ED 027 606 EA 002 036 East San Jose Educational Park Study

DOCUMENT RESUME ED 027 606 EA 002 036 East San Jose Educational Park Study. Report of the Blue Ribbon Advisory Committee. San Jose East Side Union High School District Calif. Spons Agency-Office of Education (DHEW), Washington, D.C. Bureau of Elementary and Secondary Education. Report No- DPSC-67-3130; ESEA-Title-3 Pub Date May 68 Grant OEG -4 7-673 i 30- i 585 Note- I23p. EDRS Price MF-$0.50 HC-$6.30 Descriptors-CommunityAgencies(Public),*CurriculumPlanning,*EducationalParks,*EqualEducation, Feasibility Studies, *Interagency Cooperation, *Minority Groups, School Commmity Relationship, Secondary Education, Site Selection Identifiers-California, East San Jose, ESEA Title 3 This report summarizing the findings of a Title III/ESEA study by a committee of 33 community leaders endorses the educational park concept as a way to provide quality education to a growing minority group student body. Special attention in the report is given to particular aspects of the proposed educational park, including its feasibility, cirriculum policy, possibility of interagency support, and site and facility determination. Seventeen appendixes include a review of proposed course offerings, anoutlineofinstructionalandadministrativeorganization,costestimates, recommendations from ethnic and other minority groups, and architect's sketches. A related document is EA 002 037. (UK) REPORT OF THE

3 BLUE RIBBON ADVISORYCOMMITTEE

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION

POSITION OR POLICY.

EASTSAN JOSE

EDUCATIONAL PARK STUDY

TO THE

BOARD OF TRUSTEES

z;EAST SIDE UNION HIGH SCHOOL DISTRICT

SAN JOSE, CALIFORNIA 0 ttl MAY 1968 TABLE OF CONTENTS

LETTSR OF TRANSMITTAL

FUNCTIONS AND MEMBERSHIP, BLUE RIBBONADVISORY COMMITTEE

REPORT OF THE BLUE RIBBON ADVISORYOOMMITTEE 1 - 7 Introduction 1 Is the Educational Park Feasible? 3 What Should the Curriculum Policy Be? ****** . 4 Is Inter-Ageacy Support to Be Elcpected? . 5 Where Should the Facility Be Located° 6 Conclusion ***** OOOOOO OOOOOOOOO

APPENDICES

Abstract of proposal, "Developing aPreventive Strategy for Meeting Tomorrow's Educational,Vocational, Ethnic and Societal Demands," submitted underprovisions of Public Law 89-10, Title III, September 1,1966.

B. Action Framework, Functions and Membershipof Action Committees

C. Staff Paper, "Educational Quality and theLarge High School"

D. Consultant's Estimates of Constniction Costs

E. Bonding Capacity oZ East Side UniaaHigh School District

F. Statememts from County Counsel

G. NAACP Recommendations

H. Mexicm-American Recommendations

I. Report of Inter-Group Relations Committee

J. Curriculum Committee Policy Statement andCurriculum Sub-Committee Recommendations

K. Report of Inter-Agency Cooperation and Community Relations Committee

L. Excerpt from November 14, 1967, Minutes ofSanta Clara County Board of Supervisors TABLE OF CONTENTS (continued)

M. Excerpt from November 27, 1967, Minutes of San Jose City Council

N. Report of Park Specifications and Site Needs Committee

0. Site Evaluations of Augmented Site Committee

P. Staff Paper, "The Site Question"

Q. Architect's Sketches EAST SAN JOSE EDUCATIONAL PARK STUDY BLUE RIBBON ADVISORY COMMIT=

Letter of Transmittal

April 26, 1968

Board of Trustees East Side "Union High School District 12660 North Capitol Avenue San jose, California 95133

Gentlemen:

I am pleased to transmit herewith the report of the Blue Ribbon Advisory Committee, appointed by you on. February 1, 1967, to provide overall direction and support for the East San jose Educational Park Study.

The Committee has held thirteen meetings over a period of fifteen months. Its members have invested nearly 700 man-hours, during which they have listened to consultants on the educational park concept, reviewed the work of the major action committees, and actively discussed among themselves vhe implications of the ccencept for the East San jose community.

For your convenience we have purposely confined our findings and recommendations to a brief seven pages.Supporting documents are included in the appendices. The complete minutes of some 110 meetings of all committees involved in the study are available in the office of the East San Jose Edu- cational Ptrk: Study.

We are deeply aware of the far-ranging implications of the educational park concept en&rsed byour report.We firmly believe that your affirmative response to our findings will result in significant improvement, not only in the education of our youth, but in the total quality of life inour community. The members and myself stand ready to meet withyou at any time to discuss any part of the report or answerany questions.

Sincerely your

William A. Jenkins, Chairman FUNCTIONS OF BLUE RIBBON ADVIMRY COMMITTEE

1. Provide overall direction and support for theEducational Park Study.

2. Make recommendations to Board of Trustees, throughthe Superintendent, on the following:

a. Desirability of educational park concept as aviable approach to educational and community problems onthe Eastside

b.Practicality of inter-agency cooperation in siteacquisition, facilities development and administration of aschool-community complex; including specific agencies to be involvedand degree of involvement in educational; cultural,recreational and services components

0. Curriculum for educational component

d. Specifications for educational component

e. Size and location of site and specificationsfor park complex

EWERS

Chairman: Mr. Howard W. Campen, CountyEkecutive Mt. William A. Jenkins, Asst. V. P. County of Santa Clara Wells Fargo Bank Dr. Robert Clark, Reesident Vice-Chairman: San Jose State College Mr. Edward Alvarez, Attorney at Law Ruffo, Ferrari, and McNeil Mr. Robert Coyle Bob Coyle Chevrolet Company .1221.11.EV Mrs. Arthur L. Johnson, President The Honorable Earle P. Crandall San Jose Branch, National Association Assemblyman, 251b District for the Advancement of Colored People Mrs. A. R. Currlin Members: Alexian Brothers Hospital League The Honorable Alfred E. Alquist, Senator, 13s District Mr. Walter Curry, Member Planning Commission, City ofSan Jose Mt. C. G. Barbaccia, Businessman Mr. Sam DellaMaggiore, Chairman Board of Svperrisors, County of Mr. Gilbert Brooks, Member-Board of Santa Clara Trustees, Milpitas Elementary District Dr. George M. Downing, Superintendent Mr. Frank E. Btunb, of Schools, San Jose Unified School Investment Broker District

ii Members of Blue Ribbon Committee

Mr. Edward F. Fel ley, Secretary Mr. Charles J. Prelsnik, Sheriff Cannery Workers° Union Local679 County of Santa Clara Mr. A. P. Hamann, City Manager Mr. Charles Quinn, Member City of San Jose Board of Supervisors emmty of Santa Clara The Reverend Robert S. Hampel, Presbyterian Minister Mr. Louis S. Solari, Councilman City of San Jose Mr. Ronald R. James, Mayor City of San Jose The Reverend Anthony Soto, O.F.M. Our Lady of Guadalupe Church Mrs. Kenneth Krause, President San Jose Rural Council PTA Mr. Samuel Takaichi Businessman, Printing Mr. L. M. Lopez, Director Mexican-American Community Services Mr. Rdward A. Teresi, Member Agency County Planning Commission County of Santa Clara Mr. Jose Martinez, ExecutiveDirector East Valley Opportunity Council Gordon J. Vosti, M.D. San Jose Medical Clinic Mr. M. B. Petrick, President Greater East San Jose Homeowner's The Reverend C. W. Washington,Member Council Santa Clara County Board of Education Mr. Albert Pinon, National President Mr. George Villalobos, Chairman Community .Service Organization Education Committee, Dept. of California - AmericanG.I. Forum

iii EAST SAN JOSE EIXICATIONALPARK STUDY

REPORT OF THE BLUE RIBBONADVISORY COMMITTEE

April 26, 1968

introduction

district comprising The Fast Side Union HighSchool District is a large side of San Jose and an area of180 square miles. It serves the entire east highest economic environs, a population compositionranging from the very strata to the lowest povertylevel. In the fall of1967 it enrolled 11,229 proportions at that students in seven high schools. Its stwient racial-ethnic 3C%, Negro, 4.3%; time were as follows: Caucasian, 63%; Nexican-American, Oriental, 4%, American Indian,0.2%; other, 0.7%. that with Muth open space remains in thedistrict and it is a certainty advancing population the number of studentsenrolled will continue toincrease. will Projections by professional demographersindicate that the enrollment household in the central triple by 1985.Additionally, "student density" per yearsfrom one portion of the district increasedalmost 50 per cent in six four households high school age student per sixhouseholds in 1960 to one per minority group in 1966. It is likely that existing pocketsof poverty and/Or concentrations will inevitably result in someschools made up exclusivelyof students from such poverty and/or minority groupconcentrations and other This is schools made up exclusively of students frombigh income neighborhoods. the tragic situation many cities in theVhited States facetoday--ethnic or racial school segregation which almostinevitably results ininadequate edu- 1 Disorders cation. The Report of the National AdvisoryCommission on Civil clearly states the urgent need for solvingthe problems of minority groups. National Action," Its section on Education in the chapter,"Recommendations for It is not cites the roles school districts can playin providing remedies. surprising to find the educational solutionsadvised by the Commission, including educational parks, to be similarin many aspects tothose contained 2 in this report.

.0011..11111111

2E ualityclEducational Opportunity, U. S.Department of Health, Edu- cation, and Welfare, 1966.

2bangliofthNational Advisory Cammississos CivilReorders Bantam Books,196e High School District It is with this backyroundthat the Ehst Side Union of a solution to this applied for and received aFederal grant for the planning A) was to study the concept dilemma. The planning grant(abstracted in Appendix (Full copies of the proposal of an educational park as apossible solution. The comitteA structure are available atthe Educational ParkStudy office.) Framework" (Appendix and fuactions for this study areoutliaed in the "Action B). large secondary edu- The educational park understudy would include a high schools in one. cational cowlex, perhaps theequivalent of three present all so clearly wish Its basic objective would bequality education, which we innovative to improvecommunication for our children. Its curriculum would be educational and cultural among ethnic and racial groupswhile compensating for recreational, disadvantage. The Park would also includeeducational, cultural, and social services facilitiesfor the community. It would hopefully become for the entireEhstside. a focal point for educationaland cultuxal activities state Some 160 interested citizens, agencyrepresentatives, local and months governmaat officials, educatorsand students have forthe past fifteen sub- bean addressing themselves to thisproject. Innumerable committee and committee man-hours have been spent inthe areas of attemptingto define and answered clarify the problem and its possiblesolutions. The questions to be

were: (1) is the educational park feasible?(2) what curriculum strategies and piloted programs would best imsuresuccess?(3) what would the concept it best to located? and shape of the educational facilitybe and where would (4) would firm inter-agency agreement3 beforthcamingl Cooperation Through the wofk of the CurriculumCommittee, the Inter-Agency Committee, the and Community Relations Committee, theInter-Group Relations Park Specifications and Site NeedsCommittee aad by means ofits own deliberations, the Blue Ribbon AdvisoryCommittee concludes that: 1. The edueational park is feasible. objectives. 2. Curriculum innovations can beinoluded to meet the possible site of thefacility can be 31. A structural size, shape and arrived at.

4. Firm agency support and participation canbe expected. - 3 -

Is the Educational Park Feesible?

The question of feasibility must beviewed from several aspects. First, the populace and those,groups thatrepresent its various interests must support it. It is our impression that suchwould be the case. Much enthusiasm for the concept has beeninevidence during the deliberations ofthe various committees participating in the study.The response of commmnity groupswho have had an opportunity to hearaboutthe concept has beet generallyquite positive. While formal endorsement by such groupshas not been sought prior to approval of the concept by the Boardof Trustees, it is our opinionthat such endorsements could be obtained from awide range of communityorganizations. We believe a vigorous campaign to educate thepopulace to the problems andtheir possible solution throughapark concept would gaia wide baokingin the district. Second, this committee has ample evidencebydirect testimony from the district administrators that the educators believethat the park approach is alogical step in offering quality eduoation toall. Thus those most directly involved in its suocessful implementation support thebuilding of an educational park (see Appendix C). Third, we believe it is financially feasible withthe full support of the

district's citizens.At present, few federal funds areavailable for site acquisition or school construction. The monies expendedinbuilding three separate secondary schools, anticipated by enrollmentprojections, could be pooled to build the educational facility. Though certain economies realized by more efficient utilization of features such as gyms,athletic fields, audi- torium, library and food service facilities might 1 .ssenthe per pupil cost, we do not suggest this asamajor reason for construction of aneducational /Ark. On the contrary, this committee feels that the wisestinvestment an, Ehst Side Union High School District citizen can make to aid in solvingthe obvious ;Teasing social problems would be to give such a facilityitsneeded financial backing. Rough statistics to show supporting tax base andpossible costs are

shown it AppendicesDand E. Fourth, we have the opinion of the County Counsel(Appendix F) that a high school district can lease property for a building or spacein a pre... existing buildingto any governmental or community non-profit agencywhich may become involved in the educational park. Other groups seekimg to associate themselves with the complex would probably have to be located on private lands on the periphery of the diatrict ownedproperty. Thus the committee feels the park is feasible, and thatit will receive the support of the populace and educators, can be effected financiallyand has A laspl hnnim fnr itA miatiarney aspect.

What Should Curriculum Policy Be?

It is self-evident that education could help solve the staggeringproblems facing our society. Education must be bold and aggressive in coming to grips with these problems. The educational park must have a curriculum geared to raise aspiration levels and develop occupational skills that fostermaximum personal growth.To achieve this the curriculum must improve adult-youth communication, mare vlgorously address itself to Mexican-American and Negro problems, and community apathy. All youth can and must be educated to provide a matrix far healthy, continuing participation in our society. Encouraging students to learn how to learn may indeed be the educator's ;Amery responsibility. The nature of the park's facilities must nourish the individual student's growth aad the development of his talents, intellectual, social and vocational; it must be sufficiently flexible to provide a dynamic program that will make all youth eager to continue education. The school day should be very flexible to achieve maximum utilization of park facilities year around.Students may be in school four, six or eight hours a day; may be in work experience and regular classes; may attend only ba the evenings. Career training for the local job market must be carried out. Smaller and/or larger classes are essential as content requires to encourage free and open discussions about things of concern to students. A pervading atmosphere of honesty and sincerity must be fostered throughout the educational system. Teachers sensitive to their fellow human beiags are essential. Bilingual teachers and teachers intimately conversant with Mexican-American and Negro culture must be sought.Groups that develop a positive image for Mexican-American and Negro Ltudents must be supported in their attempts to provide identity for andliuprove aspiration levels of those students.Materials and identification models from Mexican,American and Negro history and culture must become an integral part of the curriculum. Qualified Mexican-American and Negro members mmst btemployed in teaching and administrativepositions. Liaison workers must be utilized to maintain aclose relationskdp between teacher, home, and students. (See Appendices GI HI and I) The guidance program mustbt develaped on an extensivelybroadened base. It should not be limited to courseand career guidance but shouldhave facili- such is ties and personnel Dor emotionaland mental health guidance when drug abuse must be appropriate. Informative programs in such subjects as transition from amplified.An expanded guidance centershould facilitate the secondary school to the world of workand/or continuing education. The park staff culd serve in a variety of ways to secureand maintain a list of scholarships, provide information on student loansand further educational opportunities, aid in job placement, and give neededaptitude and related

tests. The community should participate in thepark as a multi-ageacy center for the entire Eastside. The fullest community agency participationwou2d make possible utilization of these renources in thecurriculum. Park library, cultural, and recreational facilities ahould beaccessible to the commvnity at

large. Ideally, the park would also include pre-schooleducatian, primary education, junior college, and adult education; Ach of the levels enhancing the others and providing maximum utilization of resourcesavailable at the site for education. The park should be the site of highest possibleexpectation; a place of excitement, interest and stimulation for community,students and teachers(see Appendix J).

Is Inter-Agem Suprrt to be

If the proposed educational park is to be more thanjust a large secondary school with an enlightened curriculum, the communitymust be involved through its many agencies, both governmental and non-governmental.Progress in securing involvement by such organizations has been made.Twenty-one community agencies have reviewed their srograms and have indicated the extentof their interest in Uing included in the educational park multi-agencycomplex. (Appendix X) The Santa Clara County Board of Supervisors and the San 'ToseCity Council responded favorably to the vrospect of including the services of someof their agencies in the educational park, (Appendices L and M).Thus, a great deal of interest in this project has been evideaced by these many communityoriented groups. It is felt that appropriate administrative arrangements and legal clearance (Appendix F) can be worked out if means can be found to provide funding for the necessary facilities and programs.Since this committee's function has been OMR of study and recommendations, no firm commitments or contracts have been sought from any agencies. If expressions of intent, however, are any gauge, this committee feels that firm ngency slipport endparticipation can be expected (Appendix K).

