: Representative in Congress (80th ( - to 82d 1947-52, United states Senate 1 .>:>:; '58. U. S. HOUSE WILLIAM H. BATES 11 Buffum St., Salem, Gth District, Republican. Born: Salem, April 26, 1917. Education: Salem High School, Worcester Academy, Brown University, Harvard Gradu- ate School of Business Administration. Occupation: Government. Organizations: American Legion, Veterans of Foreign Wars. Public Office: Lt. Comdr. (Navy), Repre- sentative in Congress (81st) 1950 (to fill vacancy), (82d and 83d) 1951-54.
    [Show full text]
  • Community Shelter Plans
    £-32* ?s^o . a : C7 3/ UM ASS/ AMHERST nfin- Cure 3150bb 0S77 7M13 S Ml' JUN S1988 University of m A DRAFT COMMUIITY SHELTER PLAIS CIVIL DEFENSE INFORMATION IN TIME OF INTERNATION AL TENSION OR CRISIS During a period of growing international tension, all normal methods of communication-such as newspapers, radio and television will be used to get civil defense information to the people. Visitors should make arrangements to return home if an attack seems probable. If you are warned of a nuclear attack, go to a public fallout shelter or to your home basement immediately, tune your battery powered radio \o a local station ESSEX COUNTY and listen for additional information and instructions. Stay in shelter until you are advised by local government officials that it is SUFFOLK COUNTY safe to come out. MIDDLESEX COUNTY Your local Civil Defense Director and other local public officials, under the guidance of State and Federal Civil Defense Agencies, have been working for some time to develop the best plan for survival in the event of Nuclear Attack using presently available resources. The basements of many homes in this area, because of the substantial type of construction, will provide a degree of protection against radioactive fallout, with those persons not able to take shelter at home being provided space in public shelter. - The Community Shelter Plan is Option I of the Nuclear Civil Protec tion Program for Massachusetts and would be implemented if insufficient time was available for evacuating people from areas that would be subject to direct blast damage. Option II of the Nuclear Civil Protection Program provides instruc- tions on the relocation of people from the blast risk areas to the safer prepared, host areas and is known as the Crisis Relocation Plan , now being You will be advised as to which part of the program to follow based on the international situation.
    [Show full text]
  • Boston High School Graduates' Assessments of Their High Schools
    Boston High School Graduates' Assessments of Their High Schools' Role in Preparing Them for College and the Labor Market: Individual Comments from the Followup Survey of Class of 2003 Graduates Prepared by Jacqui Motroni Joseph McLaughlin Andrew Sum Center for Labor Market Studies Northeastern University Boston, MA Prepared for: Boston Private Industry Council Boston, MA March 2005 Introduction Each year since the mid-l 980s, the Boston Private Industry Council has conducted a follow-up survey of graduates from the city's public high schools. The survey of graduates from the Class of 2003 was carried out in the late winter and early spring of 2004. The follow-up survey is primarily designed to track the experiences of individual high school graduates in transitioning to college and the labor market during the first nine to ten months following graduation from high school. Since 1998, the fo llow-up questionnaire has included an open-ended question requesting respondents (including the parents of graduates) to provide an assessment of their high schools' effectiveness in preparing them for college and/or the job market. The responses to this question are coded by researchers within CLMS 1 and used to prepare a statistical analysis of the findings • A fom1al research paper summarizing and assessing the findings of an analysis of their comments also has been prepared by the authors. In this repo11, we present the specific comments provided by each individual graduate who responded to this question. Findings are displayed by high school in alphabetical order. This repo11 together with the research paper presenting the statistical analysis should be helpful to principals, counselors, career specialists, and teachers in identifying graduates' appraisals of the contributions and limitations of their high school programs.
    [Show full text]
  • Miaa/Mssaa Certified Coaches
    MIAA/MSSAA CERTIFIED COACHES First Last School Shannon Abad Chicopee Comprehensive High School Alfonso Abadia Lincoln‐Sudbury Reg. High School Rebecca Abate Hopkinton High School Emily Abbondanza Milford High School Ralph Abbott Sirad Abdilahi Boston Public Schools Randolph Abraham Brighton High School Gary Abrams Academy of Notre Dame Shane Abrams Greater Lowell High School Richard Abreau Sharon High School Richard Abreau Sharon High School John Abruzzese Littleton High School Thad Ackerman Amesbury High School Tim Acton Bourne High School Sue Adair Amherst‐Pelham Reg. High School Susan Adamik Bedford High School Wayne P. Adams Amesbury High School Jeremy Adams Assabet Valley Reg. Voc. High School Dawn Adams David Prouty High School Sarah Adams Medway High School John Adams Montachusett Reg. Voc Tech High School Chelsea Adams Narragansett Reg. High School Nicholas Adams New Bedford High School Hugh Adams Northampton High School Erica Adams Westwood High School Chad Adams William Adams Nicole Adrien Pentucket Reg. High School Paul Agnese Milford High School FFdernando AAtihgostinho Dawn Ahaesy Worcester Technical High School Cynthia Ahearn Wachusett Reg. High School Molly Ahearn Wachusett Reg. High School Michelle Ahern Norfolk County Agricultural High School Said Ahmed Charlestown High School John Aiken Groton‐Dunstable Reg. High School Dennis Aikman Paul Airoldi Assabet Valley Reg. Voc. High School Jonathan Aisner Scott Aitkin Saint Joseph Central High School Doni Akers Grafton Memorial Sr. High School Anthony Alario Fitchburg High School Daniel Albertelli Northbridge High School Leaha Albrecht Swampscott High School Dennis Aldrich Canton High School Douglas Aldrich Foxborough High School William Alexander Andover High School Kristyn Alexander Bourne High School Audra Alexander Jonas Clarke Middle School Reginald Alexandre Boston Public Schools Eric Alexson Watertown High School Rich Alger Cape Cod Reg.
