EDRS Price MF-$0.65 HC-$13.16 Community Involvement

DOCUMENT RESUME

ED 047 173 AA 000 666

TITLE Comprehensive Planning for an Education Systeli. Report #2, Definition Summary. Appendices, Volume 1. Fort Lincoln New Town Education System. INSTITUTION General Learning Corp., Washington, D.C. SPONS AGENCY District of Columbia Public Schools, Washington, D.C. PUB DATE 7 Aug 69 NOTE 303p.; Revised

EDRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Community Involvement, *Community Resources, *Curriculum Development, *Demography, *School Planning, *Urban Renewal IDENTIFIERS *Fort Lincoln New Town (FLNT)

ABSTRACT This appendices reports on the definition phase activities of planning for the Fort Lincoln New Town education system. Included are complete reports on the community resources survey and the demographic survey. The General Learning Corporation planning documents are presented in tabular format. A community planning timetable is outlined and the members of the FLNT planning council are listed. Coverage is also made of relevant D.C. school curriculum projects, D.C. metropolitan area resources, and per pupil expenditures for the last three fiscal years in D.C. public schools. For Appendix B (Community Opinion Survey) of this document see AA 000 667.(For related documents see ED 047 171 through ED 047 188) . (ON) 7 COMPREHENSIVE PLANNING FOR AN EDUCATION SYSTEM

FORT LINCOLN NEW TOWN

Negotiated Services Contract #69183

Report #2 DEFINITION SUMMARY

APPENDICES Voltune 1

August 7, 1969 Revised

General Learning, Corporation I 5454 Wisbonsin Avenue Washington, D. C.20015' V TABLE OF CONTENTS

APPENDIX A COMMUNITY RESOURCE SURVEY

APPENDIX B COMMUNITY OPINION SURVEY (See Appendices, Volume 2) F APPENDIX C -DEMOGRAPHIC SURVEY

APPENDIX D GLC STAFF-AGENCY SURVEY

APPENDIX E GLC PROGRAM PLANNING SCHEDULE

APPENDIX F COMMUNITY PARTICIPATION PLANNINGTIMETABLE

APPENDIX G MEMBERS OF FLNT COMMUNITY PLANNINGCOUNCIL

APPENDIX H INVITATION TO COMMUNITY PARTICIPATIONPLANNING WORKSHOPS

APPENDIX I RELEVANT D. C. STAFF DEVELOPMENTAND CURRICULUM PROJECTS

APPENDIX J D. C. METROPOLITAN AREA RESOURCES

APPENDIX K PER PUPIL EXPENDITURES FOR FISCALYEARS 1968, 1969 AND 1970 IN DISTRICT OF COLUMBIAPUBLIC SCHOOLS APPENDIX A

COMMUNITY RESOURCES SURVEY GENERAL LEARNING

May 21, 1969

To:All FLNT Planners F From:D. Browne I Subject:Summary Report of Community Resources inthe Immediate Surrounding Area of Ft. Lincoln. F The following information was obtainedthrough the use of two community consultants I selected by the FLNT Council. Those resourcesfound to be in existence are located within the area bounded by Rhode IslandAvenue on the North, 18th Street on the West, and New York Avenue .J.11 the South.(Please see Map 2 attached.)

In addition to resources within theabove area we have listed several important agencies, universities, and the likewhich are outside of the boundaries.This area is called North East. As uncertain asboundaries, zones, and school districts are, we felt it was necessaryto include some resources that arepresent in North East Washington. (Please see Map 3 attached.)

The immediate surrounding area isapproximately four (4) square miles, whilethe North East area is approximately 11.11 squaremiles.(Please see Map 3 attached.)

Specific information regarding resourceswill be found in the large resource summary chart. I have also included a few attachmentsthat should round out the effort.. They are:

1. A set of survey sheets that itemize thepertinent information needed by us. As was expected, very few resources existin the FLNT immediate area.

2.Two maps that indicate boundaries.Boundaries are broken down into the following categories.

a.Site boundary b. Immediate surrounding area c.Larger surrrimding area d.North East boundary

5 page 2.

3. Explanatory section of an N. C. P. C. report on schools.

4. A list of possible program contractors for FLNT.

5. A Directory of resources in North East Washington.

6. A survey of Lutheran Churches and Education.

7. A list of Churches.

8. Civic Associations compiled with the help of Mr. Kenneth Kennedy.

9. A report on the upper North East.

10.A higtory of the Help For Retarded Children, Inc.

General Description of Near North East

Commercial - Industrial Complex

Located along Pennsylvania Avenue and New York Avenue, warehouses are the main commercial enterprises. FLNT area is also a commercial area.

Shaping Facilities and Commercial Recreation

One shopping center is located in the 1300 block of Rhode Island Avenue and the other is located at Riggs Road and South Dakota Avenue. Numerous corner grocery stores exist.

Area recreation consists of two "Adult Movie Houses", one bowling alley, and some taverns.Recreation for youth is virtually non-existent.

Public Recreation and Parks

A few centers operate and are ill attended by youth because of the lack of good programs. Parks exist as traditional areas without any imaginative utilization of resources.The National Arboretum is not a park, but is a substation of the Department of Agriculture and develops flowering shrubbery for commercial nurseries.

Religious Groups_

The North East Group Ministry was established because of the needs of the community.It is now functioning as a force to help shape the FLNT planning effort and as a liaison agency with other groups and agencies. List of Churches in the Near North East

Baptiste D. C. Convention

Brookland Randall Memorial

Baptist National

Brookland-Union Greater St, Paul St. Paul Second St. Paul

13ibte Way Church of Our Lord Jesus Christ World Wide Inc.

Woodrige

Dtsciples of Christ

Michigan Park

Christian Science

Seventh

Lutheran Church in America

Redeemer St. Peter's

Methodist

Drookland McKendree Nash Simms Memorial Reid Temple A. M. E. R. L. Jones

Presbyterian

Church of the Redeemer Sherwood

7 Protestant Episcopal

Our Saviour

Roman Catholic

St. Anthony St. Francis De Sales

Other

First Church of Christ Holiness Seventh Day Church of God

List of Schools

Langdon Elementary Woodridge Elementary Stowe Elementary Noyes Elementary Burroughs Elementary Brook land Elementary Langley Junior High Taft Junior High McKinley High Dunbar High

and one new elementary school exists on Douglas Street, It E.

This report contains all of the data available at this time.Hopefully the data will be sufficient for your planning heeds,

/maw

8 COUNCILS, 130ARDS

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categorieslisted we mist be able to elicit the following kinds of information: Area 7

1. Name of agency, group Planning Council

2. Titles of programs operated Summer in Park - Teen Center - Athletic Program 3. Names of people who run the programsMr. Guy Jones, Chairman Mrs. V. Banks, Director 4. Budget (size of program) $32, 000 5. Ilecepient qualifications 3 directors _ 9 NYC's 6. Staff requirements

ti 7. Space reqUirements Summer In Park Used Public 'earl: - i ...... _.., . Recreation Department i 8. Program schedules 9:00 - 4:30 p. m. 9. Authorizations needed 0E0 - D. C. Government - _ - 10. Affiliations ---- 1.-- Mayors Youth Unit 11. Community involvement Involved employment of Youth _and Adults_ 12. Availability of funds' Year long funds are available 13. Level Fair 14, Constrains ..-...--- Could be a better program 15. CoMments by interviewer. New in this area COUNCIL TENANTS/HOUSING .

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categorieslisted we must be able to elicit the following kinds of infon»ption: f 1. Name of agency, group Montanna Terrace Tennant Council

2. Titles of programs operated Preschool

3. Names of people who run the programsOlivia King - Staff Representative Mrs. Wilson 4. Budget (size of program) $3, 500 + 5. Recipient qualifications Low income below 6. Staff requirements Preschool leader and assistant 7. Space rev' trements Standard room size for 30 children Program schedules ( 8.

1 9. Authorizations needed Approval - D.C. Recreation Department 0E0, UPO and D.C. Government 10. Affiliations

11. Community ilIVOIVE111 Ofit All mothers of children must donate their time Availability of funds 12. Funded on yearly basis by UPO, 0E0, D C Government 13. Level of community support Volunteer services are given by _parents_ of_Pmsstoolp_____

15. Comments by interviever- MANPOWER

PINT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the following kinds of infonnr.iion: D.C. Manpower Admin. 1. Name of agency, group Work Incentive Program Div, ....._._ 2815 Bladensburg Rd, 2. Titles of programs operated Titles IV & V of DCMA 3. Names of people who run the programs T. Bryant, Director 4, Budget (size of program) Unknown Rec ipient qualifications None 6. Staff requirements Team Approach 7. Space requirements FLNT SITE

8. Program schedules Diverse

...... 9. Authorizations needed

10, Affiliaiions

11. Community involvement- Enrollees only 12. Availability of funds

13. Level of community support-

14. Constraints Institutional (training work) 15. Comments by interviewer'

11 MANPOWER

FI,NT - SURVEY OF COMMUNITYRESOURCES

For each of the categories listed wemust be able to elicit the followingkinds of information: Work Incentive Program D. C. Manpower Administration 1. Name of agency, group Work.trainh2g programs 2. Titles of programs operated A. Alexand -, Adm.

3. Names of people who run the programs

4. Budget (size of program) I Million dollars

5, Ree ipieni qualifications Welfare status

. . 6. Staff requirements All levels civil k rvice Space requirements 7. 2 buildings

8. Program schedules Monthly intake

9. Authorizations needed Federal & local

10. Affiliations No

11. Community involveme-a No 12: Availability of funds

13. Lever of Good 14. Constraints Population restricted Comments by interviewer

12 EMPLOYMENT

FLNT - SURVEY OF COMMUNITY RESOURCES

Foi each of the categoyies listed we must be able to elicit the following kinds of information:_

1. Name of agency, group Area S. T. Board

2. Titles of programs operated Odd Job Pool

3. Names of people who run the programsMrs. Louise C. Albert, Chairman LA 6-6956 4. Budget (size of program) A community service _ 5. Rec ipient qualification's Ages 14-1C years _ 6. Staff requirements S. T. Board Volunteers aid from Rec. personnel at center Space ikitirements Taft Center - Taft school 8. Program schedules Answering Service St. 34470 3:30-5:30 Monday thru Friday(all Sa Authorizations needed 9. Permission granted by Rec. Dept. c 10. Affiliations Ree. Dept. U. S. E. S. 11. Community involvement Volunteers from Board helps 12. Availability of funds None 13. Level of community support'..'.- Fair 14. Constraints-- This program should be broader in 15. Comments by inter-viewer- order - to reach more youth.

13 EMPLOYMENT

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the following kinds of information:

1. Name of agency, group Northeast Neighborhood Council

2. Titles of programs operated Employment and Information Cente ._....._ _ 3. Names of people who run the programsMr. Leo Bryant Mr. Kenneth Kennedy 4. Budget (size of program) $5, 000 approximately

5. Recipient qualifications Meet poverty standards of 0E0 Any child wanting to participate 6. Staff requirements Supplied by D. C. Government Youth Unit - U. S. Space requirements 2 offices - 1809 Rhode IslandAVern -- (rent free) 2904 Newton Street 8. Program schedules

Authorizations needed Approval of D. C. Youth Unit Approval of Northeast Neighborhoot 10. Affiliations

11. Community involvement Entire upper northeast area various_organization 12. Availability of funds None 13. Level of c-ommunitflupport------Good 14. Constraints i Lack of available jobs - Lack of enc _ Comments by interviewer- adult-staff

14 EDUCATION

FLNT - SURVEY OF COMMUNITYRESOURCES

For each of the categorieslisted we must able to elicit the folloN:ing kinds (3116 S. Dakota Avenue, N. E. )_ of Informaion: . Mennonite Volunteer Service 1. Name of agency, group

2. Titles of programs operated Preschool Mennonite volunteers and NYC 3. Names of people who run the programs

4. Budget (size of program) $3, 500 +

5. Recipient t qualifications Ages 3-5

6. Staff -i-equirenients Director, NYC's

7. Space requirements Standard as required by D. C. Government 3. Program schedules 9:00 a.m. to 5:00 p.m.

9. Authorizations needed D. C. Government Permits, etc.

10. Affiliations

11. Community involvement-- Only when there are special _programs tErIployedYouthL____ 12. AvaIlability of fUnds' Year round 13. Level of comniunitY'StippOit- Good

14. Not meeting the community needs Comments by by intervikAver"

15 EDUCATION

FLNTSURVEY OF COMMUNITY RESOURCES

For each of the categorieslisted we must be able to elicit the follow..ng kinds of.infonnation:.. Madison St: and Riggs Road, N. E._

1. Name of agency, group LaSalle Elementary School

2. Titles of programs operated Scouting

Names of people who run the programsMr. John Stephenson

4. Budget (s(ze of program) Funds are allocated by P. T. A. and

_ parents as needed 5. Rec ipient qualifications Cubs - Scouts 8 years through 10 - 11 - 13 . _ . --Stiff requirements Volunteer (parents) 7;: SpaCe reqUirements School Auditorium Program schedules _ 8. Meets once a week on Saturday for activities 9. Authorizations needed Permission from D.C. Public Scho _sponsorship of 10. Affiliations Boy Scouts of America 11, Community iTt, Assisted by Parents in community 12. Availability- of fUndS -."------, ------. ------Only donations from P. T. A. and parents upon request 13. Level of community support- . ._ ...._._ .__ Very good 14. Constraints

15. Comments by interviewer" More units needed to help build strongbaraeter of boys SPECIAL EDUCATION

FLNT - SURVEY OF COMMUNITY. RESOURCES

For each of the categories listed we must be able to elicit the follow,ng kinds of information: Help for Retarded Children, Inc. 1, Name of agency, group 405 Riggs Road, N. E. Pre-vocational group (13-16) 2. Titles of programs operated Job training (16-up) 3. Names of people who run the programsDavid Silberman, Exec. Dir. Vincent Gray,_Acting, Director Budget (size of program) Supported by United Givers Fund. Fees 5. -Recipient qualifications Mentally Retarded youth over 13 years of age 6. Staff requirements professionals SpaCe requirements 6 story building 8. Program schedules mixed and day school 9. Authorizations needed unknown Affiliations St. Elizabeth hospital Community '.nvolvemeit . none 12. Availability of fundS oy contributions 13. Level of cornm-unitk.SUPPOrt _ seems goad 14. ConstfainTs --- expensive "boainents by interviewer` Cost is $100 a month

17 . BUSINESS SCHOOL

FLNT SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the folloi,!g kinds of Informr.tion: Cortez Peters Business School 1. Name of agency, group 2705 Newton Street, N. E. 2. Titles of programs operated Typirg IBM machines, accounting, _ - . bnsiness_ed..legyee and non degyee 3. Names of people who run the programsMrs. Cortez Peters, Jr. , and staff

4. Budget (size of program) Private funds

5'. Recipient qualifications

6. Staff requirements - . Teachers, secretaries, receptionist 7. Space requirements Entire building serves as dormitory and school. 8. Program schedules Morning Evening _6_40 9. Authorizations needed G. I. Approval -

. Board of Higher_Education 10. Affiliations

11, Community involvement None so far 12. Availability of fu-ndi I Only private funds 13. Level of community support Fair (new in area.) 14. Constriirirs

15. Comments- by interviewer' School new in the area

18, FLNT - SURVEY OP COMMUNITY liESOLUICES

For each of the categories listed we must be able to elicit the following hinds of information:

1. Ni.me of agency, group Catholic University

2. Titles of pro'grams operated

3. Names of r eopte who run the programs

Budget (size of program) - 5. Bee ipient qualifications

-6. -Staff tequireinetits.

- - - :: - - - f 1 .7. Space reqUirements i

, ,._...... ,. . . 8. Program schedules 1

. 9. Authorizations needed

Affiliations

11. Community involvement

----KA;ailitbilit-y-ef funds

13. Level ofcOniiiiiinify-Siippert.'

14. C-orisTratiitg-

_ 15. Comments by interviewer'

19 UNIVERSITIES

FLNT - SURVEY OF COMMUNITY RESOURCES

. For each of the categories listed We must. be able to elicit the folloNirg hinds of information:

1, Name of agency, group Catholic Sisters College

2, Titles of programs operated

. 3. Names of people who run the programs

4. Budget (size of program)

5. Rec iptent qualifications

6. Staff requirements"

Space requirements

8. Program schedules

9. Authorizations needed

_ ... _ Affiliations

11. Community involvement

12. Availability of funds

13. Level of C6iiiiii-u-nitY

14. Constraints

15. Comments by interviewer'

20 UNIVERSITIES

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the following kinds of infoym 4ion:

1. Name of agency, group Gatlaudet College .. 2. Titles of programs operated

Names or people who run the programs

4. Budget (size of program)

5. Recipient qualification's

6. Staff requirements

Space requirements

8. Program schedules __ 9. Authorizations needed

. _ 10. Affiliations

11. Community involvemenT

12. AvalfabilitY of funds

13. Level Ofeeiiiiii.unity,-

14. Conitriints

. 15. Conimente by interviewer--

21 UNIVERSITIES

FJ,NT - SURVEY OF COMMUNITY RESQURCES -Maryland

For each of the categories listed we must be able to elicit the following kinds of information:

1. Name of agency, group University of Maryland

2. Titles of programs operated

3. Names of people who run the programs

4. Budget (size of program)

5. Roc ipienI qualifications

6. Staff requirements

7. Space requirements

8. Program schedules

9. Authorizations needed

10. Affiliations

11. Community involvement 12.----AiailitbilitY of funds

13. Level of community support

--COnStiatiaTs

15. COmments by interviewer"

22 TUTORIAL

FT,NT - SURVEY O1' COMMUNITY RESOURCES

For each of the categories listed we must be able toelicit the following kinds of informption:

1. Name of agency, group Mc Kendree Methodist Church , - 2. Titles of programs operated Tutorial

3. Names of people who run the programsChurch volunteers Mrs. Bogle (Pastor's wife) 4. Budget (size of program) Volunteers only nee rpient qualifications Be in need of tutorial help

6. Staff 'reqUirementS Qualified volunteers (regular teachers) Space requirements Church auditorium 8. Program schedules Monday, WedneSday, Friday Authorizations needed Permission of Church, D. C. Pub _School ,bpard 10. Affiliations Upper Northeast Group Ministry 11. Community inv-olvemelit Parents volunteer their services _spread Ow w_o_rdabout_program__: 12, -AVailability of fundS. (donations only at present) Grants applied for .. . . 13. Level of community support _ ...... Endorsed by several organizatior 14. Consttaiiit-S-- Not enough volunteer staff to me( 15. Comments by interviewer -current needs .

23 JUVENILE PROBLEMS HELP

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the following hinds of information:

1. Name of !-1_gency, group Commissioner's Youth Council 1 _ ... y . 2. Titles of programs operated Juvenile Problems Help

3. Names of people who run the programsMrs. Louise C. Alberts, Chairman LA 6-6956 4. Budget (size of program) Council Funds as needed

5. Bee ipient qualifications Must be youth living in the area

6. Staff requirements 1 Director, 1 assistant director anc Space requirements volunteers Multi-purpose room of Rec. Center Program schedules and other Public Facilities. 8. Rendered when needed 9. Authorizations needed Chairman of Council 10. Affiliations Area S. T. Board 11. Community involvement Several Communities are involvej 12. AvaUability of funds Funds are also sought through civic organizations f-Conuniinity Suppdrt- GoodGoo 14. Constrainti _... . Small program should be larger coinments by interviewer _ . .

24 JUVENILE HELP

FLNT - SURVEY OF COMMUNITY BESQURCES

For each of the categories listed we must be able toelicit the fo;iowi )g kinds of information:

1. Name of agency, group Woodridge Pioneer T_____...._.._.... - - _ ------2. Titles of programs operated Aid to youth

3. Names of people who run the programsMrs. Pearlie McDanials, President

4. Budget (size of program) Operated on contributions and Fund Raising Activities 5. Bee i pient qualifications Any youth in need of aid ...... 6. Staff requirements Commit.ee of Volunteers size varies 7. Space requirements Schools and Public Facilities

are used . . 8. Program schedules Summer "Teen Center" 9 to 4:30 p. Other as Heeded 9. Authorizations needed Approved by Civic Association and Commissioners Youth Council 10. Affiliations

Community involvemeht Community groups help sponsor many events 12. Availiibilitiof Contributions upon request from

. . Woodridge Pioneers guppcirt . . Very good 14. Constrain s Program should be larger _ 15. Comments by interviewer- . This group does a fine job of helping to keepjouthout of trouble.

25 DkY CARE/HEAD START

FENT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the followivg kinds of i»fon»rtion:_ Chul.ch of Reedemer 1. Name of agency, group

. . 15th Esz Gurard Street, N. E. . -1^ 2. Titles of programs operated Preschool

3. Names of people who run the programsMrs. Audrey Jones. 4. Budget (size of program) $3,500 + _-1-1I------,-- ___- -- 5. Recipient qualifications ______6. Staff requirements Director - 2 NYC's for 25 children 7. Space reqUirements Must meet District Standard 1 Codes 8. Program schedules 9:00 a. m. - 2:00 p. m.

9. Authorizations needed Approval by 0E0, area 14 P.anning Council Cloverrina.e*.A._ 10. Affiliations Affiliated with Area 14 Planning Council 11. Community involvemenr Several parent and citizen volunteers ; funds -Yearly- fu-n-di-are-S-ititedtry program operates during summer _ 13. ii.Tit-terOf ppott _ . . Volunteer citizen and parent help 14. Com.traints _____ Program is not adequate, accor-ding ______15. Comments by i»terviewer- __to. thc_ne.ed quote,

1 + Does not include salary for NYC - ages 14-15 arepaid $1,40 hr. - age 16,21 are paid S1.60 hour. ______. ______

2 HEALTH

FLNT tItiVEY OF COMMUNITY RESOURC3

the eat c;;orto:: liAed we must be able to eliciti.he following hinds ion; Burroughs Elem. School Name of agoney, group D. C. Govt. - 18th & Monroe N. E. .. _ . . . Titles of programs operated Mental Health Center

Names of pcop!e who run the programsMrs. Doris Hund ley, Principal and Psycologist and Counselors Budget (si-:,0 of program) -Dr.of school.

cc ipient qualifications Must be in need of emergency assistance in Mental Health Prof... Staff requirements

Space requirements Special room in school Program schedules Monday thru Friday School hours. 9:0D On p.m._ Authorizations needed D. C. Dept. of Health - D. C. School Affiliations Health Department Community involvement - -_ Very little - few volunteers of funds- Public Funds - HEW

Level of comrounitk Suppert Fair CO-nit-r-ainfl; Program not meeting the needs (occt hj interViewer-- _ _ . ______HOSPITALS

FLNTSULVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the following kinds of informr.tion:

Name of agency, group. Washington Hospital Center 1 -_-_-_-_-- 2. Titles of programs operated

3. Names of people who run the programs

4. Budget (size of program)

5. Hee ipient qualifications Staff ieciuirethentS

Spade requirements

8. Program schedules

9. Authorizations needed

Affiliations

11. Community involveme71

12. Availability of funds

13. Level Of eOinxii-unitY Suppe

14. COnstraifits

15. Commas by interviewer'.

28 HOSPITALS

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the fotloving kinds of informolion:

1. Name of agency, group. Veterans Administration Hospital --- 2. Titles of programs operated

3. Names of people who run the programs

4. Budget (size of program)

Recipient qualifications

6. Staff requirements

Space requirements

Program schedules

Authorizations needed

10. Affiliations

11. Community involvement`

12. Availability of funds

13. Level -O-fCOMM.unity.§upport

14. Constraints

15. Comment's by irhterviewer.

29 HOSPITALS

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the following kinds of information:

1. Name of agency, group United States Soldiers Home ._,-- - -_-_-__ 2. Titles of programs operated

. . 3. Names of people who run the programs

4. Budget (size of program)

6; Recipient qualifications

6. Straff requirements

7. Space requirements

8. Program schedules

9. Authorizations needed

10. Affiliations

11. Community involvement 12.-Availability of funds

13. Level of community support _.

14. Constraints

15. Comments by interviewer

30 MATERNITY AID I

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories liAed we must be able to elicit the following kinds of informotion:

Name of agency, group Iona R. Whipper Home 2501 20th Street, N. E.._ 2. Titles of programs operated Unmarried mothers tiid ." .,--- ___,4 3. Names of people who run the programs

4. Budget (size of program) Varies each year 5. flee ipient qualifications Must be unwed mothers in district Staff requirements

Space requirements Standard for a home of this kind

. . 8. Program schedules Daily educational instruction 9-3

arts,. _ 9. Authorizations needed D. C. Government - Meet housing _standards appro_ved_by..Boprd, of Ed. 10. Affiliations UGF and other private organization; 11. Community involvement Community people come in and _volunteer. their_s.erv_icps,.______12. Availability of funds UGF contributes on a year-long bas

. _ private donors also 13. Level of community support Good 14. Constraints

. . 15. Comments by interviewer.

31 CULTURAL & RECREATION

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we mist be able toelicit the following I Inds of information:

Name of agency, group Taft Recreation Center

Titles of programs operated Teen-Center

Names of people who . the programsD. C. Recreation Department 4. Budget (size of program) $4, 500 Recipient qualifications

6. Staff requirements Rec. Dept. Personnel + Space requirements YC's meet D. C. Govt. SLandards Rec. Dept. Center - Meet health & Safety Standards of D.C. Housing code 8. Program schedules Monday through Friday

9. . Authorizations needed D. C. Government and 0E0 . _ ---"16.-Affiliations Supported by Area 14 Planning Council 11. Community involvement Volunteers help supervise teen activities and_ge on trips 12. of funds Year-round program, but funds are 13. Level of cornnitinitY Support _less during fall

_ Good 14. Constraints Not large enough a program to accommodate more children 15. Comments by interviewer Provide cultural experiences as well as recreational

32 RECREATION '

FJ,NT SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we mustbe able to elicit the following kinds of information:

1, Name of agency, group Arboretum Civic Association _. . 2. Titles of programs operated Day Camp (Street)

3. Names of people who in the programsMrs. Mary Henry

4. Budget (size of program) $4,500

11CO iPient.qualificatiOns

6. Staff reqUirements 1 Director 2 NYC's. Must meet D. C. Govt. Stt 7. Space requirements Must meet Health & SafetyStaiCdar of D. C. Housing Code Program schedules 9:30 am to 4:30 pin

Authorizations needed D. C. Government, Youth Unit. OE

10. Affiliations

11. Community involveriienT Adults assist with special 7,rojeCti w planned by directors ^12. ~Availability of funds Year round 13. Level of community support Good percentage of volunteers '.4. Constraints

15. Comments by interviewer- Not large enough to meet the realneeds of the cIldren

33 ATHLETIC

- SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be. able to elicit: the following kinds cf informr.Lion:

1. Name of tigency, group La Mond Riggs Boys Club Riggs Rd.. and Madison..St._,__N._E 2. Titles of programs operated Foys athletic club

3. Names of people who run the programsMr. Everette Scott Mr. John Brown 4. Budget (size of program) Approx. S1,200 year + Recipient qualifications ------5. Promote youth activities 6. Staff requirements 3 Male adult directors, plus

adult volunteers . 7. Space requirements Use school auditorium and other available facilities 8. Program schedules Each evening and Saturday

. mornings____ 9. Authorizations needed Riggs La Mond Civic Association, D.. C.__Government... Affiliations Greater Washington Boys' Club Community Community supports program with fundsand anceservice 12. Availability of hinds UGF contribution and other source: are yearly received, 13. I,evcl of conmunit support Very good 14. Constraints Program should be enlarged 15. Comments by interviewer-

Club raises funds independently by Raffles,Selling fireworks and Christmas trees also paper drives.

34 AREAS

FLNT - SURVEY OF COMMUNITY RESOURCES

For each of the categories listed we must be able to elicit the following kinds of infomir.tion:

1. Name of agency, group Kennilworth Aquatic Gardens Titles of programs operated

3. Names of people who run the programs

4. Budget (size of program)

5: Roc ipient qualifications

6. staff iCquirem Onts

7. Space requirements

8. Program schedules

9. Authorizations needed

Affiliations

11. Community involvement

12. vailability of fu-n.c16".

13. Level of emilriitinity. support

14.

15. Comments by interviewer

Large Apartment site near FLNT. PARK AREAS

FLNT - SURVEY OF COMMUNITY llEf'.;OURCES

For each of the categories listed we must be able to elicit the following kinds of information:

1. Name of agency, group National Arboretum . - ,- - Titles of programs operated

3. Names of people who run the programs _ _ _ 4. Budget (size of program)

5. Recipient qualifications

6. Staff requirements

7. Space requirements ..__.... 8. Program schedules

9. Authorizations needed

. 10. A ffiliat ions

Community involvement

----AVailability.of funds-

13. Level of eel-mil-unity SUppert 1

Constraints-

_ 15. Comments by interviewer

Processes and develops flowering shrubbery for commercial nurseries

36 PARK AREAS

FLNT - SURVEY OF commrry iiEsouncEs

For each of the categories listed we ,flust be able to elicit the following kinds of informr.tion:.

1. Name of agency, group Ft. Totten Park

2. Titles of programs operated

3. Names of people who run the programs

4. Budget (size of program)

5. Recipient qualifications

6. Staff requirements

7.. Space requirements

Program schedules

9. Authorizations needed

10. Affiliations

11. Community involvement

Availability of funds

13. Level of community support.

15. Comments by interviewer"

Open green space

37 ; ' 3 t

Fort Lincoln

. 41

1)0 IS4tWc..ko,v\ EotAYNAo...r.te Mvp 2 w 't Census Trocts onc.1

ECPrI Lincoln Roundory

" I ImmediateSurrounding Arco 38 c' r.,1', ;9 :P

(-X:.j-c. ',.

.`"

Nap 3 !Surrounding Area WOImmodinic Surrounding Area Surrounding Planning Area 4111111A. 4rn Eas4 towndo.v-te-14 Ime.s4 4, Ce4,41a\

tt'As" V-askt,t, e. tyncitosA:,0% ov,1/41.,, /Kir. ;4,,0 wic IR. 6

Anew 11.1 w4te,..s C'exp\e, oqe,v- oto, 50 te,opke.

30 40

LOCATION

Fort Lincoln, formerly known as the National Training School Site,is an area of approximately,s22!C2:peres on the eastern edge of the District of Columbia. The elevation varies from 50 to 200 feet above sea level.It may be defined as Weeks 40 and-41 of the D.C. Census,Tract 90 end is bounded by Bladensburg Road (NW), the District Line

(NE), South Dakota Avenue (SW), ancithe Baltimore- Washington Parkway (Aaounclix A,

Map 1),At present, the only buildings on the main site are the buildings of the I ational

Training School.

_ The site is of considerable historical significance by virtue of the fact that it commands the main access to the city from the north and east.Fort Lincoln was one of the chain of forts built to defend Washington during the Civil War.In the battle of

Bladensburg during the War of 1812, an artillery battery under the comme.,..; of dore Joshua Barney engaged the British force advancing on Washington.

It may be useful to distinguish between an area immediately surrounding the site and a wider area which may be thought of as a planning area for major community services.

The immediate surrounding area (Appendix A, Mop 2) is the remainder of Census

Tract 90 which lies south of the MO Railway tracks and east of New York Avenue, and that part of Census Tract 91 which is east of 18th Street, N.E. This area h teen designated by citizen groups as the one which will be most directly affected by the proposed development.It is more difficult to designate a similar area in Prince Georges County except that Tract 44, containing Colnior Manor, is contiguous to the site.

The larger surrounding planning area (Appendix A, Mop 3) includes Census Tracts

89.1, 88.2, C9, 90, 91 and 94 in the District of Columbia and 44, 45, 46, 47, and 48 in Prince Georges County, Maryland, 41

DATA ON SL MOUNDING AREA

A.Character in 1960

.Selected characteristics of surrounding Census Tracts are shown in Table 1

(p.2a) and Table B-I, Appendix B.The statistics ore from 1960 and, therefore, sornevihat out of dote.However, they serve to convey some idea of the differences between tracts.

(I) Tract 94 (northeast of the site stands out as a prosperous area with income levels, rental and property values well ob.-ye: the sur ounding tracts and above the surrounding area of Prince Georges County.

(2) Tracts 90 and 91 (to the west) also have relatively high median incomes and (in 1960) an average or above average proportion of whites.91 is predominantly rental,whereas 90 is mainly owner-occupied.

(3) Tracts 88.1, 88.2 and 89 (to the southwest between New York and

Florida Avenues and the Anacostia River) ore mainly Negro, low-income, over-crowded

(especially 88.1), with a below-average proportion of sound housing (except 89 with a public housing protect at 18th St., N.E. and Montana Avenue), and little new housing construction since 1949. Property valves are low, owner-occupiers few, (88.2 has a higher proportion than the rest) and rents below average.

(4)In Prince Georges County al! i;.uctt vire relatively homogenous (with the exception of the small Tract P.G. 45). They are almost entirely white, with incomes only slightly below the high P.G. overage. The main difference among them lies in the proportion of rental housing; tenure in Troct 18 is almost all rental and it has the lowest percentage of units with the some since 1953 in the surrounding area.

The n.jar source of employment within the area h in manufacturing and

. . wholesaling (sec Appendix 8, Table 2-3, 'Peak Hour Employment Fort Lincoln, D.C. Table 1

. 1960 Characteristics of Census Tracts Surroundinq Fort Lincoln*

District of ColuxbiaTracts

D.C. Ave. 88.1 88.2 89 90 91 94

Total Population e - 7,495 7,629 10,723 2,388 9,715 6,012 % Non-White 55 92 92 99 45 55 69

Total No. Housing Units - 2;197 2,141 3,442 513 2,963 1,726 % Sound Housing Units 89 86 85 100 92 95 92 % Single Family Units 40 18 58 27 96 :0 89 %Occupied Units, owner- occupied 30 11 37 15 72 44 82 Median value ($000) of owner-occupied units 154 123 132 126 137 142 164' Median gross rent of - renter-occupied units($). 81 77 78 75 82 91+

Median Income ($000) 45 42 43 46 56 55 70 % Families w/income less than $3,000 per yr. 17 22 20 15 8 9 6

Prince Georges County Tracts

P.G Ave. 44 45 46 47 48

Total Population - 2,873 864 3,693 4,609 5,223

% Non-white 9 0 100 0 1 0

Total Ho. Housing Units - . 901 201 1,131 1,485 2,164 % Sound Housing Units 92 88 55 91 89 100 % Single Family Units 73 79 87 58 69 1 % Occupied Units, owner-

. occupied 61+ 68 68 53 61 1 Eedian value ($000) of

owner-occupied units 151 113 - 118 119 .. Median gross rent to renter-occupied units($). 91 83 - 88 81 86

Median Income ($000) 67 60 39 64 60 65 % Families w/inccr.c. less than $3,000 per yr. 7 9 23 7 8 6

* For suppleucnting census tract data, see Appendix 8, Table 8-1. Vicinity, 1965 ").These businesses are located in an area bounded by South Dakota

Avenue, New York Avenue, and 'Bladensburg Road, and in a concentration with ware -

housing along the Pennsylvania Railroad and New York Avenue. (the main 1,ucking route through the city).

As a whole, the surrounading area is a Middle-class predominantly Negro residential neighborhood which is on par with, or above, city-wide norms for social stability and socio- economic status.indices of social problems such as juvenile delinquency and welfare dependency show that these problemsin .surrounding area and are for the most port on par with or better than city-wide overages (Appendix 8, Table B-2).

a. Change 1960 -66

Since 1960 the surrounding area has become more predominantly Negro, especially in Tracts 90, 91 and 94 (Table 2).Unfortunately, the data available is only for theDistrict of Columbia,

Table 2

PopulationChanges1960-66

38.1 88.2 89 90 91 94

Change in Total Population, 1960-66 -500 -800 -500 41000 +200 +200

Change inWhitePopulation, -300 -200 -500 -2800 .-900 1960-66 ,: Change in Non-white Population, 1960-66 . -200 -600 -500 +1500 +3000 +1100

% Non-whites 1960 92 92 99 h5 55 69

% Non-whites 1966 96 95 99 :75 85 85

43 C.Facilities in Surrounding Area in D.C.

The surrounding area houses the following schools:

Burroughs Elementoy, 18th and Monroe Sts., Crummel Elementary, Gollvelat and Kendall Sts., N.E. Crummel Annex, Gafludet Si. and Central Pl., N.E. Landon Elementary, 20th and Franklin Sts., N.E. Ruth 1:. Webb Elementary, Mt. Olivet Rd. and Holbrook St., N.E. Wheatley Elementary, Montello Ave: and Neal St., N.E. Woodridge Elementary, Carlton and Central Ayes., N.E. Young Elementary, 24th St. and Benning Rood, N.E.

Brae ns., Junior High, 24th St. and Benring Road, N.E. Taft Junior High, 18th and Perry Sts., N.E.

McKinley Senior High, Second and T. Sts,, N.E.

Phelps Vocational High, 24th St. and 8enning Rood N.E.

Longdon and Woodridge Elementary Schools are located in the immediate surrounding area.

A:1 of tho schools are overcrowded (Table :3, page 4a) and have sub-standard classrooms and improvised or make-shift facilities used for regular classroom purposes.

At McKinley, the senior high school serving the area, these make-shift facilities include a smell room at the end of a corridor used for driver education class, and seven- teen floating teachers beccuse of insufficient classroom space. J.W. Hamilton Junior

High School is expected to open in September, 1968 with a capacity of 1,184.

There cre two branches of the D.C. Public Library in the surrounding area.

They are located at Rhode Island Avenue and 18th Street, N.E., and at 701 24th Street,

N.E.

Recreation facilities around Fe; ILincoln ore for the most part, school based cantors run by the D.C. Department of Recreation in the late afternoon and ecily evening.The recreation centers in the immediate surrounding orcaare:

44 October 20, 1960 and October 19, 1967 Schools in Surrounding Area Table 3 . f Date of Construction and Additions 1960 Capacity 1 1967 1960. Enrollment i 1967 1 % Overcrowded1960 1967 Total D.C. Elementary Schools 73,182 I G8,119 80,528 95,043 10.0 33.5 BurroughsCrummcl 1921, 1927, 1960 240928 724164 907220 S,'216 -2.3 28.0 . RuthLangdonCrur'nel K. Webb Annex 1912, 1933 195919301948 640836748280 868796580192 '776 961293 899993627253 21.4-8.315.0 4,63.7 24.831.731.3 8.1 WoodridgeWheatley , 1927,1903, 1932,1922, 19621923 46o 46o 777543 1,276 607 19.1 32.0 3.6 . Young 1931, 1937, 19.,3 970 737 1,372 .41.4 73.9 Young Demountable . , 260 249 . Total-D.C. Junior High Schools , TaftBrowne 1932, 1953 21,715 1,080 994 23,451 786848, .n,294 1,4431,129 30,996 1,0691,300 45.211.9 4.5 36.053.332.2 Total D.C. Senior High Schools McKinley -1933, 1949, 1958 17,147 1,787 13,799 1,462 12,642 1,476 19,001 2,442 "-17.4-26.3 67.037.7 Phc.ps Vocational Hlgh Schrzn1 (4 Rt.:locatable Clw,srooms) . 1928, 1957 1934 540 599 556 753 .3 25.7 . Dakota - South Dakota Ave. and 33rd St., N.E. London Pork - 18th and Mills Sts., Woodridge - based at Woodridge Sc$-.eol Loomis Pork - Lawrence Ave. and Adams St., N.E.

Additional centers in the lerger surrounding area are:

Taft - based at Taft School Brentwood Village - 14th and Downing Sts., N.E. Crumrnel - based at Crummel School Wheatley - based at Wheal ley School Brentwood Pork - based at J.W. Hamilton Junior High School Trinidad - Holbrook St. and Mt. Olivet Road Langston-Spin:1 n - based at Langston Spingarn Schools The Arboretum - 26th and S Sts., N.E.