Where Should the Facility Be Located?

The location of the educational paik remains an unresolved question. The degree of success the park may have imattaining its objectives mayrelate directly to where it is located in the district. Some urge that it be placed as near as possible to the Mayfair area if its idealisticgoals are to be attained. Others feel it should be more centrally located to its attendance area. All would hope that it be in an area to which the entire community can intimately relate. It must be accessible. The desired "ethnic mix" must be attainable. FICOMDMIC8 Will, of necessity, also play a role in site selection, i.e., land availability, developability, cost and accessible utilities. The Park Specifications and Site Needs Committee evaluated six sites. An Augmented Site Committee was then formed to re-evaluate four of these. Reports and evaluations by these committees are appended along with a single personal statement regarding site selection by a member of the Augmented Site Committee and a staff paper regarding site. (Appendices N, 0, and P) It is obvious from this that no unanimity on site location can be reached; thus, no specific site can be recammended. This committee can only recommend that the Board of Trustees carefully weigh all factors before its final decision on site is made. This committee feels that the Board need not necessarily limit site selection to only those areas considered by the site committees. Since the Blue Ribbon Advisory Committee is not able to resolve the site question at this time, it is suggested that an outside expert be hired to study the situation and ..-tport his findings to the Board of Trustees before site selection is made. The Board may tind open hearings helpful in resolving the site question. This committee must further state that site selection is of grave importance but that what goes on in the educational park is of over- riding consequence. support a transportation The district and thecommunity must actively system to meet theneeds of the parkand its attendance area. and are appended Preliminary architecturalsketches have been made form to the shape (Appendix Q). This is an attemptto give a more concrete detailed architectural of the proposed parkbuildings.Obviously, no final planning was envisaged forinclusion ia this report.

Conclusion

has a new appreciation This committee, after greaterthan a year's study, High School District. It becomes of the proLlems faced bythe East Side 'Union quality education apparent that the mostnotable problem is howto best offer student body. This com- in a. meaaingful manner to agrowing minority group educational experimentation mittee applauds the continuedinnovative zeal and atudents to learn, carried on by the district inseeking ways to stimulate members of our society. to think, to becomeresponsible practicing proposed in this This committee feel3 theeducational park concept as that offers quality report to be the next logicalstep in evolving a program secondary grades butultimately education for all, initiallyperhaps limited to Certain specialized adult education and perhaps evenelementary education. setting that are notpossible services and classes couldbe available in this handicapped and giftedyouth in present smaller schools.Programs for both of all could be expanded.Changes to improve theeducational opportunities youth, particularly minorityyouth, must be carriedout. curriculum' This committee feels theeducational park is feasible, objectives, a site strategies and innovations can beincluded to meet its and structural form can bearrived at and communitysupport and participation

can be expected. APPENDIX A

ABSTRACT OF PROPOSAL, "DEVELOPING APREVENTIVE STRATEGY FOR NESTING TOMORROW'S EDUCATIONAL ,VOCATIONAL, ETHNIC AND SOCIETAL DEMANDS" EDUCATIONAL PARK STUDY

ABSTRACT

Title III Proposal: Developing a Preventive Strategy forMeeting Tomorrow's Educational, Vocational, Ethnic and SocietalDemands

The Problem:The East Side Union High School District serves many poorstu- dents from no-hope families living tired neighborhoods -- Mexican-Americans, Negroes, recent in-migrants from areas wherethings were even worse.Among these racial and ethnic minorities andbetween them and the dominant white culture exist so many barriers to communicationthat, indeed, little of a positive nature occurs.Thus members of these groups remainhopelessly en- capsulated -- caught in a cyclic pattern of unemployment,welfare, poor housing, delinquency, educational retardation.

But this situation is obviously not just aschool district problem nor an East Side problem:this inherent "social dynamite" is acommunity problem which can have its solution only through theactive involvement of all the members of that community.

Innovative ormsalm aspects of the project: The District plans to involve all segments of the community in the developmentof an exemplary total secondary education package that builds into thecurriculum unorthodox strategies for improving communication among ethnic and racial groupswhile compensating for educational and cultural disadvantage. Concurrently, the educational- community park concept will be explored as aaadditional means of achieving the primary goals of the planning project. Although the park concept has characteristically been viewed as a means of reconstituting sociallydesiccated inner cities, the District perceives the creation of such a center as a 22.1- ventive stratery: a means of involving the total community in aproject which eliminate de facto segreeation before it can occur. It is in the degree of community involvement that the project objective of developing strongcommunity support for the concept of integration through community actionwill be met.

Pla:....14.anin. Procedure: The planning period is 18 months.The Superintendent, together with the Advisory Committee, would provide overall leadershipfor the project. The District Superintendent and Project Director would work closely with all community agencies and the Task Force, consisting of agency representatives. The Assistant Director is responsible for all curriculumaspects of the project.At the end of six months, the following tasks will be completed:1) feasibility report; 2) outline of curriculum strategies; 3) select curriculum strategies piloted; 4) preliminary plans for educational facility; 5) firm interagency agreements; 6) firm land acquisition needs; and 7) preliminary arawings of complex. By the end of the eighteen-month period, the following L_Il have been accomplished:1) curriculum strategies completed; 2) extensive field testing of eduaational strategies; 3) educational specifications and architect's drawings for educational facility complete and ready for bid; 4) architectural drawings for select agency contributions to park complex complete and ready for bid. Need for financial si..221.1: A project of this scope, involving as it does a high level of community involvement, is beyond the Eistrict's present financial means.

ParticatinE educational and cultural agencievAmong those involved are City and County Planning Commission, City and County Health, Wlfare, Library and Recreational Agencies, Economic Opportunities Commission, San jose Unified School District, Youth Science Institute and Junior Museum, Santa Clara Pro- jects to Advance Creativity in Education, San Jose State College and University of Santa Clara, Compensatory Education Directors, the California State Board and State Department of Education, and others. APPENDIX B

ACTION FRANSWORK, FUNCTIONSAND MINBERSHIP OF ACTION CCMITMS

,'.: East Side UnionHigh School District

EDUCATIONAL PARK STUDY

Action Framework

Loard of Ttustees

Superintendent

Blue Ribbon AdvisoryCommittee

Inter-Group Curriculum Educational Park Specifications Inter-Agency Relations Cooperation and Committee Specifications and Site Needs Committee Community Relations Committee Committee Committee

.1111111MIIND

rLi;177-1 AdministratorsTeachersParentsStudents Minority Group' + ...]+ Representatives eaders

Instructional Strategies Committees

The Director will provide staff assistancefor these committees.

The Associate Director will provide staffassistance for these committees. FUNCTIONS OF RELATIONS COMMITTEE INTER-AGENCY COOPERATIONAND COMMUNITY both public andnon-public, available toEastside 1. Analyze agency resources, community. Eastside community asthey relate to agencyresources. 2. Analyze needs of participating agencies. 3. Ptepare, for BRC, alist of potential ascertain interestin participating 4. Contact official boardsof agencies to in park complex. 1967, statements of intentfrom agencies,including: 5. Cftain, by June 1, contributions tocomplex a. preliminary estimateof capital be performed b. preliminary statementof services to annual contributionto operating C. preliminary estimate of budget of complex involved in private and publicfundiag for agencies 6. Investigate potential complex. in study. coordinating board foragencies involved 7. Function as liaison or suggestions. 8. Ptovide EPS staff withpublic relations MEMBERS Mr. LelandClark, Director Chairman: San Jose AdultSchool Mr. Ronald R. James,Mayor Director City of San %rose Miss LoisCullison, Ekecutive 'Z. W. C. A. Vice-Chairman: Mr. Willie Ellison,DelinquencyPre- Mrs. MargaretEnright ventionOfficer, JuvenileProbation Dept. Child Care Center,ESUHSD

Secretary: Mr. George F.Farrier, Librarian Mrs. Dolores Garcia,Information and Santa ClaraCounty FreeLibrary Referral Aide, EastValley Opportunity Council Mr. GeorgeFelicetta,Coordinator Services for theAging Members: Catholic SocialService Mr. Frank Bramhall,Director Parks and RecreationDepartment Mrs. RobertGustke, Vice-President City of San Jose Youth ScienceInstitute

Mr. Vito Cangemi,Acting Chief Mrs. JeanHull, Manager Public Health Educator Youth OpportunityCenter Department of Health County of Santa Clara Sgt. Arthur Knopf,Youth Protection Unit, San JosePolice Department Mr. Robezt Carlson,Planner IV Planning Department Dr. ChesterMason, Chairman City of' San Jose San Jose FineArts Commission

Director Mr. Bill H. Chit Mr. LarryMilstead, Executive Community Planning Specialist junior Achievementof Santa Clara Welfare Dept, County ofSanta Clara County, Inc. Inter-Agency Committee Functions

Mrs. GeraldineNurney, City Librarian San Jose PublicLibrary

Mr. Harry Schwartz,Edrector Community Council ofCentral Santa Clara County

Dr,, Marvin Sherman,Clinical Psychologist Department of Health City of San Jose

Mrs. Cynthia Strite Ekecutive Director Volunteer Bureau ofSanta Clara County FUNCTIONS OF

EDUCATIONAL SPECIFICATIONSCOMMIT=

educational component ofpark 1. Prepare outline of programto be offered in complex. educational component. 2. Recommend attendance areato be served by sttdents outside attendancearea. 3. Recommend rationale for serving other than secondaryschool. 4 Recommend rationale forincluding age groups educational specifications. 5. Utilize consultants toadvise on preliminary such as size of studentbody to be served, 6. Advise consultants on matters with respect toschool special needs of students,desires of community component to othercomponents in program, andrelationship of educational complex.

MEMBERS

(Committee not yetoperational) FUNCTIONS OF

CURRICULUN COMMIT:PEP. l. Analyze effectiveness of present curriculum inmeeting the three jnstructional strategies objectives listed in project:

a. to lower communications 1rriers betweenracial and ethnic groups b0 to facilitate the transon(while increasing the possibilf.ty of success) from secondary school to theworld of wofk and/or continuing education c. to raise aspiration levels of economicallyand educationally disadvantaged students piloting strategies to meet 2. Utilize Instructional Strategies Committees in these objectives.

30 Investigate the "learning to learn" concept.

40 Evaluate effectiveness of pilot projects. secondary 5. Make curriculum recommendations, related tothese objectives, for school to be operated in educational componentof complex. EMBERS

Chairman: Mr. Max Hartdegen,Admindstrative Gordon J. Vosti, M.D. Assistant, ESUESD San Jose Medical Clinic Mr. L. M. Lopez, Director Vice-Chairman: Mexican-American Community Services Mr. Robert Lawrence, Counselor Agency Thomas Russell School Mr. Ron Paterson,Owner Secretaryl Stationery Business Mrs. Wesley Weber, Parent Mr. Scot Stilwell, Student 'Members: Mrs. Louise Brooks Mr. Lourin Surguine, Citizen Parent

Mr. Arvel Clark, Director-Project Mrs. VirginiaTofflemire Lodestar & Principal East Valley OpportunityCouncil Oak Grove High School, ESUHSD Mr. Gerald Wasserman Mrs. Ruben Douglas, Secretary Citizen South S. J. - G. I. Forum

Mr. James Doyle, Director Mr. Wesley Weber, Special Programs, ESUBSD Parent Mt. Pleasant High School

Mr. Josep71 Esparza, Citizen

Mr. Tony EStremera, Student MEMBERS OF

ADMINISTRAIORS' CURRICULUM SUB-COMMIT=

Chairman: Mr. James Doyle Mr. Robert Nelson Special Programs Director Asst. Principal - Instructional & Mount Pleasant High School Guidance Services Mount Pleasant High School Members: Mr. John Passalacqua Mr. Gerald Bocciardi Asst. Principal - Administrative Principal Services Piedmont Hil High School Piedmont Hills High School

Mr. Don Campagna Mr. Robert Peters Asst. Principal-Admdnistrative Associate Principal - Educational Services Development Samuel Ayer High School Oak Grove High School

Mr. Thomas Dusek Mr. Leonard Schlussel Dean of Students Asst. Principal - Instructional & James Lick High School Guidance Services William C. Overfelt High School

Mrs. Jean Thomas Counselor William C. Overfelt High School MEMERS OF

TEACHERS' CUREICULUMSUB-COMMITTEE

Chairman: Kr. Wiliam Greer Mr. Warren Thompson William C. Overfelt HighSchool James Lick High School

Mr. Nick Leon Members: William C. Overfelt HighSchool Mr. Dick:Archer Mount Pleasant High School Mr.RonLundetedt Oak Grove High School Mrs. Joyce Baker Samuel Ayer High School Mr. Chuck Moomau Samuel Ayer High School Mr. Etve Del Porto School Mrs. Mary Sears Mount Pleasant High Piedmont Hills HighSchool Mr. Lucian Davis Andrew Hill High School Mrs. Barbara Tingey Samuel Ayer High School Mr. KM Flanagan James Lick High School

Mr. William Gilnore Andrew Hill HigA School mamasOF

PARENTS' CURRICULUM SUB-COMMITTEE

Chairman:

Mrs. Wesley Weber Mrs. Zora Le Compte Milpitas, California San Jose, California

Vlce-Chairman: Mrs. Rosa Lee Parker San Jose, California Mr. Pete Rondero San Jose, California Mrs. Margaret Scott

Milpitas, California Secretary Mrs. Rosa Vasquez Mrs. Wilma Brady San Jose, Cali fornia San Jose, California Mrs. Helen Watson Members: San Jose, California

Mr. & Mrs. Ventura Aguilar Mr. Wesley Weber San Jose, California Milpi tas, Cali fornia

Mr. John Angam San Jose, California

Mrs. Leo Cheim San Jose, California

Mrs. Lucy Guzman San Jose, California 1.2;MBERS OF

STUDENTS' CURRIaULUM SUB-COMMITTEE

Chairman:

Scot Stilwell Sue Jonnson Andrew Hill Hi41 School James Lick High School

Members: Margie Marcus Piedmont Hills High School Lou Barbaccia Oak Grove High School Cynthia Mark Oak Grove High School Phil Barbaccia Oak Grove High School Joan McGuire Andrew Hill High School Rory Cantando Piedmont Hills High School John McMillan Overfelt High School Kathy Cardoza Samuel Ayer High School Lichard McMillan Overfelt High School Brent Colwell Samual Ayer High School Jim Strauss Piedmont Hills High School Jack Coward Mount Pleasant High School Pam Weisgerber Samuel Ayer High School Debbie Deegan Mount Pleasant High School Laurie Woodside Oak Grove High School Ben Gross Samuel Ayer High School Ron Yonekawa James Lick High School Steve Hausle Samuel Ayer High School Sharon Wray Piedmont Hills High School Dennis Hill Oak Grove High School Irene (Ayse) Vurgun Overfelt High School

Bill Zavlaris James Lick High School FUNCTIONS OF PARK SPECIFICATIONS AND SITE NEEDS COMMITTEE

1. Recommend programs to be included in each componentof park complex:

a. Educational b. Cultural co Recreational Services (City, County,ewe) 2. Recommend size and location of site. 3. Analyze transportation needsrelatedto total program of complex andmake recommendations for meeting theseneeds. 40 Establish close communications with Inter-AgencyCooperation and Community RelationsCommittee. 5. Utilize consultants as needed. MEMBERS

Chairman: Mr. San Della Maggiore, Chairman Mr.John Guisto Board of Supervisors Planning Department County of Santa Clara City of San Jose

Vice-Chairman: Mr. Warren McCord Mr. Edward A Teresi,Member AssociatePlimner Planning Commission Planning Commission County ofSanta Clara County of Santa Clara

Secretary: Mr. M. B. Petrick,President Greater East San joseHomeowner's Council

Members: Mr. Ray Bold, Civil Engineer

Mr. Walter Curry, Member Planning Commission. City of San Jose FUNCTIONSOF INTER-GROWRELATIONS COMMIT:ea,

10 Establish effective communications among the following segnents of theEastside community:

a. Minority groups b. The poor c. Policy-making agencies, e.g. school district boards, library boards, City Council and County Board of Supervisors d. Molders of connunity opinion, including those not on official boards e. Parents f. The press

2. Identify areas of present and potential consensus in the above groups.

30 Sensitize other committees, on a continuing basis, regarding findingsin 2 above.

MEMBERS

Chairman: Mr. EdwardM. Alvarez, Attorney at Iaw Mrs. Leo English, Morgan, Beauzay, Wylie, Ferrari, Leahy Citizen

Vice-Chairman: Miss Susie Garza, Mr, John Smith, Social Worker Student WelfareDepartment, County of Santa Clara Mr. Michael Lyons, Secretary: Student Mrs. William Reeves, Counselor Neighborhood Youth Corps Mrs. Mary Soto Economic Opportunity Commission of Legal Aid Society Santa Clara Couaty Economic Opportunity Commission of Santa Clara County Members: Mr. Salvadore Alvarez Social Worker

Mr. Frank E. Bumb Investment Broker

Mr. Victor Camacho, President Villa de San Marcos Foundation

Victor F. Corsiglia, Jr., NI D. San Jose Medical Clinic

Mrs. A. R. Currlin AlexiAD. Brothers Hospital League APPENDIX C

STAFF.PAPER, l'EDUCATIONAL QUALITY AND THE LARGEHIGH SCHOOL" Educational Park Study East Side Union HighSchool District 12660 North Capitol Avenue San Jose, California95133

EDUCATIONAL QUALITY AND THELARGE -HIGH SCHOOL by Henry C. Jensen, Director Guy C. Klitgaard, AssociateDirector

A. INTRODUCTION

constant Throughout the course of the East San JoseEducational Park Study complex to serve reference has been made to the possibilityof developing a What can be done 3000 to 5000 students. The question repeatedly arises: educationally in such a school that cannotbe done in schoolsof 1800 students? This paper is an attempt to provide somepreliminary answers. correlated in It is axiomatic that size and quality arenot automatically To either a positive or negative way. Bigness does not guaranteegoodness. smaller ones holds merely duplicate in a large school what is nowbeing done in produce edu- no promise for theimprovement of quality. If size is to help physical facili- cational excellence, careful planning ofeducational program, mandatory. ties, instructional and administrativeorganization, and staffing are Such planning can enable us to capitalize onthe uniqueopportunities presented by a large school.