    [Show full text]
  • What's a Parent To
    SouthBostonTODAYOnline • On Your Mobile • At Your Door August 6, 2020: Vol.8 Issue 31 SERVING SOUTH BOSTONIANS AROUND THE GLOBE WWW.SOUTHBOSTONTODAY.COM What’s Go to our South Boston Today page to view us online. Make sure you like & share with A Parent your favorite social media! To Do? t Bos on T typically nervous child. A h o t d typically nervous parent. u a o Both parents working. No y A S day care provider available. Both parents needing to work. Current job status uncertain. Job pros- @SBostonToday pects for either or both uncertain. Ability to take on the role of teacher by home schooling both Want to see your ad in South questionable and daunting. What Boston Today & SBT Online? is a hybrid, really? Children need structure. Virtual class- Office: 617.268.4032 or rooms are untested. High school- cell: 617.840.1355 or email at ers are being short-changed and [email protected] a college future is in doubt. @SBostonToday CONTINUED ON page 8 HAVE YOU HEARD? OUR RATE IS “ONE OF the bestAROUND!” HOME EQUITY LINE OF CREDIT Super-EASY Online Application at massbaycu.org/heloc, or call (617) 269-2700 or visit our South Boston branch. 1st 6 months % then prime 1.75 APR+ minus .75% for life % current Serving Greater Boston since 1936. APR+ fully-indexed rate Federally insured 2.50 EQUAL HOUSING by NCUA OPPORTUNITY +APR= Annual Percentage Rate. 1.75% Annual Percentage Rate (APR) is an introductory rate for the first six months. After the introductory period, rate on the outstanding balances will revert to Prime Rate as published in the Wall Street Journal on the first day of the calendar month minus (-) 0.75%.
    [Show full text]
  • Black Community Activism and Boston School Desegregation History 1960-1975
    Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975 Author: Lyda S. Peters Persistent link: http://hdl.handle.net/2345/bc-ir:107318 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2017 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Teacher Education, Special Education, and Curriculum and Instruction Program of Curriculum and Instruction RECLAIMING THE NARRATIVE: BLACK COMMUNITY ACTIVISM AND BOSTON SCHOOL DESEGREGATION HISTORY 1960-1975 Dissertation by LYDA S. PETERS submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2017 © Copyright by Lyda S. Peters 2017 ABSTRACT RECLAIMING THE NARRATIVE: BLACK COMMUNITY ACTIVISM AND BOSTON SCHOOL DESEGREGATION HISTORY 1960-1975 Lyda S. Peters Dennis Shirley, Chair This research study is a historical analysis of Boston school desegregation viewed through the lens of Black Bostonians who gave rise to a Black Education Movement. Its purpose is to place Boston’s school desegregation history in a markedly different context than many of the narratives that evolved since Morgan v. Hennigan (1974). First, it provides a historical connection between the 18th and 19th century long road to equal schooling and the 20th century equal educational opportunity movement, both led by Black activists who lived in Boston. Second, it provides a public space for the voices of 20th century activists to tell their accounts of schooling in Boston. The narrators in this study attended Boston public schools and became leaders and foot soldiers in the struggle to dismantle a racially segregated school system.