There are no sveirriming pooh attached to any sites,, no day camps, and no picnic areas.Further, there is no major facility which provides any kind of commercial recreation in the area.

There are numerous churches of various denominations (primarily baptist and

Methodist) in the surrounding area. Many of these churches have become increasingly : concerned with community problems (schools, public housing, freeway's, Fort Lincoln, etc.) in the post year.

The area's most striking feature isits lock of businesses and shopping facilities.

There is no major shopping center and the major businesses in the area consist of some scattered auto-oriented retail and service establishments interspersed among the industrial and uses.Residents leave the area for shopping iii downtown Washing- ton or suburban Maryland.

D.- Other Data Available

The data presented in this section are highly selective because. of the availability of statistics and the need at this stage to present a brief sketch of the area,

Additional information is available on commercial and shopping facilities, churches, CONTRACTORS

NorthEast Neighborhood Council Kenneth C. Kennedy - Chairman

Church of Redeemer Rev. Jefferson Rogers - Pastor

S-T Board D.C. Commissioners' Youth Council Thomas I. Jones - Chairman Miss Elaine Cousin - Staff Re- presentative

Edgewood Civic Association Orren Cahill - President

Mennonite Service Society Mrs. Martha Charles - Staff Re- presentative

Montana Avenue Tenants' CouncilMrs. Olivia King - Staff Repre- sentative

Region C D. C. Recreation De- partment Taft Junior High School PROMSAND LOMIONS DayCamps

Langley Junior High 2nd & T Sts., N. E. Gateway 2414 30th St., N. E. Thirtieth Street 2705 30th St., N. E. Montana Terraoe 17th & Montana Ave., U. E. Brentwood Village (2) 1809 Rhode Island Ave., N. E. Pre-Sohools

Langdon Elementary (3) 20th & Everts St., N, E. Mennonite Volunteer Service Homo 3116 South Dakota Ave., N. E. St, Vincent (2) 4th & Edgewood Sts N. E. Church of Redeemer 15th & Girard St N.E.

Youth Centers

Langdon Elementary 20th & Everts, N. E, St. Vincent 4th & Edgewood Sts., N. E.

TeenCenters

Brentwood Brentwood Village, N.E. Taft Recreation Center 18th & Perry, N, E. Church of Redeemer 15th & Girard, N. E. Langley Junior High

Beautification

1809 Rhode Island Ave., N.E. Summer In The Park

Langdon Park Behind Woodridge Library

Multi-Service Units

Woodridge Pioneers Langley Recreation Center Taft Recreation Department Edgewood Recreation Center Brentwood Recreation Center Noyes Recreation Center

EMPLOYMO1T CENTERS 1809 Rhode Island Ave., N. E. 2904 Newton St., N. E. 43

DIRECTORS

Miss Diedra Bell Summer in the Park

Mr. Leo Bryant Information & Employment Center

Mrs. Martha Charles Mennonite Service Center

Mrs. Mary F. Garner Langdon Day Camp

Mrs. Vets Harrison Langdon Youth Center

Mr. James Hart Brentwood Teen Center

Mrs. Mary Henry Arboretum ?)ay Camp

Mrs. Margaret Jaokson St. Vincent Pre-School

Mrs. Audrey Jones Churoh of Redeemer Pre-School

Mrs. Rosetta Kearney Langley Teen Center

Mr. Kenneth C. Kennedy Information & Employment Center

Mrs. Olivia King Montane Terrace Day Camp

Mr. Lee A. Marks Church of Redeemer Teen Canter

Mrs. Cora Marshall Langdon Youth Center

Mr. Charles McDaniels Woodridge Pioneers

Mrs. R. Miles Taft Teen Center

Mrs. Juanita Morgan 30th Street Camp

Mr. Edward Myers Langley Teen Center

Mrs. Nona Nelson Langdon Pre-School

Mrs. Ruth Owens Gateway Street Camp

Mrs. Audrey Parker Langdon Youth Center

Mr. Eugene Powell Summer in the Park

Mr. Leon Queene Information & Employment Center

Miss Leona Sims Information & Employment Center SUVIMER Y 0 P 7' PEO.G11 AM OBJECTIVES

1, To develop an improved self image

2. To develop good oitizens

3. To develop a sense of responsibility

4. To develop skill in problem solving

5. To develop appreciation for being trustworthy

6. To develop knowledge of soots]. problems

7. To develop appreciation for individual talents

8. To develop roepeot for authority

9. To develop knowledge of and appreciation for personal skills and limitations

10. To" learn the value of a dollar 11. To develop skill in working effectively with others

12. To develop skill in creative thinking

13. To develop good leadership qualities

14. To develop an appreoiation for education

15. To develop self disoipline

16. To develop knowledge of job opportunities

17. To develop a sense of values

50 DIRECTORY . .

1, Churches

2. Schools S. Emergency Phones 3. Hospitals 6. Civic Associations 4. Libraries 7. Shopping Centers

51 EMIRGENCY PHONE

'FIRE 462 - 1616

POLICE 444 - 1111

AMULANLE - 462 - 3322

CIVIC ASSOCIATIONS

1. Broollland Neighborhood Civic association 2. Eroolziand Area Coordinating Council 3. Northeast Neighborhood Council 4. Woodridge Civic Association 5. Michigan Park Citizens Association 6. North Michigan Park Citizens Association 7. La Mond Riggs Citizens Association 8. Queens Chapel Civic Association 9. 10. Detts.r Your Neie,hborhood Group 11. Broolland Citizens

VARIOUS SHOPPING CENTERS in the BROOKLAND AREA

Avondale Shopping Center -- Eastern Ave. & Michigan Ave.

Safeway TV Repair Dart Drug Bakery Citizens Bank Beauty Salon Dry Cleaners 'Bakery

Twelfth Street, Rhode Island to Michigan Avenue, N. E.

12th & uz nkflti 2300 Mock

Esso Station Safeway Gulf Station .U.S. Slicing Machine Co. M.A..Welch (plumLe Andy's Washer Repairs

52 Anthony's Catholic Church 12th Monroe Stre N. E. Rev. John E. Bailey, Pastor

Brookland Baptist Church e' 16th Street, bett,:ecn Law'rence & Monroe, John W. Nimes, Pastor

r. Nu: Light Baptist Church _18th and N,awton Streets, N. E. James B. ruller, Pastor

'ConcordBaptist Church 3105 - 17th Street, N. E. iRev. Earl W. Brent, Pastor

Church of Our Savior (Episcopal) Irving Street, between 16th & 17th, N.E.):,; Robert B. Richard, Rector

St. Paul Baptist Church Brentwood Road, between 16th & 17th, N.E./7 Rev. James E. McCoy, Pastor

Isle of Pathos Baptist Church 12th Street & Rhode Island Avenue, N.E. 1'2=47 Rev. G. B. Rogers, Pastor

The Word of God Will Be Preached on the Lord's Day 1 th & Gerard Street, N.E.

The Church of the Redeemer

15th & Gerard Streets, N.E. X17 . Jefferson B. Rogers, Pastor

Brookland Union Baptist Church 14th and Irving Streets, N.r=';' Rev. Joseph A. Miles, Pastor

The Guiding Start Baptist Church 1025 Jackson Street, N.E. <

53 54

First Church of Christ. L Itara Stroc,t ,bc;tween 12th 13th,

Brookland Methodist Church 14th and Lawrence Streets, N. E. Rev. John Mote,

Franciscan Monastery 14th & Quincy Streets, N. E.

Michigan Part: Christian Church 1. /' South Dakota & Taylor .Streets, N. E. 1,5

[

RedTemple A.M.E. Church . 13th & Michigan Avenue, N.E.2,-;!: L. G. LipscolAbe, Minister

SCHOOLS IN THE AREA

Crosby S. Noyes Elcnentary School 10th Street between Franklin & Evarts, N.E.

Lucy Slo.ve Elementary School 14th & Jackson Street, N. E.

Brookiand Elementary School 10th & Monroe Streets, N.E. 7

St, AnsleA's Abbey (Priory School) 14th & South DzIkota Avenue, N.E.

Children's Convalescent Hospital 18th & Bunker Hill Road, N.E.

Bertie Backus Junior High School South Dakota & Hamilton Street, N.E.

Taft Junior High School 1 13th & Perry Street, N. E. '

John Burroughs Elecntary School. 18th & Monroe Street, N. E. 1ine r - r . ./

/2. /*::. a

2P00 Block, 1`.,:elfth Street, N.E.

New Deal Grocery Store . Schindler's Markct

II C4 R Cprry Out Laundroat Coleman Interior Services

3000 Block, Twelfth Stree. ,N.E.

John T. Rhinos Funeral Rome Amoco Service Static... Ultra Modern Dry Cleaning .Barber Shop

3100 Block, TVelfth Street

Temple, TV Repair Stadium Cleaners

3300 Block, Twelfth Street, N.E.

U. S. Post Office Family Tavern KearnyStreet Market

3500 Block, Twelfth Street, N. F. (12th & Monroe)

Brookland Hardware Horton Jeweler's Penny Lee Wonen's Shop Drookland Barber Penny Leo Men's Shop Stanley 5 & 10 Martin's Flowers Sir, is TV Ropni- Sunset Cleaners Paul's Carry Out Murry & Paul's Restaurant High's bail'y Store Baldwin's Bake Shop Dickey's Cleaners People's Drugs Leonard Vnifor Fred's Inn Restaurant Mile's Carry Out Shop

3600 Block, TwelfthStrect, N.E.

- M.P.M. Market Printing Shop Curling Real Estate Kirg Per Laundry Chin's Laundry Esso Station Mike's Pizzeria Shell Station

3700 Block, r6e3fth Str1_, f, N.E.

Heffley Stationery Italian Food Store

55 3S00 Block Twelfth Street, N.F.

Safeway National Dank of Wash.

3900 Block Twelfth Street, N.Y.

Whelan's Liquor Store Shoe Repair Pat's Restaurant Cleaner's, Cleaner's Coin:Op Laundry

Rhode Island Avenuebetween 13th & 14th

White House Laundry Cleaners Specialties (tools) Plaza Barber Shop FlowerS-by'Powell

Twelfth Street, between RhodeIsland & Franklin Streets (2600 - 2700 blocks)

National Equipment £< Supply Co. 'Frank's TV & Radio Thacker Motor Sales Service Dal-Crean Liquor Sutton's Funeral Home M. Ribaldi - Taylor Mid-City Market Henry C. Carmen, Insurance Agency 14

Brentwood Village Shopping Center

Brentwood Drugs Famous Fashions London Shop( ?en's Wear) Barber Shop

Bowling Lanes . Mr. C's Bargain Store Cody Valet Buckingham Super Mk't Village Carry Out S,S, Kresge Co. Blue & White Seafood

--Fourteenth & Rhode Island, N.E.

Volkswagon Woodridge Vets Liquor Hot Shoppcs Launder Center (self-scr) flurry's Steaks Center Motors High's Aristo Cleaners

56 57

EightecntL Street ShpinfT District (3300 block.;

Rock Creek Contractors New Light Baptist Church Chemical Fire Proofing Corp. Sheas' Deli & Carry Out Fountain of youth Feauty Salon Esquire Valet. & Shoe Rep.

3400 Flock Eighteenth Street, N.E. high's Adeles 'irapery Shell Gas Station Electro-:J.agic Steari Carriage House Cleaners Cleaners D.G.S._Grocery Sago & Francine Beauty Wells & McCloud Farber Shop A & A Co,, Johns Manvil/c Skil Pcer Tools Contractor Real L3tate Kretsinger, Talbott, Nobley & Bruzee

Eighteenth & Lawrence Streets, N.E.

Coleman's Barber Shop Triangle Maintenance Co. Mci:inley Senior Nibh School

Langley Jr. High School

Ca:.1pus School of the CatholicUniversity of America 10th & Varnun Streets, N.E. t St.' Anthony's FlcTientary School 12th & Lawrence Street, N.E.

St, Anthony's High School 10th LLr Street, H.

(Colleges)

Trinity Colleze 269 - 2000

Catholic University 529 - 6000

Howard University 387 - 6100

HOSPITALS

Providence Hospital 526- 2000

Wishington Hospital Center 541- 6135

Veteran's Hospital 483- 0666

Children's Convalescr:nt Hospital 526- 3600

LIPPARIES

Woodzido Fr:Inch 18th & Rhode Island Avenue, N. E. 9 a.m. to 9 p.n. 832 - 3204 (:don. thru Sat.) Loolnobile NA 8 - 6000 (ext. 289S) 12th & Ne,kton, N. E. N. Capitol & Quincy 4:30 - 8:00 p.n. - Friday 3:00 to 5:00 - Friday

Riggs & Chillun

6:00 to 8 :00 p.n, Yontlay.

58 Civic Orfz-a»izations

Northeast Neighborhood Council, Inc. Kenneth C. Kennedy - Chairman 2904 Newton Street, N.E. 832-8080 A civic organization in upper northeast Washington that addressesitself to

f problems of our community and city.Our council is composed of both organization

and individual memberships, including youths,

In recent years we have contracted with the DistrictGovernment as the

principle sponsor of youth programs in the area.Prior to the funding years we

operated youth programs on a volunteer basis for thecommunity.

Among our other activities we include a variety of civic concernsranging

t. from support for the Federal City College to be located at theNational Training

School site, to opposition to freeways in the city, particularly theNorth Central

freeway and the cast leg.The public schools in the area are, and have been, a major concern, along with traffic, health, housing,employment, youth, and

poverty in general. We are especially interested in the development of the FortLincoln New

Town project,The successful completion of this development will providemuch needed housing for our city's low, moderate, and middle incomefamilies and will

cause the creation of additional public schools andeconomic opportunities for

many citizens.

Woodridge Civic Association it Mr. Emanuel Lipscomb, President (listed in phone book)

59 Edgcwood Civic Association Mr. ONNen Cohill, President 20 Girard Street N. E. 1102 9088

Brook land Civic Association Mrs. San Quart Barnes, presidant (listed in phone book)

Montana Terrace Tenants Council Mrs. Olivia King, President (listed in phone book)

Arboretum Civic Association Mrs. Mary Henry, President 399-7748

Gateway Community Association Mr. Jesse Jackson, President 3020Adams Street N. E. 832-4388

Woodridge Pioneers (Youth Organization) Mrs. Pearl Mc Daniels, President 3237Wal hut Street N. E. LA9 - 3290

Y's Men's Club (Beta Chapter) Mr. Thomas J. Jones, President 2605 Irving Street N. E. 529 - 9564

Brentwood Villa ;;e Civic Association Mrs. Evelyn Fergcson, President 1305Sarotoga Avenue N. E. Apt.:..03 B 832-4323

Optonlist Club 60 Cheek on Carden Clubs

Citizens Planning Council for the Fort Lincoln Project, Inc, Mr, Jesse Jackson, Chairman

Michigan Park Citizen's Association

(Kennelly) Emergency Committee for the Transportation Crisis

Area 14 Neighborhood Planning Council (Youth group) Rev, Joe t. Gipgon, Chairman 62 Rhode Island Avenue N. E. 832-5366832-8346

Gateway Youth Council Mr, Richard Owens, President 2414 30th Street N. E. 526-745G

North Michigan Park Civic Association

(Thorton) Queens Chapel Civic Association

(Huff) Lamond Riggs Citizens Association

Fort Totten Civic Association Mr, Robert Hall, President (listed in phone book)

(Father Kennedy) Brook land Coordinating Council

61 [,;:1,, V

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(17 COUNCIL orCHURCRES

Rev. Phillip Newell Council of Churches Program 1239 Vermont Avenue, N. W. 20005 - 633-1424

MET1MIST

Rev. Theodore R. Bowen District Superintendent of Washington, D. C. 100 Maryland Avenue, N. E. 20002 - 547-7223

PRESDYTETUAN

Rev. Bur E. Dorworth Dir,ctor, Commission on Religion and Race Uashirigton City Presbytery Church of the Redeemer 15th & Girard Streets, U.E., 2003.7 - 529-2335

Rev. Edward A. White :rector of Urban N::ssions Washington City Presytery 415 Nebraska Avenue, N. W. 20016 - 633-1077

URBAN INSTITUTE

Rev. Ernest Gibson Associate Dfrector First Rising Mt. Zion 'baptist Church 12K) - 6th Street, N. W. 20001 - 232-4(130

Office: Council of Churches P':::gram 1239 Vermont Avenue, N. W. 20005 - 633-1424

138 Rev. James Kennelly St. Francis de Sales Roman CatholicChurch .2015 Rhode Island Av*., N. E. 20010 529-7451

Rev. Samuel. L. Kendrick First Church of Chris L:(Holiness) 1219 Hamlin Street, H. E. 20017 526-9266 726-0601 Home: 621 Quincy Street, N.W., 20011 -

Rev. Leon G. Lipscombe Reid Temple (ANE) 1335 Michigan Avenue, N.E. 20017 832-4461 (Mrs-. Hart)

Home: 2419 - 10th Place, S.E., 20020 - 583-2153

Rev. Lee McDaniel St. Peter's Lutheran Church 1725 Michigan Avenue, N.E. 20017 526-0204

Home: 9229 St. Andrew's Place, Col cgcPark, Md. 20740 935-6307

Rev. John A. Note Brookland Methodist Church 14th & Lawrence Streets, U. E. 20017 526-0554

Home: 134G Lawrence Strz2et, N. E. 20017 - 526-6699

Rev. Sherwood Presbyterian Church 22nd& Varnum Streets, N. E. 20018 526-1767

Home:

Rev. George B. Rogers Isle of Patmos Baptist Church 12th St. & Rhode Island Ave., N.E. 20018 529-6575; 529-2466(Anne:0

Home: 619 Kensington Place, N. E. 20011 - 529-0607

- a - Rev. Jefferson P. Rogers Church of the Redeemer, Presbyterian 15n & Girard Streets, N. E.. 2C017 529-4356

Home: I:340 Argyle Terrace, N.V., 20011 - 3C2-0741

Rev. James D. 3hotwell Evangelist Uashington City Presbytery

Home: 371C - 42nd Avenue, Brentwood, Md. 20722 - 927-4392

Rev. George L. Smith Union Uesley AME Zion 1060 Michigan Avenue, N. E. 20013 526 1244

Home: 4323 - 18th St., D.E. 20018 032-0919

Rev. James H. Somersille Our Redeemer Lutheran Church 02 Rhnde Island Ave., N. E. 20002

3.?2- 5)].

Home: 36t;4 - 13th St., N. U. 20010 - 452-3035

Rev. Frank Walsh St. Martin's Roman Catholic Church No. Capitol St. & Rhode Island Ave. 232-114

Rev. Edgar L. Wi11iar-3 Second Dew St. Paul's Baptist Church 2t.00 FranRlin Street, N. E. 20013 526-2705; 526-3737

Home:

70 71 rev. Arthur A. Azlein Michigan Park Christian South Dakota Ave. & Taylor St., N. E. 20010 LA 6-3907; LA 5-3355

Home: 4414 - 16th St., H.E. 20017 - LA 6-3907

Rpv. John E. St. Anthony's Roman Catholic Church 1029 Monroe Street, N. E. 20017 525-0022

Rev. John Evans Our Savior Episcopal Church 1616 Irving Street, M. E. 20013 526 - 7004

Home: 1910 Randolph St., N. E. 20018 - 526-2664

Rev: S. L. Gardner Randall Memorial Baptist Church 3200 - 22nd Street, N. E. 20013 526-9095

Home: 32 - 53rd St., S. n. 20039 - 502-7089; 582-8381

Rev. Joe L. Gipson Nash Methodist Church Lincoln Road & U St., H. E. 20002 032-0346

Home: 62 Rhode Island Ave., N.E. 20002 - 032 -5366

Rev. Richard W. Hall Simms Memorial Methodist Church 2715 - 22nd Street, N. E. 20018 DU 7-q004

Temporary Pastor Trtrohland Baptist Churcn 16th & Monroe Streets. N..E 20018 526-3057

Home: 5702 - 37th Ave., Hyattsville, Md. 20732 - 277-4750

Rev. C. Alan Hogle Meer:area Methodist Church South DahotaAve. & LaT-cnce St.,. N.E. 20010 529-0772

Home: 2421 Lawrence St., M. 20010 - 529-3075 72

REPORT ON UPPER VORTHEAST

Prepared for the Joint Urban Cormittee of Washington City Presbytery and Potmac Presbytery

By: tarry.Leuis r March 17, lq,8 73

IHE EAF,T

Near Northeast r+YC'a of the ciiy,an area bounded .on the wcst by North Capitol. Street, on the north by Casten Avenue, Anacostfa fiver forms the ea:;trn houndry: and the southern boundry is fori,ed by Mount Olivet Road to the Eckington rail yards southward to Florida. Avenue, This area co:Trises 11.11 square miles uith a:: estimated population in 1965 of. 9S,800 persons.

The above description refers to a statistical area composed of thirteen census tracts upon which the statistical. data in this report is based. Howev,?r, within this statistical area there are certain geographi7a1 and physical features which create a contiguous cOmmunity. This area is a triangular shaped territory for;:,ed ly 3i-14two railroads. The Baltimore and Ohio forms the northwestern boundary with the Pennsylvania Railroad and New York Avenue, a multi-lane highway, forning the south eastern boundary, and Eastern Avenue and Prince Georges County Maryland forming the northern boundary.

The area is transect by four main thoroughfares which run in a northeast- southwest direction: Rhode Island Avenue, Michigan Avenue, New York Avenue, and Bladensburg Road. One main artery transacts, the area in an east-west direction, South Dakota Avenue. The rest of the streets are of a secondary residential nature.

Tne Near Northeast is dominated by a feu rather striking institutions: the Shrine :f the Imnaculate Conception, the Catholic University of America, the Nation-.? Training School for Boys, the National Arboretum, and several seninaries and no%astaries. These institutions serve to enhance the residential qualities of the community and have helped to cut ,down- the population density. In the prior to 1954, these institutions, *especially the Ronan Catholic, exercised a great 031 of.influence over the area.

Commercial-Industrial Complex

n.in connercial, warehouse and industrial conplex of the city are located in the area with a concentration along the Pennsylvania Railroad and Nev: York Avenue. New York Avenue which is the nain trucking route through the city is the rtery which the ..rehouses have been concentrated. Another large connorcial- indust:Ial conpleA has recently been completed in the extrene northeast corner of the area, bounded by South Dakota Avenue, New Yock Avenue and Pladensburg Road. A smaller monrcial-industrial corpleN. is located in the extreme northwest corner along the Ealtinere and 011.,o Railroad, in the triangle fouled by South Dakota Avenue and Riggs Road.

ShorAno F-tcilities and Connercial Recreation

One of the striking features of the Near Northeast is the lack of a busin:.,.;s or shopping center. There are two small shopping centers, one located in the thirteen'hundred black of Rhode Island Avenue and the other in the Riggs Ro;...,d South rakota Avenue Intersection. .The.arca is characte'ri;!ed by a scattering snail corner grocery stores. The neighborhrlod corner grocerystore nay invo!:e a feeling of nostgia, but tt typo of business is too snail to exercise en-:e ci the politic71 struf;t1 if the city. The only tine congres.... concerns " ." tt,ro is when the rwwspApor mkes n sp,:ctoculPr 74

'his lack of a central business Ostrict and shopping facility forcas.the residents toleave the area to co their shopping. Coi:sequant.ly, this need to avel outs ice the area, either to downtown Washington Of suburban iaryland, con 1Libutes to thelac% of coh&sivonness of the area. Dne to the majo.: barriars &scribed abVe, the railrOad lines, and due to the prexiniy of subutban :.ary- nd with its large soppio, centers and th:-.. ease'of pig, most or the rosi- _nts have a greater sense of idanity with Maryland than with the District.

In addition to the lack of shopping facilities the. Near Northeast is also with Ittany major facility which provides conmercinl recreation. There is not a family type movie in the arN,.. The two movie botlsos, the Stanton Art theatre and Village Ileatre, are supposed to ba. "adult are theatres." As on person described the ire at the two theatrs, "Importing and inposino 'legal immorality into residential and family neighborhoods." The two movie houses have been a sore point for Ian)/ residents in the area.

, .. 1 The area supports one bowling alley and a few neighborhood taverns. Teen- agers and youths are without any form of recreation or entertainnent apart fron It)lat which they provide for themselves. Individuals and families must go out the area if they sqa% entert ai nmont of other forms of diversion.

Fublic Recreation and Parks

I. The recreation d.partment in this part of the city as in other areas exists fn name only. A few centers are in operation in the late afternoon and early evening. The centers are poorly organized and offer few constructive or chal- lenging programs. Youths are given the opportunity to play basketball in the Iliunior.high schools.and shoot billards, but beyond this there arc few activities that excite the young. Prograns for adults are non-existing.

. . . . . Like the recreation program, parks exist primarily as green splotches on ifthe map or in the ninds of the National Capital Parks Service. There is one major green strip which runs along the District line separating D. C. from Maryland. phis park is as far from the people as one can possible get. The National Arbore- un is not a park, but it is a part of the Agriculture's Department experiment station, The facility while being beautiful serves AF a service for developing Iflower.ing.shrubbery for commercial nurseries. The Near Northeast is fortunate to !have it located within its bounds.

J[Socio-economicDescription of the PozUlation

In 1960 the total population for the Near Northeast was 93,777.Of thi: linunbcr56,530 or 66.7 percent was non-white. In 1965 the estimated population of the area was 95,800 of which 74,000 or 74.7 percent was non-white.During this period there had been an increase of 1,400, or less than one percent increase in lithe population. Ey studying the chart, Estimated population 1965, it wi.)1 be observed that in over half of the census tracts there was a decrease in the population.

The first observation which must he glade in regard to the Near North 1:,ast is that it is vary difficult tonat.Cenc-'ut)i7-Itions about the Area. For ex,:ple, ( Census tract 9;1.0 has an auerage edvcation level of 11.4 years, a non.white l..tion of 5:!..r, percent,one of th? smallest wtoentag-. or elderly And proolers of the aryl. Yet this cr, tra,,t ha l the In%,.est averag- inco.le in the alea. r rr Prrront:,.i for Ye., tk . pa.sihility of there being a renal: roll- 75 -3- r.

9ious order, or agirls college. This census tract further tu:ns up the anonzily having twice as,nany fenales under the age of twenty as there are riroos.

I The second ob5ervation about the statistics fr6n this area is that thn location of the large number of religious orders tend to thrm-the statistics out of dance. The presence of s-2ninaries nil) tend to throw thpopulation statistics

[I favor of certain age groups. Also C.,2 average inc oat of an area will be low- ered. This particular group in the population will also affect the education statistics, and the size of the family, and the housing unit.

The third observation is.that the location of several orphanges and hones for *he elderly have also inflated the statistic in favor of either the young or the 1 cry old.

The population of the area will renain rather stable except for the areas uch as Montana Avenue Terrace, St Vincent, and the National Training School Site. the increase in housing units constructed in the area represented only a .05 per cent increase in the past'scven years. The rest of the housing units being con - t in the area arc single family homes in the price range of 25,003 to ,,0000ructed dollars.

NEW 110USI1,:0 UNITS C0]ST2UCTED

1960-1963 .

k1959 1960 1961 1962 1963 1964 1965 Total

95.4 7,317 20 10 43 13 53 13 n 152 95.3 6 -1 21 6 0 0 -1 .31 .1:95.2 -1 12 0 2 . 41 15 -4 65 95.1 3 1 211 0 41 16 0 272 .94.0 1,847 5 6 17 1 1 -4 1 27 1;93.0 2,035 13 4 1 2 4 0 -4 20 92.0 2,335 3 4 1 -6 6 2 6 16 91.0 3,028 8 61 .9 0 7 2 158 245 1190.0 .646 -1 2 182 -4 -6 -7 -2 164 89.0 3,454 51 0 25 3 2 0 6 87 88.2 4,317 0 0 0 6 0 18 -12 12 II3B.1 ). 8 -1 32 -1 19 -11 45 1187.0 1,978 3 23 1 9 10 2 1 49

26,97 .109 130 510 54 158 76 138 1,185

Units 8ni1t 1185 Grand Total Units 23,142 .0551 increase in housing

I The racial flu:tin the area has probably stabilized at this point at the seventy-five percent nar!r. The actual number of whites will generally renainat its present level although the actual percentage may decrease with the building of )ow income housing in the area. Most of the whites who now renain are nickile [age orrlderly who own their ho:w2s. The attedinent to the property will 1:.1._,ep the f.-wiily in the area. Other fanilies with school age children re3ain in the area hs.cous they wish their children to grow up in an integrated neighhorhood. Othrr 1fr1Hie, who are cJ,ncerned about interraciel dltifig arc either send'ng their " . --t--.- .-.,lc or will do !,0 as the child,. reach the junior high age, This i'll'i'A of the city wit its suburh:In character has attra,:ted larg:, of professional and ni0j)c, 1ev2) Ncr2rc, civil servants. On tno basif, of th it is s.%fo to ass ue that the 1.flcu:lo and educational level of te i.,:e... fa'aly iS hi0or ',hal that of the whites who for:lerly lived in the arr-!a. In t::e srwood presyterian C-corch the Negroas :h> are nenbers Of the curch have hi:'....: -inco7:1c.s and education than the white nenbers. Li.%eit:e, these Negro fT-:ilios tcnd to have s:-:al lr fa:lilies than sylites fren a conparable sccio-econo7.5e

Fzmilies who live in census tract 55.4,c.;5.3, 95.2, 95.1, 94.0 and 93.0 win Ibe upper riddle class. Whereas,t,..: fanilis in census tracts 92.0, 91.0, 90.0, .and 69.0 trill be :Addle class. Census tracts 03.1, 86.2 and 87.0 will be co:Ipo:-.:.1 of lower niddle class and upper lower class. With this type of sociological division each group will de:land and need different proprams. The first grotT will be oriented note towards education and social involver.lent. The niddle group L: ill be television and movie °tic:tiled. The lower group will respond primarily to sc. vice progrzns, such -as children and youth work. ..

1 .

Charts

ESTMATED POPUL,WIW 1965

J [ Total Uhitr, Non-White 5 Nn White Chance Since 195D

. 1195.4 9,300 3,800 6,000 61.9 -800 95.3 3,900 1,n00 2,100 52.9 -703 95.2 7,700 3,600 4,100 53.0 -200 h 95,1 4,900 2,600 2,300 46.3 +900 1194,0 6.300 3,200 5,300 81.0 +200 93.0 8,40) 1,300 7,100 84.5 +700 092,0 8,000 2,900 5,100 64.1 ! -100 (i91.0 9,900 2,300 7,600 76.5 +100 90.0 3,500 1,100 2,400 67.6 +1,100 10,600 100 10,500 99.3 -200 P8.2 7,400 400 7,000 94.9 -300 03.1 7,100 300 6,000 95.3 -400 87.0 8,300 4.00 7,900 95.3 +1,100

I. - - . Tools --9s,65o 21,86674,06E5- +1,400

76 77 -5-

POPULATIO.,: 19()2

Males Fenales Total 21+ AO65-IL 6.120 6 -20 61:i DaPL1 aLi(211 1,303' 6,592 10,516 1,)77.e7 416 95.4 503! 3,09 4,595 0,499 569 95.3 831 5,20:1 '7803 0,672 207 95.2 397 2,90i 3,980 0,73 553 .95.1 0,707 770 3,892 94,0 6,012 356 5,178 669 7,657 0,862 603 _93.0 1,20t) 5,365 0,053 722 876 92.0 1,011 6 ,164 6,212 91.0 9,715 156 717 240 . 1,154. 2,300 6,526 335 90.0 1,324 . 1,107 340 89.0 10,732 923 4,754 7,629 847 202 e8.2 875 953 4,363 08.1 7,495: 410 845 90(.; 4,433 87.0 7,202 5XET" 10,316 11,392 59;761 ,Totals 93,777

POPULATIO'l 1960 51> Nunber 34.6 3,619 46.5 95.4 2,130 95.3 44.4 3,480 95.2 14.0 558 95.1 65.9 4,143 94.0 75.0 5,745 93.0 '52,5 4,233 92.0 55.4 5,330 91.0 44.6 1,067 90.0 99.0 10,631 89.0 92.6 7;069 80.2 92.3 6,925 88.1 89.4 6,410 87.0 LRVEL or EDUCATIO: Rank Aver92 Years 37.5 12.3 95.4 26 12.6 95.3 42 12.2 95.2 26 12.6 95.1 37.5 12.3 94.0 33.5 12.4 93.0 60.5 11.4 92.0 1%7 53 91.0 86.5 10.1 90.0 71.5 10.7 89.0 91 9.7 88.2 .91 9.8 80.1 90;5 9.4 80.0 I (.

_1,z2

B;.1111: Ur:6-:.r 6 Yu,rs %_,_

45 1,hh7 13.7 Ir 68 1491 46 1,0%9 13.]. 77 396 10.0 10.8 66 AS) 653 9.9 78.5 761 81.0 '6? 9.h 92.0 46.0 1,328 13.6 r 71 247 )0.3 )0..0 25 1,775 16.5 39,0 38 1,105 114.4 86,2 19 1,299 17.3 [18-1 40 1,015 14.0 I 3720 ELPERLY % of Rank I, Number 65+ Population 622 5.9 93 [95,4 56 416 9.0 i 95-3 7.2 85. 95,2 569 99 207 5.2 95.1 9.2. 55 I911,0 553 62 669 If 3,0 77.5 603 7.4 92.0 58.5 867 9.0 (191,0 90 156 6.5. 1 90,0 3.1 113 89,0 335 103 340 4.4 i166,2 2.7 116 (188,1 202 5.8 91i 87,0 418 ATT.IGEla , INCNiE Rank Income 6-- 11!95.4 5:1,72-1 t 7,116 12 95,3 5,469 34 95.2 93 195.1 3,591 7,011 13 19h,0 5,227 39 93.0 103 2,996 f 1 92.0 5,50 32 1191,0 28 90.0 5,582 4,612 56 I i 89,0 ' 64 4,312 1188,2 68 88.1 4,224 14,017 78 11 67.0 h

78 SOLT::) ECii231i'

Renk Eur-aper P :ii-- 3,61 -OW 5'5: h 19 1,170 93.9 _953 62 2,01! 92.5 ;5,2 99.3 17 95.1 1,261 47.5 1,6,0 95.0 9::,0 64 2,205 92.5 92. 90,8 7h 92-0 2,0L 911.6 51 91.0 2,8:111 69 471 91.3 -90-0 99.5 2 69.0 3,b26 92 1,830 85.4 88 2 90 1,94 86.;,s. 88,1 '91.1. 13 87-0 -1,765-

SIZE OF FOUSL;OLD Persons in Fa- ily Size tedium Perons Non-2::hite 3.2 3.6- 95.4 3.2 3.7 95.3 3.0 3.8 95 2 2.2 3.2 95 3.1 3.5 91 :0 2.6 2.7 9:: 2.4. 3.6 92.0 2.7 3.9 3.6 92,0 3.2 90.0 2.8 8.0 2.8 3.1 3.3 2.8 8 2.8 6&.1 3.5 87 o 3.3 }loin ?JD'S

% Rank Number -6- 2,21.14 -7-2-.T 954 1 1,085 93.1 r 95.3 62.3 14 1,376 L 95.2 73 242 19.4 95.1 81.9 5 [94-0 1,392 22 1,215 52.4 93 0 36.1 45;5 92-0 778 29 1,265 43.8 92,0 9 363 72.3 9c 0 15.0 87 8F0. .513 37.4 43 88.2 769 231 10;6 97 8t. 1 35.5 L 70 40.3 79 I 1 80

u-.! r % 1)5,4 2-;35,Y -95.3 1,273 99.? r95, 2 1,0.6 73.8 95,2 225 17.4 214,0 1,51;3 89.4 r93.0 1,425 59.7 22,0 1,079 47.9 91,0 1,49); 50.4 -90,0 4911 96.3 I 89,0 926 26.9 88,2 1,234 57.6 .88,1 01 18.3 1,87,0 1,001 51.7

SCHOOL 2AROLLII.:'T 1560-1966**

I) 1960 1961 1962 1963 1964 1965 1966 -)T16 -3r;6 IlBroOkland 555 351; 373 . 361 394 Bunker Hill 893 869 939 1001 1118 11Th 1195 Burrough 907 890 929 566 953 1011 989 fiEckington 187 244 260 316 300 300 284 Keene 863 837 908 890 920 948 932 Langdon 776 787 818 869 912 825 837 La Salle 951 985 '1080 1122 102 7 1012. 1036 880 'Noyes . 778 704 787 801 822 827 I 188- Slove . 234 279 283 31:11 384 384

Webb 961 941 9141 960 958 987. . 1025 tWoodridge 548 555 575 607 596 699 693 Young 1632 1498 1432 1452 1438 11.473 1479 Tot.P.1. 9(5-68 9E6 9321 9Z-74 5,78 9952 fci12-6

[Change -122 +381 +347 +115 +193 4148 Total increase for years 1560-1965 - 1052 EPer Cent Increase .11

JUNIOR HICH SORCOIS . Backus .E-.-.k r.-:.-* it** 1256 1306 1335 853* Bro4ne 1129 1257 1293 3385 1373 1340 1297 Langley 1112 1138 1170 1197 1.183 1109 1172 Taft *1443 )541 1616 1222 1266 1246 111? Total -J-684 5-9'56- UK 5Z to 316.-- -5'635 .1139

t1966 represent3 the first year sincn 1962 ;:hen Backus Junior High School eras constructed t' it the corollmentfigures give a full picture of the nunter of students from the Near Northeast enrolled in junior high school: in the ar..a.during the years of 1563 1964 anC 1955 aoproxir.:atYly one thousand ofil-e students enrolled in the schools were I from otter areas of the city.

v* Senior High Schcol-e:Irollr.cnt is not shwm tocaus.:, the students'ara divided Lriong I high 4choolst vhich arc located outside tie ho,Indirics of the Near Northeast. 1. I

The rear Northeast is an older single fani.ly st:o...le riddle class col-17;unity. The / ; -omnunit originally grew'up around the Fe:ih:ton ?ail yards and.Th7- Cathclic Univcrsity If f.: erica in an area called Prooland. INav of the c:-Iginal rosidets of Droodand Sere oployees of the railroads, such as coaductors, cna;iners.and yard vorkers. Later -3 the university grew with its associated -:,2l5,ijoes ce:::%Llnities nany teachers and e:i- IJoyes of the university moved into the area. The religious nature of the university attracted additicnal fannies to the area who t.shed to he near the Itcan Catholic institutions. The persons in the later catez,ory were generally of the Irish and Italian rac%greund.

Detached, single family houses tend to pe-dcnin=ite in the older section of Dr00%- ILand. This gives one the inpression of stabliness and the feeling that one is er.tering a village rather than being in a city. Cut boysild the older Prookland section the ro.:r houses begin. Again these are single fa-lily residences, and privately o.,:ned (sco chart Vsbove.)Pcycnd this area,_renghly east of Nichigan Avenue and north of South Dakota !Avenue, detached single family housine'predominates.

This 1,tter area, census tracts, 95.4, 95.3, 95.2, 914.0 and 90.0 ranks the highest knthe District with homeoners 'd the value of homes. Also, census tracts 95.3 and 94.0 have some of the largest houses in the District.

iRoeonership in tNe near Northeast ranges from a high of 93.1 per cent in census tract 95.3, ranking number one in the District to a lo,7 of 10.6 per cent in census tract (188.1. Census tract 88.1, 89.0 and 95.1 are the areas of private.owned apartments.

li This high rate of privately owned homes accounts for the fact that this area of the city has one of the highest overall rates of so.nd housing in the city. Census tracts 1183.1 and 88.2 have the highest per centage of unsound housing. Also, this is the luwest - income.area, but a comparison of statistics do not bear out other factors that one would expect to find in an area of unsound housing.A comparison of statistic can not offer. I] an ready explanation for some of the facts expressed in the statistics.