B. EMUCATIONAL PROGRAM

schools A large school enrolling two to thrte times asmany students as to expand its currently in operation will make it possiblefor the district their specialized course offerings. Courses which have limitedappeal because of since they attract nature are too expensive to offer in ourpresent schools to only a feu students. In a large school, the numberof students wishing enroll in such courses would be great enoughto make themeconomically feasible. Examples of such courses are as follows:

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

Business Education Advanced courses in modern business machines,including data processing Specialized courses leading to entry jobs

Lanmse. Arts Advanced genre courses in drama, poetry or the novel Creative writing Debate Separate fourth year courses in French, German and Spanish, rather than combined third and fourth year courses Russian Chinese

Homemaking Fourth year courses in textiles, foods and home management Commercial food service

Industrial Arts Advanced courses in wood, metals and electronics Industrial materials laboratory

Mathematics Advanced Algebra and Trieonametry Calctaus Computer programming Vocational mathematics (correlated with vocational educational courses) pusic Orchestra and string programs (present oraestras are either very small or nonexistent) Special ensembles Honor Band

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

Social Science Anthropology Economics Sociology Foreign relations Psychology

Vocational and Technical Eduoation

Onecomponent of an educational park could well be a regional vocational center, drawing students from throughout the district as well as from neighboring districts. Some of the courses mentioned above, e.g. advanced business machines, advanced homemaking and computer programming, would prepare students for entry IJositions in local business and industry.Skills taught could range from those of relatively low order, such as cashiering and service station operations, to high order skills such as those needed in the building trades. Extensive training programs could be developed through liaison with local industry, whose changing needs would be met by continuing adaptations in the vocational and the school could serve as ajob technical offerings. It is conceivable that the programs for job entry at placement center for thedistrict, coordinating indmstry and employment agencies. all district schools incooperation with local EMployment Service's Youth Indeed, the location of anoffice of the State Opportunity Center in the park is seen asa distinctpossibility.

Advanced Placement courses, In a large school, thedistrict could offer Students developed in cooperation with theCollege EntranceExamination Board. Some who successfully complete such courses areeligible for collegecredit. arts, mathematics, of the courses suggested above inthe fields of language Advanced Placement courses. science and social science couldbe developed into available to The specialized programs of the largeschool could be made This plan, now in students throughout the district throughthe "magnet" plan. students use in a number of largeurban high schools, wouldpermit selected Some such studentsmight to enroll in courses not availablein smaller schools. part-time and return attend the large school full time. Others might attend preventing a "brain to their home schools for the remainderof the day, thus students who draiO in those schools.The same system is nowin use with half day. The attend the Vocational Center half day andtheir home schools A new Vocational Center is currently using San JoseCity College facilities. will be shared facility on Hillsdale Avenue will open inSeptember, 1968, and San Jose Unified by four districts--East Side Union HighSchool District, Union High School District, Santa Clara Unified SchoolDistrict and Campbell School District.

Programs for the Handicapned emotionally or The same logic would apply to programsfor pthysically, providing special programs mentally handicapped students.The feasibility of base of thes:hool.A for them bears a direct relationship tothe enrollment students would be- particular virtue of such a situation isthat handicapped they would not be come members of the student body of acomprehensive school; with other Ignored or sent to special schools wheretheir onay contacts are supports the handicapped youngsters. Current thinking inspecial education youngsters as much as idea of keeping such students in contactwith 'normal" positive way the possible. It is important for both groupsto accept in a unique problems and qualities of individualswho arehandicapped.

/roams for the Gifted strengthening of our programsfor The implication of school size for the time 2.9% of the gifted students is worthy of special mention. At the present such students in district's students are classified as gifted. The number of that these students are any one school ranges from 30 to 70. When we consider gifted students distributed over four grade levels and that withinthe group of abilities and interests vary widely, it is obviousthat the number of course tripling the nmmber offerings for them is extremely limited. By doubling or to of such students in a school the possibility ofoffering special courses meet their needs is considerably enhanced. ascal. Instructional,.Equipment: practical to provide special In a large school, it uouldbe economically expensive for smallerschools. instructional equipment whichis prohibitively the quality of learning. The sophistication of suchequipment would enhance all schools in the Such equipment might be madeavailable to students fron than normal district for special short-term coursesoffered at times other students school hours. It would be possible, forinstance, to teach interested in early morning, the necessary skills in key punchoperation in a few weeks late afternoon or summer classes.

Schedule Flexibillaz

The large school would afford anexcellent opportunityfor the district and to institute to break the rigid structure of thetraditional six period day instruction now being sound practices in flexiblescheduling and individualized The rigidity of the pioneered in innovative schools throughoutthe country. opening and closing present schedule could be furtherreduced through staggered and times. There is little reason, other thanadministrative convenience at and depart limitations imposed by bus schedules, tohave all students arrive would enable from school at the same time each day. Flexibility of this nature jobs, family students to adjust their daily schedulesto accommodate outside needs and other personal reasons relatedto the convenience ofthe individual student. It would also result in economics throughgreater utilization of classroom space.Practice times for athletic teams couldbe scheduled throughout the day to meet the convenience of players andcoaches and to insurebetter utilization of athletic facilities.

-Schedule flexibility, when combined with house planorganization, would enable the school to restructure the traditionaldepartmentalized teacher grouping patterns for more effective attack upon theeducational and personal problems of youth. Current experiments with interdisciplinaryteaching teams in Project 360 at Andrew Hill High School and in theLODESTAR curriculum at OaL Grove High School point the way to continued developmentof this kind of instructional arrangement.

The house plao, described in Section, D, couldfacilitate a third and more long-range type of flexibility.The rate of change in educationhas accelerated tremendously in recent years. Every prognosis indicates thatthis will continue to be the case in the future. If schools are to be sensitiveto the needs of the society which supports them and to the nseds of individualstudents, they must be capable of changing their programs quickly and efficiently.Such adaptations do not come easily in huge institutions which are monolithically organized. The house plan, by providing small, semi-autonomous units, canbe utilized to institute pilot programs which can be tested on a limitedbasis. Such programs can be swung into action quickly since they involve only asmall number of staff members in the retraining; process necessary to launch instructional innovations.Unsuccessful innovations can be phased out with aminimum of institutional shock and with little or no adverse effect on the largerschool. Successful programs, by contrast, can be "rippled" into existing units readily, particularly when those units are themselves small enough and flexibleenough to adapt rapidly to change. Library quality is to be library is essentialif education of high A first class that normally would go The large school,by combining the resources provided. those available in apublic library, into two or threeschool libraries, plus services in much greaterdepth. Special book collections could offer library could be includedin too expensive in ourpresent schools whose cost makes them volumes as we library with three orfour times as many a school-community libraries is currently carry in ourschool libraries. Public utilization of normally in sessionand higher from relatively low during thehours school is An added bonus ofthis arrang9ment the mid-afternoon throughthe evening hours. which couli beeffected by poolingthe is the savings inconstruction costs resources of thediatrict and the publiclibrary.

C. PHYSICAL FACILITIES

large school isthat expensive, One of the most obviousadvantages of the thus effectingsignificant specialized facilities wouldbe better utilized, the of exampleswill illustrate economies in capitalexpenditures. A couple physics laboratories,yet point.Present schools areequipped with modern than ont class. Hence the the enrollment in physicsrarely justifies more euipment neededfor this course costly classroom furnitureand instructional The same maybe said for only a fraction of theschool day. are utilized less than halfof each instrumental music rooms, which aretypically in use to draw, thelarge school, school day.With a large enrollmentbase from which facilities in usefor theirprimary through prudent scheduling,would keep such functions throughout the day. be utilization of specialfacilities would Funds saved through better equipment of the newertypes ofinstructional made available to purchase some machines, Information retrievalsystems, video-tape now coming on themarket. instructional systems 8 millimeter film loop projectors,and computer-based hardware" that willbecome standard are illustrative ofthe new "educational equipment in the betterschools of the nextdecade. complex couldinclude a theater- Other facilities oanceivablein a large These wouldbe distinct concert hall, a science museum,and an art gallery. and wouldelevate and enrich assets in the enrichment ofthe educational program the cultural life of thecommunity as a whole. ORGANIZATION D. INSTRUCTIONAL ANDADMINISTRATIVE with it certain largeness of scale in an educationalinstitution carries unrest in someof the inherent dangers. The disturbing spectacleof student familiar to allof us. There nation's larger universities inrecent years is is now beginningto effectseconftry is increasing evidence thatthis phenomenon size not the productsof institutional schools.Alienation and disaffection are increasing urbanization;massorganization alone. Complex factors resulting from and to issuesof race, poverty of society's institutions;social unrest related as aresult of their exposure war; and the increasedsophistication of the young of frustrationand estrange- to the mass media have allcontributed to the sense of the strongystcomplaints of ment of youth.Without question, however, one than a person, of having the young is their feelingof being a number rather huge, centralized educational their individuality gounrecognized in the midst of bureaucracies. instructional and admini- Every caution amst be takenin developing the strative organization of a largeschool to preserve and enhancethe individual this can uniqueness of both students andstaff members. It is our opinion that be done through some form of the"house plan."Students would be assigned to home a sub-unit or houseof 600 to 700 students. This would be their school staff. for four years. Each house would hame its ownfaculty and administrative levels, academic abilities Its student body would becross-sectional as to grade and ethnic groups. Students would be known individuallyby the house teachers, students would counselors and administrators. During their first two years This spend approximately two-thirds of eachschool day in their ownhouses. The required would decrease to half-time or ltmsduring the final tuo years. science wouad course work in English, mathematics,social science and perhaps they be offered in each house. As stt.dents matureintellectually and socially the specialized would move out of their house units to takeelective courses in facilities available to all students inthe large school. Each student would students would have the same counselor for his four years,and many of the have the same teacher for two or more courses. Counselors withspecialized students backgrounds would serve as consultants to theircolleagues and to would encourage a sense throughout the large school.Thus, the house plan aad counselors of closeness and rapport between studentsand their teachers which is often lacking in larger units. centered in the Student government and many studentactivities would be Clubs, houses, thus increasing participation in co-curricularactivities. publications intra-muril sports, social activities andperhaps even student student interest. could be organized in each house, depending uponthe degree of to a Other activities such as inter-scholastic athleticsand clubs appealing limited number of students cauld be organized on aschool-wide basis.

total program Each house would have an administratorresponsible for the His in his house. He would supervise the work ofcounselors and teachers. to good primary responsibility would be to maintain aaatmosphere conducive climate discipline and morale. His would be the task ofdeveloping a learning characterized by high expectations, high achievement andstrong feeling of mutual respect and support among students and staffmembers.

ThrougA arrangements such as these it is feltthat the educational virtues advantage of the large school can be amenable to allstudents, yet the of a small schoolclose personal relationships and ahigh level ofparticipation in student affairs.-can be realized atz well.We can, in a sense,have the best of two worlds.

The administrative organization of such a schoolcould be developedin a Lumber of ways. One such model, for a school of4,800, would include a principal, aft associate principal for instruction andguidance, an associate principal for administrative services and student activities,and an assistant principal for each of eight houses enrolling 6C0 students. Another model, for a school of 4,900, would include a principal, anasrociate principal for instruction and guidance, anassociate principal for administrativeservices and activities, an associateprincipal for community relationsand special programs, and an assistantprincipal for each of sevenhouses enrolling 700 permit some students. It is possible that eitherof these arrangements could This reduction in administrative personneland costs over our present set-up. is one example of how efficiencyin the large school organization canbe reflected in savings to the taxpayerwithout damage to the educational nrogram.

E. THE STAFF

School organization is a means, not an end. Innovations in administrative and instructional organization can create theillusion of progress andutlimately become self-defeating unless the quality oflearning is improved. Throughout the course of the Educational Park Study we havehad considerable dialogue with parents and students. It has become clear to us throughthese contacts that interest in school organization occupies aplace, in the minds of our "consumers,u distinctly secondary to what we might termthe qualitative relationship between studeuts and teachers.Above all, students want teacherswho are empathetic and understanding, who are consistent andfair in their dealings with students, and who are fully competent in their teachingfields. The district is blessed with many teachers who possess thesequalities. In the development of a new school of the kind described here it isabsolutely essential that staff selection procedures and in-service education izograms beaimed at securing and developing this kind of teacher. In the house plan oforgani- zation, personal compatibility and the ability to work daily in a teamsituation would be essential.

A large school would permit the employment of teachers with a greater range of specialized skills in both vocational and academicfields. Vocational courses, Advanced Placement courses, and special programs forexceptional children will demand a level of competence above that typically required in a smaller school. Teacher exnertise could be utilized more effectivelysince the skills of the specialists would be employed throughout most of the school day. Some of these teachers could be utilized as consultants in programs of in-service professional improvement thraughout the district.

Counselors would be ascigned to house units and would be assigned to a heterogeneousgroup of couilselees. Each student would retain the samecounselnr for four years. Specialized skills of counselors, e.g. in academic or vocational counseling, would be made available to all students through group guidance programs.

In a district such as ours witha high proportion ofMexican-American students and a growing proportion of Negroes it is essential that menbers of these groups be recruited for all levels of the staff. This must be doneff the program of the school is to improve the self-image and motivation of minority group students and if destructive racial and ethnic stereotypes are to be eliminated. Better intergroup relations will not take place automatically because of the presence of minoritygroup teachers, but it will almostcertainly not occur in their absence.The urgency of this matter is highlighted by the current revolutian of rising expectationsamong the natian's minority people. The staff should alsoiaclude both lay and professionalhome-school well be recruited from liaison workers.Some of these people might very minority groups as part of a"New Careers" program. They would start as teacher aides and gradually beelevated to higher positions inthe staff structure as they acquireadditional skills. It is hoped that some of them would eventually enroll in college coursesleading to a teachiag credential. Their experiences in minority groupcultures would be of great valuein the establishing close communication betweenhome and school and in waving positive values of minority group historyand culture into the fabric of the curriculum.

F. CONCLUSION

As we suggested at the outset, size andquality are not synonprous. are uf the firm opinion, however,that the large school can open upthe possibility of improved guality in our secondary school program.Greater variety and richness in our offerings can be madeavailable within a framework which preserves the identityanduniqueness of the individual. Economies effected through better utilization of facilities andthrough greater efficienc7 in organization can make available the latest ininstructional materials and devices. Decentralized sub-units will encourage good student-staffrelations and innovations in curriculum. Careful staff selection and welldesigned in- service education programs will help provide both specializationand openness to new ideas so essential for continuous modification ofthe program to meet the educational demands of the future.