    [Show full text]
  • Busing in Boston: a Research Guide Moakley Archive and Institute [email protected]
    Busing in Boston: a research guide Moakley Archive and Institute www.suffolk.edu/moakley [email protected] Busing in Boston: a research guide Introduction The Moakley Archive and Institute at Suffolk University has many resources that illustrate the controversy surrounding school desegregation in Boston during the 1970s. Boston’s busing crisis was sparked in 1974 with the ruling of Judge Arthur Garrity in the case of Tallulah Morgan et al. v. James Hennigan et al. Garrity ruled that the Boston School Committee had “intentionally brought about and maintained racial segregation” in the Boston Public Schools and he implemented a plan that bused students to different schools to create racial balance. At the time of the ruling, Congressman John Joseph Moakley represented South Boston, one of the neighborhoods most directly affected by the busing plan. Research Guide Sections 1. Background information on busing in Boston………………………………………………………… 1 2. Primary Sources…………………………………………………………………………………………………….. 5 a. Sources available at the Moakley Archive……………………………………………….… 5 i. Congressman John Joseph Moakley Papers (MS100)……………………. 5 ii. Oral History Interviews………………………………………………………………... 7 iii. Suffolk University Archives Reference Files (SUA/003.004)………….. 7 b. Other Archival Collections (Boston-area)………………………………………………….. 7 3. Secondary Sources………………………………………………………………………………………………... 8 a. Books……………………………………………………………………………………………………..… 8 b. Journal Articles…………………………………………………………………………………………. 9 c. Online Resources …………………………………………………………………………………….. 10 Background information on busing in Boston School desegregation became a significant issue in Boston following the United States Supreme Court’s decision in the 1954 case of Oliver Brown et al. v. Board of Education of Topeka et al. (347 U.S. 483), which asserted that separate educational facilities for black and white students were inherently unequal, and school districts must integrate their public schools.
    [Show full text]
  • Congressional Directory
    130 Congressional Directory MASSACHUSETTS attorney; admitted to the Massachusetts bar, 1986; First Assistant District Attorney for Middlesex County; Deputy Secretary of State; married Ellen Murphy, July 1996; committees: Armed Services; Judiciary; elected on November 3, 1992, to the 103rd Congress; reelected to each succeeding Congress. Office Listings http://www.house.gov/meehan 2229 Rayburn House Office Building, Washington, DC 20515 ................................. (202) 225–3411 Chief of Staff.—Lori Loureiro. FAX: 226–0771 Press Secretary.—Matt Vogel. 11 Kearney Square, Lowell, MA 01852 ...................................................................... (978) 459–0101 305 Essex Street, 4th Floor, Lawrence, MA 01840 .................................................... (978) 681–6200 Haverhill City Hall, 2nd Floor, Room 201A, 4 Summer Street, Haverhill, MA 01830 .................................................................................................................. (978) 521–1845 Counties: ESSEX (part), MIDDLESEX (part), WORCESTER (part). CITIES AND TOWNSHIPS: Acton, Andover, Ayer, Berlin, Bolton, Boxborough, Carlisle, Chelmsford, Concord, Dillerjca, Drocut, Dunstable, Groton, Harvard, Haverhill, Hudson, Lawrence, Lancaster, Littleton, Lowell, Maynard, Methuen, Shirley, Stow, Sudbury, Tewksbury, Tyngsborough, Wayland, and Westford. Population (2000), 635,326. ZIP Codes: 01432, 01450–51, 01453, 01460, 01464, 01467, 01470–72, 01503, 01523, 01561, 01718–20, 01740–42, 01749, 01754, 01775–76, 01778, 01810, 01812, 01821–22, 01824,
    [Show full text]
  • 109Th Congress 127
    MASSACHUSETTS 109th Congress 127 MASSACHUSETTS (Population 2000, 6,349,097) SENATORS EDWARD M. KENNEDY, Democrat, of Barnstable, MA; born in Boston, MA, February 22, 1932; son of Joseph P. and Rose F. Kennedy; education: graduated, Milton Academy, 1950; A.B., Harvard College, 1956; professional: International Law School, The Hague, the Netherlands, 1958; LL.B., University of Virginia Law School, 1959; enlisted in the U.S. Army as a private and served in France and Germany, 1951–53; married: Victoria Reggie Kennedy; children: Kara, Edward M., Jr., Patrick J., Curran, and Caroline; committees: Armed Services; ranking member, Health, Education, Labor and Pensions; Judiciary; Joint Economic Committee; elected to the U.S. Senate on November 7, 1962, to fill the unexpired term of his brother John F. Kennedy; reelected to each succeeding Senate term. Office Listings http://kennedy.senate.gov 315 Russell Senate Office Building, Washington, DC 20510 .................................... (202) 224–4543 Chief of Staff.—Danica Petroshius. FAX: 224–2417 Legislative Director.—Carey Parker. TDD: 224–1819 Administrative Manager.—Ngozi Pole. 2400 John F. Kennedy Federal Building, Boston, MA 02203 .................................... (617) 565–3170 State Administrative Director.—Barbara Souliotis. *** JOHN F. KERRY, Democrat, of Boston, MA; born in Denver, CO, December 11, 1943; edu- cation: graduated, St. Paul’s School, Concord, NH, 1962; B.A., Yale University, New Haven, CT, 1966; J.D., Boston College Law School, Boston, MA, 1976; served, U.S. Navy, discharged
    [Show full text]