Brent.ocd

Brent!..,00d Village, and apartmcnt development coverin; several blocks, is the only major apartment complex in the area. This apartIent house in recent years has steadily deteriorated and recently made newspaper headlines tocause of the nassive number of housing violations. This apartment complex houses untold numbers of lo;:er middle class faniiies.who

would respond to the right type of church programs. ..

Rhode Island Plaza

This apartr,ent house whihe is located on Rhode Island Avenue acros5.. from Brentwood Village has been a favorite apartment for young Negro government girls.

[ Riatjs Plaza

A combination apartment and duplex housing development in the triangle fomcd ty Riggs Road and South Dakota. The residents are primarily young middle class fwiilica. 11 81 82

ijoetheeet Greue 1:inistre

The chutches in the reer Northe.eat can be pointed to as instmeents which hey° see-eed h.n the Feet to help deeteoy andedivid the coe.menity. When the pOi,alation L: en to cheege from predoe.inetely white to Negro the churches refueed to serve the coe.eunity in any eey. 1";vca nc-.: so:le of the churchee reetelin all white. Others have integreted only tece_Alee they

1 lave been forced to by the Negroes joining the church.Within the congregations little has t,eea done to.incoreorete the ogre into the full membership of the chureh.

, In terms of the °en:lenity at large, the church has viewed its role prinerily in the Aradit..ionol sense of worshiping Goi on Sunday norning and h avino a Sunday School. Beyond this the churches haee rceaincetotally aloof from. the coceaunity. The coenitynn has been without any :rind of trained or knowledgeable leadership. In this leadership vacuumhas arisen several persons who are using the cennunity to advance their onm ambi- tions at the expense ofthe cemmunity. .

.. .. . The net result of the church's non-involvement in the community is the fact that all of the churches in the community are either dead oe dying.All of the mainline Itrostestent churches are facing declining men'ocrship, members remaining are middle-aged .jr elderly, and few if any children in the church school. None of the churches have active cr dynamic youth or young adult programs. Those pregrans which do exist are ir:ele- 'ant to.the world in which the teenager or young adult lives. Most of the ministers in Lstabliehing or maintaining prograns are attempting to deal with their present situation With ideis that were out mooed twenty years ago. ii Filslly, the ministers have recognised the desperate straits which they and Clair Churches are in. The situation which the church in the Near Northeast faces is to eit'eer co/clop le forms of the ministry.on an ecumenical basis or die. In this crisis si':ua' -ion, veveral. of the ministers began to meet for the purpose of discussing the probles of the church(1 end the cornunity. As the ministers begin to involve themselves in the comeeni'y they beme aware that the orobler :s were of such dimension that an individual minister or I7-lurch could not deal with the problem alone. Further, nest of the minister's fas':..beee t!are of their inabil'Ay to either comprehend the socio-economic-poi:Li:al forces at work in their community., or how to mobilize the cinnunity to deal with these forces.

liGee of this background, nest of the ministers of the twenty-two churches which are physically located in the area have cone together to fern the North East Group ninistry. r.. the present tine the ninisters are meeting together to explore ways that the churches light work together to deal with the proelens of the comnunity.The present weakness of the orgtzization is the lack of real comeitnent to the ecumenical approach.Sone of the lsnisters still operate on the illusion that one day the individual minister will hit ion the gimmick which will make his church to what it was five of ten years agO.

In spite of these illusions and because scree of the younger ministers are willing

,. . facts ; , -,- ft /4,ri, IfcJIELt religious Ministry shape I ilMlf=sotfyourOlt.CeeththegGroreogrouppcjo':i- itrletTvl t.oNdf(o'IjeeP b - t te 1 :v. n t of the conmunity and became inv-lved as they have, the forces at'work in the Immunityhaveforced the ministers to work together as a groip.

The forces which the federal governrent unleashed by announcing the 'mediate deval- r'nent rf the National Trainin3 School site as a model housing site has emphasized the led foe thisgroup ministry. These forces hee.c helped to shape, and will tend to define, the role of the group ministryas radiating and liaison agency aeon.; the various fact!ces

Flat ex: ;t in the ccee:cnity. .

1 ',.."... -ji;1,0....-:,t:..c..t1:-.;::r-ini:.t.....;:.%.:I:1)vic...1)...cy'..r.::;:.:_.11!;.,t.it.,.3i:',1:!:.'`iI

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A .., C.; :.tl:C ;.:C. t (;1 ('.1 t::...` c:!i't, oft',:-..?CIAI.:.!.: i-idt;1,.4:: 0::;;n r,t.i,-n)..-,7,!,-;.:;. .'..; ...oftl..

1,,,,y);:iv, tu1:,:,tv,).1..:.1sr..thol.1,::;.7. nr ,..,_ .1.iff.:,)-c:r,t.6.:.;IJ.11;tc,1,-ir..:s. ST-:.;...;:,.1i;-...1. -11.*:-715 will. h:,v,-.,to he in.rY L'L, : ii) lc, Livi:!. or1 :...k.,!.-J., ),.-.-.1 1,.ot.c.o1:1.1!-E,r;::::: ;rh10,..-2:.-.,.cl,.....:Iol);:c1 to Eiorvo the

:-.C:c::...- -:,t 1 5

i;...1/...,P.,._:.'11 Drecd 16th and Nonrce Strec,ts V. E. 1 Neor1;-.1 3200 22nd S. et U. E.

D;:nt: F L. Naticri:1

Jp-.-:.:;;(1-thAon 3101 1/2th-Stm,at E. E.

Io::-:-. -.. 3105 17th Street N. E. St Paul 5720 South Dakota ivenue 11, E. 1611 Brontood Ro;-:d N. E. c:,-.:: St Paul 2400 Franklin Street N. E.-

%., Church pr Oor 1.'rd jenD nrist tor)d t!idE.. TI;c. \., 2226 'ai't s Street N. E.

IrE.-7n Park SwIth Dakota Avenue avd Taylor Strt n.

Ch YitScience

1Lan 22nd and Rhode Island !.venue N. E.

tthe::m Cuhreh in AT:::ria,

1 Pc&e:71er 2 Mode Islan Avecue :T. 2. Pt'erls 1725 Gichican Avenue N. E.

1-ethodi 5 t.

['I-cont.:n(1 lhth and 1,344rence Street:4. F. South Dakota and 2hth Stroot U..E. (v.nsh Lincoln Pond and U Street N. E, I)..;Y-.:::oraIl 2715 22nd Street N. 1,: :%..,.ple i.. N. E. 1.335 Eichivn liven N. .,:..:One:: 1723 1.-iwrce. Stroet N. E. (I

of th,Pea.:,:...er 15t1 nd Gir5rd StrcA N. E.

. 22na.and Varner. Street N.S4 -11-

frotestit Eniscop-0

[ Our Saviour 3616 Irving Street N. E.

- Roman Catholic I-

I Anthcny 12th and flonroc Street N. E. St Francis De Sales 2015 Rhode Island Avenue N. E.

Other

First Church of Christ Holiness 1219 Hamlin Street N. E. I! Seventh Day Church of God 3022 Bladensburg Road N. S.

National Training School (Fort Lincoln Con%unitv)

. . . The National Training School site is composed of 307 acres of land in the extreme 11 northeast i-orner of the city. This site is physically one of the most beautiful areas of the city. from ',he top of the hi ,her ridge which runs through the site one has a parlo- r 1ramie vSaw of the whole city. Orig'..nally under the198plan for the city the planning

i council had planned an economically talarzed residential community of five thousand residenc)s to accomodate 16,000 persons. "Po minimize disruption to the adjacent North- fl, east cc-.un:ty, supportin, facilities, including schools; recreational facilities) and i) police aid tire nroteetion, should bo provded on the site.'!

the 11 b,enl'elcxlrati:Idrtic7=ebeet:1 c,)1.0.:jseorcled Peliit.i-otnoroZptaVesy :t1.111i.T development is scheduled for the latter part of 1969 or early 1970. Under the pressure .- tl :Iclkijttl.C"nolT!::-; ccO=1 1k7relrdejettrtw11215 ni.Z,s tottol,disruptiontcifoe

. site will be oublic housing. The average family in National Capital Housing is composed of 11.7 children. This meals th.re will be an additional 590 school age children coning ljinto the area. Half of the ..hildren '4111 be elementary schOol age and the other half wil. be difEnl between junior and senior high students.

The planning agency has not fully planned the highwa; and public transportation for r the area At the present time the Near Northeast is a contiguous community with well defined boundaries. The above proposed .,lan for this site will necessitate developing fl 'several of the existing avenues into multilane throughways which will divide and soparato !J- the are:-

In addition to the oroblems whit% the eevelopment of the National Training School site will create).this new comaucity offers opportunities for the church to develop new: forms of the ministry from its inception. i.e asso%e that the government will make space available for the develar.cut of churches in the community.It is hoped that the experience of South-Vest will not be ropealed here on in.s site, that is, that the mainlfo- churches set up individual churches Ode). will be competing with each other for m:mher:, and ic...rrneeo. Vith the right kind of evment:al cooperation end planning it would seen that fr(-1 the be;!,innin a multi-service facility could be qlannod with the richt typo of stff which would FerV.0 and develop the religious needs of thc. new community.

84 85

-12-

ee%eure!'e,

The re :r Northeaet hee beee noted for Its niddle claes fneelly Thie bility has teen an asset in that neny of the social pee'olces aeeociatezi with enete eeizmeeeece7:,.e eeee teen.absant. The twelfth precinct hes hed ore of the loeeet criee rates Jr. the city. Siooe the area is preeeeestely class problons as:,ecieted efe the cope have beee hio'.den by the overall afflueece of the eceeeunity.

The stoeilit,y of the erne:unity also has its liabilities. Since there have.een ffe: pressing 7o-zial ero:llees the gcv::rneent hc5 concentrate: its resources in other the city. Noe: t%.e.t the problens of over crowded schools, lack" of health facilities, underdevelceed recreation and park facilities have becene pressing issues the cceexeity is lacking in a structure to deal in a realistic way with the governeent

Typical cf nest iiiddle-class corlunities each neighborhood has its smell parechie' civic oegaeization that occupies itself with the erobles of getting street lights, the: streets cleaned and aiding the local school to raise nosey. Political know hoe sell:;:: extends b_ ..end knceing the precinct captsin on an infer-,a1 basis or knowing a ninor off-:- cial in a government departeent. In the past this intireate knowledge of a person cot:14 get a snail inereeenent such as removing' an bbandoned automobile or a street receire2. Sometimes t.:e civic organization :eight rise to the occasion to go to the District beide. to testify against the granting of a ligeor license. en the whole the civic organizatiee has hever involved itself in politics or the larger problemS of the coneenity. Seldce has there been cooperaVon between the civic organization. !lever has there been an at tempt to oegenie or deal with the problems that affect the corenunity at large.

In the past few years a series of ad hoe cenrattees have been formed to deal with problene such as the freewaes or public housing. These comnittees have represented t'ee interest of individuals and not the connunity. The sUccess or failure of the ceenittee

1 has been dependent on the intellienee, the energy and zeal of a few dedicatedindivic.

The rational Tra fining School, the frece/a.,,s, the schools and the public heusing issues have created near panic in the con laity. In each of these situatioes the Dist:

I! goveronent has worked to divide and destroy the cemmuniti. The government, especialle!' hi!;hea; department, has eroded the comnunity by circulating rusors and buying srcrerte Vale peetending to be holding public hearings on the highway systen. This intentiee.-::

1 deception of the public wao done with the knowledge that the citizens were not going to Le unite to oppose the government because' the citizens lack the sophistication to dea/ in pressure tactics.

In an atmosphere of connunity division and Uncertainty., end the desire of ,)ropert,

. owners to sell their property, which they know will be condenned, at a decent price consunity has been ripe for dishonest persons amid others who Pre notivated by persor:.! gain to step in and exploit the ccee:unity. In the oast felt months several organizat:-.

have ere:7=A up clainini.: to represent the cutwunity at large. In reality th,ee- orgaic:- tions are, the creations of the individUal who hapoened to call the press coeforenee ce that Nticular day'.

The traced/ of this exploitation by individuals is that the Fear jertheastco will preleably be destroyed in the conflict and power struei,,les which will cc,cee. Var:: anfi.sur:ry slogans :ill he used by these individeals to erove that they are nor.) ler.' and hey-, rjeater intorest in tlle coeeunity than others. ry o.-wohseriation of th,se is t:.at the; have little interest in the cene.unity, but are tryin to fc'; their e .ninterest. The net rcselt of thls fightine is t':at this arca to dort,-

. . n!' hr!L' Lc-NI C=str" -13- 86

In this s of conflict between ereepe and irelividuale the govereeeut will cc nnye to impleeeet its plans and preerem. It is dcuttful, knewine the individuals involved in the fights, that a compreise situe:tice te: worked out. Cne c:n foresee that in the near future that -.he community yin deteriorate to the eoint ..*.7he3'e the is elfth precinct will begin to have an increase in crime rate. .4ithout an imprvceent in the schools and other coneunity facilities the middle class families will move cut of the area.

At this point there is the neer.! for scee one to serve as a liaison between the various civic organizetions -which ce.J.Ist in the a rca. It is hoped that the Northeast Group Ministry nil] get itself crgenized to the point where: it can serve the needed role in the community.

Public Neesin;-,

Near Northeast alone with the upper northwest have been'ths two areas of the city without any public housiee, However, three projects have been scheduled for development in the area by National Capital Housing mithority. The first oroject, Montana Avenue Terrace, is scheduled to be ccmpleted at the end of 19-n7 with occupancy beginning during January of 1968. Construction of 300 units at lith and 7.dgewood Streets on a site known as St Vincent's will begin in 1968. Another 125 unites of oublic housing will he built on the National Training School site with the schedole completion in 1969 or early 1910.

Public housing projects creete unusual problees in a coeeunity. Many of the home 'owners resent the presenee of "project" in their neighborhood our of fear that the valve of their property will decline, and the fear of an increase in the juvenile crime rate.

The typical offender referred to the Juvenile Court is a Negro

youth born and raised in the District. ..The delinquent was . often a product of a broken hone and had done poorly in school

or was a dropout. . adult aid juvenile District offenders

are most often Products of .the local environent. . .Juvenile offenders were raised in homes :..arked by similar inetability (broken homes, divorced or separated parents or raised by sone-

-one other than their natural parents). . .Offenders often grow up in large households. ?resident's Coemission on Crime in the District of Columbia, pp. 120-25

On the ad, :lt level the residents of public housing tend to have great hostility and distrust of their neighbors. The children and youth, on the other hand develop a great sense of cohesiveness. They are alwa;s on the defensive. It is the project verie,s others. These y,Jun 000,le know they are resented, and feel very strenely the stigma the t is attached to living in the projects. _ Th) above quote is cited because each of the project develop.ents described below will be built for the purpose of heusine large families, many of whel will he broken families headed by a female.

18th Street And :.omens Avenue N. A. Nontana_kvesue Terrace:

Eontane Avenue is to be a specialized housing develorTA for C.e purpose of how ring large faniliee. All of the units trill consist of four, five and six bedroces. ?lost of the faeiltes novine into these ho,sing units will contain fren eieht to twelve person:. All of the families will te prohlee 1-oferrecl by the Juenile Court, the Lepart- iwet Pehlic Yelfare, and be other housing projects. 8.71

Thfs hoJsin:; dev,:lont re;Ireaents the Disz.rict Govcrn::'.et at its waist. There has be....n absolutely no cGorjiotion and plan ink; by the verioos deprt.-:cnts a,K1 e6or:cis

I of the pVcrr:n:,.nt. With the °hove inforfltf.on available,i.e. the cause; cr delingo:.noy, the kprled,:;e that _:ere' is not e single socie0. service az;ency.in the Ike:' Northeal;t, end the' fact that t'is would Le a project for lar6 acd trouble.:. Yontenn .!.venue was built without any sp3:e being provided fnr service3 for ne residen'.3. Consevently, thin lar,;e influx of lo7e inc.srle further to.: already overero-,7ded schools in the-area. (See the attached c):arts.) Further, boceusc of the e.elativoly hi.;;h'incor.c. of the averade fa -illy in the Ner orthea3t none of the :Alp- portive services, si!ch as eu,ploylt, welfare, public health or birth control. clines, t)ro- vided b; the United Taanning Crzanivation and other aoencies will be located in the ar2a.

Th..: one brizht ray of he in this uroject is Ceat it has been desiL:nated a p:dot !)roject, This oroperty will be turned over to a private property riane-6071--,nt corporation

11 to be ri7naged for ration%I. Capital !iousing ..uthority. Lt. this time both the housing authority and the private corporation are open to sugostions for trays of enhancin,-.; the family life in the project and ways of incorporating the families into the co;:.munity.-

SCHODI, INFORL.T.10:1 O.i T::1-,3i-.CF, A :!...1:s -- :?arch 20, '1967

The followin, information was obtained from the School Board on Earch 20, 1957. vn. I) ro117ent fiLures shown are as of October 19%.

School -Existing Proposed Present Capacity Expansion

205 Lanedon Elementary 738 1969 837 (no.ms.not known) 199 Woodrid-0 aementary 570 60 246 Slove Elementary 330 (15-maddition near completion) I) 213 Noyes Zlementary 708 8E0 177 Burroughs Elementary 918 1972 (no.rns.not known) 989 103 BreoUand Elementary 360 (Comp'. replacement 386 la/increase of 20 rms.) N-1 Ne Elementary (Lincoln Rd.- Proposed ne,3 38-room Elementary School Cc: plc..ti,n and Doudlas St. N. E.) estimated 1963. 181 Langley Junior 111.:1-1 905 1172 99i 111?

198 Ti2n11110V;IniTZh . 1787 2296 (not sh%)wn) Dunbar hi6h 1258 1514

Ir The School Board estimated in 1966 that by 1959 the area would be 19 classrocns elort.

Ii B.. St Vincent's 14th and Ed?ewood Streets.

iCs 1 Ii the. -.11-1122e11T3hclomt7jete l'Thral ev!=t1'°:::'cla.al of 250) units sill ha built. Of this 3)0 units will be financed by the :ratio:Ia.._ On?f.' 31 II .Nousinff,Luthority for pane housin...:.

. 1 . . At Oie present tine the aencies involved in the develcrment of this project :711'

I, not re:-..aso info: :::Mien. It is know that tho project is alre7::y planned and C.Is

! struction will begin in .46e. Up to tMe. point the c.-.nmunity has riot been invo*vA 1: 11., 0a.'1='. -. it is known 4.at sc,rvie arld s,%vorti7a facilities will not be cm-ri:'1.:)71 115-

to care for the fbilies.

C. 'The tivl Trainin ?)adensb.. RC.ci a n:" ;,vene,

In the extre7c northest corner of the 1:ational Trafnin,!, School site the :rational Capital ?lannin;; Cc on has set aside a site fir the construction of 12 units of public housinL.,. This project as it is no'.' olanned will be physically and architectually

. scParate from the middle class and moderate income :jr0PS of the site.Plans now call for these uaits to be the first part of the site to be developed. If this be the cases all kinds of problems will be created for both the residents ar.d the community at large.

The residents will be totally isolated from the community by a major multi-lane .highway. The nearest sl,.oppin center is approximately a mile away. The nearest clemen-

. -tary school is a half mile from the site. 'lith the present population growth the school board estites that by 1969 the area will he short nineteen class rooms. However, this estimate does not include the influx of persons from the Fontana Avenue project or either of the other t47ct projects described above. In addition, the school hoard has been forced to delay the construction in the Near Northeast in order to relieve the over crowding of schools in the far southeast.

88 89 HELP FOR RETARDED CHILDREN, INC.. 405 Riggs Road, N. E.

. Wsehington, D. C. 20011 April 1, 1969

HRC HICHLICTES FOR TEE YEAR 1260

Help for Retarded Children currently operates two units:

One consists of a three phase program including a Pre Vocational Group (ages 13-16), providing schooling in basic aoademics, social skills, and work readiness activities.Job Training Program (ages 16 and up), includes work sampling and exploration, personal adjustment training, specific vocational skills training, and transitional work experiences. The Sheltered Workshop (sgos 16 and up), provides sheltered employment for those, who because of mental and physical limitations, are unable to secure and maintain competitive employment.

The other unit is located on the grounds of St. Elizabeth's Hospital and consists of a transitional workshop program desiened to provide rehabilitative services to a chronically ill psychiatric population, many of whom are retarded. These services inolude paid °entreat work, instruction designed to orient patients to the current work community, group discussion sessions, and exploratory field visits to potential places of employment.

1968 has been a year of "emphasis" on the improvement, expandion and extension of an. of our programs.Some of our accomplishments have been as follows'

(1). In oonjunotion with the D. C. Department of Vocational Rehabi- litation, we have made special efforts to locate and render service to the retarded who are victims of poverty.Statistics indicate that 791, of all mental retardates come from this group which is characterized by physical, cultural and emotional deprivation.HRC will have extended services to over 360 clients before the year is over and a majority of them will have come from the poverty areas.The building capacity on Riggs Road is about 180.Present enrollment has been averaging over 210 and with increased referrals and extension of evaluation periods, one can easily understand why HRD needs additional space, staff, and equipment.

(2). In 1968 HRC, in oonjunotion with DVR, was able to extend its services to Junior Village, Cedar Knoll and an additional population at the District Training School. These groups were comprised of mental retardates, juvenile delinquents and emotionally.disturbed individuals. Primary emphasis was put on vocational training and social adjustment and the results have been quite emouraging.Some of these clients have already been able to reenter the oommunity on an independent status, obtain jobs in competitive settings and in general affect a bettor emotional and social adjustment..

With additional space, staffi and eeuipaent, the services rendered to those institutions can be expanded to not only include agreater number of traindes but also to provide added areas of vocational training, -2-

(3). The St Elizabeth's program got off to an auspicious start ani has developed so quickly and successfully that we are already in need of additional space, staff and equipment to ccicquatoly and effectively serve the number of patients being referred. EEC is glad to report that cooperative efforts on the part of the St. Elizabeth, IIRC and.liV14. staffs are being Lade to resolve this problem so that the program can continue to expand.

(4). We are proud of our Food Service program which is now providing over 100 lunches per day. This program servos a double purpose.Not only does it provide good hot lunches, it also is salving as an excellent training facility. Many of our "graduates" have gone into food service positions througilout the Washington area.

(5). Rae has always provided services to the Metropolitan Washington area, but in 1968 we served en increased number or clients from Prince Georges and Montgomery Counties and for the first time extended our services to include trainees from Charles and St. Mary's Counties in Maryland.

(6). BBC Governmental Affairs Committee has done a tremendous amount of work and has made many appearances before the District Board of Commissioners, the District Board of Education and before Congressional Committees, at all times trying to improve and promote the general welfare of mentally retarded children. The objectives have been

(A) The establishment of a separate Department of Special Education.

(B) The extension of tuition grants to those mentally retarded for whom there are no leresent adequate educational facilities in the D. C. Public School System.

(D)More District funding for special education programs in the schools.

(E) A meaningful program for the educable retarded child.

On August 15, 1968, the Board of Education of the District of Columbia did create a separate Department of Special Education.

(7). BRO membership, which is comprised primarily of the parents of retarded children, increased from 206 in 1967 to 338 in 1968.Many of these parents are from low income groups.Meetings are held monthly when speakers are brought in to dismiss pertinent topics. The members are encouraged to ask questions and to participate in the meetings and many of them are actively serving on committees.

(8). The BRC contract with the Department of Vocational Rehabilitation was renegotiated and as a result, beginning with July 1, 1968, BRC will be receiving V per day per client for tuition fee as against the former rate of S5 per day. This is an increase of 4Cand RRO hopes that it will substantially contribute to the 1010 acrese the board raise in staff salaries beginning January 1, 1969. 90 -3-

(9). Volunteers played an important role at BRO.Vithout them, we could not have run the summer programs. There were 22 regular dependable volunteers whose abilities included swimming and .ibysicaI fitness, athletics, dancing, music, speech therapy, remedial academics, and occupational therapy. We presently have the sorvices of a retired medical doctor. Ho is in the process of arranging a complete Dental survey for all of our clients and plans to follow it up with arrangements for consultative procedures with specialists in the field of cardiollgy, neurosurgey, orthopedics, internal medicine and psychiatry.

(10). HRC has served as a primary facility for University graduate students enrolled in Vocational Rehabilitation and Counseling prograra to receive practicum experience in the rehabilitation process. Students are encouraged. to participate actively in all phases of the program and thus given ample opportunity to develop valuable insights into the various handicaps with which they will eventually be working.

(11). We are planning to fulfill some of our staff requirements when possible through the use of the New Careers Program under the Scheurer Amendment to the Economic Opportunity Aot.

91 MP 11,13TARDLD CFELDRRI,

Information Sheet ale of School Ear far Re';ardod Inc. Occapationa%. and Training Center

Addreso 405 Ricga Road, N.B. Washington, D. C. 20011

TeLaihonc 529 -.0070

Executive Director David. Silben.aan

Director of procrma :.11.rgLicriiiiiE.7geer-o- V C. (:". act 3 of School Day school, coed, ages 'andup. Year-round program. Transportation furaiched br parents.

'reps $100.00 per month,-PaYable.in advance- Prevomtionsl Social Adjustment Program $50.00 per month, payable in advance &heltored Vorkshop

TYpe of Client Acct-4?ted; Mentelly7 rearded, cerebral palsy, epileptic. motionelly disturbed, multiple -handicapped

Area Served Metropolitan Washington

Sumrted United Giva's rand, Training ices Tuitions, Contributions

AuniNsion Procedures Acceptance :'.nto the program is larc4e1y coutingcut on an inte/10w with tho Coordinator of Admissions-. Each potontitLtrainee must. submit a currcat psychol.ogical asses' eat. and medical history which will Se reviewed by the Admissions Gommittoe prior to making a decision on accoptaaca.

Description of Program Three phase program consists of:Pre,-.7ocational AotivItio's Unit: (ages 13-16), providilg schooling in basic acadomics end social ekille and. work readiness actirities.Job Treininc Program (ages 16 and up), includowork exploration, perscnol aujustmcnt training, and specific vocational skills training (:Icnrunity placcment). The Sheltered Workshop (ages 16 and up), provides aloltered employment for those, who becauze of mental. and physical limitations, aro unable to be omployed in the co- unity.

92 FT. LINCOLN NEW TOWN EMIRONMENTAL EDUCATION PLAN

Recommendations Prepared and Submitted by the

ENVIRONMENTAL SCIENCE CENTER 5400 Glenwood Avenue Golden Valley, Minnesota 55422

93 This study was prepared for the Educational Services Division of General Learning Corporation by the Environmental Science Center under the direction of 13.13. Clark, C.E. Vogt and M.J. Naylon. Work presented or reported herein was performed pursuant to a Grant from the U.S. Office of Education, Department of Health, Education and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the U.S. Office of Education should be inferred.

94 TABLE OF CONTENTS Section I. ECOLOGY AND THE INSTRUCTIONAL PROGRAM Introduction An education continuum Interdependence and education Functional schools An ecological framework Section II ENVMONME'ITAL EDUCATION POTENTLAL IN THE FLNT PROJECT FLNT 1st facility FLNT environmental study areas FLNT satellite facilties Section ru. STAFF DEVELOPMENT Section IV, CONCLUSIONS Failure of the present system Urban emphasis Leisure, sensitivity and expression Interrelated systems of operative knowledge Environmental education in the environment Section V, SUMMARY Introduction Educational experiences Schools Biological and sociological climate Environmental education

95. I. ECOLOGY AND THE INSTRUCTIONAL PROGRAM Introduction. The plans for the development of Fort Lincoln New Town repeatedly demonstrate a concern for man's relation to his environment. Appearing throughout the information provided are references to (1) land development consistent with the ecological conditions of the site; (2) creation of a unified physical environment; and (3) preservation, within limits, of the existing natural attributes of the area. Of equal significance ( if not greater importance) is the consideration given to the creation of learning environments - schools or other areas wherein "education" proceeds. Finally, the educational modes to be developed - the curriculum and strategies - seems to reflect a strong environmental orientation. The notion of the ecosystem - an aggregation of life entities, physical environs and an integrated system of energy phenomena - is a pervasive one. Further, the most significant ecological idea appearing within the materials examined was that of the continuum. An educational continuum. A continuum (viewpoint) would cause an educational planner to provide for an uninterrupted series of experiences each interrelated with the other.It would abolish the notion of the disciplines and the customarily fragmented mode of subject presentation It would call for a provision for correlated experiences not all of which are preplanned. And thus would admit of serendipity in the learning process. From another standpoint, the learning environment would not be a single physical structure.It would be the child's entire environment limited only by the lack of ability to physically get from one point to anothee. within it. We are thinking here about concern for expanding the concept of school to include the immediate community, neighborhood, city, etc. No longer, then, is there such a physical entity as a school that exists by and for itself.Concomitantly, there will no longer be lodged in the mind all of the negative thoughts the word school evokes. Interdependence and education. The benefits of an ecological point of view in terms of planning for the future of man's community are patent. Communications, technology, travel, and knowle dge have progressed to the point that the world can. he considered an ecosystem in which men te the

96 1-2

dominant species of animal. To viewthe world as an ecosystem isto realize the ii-!terrelationships which have been wovenamong men;interdependence among men now exists on aworld rather than communitybasis, To think only of one's linmecliate envircnrnent is toperceive and live a parochial existence no longer consistent withreality.,Indeed, it is a dangerous position to hold. According to Ian Mcflarg, it is toeducation that the greatestbenefits of an ecological point of view will accrue."Here separatism rules, yet integration is the quest. Thisecology offers (to education):the science of the relations of organisms andthe environment, integrativeof the sciences, humanitiei and the arts - a context for studiesof man and the environment." If one accepts the proposition that theultimate goal of educationis to potentiate the likelihood that a personwill achieve fitness in hissociety - environment, then the ecological viewof education would seemto offer valuable insights to an educator whose concernsare similar tothe ecologists. A criticism which can certainly beleveled at the educationalenterprise is that at best, it has been a patchworkquilt of unrelated efforts.Sadly, introduced in a piecemeal waysuch that reform rx.st educational reforms are other areas. in one area of the system does notnaturally lead to reform in Curriculum innovation has by and large notcaused change in instructional strategies. A "micro-cultural lag"thus results; restructuredcurriculum taught via traditional didactic methodology.Yet, ecologically speaking, a change in one component of asystem should lead tosubsequent changes among other components. Sincethis is often not the casewith educational innovations, perhaps the reason is thateducators (at least many ofthem) simply believe that a single innovationat a time is sufficient.An additional imposed: hard data must be barrier is often the evaluation requirement change developed before additional facilitatingchanges occur, forcing one to be proven effective before others aremade regardless of thefact that success of one is dependent on amultiplicity rather than a singleset of factors. Change in the total system aswell as in one area(curriculum) must always be considered,then, from an interde,-endeneeof factors point r. of view. Educators must be made aware of thefact that an educational program should be composed of interrelatedcomponents. Fragmentationof knowledge into the disciplines leads to thetypical elementary teacher'scomplaint of having to be responsiblefor eight separate areas in the curriculum. This is a waste of time - thechildren's - and energy - the teacher's. Children come to see school aseight to ten different d1:;parateexperiences, I 97 1-3

relationship to the other.Often one hearsthe none of which bear any arithrr etic." The child in science "class" say,"this isn't science, it's graphing data)but he does not view child might be engaged in science. Wheredid mathematics as a supportiveand necessary tool of he learn to perceive theseparateness? interrelationships, to viewthe world as Ecology seeks to discover .hat sees him as a a whole not as anassemblage.Its view of man is one Within that environment manhas experiences member of a population. socialization, growth,and whose consequences shapehis learning, his that of the community.This would suggest ultimately, his fitness as a member will the broader and richer theexperiences of the childthe more probable future. Adaptability isthe key to the notion be a sense of fitness in the behavior of fitness. As the childexperiences his environmenthe modifies his to achieve varying degreesof congruence with itselements. include increasinglysignificant encounters These experiences should The community is thereal with the environment outsideof the school facility. world - it is a resource tobe explored, examined,measured, explained, the other environmentapart from the and modified.It is not, polemically, environments all school, but yet another environmentof many interrelated which has nodirection,beginning or end. of which exist along a continuum continuum to any Children should be able to movefrom one point on the the singular field trip other without the "shock"that is so typical of situation demands theutilization of an environment experience. Thus when a school, the children having characteristics otherthan those found in the environment rather thanread about it or attempt should seek to find that of course the ieasibilityof to verbally simulate it.The only criterion here is particular environment befound feasibly? Preliminary an excursion - can a prior to the expected examination and inventoryof a school site and environs teacher focus the directionof the or planned-forexperience can help the experience in a way that it canbe accomplished. Realistically, the child willspend the balance Functional schools. school. This facility of his learning years in afacility dasignated as a inixiguing, and motivatingstructure if it is planned can be an exciting, inhabitants will vary in physical, as sets of contiguousenvironments whose intellectual characteristics.There must be a developmental, emotional, and child. can fit. The niche habitat, a niche within thestructure into which each is a physical as well as anmotional and psychological micro- it can be rich andvaried and riotous or serene andcool and environment. the inhabiting neutral.Poth must exist toaccommodate the variation within species. Above all, it mustaccommodate children first andadults secondly,

98 !,'" 3

While an educational programshould probably An ecoloeicalframework. fashion) to an unexaminedthough well intentioned not be responsive( of urgency aboutexposing each societal problem oruplic.,.avel, there is a sense early age to environmentalstudies.Essentially this youngsters at a very components of theenvironment involves coming to gripswith the idea that the affect unknown numbersof other are interrelatedand to disturb one is to suggests components. There appearsto be a great dealel evidence which have been disturbedbeyond the that certain featuresof our environment Much of this degrad- paint where resourcescan be marshalledto save them. the past out of ignorance;that is forgivable.However, ation proceeded in natural resources(air, present day knowledgeclearly shows that several of man Oft this planet arebeing rendered unfit water) vital to the existence himself to blame.There is for than's consumption.And man has only habitat. Nor reasonable doubt thathe has ever viewedthe world as his the possibility thatthere may come a timewhon his has he thought about environment is lost. ability to adapt to anincreasingly unfavorable evaluate his condition At the present time manis in a position to Perhaps that statementshould be amended toread and make decisions. few of us have sufficientknowledge to some Men areable to evaluate. Too which are of an ecologicalnature.This lack of deal with questions slow pace in dealing knowledge in part accountsfor our ridiculously uncountable number of ourpopulation simply are with the problem. An evidence not withstanding.And not persuaded that adanger exists, the unable perhaps that i3 the heartof the problem; muchof the population is evaluate evidence of anynature. They simplyhave not to recognize and experiences as part oftheir education.Decisions had sufficient evaluative the least of which isone's are made on thebasis of other factors not own personalneeds and persuasions.

99 Marty of the previous ideas can be found interwoven throughout the materials examined. They suggest, to repeat, an environmcn al orientation; which, in turn, has strongimplications for the Fort Lincoln New Town Educational Program, The following pages are devoted to a discussion of those implications.Included are:(1) plans for modification of the first educational facility proposed, (2) plans for incorporation and utilization of surrounding facilities as an integral part of th° total educational program, (3) some thoughts on staff preparation for use of the environment as a focal point for an educational program, and (4) recommendations for the educational program.

100 II.ENVIRONMENTAL EDUCATION POTENTIU, IN THE FLNT PROJECT

FLNT 1st Facility.: The following recommendations for the FLNT 1st Facility are designed to provide for a nuraberof experiences which will promote a sense of identity as a community and as a national entity.It is hoped that implementation of the recommendations contained herein will promote an awareness of environmental surroundings, the universe and also provide multiple opportunities for self-expression and interpretation of that with which children are confronted In their planned learning experiences. a.Paved entrance. The main entrance to the FLNT 1st facility is to be paved and is projected as a recreation area.In that this is to be a main traffic area through which all of the people who will be attending this school will enter, it is suggested that plans will be made to reinforce identification with their community and with the nation.This could be done by the provision for a map of the United States in which Washington D.C. area would be circled or highlighted in some other manner. The second graphic superimposed on the surfaced walk or indented in the cement itself would be a representation of the projected FLNT redevelopment.

b.Pre-school area. Children of this age are well aware of the existence of the family as a socio-ecological unit.At least through their own experience, they recognize the fact that there are such things as mothers, fathers, brothers and sisters.It might be well to use this area to reinforce the concept of family as a sound unit of soceity. This could be done in a number of ways. Along the walls of the building there might be murals depicting animal families and human families representing various races and cultures. The lower portion of the outside walls and fencing might well be made of some material such as oil cloth that would be appropriate for art activities conducted outdoors.In addition to the games and story telling that would take place on this site, the children might be encouraged to engage in art work upon these walls representing or interpreting family unit events. One might also draw parallels to animal families and broaden their horizons by relating. and comparing their families to those of other creeds or nations.

101 rais-- Li" kl ,s=3 M\r7n47147 7-77.\11 rt.9 L; 7,7A tiVid ENVIRONMENTAL ::INNEAPOLIS,ENVIRONMENTAL MINNESOTA 2 Prcparcfi by the EDUCATION SCIENCE FACILITIES55422CENTER E n Li L__I 2 ?RE-SCHOOL MAINKS. ENTRANeESTORYTELLING 50 ROOF-TOP PERIPHERAL PLANTERSSOLAR ACTIVITY AREA c. KG story-telling area. General emphasis in this grade level is also on the school and family.It is therefore recommended that this outdoor story-telling area be developed so as to provide an opportunity for self-expression and interpretation. One aspect of the family probably considered at this early age is the "home and shelter" concept.It is therefore recommended, that there he a slight grade from the outside wall to the school to create an amphitheater effect. Provision could be made in the corner area of this enclosure for the inclusion of two structures which could represent home and shelter. One might be rather symetrical and conforming abstractly to the types of buildings that we make, that is to say, relatively square or retangular. The other could perhaps be low and cylindrical.Provision for a multiplicity of holes and openings such as triangles and various other geometric shapes would provide an opportunity for the children to crawl in and out with ease during play. Inevitably the stories talk about animal homes or various human habitation: The children could be encouraged to act out interpretations by using these various facilities in terms of animal homes and stage props for representations from the story.Further opportunity for an art form expression of the stories that are read could be made by providing for simple writing surfaces upon the lower portions cf the side-board or wall. This could be oil cloth or semething else that you could write upon yet could be easily removed.In this fashion one provides for not only the listening skills but also interpretative acting and interpretative expression through art itself. The upper portions might contain permanent representations of animal and human homes. d.De-centralized lunch area. The area outside the lunch space which is viewed through a fixed-glass facility could be aesthetically deve2opec to bring out or reinforce the idea of universe, size relations and dis':ance. This could be done by graphically representing the planets in the solar system in terms of their relative size on the roof top itself.These could probably be painted on cennually as a project or put on more or less as a permanent fashion.It is suggested that they bo arranged In their linear relationship to the sun. The wall facing this glasscl in area might also be used to point out additional aspects of our solar system by representing the distances between the plants in some reduced scale. These planets might be represented by an appropriate square containing the name, a colored picture and also their astrological symbols. This could bo used in the 4-6 science eiscusetons to illustrate our cultural background and also the evolution of science as it moved from an intuitive, parascientific endeavor to the true sciences.

103 e.Soler activity_ area. Included are drawings for a solar activity area designed to provide for significant combined eeperiences wedding (1) science (2) sociology and (3) theinterpi'etive and performing arts. This facility is historical in the sense that its very conception is borrowed from Stonehenge in England. Thu advantage of using a translucent or transparent colored material is that sunlight would pass through the wall barriers.Provision for having panels on a track' system would allow for a multiplicity of experiment configurations which could be set up by the students for multiple uses.Studies could be done upon absorption, temperature transmittance and the effect of color patterns on the varigated color grid superimposed on the roof at this point. You might also consider the possibility of having a number of these panels contain aesthetically designed holes in them. These would be curvilinear in pattern and would allow for the sunlight to pass through relatively unaffected.