Project LODESTAR has plowed significant new ground in thedevelopment of "Tomorrow's High School."Building on this foundation, the largeschool here described can enable us to provide the kind of educational programneeded in the final quarter of this century--and beyond: APPENDIX D

CONSULTANT'S ESTIMATES OF OONSTRUCTIONODSTS OONSULTANT'S ESTIMATESON CONSTRUCTION COSTS

Allan M. Walter andAssociates, Inc. Architects - PlanningConsultants 2060 Clarmar Way San Jose, California

March 25, 1968

EDUCATIONAL PARK STUDY

Preliminary Cost Analysis -School Facilities of Californiaconstruction Based on construction costexperience and State A. facilities, the cost allowances for recent1,800 student high school facilities contemplatedwithin following cost projectionsfor the school consideration: the EducationalPark Study aresubmitted for and specifications, The total cost for surveys,working drawings, 1. contingencies =$2,250/ construction, tests, inspection,furniture and based on aSeptember, 1966 student Zor an1,800 student facility - bid at a State of Californiacost index of1.05.

january,1968 = 1.10 Current State of Californiacost index for $2,363/student. Therefore, same construction atcurrent costs =

and specifications, The total cost for surveys,working drawings contingencies =$1,968/ construction, tests, inspection,furniture and students to 5,000students - student for expanding facilityfrom 1,800 California costindex based on a September,1966 bid at a State of of 1.05. 1968, = 1010 Current State of California costindex for Janmary,

Therefore, same construction atcurrent costs =$2,066/student0

not compounded, Assuming an average cost increaseof 3% per year 2. theF. W. DodgeCompany: based on the Dow Building CostCalculation of

Phased Construction

1970 = ($2,505/student for1,800 students) ($2,190/student for over1,800 students)

1975 = $2,500/student

[1 1980 = $2,810/Student

1985 = $3,120/student Preliminary Cost Analysis -School Facilities

A. 2. Continued

Separate Schools

1970 = $2,505/student

1975 =$2,859/student

1980 = $3,214/student bid dates asfollows: 3. Assuming phased schoolfacilities construction

Alternate (A)

1970 . 3,000 studentstotal $ 42509,000- 1,800 students @$2,505/student = 216281000- 1,200 students @$2,190/etudent = 21500400- 1975 - 1,000 students@ $2,500/student 2,800,000- 1980 - 1,000 students @$2,810/etudent = $12,437,000- 5,000 students

Alternate (B)

1970 - 3,000 studentstotal $ 4,509,000- 1,800 students @$2,505/etudent = 2,628,000- 1,200 students @$2,190/student = 1,875,000- 1975 - 750 students @$2,500/etudent ay. 2,107,5C0- 1980- 750 students @$2,810/etudent am. 1,560,000- 1985- 500 students @$3,120/etudent $12,679,500- 5,000 students =

Altermate (C) (Assumes three separateschools) = $ 4,275,835- 1970 - 1,667 students @$2,505/student 4,765,03- 1975 - 1,667 students CD$2,859/student = 5,357,738- 1980-1,667 students @$3,214/student = 0111111 am.

5,001 students = $14,299,526-

index at September,1966, B. The following mit costs ba2 on costs and student basis fromwhich the indicate the cost breakdown byitems on a per above sunmary was prepared.

1. New Building ConstructionCost Up to 1,800 students $1,556./student $1,274./studeat Over 1,800 students

Oa. $7.22/student 2. Site Development Cost 03.13/student 3. Off-Site Development Cost Preliminary Cost Analysis -School Facilities

B. Continued

4. General-SiteDevelopment Cost = $110/student 0 = ii0./SiellUengoa.0 5. Furniture and Movable EquipmentCost

= $20./student 6. ConstructionTesting Cost

= $15./student 7. Inspection Cost

= $146./student 8. Architect and Engineering Cost

9. State of California 0.A.C.Plan Check FeeCost = $5030./student

10. State of California Departmentof Education Administration Cost = $.26/student

U. Topography + Soil ReportCost = $2.10/student

= $34.40/student 12. Contingenaies Cost

Total up to 1,800 students = $2,2500/student

Total over 1,800 students = $1,968./student APPENDIX E

SCHOOL DISTRICT BONDING CAPACITY OFEAST SIDE UNION HIGH SCHEDULE I

EAST SIDE UNION HIGH SCHOOLDISTRICT

PROJECTED ASSESSED VALUATION AND NET BONDING CAPACITY

1967-68-1977-78

July 1 Net Bonding Net Bonds Bonds Capacity Bonding Years OutstandingRedemptionsOutstandingper A.V. Capacity

1967-68 $13,400,000 $ 682,000 $12,718,000$15,363,000 $2,645,000 1,994,000 1968-69 15,363,000 732,000 14,631,000 16,625,000

1969-70 16,625,000 885,000 15,740,000 18,050,000 2,310,000 2,180,000 1970-71 18,050,000 993,000 17,057,000 19,237,000

1971-72 19,237,000 1,073,000 18,164,000 20,425,000 2,261,000

1972-73 20,425,000 1,163,000 19,262,000 21,612,000 2,350,000

1973-74 21,612,000 1,257,000 20,355,000 22,800,000 2,445,000

1974-75 22,800,000 1,352,000 21,448,000 23,987,000 2,539,000

1975-76 23,987,000 1,452,000 22,535,000 25,175,000 2,640,000

1976-77 25,175,000 1,557,000 23,618,000 26,362,000 2,744,000

1977-78 26,362,000 1 671 000 24 691 000 27,550,000 2 859 000 $12,817,000 $26,967,000 SCHEDULE II

FAST SIDE UNIONHIGH SCHOOL DISTRICT

POTENTIAL SCHOOLREQUIREMENTS AND SQUARE FOOTAGE ESTIMATES

1967-68 - 1977-78 FOOTAGE FOOTAGE GENERATED YEAR ENROLUIENT NEW SCHOOL mum 150,000 125,000 1968-69 12,904 Silver Creek 150,000 125,000 1969-70 14,543 *9 150,000 125,000 1970-71 15,772 #10 150,000 125,000 1971-72 17,900 #11 *** *** *** 1972-73 19,903 190,000 125,000 1973-74 21,584 #12 150,000 125,000 1974-75 23,832 #13 150,000 125,000 1975-76 25,422 #14 150,000 125,000 1976-77 26,622 #15 150 000 125 000 1977-78 27,822 #16 1,390,000 1,125;000 SCHEDULE III

EAST SIDE UNIONHIGH SCHOOL DISTRICT

PROJECT REQUIREMENTS 1967-68 - 1977-78

PROJECT COSTS

Site Purchase $ 7 ,425 ,000 Construction, site development , Furniture, Equipment $41-1- 252 422

TOTAL ESTIMATED COSTS $51,677,422

RE-CAP OF SITE PURCHASE SCHOOLCONSTRUCTION&EQUIPMENT

Average Cost *Estimated Year Estimate-Sites School Costs 68-69 $742,500 $4,253,400

69-70 7142,500 4,381,002

70-71 7142,500 4,512,432

71-72 7142,500 4,611-6,1214

72-73 71127E00 60.11.4111

73-74 7142,500 5,8148,546

145927,932 714-75 7142,500

75-76 7142,500 5,0714,398

76-77 7427E00 5,226,426

77-78 7422500 5 382 162 44,252,422 $51,677 51422. Total Estimated Costs 7 ,1425 000

Source: and *Estimatesbased on McConnel MasterPlan and Allan M. Walter Associates' costs projections Schedule IV

EAST SIDE UNION HIGHSCHOOL DISTRICT

RELATION OF AUTHORIZED FUNDSTO PROJECTED EXPENDITURES FORSCHOOL CONSTRUCTION

District Source

Bonds Authorized (1960) $17,000,000 Bonds sold to date 13 575 000 Unsold Bonds (1-1-68) $3,425,000

State Source

Authorized (1960) 9,000,000 Authorized (19614) 14 800 000 $23,800,000

Amount Borrowed to date

Site Apportionments $2,481,092 Schnol Apportionments 8 969 102 11,450,194 12,349_806 $15,774,806 Total Funds Authorized

District Net Bond Capacity

Sch,dule I 26,967,000 Less Current Authorization 3 425 000 23,542,000 Additional District FundsRequired 12 360 616 Additional State FundsRequired $51,677,422 Total Bond Requirements APPENDIX F

STATINENTS FROM COUNTY COUNSEL STATEMENTS FROM COUNTY COUNSEL REGARDINGUTILI2ATION OF SCHOOL DISTRICT FACILMIES BY NON-SCHOOL AGENCIES

Office of the County Counsel 507 County Administration Building 70 West Hedding Street San Jose, California 95110 299-2111 Area Code 408

December 29, 1967

Mr. Henry C. Jensen, Director Educational Park Study Ehst Side Union High School District 12660 North Capitol Avenue San Jose, California 95133

Dear Mr. Jensen: questions re- You have requested our office torender opinions on several school district in lating to the establishment of aneducational park by a high conjunction with other public agenciesand private entities.

QUESTION I

May a school district leasefacilities to agents of thecity, county, state or federal government? You askwhether or not the schooldistrict may lease space which is being used forinstructional purposes tothe public agencies. Further, you ask what hours these facilities maybe leased to the publicagencies,.

ANSWER 1

A school district can lease realproperty belonging tothe school distri,:t property is not or to city, county, state and federalagencies, as long as the will not at the time of delivery ofpossession be needed forschool classroom buildings by the district owning it.

ANALYSIS 1

Education Code section 16201 reads:

"The governing boards of any scho.oldistrict may sell, exchange, grant or quit claim all or any ofits interest in, or maylease for a term not exceeding 99 years, tothe federal government or its agencies, to the state, or to anycounty, city and county, city or special district, or to any otherschool district except in cases included within Article IV(commencing at se.,tion 16151) of this chapter, any real property belongingto the school dis- Statements from County Counsel

trict, and which is not or will notat the time of delivery of title or possession benteded for school classroom buildtugs by the districtowning it as provided in this article."

Education Code section 16203 reads:

"The board shall not enter into andbe a party to any such sale, exchange or leaseunless the following conditions have been met:

(a) A resolution authorizing suchaction and prescribing the terms of the sale, exchange orlease has been adopted by the unanimous vote of all the memberselected or appointed to the board;

(b) Such resolution has been publishedin a newspaper of general circulation published in thedistrict, or if there cir- be no such newspaper, in a newspaperhaving a general culation in the district, once a weekfor three weeksprior to the making; of the sale, exchange orthe execution ofthe lease by the board." public A high school district can, therefore, leaseto the enumerated Actually be agencies any buildings or space which was notactually or will not used for classroom space. The only time that buildingsused far classrooms school hours could be occupied by the public agencies wouldbe after regular or on weekends or during school vacationreriods.

QUESTION 2

May a school district lease facilitiesto non profitcommunity agencies other than those operated by local, state orfederal government?

ANSWER 2

agencies A school district may lease facilities to ncnprofit community complied with if the notice and bidding; requirements of theEVucation Code are and rent is charged.

Education Code section 16051 through16070 sets farth theprocedures exceeding 99 years, by which a school district can sell or leasefor a tem not classroom any real property which will not be neededby the districtfor school buildings at the time of delivery of possession.

QUESTION 3

buildings May governmental agencies, through their ownfunds, construct district lease on property owned by a school district? If so, may the school the land on which such buildings are located to thegovernmental agencies? Statenents from County Counsel

ANSWER 3

Governmental agencies may construct buildings onschool district property and become tenants for a period not to exceedninety-nine years.

ANALYSIS 3

Again, Education Code sections 16201 and 16203 authorize aschool district to lease to public agencies without complyingwith the bidding statutes. This eliminates the possibility that a public agency maynot be low bidder for a lease in a building constructedby the public agency.

QUESTION 4

Nay a school district use its bonding capacity tobuild facilities for subsequent lease to other governmental agencies?If so, can the rentals be used to amortize the bonded indc.btedness?

ANSWER 4

A school district may not use its bondingcapacities to build facilities for subsequent lease to other governmental avncies.

ANALYSIS 4

Education Code section 21701 reads as follows:

"Except aa other wise provided bylaw, the governing boaed of any school district may, when in itsjudgment it is advisable, and shall, upon a petition ofthe majority of the qualified electors residing inthe school district, call an election and semit to theelectors of the district the question whetner the bondsof the district shall be issued and sold for the purposeof raising monty for the following purposes:

(a) The purchasing of school lots.

(b) The building or purchasing of schoolbuildings.

(c) The making of altArations or additions to theschool building or buildings other than such as may be necessary for current maintenance, operation, or repairs.

(d) The repairing, restoring, or rebuilding of any 'school building damaged, injured, or destroytd by fire or other public calamity.

(e) The supplying of school buildings and grounds with furniture, equipment or necessary apparatus of a permanent nature. Statanents from County Counsel

(f) The permanent improvement ofthe school grounds.

valid indebtedness (g) The refunding of any outstanding of the district, evidenced bybonds, or of state school building aid loans.

authorized (h) The carrying out of the projectsor purposes in Section 15811.

of Any one or more of the purposesenumerated, except that refunding any outstanding validindebtedness of the district evidenced by bonds, may, by order of thegoverning board single entered in its minutes, be unitedand voted upon as one proposition." the buildings Since the non school aistrict agencieswould not be using bonds for non school for school purposes, the schooldistrict would be selling purposes. fixed by Where the purposes for which schoolbonds may be issued are bonds be issued statute, bonds may not be issued for anyother purpose, nor may and bonds issued to raise funds for matters otherwiseprovided for by statute, for an unauthorized or improper purpose arevoid. (13mdlofflorzisors of matusnaty.x.:_211als, 84 CalAppad6/9.)

QUESTION 5

to private What are the limitations on leasingschool district property business organizations?

ANSWER 5

lease must comply The limitations on private businessleases are that the sections 16051 through with the notice and bidding requirementsin Education Code is not being 16070, a ninety-nine year limitation, andrelate to property which used for school purposes.

QUESTION 6

establishing What are the advantages and disadvantagesto the district in multiagency facility? joint powers agreements with agenciesparticipating jj a

ANSWER 6

Code The law relating to joint exercise of powersis foand in Government district is sections 6500 through 66o8. The initial problem tacedby the scLool only found in the requirement that signatories to ajoint powers agreement can Statements from County Counsel

enter into such an agreement if each signatory mayjointly exercise any of the powers common to the other contracting powers. (Gov. Code section 6502.)

School districts, libraries "nd recreation districtshave common powers singe a school district can operate a recreation program or operw-e alibrary However, when agencies such as the welfare department orthe city and comnty planning commissions become involved, it becomes moredifficult tr -;atir the common power requirement.Of course, such agencies may enter into ajoint powers agreement among themselves to purchase land, buildfacilities and operate their own programs in the educational park.

If a joint powers agreement was entered into betweenthe school district and one or more of the other ageneies who exercised a power commonto the school district, the school district could retain control byadministering the agreement. The parties could also provide for the mutual exchange ofservices without payment of way consideration other than such services. (Gov. Code section6506.)

The privileges and immunities from liability, exemptionsfrom laws, ordinances and rules, all pensions, relief, disability, workmen'scompensation and other benefits which apply to the activity of officers,agents, or employees of any such public agency when performing their respectivefunctions within the territorial limits of their respective public agencies, willapply to them to the same degree and extent while they are working as anemployee of the entity created by the joint powers agreement.

Government Code section 6545 reads:

"Project' as used in this article means...buildings, structures, ...improvements and all facilities appurtenant thereto orprovided therefor together with land and off-street parking facilities necessary therefor to be financed by revenue bondsissued pursuant to this article."

A joint powers agency may redeem the revenue bonds issuedby it with rentals or tolls or other income derived through its operations. Ia your case, the joint powers agency could c;llect rentals from the schooldistrict, the city and county agencies, and private entities in order to redeem anybonds which were sold in order tn buy land and buildings.

If you wish any further elaborat:,-ol on these points,please do not hesi- tate to contact the undersigned at your convenience.

Very truly yours, JOHN R. KENNEDY County Counsel

Maurice B. Hill Deputy County Counsel Office of the County Counsel 507 County Administration Building 70 West Bedding Street San Jose, Californi' 95110 299-2111 Area Code4o8

January 22, 1968

Henry C. Jensen, Director Educational Park Study East Side Union High School District 12660 North Capitol Avenue San Jose, California 95133

Dear Mr. Jensen:

You ask whether a school district has the power to lease excess spaceto a paivate or public agency in a districtadministration office facility constructed with bond funds. In my letter to you of December 29, 1967, I stated that a school district could not use its bonding capacities to build facilities for subsequent lease to public or private agencies.That opinion was directed to the case where the purpose of the bond salefas to build facilities for non- school purposes only.

On the other hand, where a bond sale is held for the purpose of building school district administration buildings, it is our opinion that if there is excees space, a 6chool district may properly lease it topublic or private agencies.Refer to our December letter for the procedures to follow.

If you have any further questions relating to this problem please contact our office at your convenience.

Very truly yours,

JOHNR.KENNEDY County Counsel

Maurice B. Hill Deputy County Counsel APPENDIX G

NAACP RECOMMENDATIONS SkN JOSE BRANCH MACP

Recommendations ConcerningEhst Side Educational Park Study Presented to Blue RibbonAdvisory Committee on September8, 1967

Staff, I. These recommendations areaddressed to Administrators, Blue Ribbon Advisory Committeeand Task Force Committeerof the East Side Educational Park Study.