Mapping activities of the solar movement and c:alculation of the angle above . the horizon would be permitted !-;, this addition. These panels should not be more than two times the average size of the child in the phase IV program to better allow him to identify with the system as something scaled more to his perceptive world of relative size. In addition to providing opportunities for science studies, the facility would also lend Itself well to the performing arts in that new configurations could be made which would allow for a performer area and an aesthetically pleasing setting leaving ample room for observers.Several of these configuration alternatives have been included in the enclosed schematic. The performing arts could possibly be combined with historical or sociological aspects of the child's education at this point.While he is studying communities and peoples, Ms horizons might be broadened to include those of other nations.Perhaps the children themselves could act out aspects of the ancient sun culture or relate to the practices of the Druids.In this way they would not only be learning in a formalized sense about other peoples end their relations, but they would also in effect be practicing an interpretation of them. We have taken the liberty of substituting an alternate facility for the ancient heelstone. This particular structure would be roughly a curvilinear isosceles triangle.It would be made of a clear material which would have a wrap-around design. The top portion of it would contain a window with so v' aesthetically designed sighting device through ivhich the sun could pasj unhindered. The center of this structure would be consistent with a 45 azimuth to the sun's zenith.This would provide for tracking activities of the sun and will demonstrate quite graphically the seasonal changes and the position of our earth's energy source. ina 105 SOUR (CTIVTYY PEA

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-19 UnI PIT\ \1.:4 Ct" L ENVIRONMENTAL EDUCATION FACILITIU Prepar;ed by the ENVIPMNFNIAL SCIENCF CENTER MINNAP.01,1S, MINUFSOTA The above structure should be constructed from a clear transparent material (glans or plastic:).17,0cli of the edpcationel phases ( I through 1V) could be charged v./Rh the responsibility of painting a tempera mosaic on the protected underside during some arbitrary time block. This MO:SIC-1k: could be a representetion of socio-ecological events which are portfcularly meaningful at the time.

f. planter. This particular facility is designed as the mobile science resource in that one can get at some of the aspects of micro-climate and solar °dente:Atoll in relation to plant growth.It is positioned on wheels and has a changeable angle to permit for slope severity studies and north-south orientation microclimates.It has been compartmentalized so that there is multlple opportunity for planting a number of different plant species.Compartmentalization would also cut down on soil erosion and tend to hold the soil substrate in position when subjected to the elements on the rooftop.It is recommended that this particular structure not be used in any singular area. Groups may see fit to move this planter from the lower phase nature study area to the upper grade science area in relation to or consistent with the particular unit of study at the time. They may even find it desirable to position it in the solar activity area to study the relative effects of the play of a variety of lights on plants while they are growing. g.Peripheral planters. As long as provision has been made for the periphery of the rooftop to be commited to Planter areas, it is recommended that arbitrary lengths of these planters be colored-coded for ease in their designation as special purpose activities. These planters could he used by all groups.Individuals who are involved in art activities might wish to grow a particular species which would provide them with raw materials for seed mosaics, other plant material for texture studies or to provide aesthetically pleasing vegetation for sketching and drawing purposes. Science studies can be conducted by changing the planting substrate, i.e. using a variety of soils or controlling moisture conditions for homogeneous or hetrogeneous plantings. There would also he the possibility of planting Jerusalem Artichoke or the compass plant sunflower which demonstrates a sun-following orientation with the flower face.Concomitant studies conducted with activities going on in the solar activity area would tend to be of a reinforcement type and emphasize the central functioral value of the sun itself as a primary force in our universe establishing a set of conditions viltielt permits life to exist.Relative to socio-ecological studies it might Le well lo have them grow vegetables also, and a How them to prepc.ro these herbs according to recipesthat were used by our native ances+ors. Also areas below planters could be oil cloth surfaced and ueed as record keeping places.

109 HINGE ADJUSTABLE, PLANTER VARIALE INCLINATION ADJUSTABLE SUPPORT AND ORIENTATION CASTERS .F. 7727-' 77772 RECONDEDv4RIOU3COMPARTMENTS SIZE SIZE CONSTRUCTED CONTAINERS. 3' X 6' TO OUTSIDE TO ACCOMMODATE EDGES ENVIRONMENTAL EYVIRONYZ=AL fd. o Prcpar,'? by EDUCATION .5c;CF CE=7 the FACTLITrES (XV APIARY OBSERVAT:ON CABINET

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1-lonee ecoloay.You may wish to start a number of apiaries. The bees will not only provide children or adult groups with honey, but many interesting activities can be done on navigation and range.Merely mark hive samples with paint or nail polish.Investigators can then collect from the ncarb? fields, take: data and release the speciments unharmed. Ramie and territory pItterns will emerge. OI,scrymion through the windowed hive rony retrott the young scientists to see. navl(r3tIoni "donee insttcettorts

111 h.Life.-_sir,erlstreantaye.A large box containg sand and gravel having a water source has been designed to be placed on the roof.Children can see immediate effects of rain and wind on the sand pile. The water source will provide them with a stream in miniature. Dams and other artificial harriers can be employed to discover something about how mo-Ing water effects the landscape. They can try duplicating a miniature Pnacostia River Valley with the stream table. This opens up all sorts of possibilities for inferring something of the past and future of the area: This activity could be integrative of all contributing content areas of the curriculum.

- I.Additional roof activities. The following suggestions would not require building modifications or additions:,(1) measure roof areas and compass angles to construct a map which can then be compared to an architect's drawing; (2) utilize the air conditioning unit for hea ;trig, cooling and condensation stud'es; (3) use telescopes for distanc:e viewing and use in measuring long distances via triangulation methods;. (4) children can construct devices to estimate particulate air pollution, pollen dispersion of air borne algae and fungus spores by setting petroleum Jelly - covered slides about and then checking them after some arbitrary time lapse - they can be placed In water or on nutrient agar to see if the contents grow;(5) wind and turbulence patterns can be mapped about corners and edges of the roof using graph paper and simple wind direction indicators; (5) compasses can be used to determine wind directions or fo: "orienteering" games on the roof and grounds, j:Immediate grounds. There are several functional modifications that could be made on the grounds that would not be at the expense of already projected utilization, One of those might be the provision for geometrically-designed planting areas around the periphery of the building. Groups from each of the Phases might well be charged with the planting and maintenance of the planters.It is recommended that the flowers be annuals to provide for an open-ended situation of continual experience in planting and maintaining an area which aids in the beautification of the school. A second alternative allowing for activity involvement would be the provision for outdoor cooking facilities of the types used by pioneer; and early representatives of American or overseas cultures. These could bu clay ovens, cooking pits, etc.It is recommended however, that a flame not be used in these, but rather they contain subtle modifications to allow for the use of charcoal in the cooking structure. Students .might well try their hand at biking or cooking, thusly re- experiencing some of the things that our ancestors did. 112 113 0'11103E-F. S I

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ENV I RONMEN EDUCA T I WI FANI TI ES Prci Pt- ri t- E N vi }'(J A C FLIT!' Environmental_Studyin-ens. Cenerol consideration has been given to the eclucc,tionEl aspects of babibt and functional em,fronmental education programs.It has been our experience that adult and student groups are able to realize a number of rather fru--rcaching environmental concepts icy exposure to involvement activities which are representEitive of population,helxivio-cnI,abiotic and marKlgerial operative factors. Three small areas of the pIEwncd open space have been identified as potential locations for outdoor laboratories. The recommended land use and managerne,rit practices are general and designed to (1) provide the learner with operative subsystems representative of the functional mechanics of nature in the Washington area and (2) take advantage of the site's contour and orientation. a. Aland management site. There are many misconceptions about the relative value of fire as a tool of environmental management. A simple but direct method of illustrating a practical use for fire and its effects on successional patterns is to establish an experimental plot which provides for: (1) natural succession, (2) interrupted successional patterns and (3) population patterns emerging a7ter burning. Three adjacent strips of land can be treated in the following manner: (I) burn one strip each year, (2) plow one strip each spring with a roto- tiller that can be rented at any garden store, and (3) allow one strip to remain in its original state. Emerging patterns of plant and insect residents will provide many interesting things for your young scientists to discuss.

b.Food patches. Small field areas can be managed so as to attract seed-eating birds. An attractive aspect of this technique is that seeding Is natural.Lay out the grassland area in strips not less than 5 feet wide. Have a minimum of at least 5 strips. Length is determined by the geometry of the area and your willingness to work. Use a roto-tiller to plow the strip.if you have access to a tractor and plow, so much the better. Plow these strips in alternate rotation each year.Cy the fifth year, shrub invasion has been halted and strips of mixed seed-producing vegetation are available to birds on a continuing basis.favorite bird foods such as brlstlegrass, barnyardgrass, larnbsquarter, ragweed and smartweed will make their appearance in the first year.By the third year, you can expect a mixture of grasses, daisies, asters, goldenrod, milkweed andothers. Implementation of this recommendation will provide you with a S year renewable minisystem of succession.If so desired, rstchus in the other environmental areas could be plowed every 2 and 3 years. This would result in a series of 5 to 15 year successional models within the EMT complex.

114 . ENVIROENTAL ErivII:OW'ESTALMINNEAPOLIS, - ?read by EDUCATION MINESOTA SC17:i(.7 the FACILITIESCEgT55422 R SUGGESTED LOCATION STUDY AREAS OF ENVIRONMENT:-.L SCH:OLSITES 211.12.42La RECREATIONALEN7IECNMENiAL AZ/ 527.1:7Y AREAS /,- 0,67V 1SEELTERBELT PLANTING , / ENVIRONMENTAL STUDY AREA SCHEMATIC EXPERIMENTAL MANAGEMENT SHRUB REFOPES7ATION GRASSLAND MANAGEMENT AREA 407 57, s-rRUDSPECIES'r:ErORESTATION, YIANAG'2NE:v- NATIVE."^MaT, 7M4.aC5 5i'CZ - /4 * 5C7, GRASSLAND Cg SIC., 14'4 ! 207, f)LOTS ,...... tt MANAGEMENT PLOTS i RC:INDEPNDENT r-:\ I C STUDY ENVIRONMENTALL 71 77'1 C r-, -1...713 EDUCATION FACILITIES - ^ MINNEAPOLIS,ENVIRONMENTAL MINNTA Pri!pcired by t'ne SCIENCE 5 .54;'EX, J:P 0. Sand r.ran:',erh.:-.Htats,.Most Classes discuss animal hol.los at one time or anotlic-.1.7ncotain:aely, an animal unit is often desc:ilitive and the "why' of it all never o.-.smes out. One of the factors involved in the distribution of the anin:rls (hence" their Ixy,nes") is moisture.

The creation of a brush pile provides a potential iiii and shelter for a wide variety of animala.Situating the woodpile in such a fashion so as to have it run from water to higher, drier ground will create a 'mini - world' that is(I) homogeneous in structure, but (2) has a single environmental factor which will vary, i.e. moisture. The same thing can be done with rocks. You might institute a "bring -a-Log-or-Rook-Day'' and got the FLNT students involved in actual development of an educational preserve. This would be a convenient and direct way to get at one aspect of the "why" of animal hoi.les.It's merely a matter of rolling over a log or rock, observing or collecting and replacing the "home". One can also get the animals to write their own stories about their homes by surrounding the habitat with sand, mud or flour.Each night the inhabitants will go about their business and leave a story written in the tracks.In the winter, snow works just as well. When daily records are desired, merely sprinkle 11c -w snow and let the animals "write' on it.... d.Prairie studies. Prairie areas are well suited for a variety of plant and animal studies.It will be found that many of the E.S.C. activities and curriculum materials from other sources can be implemented on this type of habitat. These systems are capable of supporting a diverse population of wildlife. Evidence of winter feeding on shrubs and seedlings can be used in population studies.Students might also live trap many of the small rodents which frequent these areas and study their distribution, behavior and food habits. The marking and release of captured specimens by these groups on a continuing basis is encouraged, Cumulative records will provide good population data for theyoung scientists. Traps for population studies can be made from coffee cans baited with peanut butter. One can use transect activities to illustrate the importance of environmental conditions in relation to the distribution of living things. Many insects will also be found here and studies could result in determining their favored conditions or plants. e.Selective brush management. A portion of the environmental study areas has been devoted to brush habitat, This practice has the advantage of (1) increasing the aesthetic quality of your natural area (2) providing food and cover for wildlife and pollinating insects and ha(1)01,.. added advantage of being relatively inexpensiv when compared to some

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C, othermanagement techniques.In addition, Species such as ragweed and thistle eventually give way to mere desireble low-growing shrubs. Conversion of small areas froke cress to shrub cover also changes the comple.:nent of animals to be found there.It is known that detrimental insects and reet,-.mal2 occupying greeey areas are more serious crop and garden threats then those residing in shrub cover. The low-growing woody vegetation is the sought aft. habitat of many songbirds. Multiflora rose, bush honeysuckle, autumn or Russian olive and highbush cranberry make effective hedgerows along field borders or around gullies and ponds. The catbird, cardinal, mockingbird, cedar wa;rwing, brown thresher, indigo,. bunting and mourning dove are usually attracted to these areas. Another alternative you might wish to have the students experiment with is the "plow-perch" method. This technique involves the plowing of a strip approximately .6 ft wide 2nd as long as you wish to have it.Fruit- eating birds will parch on a line strung through the long axis of the strip and "plant".the hedgerow by the deposition of undigested seeds contained in their droppings. Included will be wild cherry, blackberry, dogwood, elder, mulberry and many others.Surprisingly, these "plow-perch" planting grow almost as fast as the oft- .- kinds. They are maintained in the same manner as artificially planted brush areas. f.Prolectel reforestation. That portion of the environmental study areas designated for reforestation should be committed La species native to the FLIsIT area.. The included plan:-: for windrow plantings serve a dual purpose: (1) if oriented to border on the park area, they will serve to soften the aesthetic transition to the natural system, and (2) provide multiple opportunities to study mieroclimates.It might also be planned to try experimental configurations by using differing species or numbers of rows of trees and low-growing shrubs. g. Ma ping and location activities. Outdoor mapping is an effective means of increasing one's -awareness of his environs. Most students find this 'typo of outdoor activity. rew :ding and interesting. Techniques and skills involved in compass work, mapping, reading topo- graphic maps, distance or height estimation and use of improvised transit equipment can readily be taught on most sites. Outdoor studies can be co meaningful withthe aid of student -produced news en,i diagrams showing location or altitudinni variations.Relative positioning will reveal many of the secrets of plants and animals on your study areas. With minimal preparation, tho elementary teacher will find many uses For the techniques and experiences gleaned from outdoor mapping.

120 for'..vcoccied elementaryFOREST areas MANAGEiviENT as provide well as interesting secondary SCHEMY.-IC study school sites COO7`.(7-% f") OO 0 0 0 '- - c treestudents. growth The rings, effects soil oftype winu, and water,temperature erosion, ; 000 o o i sherelbtlsns norm: fcrare students'cut a few to of explore. the many interesting .0 C LAJ0C, 0 0 0 0 RFFCR'ESTf\Tif.s.,N 0 0 0C 0 ..! 0 0 WINDBREAK INTERPLANTING .1;! I 0!1 0 ; I' : 0 0 0, ! is THIP;IN 4 100'(. 0 1' WILDLIFE IMPP.OVELENT HABITAT 1 SY.MEOLS . 0. 0 it -Maple, A .3 1-1, Elm ' 0 OL01) PRUNING !! C S hru?ionn,ifes z'o.as :cT(2r, Re:c, ec Rezorestatic:-.Thinning7r.;ningLnterplanting - - Thin Prune -eicistin- Replant coniferous patches species where to various 00000000000 !i a.itern.:tives. .;sing d v:,riety of spa.-;ingprevious plantingS failed. heights. area.Rep:arit this area to a variety of species suited to the Plant at different spacing, e.g. 4x4, 6x6 etc. ENV I RONNE:VI-AL C rEDUCAT 0:1 -` 71'-.f: T I ES T,'Tapping activities ore not.limited to aie outdoor s.J\ctivi.tiea can and should hcarried on inside the school.It is recommendulthL funfl.imentals and gene=ral inf:truction be practiced in the r;lass.room prior to moving outside. The reader ir; roferr,:d to E.S.C.'s "CoWour ivapping" as a reference for mapping lessons. A study tu-ea modeled after the FLI\lT site could ba designed to contarn contour intervals equivalent to approximately four feet.During the FLIT development, this facility could be created in less than an hour of bollder.:ing. This plot should be covered with spring-cut prairie sod to: 0) prevent erosion and (2) alloy., the prairie annuals to re-seed themselves by fall.The hill should be designed to provide for multiple mapping experiences.Pro- vision for convex-concave slopes, ridge and saddle '.."rmations will introduce the young students to major land formations. Several logs might be positioned on each slope to provide for moss and saprophyte contrasts.E.S.C.'s "Micro-climates" will reveal some interesting things that are happening to your mound. The above model mound would not be limited to science activities. Social studies units could provide for the students (1) following the develop.. ment of their new conirnuiVy, (2) reconstructing the FLNT facility to relook at pertinent developments within their community, and (3) redesigning the facility as an exercise of their interpretation of how the region. might have been used.

h.Implementation. It is our recommendation that suggestions for the various systems examples be experimented with on a small scale near the 1st Facility. Experience with the pilot program will give the staff, community and planners adequate feedback to detemine their relative merits and functional use in the total program.Positioning of the study areas might well be changed to take alternative advantage of the contour and orientation.Plantings might be varied to better complement the continuum of successional alternatives, i.e. mirror-image plantings, heterogeneous vs. homogeneous reforestation (conifer/deciduous), or small scale simulation models of the Anacostia river forested area.

FLNT Satellite Facilities. Surrounding the FLNT urban redevelopment project are several natural resources which could and should play a hey role in the environmental education progrurn implemented here at the 1st Facility and subsequent schools. These resources arc the Anacostia River forest areas,the Nat tonal Arboretum and the Kenilworth Aquatic Gardens. a. Anacostia River comolex.This resource provides multiple opportunities for investigating successional patterns in the river es1Ca. Transect activities can 17,-; run in these sections to determine species

122 relations and distieibution in terms of a variable, i.e. the river.Neturel commuetties in the area should b representative of these species which v,,euld ordinarily move into this typo of pattern. The serial displace moot of species from the water's edge to the higher, drier ground will provide a good opportunity to eeteblel,h successional models in terms of water variaVe7. The sandy beaches will contain a number of shells representative of the popola tions of mollusks inn e i-Athigthe area.Studies can be done on these in terms of species diversity, moitality and migration relative to fluctuations in the water level.Also, the effects of periodic flooding on the plant and animal inhabitants of the area can be studied.

b.Kenilworth Aquatic Gardens.The garden complex is next to the Anacostia River and located to the immediate SF of the FLNT redevelopment site. There are 11 acres of ponds that are planted with a number of exotic water plants and other native species of plants and animals typical of pond, marsh and river habitats of the Atlantic -coastal plains. Groups visiting the area would be able to do studies on pond waters uhieh yould be a valuable resource int types of plant and animal life different from that near the FLNT site area. In addition to the aquatic insects and plants that would be available there, the students would also have the opportunity to observe exotic water plants which have been brought in over the years by W.B. Shaw, who started the particular project, and later on by his daughter,Mrs. L. Helen FoOler. The variety of plants present in this resource and also the rather picturesque setting would lend itself well to Painting, graphic arts, and photography.

c.National Arboretum. The National boretum would provide a number of quality experiences in ecology. The natural woods Proserveu here which would show the succession of Atlantic Coast climax forests on a larger scale than can be seen on the FLNT site.This v,ould be a particularly good resource for students interested in reforestation by alloNing the students to also predict what might happen with their own environmental study areas through the course of reforestation. The visita- tions here might also help them in formulating a list of the types of trees and relative patterns in which they might plant them prior to actually im- plementing the reforestation of the projected study areas. Also present are a number of exotics and examples of nursery practices which would point out to the learners some of the management practices possible when one considers the sound mechanics of the environment prior to undertaking re- forestaticn projects. Perhaps the most valuable aspect of having these three resources withid such a reasonable distance of the redevelopment project is that visitation to these sites would be a relatively simple undertaking. Also to be con-

123 sidered is the fact thrit, should the envie.'.nmental study areas bocome reality on the I-1NT Liao, 0-1;2 oppcqiunity to observo much 1-iroer natural systems n terms of 1.vhat they have ol-.)arved on their o,vn reforestation or arer:s, would 1-1(>1p them to see ho,7 well their model of oper,:ition in nature agrees wn 7,l servet ojci mode on the larger systems. These types of experiences WC:)1.0c1 then serve to help broaden students' concepts of environment and its ,,,,rorl:in?s cn a much linger scale IT (I) starting with small examples in and eround the school cite, (2) more comprehensive observations on the proposed natur,-1 areas in the redevelopment and (3) observations on still larger systems in the surrounding area.This would bring the learners to a point where they are ready to consider implications of the above on perhaps a much la.rger scale,Hopefully this would mean a readiness to move to national and international implications of environ,rent and manaclen-lent.

124 III,STAFF DEVELOPMENT The staff of the first LINT educational facility will, to a great extent be the prime determiners of program success. A realistic and rigorous selection process will help assure the acquisition of a competent and confident group.However, if the program reflects the suggestions for environmental education contained herein, an intensive inservice program must be developed and implemented prior to involving children in the educational program. The objectives of such an inservice program would be to: a.Bring teachers into contact with the innovative and educational characteristics of the facility.

b.Engage them as they might in turn engage their students in experiences based upon the utilization of any number of the unique educational contrivances and community resources .These encounters can be planned to include all staff in the following procedures:

(I)Pre-select specific experiences representing various developmental levels.(Use the criterion of "adult challenge' to aid in making activity selections.)

(2)Present to teachers the procedural "thread.' as teachers might present it to children. The thread might be merely a set of directions, suggestions, or display of unique materials from which an activity could he fashioned.

(3)Engage teachers in tic selected activity but do not require them to role play.

(4)Follow through with the activity, until a natural intermediate completion point is reached or until participants' interest level drops.

125 (5) Asa group, react immediately to the activ ty, its i:'fi::.,/ications for the particular developentl level represented, pr diet possible child response, relatu it to other areas of the curriculum and evaluate imapct on and to the level represented, (6) Assess overall feasibility of using activity with children in its present or a modified form.

C.Cause inscrvice leaders to act as teaching models displaying those behaviors and strategies which are judged most likely to effect desired learning responses in children. d.Schedule time vherin staff may be provided the. same materials used during the inservice, equipment ard students for microteaching with video equipment to be followed by review and critique of the small group practice session.Involve children in the critique: their opinions are candid and therefore useful. e.Plan for staff involvement in a sufficient number of curriculum activities, (as outlined above), properly sequenced so that the skeleton or framework of an emergent model program is experienced by all staff.

f.Cause staff to seek modes of linking these major experiences in si...ch a way that the emerging program is not contrived but authentic. Alternative pathways bridging activities must be proposed in view of program individualization objectives.

g.Encourage and permit staff to come to grips with the kinds of environmental considerations which have guided ce-riculum selection, building modification and use, instructional philosophy and larger ecological and educational issues.

h.All of the preceding must be done on a release time basis with full support and commitment from the adminstratton who should also bi involved in the same fashion as are teachers.

126 1V CONCLUSIONS Failure of the Present S,7,3tpn4 Evidence would seem to Indicate that the past connotation of 'conservation' as 'wise use" is intellectuallyu exciting and ineficetual as a functional change agent.Most current prog.-z_lms are primarily oriented toward basic resources and a rural pars, _:ctive.There has been a general fahure to concede that the real pov,er of decision in our democracy rests in the hands of the tnbanite.Following is a list of obse:..cd inadequacies in 'conservation education' per se:

1.There exists no coherent philosophy of environmental education. 2. There is a lack of teacher interest and background training.

3.There is a conspicuous lack of cooperative, enlightened school administrators.

4.No comprehensive school program in environmental education exists at present.

5.There is a paucity of curricular software relating to environmental education.

6.Environmental education consultants are needed in all levels of the educational system.

7.Collegiate training programs are Inadequate.

8.There is no effective leadership or coordination in the area of environmental education which would provid,2 for quality training nrograms and information systems. Even within the present system, some resources are given a dispropor- tionate share of attention. Michigan studies show 0111 soil, minerals and water share 21/, of the total titles of free and/or inexpens:ve materials

127 distributed to the Plants and anim:ds eL71'a 37% of thr.! total. Only I of the al.;ove Lavareadibility thr: 7th gr:...de.Th(-0 is an apalling lack of educational matc.rialrr on such serious problems .;.--orrino and urban hurriz:n relation?. Clearly, there exists a need fee an urban populace that is knov,,leclgeable in the, soda-- Ecological aspoots of environmental mechanics.In the pr.rra- graphs below, we have listed several areas of special concern relative to the development of a truly functierml environmentel education proares,. These considerations express a rationale for the implementation of such a program. There exists an operative evolution of our environment towards 5I1 increased dcmity.By 1080, it is estimated that 8n of t'ir.! Amerii.:an population will probably live in an urban environment. A rural- oriented living will no longer he a dominant influence in our lives.Elan is also evolving bebaviorly; his normal way of life is to be inside a group. Those not so inclined may find themselves treated for an antisocial syndrome, Interestingly enough, it has been observed that bees of social species appear unable to make the simplest decision unless in a group of about 12 (approximately the sam..., optimum size of a board of directors).Further, they are unable to survive as a population unless they number at least 200 to share in the division of labor. It is increasingly evident that we must shortly attach meaningful values to differing alternatives of land use. An informed populace will have to make decisions, explore and validate the above on matters of public and individual concern. A balance must be struck between the dynamic forces and demands of urban techniques and the equally compelling imperatives of managing the natural environment on a self-sustaining, self-renewing basis. The economy of our urbanized society is based upon gigantic consumption of energy. Long term consequences of present consumptive methods mandate that we rethink this issue relatively s oon. The very nature of our system of government also mandates that a major portion of the total effort directed toward the preservation and restoration of environment for the provision of quality experience is mest effectively dealt with at local levels by informed and mot :vated individuals. Planned educe tionul experiences should therefore provide for exposure to fundamental environmental mechanics to promote an effective, functional awareness. LeisuraLSerisitivity and I;),:uression.Man is unique in his meddling with local universe affairs.A child's curiosity spans this universe in terms of diversity.He is capable of apprehending, comprehending and cof.)rdib-iting an ever -- expanding inventory of experiences. Many educational systems and social circumstances stultify this uniqueness;in many instances we 128 J\1-3

have ciclihe:*ately only to wircow This situation. is rlincir,.ruu!:.7. and 7:-Hly lc d a tho intcllectA!al extinei.icr: or. creativity, substitutftig Lechni v.1 spsvh1 iatiOn in its ste7.td.Currcnconc:ern. on the above hs bran expreJsed Fuller in "An OperL:ti'Jg Manual for Space,hip Earth,aru:1 Ts ad iv;.orris in "Th3 I\TE],:ed Ipe There is in y:11:iciont evidence at pre,stInt to permit a realistic of the role of Icir.ure in our future urban society. One h.1 prone to agree however, with the current popular projections of shortened working hours and the release of time for purposes other than making a livin7.Some humanists suggest that an expansion of interest and Participation in all art forf;:.swill occupy this void provided that (I) the extant economic system rrokes this feasible: and (2) the future structure of society is one which makes access to the arts an essential part of the cultural and educational opportunities o; our entire population.Expression of sensitivity to one's environs might well be a means of reinforcing a functional awareness of environmental mechanics and perhaps promote sound management thereof. The creation of cultural content is a function of the arts, What is done in the educational. and social systems has significant impact on the direction such creativity will take.Man's relative openness and readiness dictates that which the arts will contribute to his total exper;ence. A need is indicated for expanding our educational_ system beyond the present function of socializ- ing and academizing the young to involve more of the populace with the experiences of all of the arts. For example, one of the functions of art and of education is to teach children the relative beauty and worth of a democratic society. A second function might well be to equip them to create a similar system out of whatever environment they might find themselves in.School children today have a more complex image ohe atom than the highest scholars of the ICth century. However, examination of practically any public statement reveals &l but the most naive, stylized image of man. Expression of self and an increLsed perception via the arts may alleviate this inconsistency through the evolution of nr:.%7 conceptualizations of what constitutes reality.Perhaps we should create a favorable environment for the development of a IICW vocabulary of symbolic form. Use of the proposed solar area for science, music, painting, sculpture, theater and dance activities should provide a needed point of departure. Abandonment of the visual conventions will have the advantage of (1) a new aesthetic conception of cultural antiquity and (2) reinforcing the learner's perceptive environt in term:; of sensoty, emotional and cognitive experiences.

129 Interrelt..eniOnentivni;:.--tLerne of Potentin.1 leen-E.:en ing the FLNT 1st racility 11.10 ifliend tInvel 1, inns,nr in spnee per 111hIlltr2. innasurnbly elft then- gre,:e.T. in art, but it is_ei fact of their exi:': in a nt.:1440:Aml:Plin.,..0'.:7 wit oi c,1!c.-!,.- and energy OVC:111C

It is perhnp..3 a serious fun:',emented mistn!n..? to consider all 1;nowledge in some singu3nr mode, orenni::ed into -,,relbe)1 en:tenories Reconstruction of subject rna.ttei into operative systenno which stress intetdependenoy of component elements, including man in a common environment, might provide for more meaningful data to promote discusoion of alternative:a for solutions to some of our problems. There is every evidence that menkirid is in need of a socioecologicel sensitivity that will make it intellectually respectful to be both nw7o,ro of the future and optimistic about coping with it,hn operational system of educational precepts is needed which teaches criticism, intensity, sensibility and personal action. We need a system of understandable mathematical .2.rrillet)ls and manageable concepts that will permit anyone to enter the intellect-on!. community. This will be realized as soon as knoeiledge is(1) allowed to 1-n3 intuitive and sensory in origin and (2) its intellect Uai roots are seen to be in various kinds of perceptive personal experience. Realization of the above will eliminate the present expressive stratification which is neither real nor philosophically Justified. Dobzhansky has stated that by changing whet he knows about the world, man changes the world he knows, and by changing the world in which he lives, man changes himself. Man's image of the future is a psychological phenomen- on which may manifest itself in the form of aspirations, hopes, fears, ex- pectations or ideals.It may be part of a religious, ethical, philosophical, or political creed, The above are significant characteristics of any dvilin- tion.An "anti-hope" image of the future does not furnich the inertial drive needed to propel a culture through the challenge of a changing environment. Educational specialir,ation precludes comprehensive thinking. There is need for the formulation of a core of knowledge and learning directed toward the mobilization and coordination of reinvent technical means for limo satis- faction of a particular functional aim. This would be best realized through

1: an inquiry-oriented problems approach to knowledge that cuts across the bastardized boundaries of disciplines established to satisfy our administrative bent. F Evidence .stiggests that children are ready for conceptual learning in the earliest grades.Instructionnl motel-kis might well consist of a series of local case studies or encounters with mankind which. result in indcpth studies of selected regions or topics (re: the Vosser program entitled "The fiver"). 130 )lulu galhek inrt 3ncl intcrProtiva a:g;ects of such a p;ey,rars would provicic empirical infcirition alout resource prol)lers7, emphl'isi2:ing their rel

Environm.enic!-.7accition..}11the_nlvi:onr:,ent. Experience v,,aulr.l. score to imply that no philosophy yet articulated in this nation is adequate to pfo:icte an urban environment capable of coping with change. There is no general comprehension to unite the best in conflicting issues.Present philosophies are not sensitive to the dimension of quality in natural and man-made elements in the environment nor disposed towards coping with its inherent problems. We have boon unable to attach real values to 'abstract' resources such as air and water, Unfortunately, little or no thought has been given to site development for outdoor and community learning centers to enhance school -curricula. Development insures that natural vegetation is stripped from the land, water areas destroyed, learning opportunities limited and the microclimates made more severe. Provision is then made for artificial islands of grecn. Land plays a key role in helping youth and adults develop en understanding of environmental mechanics.'Synergy" has been defined by Fuller as the behavior of whole systems unpredicted by the separately observed behaviors of any of the system's separate parts or subassembly thereof. Education purports to design a series of sequential experiences for the learner to imbue him with an environmental sensitivity to the above, but it provides him with a man-dominated natural system of green in the form of a sterile park. Now can this emasculated system do anything but serve to reinforce the misconception of mans total dominance over the environment? We have provided the learner with a philosophical windmill and clothed him in a mail of biased data. The ,non- use of open space and real communities for the study of socio ecological mechanics is philosophically akin to establishing museums or mosoleums for the dead. Most are sterile and stand empty of all except expensive and respectable forms whiel lack internal, vibrant, living energy to promote new sensitivities in the human community. A "parks only" ideological stand constitutes a requiem for the real mechanics of society and the environment.

131 Iv-

Restoration of lancl for thc: puir),:)..--3e o(.131nonr;tinting opc:rotions in the. environm.;.;:l..t on srr;.11 tiv:! 1(!imicif with bits of actuul on snh.;y:.:tc;,v1 of our OnvironmonF..This is Lt loaot 51..,:z.rt in undcrst,?.nOing tl wcr!:ing:r.., of our surrounclin,,;,...:.The inLcrp.y of o child's total educational cn;po',.iencc.:L.,, whon roblItoci to his surrounclf.ngs, v.111 increase his senr,itivityto-tilc environment.

132 V.SUP.II,./11Y introduction.Environmental education recognizes two related, continu- ously operating propositions, visa-vis the child In his setting: I.School achievement is conditioned by a child's environment, particularly his home and family environment. However, the school to school variation in achievement among children is almost wholly due to the so :ial environment provided by the school(s) in question.Included hero are:

(a)the educational backgrounds and aspirations of other students in the school, and (b) :the educational backgrounds and attainments of the teachers in the school. 2.The child (student) is always in an environment and continually seeks to modify itin an attempt to find a uldque place (niche) within it for himself. Given these operating propositions, an educational program should be so planned as to potentiate the lil.relihoodthat a child will find, discover, and/or create a 'niche" for himself in his environment. The role of the school becomes one of expanding the array of choices open to the child.It follows that not all selections can take place within the boundaries of a school room; other environments should be explored, examined, measured, described, modified and utilized.However, those planning experiences for youngsters should continually bear in mind that activities should be authentic, not contrived exercises. To remove a child from a 'school' to, for example, a natural area, should be done on!? if what is to he ac:Tnriplisherl cnOt dorTel:jewhr re. There must also be something definite to do when the child gets there.In addition, thal which is done must be developed by children rather than Imposed by a teacher-expert.

133 Conversely placing a child in the school setV:ng should also be an option open to those in a pnsition i0 m.:1:c, a a child is to study something of seasonal changes in thn'»i:aht.f.-..ky, he should see the nicht sky provision should be rnec!. for this.Perhaps more realisttanlly, if a you r.g zter wants to find cut the average ratinO:or and kind of pots kept by those' living in a cep alin area, he should yo to thnt'area and gather his data. There should, then, be a great dourco o f freedom to move back and forth from sch:ol facility to community to natural areas and back again. And the notion that eachco:nponent of the environrnent, e.g, school, home, park, etc. , exists as an entity separate and related should be erased. The child, school, community, region, earth, continuum should be stressed until it is a natural concr.?ption for both adults and .children.It is worth notinc that one of the most powerful of ecological concepts is that of interdependence; a child's understandinq of this construct can only occir if his experiences are themselves interrelated by design, either his or his teacher's. A sere of interdependence develops from that of dependence. One should proceed to the other. This is true if responsible choice becomes a part of the educational program. The :child must he permitted to make decisions concerning his own behavior. As a child's sense of interdependence grows, his societal-self is shaped.Ile perceives his worth as an individual viewing himself in an increasingly positive fashion because he learns he is a needed link in a chain or web called society,Adults must support the child's emerging idea of self.It is only ciiith a=,proval and reinforcement from peers and adults that a.child can undergo the internal cumulative changes necessary to construct a concept of self in relation to environment. The body of this report is a set of statements - prescriptive statements - about learning and the environment.It is an ecological point of view about how the process of education ought to proceed with the exception of recommendations on structural modifications.It is deliberately general in nature. Specificity dons riot come until one details the exact set of learning expericr.. to which .1child will be exposed.Or, more importantly, it is only when a child makes his own experience choices from among those provided for will we know the nature of the educational program and something of its boundaries. Yet we must still p:ovide for those choices and we must still give children the euclipment by which decisions are made. This becornsn the basis of the educational program; the activities and experiences plus the development of skills to evaluate and differentiate choices in terms of the ultimata consequences of onc; responsive decisicyiL;.Perhaps come of tiu., following considerations can serve as criteria for guiding the thoughLr, of 1"1.1\11' program plonnces.

134 \T-3

EduC;ii 4'r which Aress fte u.;e of ecoky.Lecol Lce,ne.;\.e.el :;:er sampline', mez.e.e.uiee, C.iC.Th;e:.e Lehrli(luee v.711 peimit re.1..o,e1;11' objec- tive idedsof (!lr envi:oeee:;,t to le: foneed In con!,uneiien with cselte. don, apply dech;ion roo!-.iee technieuee for choice and valor' situatice.e. Encourage the develep;':-:ent of ectiviti,::which ore sullie!;:mtly -ed.1 to aclrkit intelpretetion, qualilicetion. and ee-Jstion.Employ gray rand en coureee role p'eoeing situations.Selected activities .should work to eradicate the beer tars between the disciplines so that children perceive an integrity rather than a *fragmentation to knowledge. Select regeeriences and activities for their authenticity end potential worth to an individualThis is not to say that for e;:ample those things considered ploy are not of value.Indeed, play or the ability to ploy is very .much a part of the natural inclination of an Individual.Natural in- clinations of children. should not be dismissed, rather staff should plan to capitalize upon them eknever possible. Each activity and experience should contribute ultimately toward the development of a child's fitness - niche - in his environment, build diversity &rich richness in lo the interior school environment and spend increasing amounts of time outside of the school so that a child's idea of the total environment is increasingly congruent with what is. Schools. A school is a fact.But the building itself; the physical environment ;can be modified in a way such that it will facilitate 'opensure'' rather than "closure.' Use the building fully to further particular ends. Give future consideration to the dispersion of classrooms ahaut the community.Decentralizing the system may lead to real individualization in the program,

ological and 17ecioleptcD1 Clinlate. Choose staff also upon the basis of what they might contribute to the biolocical or social climate of he building. The quality of the interaction among staff members and bctv:een child and staff will be the most success significant determinant of student succe;is. Select staff with the greatest of concern for their ability to relate effectively to children and to a greatly modified learning environment end style. Consider the fact that the building's proae::sional staff will form an ac:nit milieu somewhat unlike that with which many of the childrenrill be familiar. Plan to provide for as is feasible, a mixture of adults reprcJenti,e7 a true community cross section and then permit the children to be a part of total ritnff interaction.

135 V-4

Increase the nu1r of :icLiviL13.; the child can do which bring him into contact with the adult sector Of the c: unity apart from the school.Pro- ductive inte.;actior, at this level may help enhance a child's own sense oC. worthiness and tl:(..-:fullness in a setting other than schecl. Enviropul.n.nt*EdcalL?n. EviCenco suggests that ;children are ready for conceptual learning in the cailiest grades.Instructional materials might well consist of a series of local case studies or encounters with rocnkind which result in indepth studios of selected rctjions or topics ,Data gathering on interpretive aspects of such a program would provide empirical information abol:it resource problems, emphasizing their relationship to the total envirou ment. Learners-must play an active role in data acquisition and attitudes should be stressed.Cumulative Information formalized into operative models by the learners could then be applied to analogous situations. An emphasis on principle:, rather than routine skills or rule of thumb procedures will promote the ability to operate in concrete situations with full suns itiVitY to their novelty and application of principles. Technical means should be used as just that and not as ends, recognizing that communities arc the ends that means are designed to serve. Knowledge should be operative in some direct way for human welfare; a city is intended to serve people; people are not intended to 'serve cities. One must have the ability to exercise restraint and descriminating self-limitation. One must also recognize self limitations and possess the wisdom to seek appropriate help, Each person acts not only as an individual but also representatively with an awareness that what he does transcends himself.