I:WELT-SEMI of.all A. To emphasize the importanceof the responsibility persons involvedin the East Side EducationalPark Study to assure mirdmum disparitybetween the statedpailosophy and the realized or practicedphilosophy. The stated philosophy, as outlined in theapplication for a federal grant, is as follows:

"The District plans to involveall segments of the community in the development of anexemplary secondary education package that builds intothe curriculum unorthodox strategies for improvingcommunication among ethnic and racial groups while compensatingfor educational and cultural disadvantage."

assuring B. To offer recommendations assuggested methods for the reCization of the statedphilosophy.

III. Recommendations required to A. That teachers, administratorsand counselors be undergo in-service trainingin the teaching ofthe disadvan- InZervice taged Negro; and, that saidtraining be taught by those Mai* persons best qualifiedfor the task, namely,Negro educators . and lay members of thedisadvantaged Negrocommunities.

included in B. That hiring of personnel issuch that Negroes are all levels of certificated andclassified employees. It is greatly Personnel felt that the self-esteem ofNegro students will be enhanced by seeing Negroes asadministrators, departmentheads, teachers and counselors. It is reccamided that theDistrict engage in activelyrecruiting qualified Negropersonnel, rather than depend wholly on chanceapplications.

be C. That the entire counseling system ofthe East Side District reviewed and improved so as to:

students to counselols 1. Eliminate the practice of assigning according to specific categories,such as academic, CoZun=in vocational, general, etc. Frequently, youngsterslabelee.; for these categories becomepermanently trappedwithin them and are, thereby, imbuedwith attitudes of self- defeat. 2. Increase the numbers of Negro counselors.

3. Remove excessive specialization in counseling duties so that personnel may btcomeexperienced in all areas of guidaace.

4. Iuvolve guidance personnel in curriculum planning.

D. TinAt spociAl companstatorylimograms be provided whichwill increase the motivational and achievement levelsof those Compensatory Negro children who are working below their potentials. Education programs 1. Make use of latest electronic devices, such as video tapes, electric calculators, etc.

2. Hold seminars in self-identity for Negro students.

3. Conduct seminars for parents of low-achievers discussing ways in which parents may help children to improve academic achievement.

E. Thet the study explore the value of school social workers Social whIse function would be to visit students' homes and act Workers as lizdson between school and home.

F. That the curriculum be carefully planned so as to include comprehensive courses in Negro history as a requirement for all Curriculum students

1. That texts for courses be, as far as possible, written by Negroes.

2. That guest Ntgro lecturers be invited to classrooms to discuss phases of Negro history.

G. That libraries be coordinated with curriculum so as to include Libraries a wide :range of books pertaining to Negroes aad writtenby Negroes.

H. That assemblies and P.T.A. meetings be planned to include Assemblies Negro speakers from the community who may serve as exemplary P.T.A. images for Negro students. Also, make wide use of :mformativ,-) films about Negro life.

(Note: NAACP will gladly provide sources for films and book lists.)

I. That administrators, teachers and counselors be encouraged Ylanned to engage in planned exposure to Ntgro people. (See attached DT2P.MEP "Plan for Getting to Know Negroes Better") IV. Sunuar

In view of the stated aims of the East Side EducationalPark Study, and in an effort to insure the realization of the aims, the NAACP recommends that the East Side Districtprovide for:

A. In-service training of personnel in teaching of disadvantaged Negro pupils who may be lacking in self-esteem andlow in motivation;

B. Inclusion of Negroes itt all levels of personnel;

C. Revamping of present guidance procedures so as to better suit needs of Negro students;

D. Compensatory programs for decreasing the achievement gap between disadvantaged Negroes and other students;

E. Btploration of value of school social uorkers;

F. Curriculum and library facilities which offer realistic study of Negro history and Negro culture;

G. Assemblies and P.T.A. meetings which focus on Negro problems; and

H. Planned exposure to Negroes for teachers, administrextors and counselors.

29 Jtne 1967 APPENDIX H

MEXICAN-AMERICAN RECOMMENDATIONS RECOMMENDATIRIS FROM AD-HOC amecum: EMBERS OF M.A.P.A., C.S.O. and G.I. FORUM

Presented to Blue Ribbon Advisory Committee on January 5,1968

The suggestions herein contained are presented in a sincereeffort to assist the Blue Ribbon Advisory Committee, the Admini3trators andthe Staff of the East Side Educational Park Study accomplish the _Us of "incorporating innovative programs to pilot a number of instructionaL strategies...asto prevent 'de facto' segregation," of the student population.

We undertake this task in the fundamental premise thatunless all the people are educated, given equality of opportunity andtreated with personal dignity,it is idle to expect the continuance of civil liberty or thecapacity for an orderly process of our society.

We conour with the general theory for an EducationalPark Study but must emphasize that to the extent that the EPS fulfills its philosophyof involving If ...all segments of the community in the development of an exemplary secondary package, incorporating into its curriculum unorthodoxstrategies," to that extent, it will justify the call for new investment of fundsand faith from a community which has too long been contributing to an unsatisfactoryand antiquated educational system.

Among the several factors that offer hope to theMexican-American community with respect to acquiring a better education are the attitudetowards the bi- cultural, bi-lingual students, and the expressed desire bythe EPS to inoorporate ft exemplary original strategies."

In this spirit of cautious optimism we offer the followingconstructive recommendations.

I. It is imperative that teaching personnel be Americans ofMexican desceut.

The benefits to the Mexican-American youths of seeinginstructors of his own "raza" are innumerable. The psychological enhancementitself is of the utmost importance.

Since historically the Mexican-American has not beenencouraged to attend college, and he has invariably missed out on the scholarshipsavailable, there is a virtual absence of Mexican-Americans with acredential to teach.

From the State Colleges at San Diego, Fresno and San Jose thenumber of prospective teachers of this ethnic minority has beenincreasing, The EPS must seek them and entice them to become members of thestaff, utilizing whatever means it requires to attract them to the EPS.

II. Members of the Administrative Staff must include Mexican-Americans.

It is inconceivable that a program proposed to assist the membersof minoritie, not have in the administrative level members of the largestminority residing within the jurisdiction of the program. We feel that among the obviousattrLbutes of having persons of this minority as administrators, theprime factor is that of personal dignity. Seeing Mexican-Americans involved in policy making positions canonly provide a positive, motivational attitude on the student.

III. The Counseling program be renovated andexpanded.

The fundamental objective of the counseling progr-mmust be to provide the Since the student with an authoritative, concerned, andsint..ze Counselor. student depends heavily upon his advice, the Counselormust know the student and objectively evaluate his potential. The Counselor must knowhis job.

The number of students that he serves must be minimalin order that he give each one attentive consideration.

The program must avoid lumping omto one Counselorstudents "earmarked" as "Academic material," Trades, i.e0 carpenter,auto mechanicmaterial, or of any other designated group.We must insist that thetraditional practice long classifying students into such categuries, a practicewhich has for so a time invariably castigated the Mexican-Americanyouth to the"vocatiaaal" classes, be abandoned entirely.

We consider it essential the Counselors becomeacquainted with his that of the student's home environment.He must get to know thevarious facets student's life, especially when these home factors havesuch a tremeadous endeavor Impact upon the student's academic attitude. The Counselor should all th to visit his students' homes and to hold conferencesat home between parties concerned.

Working in an area that encompasses such a large numberof Spanish speaking the Counselors persons, and where many of ther.a peoplespeak only Spanish, undertake their must be able to communicatein Spanish.All Counselors must work mith the idea that in todgy's world, with itsimpatience andinsecurity, theirs is largely a task: of being a school social worker.

IV. There must be an administrative component composed of aMexican-American him a Croup Director of community and school problems. He should )vve under of conmunity workers whose job will be primarily, thatof helpinc Mevlean- present a.72A to American families deal witk. the many edUcatianal problems now which no one is paying attention at the present time.

V. There is a vital need for specific department charged withhaving reacily available "Vocational Information."

The Educational Park Study should incorporate in its program,in addition TO Counselors, Advisors who are available to all students andmho have information relative to the changing demands of certain industri;s.With the influx of automation into the various fields of business andproduction, specialization is increasing steadily everyday. These advisors mustkeep up with the changing trends and be able to objectivelypresent the positive and negattve aspects of a given profession to the interestedstudents. which will deal with theproblem of the non- VI. There mmst be a program taught in Spanish with English speaking student. That group should be in the selection English as a second language.Great care must be tiken in the success ofthis of the teachers since theywill be very instrummatal patterns of autcmatirm, program.An additional taskimposed by the changing of our youth, isthe which demands that it beintroduced into the curriculum wiser and constructive use ofleisure time. which the EPS mustinvestigate VII. In the realm of "exemplaryoriginal strategies" Mexican-Americanswho is the more productive use ofcapable and successful college oruniversity. unfortunately did not have theopportunity to attend a

better understandand The possibility exists thatMexican-Americans can problems whichconfront therefore be better prepared to dealwith the unique the Mexican-American youth. that Mexican-Americans There can be no rational argument contraryto the fact the basis fordestroytig in positions of authority provide forall concerned being inferior myths that in essence castigate membersof this minority as and incapable of holding such positions. positions as pro- MexicamAmericans must be incorporated intopolicy making personnel gram developers, as DepartmentHeads, as researchand consultant Nexican-Americans and unquestionably as Counsers. Because there arenot many fact that manyhave who possess college certificates doesnot negate the achieved success through empirical processes. certificated person These persons have the quality andcapability of many a their cantr;.butlen and we strongly urge that through anevaluation criteria, to the education of the Mexican-Americanyouth be utilized.

VIII. The faculty must know the Mexican-American. the success o- If the instructors are to understand theproblems effecting learn hishistory-and failure of the Mexican-American youth,be must first language. be introducedwhere1-7 It is essential to the success of theEPS that a program such a projec-,learn about the teachers, counselors and theadministration of and motivatethis the culture of the Mexican-American ifthey are to direct student. speakers be Mexican- We suggest that guest speakers and"resident," regular with Americans who will provide both the staff andthe other students to OUT information respective to the Mexican-Americanand his contribution society. provide all We further suggest that seminars be heldregularly snch ac to United States. the students ivith the history of theMexican-American in these TX. Curriculum materials must be utilizedwhich depict the positive contributions to America by members of thisethnic minority.

In a region, in a state, a county, a cityand surrounded by a multitude of items wIth Spanish names, with Mexicantradition and folklore, it must be obvious to everyane that the suppression of thecontributions which this minority has made to our country can no longer beignored.

A program of study which reduces these vast influences on oursociety, to a mere after-thought or merely refers to them in asurerficial manner, is not only negligent in presenting the truth, but must be considercdbigotly.

It is our suggestion that the EPS actively seek to acquireall the written materials by Mexican-Americans that treat subject matterswtfch the students must undertake.

X. Associative materials such as films, art works, and library bookspresenting the students with the creative ability and with the historyof what the Mexican-American has contributed to his society must be madeavailable.

Books which depict the misery and struggles by this peopleshould be in a library that serves to educate so many of their number.A Library Committet: where Mexican-Americans can have equal representation, canreadily suggest a number of books that will enhance the reading desire ofMexican-American young people.

XI. We strongly urge that the entire administrative staff,including the 'Vocation' advisors, become knowledgeable of the recommendationspresented by the U.C.L.A. studies on the Education of the Mexican-American.

In conclusion, we wish to review the historical situation ofthe Mexican-American and why it is essential that the EPS destroy these barriers.

For the majority of the Mexican-Americans the 'American Eream'has progressed without his inclusion as a full participant. Primarily because he hasdark colora- tion, he has suffered the stigma attached to color in our society.

Because he invariably came from a poor family, he has sustained Classdiscriminatio:

TO survive socially he maintained his Spanish language; for this hehas beoa castigated as inferior, unintelligent and lacking the 'American spirit ofmotiva- tion.'

For the cultural traits that he has maintained, and which the rest of the community's population has not endeavored to learn, he traditionallyhas been mis- understood and further entraped in a defeating att5tude academically.

For these reasons it is imperative that the Educational Park Study recruitthose Mexican-Americans that have stormed over the barriers and enlist their assistancti in providing an equal opportunity to all the students of the community. In reviewing the recommendations submitted, it is obvious that above all, ths Counseling Program must be made to include an uaderstanding of the Mexicaa- American cultule and heritage.

It is essential that ALL administrators unders.and the Spanish language.

Ptrsonnel at all levels, Classified to Certificated- mustinclude Mexican- Americans.

Job preparation information must be readily available and kept up to date respective to the changing needs of a profession.

Non-certificated Mexican-Americans must be evaluated upon other criteria besides a certificate, and utilized to their optimum contribution.

An lIn-Servicel trainingprogram directed to educate the faculty and administration in the history of the Mexican-American, conducted primarily by Mexican-Americans should be instituted.

Wherever possible curriculum materials created by Mexican-Americans must be utilized, i.e. books, pamphlets, films, etc. The extra curricular program such as seminars, assemblies, guest lecturers aad art works presentations should earnestly strive to include themany available Mexican-American material of the area.

The history, culture and the heritage of the Mexican-Americanas to his contribution to our society must be presented to the student body.

11/28/67 APPENDIX I

REPORT OF IFTER-GROUP RELATIONS CONMITHIE MORT OF THE INTER-GROUPMATIONS COMITTEE TO THE BLUE RIBBONADVISORY COMMITTEE (Including amendments suggested by theBlue Ribbon Advisory Committee onDecember 1, 1967)

ten meetings to date. In The Inter-Group RelatiomsCommittee hasheld addition, members of the committeehave served as hostsfor a series of six other citizens. neigAborhood meetings involvingstudents, parents and wishes to go on record As a result of its work todate the Committee The Committee sees endorsing the edugational parkconcept tor EhstSaL Jose. great potential for such afacility for the following reasons: identity 1. It would provide a source ofcommunity pride and for the Eastside. better 2. It would provide an atmospherethat would engender communicationand closer harmony amongall socio-economic and ethnic groups.

It would broaden and enrichthe educationalopportunities for both youth and adults inthe community.

agencies 4. It would facilitate a coordinatedeffort by social and commwaity organizations insolving the humanproblems of Ehstside residents.

preventing de factosegregation 5. It would be instrumental in in the high schools. educational program of The Committee recommends that indeveloping the the park, serious considerationbe given to thefollowing: understanding among 1. Programs designed to increasedialogue and break down cam- parents, students awl teachersin an effort to munication barriers between youthand adults.

Programs such as the following aresuggested:

neighborhoods, belected on a a. Paramt representatives from rotating basis, to assist whereneeded in theschooland between parents, stu- tomaintaincontinuouscommunication dents, and school and agencypersonnel.

such as b. A variety of cultural andrecreational programs, music and armna groups, designedto bring youthand adults together. clasmen c. "Big Brother--Big Sister" programsin which upper participate in the orientation offreshmentotheschool. teachers and d. Sensitivity training groups open to parents, students.

administration e. A st-dent advisory committee toconsult with the and taculty on, matters deemedimportant by students.

assigned to theresponsibility f. A person of administrative status activities of developing and coordinatingschool-community liaison such as those suggested above. Report of theInter-Group Relations Committee

that affect involving students indecision making in areas 2. The them directly, such asthe behavior anddress code. responsible. Committee feels the vastmajority of students are support their Such programs will notonly encourage and responsibility, but willbe a valuable meansof developing and among thestudents a basis for realcommunication between themselves.

parents into a morepositive relation- 3. Active efforts to bring increased use ofparent volunteers, sfiip with theschool, through (semi-professional) andschool-community liaison teacher aides especially workers drawn from thecommunity. These efforts are important for low incomeand minority groupparents. The frequency 4. The concept of counselingmust be broadened. their counselorsshould be of contact betweenall students and can be moreaware ofstudents' increased, so that counselors The aspirations and personal aswell aseducational problems. processshould be crucial role of the teacherin the guidance with indi- Counselors, in additionto their work recignized. teachers. vidual students, can serve asresourcepersonnel to

teachers. This 5. The employment ofadditional minority group for minority group will provide not only theneeded models breaking downstereo- students but an equallyneeded means of scbool and thecommunity. typed attitudes oftenfound in the APPENDIX J

CURRICULUM COMMITTEE POLICYSTATEMENT AND CURRICULUM SUB-COMMITTEERECOMMENDATIONS EDUCATIONAL PARK STUDY CURRICULUM POLICY STATEMENT

Recommended by the Curriculum Committee (Including amendments suggested by the Blue Ribbon Advisory Committee on November 3, 1967)

It is self evident that education could help solve the staggeringproblems facing our society.Education must be bold and aggressive in coming togrips with these problems. The Educational Park must have a curriculumgeared to raise aspiration levels and develop occupational skills that fostermaximum personal growth.Among the main problems to achieve this, thecurriculum must combat the lack of adult-youth communication, Mexican-Americanand/or Negro problems and community apathy.

All youth can and must be educated to provide a matrix forhealthy, continuing participation in our society. The nature of the Park's facilities mustbe such that the Park can readily adapt itself to curriculum change. The curriculum must be sufficiently flexible to provide a dynamic program thatwill make all youth eager to continue education. The school day should be veryflexible to achieve maximal utilization of Park facilities year around.Students may be ia school four, six or eight hours a day; may be on work experienceand regular classes; may attend only in the evenings.

Encouraging students to learn how to learn may indeed be theeducator's primary responsibility.The curriculum must nourish theindividual student's growth and development.

Smaller and/or larger classes are essential as content requiresto encourage free and open discussions about things of concern to students.A pervading atmosphere of honesty and sincerity must be created throughout theeducational system. Teachers sensitive to their fellow human beings are necessary. Bi- lingual teachers and teachers intimately conversaat with Mexican-Americanand/or Negro culture must be sought out. liaison workers to maintain a closerelation- ship between teacher, home and students must be utilized.

Groups that develop a positive image for Mexican-Americanand/Or Negro students must be supported in their attempts to provide identity and improve their aspiration levels.Material and identification models fromMexican- American and/or Negro history and culture must become an integral part of the curriculum. Qualified Mexican-American and/or Negro members must be employed in teaching and administrative positions. The fullest possible community agency participation in the Park would make possible utilization of these resources in the curriculum.

The guidance program must be developed on an extensively broadened base.An expanded guidance center should facilitate the transition from secondary school to the world of work and/Or continuing education. The Park staff could serve in a number of ways to secure and maintain a number and list of scholarships, provide information onstudent loans and furthereducational opportunities, act as a job placementcenter, and give neededaptitude and related tests. Career training for the local jobmarket must be carried out. center for The community must participatein the Park as a multi-agency facilities should be the entire Eastside.Park library and recreational accessible to the community at large.Ideally, thePark wuuld also include pre-school education, primary education,adult education, and juniorcollege; each of the levels enhancing the othersand providing maximalutilization of resources available at the sitefor location. of The Park shouldbe the site of highest possibleexpectation; aplace excitement, interest and stimulation forcommunity, students and teachers. EDUCATIONAL PARK STUDY Administrators, CurriculumSub-Committee

February 6, 1968

Committee of The following recommendations aresubmitted to the Curriculum the Educational Park Study:

staff 1. It is recommended thatin-service training to help understand the students and communitythey work with become an integral part ofthe Educational Park, aswell as other schools. The actual program should draw uponthe experience in of the various in-servicetraining programs now underway the district schools.

2. It is recommended that an inmservicetraining; program be investigated in relation to the feederschools of the Educational Park as well as the otherdistrict schools. The idea is to involve eighth gradefeeder school teachers and ninth grade high school teachersin a program to develop mutual understanding of both school programsand eventually to provide better transition tohigh school, facilitate scheduling, and eliminate overlap incurriculum.

potential 3. It is recommended that the districtinvestigate the of non-certificated school-communityliaison workers to provide better communication between schooland community.

48 As a result of the pass-fail pilot, thefollowing points are recommended for consideration by theEducational Park and other schools in relation to any course consideredfor pass-fail:

a. A course in which pass-fail mightbe offered should make the selection of whether to take the coursein a pass- fail or regular letter grade system avoluntary choice on the part of the student.

b. Students interested in taking a courseusing pass- fail as the grading system should berequired to make a decision onpass-fail atthe beginning of the semester and be held to it for thatsemester. They should be required to make a decision onthis at the beginning of each semester.

c. A teacher offering pass-fail in a coursemust be flexible enough to convert the student'swork to a letter grade if the student has to transferto another school.

d. The courses that might be consideredfor pass-fail at this time should only be elective courses.

e. Prior to offering a course usingpass-fail, and prior to asking the student to make adecision about it, a thorough orientation to pass-fail mustbe given to both teachers and students. Administrators' Recommendations

brought 5. It is recommended thatthe visit-to-industr: concepts to light by the pilotproject be integrated into thecurriculum of the Educational PArkand other schools. The current integration High School of the concepts into theEnglish curriculum at Overfelt should be watched and evaluated.

Educational Park Study staffcarefully 6. It is recommended that the during the observe and evaluate theEnglish pilot to be started 1968/1969 school year.

Study staff follow 7. It is recommended thatthe Educational Park tentative imple- the Overfelt High Schoolcounselor plan up for The mentation, as well as the workof the GuidanceCommittee. Educational Park should build uponthe work of these two groups in setting up its guidance program. RECOMMENDATIONS TO 1HE CURRICULUMCOMMITTEE

FOR THE EDUCATIONAL PARKSTUDY FROM THE PARENTS' CURRICULUMSUB-COMMITTEE October 27, 1967

Curriculum Sub- After careful thought andconsIderation, the Parents' Committee makes the followingrecommendations:

1. That the Educational Park becomethe hub of the community activity for the East Side ofSan Jose.With each city and county agency represented onthe Park site, parents and youth would have only oneplace to go wben theyneeded services. The Park should be open frommorning to late evening for education, recreationand service_to the community.At the same time, such amulti-agency complex must maintain the strictestconfidence levels in appro- with priate situations, particularlyin initial contacts members of the community.

position (such asfound 2. That the School-Community Liaison. at Overfelt and Hill highschools) be included andexpanded in the Educational Park, and inother schools forthat matter.Besides working closely withthe community, students and teachers to help theteachers understand of their students better, and interpretingthe functions the school to the community, theycould also conduct group sessions with students, with teachers,with parents and with a mixture of two or three ofthese groups inorder teacher, to break down the barriers thatoften exist between students, and community.

dis- 3. That the Park, as well as otherschools, engage in cussion with community churchesand otherorganizations to explore the possibilities ofimproving school-community communication (e.g., setting upa seriesof satellite study centers in church buildings).

4. That the PTA organization be examinedfor possible means The present for improving school-communitycommunication. structure is not effective in this area.Community leaders should take an active role insupporting, encouragingand publicizing greater parental participationin the educational system.

means of im- 5. That a monthly newsletter be developed as a proving school-community communication. The contents of the newsletter should be agreed uponby a committee of teachers, administrators, parents andstudents. Careful editing should insure high quality. Recommendations toCurriculum Committee From Parents' Committee

the home That all communicationsfrom the school to 6. The come directlyfrom the principalto the parent. authority and idea is to give thecommunications more communication through prevent distortionby passing the the student as anintermediary. code in the Park 7. That communicationsregarding the dress of students, and other schools beimproved by having a group and come to parents, teachers andadministrators sit down should be. It is some agreement onwhat dress standards rules when your felt that it is difficultto argue with involved in making own peers orrepresentatives have been them.

such as currentlybeing 8. That in-service training programs developed in the districtconcerningschool-student-community Educational Park. relations be continued andexpanded in the teachers approach That throughout theEducational Park all 9. positive manner. the language differencesof students in a strengthened; dia- -lingualism should beencouraged and should be lects, colloquialisms and peergroup systems Proper respected as meaningful waysof communicating. be the goalof language for the propersituation should instruction. morning to That the Educational Parkremain open from 10. become late evening, and that theeducational schedule able to set uptheir highly flexible.Students should be For example, schedule to gain the mostbenefit fromit. must work tohelp many students of lowincome families flexible schedule, out the family at home.With a very find work. they would have many moreopportunities to classes A student might work in themorning and take in the afternoon until late in the afternoon,or work Adults and take classes in themorning andevening. working the desiring to further theireducation, but classes in the swing shift, should beable to take morning. upon as a 11. That many people in thecommunity be drawn of the Park, resource to enrich theeducational program could be retired as well as other schools. These people contribution or otherwise, but couldmake a significant from all walks to the education of youth. They could come discussing of life, teaching about theirspecialties, their part in recent history, orrelating particularly significant experiences to today'sstudents.

practical 1?. That the curriculum be modifiedto include to training for all stndenta in jobinterviews, where 1. go to look for jobs,what to say whenapproaching someone Recommendations to Curriculum Committee From Parents' Committee

for a job and what to wear. Basically, somewhere in the curriculum the students should learn to be aggressive job seekers. This would aid students in seeking positionsfollowing high school as well as summer jobs. In connection with this, the school should work closely with the business areaand collect and use material various businesses produce for Drospective employees.Much of this deals with rules and regulations andthe importance of the proper attitude toward work necessary tohold down a job.

13. That the office assistant's role be more efficientlyutilized in the Park and the other schools as an excellent area for in-school work experience. Suggestions for improvement include specifying areas of responsibility, adequate training prior to assignment, and placement aligned with the number of spaces available.

14. That grading remain as it is for the college preparatorysub- jects, but that other forms of progress reporting forelectives, P. E., etc., be studied. This recognizes that many grading systems are rather artificial, and that grades arenecessarily important for college entry.

15. That children from poverty families and low incomefamilies not be singled out and labeled as such, but ratherthat a concerted effort be made to raise the aspirationlevel of the students. All students are capable of learning, andoften capable of learting much more difficult skills than they are given credit for. Teachers should expect all students to achieve highly. If a student does not achieve as expected, then the teather must find out why and proceed to prescribe the activities that will bring the student up to the desired level. EDUCATIONAL PARK STUDY 11

StudentsCurriculum Sub-Committee

February 7, 1968

The following are recommendationssubmitted to the Curriculum Committee of the Educational Park Study:

1. Vending Machines:

a.A staggered lunch period is recommendedfor the Park and other large schools as onp method toreduce crowding that occurs in using the vending machines.

b. The kiosk plan introduced at Oak Groveis recommended for the Park and other schools as asecond method to reduce crowding while the vending machines arein use.

c. It is recommended that the district staffcontinue to investigate new ways of preparing and vendingfood in the interest of contirmally upgrading.service.

2. School slgalv

a. It is recognized that spirit andinvolvement do not just happen. Therefore, both must be taught, encouragedand actively planned for in the Park as well asother schools.

b. It is recommended that student leadershipin communications and spirit be emphasized and particularlyconcentrated on the freshman level to involve studentsin the school early in their high school career.

3.pour:Iselin...a: The following points are recommended asbeing necessary for an effectivecounselor or counseling program:

a. The counselor must be able to get toknow his/her students well.This is difficult to do under thepresent system and/Or ratio.

b. Implied in the above is that the counselormmst develop a close oontact with his/her counselees. This would involve meeting them for things other than pointsof conflict.

c. All counselors should be employed full-timeand if possible follow the student for all his years in thesecondary school.

d. The counselor should help the atudent getthe best possible schedule, help the student in the area of studyskills, and help with the development of job seeking skills.

e. It was felt that better pre-schednlinginformation should be -deve3.oped. Students' CurriculumSub-Committee Recommendations

f. The need for an academicspecialist was emphasized-- an expert in collegeentry, cost, possiblefinancing; one who dispensesinformation on a regular basisduring the year.

a. A counseloz who specializedin placingstudents not going on to college was recommended.

b. Relating this to the EducationalPark Study, it was suggested that possibly thecounselor could bephysically located close to the studentsin the school, perhapswith a large ratio so that anacademic and placementexpert for the whole park could beemployed.

4. Teachers:The following points representthe students' view of an outstandingprofessional and should serve as guidelines inselecting staff members forthe Park as well as allschools.

a. Attempts to get to know studentswell.

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

c. lb truly committed to teaching.

d. Is imaginativeinhis/her presentation.

e. Varies class procedure.

f. Knows his/her subject matter.

g. Possesses a sense of humor.

h.Respects students.

i. Is involved in school activities.

j. Is fair in evaluation.

k. Is available to students outsideof class.

5. Learning to Learn:

a. It is recommended that the developmentof study habits for the various courses, the developmentof intellectual curiosity, and the development ofspecific techniques of Students' Curriculum Sub-Committee Recommendations

;learning to Learn (continued)

learning should be part aad parcel of each course; teachers giving a good measure of emphasis to each. Along with this, individual responsibility and leadership should be developed.

b. If students are taught how to learn in the various subject artas, they will be able to apply these techniques in later life when and if it becomes necessary to learn more about a particular area.

6. Student Government:

a. It is recommended that students be allowed to try their ideas in this area, regardless of the experience of past studeat governments. Students should be allowed to make their own successes or failures and live with them.

b. Students should have authority in the area of school activities and budgeting, should have a hand in decisions regarding the dress and behavior code, and be involved in communications between the staff and student body.

c. It is recommeaded that the students work together with the faculty and administration it the ongoing program of the school. Students do not wish to infringe on the authority or responsibility of the staff, but do wish to know more about faculty and administrative plans and thinkiag about the school program. EDUCATIONAL PARK STUDY

Recommendations to theCurriculum Committee fromthe Teachers' Curriculum Sub-Committee February 29, 1968

center be developed 1. It is recommended that anindustrial training in hand with industry at the Educational Parkthat will work hand job market and what in order to be closelyattuned to the local This train- training is needed for thatmarket from time totime. that it ing center should be highlyflexible and sensitive so could "tool up" rapidly in orderto produce theskills necessary due to shifts within the local economy.

become an integral 2. It is recommended that a jobplacement center part of the Educational Park. be 3. It is recommended that the currentwork experience program other recommendations expanded manyfold and that it becoordinated with on this list. recommended to begin 4. A concentrated dose of vocationalguidance was entire fmar year pro- at the freshman level andcontinue through the tested, particularly onaptitude, gram. Students should be extensively shouad explore skill and verbal measures.Following this, students and test a variety of job areasrelated to theircurrent interests their think- results. This would be done to helpstudents crystalize to develop more ing regarding a future vocation. It would help them It is pertinent program schedules forthe junior andsenior years. would be quitevaluable quite possible that recent highschool graduates here as well as visits to industryand college. The purpose of tech- 5. A number of technical electives arerecommended. with the opportunity nical elective courses is toprovide the student combination) skill during a to learn a clerical ormechanical (or (90 hour) or one-year short term (less than asemester), semester They should be of course (180 hour)immediately prior tograduation. those that build two types: those requiring nopre-requisites, and provided, the goal ofthe upon previous skills.Whatever the skill orgeneralization. course should beproficiency, not familiarization emphasize and utilize Whenever possible, methods ofinstruction should In order to insure realistic and practical applicationof the skill. advisory committee that skills being developed willbe marketable, an from industry shoUld be set up toidentify shiftingdemands in the local market. by providing Technical courses should enhance basiccurricular offerings additional skills for regular departmentalmajors, realisticalternative advanced skills for those students unable tobenefit from conventional to the student's courses in their chosen majorfield or skills unrelated TeachersRecommendations

major but of a personal oreconomic value. It is imperative that each technical course be designedrealistically to provide the appropriate type (ability level) of studentwith competency (degree ofskill) adequate to benefit from such training. Possible examples:

Technical Photography (IA or ArtDept.) Cashiering (Business) Librarian Assistant (liglish) Clerical Pool (Business) Industrial Sewing (Homemaking) Report Writing (English) Poster/Sign Painting (Art) Food Handling(Homemakimg) tuplicating Operation (Business)

6. It is recommended that business studentscongentrating onclerical/ stenographic skills form a student assistant poolin their senior year in order to provide realisticexperience for them.All teachers desiring a studemt assistant would suNnit requeststo the pool, listing the sIdllR they require for an assistant. Requests would be filled by an individual responsible for thepool. Students filling the requirements would be sent for personalinterviews to theteacher, and the teacher would select his/her assistantfrom the interviewees.

7. It is recommended that the Educational Parkdevelop a food service program to serve the entire park,both students, faculty,adult visitors, and non-school personnel employed on thesite.Free meals should be provided for needy students.The main idea ofsuch a food service operation would be to create an atmospherein which students and adults can intermingle and talk with oneanother. This would serve to reduce communication barriersbetween teenagersand adults.

8. It is recommended that a district diagnosticcenter be developed at the Educational Park. Services would be providedthat diagnose speech and hearing defects, low status dialects,bilingual problems, marginal achievers, psychological damage, needfor attitude reforms.- tion, and need for perceptual remediation.

9. Recommended in tile field of English are the following:

a. An approach to English that concentrates onBASIC NEEDS during the freshman and sophomore years and onGEnERAL INTERESTS in the junior and senior years.

b. The development of a sequential phasing programin English (freshman and sophomore years, prinarily). Each student would be required to pass through certain phasesin reading, basic writing, speech, grammar and composition. He would move from one phase to another by jumpingcertain hurdles on the basis of performance.

c. The development of a wide variety of electives onthe junior and senior levels for students to select their programsfrom. Utilizing individualized instruction, students wouldbe able to select courses based on their interests, whilethe skill development of the course could be determined by thediagnostic testing and vocational goals.Examples of the wide varietypossible include Reading Development, Independent ReadingProjects, Vocational Reading, Modern Dramatic Literature, Film Appreciation,Creative Writing, Technical Writing, Negro Ifterature, ScienceFiction and Teachers' RecommendatIons

Fantasy, Drama, Speech and Debate, Rhetoric, Multi-Media Approach to Literature, Public Relations, Semantics, American Literature Themes, Shakespeare, Advanced Composition, Modern Novel, Tragedy, Satire, Poetry, Scientific Writing, and various thematiccourses.