136 APPENDIX 13

COMMUNITY OPINION SURVEY

(See Appendices, Volume 2)

137 IC

APPENDIX C

DEMOGRAPHIC SURVEY

138 TAni, I.; or CONTENTS

3. Int roducti

2. Populaf ion of FLNT 2,1 Derivtltion of Estimates - Rousing Units and Total Population of FENT, by i,3tib-Area and "income Group

3, Socio-Ef:oncmic Profile of Residents of EJ,NT 3,1 TableEstimntes of Empl,)yrnent by Industry of Heads of Households of YLNT by Income Group 3,2 Table - Estimatca of Occupations of Ilends of Households of FENT by Income Croup 3.3 Table - Estimates of Household Income for F1,NT 3.4 Table - Estim::tes of Ago of Heads of Household of FLNT, by Family Status and Income Gro--p

4. Prufile of School-Age Population of FENT 4.1 Table - Estimates of School-Age Children of FLNT, by Sub-Area and Economic Status 4.2 Non-Participation in FLNT Schools 4.3 Educational Achievement of FLNT School-Age Population, Including Table of Reading and Mathematical Test Results 11.4 Table - Pupil Enrollment in Special Education Classes for all Schools, by Types, Octobei, 1968

The Environs of FLNT 5.1 Table - Population and Tenure of Occupied Housing Units of the Area Immediately Surrounding FLNT, by City Blocks, 1960 5.2 Table - Population of the AREA Immediately Surrounding FLNT, by Census Tracts, Race, and Ago, 1960 and 1965 6.3 TablePopulation of the Planning Area of FLNT, by Census Tracts, Race, and Age, 1960 awl 1965 5.4 Table - Socio-Economic Characteristics of ISA Population, 1961 5.5 Table - Socio-Economic Characteristics of LPA Population, 1960 5. G Table - Public Assistance Cases in the District of Columbia, the Area Immediately Surrounding FLNT, and the Planning Area of FLNT, 1967-1969(January 1)

6. Schools of the Environs of FLNT G. 1 Table - Pupil Membership by Schools, Race, and Sex, October, 1008 G. 2 Table - Overcrowding in Schools in t1W Planning Area of FLNT, October 1000; October1907;and October1968 Special Tabulation of a Small Area Adjacent to Sub-Area D.

G. 3 Table - Pupil Membership by Grade, and Those in Special Education in the Schools of the Planning Area of FLNT, March, 1009

139 Table of Conti titscontinued

6. 4 Table -- Pupil Enrollnent Pupil Dropouts, nnd Percent1).101)011.s, by Srlools, 1965-..(,)66 6. 5 Table -Fteadit64 iVidibeln..,ties Test Besuhs for SelloolL; in the Planningrc f FI,NT, Ly Selected Grades, 1966 -196': and 19t.17-19 6. 6 Sutrroltnclitg Ark:a:Distribution of 1916-1969 Secondary School Pupils 1)y Census Tract and Grade, 111::reh1, 1968 G. 7 Table - PlanninL; Area: Distribution of 19GS-1669Secondary School Pupils by Census Tract and Grade, March 1, 1968 6. 8 Map of 106-1969 Secondary School Boundaries

140 1. INTRODUC'ElON

The purpose of this report is to provide educational plann,?rs witha glimpse of the people zu.d children who re likely to be served by the public schools of

Fort Lincoln New Town ('I 1,NT). This glimpse is a conglolaerate of what others

have seen already; there is almost no independent estimation by thewriter.ilather, an attempt has been made to explain the base2of other observers.

This 'report is only a glimpse at those PLNT schools willserve.It is in no

way a detailed or professional demographic study.Hopefully, it wilt make do fa the moment.

Today, Fort Lincoln New Town only exists as a tract of land,some scale

models, and a bound sheath of papers referred to as the Logue Plan. TheLogue

Ilan is the work of a group of consultants brought together by EdwardLogue to

advise the concerned governmental agencies as to what they might do withthe old National Training School site.As stated by the Senior Project Director (Fort Lincoln) of the D. C. Redevelopment Land Agency:

"I want to reiterate that at this time there is no approved plan for the Fort Lincoln p::oject area. however, the Neighborhood Development Program now being prepared will include a general land use plan that should be usedas the framework for planning the education system. This plan, based on elements of the Logue Plan, will show the general-schematic location of the five residentialconnntr- nities, a range of housing for each sub-area..."

All date contained in this report on FLNT itself are either taken directly

from or based on the Logue Plan.Yet the Logue Plan is only a base for a range

of housing alternatives for FLNT. Neither the Senior Project Directoror 111.A nor the primary demographic 'consultants of the Logue group would hazard agriesQ 141 142

as to 111:liLlilmod of the Finn b:!coing lre.;lity or the raive of

11.teriativt.-:5.The 1) :St. ice cm say is that it is nil there is now, and no rev funds

have bc:,o present io st:.v't

The Logue Plan proposes a residential component of FLNT consisting of

the folltAving housing units:

For income elderly 450 units (10 percent)

For low income families 450 units (10 percent)

For Moderate income families 2,250 units (50 percent)

For middle income families 1,350 units (30 percent)

Total housing units 4,500 units (100 percent) Tlic use- of Pic terms "IOW income," ''moderate income," and "middle

income" in the Logue Plan and throughout this report is not in the conventional sense. Rather than referring to e common notion of income they actually refer to the type of federal financial assistance required. "Low income" refers to public housing, and public housing residents can have a maxiinum yearly income ranging (in the District of Columbia) from S3, 300 for a single individual to $8, 600 for a family of ten displaced by governmental action.

"Moderate income" refers to federal financing commonly called rent supplements and other related programs. Under these programs, income maximums can range from $3,473 for an efficienty to $13, 420 for some ten person families.

"Middle income" is a complete misnomer.It refers to essentially uncontrolled housing, receiving no more than subsidized construction financing Interest rates and mortgage insurance. The income of most residents is not controlled.It is similar to that of the New Southwest, in Washington, D. C.

1-2 2. THE POPULATION ()P

2.1 Derivation of Eston^t,-,s

The I.uvle Plan proposes 4:.(:10 housing units both by type of hua5ing program (income griJnips) and liedroo.P1 sLe. A large proportion of multiple bedroom units are proposed.f-triert. Gladstone and Associates, a part of the Logue

Team, developed estimates of the population of FLNT and its school ace population

(grades- 12) based on the Logue Plan's composition of housing p-rograms, units, and numbers of bedrooms and the experience of similarly financed projects in

Washington, D. C. and Pittsburgh, Pennsylvania. Gladstone employees have stated that considerable effort was placed on the development of factors based on the empirical experience of other projects,

In principle, the methodolgy utAizcd by Gladstone is reliable.

Robert Gladstone and Associates has an excellent rep:Italica in the housing field and extensive files.The writer, however, was unable to examine the basic empirical studies used by Gladstone, and thus is unable to evaluate the reliability of estimates based on them.Again, it's the best we have.

Cautions 1. A footnote to one of Gladstone's estimates states that there will be about 1,000 children ages 0-5 years in FLIT. This is a glaring error. Over 4, 000 children are projected in

ages 6-9 years.At least that many are apt to be ages 0-5 years.

2.C'ladstonc's estimates of total population and school age

population are not comparable to his estimates of age of 143 heuschol(1 bead and fanEily status.In comhinut ion they

in a net of 1,000 persons who are either undov G year,. old or

over IS years old ;Hod Out a household head or his wife.

3.Gladstone estimates that .1.1 percent of the pop.ileiion of YLNT

he between t, and 17 years old.This p?reentav Econ.:2

unreasonably high, even in a multi-lx-Niroorn, rental comrminity. The writer feels, on very little evidence, that It is more

that the estimate of total population is too low, rather than the

estimates of school r.ge population too high.

144

2-2 145 F

2.2 lleusini; Units and Total Population of Fort Lincoln New Tow a, by Sub- -Area. and Income Grov,p

Sub-Area and Number Total Income (trey Housing 'Unite Population F,Mirnrilos

Sub-Area I) Low income 120 144 Moderate income 251 1,219 Middle income - -

Total Sub-Area D 374 1,363

Sub-Area C Lew income 198 899 Moderate bloom 510 3,261 E. Middle income 345 1,141

Total Sub-Area C 1,, 053 4,301

Sub-Area B Low income 185 843 Moderate income 473 1,832 Middle income 319 848

IITotal Sub-Area B 977 3,523

Sub -Arta A Low income 230 1.047 Moderate income 586 2,248 308 1,039 1 Middle inconi.

Total Sub-Area A 1,214 4,334

Sub-Areas presented in order of proposed dc.welepineut.

2-3 Sub-Area :ncl Ntin11)(T

Income Croup 1 1

Sub-Are:i Low, income :I 67 757 Moderatt-, ineom-,. 421 1,740 l\liciclio income 2S8 832

Total Sub-Area 882 3,329

Total FLNT Low incoMe 900 3,690 Moderate income 2,250 9,300

Middle income . 1,350 3,860

TOTAL 4,500 16,850

Source: 'District of Columbia Redevelopir,ent Land Agency; letter to Mr, Collins Reynolds from Mr. Arnold IL Mays, April 29, 1969.

JAG

2-4 3. A SOCLO-ECW0I-Vic P1101:11 IT, Or 111::-:11.)E1\:TS FOIII LINCOLN NI.:',1,"1'01VN

This profile issli;Jht revision of a pn-file prep;iVcd by rio1; ri one

and Associates as a part of the .1-.(Jgue Plan.I. is revived to eiricrilia a town Of

900 low income units, 2,250 inorkrute income units, and 1,3I:0 middle income units; rather than the 1,000-2,200-1,300 profile developed by Gladstone in "Worhing 'Paper

No. 4.1' The methodology for the reYision wa..3 to factor out 100 units from the profile of the low income units and add 50 units e,:cli to the profiles of theodorate and middle

income units, keeping the percentage distribution's by income group constant.

The Gladstone profile is based on the 1900 CCIISLIE for Washington, D. C.

Each characteristic was separately estimated by income group, with middle income group estimates given a weight (unspecified) to include suburban clEAributions.In other words, a percent distribution of moderate income employment of D. C. residents

in 1060 was first developed, and then applied to the number of planned moderate income units for FLNT, and so on for the other income groups. This entire preile has two significant and glaring weaknesses.First, it is based on 1960 relationships, and the socio-economic profile of the District has changed significantly since then, reflecting new technologies and major breakdowns of segregated employment patterns.Sec Jnd, the profile does not reflect the relative youth of FLNT residents, who will be attracted to the large percentage of multiple

bedroom units, and low or non-existant percentage of owner cccupation.

Weaknesses of individual tables arc discussed at the foot of each table.

D. C. average percent distributions from the 1900 Census of Population have been added to each table (where readily available) to provide a measure of compari-

son to the D. C. norm. 147 148

3.1 limatw; of Enn-novn,unt by or lIcnd,; of tiotlol: of 11,NT Jr v Income Croup industry Croup Low Mcderale Middle Total FLNT Percent Income Income Income Distribution D. C. I e) () (I) C;0

Construction 70 160 55 285 7. 7 . 5.6 Manufacturing 35 185 100 320 3.7 6.9 Trans, Comm. , &. Utilities 55 175 70 300 8.2 6.1 Wholesale 10 50 30 90 2.4 1.8 Retail 95 210 100 405 11.0 13.8 Finance, Insur- ance & Real Estate 20 70 85 175 4.8 5.0 Business, Repair, & misc. services 165 380 280 825 22.3 14.1 Public Scrvicei 120 710 455 1,285 34.9 16.7

Subtotal (570) (1,940) (1,175) (3, 685) (100. OcT) (100.0)

Not in Experienced Labor Force 180 310 175 665 14.'8 36.3 Unemployed 150 - - 150 3.3 2.5

Total 900 2,250 1,350 4,500

1. Pcrecnt distribution of the industry of employed residents of D.C. in 19G0, basal on the 1960 Census of Population.

Notes:

The specific weakness of this table is that it is based on total employment, yet reports only head of household employment.In 19G0, 49 percent of D. C. families had more than one earner of income, and the percentage has probably increased since then.

"Not in the experienced labor force" means one does not have a job and is not looking for one. Among the low income population, especially the low income elderly, there will probably he more than 20 percent (1 persons) "not in the experienced labor force." 372 a. 2 1'_`tiiatC'__Uf Occ noali s 11,,lds i'f,1' he TI conle Gronn

Occupation 1,inv. Moderate :\liddlc 'I'MalFI,NT Pcrecn1 inconle lacorne Picc»no Di stril)ut ion 1). C.

Professional & Technical 375 420 803 17.9 16.1 Managers & OfficerF2 200 355 555 12,3 6.7 Clerical 105 505 200 810 18.0 28. /I Sales Workers 20 105 SO 205 4.0 4.7 Craftsmen and Foremen .. .90 365 135 590 13.1 7.9 Operatives 140 295 75 510 11.:s 9.7 Private ;louse- hold workers 55 10 - 65 1.5 5.8 Service workers 200 255 60 515 11.4 15.1 Laborers 110 140 15 265 5.9 5.6 No occupation 180 180 4.0

Total 900 2,250 1,350. 4,500 100.0% 100. 0

1.Percent distribution of the occupation of employed residents of D. C. in 1960, from the 1960 Census of Population.

Notes:

The specific weakness of this table is that it is based on the totul employed population, yet reports only occupation of heads of households.In 1900, 48 percent of D. C. families had more than one earner of income, and the percentage has probably increased since then.

This table does not seem to account properly for heads of households not in the labor force. They seem to be accounted for as they had the same occupations as others in their income group.

149 :i. Esti mat(..selitiensel)01(11 nconle for FI,Nt'

Percent s1ribL1 tion lh..'tsch,dds D. C.

Number 13-,rcent

$ 0 3,009 450 ]0.0 17.3

$ 3,(00 - 3,000 315 7.0 22. 6

5 5, ( 00 - 7,000 710 15.8 18.9

$ 7,(0010,000 1,625 36.1 19. 5

$10,00013,000 740 16.4 13.7

$15, ( 00 and over GGO 14. 7 8.0

Total 4, 500 100. 0% 100.0%

Estimated Medium Median Income Income D.C. 1960 $8, 431 $3, 993

1. Percent distribution of family income in 1959 of D.C. resident families in 1966, based on the 1960 Census of Population.

Nocs:

The usefulness of this table is extremely limited, except for comparative purposes t) the 1560 Census. One recent estimate is that Household income for the District today is almost three times greater than the 1960 Census estimate (Washington Post, May 17, 1969).Since Gladstone did not provide income data by income group, the revision to reflect a change income group relationship required minor kssumptiorT as to range of income.

it is assumed that Gladstone's work was baeed on family income (rather than income of families and unrelated individuals) and thus is comparable to the :,960 family income distribution for D.C.

3-4 150 3.4 of AI.° of livid- of liou-chold of Nribv and income Group

Low Moderate Middle Family Status Income Income Income' Total FLNT (1'') (i';') (0 (number) (percent)

Ilusb:wd Wife Under 35 180 500 180 860 19.1 35-41 15 485 285 815 18.1 45-64 90 710 580 1,380 30.7 65 or more 315 155 11.0 580 12.9

Subtotal (GOO) (1, 850) (1,155) (3, 635) (SO. 8)

Other Mole Head Under 35 10 40 10 GO 1.3 35-44 5 20 10 35 .8 45-64 10 30 25 65 1.5 65 or more 20 30 10 60 1.3

Subtotal ( 45) (120) 55) ( 220) ( 4.9)

Female head Under 35 50 30 10 90 2.0 35-44 40 50 15 105 2.3 45-64 20 145 80 245 5.4 65 or more 115 55 35 205 4.6

Subtotal (225) ( 280) ( 140) ( 645) ( 14.3)

Total 900 2,250 1,350 4,500 100.070

Notes:

This table is inconsistant with the total and school age population estimates for FLNT developed by Gladstone through a more empirical methodology. Combining the two estimates would leave only 1,000 persons falling in the categories of under five years old or over 18 years old but not a househOld head or wife of a household head.

It is -casonable to expect that more than 22 percent. (as shown in this table) of the household heads of multi-bedvoom, rental community will be less than 35 years of age. 151 4.1 of `Ic..lieol Chilriren of I'LNT, by Silt -areand_1,:conainits. St atli

Sub Area i) - 1-6' 7_92 (fira to be developed)

Low Income Moderate Income 66 108 110 79 Middle Income

Total 66 408 110 79

Sub Area C (next to be develooed)

Low Income 55 326 75 55 Moderate Income 119 739 200 143 Middle Income 44 280 82 59

Total 218 1,345 357 257

Sub Area 13 - (3rd to 1:e developed)

Low Income 51 306 70 52 Moderate Income 92 573 157 110 Middle Income 27 168 50 36

Total 170 1,047 277 198

Sub Area A - (4th to be developed)

Low Income 64 380 .88 64 Moderate Income 113 700 192 135 Middle Income 32 203 59 43

Total 209 1,283 339 242

152 A 1 (ilZA1)17 ':1.21) K1 1-62 7-92 10-122 east to be elcvolvcd)

Low Income '10 275 63 46 Modcrate Income 89 553 151 107 Middle Income 29 181 53 39

Total 164 1,009 267 192

Total - FLNT School Ao-c. Population

Low Income 216 1,287 296 217 Moderate Iiicome 479 2,973 810 574 middle Income 132 832 244 177

Total 827 5,092 1,350 968

Total FLNT 8,237

Source: Adapted fl:om data presented in the Logue Plan.

1. The Logue Plan did not estimate kindergarten population. The writer developed the estimates presented by applying the ratio of kindergarten enrollments to enrollments in grades 1-4 for the D. C. Public Schools in 1968 to the Logue estimates of FLNT school age population in grades 1-4.

2. The configuration of grades presented in the Logue Plan (grades 1-4, 5 -S and 9-12) has been realigned to the D.C. Public School configuration (grades 1-7, 7-9, 10-12) on the basis of the ratios of school enrollments by grade for the D.C. Public Schools for 1968.

Notes:

See introductions for general comments on thetimates of the Logue Plan.

153 -2 4.2 Non-yarticip:dion tic briol s

Some proportinn of the school :.y,e pop'then estimated in thin table above will not attend FLNI schools. They will attend private and parochial schools or no 5011(,01 at all.

17or the last three years, 1). C. resident pupils enrolled in private and parochial schools have averaged about 10 percent of total enrollment of l). C. resident

The percentage varies only slightly from elementary to junior high, to high schcol enrollments. A little over half of D. C. residents enrolled in D. C. private and parochial schools are non-white.

4.2 :1 Dropouts

In the absence of related income group and drop-Jutdata it was deemed inadvisable to apply dropout rates to the school-age population of FLNT.

In the District of Columbia, the rates' vary widely from school to school, and even year to year.In one sense, they are a fanction of both the quality of the students and the quality of the school, and will not apply to the FLNT schools. The following

5-year average rates are presented as indicators of the magnitude of the problem in D.C. schools.

154 l'ivezycer A tA i.41,.Dr(2p011111 at es in 1). C. Public Schools,

by Scli2eicd li3G7-G8

School. or School Type 5-year average annual percent droottts

All Elementary Sehuel less than 1 percent All Junior High Sehocls 4.8% Deal Junior High (upper-middle class Popula- tion) 2`,7) Backus Junior High (middle class) 1. 7% Hine JuniorHigh (lower class) 7.3% All High Schools 11.3% Wilson High (upper-middle class) 2.5% Roosevelt High (middle class) 8. 4% Cardozo High (lower class) 18.6% All Vocational High Schools 25.3% Bell Vocational (lowest drop')Itirate) 13.9% Phelps Vocational (highest dropoutrate) 38.9%

Notes: These rates are yearly totals for the enrollment of each school; they include al; three grades in the school. Mile most junior high dropouts occur in the ninth grade, high school dropoutsare much more evenly distributed amount the grades.

A dropoutin this table is literally one who withdraws from school.Re-enrollments arc not subtracted from the dropouttotal.Thus double counting can occur from year to year, and even within the same year.

155 4,3 Educa',ional Achievement of Ftr School-up-(Lyoluilaiion

The I). C. Public Schools do not maintain data on the income of families of pupils.Thus, no development of educational achievement by income group could be developed.

Tests for Reading and Mathroatios are given in the latter part of each school, year to pupils in grades 2, 4, G, 9, and 11. An indicator of the level of FL NT pupils is the norm for the District itself,It is significant that in every test, the

D. C. norm is well below the national norm, usually in the third quartile (between

25 and 50) of the percentile band. The D. C. dorm for vocational high schools is abysmally low.

156 4-5 lte.Ain,r and Matil.inaties Districd. of ColunIbta and National Norms for Se(eetcd Cracii2s_19G6-67and iNri-G8

Grade Yest Year 1). C. Norm National Norm rTedium Grade Mc hnni Grade Equivalent, Eunivalent

Second Grade Reading 1.9(..;6-G7 2.4 2.8 1967.-68 2.3 2.8 Arittmeticl 196e 2.8 1967 2.5 2.8 Median Percentile Median Percentile Band Band

Forth Grade Reading 1966-67 43-50 46-56 1967-68 34-48 46-56 Mathematics 1966-67 17-62 36-72 1967-68 0-51 36-72

Sixth Grade Reading 1966-67 39-54 40-62 1967-68 35-31 40-62 Mathematics 1966-67 25-42 36-63 1967-68 25-42 36-63

Ninth Grade Reading 1966-67 29-51 43-61 1967-68 27-47 43-61 Mathematics 1966-67 27-47 36-59 1967-68 23-42 36-59

1. Arithmetic test optional in1966-67.Hence, D. C. norm is not avaflable.

157 Iteadthr-:; " 1) .C_ andNational(cant's) D. National Norm

I,Teclian Percvntile Median Percentile Band li,.nd

Eleventh Gi-ndo (regular) Reading 1906-07 36-54 40-58 1967-68 31-49 40-5S Mathematics 1960-67 14-44 3S -5S 1967-68 14-44 38-58

Eleventh Gr:ixte (vocational) Reading .1966-67 22-36 40-56 1967-68 16-31 40-58 Mathematics 1966-0 5-14 38-58 1967-OS 4-11 38-58

Source:

Special tabulation by James V. Shannon, Director, Department of Public Personnel Services, D. C. Pul,lic Schools, contained in letter of May 2, 1969, to Mr. Kenneth Mostow.

Note:

For a listing of tests given, see source.

"Median percentile band" means that it can be safely predicted that within the range of percentile scores given is the dividing line between top and bottom halves of student scores.

158 4-7 1.4 PiipilIThrolii.nent in Speeiall:daration Classes.for all St 001S, Octoberr,ltiGti Total_ TTes Elci nen:ay v Jr 11H1 Sr Iliuh Tot (1» (w) 0» (w) (b) (v.) (h) Children with Learn- 1 41 12 ing Disabilities 1 41 1 18 49 Rearing Conservation 1 36 12 Severely Mentally 156 27 429 27 129 Retarded 78 78 Occupational 78 Orthopedically 25 33 178 211 handicappecll 21 113 7 40 5 19 19 19 Sight Conservation 710 Spingarn Stay Program - 710 710 413 457 13 140 1 299 4 14 Social Adjustment 113 113 Special Projects 113 272 314 Instruction 20 137 10 83 12 52 42 118 2,331X2,419 Total 83 993 18 434 17 904

Source: "Pupil Membership in Regular DaySchools on October 17, 1968, comparedwith October 19, 1967, by Schools, SchoolLevels, and Race," Statistical Office, Department of Automated Information Systems, D. C.Public Schools, November 8, 1968.

1.Includes pupils with miscellaneoushealth problems

Notes: The D.C. Schoo? 3 do not collectdata on the need for special education.They have, for instance, 140 elementaryschool pupils in need of, but not receiving social adjustment classes, but do notknow the true level of need. Theyrealize that they are not close to meetingthe need. Enrollment in special education, as apercent of total school enrollment was 2.4 percent in 1968.

159 4-8 5. THE ENVItiONS 01' FLY.T

Two areas have been delineated as 130i 111.; affected by FLNT. In the fillof

1967,1-1e. citizens planning ;;coup concluded that the area bounded by New York

Avenue,18th Street, Mode Island Avenue, and the DistrictLine would be drama- tically affected by FLNT.In 1960 this area contained 90 percent of the population in Census Tract 90 and 47 percent of Census Tract 91.In most reports, including this one, this area iscalled the immediate surrounding area (ISA).

The Logue consultant group and the National Capital Planning Commission

have called aharp . area,consisting ofCensus Tracts 83.1, 88,2, 89, 90, 91, and 94, the planning area of FLNT. In mostreports, includingthis one it is called the larger planning area (LPA).

Because of the tmavailability of most socio-economic data on less than a Cen- sus Tract basis, it has been necessary to describe the ISA in these tables as the total of Census Tracts 90 and 91, rather than the portions of them in the ISA.

5. 1 Population and Tenure of Occupied Housing Units of the Area Immed- iately Surroundis FLNT, by City Blocks, 1960

Census Track and City Block Population Total Owner Occupied Renter Occupied

Census Tract 90 2,388 502 f.i63 139

Portion of Census Tract in I.S.A. 2,138 422 294 128

Percentage of Census Tract in 1. S. A. 89.5% 84.1% 80.9% 92.1(k

Census Tract 91 9, 715 2,F90 1 265 1,625 _ 161

Ccnsus Tract OccupiolIfousinr,Unit; and City 1)0.p111ition To!',0 ONncr Ocel;ided Itehter

City Bloclys . 9 9 1 32 20 17 3 2 51 74 10 lti 3 2 85 24 22 4 1 108 28 27 5 26 49 23 G 153 11 11 7 58 4 201 50 46 8 3 145 32 29 9 4 88 23 19 11 2 129 30 28 13 1 161 41 40 14 35 5 15 186 40 116 27 21 1G 16 174 42 2G 17 5 61 21 16 19 28 1 20 112 29 30 4 22 129 34 23 16 23 198 39 18 17 1 24 G9 3 80 20 17 25 2 10 8 2G 30 1? - - 27 35 188 64 29 28 5 38 13 8 29 5 56 12 7 30 5 12 7 31 3G 39 11 28 32 141 4 9 5 33 68 6' 1G 10 37 51 2 33 9 7 47 2 68 16 14 48 13 4 G9 17 49 7 24 17 50 133 3 21 18 51 98 11 - 58 8 8 59 31 30 34 4 62 142 26 36 10 G3 135 25 28 3 G4 134 67 3 Traci .;'(l City134')ck Occupied Tmal oc(.1.!,)ftcl

City; :13loct:s (Census 'Tract 91, e...mtinyed)

114 92 is 93 129 37 22 94 24 15 9 90 225 101 7 103 42 8 3 5 1C4 4 Total 4, 4 1,065 732 333

Portion of Censt.s Tr( et in LS. A. 4,495 1, 065 732 333

Percent of Census TnLct I. S. A. 46, 3Y, 36. 9(; 57.91/0 20. 5c,"

Source: 1900 Census of Housin.gby City Blocks

Notes: This table piescats the only data available for an area smaller than a Census

Tract. Thus, its conclusion that the ISA contained in 1960 ,487 housing units ai,d a population of 0033 ;s importa A.All other data presented in this report gives ISA data as the totals Census Tracts 90 and 91.

162

5 - 3 5.2 Pop0k.Ltion of C.,C,,A9.,,,,ai-r,r,s.,,ecliatcly,Suri:oti,7iIicr, FLNT, by Cennu....; Tract., Ilaceard 1960and 1965

Census Tract C000nxTr:ci 91. 90 _ Total ISA Total.)). C.._ White 1900 196,4; 1900 1905 1060 1965

0-4 90 60 400 200 490 260 21,800 19,900 5-14 200 100 400 100 600 200 32,100 21,500 15-4-1 700 500 1,700 700 2,400 1,200141,500 123,600 15-04 300 300 1,200 700 1,500 1,000101,500 91,100 65 -I- 100 200 700 600 800 800 18,700 50,900

Total1,390 1,160 4,400 2,300 5,790 3,460345,600 307,100

Non- Wki'e

0-4 1001 200 800 1,000 900 1,200 61,100 68,600 5-14 200 500 1,300 2,100 1,500 2,600 83,500 110,100 15-44 600 1,300 2,400 3,100 3,000 4,400183,700 198,500 45-64 200 300 800 1,100 1,000 1,400 74,400 87,900 x5+ 40 80 200 300 240 380 20,400 23,000

Total1,140 2,380 5,500 7,600 6,640 9,980423,100 488,200

Total

0-4 200 300 1,200 1,300 1,400 1,600 82,800 88,500 5-14 400 600 1,700 2,200 2,100 2,800115,000 131,600 13-441,200 1,800 4,100 3,800 5,300 5,000325,200 322,200 45-64 400 600 1,900 1,800 2,300 2,400176,000 179,100 65 + 200 300 900 800 1,100 1,100 69,100 74,000

Total2,400 3,600 9,800 9,900 12,200 . 13,505768,700 795,300

SOUreC: "Population of Census Tracts .n the Ditriet of Columbia, by Age :Ind Race: April 1, 1960 and July 1.,1.965", Demographic Unit, D. C. Management Office, D. C. Government, 1908.

Notes: Thcce are several weaknesses to this table, both for 1960 and 1965 estimates of populati0a.

163

5-1 The 1969 data are air; Clii;w,frai,w of if)c,t) Census or Poplltion.Stu, contlacted sobccineatt to Ila! Ceosu; have shown that. there was a subra:uttial net undercoart of the popalation, pariftalorly of nonwhiles. The undercount varies by age and race, and is Lig:lest for non-white males (20 percent undercount for non-white males aged 25-29). The undercount for the District of Columbia is thought to be 7.2 percent, but no work has been (folio to correct 'undercoat by

Census Tract.

The 1565 data was developed via a complex methodology which basically ad- justs 1960 figures for actual births and deaths and estimates of construction and migration.Although the best there is, there is general agreement that it is not statistically adequate.In fact, the D. C. Demographic Unit ceased publication of

Census Tract Population Estimates after 1905.

The 1960 to 1965 population patterns of the District (and, by observation, of the area surrounding Fort Lincoln, too) seem W be continuing.Total population is rernaini»g stable, but the racial composition is shifting rapidly. Between 1965 and

1967, the D. C. population grew less than one percent, but it is estimated that there was a net out-migration of 22 percent of the whites and a net in-migration of 16 percent of the non-willies.It can be safely assumed that unless there is a radical change in public sentiment, the area surrouAing Fort Lincoln will be effectively resegregated by the time the first FLNT resident moves in.

164 165

5. 3 populal ion of the Planning ,Are:'t of PENT, by (7(..ns1is z0RI Ar,e1900 and 1005

Census Ti-ncts 88.1. 88.2 80 90 ------4 . Mite 1960 11)(35 1960 1965 1900 19(35 1960 1!;i;, 11

0-4 10 10 40 20 90 ca j 5-14 50 20 50 30 10 10 200 100 15-44 100 200 200 200 30 10 700 H:o 45-64 90 50 200 80 40 40 300 200 1 65 + 40 40 100 90 20 20 100 200

Total 600 300 GOO 400 100 SO 1, 300 1,200

Non- White

0-4 1,200 1,200 1,000 900 1,600 1,600 100 200 5-14 1,300 1,500 1,300 1,500 2,000 2,200 200 500 15-44 3,400 2,900 3,300 3,000 5,200 4,500 600 1,300 45-64 1,000 1,100 1,300 1, 300 1,600 1,900 200 .300 65 + 200 200 200 300 300 300 40 so

Total 7,100 6,900 7,100 7, 000 10,700 10,500 1,100 2,400

Total

0-4 1,200 1,200 1,000 1,000 1,700 1,600 200 300 5-14 1,400 1,500 1,400 1,500 2,000 2,200 400 600 15-44 3,800 3,100 3,500 3,200 5, 200 4.500 1, 200 1,00 45-64 1,100 1,100 1, 600 1,400 1,600 2, 000 400 ',no 65 + 200 200 300 400 300 -100 200 :300

Total 7,700 7,100 7,700 7,500 10,800 10,700 2,400 ,;, cm)

Source: "Population of Census Traits ia the District of Co!urnbin, by Age }p(11;ok.(.1 April 1, 1960 and July 1, 1905", Demographic Unit, D. C. Manor,ennnf. Office, D. C. Government, 1908.

Notes:

There are se, eral Iveakth.:sties to this table, both for 1960 and 1965 cstin'ore,; population. 166

9] 94 Totn1i,PA 1), C

;960 ] 965 1960 101(;)5 1960 1.965 1960 1965

400 200 60 40 60 330 21,860 19,900

400 100 200 100 . 910 260 32,100 21,500 1,700 700 500 300 3, 530 1, 910 141, 500 123, 600 1;200 700 700 400 2,530 1,570 101,600 91,100 703 600 400 300 1, 360 1, 250 48, 700 50,900

4.400 2,200 1.900 1,100 8,900 5,400 345,600 307,100

800 1,000 500. GOO 5,200 5,500 61,100 68,600 1,300 2,100 900 1,300 7,000 9,100 83,500 110,100 l 2,400 3,100 1,900 .1,900 16,800 16,700 183,700 198,500 800 1,100 700 1,100 5,600 6,800 74,400 87,900 200 300 200 200 1,140 1,360 20,400 23,000

5,500 7,600 4,200 5,100 35, 700 39, 500 423,100 488, 200

1,200 1,300 GOO 600 5,900 6,000 82,800 88,500 1,700 2, 200 1, 100 1,400 8,000 9,400 115,600 131,600 4,100 3,800 2,400 2,200 20,200 18,600 325,200 323,200 1,900 1,800 1,400 1,500 7,900 8,400 176,000 179,100 900 800 600 500 2,500 2,600 69,100 74,000

9,800 9,900 6,100 6,200 44,500 45, 000 768,700 795,300 5.4 Socio- liconomic C.11aracteristicof ISA

Pepulat ien10U0

CensusCensus ,Total Percent Percent Tract Tract ISA Distribution Distribution Total Population 90 91 90E:91 ISA D. C.

Total 2,388 9,710 12,103 100. 0',L. 100. i''':. White. 1,321 1,327 5,648 43.7 45.2 Negro 1,034 5,305 6,369 52.6 53.9 Other 3 83 86 .7 .9

Public Schools as a percentage Percent Distribution of of School type School Enrollment Enrollment Enrollment

ISA D. C. ISA D. C.

Kindergarten 13 261. 274 11.1 8.0 Public Kindergarten 4 231 235 85.7 91.6

Elementary (1-8) 371 1,251 . 1,622 65.9 69.5 Public Elementary311 1,105 1,41.6 67.2 85.8 High School (9-12) 175 391 566 23.0 22.5 Public High School156 317 473 83,5 79.7

. Total Enrollment 559 1,903 3,462 100.07 100.070 Public Enrollment471 1,653 2,124 86.270 84.87 Percent Percent DistribationDistribution Years of School Completed ISA D. C.

Persons 25 and over 1,098 5,711 6,309 100., 0Y 100.

No school years corrpIcted 33 57 90 1.3 1.4 Elem.: 1-4 yrs. 77 192 269 4.0 5.8 5-7 yrs. 182 662 844 12.4 14.0 8 yrs. 161 712 873 12.8 11.7 11. S.:1-3 yrs. 251 1,350 1,601 23.:3 10.3 4 yrs. 223 1,503 1,721 25.3 21.9 College: 1-3 yrs. 92 626 718 10.6 11. G 4 yrs. 79 609 688 10.1 14.3

167

5-7 Paandly Inc on 1)i st rihul

Census Cell:J7s Total Percent Pe :.cent Family Income, Tract Tract ISA DI,Qrittution Distribuiion 1959 90 91 90& .....__91 ISA D. C.

All Families 414 2,306 2, 750 100. or,;. 100. 0(-,' $0-2,999 34 233 247 9.0 17.3 3,000-5,909 154 792 946 34.4 32. S 10,000-14,990 53 419 472 17.3 13.7

15, 000 and over l7 92 109 . 4. 0 8. 0

Marital Status

Total population, 14 and over 1,839 7,036 8,875 100.0;';, 100. o',;) Single 770 1,597 2,367 26.7 28.S Married 899 4,493 5,392 60.7 57. 5 Separated 1 46 365 411 (7.6)1 (10. 7)1 Widowed 130 072 802 9.0 9.7 Divorced 40 274 314 3. 6 4. 0

Employment by Occupation

Male, employed

Total males employed 519 2,496 3,015 100. 070 100. Or,;., Profit's. & Mgrs. 87 396 483 17. 5 26.1 Clerical E. Sfilcs 90 578 668 24. 3 21.8 Craftsmen, foremen, and operatives 1S5 863 1,018 38.0 27.4 Private household and service 65 277 342 12.4 14.9 Laborer's 40 375 215 7.8 9.8 Occupation not reported 52 207 250

1'Included in those marrico.

168 Cei.lis Census Total Percent .ka .cent Female, Tract Tract 1SA Distribution J0ribin ion employed_ 90 91 90;.91 lflA _...D. C. Total females employed 310 2,020 2,372 100.0';,:. 100.0 Prothis,&- ?,119.;-;. 30 332 362 16.7 18.9 Clerical C.: Sales 1:)..6 062 1,098 50,6 46,5 Craftsmen, foremen, and operatives 47 131 180 8.3 5.9 Private household and service 93 427 520 24.0 28.1 Laborer's 9 9 .4 , 6 Occupation net reported 40 162 202

Employment by Industry

Total,employed, by industry

Total, employed 865 4,522 5,087 100. 0% 100. 0% Construction 49 225 274 5.1 5.0 Manufacturing, 98 482 580 10.8 6.2 Trans. , Comm. , & Utilities 47 321 3GS G. 8 5.5 Wholesale trade 20 109 129 2.4 1.6 Retail trade 165 667 832 15.4 12.4 Business, repair & misc. services 10S 374 482 9.0 12.6 Public services 270 1,802 2,081 38.6 4] . 8 Other industries, inc. not reported 99 542 611 11.9 14.9

Source; 1960 Census of Popdia lion 169

9 Total5.0 Population Socio-economic Characteristics of LPA Population, 1960 SS. 1 Census TractsSS. 2 89 90 91 94 LPATotal PercentLPA Distri:;_ltion D. C. Total otherwhiteblack 6,9897,495 . 570 27 7, 0577,629 560 12 10,10,732 617 101 14 1,0641,2212,388 3 5,4,3279,715 305 83 4,1341,8696,012 9 35,43,971 075 8,748 148 : 100.0% 79.19.9 8 .3 100.0% 53.45. 92 . 9 School Enrollment LPASchoolPercent Enrollment nistributIon of D. C. AsPublicIPA a Schools or Sc77ool ElementaryKindergarten (1-8) Public Kinderr;arten 1,185 120138 1,116 120127 1,611 228232 571 13 4 1,251 231261 935 9382 6,469 7S5864 70.5 9.4 69.5 8.0 90.66 fll. 6 High School (9-12) Public High SchoolElementary 1,078 224233 1,010 2371.37 1,497 352370 156175311 1,105 317391 238333694 1,5241,3395,695 20.1 22.5 S2.88. S1 79.83. S Total Enrollment Public Enroll-ment 1,4221,60G 1,3571,530 2,0772,213 471559 1,6531,903 1,0141,361 8,0049,172 Percent100.0'n Distribution 100.0'% 87.2'; 8. .5-, PersonsYears 23of Schooland Con2pletceiorcr 3, 737 4, 334 5, 871 .., 093 5,711 3,664 24,415 100.LPA 0r;- 100.D. C. OT- school yrs. 56 r GG 33 57 12 280 1.2 1. O+4.1F." 5.5Years of School Socio-economic Characteristics of LPA Population, 1960 (cont'd) 38.1 88.2 89 90 91 94 TotalLPA LPAPercent Distribution D. C. Con:oleic('Elementary: 5-71-4 .yrs.yrs. 773288 906419 979396 182 77 662192 3:35 99 1,4713,8:37 15.7 6.0 14.0 5.8 High School: 41-3 yrs.8 yrs. 1,007 792482 1,166 879533 1,1,561 GOG G2 ; 223251161 1,5301,330 712 754829380 6.0892,8915,832 ' 93.324.911.3 21.919.311. 7 College! 41-3 yrs. yrs. 215124 215160 253387 Family Income Distribution 7992 609626 781474 2,0062,009 8.93.9 11.614.3 All1amilv families Income. 1939 3,000-3,909$0-2, 999 -,i - 447982415hi ^ - ( 1,853 729380614 1,5152,982 45S845 444186154 34 2,306 790792213 1,545 569366 91 11,047 4,5331,591 100.0C; 41.114.431.2 100.07 98.932.17.3 S Marital Status 15,00010,000-14,9996,000-9,999 and over . 64 9 110 20 146 13 1753 Marital Status 419 92 106413 1,2053,451 262 10. J 9. 4 13.7 8.0 2iarricdSin71eTot;11, 14 & over Separated) :3,4451,2GS5,116 392 3,5781,2755,423 511 5,3251,3057,337 645 1,839 899770 46 4,4931,5977,036 365 2,8394,3S7 982144 . 20,62931,143 27,197 103 100. 0%(10.2)1'06.223.1 100.08(10.7)157.528.8 1.Divorced'i.'idov..ed .1:-.clocicd in those married 121282 168407 450257 130 40 672274 136380 2,321 996 7.53.2 4.09.7 5. 5 Male, employed Socio-economic Characteristics of LPA Population, 1960 (cont'd) 88.1 SS. 2 80 90 Employment by Occupation 91 94 TotalLPA PercentLPA Distribution D. C. TotalProfessionals males & employedtanagers 1, 779 13:3 1,961 8.5 2, 721 163 519 Si 2, 490 396 1, 517 424 10, 993 1, 290 ' 100. Orc;, 12.6 100. 0% 26. 1 PrivateCraftsmen,CJerical household & Sales fore- operativesmcn, & 2S7612 261637 654S99 1S5 90 573863 406384 2, 3,254 602 22.135.2 27.21. 48 Occ.upationLalx)rers not reorted& Service 121312314 137426363 182315506 524065 277207175 185 2296 1,3641, 712 771 13.316. 8 14.9 9. 8 TotalProfessionalsFemale. females cv.oloved & emplo:,-ed 1, 323 69 1, 517 93 2, 324 123 34G 30 2,026 332 1, 305 3S0 1,0253, 341 100.0% 12. 5 100.0x: 18.9 Craftsmen,Clerical & Sales fore- nic:4,'Managersoperatives & 170309 203327 790230 136 47 962134 607 75 3,131 859 10.488.1 46. 5 5,9 OccupationPrivateLaborer's household not reportedC.-.. service 105653 19 121747 26 1, 018 159 4 4093 - 162427 9 204 31 8 3, 142 618 66 38.2 . 8 28. 1. . 6 5. 3 Socio-economic Characteristics of LPA Population 1960 (cont'd) Employment by Industry ManufacturingConstructionTotal,Total. eTrmioyedemployed 3,102 88. 1 208197 3, 478 88. 2 182310 5,041 383229 89 865 984990 4, 522 482225 91 2, 822 273 9394 LPATotal19, 830 1, 626103 LPAPercent100. 0% Distribution88. 2 3. 6 100.0D. C. % 6.5. 02 DuRetailWholesale sincss, trade traderepairis s, Conlin., misc.Utilities 492274 SO 401:393 68 7S3349 4S 165 2047 109321G67 263170 70 2,1, SG1484 395 11. 1 2.0.7. 5 12. 4 1.5. 65 OtherPublic industries, Services inc.reportedservices , not 1, 003 282566 420996GSS 2, 072 416761 279108 99 1, 802 374542 1, 372 155226 1,9147,2,723 724 38.013.7 9.7 14.041.12. 68 Source: 1960 Census of 12-)pulation 174

Oh] Ac Aid to Aid to Aid to thc:

II I l)pt 0n1 and '1,-)taIly

50 L 91)

J901 75 15 3 2.1 28 6 19{is 109 25 2 44 33 5 3905 201) 50 1 1.25 25 8

111:1rnior, 3,rra (Cc.nEtt:: tract 88.1, 83. 2, 85, 90, 9), Si)

.2507 424 91 13 158 133 27 15(8 512 103 18 2(i0 137 32 1935 71,1 138 16 381 134 45

1).C.

1067 11,560 2,234 201 4, 871 3,646 1,01,1 1508 33,035 2,287 1811 5,457 4,158 1,001 19:3j 14,743 2,4U0 133 6,071 4, 366 1,12:. Year-to-yem' PCIT('111C.111Cren:7(.:in Casclandl Jnimcdir,Ict rroandi ng Arra1

1507-196F; 45Y, 67c 31,:, 18r/3 -17'.: 15GS-1969 92;. 100 c'L; .-50;:, 184r,;) 76r,,,

111,n!il',1; .1 re:1. 1967-19( 2.1,;, 15`,:, 38,:.; 27`,::. 1C.7) 19',.:, . 15(is-190 35',." 31.',1, -12rc, 91:, -15c:, 41'.

1). ('

1567--1;;;', 9'..', 2c', .-- 0'.:, 12:, 1,1r-,:, I' ',. 1:;`' 51, - SY, 221,, 3,:., 12' ..

;. In 11;r. :11.,:rcniI- dclajlcd 41:i1,all of Ct.n.. Tr;tcl:; 511 and 91ni-

;:111.1;7, 1111 iii ea: (.11,m1 Fro eic..inii.!; iF ra:.I 110 t prk.viow-,

r II ()! 1) ('('1)`.1.1':-", '11:tv'tLon;11i()!1," "J:IiiWir). 1, 1, " ay.(1 1$..11.;':)," 1). c.1 )(1):11,',11.,,11 Marc. Note:

The conclusion which cal: he drav,-nfrolii 0-As 1::1)1t2 is flint aithoui.;11wc,Ifa re rei-.7fuicnt-; are not a inaioi compoya,rit of the pc,,,,t1lalions of(11c immc:i11:)te s.urroundillg arc..a awl lar.;er plar:1iim:!: area of tl:(Ar number is rapidly ;-,Towing.This ;2;rov,.1.11 m ay account fur ;r7offic of the friltration felt by reL-Aclents of the area.

175 G. SCSI( OES 01 '1111; Eiv,:111(.1-Ns ()

The public rerviug. Ilt;, area a

Durfou;:,111'1 and Tao,iccs FtcceH, N. Crum:mei Elementary (and Annex), Gal 1rodct head:ill streets, N. N. T,angclon 111cmentary, 2011-, Fyan1;lyn Streel N. E. Huth N. \Vcbb Elena Mary, Olivet. Head and Holbrook Sirect, N. E. Wheatley Elerarmta.ry, Montt:Ho ,%veutto and Neal Street. N. E. Woodrid2;;.: Elementary, Car/on and Central i'Nonues, N. E. Young Elementary, 2Ith Street nnd Tionnin; Bond, N. E.

Browne Junior High, 2lth and Henning Road, N. E. Taft Junior 15th and Perry Streets, N. E.

McKinley' Senior High, 2nd and T Streets, N. E. Phelps Vocational High, 24th Street and Beaming Bond, N. E.

Langdon and Woodridge Elementary Schools aro located in the immedinm surrounding area.Taft Junior High and Melcinley *High are the secondary schools serving the immediate surrounding area.

All data in the following profile of the schools of the area is from the D. C.

Public Schools.Care must be taken in comparisons between tables, for data on enrollment are collected at various times throughout the year.

176 6-1 0. 1)Ly',1

0e1(1;':.',1' 17, 11:1f.,

Sp. (.4 , - . ...__ 11 'r(,r11 G ;- r - _ - _ - 1,1.,1 13(1:,:::;(1 i. ;:(410,-,, ______.^. ------131.1I3'0'.11,:.-, \l' 1. 1 2 1 1 2 b 416 4r9 885 410 439 S 88 ______Crum 2 - 2 - 2 b:210 _21 43'1_ 219_214_43;4. _ 435 L a nz,cion - _ - _ _ _ . 169_4 35._ _907_ _ 109 438 __207_ 007 ______IL T. WiY, _ _ _ - - - 455 028 ______Wile a 11 2 2 2 2 4 501 451 9.2 14 14 515 481 090 1000

Wo 0 200 259 555 296 289 585 585

Young _ _ _ 1) 7GS 730 1493 763 730 1493 1493

Tow, 4- 5 3 8 5 3 8 1)(114930546213 14 14 LIG330646'227 6235

Jr. .___.____ _ ?-5 Sp. LA T -0 Tot al Browne w- - b 177 507 984 10 }2 22 187 _<510_100/G 1001; Taft w 1 2 3 1 2 3 b 633 017 1250 2 1 3 625 615 l253 1256

To101 1 v 2 3 1 2 3 b 1110 1124 2234 12 25 r11'2 11 :172259 2952

I * Seliools loc.-itucl in L. P. A. I'LNI 0-2 177 [-. 1 11 - 111 11(1. - f '1 01 , I ;:10-;-:Girl ..:.1 0 1 ; 1 11r,v;(.111*i 1:1 .111 (1 i 01 11111.

_____ :1\1c:1: 11)1%2y 5 0 ]1 5 11 )27 1074;200:' 2011 -r _ -7- -

5 6 11 U 11 127 10 6 203 927 1O7f; 200;1 2011

Vocal:100)d

Phelps v. 3 3 709 709 [709 712

GRAND We 1-1 11 25i _ 14 25 TOTAL b LO;3 5264 11155 J !rt 39 .5991 5277 1119

6-3 1.78 0. 2 creoenov.(11],;,.in ;t..,11,.-.! the1)1ciLlioi-.; Alva of .1'1:NT, ccfohor 20, 1910, Cclo1.K,n 10,007, and (.)elrThen 17,11)11:.

SrI;o,-)1 No. Cver,,roy, d Ovc nor,(,(d 1600 1907 1608 J900 1907 1968 All D. C. Elgin eota r 7,310 20,921 23,077 10.0 30. 5 34. 2

Burnoths -21' 203 103 -2. 3 28. 0 22.5 C111)01:01 -20 52 31. -8. 3 31. 7 18. 9 Crunanci A 'me% 13 61 48 4.6 31. S 25. 0 Lailgdon (1) 28 47 327 3. 7 8. 1 50.3 Both K. Webb 125 197 132 15. 0 21. 8 16. 5 Wheatley 187 31 132 21. 3. 6 15, 2 Woodidge (1) 88 147 125 19. 1 32.0 27. 1 Young 402 511 504 41.4 73,9 68.3

All Junior 11101 2, 579 7, 545 7, 581 11. 9 32. 2 30. 7

Broy,f.c 49 452 15S 4. 5 53. :3 18. 'Taft 449 283 470 45. 2 36. 0 59. 7

AB D. C. Senior Iii -4, 505 5, 202 4, 530 -26.3 37. 7 32. 8

McKinley -311 980 552 -17.4 67.0 37.7

All D. C. Vocational High 4, 530 24. 7

Phelps Vocational 16 154 113 . 3 25. 7 18. 8

Source: 1960 nod 1907, ''Guide to Fort Lincoln," Tabl ; .3, Washington Center for Metropolitan Studies.

1968, "Capacity of Each Building, Pupil Membership, and Number of Teachers, October 17, 1968, by Schools and School bevels," tit at fttical Office, Department of Automated Information Systems, D. C. Public Schools, January 13, 1969.

(1) Schools located in the ininetliate surrounding anon of ri,NT.

6-1 179 ea;)a.eit.y isit c: of pey,,..(i: per

rof.1 zi.71.-c;...7.t fa . Frci. I fHC() lo

thu FLI!.(.i..1C(17". lliC: 1). in rmull

Zft-A`..,een 1967 and 1t6 s,1.1,e si.aHlard not cli:,n;,,ed, and Ihus

change;. in overono.ydirire a.b.-olut4'.,.

13ct-o.,2en 1967 and 106'.1, overall overerowdir':; in D. C. schools

was slightly redued, but in Elementary, Whcarley Eleruimtary, and Taft

Junior it increased.Langdon end Taft both servo the area imirediately

surrounding FLNT.

Spacial Note: Special 'Tabulation of a Small Area Adjacent to Sub- Area D.

One possible way to relieve the overcrowding of the Weeeridge

Elementary School would be for the elementary school of SubArea D (the first to

be developed) to enroll students from out of the FLNT boundar ies.Sub-Area D's

elementary school population is estimated to be 474 itulmts, all from moderate

income families.In the area bounded by Bladensburg Avenue, Rhode Island Avenue,

the BEO Railroad tracks, and the Disiriet Line, plus the few houses east of

Bladensburg Avenue on the FLNT tract, there were 113 hones with a population of

441 in 1960.Assuming a similar proportion of school age children and growth

since 1960 so that of the encompassing Census Tract (Census Tract 00), an

tary school air population of GO-100 can be expected from this area.School

capacity of the elementary school for Fob-Area 1), then, could hc., plahned to ireluile

this urea.

It G-5 180 uv T;11 ,f, .5.1 :1.1]:itj-:, of 1y. 0

fov to 1'1,2<'' of

'Tract

City I3lnki-- in 1)7: i'lade :1e1A,1.11. .1,

rthc,..1L, isle 1, lvcr,!,2 L (') Z11.(1 'n1.\Vcs);1,,,: censu;; and City Bloc*. Populrion Occurillousinfs Units Or,-ner Heater 1Total Oecnpied cecipy1(...(1

Census Tract. 90 2, :.38 502 363 1110

City Blochs 1 0 0 0 0 2 0 0 0 0 3 00 20 15 5 4 112 26 15 13 5 83 28 26 2 6 95 20 6 12 7 61 17 1,1 3

Total City Blocks 441 113 78 35

Notes:

This table contains the only (Lila available on loss th'in a Census Tract basis.

Source: 1060 Census of Housing by City Block, District of Columbia.

6-6 181 (1. 8 cad:?, ak(i 11,::.0 Ia Sr-ivc;31 Ecia:,1:on in 3L'i1o111,- kl:., n

Grad° rlemepinry 1 5 0

Burru.4,,, 10S 113 1439 135 120 121 113 3'i 9 Crun-,inel 51 73 32 .5: 52 5..1 38 Lan:2,c1on (1) 70 151 100 107 102 132 127 905 itulh K. 1,:c4) 104 101 145 15'. 155 102 101 - 139s Wheatley 05 '34 1.87 128 117 154 101 15 059 Woodrid9c (1) 70 43 (JO 100 SD 70 87 - 078 Young 171. 202 273 233 130 134 141 - 1 949

Total 600 0171032 91.6 751 77.3 761 15 5, 369

Grade 7 JuaioriTh211 S 0 La._EL Total

Browne 3832 311 285 28 1, 000 Taft (2) 478 434 32(1 22 1,251

Total 660 745 605 50 2,260

Grade Senior Bit 10 11 12 Sp._Ed. Total

McKinley (2) 568 632 705 - 1, 005

Vocational....

Phelps 271 198 142 1 612

Source: Pupil 1.3,?a.,ursItip in Each Grade and in Special Education on Wirch 6, 1909, by Schoob,; Deprtment of Automated Information systens, Statistical Office; 1). C. Public Schools, March 21, 1069.

(1) Schools located in I. S. A C. rt,NT (2) 51-101)1s Fc;vili; 1. S. A. of l'13NT

6-7 182 Pupil F:11.01111-, nt, und by 19(;;,-19c',

Scconda Schools Dyed- Drop- Drop--

Enroll,cuts, Enroll. outs , Enroll. outs Junior

Browne 1340 95 7. 1 1207 77 5.9 1300 109 8. n Taft 1210, 40 7 20 9. 3 1009 30 2.8

1110(n-du 2081 SG 1. 1 2290 149 6. 5 21'12 119 6. vocational

Phelps 717 239 33. 3 725 307 12.3 753 476 63.2

Total LPA SeconchD. Schools 5884 460 8. 5 5435 559 10.3 5564 794 13. 7

Source: "Pupil Enrolltuents and Dropouts", Department of General Research, Budget, and Legislation; Office cfo Statistical Analyst, D. C. Board of Education, August 26, 1965.

Schools serving the L. P. A. for FLIT

183

6 -3 6.4.1 Pupil Enrollment, Pupil Dropouts, and Percent Dropouts in the PublicLevels, Sci looIs. 1935-196S. Elernentar1 Junior High ; Senior Hid: .-Y:). PupilsNo. Dropouts No. % Pupils DropoutsNo. No. t",', Pupils No. Dropouts No. (; . '''1-)i.1'74 No. PirCr)07its No. 7_ ---,; 7 No. . -,-, 1- 19661965 19671965 9-1,2.50.)2,6.",5 2752S1 .3. 3 29,76929,180 1,4401,47, 4. S5.1 18,69419,035 2,2122,304 11.12. (5:3 2, -35,S :("'"; 709 22,1.6 1-15.97,11-13,375 Source:1967 Pupil 'Enrollments and Dropouts 1.95= 95.350 D. C. Board of Education, August 26, 19GS. 200 .2 31,256 Department of General Research, Midget, and Legislatici;,1,315 CITice 4.2 19,211 2,247 11.7 2,859 ooi_ 31.1 1 Notes: Tlle bou7dari,2s o' Taft Junior High School and MeNinlcy High School cover1:;o1.1.1. the .0:10013 arc considered above average for D. C. schools. Each has a dropout rate ...:nynectote. ?-!uhf D. 177.NT. Care n-.ust be used in interpreting dropout rates. The methodology used by the D. C. Schools counts eztr-'1from school as is an unspecilied amount of double counting in these figures. dropout, and does not subtract from dropouts if re-enters, even in tlie sa-r-ne yr:Jr, 1. 5

!,!:!!! ; ; . 1!!!, .!!!: 1

!!!! !.. I!, !;;'; ..;!!, ! ! r!. 1:-.; . .

( 1.!!. 1.1. ; i!';!,; ;,;1!!7, 1 V. ; . . :

!!,1 r.H.';!!!.'-''

3. 2.2 2. 2. (; 2.1 191.7- 3. 2. n 2,1 2.3

I 2. 2.7 2.7 3.0 2.7 2.4 9. ,/ 2.5 2.S

-m, ,-,-1:.! (-. ,1 ilr,1'..n-.1 1'ourr.11 c ri, II cad !T.; i 1906-67 513-57 3 I-1'..- 5 17 3-i-1, 25-15 1-5u SO-31 ,1:1-,-33 1967-6,P, 46-56 95- 'LG 50-G1 34-4 S 25-4G -5r,. .12-5C1 :14-11,j6-5' 1 Lit1) c1) i11 cs' 11633-67 35-72 0-1:3 36-72 17-62 0-51 17-32 17-62 17-3230-7 1907-6!1:, 17-62 0-13 17-62 0-51 0-51 0-51 0-53 0-5130-7_

Sixthf; r o.clo_ 11 isaili ng 1953-67 39-51 30-16 ,12-0 35-51 00-15 42-6G 40-33 89-54-10-Cr' 1 1967-G8 42-66 30-4G 40-62 30-46 35-51 35-31 39-50 35-510-1)2 Mat3)Linalics 1960-67 22IS 25-12 22-43 22-35 18-31 28-48 36-63 25-1236-6:- 1957-- (:3 36-53 22-30 22-30 2?-35 25-42 15-31 28-42 25-1236-6:',

I. AnillinJ.L upt ;Aro It 5:; :':3 :,1 13H,- , --H

:n- 11 :;(..;

]"if,--0--H '2.:;*

1). C. Norm FL 11(1-:- ;10-5'1 111.-19 .10-3 t1

1-1-11 38-5S I r.:J (,r,-137 17-50 11-51 1(1--1-1

1). C. N'aliona1 Norm P1olir-3 Norm Elf:.veri01 eac3,312; 40-.5S 11)60-37 11-25 1907-(1 11-25 111:111-Itnivtlirs 9-31 5-11 13S-51; 1-11 193:1-Z-(>

S01.11'CO:

SliRlmori, 1.)3rector, 1");..1,n.rtic;;;1t.of riyil Pc.'.-:cn.131i, Sitccif0 Jith-irs 1). C. 1i !-111,1.:o311:31:1 in 1c11,2r to :Vv.1e3,3101.17,,TcWto.',.. ci,!3t3tith. a N.,: i; tost':-

cnr,11,: d v:.t..; rp2,11. of (.:1(..1, ye:in in 1,(1,9,:3'd 11.

186 6-11 .1. is, r

(",.i'.',",..;; ":",r,,..",,,!;',." '..ii.: .;H:' I :',1,,''t !i'd l')1 CI

C., Ir., :)..c.-:. ..:;; :'..-..1 .'."J.i 7 jH.. :)'...:, 11 r ] U.

9 35 ]-,.) 170 :;(+. 5 1-1.5

10 17 1...I: 3 :),). 0 11. q 1.3 1 :'. 15(i :J 'J. 5 LI.

Sr. 11i,I1 To1:11 I 0 7

Secondary Sc1h.:.11, I:!1 1-17 1, 02G 1, 17:1 100. 0`..

Source:

'J)Islrilydtion of 19';;--fti.!' Sicohry Seloc.) Pupils 1)). Cci15 Tr.art -i nh 1,ui Statis(!e;l1OIicr,Dc!).at!nc,It. Si sterx.., D. C. Pulflic

1. '1'he :irca (-41'1.NT is cor01;o5.-...,,.! el lOht of Cc.f.'..us Trtt r.)G about half of (en:.tit= 1'ra(t UI. 1,ihi, ::1);:t2,..c.r,! of more are repot:d hc6roin.

Note,-:

This cictta is tri!.c..i. fAo.11 a 1). C. Public. (1 (U nu,ilt for the 196;-11f). :`.3::rcli 1, lOU, 11:uics i1io.v \\That e1cvt-'00) gr;it1;., Ic,carnc. the 7t.h 12th 14rc.f.le

Sint...i.111'0- in 0..2 t (1:-.1a op C.111011!'0,1ILt.titvIt.l,it 1t0 tocdti('Ai$1;:i/ (sont,i11y1jrp,', 1'T 1;(...,011,7 r;,,', t1)VI) L,/,11!(;!It

187 (1-1:1 i ' ;;1; , : r " 1 ' ..

11): ,; 1, (

(i 11H 24..2 21, JH" .1', ii H 17,

HI 7 ri 31 ;: 1

07 C 11 .1;1, 7 17. 7

;-)"," 10 1 ; ;,-) 1 7 12;1 ;1)1 0 /1. 1 .; fl 7 111 .115 11.

Sr. 1111 , 1-' 21',9 :15 1. 1(r'10'

Scc(m-21 ?57 G1H 1-11( 1,026 :1;oc.`. 3, 616 1(10,

188

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189 I' o1i

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of c''-o f ocLr..1 (5thu,"-.Y.:ii 17) YIll by alo,.:.ut'20 totn1 pc,T,Ctr.tion 20

11-1 for y cb Thf.b tbx r.:-r:rd of is uc,w pop:cio Co initioto rs b2 E--calce, to thcAtiic

vill ouc-follrtit to ilTro2:1r.,7toly

Touther too rcc:ct ot to r rice in tot..-1. pnblic sotool

fvo7. a cut-rout 150,000 n fiT',-;t_ 195,000.

Ly any rony of th0 city's schools ore ovorcr( :dee.

. , current ronrd of Uucatioil st.o.nrIrrd cin:-Lrc.1 size the rco t roojority or- ovcrcrc::dod, utnny of tlion scriously. Total scLo.11 enrollncia os of tbc M,H09 scho:,1-y,r,or cxcc..ck!s eesica ecity h: on(2-thirC, both citthc the secoElz,ry levels. A

considcrab1 incror,:.o ii rchoL7,1 vill bc nced;:l solcly to pro.:ide crlf io ic ri sTnco for present lcv0= of coollpent

1 Sce App2i..,:, Table 1,

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viso can coritributo to the i.l.provuJ de*n cappcorz-Incc of many sectiolo, of the. city.

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203 204 nri-LNDL, NeMME.011 Table 2. District of Columbia Public School System, Existing (School Year 1968 -69) and Programmes ;-.Dy Summary, by Planning District .110 CapacityTotal ElementaryNumber. Schools Capacity NumberJunior High School Capacity ,NurserSenior Capac77 D. C. TW.e..s: 'ExistingProgrammed 192,900110,700 150137 126,300 70,000 3429 24,70038,200 (4)(V)1511 5 (V) (5,500)28,0013,903 2,100 NEAR NORTH E. CEA: Existing . 11,600 1218 7,300 34 2,900 1 (V) 1,c03 -00 Programmed 14,200 34 9,900 7 2,500 2' 3,:eC";_,LGO CRh., CAPITOL EAST/SW: ProgrammedExisting 29,20025,900 26 20,80016,000 5 4,8005,800 (1)(v) 2 (V) 3,E03 (03)' C,GL-, 0 ANACOSTIA: ExistingProgrammed 31,90081,000 5736 53,70022,700 14 8 , 16,200 7,200 (2)(V) 5-2 (2,500)11,100 2,000 NORThEA:;T: Programmed.Existing 25,70010,100 1811 14,800 6,400 43 5,1002,200 31 5,007.,500 NERTH CENTRAL: Existing 23,200 25 13,600 5 u,900 (1)(V) 23 (V) (2,5Z0) 3,900 i-30 N3RTWEST: Programmed 32,200 8,000 2613 22,100 4,000 26 1,7006,500 2 2,3333,C30 ExistingProgrammed 10,600 11 5,000 2 3,100 2 2/ 4/6(_, 2,530 . , . Table 1. Key School Program Demographico MO1!an .11111.M. =me 111.00 Population Total 4 School Age Population5-11 1967 12-14 15-17 Population Total 4 School A,7,7: 5-11 lc-.,',1,..ion :MTHD.C. Totals& CEA (000's) 106817 16.5 1.8 99.910.1 35.0 2.7 29.7 2.5 (000's) 127963 20.8 2.1 118.8 9.9 45.0 2.8 39.1 2.7 ....=CIA 4II 255130 0.31.20.3. 1.46.81.9 0.41.80.5 0.41.60.5 375535 0.41.40.3 1.67.11.2 0.60.51.7 0.51.7. CAPI TOL EAST/SOUTH C2s-,; II & CEIII I WEST 140 8357 2.01.43.4 11.919.9 8.0 3.72.66.3 2.23-15.3 142 71 1.71.63.3 18.6 9.49.2 3.02.5-5.5 2.55.o ANACCSTIA ,,_ 221 6.0 36.616.2 12.1 4.18.9 106285 3.78.8 20.649.2 19.0 8.5 15.2 6.8 ND0C IlfIIIII 646790 1.71.42.9 10.6 9.8 - 3.03.25.9 2.72.1 - 727829 1.02.12.0 11.211.6 5.8 4.12.1413 1.73.33.4 NORTHEAST 6515 0.31.3 8.41.9 0.73.5 0.73.0 9019 0.52.2 13.1 2.5 1,15.6 4.81.1 NORTH CENTRAL .../..II 188 2229 3.10.40.6 18.2 2.73.8 6.81.11.7 6.30.91.4 207 2348 3.40.51.2. 20.3 3.07.6 7.73.31.2 7.10.92.8 IVT7TTTT 663454 0.51.00.31.3 16.96.02.03.3 1.52.20.72.4 2.01.12.21.0 45593667 0.70.41.21.1 4.66.82.26.7 2.12.60.72.3 2.12.20.82.0 NORTE'er2ST IIII 4 II& Iv 613697 0.60.30.9 4.42.36.7 2.41.23.6 2.41.33.7 112 7339 0.60.41.0 4.92.67.7 4.43.01.4 2.81.54.3 Table 1. Key School Program DemogxaphicsPopulation (cont'd)Total 4 School-Age Population 5-11 1967 15-17 Population Total 4 School -nee Pc ?u..ati 5-11 193) D. C. Percents 100 2.0 12.2 4.3 3.7 100 1.02.2 12.3 4.61.4 4.01.3 N-ZARCENTRAL NCRTH EXPL01711"32 AREA 100 2.01.3 11.0 6.3 4.62.81.7 2.51.4 100 2.32.0 13.1 9.53.4 4.02.5 2.!-3.5 CAPITOL EAST/SOUTHWEST 100 2.4 ' 16.614.3 4.o3.8 100 3.1 17.2 7.0 5.4 1,NACOSITA::3r=ST 100 2.22.71.6 10.012.8 3.65.4 3.34.6 100 2.51.7 10.014.5 3.76.o 3.45.o NORTHWESTNORTH CENTRAL ' 100 1.0 7.0 3.7 3.8 loo 0.9 6.9 4.o 3.9 12/13/6 Table 1. Key School Program Demographics (cont'd) APPENDIX All School-Age Grovos Actual: 4 1967 5-11 i2-14 15-17 All School-Age Groups Programmed: 4 5-11 1985 12-14 15-17 In Thousands: Age-GroupTotal Attending* Totals 149181 16 100 95 3531 233o 193224 1621 119.110 38h5 .3929 Percent Attending*: City-Wide - 95 88 75 80 92 84 - 73 NH & CEA 106 86 (118) 100 (loo) 8o 9793 9085 75 0J7 ANACOSTIANORTHEASTCE/SW - 9594 8090 (106) (35) 8o 8c80 95 ;085 75 NORTHNORTHWEST CENTRAL - 100,70 (53) 97 (84) 92 6o80 7o95 7585 7565 --4* In Elementary, Junior and Senior High Schools, respectively. 2.2/13/6C NEAT; 1;01-:TH/CiJ,

Total Date of Programmed Capacity Attending Construction Disposition Capacity (SY 68) (1985)

,y.ementary System

CEA: 1,370 1,130

Grant* 290 130 '82 Elim,* Stevens* 360 300 '68'90 Elim.* Sumner* 270 200 '71 Elim.* Thomson* 450 500 '10 Elim.

NN I: 5,960 6,690 9,900

Slater* 190 200 '90 Elim.* Langston* 220 220 '02 Elim.* NEW* -- -- 900* J F Cook 4b0 540 '26 Retain 450 Perry* 320 300 '90 Elim.* Simmons* 620 570 '96 Elim. -- NEW* -- -- 1,000* Walker-Jones* 630 660 '50 Add 370 net 1,000 NEW -- -- 1,000* Bundy* 430 300 '36'38 Add 170 net* 600 Montgomery* 410 610 '49 Add 490 net: 900 Cleveland* 430 540 '12'38 Elim.* -- Grimke* 560 610 '87'22'34 Add 640 net 1,200 Morse* 190 200 '83 Elim,* -- Seaton* 290 210 '71 Elim.* -- NEW Seaton* -- -- (UC) 900* Garrison 820 1,080 '64 Retain 800 Harrison* 390 650 '90 Elim.* -- NEW Harrison* -- -- 950* Ross* Restore 200*

Junior High System (1TN) 2,920 3,660 2,500 mi

i Francis 620 620 '27'29'53 Retain 600 i Garnet-Patterson* 570 680 '28 Elim.* Terrell 750 990 '52 Retain 750 Shaw* 980 1,370 '02'04'12 Elim.* -- 1 NEW Shaw* -- -- 1,200*

Senior High System (VW)

Regular:

Dunbar* 970 1,260 '16 Elim.* NEW Dunbar* 1,800*

Vocational:

Washington* 450 680. Elim.*

Recotzended first-stage item.

2/4/69

.00 Tal.lc 3. Fey r C EL:;.col ,;, t; CAPITOL EAST/SOUIWFST Total Date of ,Progratr7,o Capacity Attending Construction DispositIcn (SY 68) (1995)

lentary!;ystem 16,040 20,690 20,800 1,170 1,200 1,450

Amidon* 570 600 '60 Add 180 net 750 Bowen* 500 600 '31 Add 200 net 700

CE Ib: 1,400 1,610

Syphax* 600 760 '01'42'54 Elim.* -- NEW Syphax* -- epoe, NEU -- 950 Van Ness* 640 750 '56 Add 360 ret* 1,000 Lenox Annex* 160 100 '08 Elim.* --

CE Ia: 4,010 5,800

Brent* 190 240 '83 Elim.* -- NEW* -- -- (UC) 500* Giddings* 490 510 '87 Elim.* -- Lenox* 380 410 '89'60 Add 420 net* 803 Tyler 810 1,070 '49'66 Retain 800 Bryan 590 880 '09'29'58 Retain 600 Payne* 460 770 '96'53 Add 390 net* (UC) 850 Buchanan* 450 670 '95'22'30 Add 250 net* 700 Watkins 640 1,010 '62'66 Retain 700 NEW* ..... -- 850*

CE II: 6,690 8,460 7,100

Peabody* 320 320 '79 Elim.* Edmonds* 220 210 '03 Elim.* Love5oy* 540 560 '01'24 Elim.* NM Logan 470 790 '35'48 Elim. _ - LUdlow* 190 200 '04 Elim.* -- Taylor* 160 220 '91 Elim.* -- Goding 700 930 '59 Retain 700 Madison* 190 280 '89 Elim.* -- J 0 Wilson* 660 950 '60 Add 490 net* 1,150 Mayes* 190 230 '97 Elim.* .. Blair* 160 170 '84 Elim.* -- NEW* -- -- (UC) 750* NEW* -- -- 800 Blow* 220 240 '06 Elim.* -- Miner 750 980 '00'60 Retain 750 Maury* 370 480 '86'60 Add 230 net* 600 Kingsman* 560 710 '22'39'59 Add 190 net* 750 Pierce 190 210 '94 Elim.* -- Gibbs 800 980 '65 Retain 800 NEW* (UC) 800*

CE III: 2,770 3,700

Webb* 800 930 '59 Add 150 net*(UC) 950 Wheatley 870 1,000 '03'66 Retain 900 Youngs 740 1,490 '31'37'49'58 Add 260 nc0 1,000 * Crumllme 360 440 '12'33'48 Elim.* -- , NE10 --- -- esc.

t Pee° .,cnrIre first -acre itcm. 2 I ei 2/4/0 Table 3. Key D C Public School Systen Progtn Data, By Facility

CAPITOL EAF.T/SOUTHUEST (Cont'd) Total Prograd Capacity Attending Construction ';isnosition Capacity (SY 68) (1985)

g iior High System 5,800 7,270 4,800

SW: Jefferson* 480 580 '40'47'52 Add 220 net* 700 Randall 930 1,250 '07'40 Elim.

CE: Hine 660 870, '65 Retain 700 Stuart 650 800' 27'31 Elim. -- Eliot 980 1,460 '30'36'62 Retain 1,000 Browne* 850 1,010 '32'36 Add 350 net*(0C)1,200 Hamilton 1,180 1,300 '65 Retain 1,200

Senior High System (CE) 4,070 5,220 3,500

Incl. Vocational:

Easte!m 1,860 2,430 '23 Retain 1,850

Spingarn _ 1,310 1,510 '52 Add Phelps 1,750 I

Combine with I Phelps* 450 710 '34 Spingarn Chamberlain* 450 570 '39 Elim.*

I Recommended first-stage item. I

I 211 /1.ern Table 3.Key D. C. Public ::1:::%oclfystc:71 Proc,ran Py Facility

ANACOSTIA Date of iTograr.:,:ed Capacity Attending Construction Disposition Capacity (s 68) (1,.)95)

entary System: 22,700 35,010 53,730

ANACOSTIA I: 11,870 16,120 22,250

NEW* (49th & E, SE) 850* Davis 1,030 1,580 '43'46'53 Rotain 1,050 Valle* 590 ,890 '50 Add 310 net*(UC) 900 Shedd.* 64o 800 '55 Add 260 net*(11C) 900 Plummer* 85o 1,11,0 '59 Retain 850 Harris* 750 1,220. '64 Retain 750 NEW* r- 1,100

Richardson 730 1,020 '148'53 Retain 750 NEW* (61st -r.c Blaine, NE) -- 1,000" Drew -830 930 '59 Retain 850 Burrville* h60 570 '12'22'30 Add 290 net*(UC) 750 Merritt* 530 520 '44 Elim.* -- NEW' Merritt (50th-C Hayes,NE)-- (w) 850* NEW* -- l0000* Smothers 1450 660 '23'28 Add 450 net 900 Carver* 310 '09'21'23 Elim.* -- NEW Carver* -150 -- 1,050* Kenilworth* 7140 930 '33'59 Add 260 net* 1,000 NEW*(42nd & Anacostia -- 800* Aiton -76o 1,100 '60 Retain 800 Houston 740 910 '61 Retain 800 NEW* (44th & Foote, DE) - - -- (uc) 850* I Kimball 850 1,350 '42'49 Retain 850 Benning* 370 520 831143 Elim.* NEW Benning* 900* River Terrace* 500 530 '52 Add 300 net* 800 Thomas* 900 1,1140 '46'67 Ade. 150 net* 1,050 NEW*'(Weatherless) (uc) 850*

ANACOSTIA III 5,280 8,880 12,680

Birney* 690 1,070 '50 Add 360 net*(UC)1,050, Moten* 700 1,220 '55 Add 600 net*(UC)1,300 NEW (Barry Farms) 900" Garfield Annex* 380 330 '01'14 -- Savoy 78o 1,090 '66 EF=tn Ketcham* 370 1,000 '09040 Add 430 net* 800 NEW* (Ft. Stanton) 900* NEW* (17th & W, SE) 1,250* Orr* 220 360 '00'32 NEW Orr* 11 (uc) '650* Randle Highlands* 180 1480 '12 Add320 net*(UC) 500

Garfield 600 1,100 '10'57 Add 400 net 1,000 Stanton 820 1,290 '4050 Add 280 net 1,100 Beers* 540 940 '42'49 Add 360 net*(UC) 900 NEW* (32nd & Bangor, SE) 1,350* lig .2/t!if,1 °Eccom:nen!led first - stage Table 3. Eay D. C. Public School Syl;tc% Prec,rtn PfLtu,lsy Facility

VACOSTIA (cont'd) Total Date of Capacity Attending Construction Disposition ,Cal%Lc:',ty

(sr 68) (as-:")) ntary System (cont'd)

kCOSTIA III: 5,550 10,010 12,500

McGogney 800' 1,430 '65 Retain 800 Patterson 810 1,400 '45'49'56 Retain boo NEW* (Nichols g, Chesapeake, SW) ,- NO 900* Simon* 730 1)120 '50 Add 270 net* 1,0(0 Congress Heights* 380 960 '98'14'31 Elim.* -- NEW Congress Heights* (UC) 900* NEW* (Wheeler & Savannah, SE) -- 1,000* Turner* 510 980 .46 Add 390 net*(U0) 900 Green 820 1,340 '63 Retain 850

NEW* (Camp Simms) 1,350* .Draper .700 1,440 '53'55 Retain 700 Hendley 800 1,340 '59 Retain BOO NEW* (Oxon Rua) 1,250 NEW* 1,250*

ANACOSTIA IV: 6,300

NEW* 1,100* NEW* 1,100* NEW* 1,100* NEW 1,000 NEW 1,000 NEW 1,000

Junior High System: 7,210 10,090 16,200

ANACOSTIA I: 4,510 5,930 7,200 i

NEW* (49th & E, SE) 1,350* Miller 880 1,230 149 Retain 900 Evans 710 . 940 .64 Retain 700 Roper 1,190 1,440 '65 Retain 1,200 Sousa 840 1,190 '50 Retain 850' Woodson 890 1,130 '56 Retain 900 NEW -- 1,300

ANACOSTIA II: 1,520 2,430 3,600

Douglass* 760 1,280 '52 Add 440 net* 1,200 Kramer 760 1,3.50 143 Add 440 net 1,200 NEW -- 1,200*

2/4/60 *Recommended first-stage item. la 0..) 01 3.U1.