10. It is recommended that an in-service educatian structure be developed so that necessary training for the stall to attack specific problems as they arise caa be easily instituted. In-service training must become an integral part of the schoolprogram.

11. It is recommended that the studentaide and assistant programs be carefully planned and extensively used inthe Educational Park.

12. A family lifeor health education program is recommended for development. The program should either bea apecial required course or structured so that all students receive this education during their regular school program. This area is becomingso important that such a program must be carefully drawn up, butonce in operation it must be closely followed to assure that it is carriedout.

13. It is recommended thatthe current mathematics program underway in the Lodestar Project beimplemented at the Educational Park. This includes the interdisciplinaryapproach in Math I and Math II, a junior and senior VocationalMath tied in with Industrial Arts, a one semester consumer math for college preparatory students, and the development of a giftedprogram in math in conjunction with the district consultant for the gifted.

14. It is recommended thatsocial studies provide many more electives for students, throughindividualized units of instruction (e.g. IOSUL) and/or provisionfor a number of quarter lengthcourses. On the freshman level, the currentLodestar approach was suggested as a requirement, while thesophomore year could be thrown open to electives of the student'schoosing. The junior year might consist of a semester of required U.S. History,followed by a number of electives based on U.S. Historyfor the secaad semester. This would meet state U.S. requirements,yet provide mmch flexibility and student interest. The senioryear would have a senester of Civicsas required, followed by a wide choicecd electives tor the students.

15. AA interdisciplinaryattack for various vocational directions a student might take irecommended. For example, if the curriculum were highly individualized,a student working toward a career in the automotive field might studythose aspects of physical science that apply to the automotive field,technical writing in English, mathematics related to theautomotive field, and concentrateon a study of the industrial communityin social studies. This would obviously involve a great deal of cooperationbetween departments and the development of a wide varietyof individualized units, but the end product mightbe a significant improvevmtin education.

16. Industrial education. It is felt that withour present curriculum, a great number of our studentsare graduating from high school with no dtfinite goal in mind andno skill or training to enter the industrial world. With this in mindthe following items are suggested: Teachers' Recommendations

The type of course outlined here isdesigned to bring the Industrial Community and the school into closecooperation, and give the high school graduate a saleable skill.By the junior year, the studentneeds to have had enough vocational guidance sothat he can intelligently select a proposed entry vocation. (This does not mean changes cannot bemade.)

Auto (As an example)

I. As a junior, the student will take a yearof Basic Auto 2 Feriods per day. In this he will build a foundation onthe basic Frinciples of the auto aad decide if he wants to continuein this field.

II. As a senior, the student will select an areaof specialization.The student will be in the class two hours per dayin the first semester. In the second semester the student will spendtwo hours per day in class and al:proximately 10-15 hours Fer weekin Industry working in his area of specialization. The instructor will haverelease time to supervise and take care of job placementin industry.

Areas of Specialization

Automotive electronics and tune up Automotive machinest Service station (doesn't need Junior year Auto parts in auto) Brakes and Frontend Auto body and finishiag Transmissions Diagnostic specialist

This outline is Dor just one area. ...,, should be recommended that similar adaptations be made for all or Fart of thefollowing areas:

Welding Hydraulic & Pneumatic Dietitians Mac hinest Aeronautics Nurses Aides Sheet metals Horticulture Teachers Aides Air Conditioning Steno type and Refrigeration Cashiers Business machines Elec tronics Typists Bookkeeping T.V., Radio, etc. Stenographers File Clerk Drafting

plus any other area which would fit intothe community industrial world.

17. It is recommended that courses for the gifted be developedto tie in with the Advanced Placement Program many colleges participatein. Some students might enter the program Dor enrichment, some torcollege credit, and smne for credit in lieu of other high school coursesin a particular area.

18. It is recommended that the entire scheduling set up as it nowexists in our schools be studied and revised to provide the highdegree of flexibility necessary to carry out many of the recommendations.Besides the possibility of running the program into the evenings, thepossibility of developing a four quarter, twelve month school year shouldbe Teachers' Recommendations

investigated. The main idea of this would be to fullyutilize the school plant for the benefit of the students,and incidentally for the benefit of the community and industry.

19. In the area of home economics it is recommendedthat more electives be provided to meet the needs and interests ofall students in the mchonl,

20. In the area of art it is recommended that a gallerybecome part of the Educational Park that provides space for studentsand adults in the community to display their work.

21. The committoe recommends the development of art projectsthat build or enhance the design ard beauty of theFtrk.The idea is that the Park should be looked upon by the student body aspartly their product, something they can contribute to and identify withclosely.

22. A school-community orchestra is recomnended toprovide ongoing music experiences for the non-professional as wyll asimprove communications between youth and adults.

23. It is recommended that the music program be expandedto provide a wide variety of beginning music courses, extending the rangeof instruments to include many of interest to students but notnormally taught in high school.

24. In the area of science the committee recommends ahighly individualized program. Suggestions would include a continuous progress programon the freshman and sophomore levels with students exercising somechoice in the science areas they exlaore. Many of these individualizedunits should be offered to other students interested in science(not as an academic vocational pursuit) with openings in their schedules. These students might take one or two short science units and then moveto some other area of interest.

For the science oriented college preparatory student, aunified science program through the four years of high schoolshould be offered. The freshman and sophomore course might be similar to that above,with the junior and senior classes providing more, specialization as theydo now.

25. The final recommendation is that any study of the aboverecommendations start by investigating similar programs already underway in thedisi,rict and local area.In tliis way much tine and effort may be saved asthe ntw programs will profit from past experience. APPENDIX K

REPORT OF INTER-AGENCYCOOPERATION AND COMMUNITY RELATIONS CCMMITTEE REPORT OF INTER-AGENCYCOOPERATION AND COMMUNITY MATIONSCOMerast; IV THE BLUE RIBBONADVISORY COML.ills

December 7, 1967

Committee hn5 held The Inter-Agency Cooperationand Community Relations The members of twelve meetings during theperiod April - December,1967. agencies, both govern- the committee represent awide.range of community mental and non-governmental. reviewed their Representatives from twenty-onecommunity agencies have interest in beingincluded programs and haveindicated the extent of their the Eastside. Reports were in the educational parkmulti-agency complex on received from the followingagencies:

Child Care Center (East SideUnion High SchoolDistrict) Childrens Theater(Junior League of SanJose) Community Council of CentralSanta Clara County County Library Fast Side Y.M.C.A. Family Service Association Junion Achievement of SantaClara County, Inc. Metropolitan Adult Education Program San Jose Fine Arts Commission San Jose Health Dept. San Jose Parks and RecreationDepartment San Jose Police Department(Youth ProtectionUnit) Santa Clara County HealthDepartment Department(Delinquency Prevention Santa Clara County JuvenileProbation Unit) Santa Clara County WelfareDepartment of Santa ClaraCounty) Services for the Aging(Catholic Social Service Volunteer Bureau Women in Community Service Y.W.C.A, Youth Opportunity Center Youth Science Institute(Junior League of SanJose) Dolores Garcia of the The Committee also heard areport from Mrs. of low incane East Valley Opportunity Council(EOC) regarding the needs families on the Eastside. exhibited by agency The extent of interest inthe educational park concept of a personnel was the basis for aresolution endorsing the school-community complex.

The resolution, adopted onAugust 10, 1967, is asfollows:

Committee The Inter-Agency Cooperationand Community Relations East San endorses tbe concept of aschool-community complex for the solution Jose. The committee foreseesgreat potential for residents in such of educational and socialproblems of Eastside attracted to the idea a complex. Specifically, the committee is cultural, recrea- of a facility which willintegrate educational, of the tional, and social service programs. It is the opinion be committee that appropriateadministrative !Arrangements can Inter-Agency Report

worked out if means can be found to provide funding forthe necessary facilities and programs. In taking this position, the committee recognizes the necessity of endorsement of the conceptby the appropriate policy-making boards, including the Board of Trustees of the East Side Union High School District, theSan Jose City Council and the Santa Clara Board of Supervisors. The committee pledges itself 'o work with these boards in every way possible to bridge the gap between lofty ideal and practical reality.

Most of the agencies reporting to the Committee indicated seriousinterest in becoming involved in the educational park. Many of them are seeking to expand their programs on the Eastside. They are also attracted by the possibility of close cooperation with the schools through case conferences andother means of close inter-agency action on the problems of students and adults.The current demands of Eastside residents for expanded health and welfareservices illustrates the need for joint action of concerned agencies. The physical involvement of the agencies in the educational park would be on one or more of theselevels:

1. Use of school facilities for meetings and programscurrently being conducted, in process of expansion, or beingconsidered for future development.

2. Office space for permanent location of agencypersonnel.

3. Special facilities to fit the programs ofcertain agencies.

By October it became evident that the time toapproach the governing boards of interested agencies had arrived. On October 19, the Committeerecommended that the staff arrange to meet with such boards for the purposeof obtaining statements of intent. Letters went out to the County Boardof Supervisors, to the City Council and to the boards of severalnon-governmental agencies. As a result the staff was invited to meet with the CountyBoard of Supervisors on November 14 and with the City Council onNovember 27. Both of these bodies responded favorably to the prospect of including the servicesof some of their agencies in the educational park and have directed their staffs towork with the East Side Union High School District staff in developingrecommendations for the inclusion of specific agencies.

The staff has also met with the AdministrativeCouncil of the Metropolitan Adult Education Program. The Council strongly endorsed theeducational park as a majo adult education center.This endorsement was followedby a letter of support from the Superintendent of the San JoseUnified School District which 'ministers the adult education program.

RECOMMENDATIONS

As a result of its deliberations to date the Committeemakes the following recommendations to the Blue Ribbon Advisory Committee:

1. That the Blue Ribbon Advisory Committee endorse theCommittee's resolution of August 10, 1967. Inter-Agency Report

2. That the Blue Ribbon AdvisoryCommittee request the approval of the East Side Union High Scbool Boardof Trustees for the development of a complex to includeeducational, cultural, recreational and social services components.

3. That the Eaue Ribbon Advisory Committeerequest a statement from the County Board of Supervisors, theCity Council and the governing boards of other interested agencies regardingspecific services they propose for inclusion in the complex.

4. That the EPS staff obtain clarificationfrom the County Counsel and the State Department of Educationregarding legal aspects of a multi-agency facility. APPENDIX L

EXCERPT FROM NOVEMBER 14, 1967, MINUTES OF SANTA CLARA COUNTY EOARD OF SUPERVISORS ECCMPT MOM ROM=14, 1967, MINUTES OFTIE SANTA CLARA COUNTY BOARDOF SUPERVISORS

TO WHOM IT MAY OONCERN: The following is an excerpt fromthe minutes of the Board ofSupervisors of the County of Santa Clara heldNovember 14, 1967, Minute Book48:

5. Mr. Frank Fiscalini, Superintendent, EastSide Union High School District, to addresses the Board in support of his letterdated October 24, 1967, relative a study financed by federal fundingwhich is being conducted bythe District to explore the feasibilities and obtain necessary agencycommitments for the cultural- recreational components of an eduoational-communitypark. Mr. Henry Jensen, School District Study Director, comments on the concept ofthis large complex the which would provide more than educational services topeople of all ages on would east side.Mr. Jensen advises that it is proposed thatthe educational park include educational, cultural, recreational and socialservices components to include a 3,C00 to 5,000 student high school, a joint-uselaboratory, library, and art gallery, theater, concert hall, recreational andathletic facilities, social services to inaude services provided by theCity and County agencies. in the Mr. Jensen advises that day care centers for youngsters areto be included park and facilities for the elderly are being discussed aswell as some kind of for public transportation.Mr. Fiscalini asks the Boardwhether it is feasible the County of Santa Clara to participate in a project ofthis nature, and, if so, states that certain commitments involving both operating;and capital improvements must be made. During general discussion SupervisorDellalaggiore susests the staff brinto the Board a list of Countservices which couldbe included in the park and suggests that another meeting be arranged todiscuss the matter. Each Board member indicates his individual acceptance of theconcept of an educational- community park. No formal action is taken.

ATTEST: JEAN PULLAN, Clerk of the Board Of Supervisors APPENDIX M

EXCERPT MOM NOVEMBER 27, 1967, MINUTES OF SAN JOSE CITY COUNCIL EXCERPT FROM NOVEMBER 27, 1967, MINUTES CF THE

SAN JOSE CITY COUNCIL

EDUCATIONAL PARK SYSTEM

The Assistant City Clerk files recommendation ofthe Committee of the Whole that the concept of the Educational Park System beapproved, that Paragraph 2 of the communication from the Superintendentof the East Side Union High School District be included in the intentto cooperate and that the administration resolve the details. Councilman Solari moves approval of said recommendation, seconded by Councilman.Miller and unanimously adopted.

(Note:Paragraph 2, referred to above, is from a letterof October 24, 1967, to the City Council from Superintendent Frank Fiscalini.The paragraph is as follows:

"To meet this objective, Clto explore thefeasibilities and obtain necessary agency commitments for thecultural-recreational components of an education-community park') we establishedthe Inter-Agency Cooperation and Community Relations Committee.This committee, chaired by Mayor Ronald James, is composed ofhigh level representatives from city and county departments andnon-governmental social service agencies. Ia a series of ten meetings, held during the past six months, these representatives haveexpressed their views on the possibilities of their agencies'participation in such a complex." APPENDIX N

REPORT OF PARK SPECIFICATIONSAND SITE NEEDS COMMITTEE APPENDIX N

EXPLANATORY NOTE

The attached report wascompleted by the ParkSpecifications and Site Needs Committee on January10, 1968, and submitted to theBlue Ribbon Advisory Committee on February 2,1968. The full report is shown sothat The the Board of Trustees may beadvised of the work of thiscommittee. Board ahould take note, however, ofthe following excerpt fromthe minutes of the Blue Ribbon AdvisoryCommittee of February 2,1968:

"It was moved by Mr. Alvarez andseconded by Mr. Brooks that the Blue Ribbon Advisory Committeeaccept the report on thesix sites and Group II criteria(without totals), that an interim committee be formed, to be composedof those present fromthe Park Specifications and SiteNeeds Committee augmentedby an equal number of minority grouprepresentatives, for the purpose of examining and expanding GroupI criteria. Motion carried unanimously."

The evaluations of the AugmentedSite Committee are shown inAppendix 0. EDUCATIONAL PARK STUDY

Park Specifications andSite Needs Committee Site Selection Criteria andEvaluation of Potential Site Areas January 10, 1968

park should The committee believes thatpotential sites for an educational be evaluated on the basis ofthe nine criteria listed below. Group I criteria are related to humanand service factors; Group IIcriteria are related to it Group I criteria economic factors. It is the opinirn of thecommittee ti should be given higher priority thanGroup II criteria.

The committee considered sixpossible site areas andevaluated each of each of the nine these on a scale of 1-10(lowest to highest desirability) on criteria. All locations are by area rather thanby specific parcel.

SITE I Ehst of Capitol and south ofPenetencia Creek SITE II Mabury and Jackson SITE III Tully and McLaughlin SITE IV Quimby east of White Road SITE V San Antonio west of King SITE VI San Antonio west of Jackson

1 SITE VSITE VI GROUP I CRITERIA SITE ISITE IISITE IIISITE 1V

Community Focal Point 7 8 4 4 3 7

Ethnic Mix 8 8 4

Serviceability to 8 7 6 8 2 5 Attendance Area 4 Access 9 8 8 10 5

3 Esthetics 7 6 6 8 3

25 Sub-Tbtal 39 37 28 3k 19 A...

GROUP II CRITERIA

1 Land Availability 9 9 8 9 3

4 2 Developability 9 8 8 7

4 2 Site Cost 9 9 9 10

Available Utilities 9 7 10 6 7 9

Sub-Tbtal 36 33 35 32 18 14

Total 75 70 63 66 37 39

. .. Evaluation of Potential Site Areas

COMMUNITY-FOCAL POINT (James Lick High School is good existingcommunity center. Use this as guide.)

Capitol Avenue location on important transportation route.

II Near Alexian Brothers Hospital and Overfelt Gardens.

III Too far from population center of district.

IV Will assume more community importance in next ten years.

Could tie directly to the freeway but is on edge ofEastside district.

VI Good access and location.Good visual central point from freeways. Large volume of vehicular traffic in area.Adjacent to commercial centw.

ETHNIC MIX (within feasible attendance area)

Attendance area would provide good ratios of all ethnic groups.