Table 3. Key D. C. Public School. System Progre.:1 Data, Hy Facility

1ACOSTIA (co:It'd)

Total Date of Progrftmmed Capecit; Attending Construction Disposition Capacity (SY 68) (1985)

Junior High Systes (cont'd)

ANACOSTIA III: 1,180 3,600 1 1,730

Hart 1,180 1,730 '56 Retain 1,200 INEW* (Johnson) (up) 1,200* NEW (axon Run) 1,200*

ANACOSTIA IV:

NEW* 1,800* 1

ISenior High System: 2,030 2,940 11,100

1 Regular:

Anacostia* 1,090 1,530 '35'49'58 Add 510 net 1,600 I Ballou* 940 1,410 '59 Add 1,060 net*(UC)2,000

NEW* (A I)(Woodson) (UC) 2,500* I Incl. Vocational:

NEWh (A I) 3,500* 1 NEW (A IV) -- 1,500*

4Rccommended first-stage item.

2/4/69 Total Date of Prozrued, Capacity Attendinil Construction !:,',.s2osition Capacity (SY 68) (1965)

Elementary System 6,430 8,580 14,800

NE 1,040 1,290 2,800

Eckington* 190 220 '98 EIin.* -- Emery 850 1,070 '67 .Retain 850 NEW (Shaed) -- (UC) 900* NE* -- -- 1,050*

NE II: 4,080 5,430 8,700

Brookland* 270 350 '91 Elim.* -- Noyes 560 630 '31'40'60 Retain 600

Slowe . 610 940 '46 Retain 600 Burroughs 720 890 '21'27'60 Retain 700 Bunker Hill 880 1,120 '40'43'46 Retain 900 Lansdon* 580 910 '30 Add 420 net 1,000 WoodridLe 460 590 '27'32 Retain 450 NEW* -- -- 750* NEW* (Ft. Lincoln) -- 1,000* NEW* (Ft. Lincoln) -- 900* NET (Ft. Lincoln) 900* NEW* (Ft. Lincoln) 900*

NE III: 1,310 1,860 3,300

LaSalle 790 1,020 '57 Retain 800 Keene 520 840 '34'53 Retain 500 NEW* Brookland -- (M) 1,100* NEW* .-- 900*

Junior high System 2,240 3,150 5,100

Langley* 720 920 '23'28 Add 290 net 1,000 Taft* 790 1,260 /33/49/58 Add 410 net 1,200 NEW* (Ft: Lincoln) -- -- 1,800* Backus* 730 970 '63 Add 370 net* 1,100

Senior High System

Regular:

McKinley 1,460. 2,010 Retain 1,500

Incl. Vocational:

NEW (Ft. Lincoln) 1,800* NEW* 2,500*

' Recor,r.,,:ncicti first -state item. Table 3. Yu D C Pub is Schocd Systo ProF,ra71 Data, 1v facility

E. NORTH CENTRAL

Total Date of Progror-e1 Capacity Attending Construction Disposition Capacity (SY 68) (1985)

Elementary System 13,640 17,770 22,100

NC I: 4,750 5,870 7,400 N '02 -- Gage* 290 ' 330 Elim* NEW Gage* -- -- 850* Lewis 540 610 '63 MI 460 net 1,000 Mott 570 700 '09'22 Elim. -- Raymond 810 930 '24'30 Retain 850 NEW* (Tubman) .... -- (UC) 800* Bruce* 380 500 '98'27 Elim.* -- Monroe* 380 670 '89'39 Elim.* NEW (Columbia Rd. & Georgia Avenue) (UC) 1,200* Park View 800 900 '16'30 Retain COO Meyer 780 1,150 '62 Retain 800 NEW 1,500*

2,260 3,280 3,100 . NC 11:

Bancroft 590 940 '24'33 Retain 600 Cooke 650 1,000 '09'22 Retain 700 Adams 490 680 '3C Retain 500 Morgan* 360 480 '01 Elim.* -- Wilson =' 170 180 '91 Elim.* 1,300* . NEW Morgan* -- --

NC III: 5,090 6,260 6,800

Rudolph 840 1,050 '40'61 Retain 850 Truesdell 860 990 '26'38 Retain 850 Barnard* 750 880 '26'29'62 Add 150 net 900 Petworth 420 520 '02'08'21 Add 480 net 900 Clark 630 730 '66' Retain 650 Powell* 460 510 '29'55'66 Add 490 net 950 Powell Annex* 180 250 '25 Elim.* -- West* 410 560 '12'21'28 Add 340 net-(UC) 750 Brightwood* 540 770 '26 Add 410 net 950

4,200 ...NC IV: 1,540 2,360

Takoma* 410 610 '99'03'21 Elim.* -- NEW Takoma* ... (UC) 700* Whittier 780 1,220 '26'39'60 Retain 000 NEW (11. Capitol & ruckerran) -- -- 555 NEW -- 850 650 Shepherd* 350 . 530 '32'56 Add 300 net* NEW* (13th & Van Buren) .._ 1,250*

*Reccmended firSt:t07e !ten 2/4/69 Tal.).20, 3. Key D. C, Scool Syst.rr1 1'rou.,7, Data, icy ty

E. NORTH-CENTRAL (cont'd)

Total Date of Progra Capacity Attending Construction Disposition Capacity (SY 68) (1985).

Junior High System 4,870 6,140 6,500

3anneker 730 . -950 '39 '50 Retain 750 Lincoln 1,260 1,400. '66 Retain 1,250

McFarland 780 900 '23'26'32 Add 320 net 1,100 NEW * 1,300

Paul 900 1,190 '30'32'38'58 Retain 900 Rabaut 1,200 1,700 '65 Retain 1,200

Senior High System 4,690 6,040 . 3,600

Regular:

Cardozo * 1,410 1,740 '16 Elim. * -- Roosevelt * 1,250 1,650 '32 Add 550 net * 1,800 Coolidge * 1,190 1,690 '40 Add 600 net * 1,800

Vocational:

Pell * 450 440 '10 '32 Eliin. : -- Burdick 390 520 '39 Convert to ES(?) --

' Recommended first-stage item

217 2/10%1 Table 3. Key D. C. Public School System Program Data, By. Facility

F. NORTTIEST

Total Date of Program.7:,.ed Capacity Attending Construction Disposition Capacity (SY 68) (1985)

Elementary System 3,970 4,160 5,000

_NW I: 870 ( 670' 800

Stoddert 240 210 '32 Retain . 250 Fillmore * 220 170 '92 Elim. * Hyde * 190 150 '07 Elim. Jackson * 220 130 '89 Elim. * NEW -- -- 550 *

NW II: 750 700 800

Mann 240 220 '31 Retain 250 Key 240 250 '28 Retain 250

Hardy . 270 230 '33 Retain 300

NW III: 1,340 1,540 1,800

Murch 470 520 '30 Retain 450 Hearst 240 270 '32 Add 460 net 700 Eaton 410 410 Ill '22 '30 Retain 400 Oyster 220 240 '26 Retain 250

NW IV: 1,010 1,250 1,600

Janney 470 520 '25 Retain 500 Lafayette * 540 730 '31 '38 Add 560 net * 1,100

Junior High System 1,650 1,960 3,100

Gordon * 750 910 '28 '31 Add 550 net 1,300 Deal 900 1,050 '3113137'62 Add 900 net 1,800

Senior High System 2,320 3,100 2,500

Regular:

Western 1,090 1,570 '98 '25 Retain 1,100 Wilson * 1,230 1,530 '35 Add 170 net * 1,400

* Recommended first-stage item

2/4/69

91Q _ . .

.4% . ." f' It - - It I \ jr, V .1):,-..\

t.i4P 5!,40',iiING LOCATION -1 OV St7.0001. BUILDING 1967 15. FrorW1.1 A,Irrirl.8,i1d;r1g 733. 5.1,-rmrs Ee.m. 197. 5N.lft Jr. FIlch 19. 5,r nner Elem. F35. Ed. -olds EI,m. 241. re-7ra Vern. 31. Pec&ody Vern. 194. .P.'ckirl!ey1-1i3.11 135, N.V1 ,e1ley E!...,r.. /9;, 245. 41. Cror.1 Ulm. 743. Ger3, Fem. 245. Vo'ne VCM. 44. lo.clle Elem. 147. 1-4r.:, Feet. 71K. Ge.r.elt-rolt.,;:n Jr. H'.gh 711 /,,,.-,tg./1,,Elem. 45. 5.,..h. Acli,,i. Ar.,ex 8 (Tviro:r.g1 149. rv..!..J. Elem. 701. G,:r.1.:4 Jr. H;.ifs 21 ?. Miller Jr. Flr.6h 45. 13 e r.n7e3 E7em. 207. Key E'rm. 150. 1. nCA Pnr.ex 250 5.:c.,0 1,111911 41. Sch. 7drr7n ',roc... 6 {Wc.4.1.1ey] 203. Peel ir, 152. C3,11r UrRi. 251, E1nrn. 50. Bl'or Vern. 204. A c?c,s L1,1. 154. H. D. Cc.,..., Elmn. 252. Vem. 51. 501. Aden. kvieg 4 {Webster] 155. Er' oo C..n. 2435. Er,gd,r, Vern. 253. P...rnr...y Fen. 55. 11:-.4., y E!--n. 2,?6. /51. 57. Or.,-Le f'm. 155. I1.1.:mr.c.- Elem. [1-m. 157. Pe Vec. HO 255. .1r. 53. rv'..lic. 5.-.11. Wer.11.,e,s2 1 (Ccrr7er,1 233, A. 153. G0,1"4:1,1 Enm. 7;5 42, 5.". A.7in'r r.r.r., 57,5a grtid.,r) 20 ?. 6'1,..1.1..1-1,;P) 161 Ect:ri Uem, 257. Trq

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SECONDARY SCHOOLBOUNDARIES 1968 1969 L E N

Y1111/Or so:cols 0 EXISTING HIGHWAYS 77- ..r.qcoR r:GU sclicTIS St..N;C SC:0011 PROPOSED HIGHWAYS OCATIONAL 1!!:-1-1 .ScitCOLS --F-'111:3LIC Tuscrqs COLICCE f-1A131<-5

0;4;CE OTHKFi r'UL3LIClROPLFTY ' , 3 g 0,()s1 IA SS ub. no .1" ,,,,e AI

O s\o..

s, st!.

---JUNIOR HIGH C-CV " ' "----- 'SENIORHIGH \ A PPENDDC D

GLC STAFF-AGENCY SURVEY

225 BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE Proposed Adjacent t Est. Date ofvailabilitv GLC Contact R u cm Plan Component t c v-icw Dacuacnt ""1 ; _ .. 'Total Poptqation .Number X X RLA-Census Demographer w Community ParticipationEd. Program (byincrcrimonthly/yeneyEstirrated categories eats. increase below) in X X modeling?RLA-Census - . _ Age distribution X X D. C. Housing . t Sex . . X X Authority .%iaritallirIce-ethnic status . 7 . t . kamily composition X X i 1 I Income Aid . X X RLA - Census . i __- ---- 1 ; to 1 BASIC DIFORMATION REQUIREMENTS FLNT IMMM111 DEFINITION PHASE Total:ommur,itv Population Data. (cent.) CommunityProposed Community SourceAdjacent D Est. Date of i Ed.Plan Program Component Corr.i.-,cazs or r Employment status - X (local)Dept of Labor Demographer . ParticipationCommunity r Oceubution 7atiortr.1 distri- X X AuthorityD C. Housing Type of dwelling. . - X RLA - Census t Distribution on site AuthorityELA. - Housing . Mobility . X SystemRLA and School Student Population Number X X PIA - D. C. Sch. Ed. Program Boundaries IND1N., +.,1 a , 4.-1,040M," . BASIC MFORMATION REQUIREMENTS ""r1-FLNT - DEFINITION PHASE Pmq WEI soloof 6 1E0111 IMINImmo .1.1.1r StudentC ronunitv Population (cont.)... at Proposed mmimit Community SourceAdjacent of Data . School System AvailabilityEst. Date of L Contact Plan Component ______...... Comn:cazs Rate of entry (by' X X Demographer . Ed. Program category below) 1 i button."Grade level" distri- . . X School. System Age Sexlevel distribution X XX Race - ethnic X X . . . . youth.Number out of school . X X . needs.Number with special X X . 1.,)0 . / n . FLNT - DEFINITION PHASE Proposed Adjacent BASIC INFORMATION REQUIREMENTS Est. Date of Plan Component Corarne;:ts StudentComm un;:v Population Data (Cont.) Course' preferences Community ? ? SurveyCoMmunity Opinion Lipson , Ed. Program none MilesMobility to school . X RLAfiguresSchoolProjected System from Demographer (Nun:berProzra.. s/F.esou served and rces location . Higher Ed. Dept.? June1969 30, Browne SurveyCommunity Resources! . beiow) -Educational: Existing schools, coll. . X D. C. Schools . - Voc. lit. ,train. org. X X ManpowerWTI - FCC Organi- IVC.L1N. UPOzations , . . a BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE Proposed Adjacent Est. Date of Browne ntrtct Community Plan Component Resources Review hComment_i - (NumberPrograms/Resources served below)and locatio (cont.Educational (cont.) : Survey - CommercialAdult ed. night schools sch. X XX D. C. Sch. -Univ.WTI - - Business sponsored X D. C. Dep't. of . - Title I, Title irc, other - X Commerce?D. C. Schools or . - PTAsCs.mmunity - ' of FLNTFLNT Schools Council II April 3 . CADt\D - FLNT. Council Charter - bylaws t-_, a A.% . BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE rds:-.ta Proposed Adjacent Est. Date of Plan Component Comments o: ^ Co a- -Community Church sponsored : (cont_) mmunity Commu FLNT Council April 3 Browne _ nta SurveyCommunity Resources - Business X X n , - CivicComm. Organizations Serv. Org. X - Youth . , - Day Care-Headstart X X , 7...Q - Manpower X X 11 11 . - - 0E0 other ' ... . BASIC INFORMATION REQUIREMENTS FLNT - lll l'l1Vi"liCLI PHASE Proposed Adjacent Est. Date of Plan Component Coriai.-..-.ce.ts a. v . Cemnzn I April l 3 Browne ntact }CommunitySurvey Resources w Document Title el - WelfareHealth X .X PLNT Council , X X ft /1 - Art Groups ft - Athletic Groups . X . X . o Employment: (By no_ of jobs by 'category below Dept(local) of Labor June1969 30, Demographer / Demographic Survey -and Commercial location) establi- si..r. cnt,r; (':::; type) X X X X Bureau of NCA,1\D - Industry Statistics a V V 0 V. BASIC INFORMATION REQUIREMENTS FLINT - DEFINITION PHASE Proposed Adjacent AvailabilityEst. Date of LC Contact Requirement /ReviewPlan Docuinent Component Title Reliabilitv/Avni: Comments Employment:- Local government (cont.) X X FLNT Council June 30,1969 Demographer Ed. Program . - - - Fed. government XX X Mayor's Office - ProfessionalOffices X X rac:iitics Ow location _ I Schools ' X - Enrollment (_-;z.::city X ,,D. C. Schools ,, CZN.,- 1.','efIer ret:ttionsbios X It 0 1 i1 C.: a 1 . BASIC INFORMATION REQUIREMENTS PUNT - DEFINITION PHASE Facilities".Ormyr.:-oty (cont. T ) t1 CommunityProposed Adjacentm t JuneEst. 30,1969 Date of -_, Demographer ntact Plan ComponentEd. Program Comments - Libraries X X 111,A-FLNT Council . Community Center X . Gyms X II . Auditorium X X IT Recreation areas, parks X ., . GovernmentEmployment bldgs. centers X Ns,G., , ---__ FLNT - DEFINITION PHASE Proposed Adjacent INFORMATION REQUIREMENTS Est. Date of Plan Component Conyments o Facklities _pont.) Availability June 30 Demography Contact ct z Ed. Program .. C-71urch-cs X X RLA-FLNT Council 1 , Transportation:_opological Features X X , 4

. .._ , CrlCZN., 0 1 BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE lonr,,r` C. Schools Data Source of Data Required /Expected GLCAvailability ContactEst. Datc of Ito uirement/fleviewPlan Document Component Title Curriculum 28 April Mary Millar Ed. Program Bd. of Ed. Rules i 1 - - . _ - _-_- .- offering,s.Course of study requirements/ Curriculum Dept. ! Carneg;eGraduation Unit requirements requirements Secondary Dept. i . . . SchoolDiscretion Principals of "Hours'. requirements Bd. of Ed. Rules! I . nulkling L Course_schedules Elem.- Sec. Depts. . Students Attencin.nce re7utations Personnel i Z.1 ;Study, 1!0:nework re7;ulations . . TT The urn BASIC INFORMATION REQUIREMENTS mFLNT - DEFINITION PHASE rh!ate 'MUNI ."/Z9 't=9 1T ::rients (cont.) Pu:)lic Schools Data Board of Education Source of Data Re uired/E q ected GLCAvailability ContactEst. Date of Requirement /ReviewPlan Document Component Title Tieliabilitv/Avr,i12:1.1::- Corn cr.ts Referral, dismissal 28 April Mary Millar Ed. Program BoardRulesBoard of of Ed. Ed._ . Other disciplinary regulations Teachers Union . . Union Agreement 1-cr.:F./Community Participation Board of Education 21 April D. Browne Community None Not available at Attendance:..cce.ss to schools of children reg. reg. ST699-2500JamesZoning 3-6111 L. x 509Talbert or SimulationEd.Participation Program Plan info.workJulianthis forto get Westtime.us, the will -11:-v.lcation- . and information ,.):.::: recorded on student records ...... 1N.,C....1 . . FLNT - DEFINITION PHASE Schools Data Source of Data BASIC INFORMATION REQUIREMENTS Required /Expected GLCAvailability ContactEst. Date of Requirement /ReviewPlan Document Component -ride Thliciesc:r/Onerations Neil Dickman f 21 April R. Ellis All Bd. of Ed. Rules .egal),crating foundation rules, practices Supt. office 30 April E. Flocco Ore;.Bd. Law of Ed. -D.C. Rules ^.i-discrimination policy In office R. Ellis V Bd.Wright of Ed. Decision/ RulesCode. ;)il..:lta ::: processing service avail- Ed. McKinney, DAIS ' E. Flocco FundingAdmin: Program Program Procedures and interials,!:.7ci....F.ses...-ecinent equipment, regulations, media Asst. Supt. for Bresner, R. Ellis Memos - eci t ications and catalogs. . . ND Jim Ayers. I CO ' - . BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE Ser.00ls Data Source of Data Required /Expected GLCAvailability ContactEst. Date of Requirement /ReviewPlan Component Document Title 2,cliabilizv/Avac,s,;;;;i: Con. -.o.r.ts cr. ,!it /operationsContractingregulations (cont.) procedures . Burnell Smith, Finance Office 30 April E. Flocco FundingAdmin. Program Program 2Flocco May memo StaLiPublic st informationica 1 reports reports Singleton 21 April P.D. GreenBrowne All ReportsPublic School State and federal regulations Office of Research V ReportsStatistical . Studies, surveys OfficeInMildred office of Research Cooper R. Ellis All PasMSD sow Report z--t-r-zral Projects Div.- Charter---- Ellis - Office files i Charter CA, . . CO . . i BASIC INFORMATION REQUIREMENTS FLAT - DEFINITION PHASE Est. Date of 2-Zolic Srf.-',)ols Data Source of Data Required /Expected Availability GLC. Contact Requirement /ReviewPlan Component Document Title ! Comment:. c:. i'iscal/Budget Budget categories/structure Budget Office 21 April B. Cohen Ed.FundingAdmin. Program PlanPlan Plan LegislationDept. of and Budget - _ . ) Approval2egulat ion by forCongress submission/ s 5 May B. Cohen thisUnavailable time at : -Budget operating Process budget /Cycle BudgetDelroy Director Cornick E. Flocct, handDocuments on you(657-1510)Call requireB. Cohen if this capitalcapital outlay-construction outlay - equipment 1 information AccountingFederal codes/procedures programs Per Pupil Costs CDND sa. 14 April B. Cohen Funding Plan 11)7,1.__ Per Th.7pil ;i .._ BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE C. Public Schools Data Source of Data Required /Expected GLCAvailability ContactEst. Date of Re uircment ReviewPlan Document Component Title Corar.-ent.-5 . iseal/Bucl xetAllotment charge regulations Mildred Cooper for Fed. 5 May B. Cohen t Funding Plan i doeuntentusingBonnie a- r.,cr..--:.:.7t.:-__;; Col for _,N.it, iz,- o I ork Cost of school services 1 May B. Cohen Funding Plan You may c.,.1". !-.,.-2:7 o Cost of school materials B. Cohen Funding Plan informationif you require :i!,, Payroll procedures Finance office, Personnel 5 may E. Flocco . Admin.Simulation Plan ReportMSD &recommendation:,IIe use will MSD make :'.1od6 21-;:ff/Pe rsonnel Certification requirements Personnel office . M. Carroll StaffPlan Development RulesBoard of Ed. . o Union ri4 lations ,, ,, Ed. Program Plan %.. union Contract I arr. _-_. BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE cools Data Source of Data Required /Expected GLCAvailabilityEst. Contact Date of 5 May Requirement /ReviewPlan Document ComponentStaff Development Title Board of Ed. Comments :aff/PersonnelWork hours, conditions, etc. Personnel Office M. Carroll . Ed.Plan Program Sup't.Rules Circulars ! TransferTermination policy policy Personnel OViccOffice rer,;ulationsParaprofessional - GS employee Dr. Solomon Kendrieks . G. E. Employee It Salary schedules I AgreementTeachersRegulations Union Recruiting procedures/practices -- Sup't.Rd. Circulars of Ed. Rules T hiring iring proccdures/practices----4=b ND , DJ ... _ . FLNT - DEFINITION PHASE BASIC INFORMATION REQUIREMENTS AvailabilityEst. Date of Plan Component Comments en staff /Personnel (cont.)C Promotion procedures/practices Set-ools Data Personnel Office Source of Data Required /Expected GLC Contact 5 May M. Carroll i StaffRequirement Development /ReviewEd.Plan Program Document Title Plan BoardRulesUnion Agreement of Ed. Reliabilitv/Ava,L Jobstaff qtialifications, development descriptions opportunities Staff" Development Director If Leave of absence regulations V V . 13::,2i1 Personnel Services Required health, dental exam. Pupil Personnel Services 28 April E. Flocco Ed.Admin. Program tPlan Plan Allmemolisted documents in28 Flocco April . Diagnostic services Wilber Millard RegulationsWTU . CZoizND . BASIC INFORMATION REQUIREMENTS FLINT - DEFINITION PHASE Est. Date of Plan Component unit Personnel Services Data Source of Data 28Flocco April Memo Required /Expected GLCAvailability Contact 28 April E. Flocco Ed.Tic Program uirer.nontiricview PlanAdmin. Plan Doc,....raent28Floceo April Title Mcmo ReferralDefinitionbehavioral regulations, ofproblems. spec. edprocedures and other Other services available - IT V 'aintenaneeuilding Construction, andStructural Repair. Equipment, stand:, rcls. regulations Building andRLANCPC Grounds(Palmer) 28 April S. Busselle Ed.Facilities Program Plan Plan planningCodemcntsProposed to D.Pro-Amend- C. "openofCode revision, inschools" process for andDepartment Licenses of Inspections ecdures, etc. } Contracting monitoring Implementation haveEry and Copies Rice 1 Duilding cyclaselleciules I ____. _ NI k BASIC INFORMATION REQUIREMENTSr"""". FLN'T - DEFINITION PHASE -""m1 000,01 1111 .11 Public Schools Data Source of Data Re quired/Expected GLCAvailabilityEst. Contact Date of Requirement/ReviewPlan Document Component 'title C01:11:1:::-.ZS GC. AntenaneeildingM:lintenance Construction. and Repair standards Equipment, BuildingsD.Granville C. Schools Woodsonand Grounds 28 April S. Busselle '' Ed.Facilities Program Plan Plan MemoBusselle2 May .1 _ Repair procedures I Equipment standards Depit.D. C. Publicof Business Schools, AcImin- Furniture and '11 ccOnl:rondatin;-Procedure Playground standards Mr.istration Lee - Mr. Lee Equipmentroom standards - S."NT13may 1.7:.s. and -._TL :ittnehed Hallway, fire regulations CodeD. 19GIC. Building1 , Copyhnve copies availnile Building codes _. . . _ ...... Design Manual Copy availie 1 CIkilb i BASIC INFORMATION REQUIREMENTS FLNT - DEFINITION PHASE Est. Date of CU:I'M:en', c,;; C. PuiLlic Schools Data Source of Data Required /Expected GLCAvailability Contact r Requirement /ReviewPlan Document Component T it :J..% )her Agencies Dnta 30 April E. Flocco . Admin. Plan Memo attached Dus53eic '''" r - BudgetingD. C. Govermnert procedures, esp, Ft. Lincoln GSA Funding Plan cop y - AccountingProcurement 11i,,, Same as - PersonnelPayroll - As related to schools. ,, , , .-- govorrnie,',. - Legal position re schools Corp. Counsel I RLA:- Urban Renewal Req./powers MaysDixie Kaufman RLA 25 April S. Busselle Implementation in"Procedure D. C. " for Renewal Attached - Fort Lincoln Data BuildingRLA, NCPC, and Grounds, Ed. of Ed. and , D. Browne Logue Report Attached N. C. P. C.: P.FLNT Fuchs Community (NCPC) Council Fuch'swith drawing,s interpre-i Attachc-d_ ----. - Powers IV4=1.C") legislationtation on enabling Ii FLNT - DEFINITION PHASE C. Public Schools Data Source of Data BASIC INFORMATION REQUIREMENTS Required /Expected GLCAvailability ContactEst. Date of Requirement/ReviewPlan r,ocument. Component -N. C. P. C. '.pproval Process (continued) NCPCP. Fuchs 28 April S. Busselle t Implementation legislationtationFuch's on enabling., interpre- 1 - Staff studies NCPC,CouncilFLNT RLA Community etc. D. Browne All etc.CraneLog-uc Report Report . HUD- ? Funding 5 May 1 B. Cohen Funding Plan Data ltilaVailli. . . -.jPIZZ\D i APPENDIX E

GLC PROGRAM PLANNING SCHEDULE

248 Am- 1"1.1 am.° As i711' example of cJi.,C's Planning organization, belowFacility's is a copy program of the Firstplan schedule organized by subplan: 15 April 1 May 15 Ma 1 June 15 June 1 July 15 July FI.NT FIRST 1 Au 211st DEFINITION . Constraints ObjectivesNeeds & Resources Program Alternatives Alternatives_Administrative , STAFFCOMMUNITY DEVELOP-PARTICIPATION Definition Definition Definition Staff Patterns Program Development Staff Staff Staff Training Pro - MENT cif.) Selection (pre-service) EDUCATION PRO- Definition Goals 1st Facility ..o. Z.)cl) Behavioral Define Program Program I GRAM Definition DefinitionSpecs :... Objectives Programs Alternatives Priorities ff FACILITIES Definition Specs1st Facility Specs1st Facility < C:.>,6o ¢ ;71, Environment SpaceStructure Rela- EducationPerformance .ment Site Develop- Definition Definition c'...A ,q,-,-,..ct..) 46...-. o tionships Requirements Specs OPERATIONS Definition Definition Definition ,-I...Atri ,.,0 o§- PhilosophyAdmin. SpecsFacility RequirementEducation meatmcntStaff Livelop-Require- IMPLEMENTATIONFUNDING Definition Definition Definition CollectionData Cost/ 1s. Zacility Sim ;ration is: 1:':c_:1:::,' ND StructuresResearch matesCost Esti- matesCost Esti- oPb . . 7/-27,TTPLAN SCIIEDULE 1.3 Au.i.,.-ust 1 Sept. 15 Sept. 1 October 15 October 1 Nov. 15 No- gram Alternatives Implementation Edit and :.aft T raining Complete 1st Plan ,c, Plan EditPublish and (ia-service) Facility Plan Fundinr, PlanImplementation Publish c.) Program nequ i rc. Program FundingProgram Plan implementation EditPublish and C:', ..' Requirements . Nan c,)oCI) :... .e-.?.. tz:.. 73. SpecsF:nal 1st Facility PartComm/Ar.3hitect Schedule PublishEdit and .b. o-.-. o c-.0 .r.- ...- ,..,_, -.- . . _ 1st Facility - 1st Facility Operational Func- Equipment Procedures ... :-->-. 0 )--,G Q Funding ProgramSupport LionLions & Organiza- Requirements . cdo F.!;--, - t-L,c:- ;;--, .--r...) ....._-._-- Co--it Model. _ __. Simulation . Plan1st Costs Facility ImplementationPlan1stPlans Facility Cost ImplicationsResoUrceplan/PertImpl ceduresPrep.Plan/Budget Pro- ...) ...... -Ca 0N., APPEND/DC F

COMMUNITY PARTICIPATION PLANNING TIMETABLE COMMUNITY PARTICIPATION PLANNING TIMETABLE

First Session (July 1)

1. General orientation to the plan and review of work accomplished thus far.

2. Provide tentative planning format to participants.

3. Describe basic role of the community group.

4. Assign group homework for next session.

Second Session (July 8)

1. Finalize format and plans for future sessions

2. j Establish tentative gross needs (identification and definition): a. policy b. student-teacher c. administration d. research e. community

3. Review of Education Program Plan by Joseph Lipson.

4. Assignment to group: What are the major educational needs of the FLNT community?

Third Session (July 10)

1. Set objectives.

2. Establish need priorities.

3. Establish which need objectives can be satisfied within or without the school system.

4. Set priorities on both levels.

5. Assignment to group: What kinds of programs will FLNT need? How will the community make its presence felt?

252 Fourth Session(July 15)

1. Begin programdevelopment: Identify specific programsand objectives a. parametei.s, and resources. b. Identify specific programs, c. Work up tentative costs. 17, 22, 24) Fifth, Sixth andSeventh Sessions (July labor, materials, space. 1. Outline Resources:

2. Discuss costs: a, operating, fixed orvariable b. set evaluation measures c. set feasibilitylimits alternatives d. develop feasible program ranking of programs. 3. Discuss priority

Eighth Session(July 29) I 1. Establish tentativeproposals.

I 2. Write, assemble,and edit.

Ninth Session (July31) I 1. Final Approval.

I 2. Submission. alternatives in the final (6months) report. I 3. Inclusion of program r I

f 253 APPENDIX G

MEMBERS OF FLNT COMMUNITY PLANNING COUNCIL

254 Fl,NT Planning Council

Dr. J3enjamin Alexander Mr. Orren Cohi 11 2522 South Dakota Avenue, N. E. Edgewood Civic Assocation Washington, D. C. #20 Girard Street, N. E. Tel: 526 0038 Washington, D. C. Tel: 110 2 9088 Mrs., Betty Benjamin PTA President Mrs. Rochelle Craig 4023 13th Street, N. B. PTA President Washington, D. C. 20017 1719 Holbrook Street, N. E. Tel: 832 4463 Washington, D. C. 20002 . Tel: 526 9732 Mrs. Frances Bolden PTA President Mr. Earnest Duncan 3609 28th Street, N. E. PTA President Washington, D. C. 20018 5248 Chi lhun Place, N. E. Tel: LA 9 0186 Washington, D. C. Tel: 529 3489 Mr. Linwood Brock PTA President Reverend S. L. Gardener 1617 F Street, N.. E. Randall Baptist Church Washington, D. C. 20002 3200 22nd Street, N. E. Tel: 547 0283 Washington, D. C. 20018 Tel: 582 8381 Mrs. William H. Brown PTA President Mr. James Harris 1732 Girard Street, N. E. PTA President .- Washington, D. C. 20018 1606 K Street, N. E. Tel: 529 7557 Washington, D. C. 20002 Tel: 399 7419 Mr. Simon Cain President, Riggs Laniond Civic Assn. Mrs. Bertha Harrod 515 Oglethorpe Street N. E. PTA President Washington, D. C. 20011 . 1706 West Virginia Avenue, N. E, Tel: Washington, D. C. Tel: Mr. Horace Carpenter

President, PTA . Mrs. Mary Henry 5211 12th Street, N. E. Arboretum Civic Assocation Washington, D. C. 20011 2207 Rand Place, N. F. Tel: LA 6 1569 Washington, D. C. Tel: 399 7748 Mrs. Lydia Cherry PTA President Mrs. Lillian fluff 2711 North Capitol Street, N. B. President, PTA Ccuneil 213 Washihr,t.on, D. C. 20002 5124 121h Street, N. B. Tel: 483 9119 W;13 D. C. , 20011 Tel: 526 5895' 255 Mr. Jessie Jackson Mr. Bernard Pryor PTA Piusident President, Brook-land Civic Association 3100 35th Street, N. E. 906 Hamlin Street, N. E. Washington, D. C. 20018 Washington, D. C. Tel: 529 6107

Mr. Kenneth Kennedy Mr, James Riggs Northeast Neighborhood Council PTA President 2904 Newton Street, N, E. 141.9 Girard Street, N, E. Washington, D. C. 20017 Washington, D. C, 20018 Tel: 832 8080 Tel: 529 5670

Mrs. Olivia King Reverend Jefferson Rogers Montana Terrace Civic Assn. Church of the Redeemer

. 1741 Montana Avenue, N. E. 15th And Girard Street, N. E. Washington, D. C.-20017- Washington, D. C. Tel: LA 9 0494 Tel:

Mrs. Doris Lawrence Mr. William H. Simons PTA President President of Washington Teachers Union 5218 11th Street, N. E. 1917 Randolph Street, N. E. Washington, D. C. 20011 .Washington, D. C. 20018 Tel: 526 1231 Tel: 223 2460

Mr. Melford Lewis Mrs. Lillian Smith PTA President PTA President 1031 Rhode Island Avenue, N. E. 1307 Staples Street, N. E. Washington, D. C. 20018 Washington, D. C, 20002 Tel: Tel: Mr, Helen Mims Mrs. Mattie G, Taylor President, PTA Council ;15 2307 Woodridge Street, N. E. 513 12th Street, N. E. Washington, D. C. 20018 Washington, D. C. 20002 Tel: Tel: 544 4258 Father W. C. Tope Mrs, Erie/. Martin St. Francis de Sales Rectory PTA President 2021 Mode Island Avenue, N. E. 1719 Franklin Street, N. E. Washington, D. C. 20018 Washington, D. C. 20018 Tel: 529 7451 Tel: Mr. Archie Morton Mrs. Annie L.' Moore PTA President PTA President 2315 Monroe Street, N. E. 4238 Gault Place; N. E. Washington, D. C. 20018 Washiw,.;if.m, D. C. 200:.0 Tel: Tel: 309 8139 .

256 Mr. Paul Washington Dr. Martha Putney Brook land Coordinating Council 5408 First Street N. E. 4615 12th Street N. E. Washington, D. C.20011 Washington, D. C.20017 Tel: 882-8775 Tel: LA 3-1130 Mr. Ells Gasperitti Mr. Bruce Weaver 1903 Kearney Street N. E. 4411 13th Place N. E. Washington, D. C. Washington, D. C.20017 Tcl: LA 6-9206 Tel: Mrs. Florence Snowden Mrs. Frances Wright 2008 Hamlin Street N. E. President, PTA Council 3A Washington, D. C. 211 T Street N. E. Tel: Washington, D. C.-20001- Tel: CO 5-4199 Dr. Julius Mack 5133 12th Street N. E. ALSO: Washington, D. C.20011 Tel: Mr. Alphonso A. Bridgeport Pres. of Woodridge Civic Association Mr. J. F. Hughes 400 20th Street N. E. 2901 14th Street N. E. Washington, D. C. 20018 Washington, D. C. Tel: LA 9-6407 Tel: 529-8243 Mrs. Miriam Ward Mrs. Carrie Hurt 127 U Street N. E. 1409 Lawrence Street N. E. Washington, D. C. 20002 Washington, D. C. Tel: 832-5424 Tel: LA 6-6749

Reverend John Evans Mrs. Pearl McDaniel Chairman, Upper Northeast Group Ministry 3247 Walnut Street N. E. 1910 Randolph Street Washington, D. C. Washington, D. C. Tel: LA 9-3290 Tel: 526-2664 Mr. Thomas I. Jones Mr. Clarence W. Taylor 2605 Irving Street N. E. Elem. Principals Association Washington, D. C. 1221 34th Place S. E. Tel: LA 9-9564 Washington, D. C. Tel: 584-9621 Mrs. Cecil Grant 1820 Shepherd Street N. E. Claretta Shortt Washington, D. C. 4324 13th Place Tel: LA 6-1869 Washington, D. C.20017 Tel:

257 Mr. Thomas P. Rooney 3425 14th Street N. E. Washington, 13. C.20017 Tel: LA 6-4592

Mrs. Elizabeth Stinette 5909 Eastern Avenue N. E. Washington, D. C. Tel:

Mrs. Jewel Mazique 4443 13th Street N. E. Washington, D. C. Tel: 526-3770

Mrs. Juanita Kennedy Morgan 2705 30th Street N. E. Washington, D. C. Tel: 347 -327G

Mr. John M. Thornton. 1736 Allison Street N. E. Washington, D. C.' Tel:

Dr. Paul Peachey 4114 Emery Place N. W. Washington, D. C. Tel:

Mrs. Alleyne Ike La Salle PTA 538 Nicholson Street N. E. Washington, D. C. Tel: 526-9074

258 APPENDIX H

INVITATION to COMMUNITY PARTICIPATION PLANNING WORKSHOPS

259 PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA SUPERINTENLIENT OF SCHOOLS PRESIDENTIAL BUILDING 411 12TH STRUT, N. W. WASHINGTON, D. C. 20004 SIE0IAL 111C.,,-.OTS DIVISION

June 26, 1969

Mr. William H. Simons President of Washington Teachers Union 1.917 Randolph Street, U. E. Washington, D. C. 20018

Dear Mr. Simons:

The Fort Lincoln Citizens Planning Council and the Special Projects Division of the D. C. Public Schools cordially invite you to participate in a series of workshops during the month of July. There will be nine (9) eveAng sessions beginning July 1, 1969. AU sessions will be held on Tuesday and Thursday evenings. The workshops are designed to elicit community centered programmatic alternatives which will be included in the overalleducation plans for Fort Lincoln New Town.

Planning is moving ahead on schedule and it is imperative that the community program alternatives be developed by July 30, 1969. These developed alternatives will form the framework for community education input, thus insuring that the desires and felt needs of FIST residents will, be mat.

Catholic University has generously provided an air-conditioned faoility for our use in the Nursing Building, Biology Wing, Room 155.The Building fronts on the entrance to the campus from Brookland Avenue (along the B&O tracks). Meetings will begin at 7:30 P.M.

Your advice and counsel in the planning of the FIAT educational system will be appreciated. Kindly call Mrs. Patricia Miner in the Special Pro- jects Division, telephone: 737-6594 or 737-7015, to indicate your willingness to participate in the workshops.

Yours truly,

J. Weldon Greene Educational Project Director Fort Lincoln New Town Mies

260 APPENDIX I

RELEVANT D. C. STAFF DEVELOPMENT AND CURRICULUM PROJECTS Department and Contact Curriculum Programs

Division of Staff 1. Teachers produced curriculum materials at Development summer EPDA Afro-American Institute for Teachers of English and History (black history Larry Cuban, Director and culture),

2. Coolidge High program to relate reading skills to subject content.

3. Teacher Innovation Fund with 39 teachers given money for classroom projects to develop relevant curriculum, skill improvement, and individualization of learning.

4. Professional Development and Resources Center which makes available current technical inventions (e. g. ,talking typewriter) for teacher experimentation.

5. Funding to seven teachers at Roosevelt to develop units in American studies.

6. Funding to four teachers at McKinley to assist in developing system of quarters in place of semesters.

Pupil Personnel 1. Project to Share Parents Real Experience at Services Davis.

Dr. Wilbur A. Millard, 2. Pupil appraisal program is continuing. Assistant Superintendent 3. Career Day guidance activities at elementary level.

History 1. Organized curriculums on "Law Enforcement Careers" and "Consumer and the Law" and Joseph Penn, "The Labor Movement". Supervising Director 2. Lecturers in American government classes sponsored by "Younger Lawyers Committee of the Federal Bar" with history department.

3. Evaluation of new materials by teachers and by students.

262 Department and Contact Curriculum Programs

History (con't.) 4. Evaluation of films at Educational Media Center.

5. Discovering Talents and Improving Reading Skills (DTIRS) is a pilot project in urban geo- graphy at Langley and Shaw. Uses classroom at the Smithsonian, sight and sound center, and capital area as resources.

G. High school materials on black history and government available: e.g. , Black Treasures available from CocaCola. Other materials available from Christian Science Monitor and Community Service Department of Washington Post.

Special Education 1. This department is developing curriculums for students who are disabled; have learning dis- Dr. Stanley Jackson, abilities; are socially maladjusted; or are Director mentally retarded.but trainable.

2. Initial diagnosis of pupils is occurring.

3. Vocational training occurring at elementary level (Shape Health School) and also at secondary level.

Reading Center 1. Project READ using programmed instruction. (Sullivan materials) Kay Lumley, Supervising Director 2. Bilingual reading in Spanish/English.

3. Diagnostic screening of students for classroom placement and for remedial aid.

4. Automated typewriter to teach reading.

5. Use of linguistic readers in beginning reading.

G. Use of recorded free expression of students to teach reading.

7: Magazines and newspapers in place of basal readers.

263 Department and Contact Curriculum Programs

Art 1. Use of studio workshop at Smithsonian.

James Jones; 2. Creative photo making (Western High). (retiring as director) 3. Plans to develop art library. Marie B. Williams, Assistant Director 4. Classroom demonstrations of art techniques by National Gallery Docents (Volunteers who are specialists in various phases of art).

5. African art and history (Backus Jr. High).

6. Developing new secondary course in commercial art and related graphics.

Physical Education, 1. Development of driver's ed. curriculum. Health and Safety 2, Elementary School Athletic League (E, S.A. C.) Frank Bolden, reactivated to provide intermural activities on Director an elementary level.

3. Curriculum units developed for 5th and 6th grades on "Harmful Effects of the Use of Drugs".

4. Currently developing various programs about dangers of drug addiction using ex-addicts from Bonabond, Inc. as speakers in the classroom.

5. Dr. C. Wendell Freeman, Chief, Venereal Disease Control, D. C. Health Dept., donated 35 sets of slides of actual cases of venereal disease.This program permits secondary students in "each senior and vocational and most junior high schools to increase their knowledge of dangerous diseases".

6. D. C. Tuberculosis and Respiratory Disease organization provides booklets on "Breathing" for grades K - 12.

7. 'Interagency Council on Smoking has kits available for 5th and 6th grade teachers.

264 Department and Contact Curriculum Programs

English 1, Project in Urban Language Developiient in which members from English department are Charlotte K. Brooks, working with Center for Applied Linguistics Supervising Director to teach standard English in place of Negro dialect.Evaluation of program will be conducted in 1970.

2. Curriculum developed to correlate humanities materials into regular high school study (5 schools by 1970).

3. NDEA has funded development of communication labs for English study.

4. Two writers were hired for approximately six months to revise English curriculums, Sample units will be tried in 1969 - 70.

5. Reading Incentive Program were carried on to use special materials,field trips and seminars as incentives to increase readingInterests of students.

6. In pilot project to develop trial units onteaching of composition, ten secondary schools partici- pated with ten schools as controls. Teachers had lay readers and student work was periodically evaluated.

7. Publications by department include Guide for the Teaching of Developmental Reading in Secondary Schools, list of approved "Works by and about Negroes", A Curriculum Guide for Communications with learning objectives and teaching activities grouped In teaching units.

Summer Schools, Urban Service Corps Programs Continuing Education, 1. Plan to continue program called "Congressmen and Urban Service in the Classroom" with Congressmen asvolunteer Corps speakers. New Chairman Is Mrs, William Stanton (wife of Congress man from Ohio). Marguerite C. Selden, Assistant Superintendent 265 Department and Contact Chrriculum Pro rams

Speech and Hearing 1. Speech Improvement Committee is interested in exploring the problem "Is nonstandard speech Dorothy L. Vain, a barrier to understanding or is it a case of Supervising Director listener prejudice?" Members think children should be "bi-dialectical".

Secondary Education Eastern High Freedom Annex is a program largely devised and implemented by students (the George R. Rhodes, Jr., Modern Strivers) at Eastern with the help of the Assistant Superintendent Freedom Corps and school administrators. The program has received nationwide publicity for Its experimentation in student participation and in black studies.

A black studies program is evolving from a series of experiments with various approaches to black studies.Swahili has been Introduced on the secondary level, as well as African and Afro- American history and various aspects of black culture.

An urban studies program is being developed using money from the Rockefeller Foundation. The program emphasizes student involvement in the problems of urban society with student employment in relevant government agencies and student presentation of problems to fellow classmates.

Innovation Team The Innovation Team is a group of teachers available to help classroom teachers in improving Mr. Irving Gordy, instructional techniques.The team has intro- Team Leader duced innovative materials and equipment and 13th 8 Upshur, N. W. supportive services for teachers, much of the emphasis being placed on individualized needs of students. The team aims at in-service training through visits to classrooms, demonstrations, and workshops. Sample workshops in the past have bcen NvorkshOps on: a. Madiso, Math b. Creative Dance in the Classroom c. Reading Skills In Content Areas 266 Department and Contact Curriculum Programs d. Senesh Individualizing of Materials in the Social Studies e. An Eclectic Approach to Read:ng f. Black Awareness g. Tri-Wall

2. The publication "Inching On Up" was written by three team members for use in the black studies curriculum in 1969 - 70.

3. The team has helped set up three college courses at D. C. Teachers College involved with individualization of learning and team teaching.(Indi- vidualizing Reading Instruction; Innovations in Individualizing; and Team Teaching in Elementary Schools.)

Model School Division 1. Primary mathematics curriculum guides were revised in cooperation with the Department of Lorraine Blvins Mathematics.' (Team Teaching) 2. Reading checklists for elementary schools were Judine Johnson revised and implemented. (Paraprofessional training) 3. Informal reading tests to evaluate mastery of skills were developed.

4. An Early Childhood Experience Committee was developed to formulate curriculum from preschool to grade three. Emphasis is on meeting individual needs of children in this age group.

5. During 1968, selected math students supervised by math teachers provided free assistance in preparation of tax returns for over 500 Cardozo area residents.

Elementary Education 1. The department had booths at the Arts and Science Fair staffed with teachers to publicize Dr. Dorothy L. Johnson, work in the D. C. schools aimed at individualiz-. Assistant Superintendent ing instruction.

Evelyn Bull, Director of 2. Hope to set up work centers throughout the city for Supervision and Instructio use of teachers who want to individualize instruction. 267 Department and Contact Curriculum Programs

Language Arts-- 1. Program in teaching English-as-a-Second-Language (at SimmonsLogan). Louis H. Kornhauscr, Director 2. A teacher at 13rightwood is evaluating Ran iom House Sights and Sounds which can be lu,ed to individualize in .truction.Includes reading materials and tapes.

3. A guide to theater games for children has been written by teachers and is titled "Pat a Who In Ycur Where".

4. The Department has set up a committee to study recommendations from Columbia University as related to behavioral goals for students.

5. Teachers and classes have worked with members of Arena Stage to introduce children to theater ideas.

6. Department hopes to continue use of IBM equipment at Amidon to teach oral expression.

7. Enrichment through Radio was a project to introduce 234 radios for use in the classroom. Judged successful.

8. A primary curriculum has been written by teachers for teachers. The title is Language Arts, Volume A (K - 1).This was completed in July, 1969.

Curriculum Develop- New curriculums are now being developed and revised ment and Research in the following areas:

LuVerne C. Walker, 1. flack curriculum C[rector 2. Community as a Classroom

3. Curriculum in the Theater

4. Secondary English Curriculum

5. Home Economics (7 - 12) Department and Contact Curriculum Programs

Curriculum Davelop- 6. Handbook for the Language Arts (Vol. A, K-1 ment and Research and Vol. :13, 2-3) (Continued) 7. Curriculum for the severely mentally retarded

8. Sok education (K-12)

9. You and the Law: Rights and Rc.sponsibilities (grades 4-5 and 7-9)

Future curriculum projects the department would like to encourage include new or revised curriculums in:

1. Drug Abuse

2. Special and Vocational Education

3. Safety Education

4. Art Curriculum

5. A career oriented curriculum in the elementary schools

6. New lists of resources for the study of the "Negro In American History" on both secondary and elementary levels

Math 1. Voluntary math clinics for students have been set up (secondary level). Emma Lewis, Supervising Director 2. Pilot projects on the secondary level included use of the computer in math (Roosevelt) and use of calculators (Dunbar High).

3. At Meyer School a project has been working to write a nongraded primary curriculum for math.

4. On the junior high level math laboratories have been set up in eight,schools to proVide for individualized differences,

5. Diagnostic tests have been developed for use :n gracks'2-8 to find the students'. "Mathematics Instructional Level". 26( Department and Contact Curriculum Programs

Foreign Language 1. In the summer of 19G9, Swahili vas taught in three secondary schools. 'Dr, Joseph Appelgate Dr. Judith LeBovit, at Harvard was involved in the project.The Supervising Director department hopes to expand the program in the future.

2. Curricululaare available for teaching French, Spanish, and Latin on the elementary level (FLES materials),Out of 30,000 elementary students in grades 3 -G about one-third of the students have been exposed to materials which emphasize oral approach and cultural background.

Vocational Education 1. Curriculula In the new skill training center at 5th and Rhode Island, N. E. ,include training Mr. Harold Clark, for students in home economics, graphics, Assistant Superintendent electrical occupations, and home furnishing occupations.

2. A new program is planned to train auto mechanics through the cooperation of Ford Motor Company and the school system.

Morgan School -- 1. Morgan School members are working on several innovations in curriculum including team teaching John Anthony, and black studies at the primary level.People Principal involved include John Cawthorne, Arleen Young, and Barbara Jackson.

Science 1. On the elementary level the science department Is experimenting with three curriculum plans. About sixty schools are involved with the various Reuben Pierce, plans, The three plans Include: Supervising Director a. AAAS (American Association for the Advancement of Science) program called Thelma Johnson, "Science: A Process Approach". Teacher b. Science Curriculum Improvement Study (Univerlsty of California at Berkeley). c. Elementary Science Study (ESS) in cooperation with the Model Schools Division.

270 Department and Contact Curriculum Programs

Music 1. Have curriculum guides available published in 1965 (K-2) and (3-6).

Hortense Taylor, Assistant Director

John Hall, Assistant Director

2.71 Department and Conthct Staff Development Programs

Division of Staff 1. Workshops for elementary and secondary princi- Development pals to develop managerial skills.

Larry Cuban, 2. Summer teacher aide trainee program combining Director coli2ge credits and practical experience.

3. Training Teachers of Teachers Project in two elementary schools to involve university professors and school supervisory personnel in urban classrooms.

4. Program with Washington Opportunities for Women (W. 0. W.) for part-time placement of women who wish to reenter teaching.

5. Urban Teacher Corps program to recruit and train creative young graduates Interested in teaching in urban schools.

6. Professional Development and Resources Center to continue professional development on an executive level,

Pupil Personnel 1. Sensitivity training for teachers. Services 2. Project MEN (Male Employment Network). Dr. Wilbur A. Millard, Assistant Superintendant 3. Career development at D. C. T. C.

4. Pilot project attendance aides (Washington Technical Institute).

5. Staff training with Washington School of Psy- chiatry.

6. Training cf paraprofessionals for attendance.

7. Practice for some secondary school students in tutoring elementary pupils In Title I area.

History I. Orientation for new. teachers in black history.

Joseph Penn, 2. Teachers attended Afro-American Institute for Supervising Director History and English teachers.

272 Department and Contact Staff Development Pro rrams

Special Education Have crisis - resource teachers on call.

Dr. Stanley Jackson, Have engineered classrooms for observation of Director teacher and of one aide working in specially designed classroom with individualized work centers for children.

Reading Center Working with community volunteers and aides to teach reading. Kay Lumley, Supervising Director Have reading specialists on call.

Art Workshops on Afro-American art for teachers given at Harvard. James Jones, (retiring as director) Use of paid volunteers in classrooms.

Marie B. Williams, Assistant Director

Physical Education, Health and Safety --

Frank Bolden, Director

English Lay Readers worked to correct papers for 38 teachers. The 1969 program involved 40 salaries Charlotte K. Brooks, of $300 (total $12,000) and over 20,000 papers Supervising Director were processed.

. Published Orientation Handbook for Teachers of English.

Summer Schools, Urban Service Corps Programs Continuing Education, 1. Have used parent volunteers to tutor in reading and Urban Serviee and to provide enrichment in crt, drama and Corps government. Are considering the idea of paying these volunteers. Marguerite C. Sciden, Assistant Superintendent 273 Department and Contact Staff Development Programs

Speech and Hearing

Dorothy L. Vaill, Supervising Director

Secondary Education (See specific subject area.) Geofge R. Rhodes, Jr., Assistant Superintendent

Innovation Team (See curriculum under Innovation Team.)

Mr. Irving Gordy, Team Leades. 13th & Upshur, N. W.

Model School Division 1. Workshops for staff, parents, and paraprofessionals were conducted in fourteen elementary schools to Lorraine Bivins acquaint them with meanings, techniques, (Team Teaching) materials, and evaluative processes in education.

Judine Johnson 2. Two represent-^tives from each of fourteen ele- (Paraprofessional mentary bchools met to discuss the organizational training) patterns necessary in non-graded schools.

3. Staff training has been carried on for teachers interested in team teaching.

Workshops have been held for teachers interested in independent study and Individualized learning in the classroom.

5. A program has been established by the Model School Division working with the Job Corps and the YWCA to train Job Corps men as potential teacher aides.

G. Model School Division has established a Committee on the Role of the Principal to outline the principal's role within the limits of existing school policies.

274 Departinent and Contact Staff Development Prografns

Elementary Education 1. Interested in training staff members to individualize instruction. Dr. Dorothy L. Johnson, Assistant Superintendent 2. Supervise teachers at all levels including student Evelyn Bull, Director of teachers. Supervision and Instructio

Language Arts 1. Teachers at Barnard and Adams are evaluating a program for training team teachers based on a Louis H. Kornhauser, teacher training outline called "New Ways in Com- Director position".

Curriculum Develop- ment and Research

LuVerne C. Walker, Director

Math

Emma Lewis, Supervising Director

Foreign Language

Dr. Judith LeBovit, Supervising Director Vocational Education

Mr. Harold Clark, Assistant Superindent

Morgan School

John Anthony, Principal

Science' 1. Three new curriculum programs on the elementary level are being coordinated with Ruben Pierce, staff development programs. Supervising Director 2. The Science department has staff trainers with Thelma Johnson, background training in the new curriculum Teacher programs.

275 Department and Contact Staff Development Programs Music -

Hortense Taylor, Assistant Director

John Hall, Assistant Director

27G APPENDIX J.

D. C. METROPOLI1AN AREA RESOURCES

277 Metropolitan Area Resources

Curriculum Resource Contact Description Area Art Galleries

Barnett Aden Gallery 667 -91.G1 American works Art 127 Randolph Pl. ,N. W. including works of Social Studies Negro 'artists

Corcoran Gallery ME8-3211 Has a children's Art 17.h and N. Y. ,N. W. gallery; old and Social Studies contemporary works.

Dumbarton Oaks_ . AE2-3101 Byzantine and Early Social Studies 1713 32nd St. ,N. W. Christian Art Art Pre-Columbian Art

Freer Gallery of Art NA8-1810 American and Art 12th and Independence, S. W. Oriental Art Social Studies

Museum of African Art LI7869,1 Describes African Social Studies F. Douglass House cultures and art Art 316 A St., N. E. 2nd grade and up

National Art and Portrait 628-1810 Social Studies Gt lleries Art F and 7th, N. W.

National Gallery of Art RE7-4215 Social Studies 60, and Constitution, N. W. Art

Phillips Collection DU7-2151 European and Art 1600 21st St. ,N. W. American. Good introduction to Impressionists and Post Impressionists

Textile Museum NO7-0442 Rugs and Textiles Social Studies K.20 S St, , N. W. from around world Art 2000 B.C. to Technology contemporary

Washington Gallery of 667-5221 Contemporary Art Modern Art Admission fee 1503 21st St. , N. W. Cui rieuluin Resource Contact Description Area

Amusements

Enchanted Forest 301- Fairytale settings Reading Rte. 40 - 15 miles H05-0707 and storybook from Baltimore ( . characters

Fantasy Land 717- Rides and life size Reading Gettysburg, Pa. 334-1415 storybook settings

Storybook Land 703- Storybook figures Reading Woodbridge, Va. 494 -6031 and their habitats

Virginia City 5914410 Old West Town Social Studs Fairfax, la-. replicated

Wilson Line Cruises EX3-8300 Cruises to Mt. Vernon Pier 4, Maine Ave.S. W. and Marshall Hall

279 Curriculum Resource Contact Description Are,

Businesses

Alexandria Dairy 321-9500 Dairy Social Studies 5325Port Royal Read Tour Springfield, Va.

Better Boxes, Inc. LI3-4000 Designs, prints, Technology 230 141h St.,S. E. cuts boxes Tour

Coca-Cola 439-:7100 Bottlere Technology 1710 Elton Road Tont' Silver Spring, Md.

General Baking Co. NO776177 Bakery - Bond Bread Social Studies 2146 Georgia Ave. , N. W. Tour

New York Bagel Masters 946-9500 Walk through bakery Social Studies 2421Reedie Drive area. Tour Wheaton, Mil.

Ottenberg's 529-5600 Bakery Social Studies 655 Taylor St. , N. E. Tour

Pepsi-Cola 773-2100 Bottlers Technology Cheverly, Md. Tour

Rock Creek Ginger Ale Co. LI3-2400 Bottlers Technology 500 Penn Street Tour

Sealtest Dairy 965-2211 Dairy Social Studies 2Gth and Penn. Ave. , N. W. Tour

Thompson's Honor Dairy DE2-1400 Dairy Social Studies 2012 11 St. , N. W. Tour

Wonder Bakery NO7-1770 Bakery Social Studies 2301 Georgia Ave. , N. W. Tour

280 Curriculum Resource Contact Description Area Community Services

B &0 Railroad ST3-8111 Ride from Union Station to Silver Spring

Dalecarlia Filter Plant 1102-8000 Set, how Potomac River Ecology 5900 McArthur 131,(1. , N. W. x205 is converted to drink- Technology ing water. 7th grade and up

D. C. Transit System, Inc. 333-5200 3600 M Street, N. W.

Dulles International Airport 471-7838 Jets arriving and leav-Technology Herndon, Va. ing for destinations Art around world. Termi- nal by Fero Saarinen

Evening Star L13 -5000 Newspaper Technology Virginia and 2nd Ayes. , S. E. Tour Social Studies Communication

Library, Public 396-71C8 Benning and Minne- N. E. Branches sota, N. E. 399-1885 701.2Ath St. , N. E.

Philatelic Exhibit Room S13-3100 Exhibits of U. S. and Technology Post Office Department x7607 foreign stamps and Art Rm. 1315 stamp production 12th and Penn. , N. W.

Potomac Electric Power Co. 628-8800 929 E Street, N. W.

Telephone Co. (C&P) 392 -8325 Tours and programs Technology for schools

Washington City Post Office ST3-3100 Machinery and displayTechnology Mass. and N. Capitol, N. E. of U. S. stamps. 12 yrs. and up

Washington Daily News D1 -7777 Newspaper Technology 101.3 13th St.N. W. Tour Social Studies Communication

281 Cuniculum Resource Contact Description Area

Community Services cont.

Washington Gas Light Ca. 783-5225 1100 II Street, N. W.

Washington National Airport RE7-6131 Tours and a look Technology x214 into a plane 7 yrs. and up

Washington Post 223-60G0 Newspaper Technology 1515 L Street, N. W. Tour Social Studies 12 yrs. and up Coinmunieation

Washington Suburban Sanitary AP7-7700 Filtration Plant Ecology - _ Commission Tour Technology 4017 Hamilton Street Hyattsville, Md.

282 Embassies

One htuidred and sixteen embassies are listed in Washin,Tton '68.* When a particular country is being studied the appropriate embassy may bc;.contacted to obtain speakers, information, cr other assistance in augmenting the instructional program.

* Grayson, Carl T., editor. Washington '68.Washington, IL C.: Potomac Books, Inc., 1968.

283 Curriculum Resource Contact Area

Federal Government

Bureau of Engraving and EX3-6400 Money printed and Technology Printing 'destroyed 14th and C Sts., S. W.

Capitol CA4-3121 Tours and subway to Social Studies offices Art

Congress CA4-3121 View nation's law- Social Studies makers in action

Federal Bureau of Investiga- EX3-7100 Crime and crime Social Studies tion (FBI) - detection exhibits Science 10th and Penn. , N. W.

Food and Drug Administration963-1110 Food and drug testing Health methods demonstrated Science

Library of Congress ST3-0400 Biggest library in .Social Studies 1st and E. Capitol, S. E. world. Art 12 yrs. and up

National Aeronautics and 962-7306 Speakers and slides Science Space Administration (NASA)

NASA - Goddard Space Flight Two hour tour, track- Science Center ing center and exhibitsTechnology Greenbelt, Md.

NASA - Spacemobile 982-5572 Traveling exhibit to Science schools

National Archives 963-6232 Documents that have Social Studies th and Constitution, N. W. made U. S. history 8 yrs. and up

Peace Corps 382-2858 Speakers come to Social Studies. 806 Connecticut Ave., N. W. schools.Must call well in advance.

Supreme Court EX3-1640 In Session - 2 weeks Social Studies Facing Capitol on per month Oct. to May E. Capital, N. E. 12 yrs. and up

284 Curriculum Resource Contact Description Area Federal Government, cont.

Treasury Department EX3 6400 Exhibits to show how 15th and Penn. , N. W. counterfeit money and illegal narcotics are traced.

Voice of America 963-3363 Master control and Communications 330 Independence Ave. ,S. W. exhibits on USIA Social Studies

White House 456-1414 Home of President Social Studies 1600 Penn. Ave. , N. W.

285 Curriculum Resource Contact Description Area

Forts, Battles, Bases, Ships .

Antietam Civil War - Defeat Social Studies Sharpsburg, Md. of Lee.

Bolling Air Force Base

Fort McHenry 301- Park and Fort site Social Studies Baltimore, Md, LE9-2248 of writing of Star Spangled Banner. 8 yrs. and up

Fort McNair Oldest Army base in Social Studies 4th and P Streets, S. W. U. S.Original Walter Reed Hospital

Fort Stevens Park Lincoln watched Con- Social Studies Piney Branch Road and federate troops descend Quackenbos St., N. W. on the Capitol.

Fort Ward Park 519-1509 To defend Washington Social Studies 4301 West Braddock Rd. from Confererate troops. Alexandria, Va. Museum

Fort Washington Park 381-7401 Example of early 19th Social Studies Opposite Mt. Vernon on century coastal defense Md. side of Potomac works. Small museum.

Gettysburg Site of a classic mill- Social Studies 80 miles, Rte. 15 tary engagement, Civil War. Guides.Buses. Museum.

Harper's Ferry John Brown, abolition-Social Studies 60 mites 1st seized Armory on eve of Civil War. Shenandoah Valley.

U. S. Naval Historical See museums. Display Center

TruxtonDecatur Naval ST3-2573 Ship models, pictures, Museum guns, flags. Home of 1610 II Street, N. W. naval hero, Stephen Decatur. 9 yrs. and up

286 Curriculum Resource Contact Description Area FortsBaffles, Bases, Ships, cont.

USF Constellation 301- First ship com- Social Studies Pier 4 539-1797 missioned in the Baltimore, Md. U. S. Navy.

USS Drum Submarine 0X872559 . Submarine - WWII. Social Studies 8th and M Sts., S. E.

USS Loeser OX8-3810 Destroyer escort. Social Studies 8th and M Sts. ,S. E.

28'7 Curriculum Resource Contact Description Area

International Organizations

African American Institute 232-8525 Social Studies 1346 Conn. Ave. , N. W. Room 500

American Friends of the 234-7500 Social Studies Middle East 1605 New Hamp. Ave. , N. W.

European Community 296-5131 Information office for Social Studies 808 Farragut Bldg. European Economic Community - Coal and Steel community, Eur. Atomic Energy Commu- nity.

Pan American Union 393-8450 Tropical garden, arts Social Studies 1 7th and Const. , N. W. and crafts from Latin America. Meeting rooms for OAS.

United Nations Information 296-5370 Social Studies Centre 1028 Connecticut Ave. ,N. W.

288 Curriculum Resource Contact Description Area

Memorials

Arlington National Cemetery Social Studies

Clara Barton House OL4-0022 Storehouse for Red 5801 Oxford Road Cross supplies con- Glen Echo, Md. verted to Clara Barton's home.

Custis-Lee Mansion 525-2700 Memorial to Robert Arlington Cemetery x66146 E. Lee.Furnishings of the period.

Iwo Jima Marine Corps Social Studies Memorial Arlington, Va.

Jefferson Memorial Social Studies

Lincoln Memorial Social Studies

Mount Vernon Washington's home. Social Studies Admission. May go by Wilson Line Steamer - March-Oct.

Old Stone House Oldest house in Technology 3051 M Street, N. W. Georgetown.Colonial.Social Studies

Sully Plantation 703- 1794 plantation was Social Studies Chantilly, Va. 437 -1794 home of Richard B. Lee.

Washington Monument Social Studies

Washington's Grist Mill 780-3383 Mill built in 1735 Technology Rte. 235 - Past Mt. Vernon used to grind flour for Social Studies Martha Washington's kitchen.

289 Curriculum Resource Contact Description Area

Mu: culls

Anacostia Neighborhood 582-1300 Exhibits on Negro roleArt Mtmeum in U. S., Science, Social Studies 2405 Nichols Ave. ,S. E. Technology, Survey of civil rights organizations.

B&O Transportation Museurh 301 - Collection of raiiroad Technology Baltimore, Md. 237-2387 cars dating back to Social Studies 1829.

D. A. R. Headquarters NA8-4980 Period rooms, dolls, Social Studies 17th and D Streets, N. W. toys, momentos of Art life in America. age 10 and up, girls.

Folger Shakespeare Library LI6-4800 Plays, relics, Globe Reading 2nd and E. Capital, S. E. Theatre model, Social Studies Elizabethan playhouse.Art

Into rior Department Museum 343-3171 Indian exhibits, Natl. Social Studies C and 19th Sts., N. W. Park scenes, paintings,Ecology tours, and film show- ings.8 yrs,

Medical Museum OXG -4315 Collection o" diagramsHealth 9th and Independence, S. W. and human specimens Science of injury and disease.

Museum of the Society,of 332-9100 Relics from AmericanSocial Studies the Cincinnati Anderson House Revolution.' EuropeanArt 21:18 Mass. Ave. , N. W. and Oriental Art.

National Geographical Society 296-7500 Models and exhibits ofSocial Studies 1711 end M Streets, N. W. explorations and peoples in far places.

National Rifle Association 783 -6505 Collection of firearmsTechnology 16 )0 R. 1. Ave., N. W. ancient and modern. Social Studies

Smithsonian Institution Nat Dickson Arts and Industry Social Studies 7th and 13th and Indep., S. W.628-1810 Air and Space Technology Natural History Art History and TechnologyScience

290 Curriculum Resource Contact Description Area

Museums, cont.

Trolley Museum JU9-1480 Car barn and 2 mile Technology Wheaton, Md. ride. U. S. Naval Historical OX8-2651 History of the Navy, Social Studies Display Center exhibits, Sub room. Navy Yard 8th and M Streets, S. W.

Wax Museum NA8 -2996 74 moments in Social Studies 5th and K Streets, N. W. American history

I I I

I 291 Curriculum Resource Contact Description Area National 0-vnizations

American Association for 2239400 Health, Physical Education, and Recreation 1201 16th Street, N. W.

American Fisheries Society 347-9717 1040 Washington Bldg.

American Forestry Assoc. 638-1820 919 17th Street, N. W.

American Gas Association 337-6630 1725 Eye Street, N. \V.

American Iron and Steel 223-9710 Institute 1000 16th Street, N. W.

American Medical Assoc. 783-8155 1 Farragut Square South

Association for the Study of 462-0313 An information center. Negro Life and History 1538 9th Street, N. W.

Chamber of Commerce of U. S. 628-2380 1615 H Street, N. 'N.

Columbia Historical Society 234-5068 Collects, preserves Social Studies 1307 New Hampshire Ave. , and disseminates N. W. knowledge on Wash- ington, D. C.

Cotton Council of America 338-13C, 1200 18th Street, N. W.

Daughters of the American 628-4980 Speakers and a Ws- Revolution play of colonial 1776 D Streets, N. W. American items.

Forest Products Association 332-1050 1619 Mass. Ave., N. W.

292 Curriculum Resource Contact Description Area

National Organizations, cont.

Fresh Fruit and Vegetable 638-6606 Association 777 14th Street, N. W.

Future Farmers of America 963-7646 U. S. Office of Education

Humane Society of the U. S. 338-6216 1145 19th Street, N. W.

League of Women Voters 296-1770 1200 17th Street, N. W.

National Association of Wool 296-3577 Manufacturers 1200 17th Street, N. W.

National Confederation of 296-8325 American Ethnic Groups 1629 K Street, N. W.

National Congress of American 223-41.55 No programs for Indians elementary age 1346 Conn. Ave. , N. W. children.

National Recreation and 223-3030 Parks Association 1700 Penn. Ave., N. W.

National Wildlife Federation 232-8004 1412 16th Street, N. W.

Natural Rubber Bureau, Inc. 783-8282 An information 1108 16th Street, N. W. center.

Nature Conservancy 223-4710 1522 K Street, N. W.

Peanut Butter 111anufacturers 296-5339 1225 19th Street, N. W.

Red Cross. 737-8300 Occasional open 17th and D Sts., N. W. house for children. Will consult with public schools for special projects, 293 Curriculum Resource Contact Description Area

National Organizations, cont.

Textile Manufacturers 338-6440 Institute, Inc. 1120Conn. Ave. , N. W.

Wildlife Society 363-2435 3900 Wisconsin Ave. , N. W.

294 Curriculum Resource Contact Description Area

Nature

Anacostia Park Children's 381-7396 Farm and farm Social S, adios Farm animals Science S. Capital St. and Indian Head Highway

Aquarium American marine Science Dept. of Commerce life.48 tanks. Ecology Basement

Aquarium Living aquatic HainF, Point - East ecologies Potomac Park

Beltsville Agricultural GR4-4800 Thanksgiving turkeys Social Studies Research Center x613 and improved farm Science Beltsville, Md. products.

Botanic Garden CA4-3121 World famous million Science 1st and Canal St. ,S. W. dollar greenhouse. Ecology 5th grade and up

Brookside Nature Center WH6-9071 Nature center, trails, Science Wheaton Regional Park and guided tours by Ecology naturalist.

Gulf Branch Nature Center 525-7671 Nature hikes guided Science Military Rd. and N. 36th St. by naturalist Ecology Arlington, Va.

Kenilworth Aquatic Gardens 381-7401 100,000 flowering Science Kenilworth Ave. , N. F. water plants Ecology

Md. and Va. Milk Producers 524-2300 1 1/4 hour trip Social Studies Association through dairies. Science 1530 Wilson Blvd. 2nd grade and up. Arlington, Va.

National Arboretum 399-5400 Woody plants and treesEcology 28th and M Sts. , N. E. native to Washington Science area.

National Zoological Park CO5-0743 175 acre zoo - commor: Science Rock Creek Park and rare animals Focial Studies Ecology

295 Curriculum Resource Contact Description Area

Nature, cont.

Old MacDonald's Farm JU9-1480 Baby farm animals Science Wheaton Regional Park and playground equip-.Ecc logy ment.

Roaches Run Water Fowl Ducks and water fowl Science Sanctuary common to North Ecology Mt. Vernon Memorial Hwy. Am et ica.Younger children.

Rock Creek Nature Center DU1-7367 Exhibits, planetarium,Scic ace Military Rd, and Oregon Ave, programs, nature trails. N. W. 1st grade and up.

Shenandoah Valley Cave In Blue Ridge Mts. , Social Studies (several sites) limestone caves, Science underground passages.Ecology Admission.

Three Springs Fisheries 301- Commercial grower ofEcology Lilypons, Md. 874 -3333 fish and water lilies. Science April to August.

University of Md. Farm 4E4-0100 See and touch the Science animals on an experi- Ecology mental farm. Sex education Ages 5-12

296 Curriculum Resource Contact Description Area Theatre, Music, and Dance

Adventure Theatre JU9-0810 Arts Chevy Chase, Md.

Arena Stage u38-6700 Arts 6th and M Sts., S. W.

Children's Theatre of AD4-2050 Usually at Roosevelt A rts Washington High School

The Folklore Society of Information on Arts Greater Washington American folklore. P. 0. Box 19203 20th Street Station

Garrick Players 965-0393 Come to schools. Arts

Mimes of Masqdes Theatre 532-5915 A rts for Youth 1836 24th St. ,

Montgomery County Light 762 -7400 Perform in high Arts Opera Company schools

Music for Children 589-3211 Professional musicians Arts Maryland give concerts for young children in suburban Md.

National Symphony NA8-7332 Tiny Tots Concerts Arts Box Office Youth Concerts Campbell Music Co. Music for Yo mg 1108 G St. , N. W. America Concerts

Shady Grove Music Fair 948-3400 Arts Rockville, University Players Productions 529-6000 Will accept off-campusArts Catholic University x351 bookings.

Washington Performing Arts 393-4433 Give free programs for Arts Society public schools

Washington School of Ballet NA8-7332. Famous Christmas ;rts performances. Gives a series with National Symphony.

297 Curriculum Area Resource Contact Description Theatre, Music, and Dance, cont.

Washington Theatre Club DE2-4583 Children's theatre on Arts holidays. Training programs for children.

298 APPENDIX K 1970 YEARS 1968,1969, AND FOR FISCAL SCHOOLS PER PUPILEXPENDITURESCOLUMBIAPUBLIC IN DISTRICTOF

299 1969, AND 1970 EXPENDITURES FORFISCAL YEARS 1968, PER PUPIL SCHOOLS IN DISTRICT OFCOLUMBIA PUBLIC Legislation, February,1969 Prepared by the Departmentof Budget and

expenditures, notallotments, and there- The following figuresare based on for a fiscal yearhave been calculated. fore are not finaluntil the expenditures figures for FY 613 aretherefore the most Because they arebased on expenditures, be based on allotmentand the actual figures may accurate.Figures for FY 69 are figures are based onthe Congressional somewhat less thanindicated. The FY 70 In planning forFort Lincoln, it will request and will infact be substantiallylower. $900. probably be well toconsider the perpupil expenditure at per pupilexpenditure: administra- These costs areconsidered in arriving at a and transportation, plantoperation, maintenance, tion, instruction,health service, the basis that theybear a direct relation fixed charges. Thesecosts are included on body Excluded costs are thosefor food service, student to the education program. outlay, and debt service. activities, communityservices, capital

300 1970 Mil PUPIL;

1.11qrtY NqSet:

1969 Costs used for calculation $111,095,c65 Plus: 1970 Requasted Increases $30,912,000

Minus: D.C. Teachers' College Increas^s -552,000 Transportation of Handicapped Increase -- Von-recurring items -65h,000 Total, plus amount 29,706,000

Expenses to be used in figuring costs V10,804065._

W9,801J.P.,?5 k 151,225(A.D.MT 'y931 Per Pupil Expenditure = Regular

Federal Funds:

Total Amov ;tt (Assume sane level as 1969) $19,21;0,1168 Minus: (Assulr.e same level as 4969) - 7,700,706

Total, expenses to be used 11,539,762

-$115.32 020 $76 Per Pupil - Federal 151,225TA:b.M.) '

Regular Budget Per Pupil Expenditure $931.

Federal Funds Per Pupil Expenditure 76 .

Total, Per Pupil Expenditure 11)007

"LI

Preprucd by Derrtmentor1;k1042. A. Ik.gislation Febrr*ry, 1;69

301, 19S9 1".1,2Ib EX1I!DfTili11:;S (ES'.01,:ATL:D)

D. C. LIpropiatien 4":6,000 Plus:;-7-.!. lay t,ai c *13,375,0;)0 CS ray 1:00 Crn 413,775,000

Minus: D. C. Teachers College 2,282,921 Wtnspofiation or handicapped 113,313 Ic.:3 Services costs 1 759,701 ninus items 2.10.551).95 Expenses to be used in figuring cosh $17..1,0i5,0S5

117_,C; .,C'_5 - $752 Per Pupil Expenditures (Regular Budget)

1413'105 (A.D.0 - -

Federal l'.:n:s: Total klount , $ 2'0,540,463_ Minus: ::;ar.pozer Development and Training Act $765,000 'Civil Defense Adult Education- 47,925 ljvat Basic Education Program 196,191 Ecad Start 920,940 Special Milk Program 930,970 Aeult Education Demonstration Center 800,000 Eational Defense Education Loan 7,641 Student Loan Fund .18450

Eational School Lunch reogl-am 249,651 . Children Vutrition Act .51,378.

Lunch Program 39,287 . rte-School 699,853 1.:ebster Girls' School 183,000 Pork-Study, D. C. Teachers' 23,294 Follow Through 182,680 11,)rk Scholarship, N.Y C 3,673,495 Pre-Kindergarten 910):92:2 lotal, minus items - ....7,yoojoS Expen:os to be used in figuring costs A )2, C .:\ 7.._.2 ' --,.:_ ,---_

1) 5- Y(') = 4, 1Per Pupil Expendit,,Lre Federal Fupds 147,107 (A.D.M.)

Regula i;ndzet rer Pupil Expenditure $152 Federal Fonds Per Pupil Expeiiture Total, Per Pupil Expenditte-c

Prep trod by Depart!:::.nt. of Ruket r.n1 Legirin.tioa Fcbteu:16-, )fA9 . 302 .3968PEN EXP7N1)111f;ES

kef_ulc:r Put -1 158 Expenditures (Ext. from Finance Office 99: Minus :D. C. Teachers College 2,287,074 Transportation of handicapped 133,333 Food Services Costs 3310(1 6,6 TOTAL, minus items Expenses to be used in figul.ing co:As $. 96, $96012b9177' $673 Per Pupil. Expenditure in Regular Budgct 142,800 (A.D.M.)

Federal Funds- -

Total. Amount $ 20, Minus: Manpowe.r .Development and Training Act $ 765,000 Civil Defense Adult Education :.135,6871 Adult Basic Education Program 196,191 Head Start 920,9!10 Special Milk Program 930,970 'National Defesc Education Loan 204,647 Student Loan rund 18,450 National School. Lunch Program 249,651 Children Nutrition Act 51,378 LunchProzywn 39)287. Pre-School 383,887 Webster Girls' School 118,556 Work-Study, D. C. Teachers' , 23,294 Work Scholarship, N.Y C 1 1673J____!- h06 TOTAL, minus items

Expenses to be used in figuring costs '14,

$11146(..i,M2 001 Per Pupil Expenditure, Federal Funds 31i2,850

ReejaccrPer Pupil Expenditure $ 673 Federal. Per Pupil Expi..,.nditure ---101 TOTAL, Per Pupil Expenditure * 771E

Prepared by IY;partnent of litRicet nd L,:tis):4.:7on Pobrtrtry,) 969

303