II Same as I

III Mostly low economic level with predominance ofMexican-Americans in attendance area.Difficult to achieve satisfactory ethnicmix.

IV Would have to pull in minority groups from severalmiles. Wuld have to cross existing school attendance areas.

Predominantly minority group residents adjacent to site.

VI Very higA percentage of minority group residents in area.

SERVICEABILITY TO ATZENDANCEAREA.

Well located to serve attendance area desired.

II Relatively well located to serve attendance area desired.

III Large industrial area on west side of site area.

IV Could serve the Evergreen area.

On &istrict boundary.Normal walking radius very restricted.

VI Normal walking radius somewhat restricted. Evaluation of Potential Site Areas

ACCESS

Excellent access to major traffic crossing and local neighborhoods. Freeway bi-secting portion of its attendance area, but does have separations allowing crossing the freeway.

II Increased time distance factors to population.Local access. Near 680 Freeway.

III Good major street access. It is severed from a rcrtion of its area by the Bayshore Freeway.

IV Has the least disruption by freeway or other major strtet access. Walking population okay.

V King Road primary access. Severed on two sides from its walk-in access.Would require additional busing.

VI Conflict between student and commute traffic would develop.

ESTHETICS:

Opportunity of beiag integrated with cityls Penetencia Creek Park. Trees near creek.

II Good, but not as much opportunity as Site I. Flatter site.Vertical separation of units. Could locate adjacent to Penetencia Creek. Trees near creek.

III Could relate to Coyote River Parkway.

IV Natural topographical features.Opportunity for grading in spatial arrangements of buildines vertically.

V Freeway too close.Void of any natural or esthetic features. No trees. Poor view of hills or city.

VI Surrounded by freeway.Void of any natural or esthetic features. No trees. Poor view of hills or city. Evaluation of Potential Site Areas

LAND AVAILABILITY: (120 acres if possible)

District owns 58 acres. Can obtain 70+ additional acres.

II Large parcels in the area. Creek cuts up the area, but flood control agency plans to straighten outcreek since extra bridges would have to be built otherwise.

Lmad available, but would have to reroute LucretiaAve.

Good land availability north of Quimby Road.

Would have to purchase houses adjacent to gull' course. Available acreage limited to 70 to8o acres.

Would need urban renewal, since area is cut by a floodcontrol channel, public schools, churches, and other public services.Would have problem of easements across site (such as sanitary sewerlines).

DEVELOPABILITY

grade across site.Landscaping and earth moving problems minimal.

Possible stream relocation needed forflood control. Landscaping and earth moving problems minimal.

Would have to close Lucretia Avenue. Landscaping and earth moving problems minimal.

Extensive earth moving needed.Possible terracing.

Flat.NO large trees to remove. May need fill. Necessary to remove many houses and other extensive developments. Subject to flooding. Limited land availability for expansion.

VI Extensive removal of existing houses, quasi-publicbuildings and other large structures would be necessary.Requires many streets to be closed and extensive utilities relocation.Acreage inadequpte. Evaluation of Potential Site Areas

SITE COST:

I Site half acquired.

II Land slightly cheaper than site I.

III Land slightly cheaper than site I.

IV Appears to be least expensive site.

V Golf course very expensive to purchase, paus individual home purchases. Could prove to be two to three times more costly than. sites I through IV.

VI Would need urban renewal. Would have to buy churches, schools, etc. Many individual purchases. Could prove to be two to three times more costly than sites I through IV.

AVAILABLE UTILITIES

Utilities readily available.

II Would have to run new lines- notenough water.

III Utilities readily available.

IV Capital outlay for water supply needed.

V Utilities may have to be redone.Subject to flooding.

VI Utilities may have to be redone. APPENDIX 0

SITE EVALUATIONS OF AUGMENHD SITE COMMITTEE EDUCATIONAL PARK STUDY Site Evaluations by Members of the Augmented Site Committee

Site Areas: I -East of Capicol Avenue and South of Penetencia CreekRoad II Mabury Road and Jackson Avenue V - SanAntonio Street West of King Road (vicinity of ThilvlAerb4rrl Golf Colirse) VI . San Antonio StreetWest of Jackson Avenue

Rating Scale: 1 - Poor 2 - Fair 3 - Adequate 4- Good 5 - Excellent

CRITERIA RATINGS OF COMMITTEE MEMBERS (Group I) Site IAverage'SiteIIAverageiite VAverageP.--3"..-E-eTalAverage Rating Rating Rating I Ratingion 4-1-4 4-2-5 3-2-2 4-4-2 1. Community 4-3-5 3.71 5-5-1 3.43 4-4-1 3.57 1 2-2-5 2.71 4 4 3 Focal Point 5 4 ...... 4 2. Ethnic and 4-2-5 4-3-4 14-4-2 4-4-2 Socio- 3.4-1 3.43 5-4-1 3.71 3-3-5 3.71 3-3-5 3.71 economic Mix 5 5 5 5 __

3. Service- 2-3-2 1 4-4-4 3-4-5 2-2-2 ability to 3-4-2 3.57 5-4-2 4.0 2-3-Mr* 20003-3-5 2.86 Attendance 4 5 1 2 Area .... yr .avreq 3-3-2 [4.Access to 3-3-4 4-4-4 2-2-2 3.00 Students 4-5-1 3.43 4-5-2 3.86 2-3-5 2.71 3-3-5 4 4 3 2

5. Access to 3-1-4 3-3-5 2 3 3 3 3-3 Public 4-4-1 2.86 3-4-1 3.14 3 3-5. %.14 4-3-5 3.43 3 3 -3 3

1 6.Physical 4-5-5 3-4-4 2-1-1 3-1-1 Environment 5-5-1 4.29 14-4-1 3.43 3-3-5 2.42 3-3-5 2.71 5 14 2 13 ,

) *NR = No Rating

NOTE: One member submitted no ratings but expressed a preference for Site 2 EDUCATIONAL PARK STUDY

Comments submitted by Mrs. Marie Johnson forconsideration by the Augmented Site Committee (as amended at meeting of 2/26/68)

Since the committee has already given considerable attention tothe economic factors determining site selection, we should nowconcentrate on the hvman factors, namely the sociological and psychological effectsthe park site will have on the children, their parents and the totalcommunity.

The chief concern should, of course, be ethnic mix,but, since the district has already stated that pupils will have to betransported in order to achieve balance, then, we may proceed to other questionssuch as:

1. Is the parkls location going to best serve thedisadvantaged minorities, who happen to be the undermotivated,low achievers, or is the location going to best servethe majority?

2. Will low-income families, with transportationproblems, find it easy to utilize school facilitiesand, thereby, participate fully in school activities?

3. Will pupils of dominant white culture beafforded the educational opportunity to benefit from direct exposure to the minority community so as to developrealistic and appreciative insights?

4. Will the various, related community servicessuch as library, theater, health services, child carecenters, etc., which projected plans for theeducational park inolude, be readily accessible to thedisadvantaged where the need is greatest?

5. Will the community of the minority groupsanh disad vantaged be upgraded by the proximity of theeducational park?

6. Will the location of the park contribute tothe overall compensatory values and goals of the park asoutlined in the originally defined concept?

7. Is it more advantageous an' 71ceptable to transport minority students to the ma.j k. community or vice versa--to transport majority pupils into, or near, the minority neigAborhood? APPENDIX P

STAFF PAPER, "THE SITE QUESTION" THE SIM WESTION

Henry C. Jensen, Director

Mardh 8, 1968

high Throughout the course of the EducationalPark Study a remarkably level of interest and enthusiasmhas been demonstratedby the members of the Inter- Blue Ribbon Advisory Committee andthe Action CommitteesCurriculum, Agency, Inter-Group Relations and ParkSpecifications and Site Needs.Diversity rather than uniformity of opinionhas been sought from theoutset and has characterized the discussions atcommittee meetings.Members have been free educational program and to to express their ideas, tochallenge the existing and adults of make recommendations for improvingeducation for the youth Ehst San Jose.

The structure of the study andthe diversifiedmake-up of the committees Despite this diversity, have encouraged a wide range ofproposals to come forth. the minutes of the certain threads of consensus arediacernable as one studies fair to meetings.Bearing in nind that consensusis not maRiattz, it seems the follow. state that most people inmolved inthe study to date would agree on ing: pronise for 1. The educational park conceptbolds considerable improving the quality of educationfar youth and adults on the East Side.

broad enough to meet the 2. The educational program should be needs ot all students, regardlessof socio-economic orethnic background.

enhance the self-esteenand 3. Special effort must be made to motivation of disadvantaged youth,particularly those from our Mexican-American andNegro minorities.

4. The program of the eduoationalpark should include efforts to improve communication amongall racial and ethnic groups and between youth and adults.

make-up of the student 5. The racial, ethnic and socio.econonic body should be representative of thedistrict's population.

6. The educational park should be a sourceof community pride and identity for the East Side.

11; The Site Question

7. The rerk should includefacilities for cultural, recreational and social service programsthrough combining the resources of many community agencies. Such prolgams should be readily accessible to the citizens on a year-raundbasis.

8. Minority gToups should be adequatelyrepresented mall levels of personnel in the park.

9. Personael ami program will determinethe auccess of the park.Facilities are important, but secondary. They should be attractive, economicaland designed to enhance the purposes of the program.

While individuals involved in the study maydemur on some aspectsof the above statements, there has been little if anysubstantive disagreement on would form a them.The consensus which appears toexist on these points very solid foundationindeed for the ultimate successof an educational park in any community.

The one iasue on which afundamental difference ofopinion has emerged the issue is this: is that of site location. Stated in its simplest terms Will the physioal location of the parkadd to or detract fromthe purposes the educational to be be served, particularly asthese relate to overcoming handicaps of disadvantaged members ofthe community? of the Blue ribbon The Augmented Site Committee,appointed by the Chairman to this issue Advisory Committee on February 2,1968, has been addressing itself stated for the past month.Some members of the AugmentedSite Committee have They hold that strong preference for a site locatedclose to the Mayfair area. motivation for the dis- such a site would offer greaterincentive to increase accessible to low advantaged by making the services ofthe park more easily with which they can income families and by providing asymbol of community pride that students identify in their immediate neighborhood. In addition, they hold understanding and from the more advantaged neighborhoodswould ga:Ln in their school appreciation of the problems of low incomefamilies if they attend a. located in a disadvantaged neighborhood.

Other members of the AugmentedSite Committee argue for asite more centrally located in the attendance areato be served. They feel that the attractiveness of the park as a communityfocal point for allsegments or the population will be enhanced bylocating it on a sitewhich is presently attractive undeveloped and which offers much greaterflexibility in designing an physical environment.They also feel that transportationtime and costs would be more equitable in such a site and thatthe difference in landcosts are great enough to justify such a choice.

Lengthy discussions of the relative meritsof the two areas -Mayfair vs. a central location -have been conducted at threemeetings of the committee. and The meetings have been useful in clarifyingthe positions of the members in sharpening the issue. But the issue remains unresolved. The Site Question

In an effort to assist the Augmented Site Committee and the Blue Ribbon Advisory Committee in resolving the site issue, the EPS staff has conducted an extensive review of the materials at its disposal. These materials include books, pamphlets and articles on edrcation for the disadvantaged; papers on school facilities planning; publications of the State Department of Education; and more general papers on architecture and urban planning.

As a result of this review of the literature, the following generalizations are made:

1. Most works on the education of the disadvantaged are devoted almost entirely to tomalysis, of the nature of educationaldis- advantage and to prescription for programs aimed at remediation and compensatory education. Direct references to facilities or their geographical location are conspicuousby their absence in most of these works.

2. Virtually all of the authors support integration but caution that integration without well planned programs to compensate for disadvantage is futile.

3. The writers are strongly suppo-rtive of programswhich bring the total resources of the community to bear on theproblems faced by people in our urban society.The school, they contend, cannot operate in isolation from the totalfabric of community life.

4. It is not only the poor or the minority groups who are "disadvantaged." The white middle class majority isalso handicapped when the social structure of the community and its agencies, including the school, isolates them into pockets of affluence with no meaningful interaction between them and other segments of the population.

These readings lead the staff to the conclusion that the areas of consensus identified above very definitely represent movement in the rightdirection. The educational park concept, as it has developed throughout the course of our study, is clearly on the right track if we are to create an educationalenvironment which can enrich the lives of all our people and which can help make our community an attractive and exciting place Dor all of us.

Attached you will find a rather extensive series of quotations from the writings we have reviewed.None of them will provide a final and secure answer to the difficult question of site location.All of them, however, can offer clues and insights most useful es we seek to find our own best answer. QUOTATIONS ON EDUCATIONALENVIRONMENT, SITE LOCATION AND RELATEDMATTERS

Fordham Univ. Havighurst, Robert J. -Professor of Urban Education, "The Crisis in theCities - Sociology" Solutions" in, "The Schoolhousein the City," Vol.I, "Crises and School Planning Laoratories,Stanford University July 10, 1967

In the medium-sized cityit appears thatthe educational pro- park concept may find itsmost useful application, relation to other vided it can be designedand located in as centers of public andprivate-supported services so to fit into a futureharmonious whole.

Research, Temko, Alan - Center forPlanning and Developmental University of California atBerkeley "The Crisis in the Cities -PlInning" Solutions" in, "The Schoolhousein the City," Vol.I, "Crises and School Planning Laboratories,Stanford University July 10, 1967 observation that I would close theseremarks with the if we simply the best school we haveis the environment, look at it and make itwork at its optimumpotentiality, the school a and much has been saidtoday, about making with that. community building resourceand I quite agree Washington State Brain, George B. - Dean,College of Education, University "The Crisis in theSchools - SchoolSuperintendent" Solutions" in, "The Schoolhousein the City," Vol.I, "Crises and School Planning Laboratories,Stanford University July 10, 1967

poverty, residingoften .pupils disadvantaged by in squalor, are deprivedof environmentalconditions uplifted to the through which theirattitLdes may be pupils in beauty and natural splendorthat surrounds other sections of the city.

City College ofNew York Sargent, Cyril G. -Professor of Education, "The Crisis in the Schools -School Planner" "Crises andSolutions" in, "The Schoolhouse inthe City," Vol. I, School Planning Laboratories,Stanford University July 10, 1967 isolation Coupled with this simplisticapproach is the dynamics of city of the educationalplanner from the is of his own development. Not all this isolation making, but he has beentaught at his schoolsof education that educationis a unique functionof government and since it is unique it followsthat it must be separate, and being separate it furtherfollows that it must keep out of politics.Probably, this is one of the most tragic myths in the whole field of education,but it has been believed, adhered to, and emotionally made anarticle of faith. For the educational planner it isfatal. What the housing authority does, what areasthe urban renewal agency is moving on, how thehighway people plan to cut up the city and, how andwhere the parochial schoolpeople plan to build, all centrally affect hisanalysis. Con- versely, how the school buildings can be madeto serve a constructive and conserving or revitalizingforce in an urbon redevelopment area, how they can helpachieve stability of population, how they can facilitatethe pluralism of our society, all must be terms inthe analysis and program formulation of theeducational planner.

Gores, Harold B. - President, EducationalFacilities Laboratories "Opening Remarks" in, "The Schoolhouse in the City," Vol1, "Crises andSolutions" School Planning Laboratories, Stanford University July 11, 1967

A building is a 60 year decision whichcannot later be erased by taking a vote. It just stands thereto serve or to haunt whoeverdetermined where it wouldbe and what it would be. The best tip-off as towhether a city understands what itis, what its problems are, and what it must become, is what itis doing about its schoolhouses.

We know now, though, that if monolithicline and staff administration (imported by Horace Mann fromPrussia more than a century ago) iEreplaced by decentralized control, by schools-within-schools, byhouses, by subschoolr, then a school can be as large asit needs to be - and still be good.

Increasingly, I see the development of schoolswhich aren't just for children, but are forpeople. Tb be sure, the young need to be served,but the schoolhouse comitted only to the young is too specializedfor the city's good. Indeed, if all parts of our cities are to become good places for good people tolive, com- mitting the schools solely to the young istoo slow a process. Adults need the schoolhouse asmuch as children do. And adults determine what happens now, not a generation hence. To put the matter inbluntest terms, the schoolhouse in the slums shouldbe the people's college, their town hall, theircultural center, their country club, their school. Schools are sub systems ofgovernment.Unless schools are planned withinthe total planning of thecommunity three dire consequences arepredictable:

1. Schools will be locatedwhere sameday nobody may live. 2. They mill fail to acquirebuffer zones and tentacles reachine out to the community andtherefore vall be islands. 3. They won't get the money, murhof which uill be coming from Washington underconditions which require total community planning.

Fischer, John H. - President, TeachersCollege, ColumbiaUniversity "Solutions for the Cities:Education" in, "The Schoolhouse in the City,"Vol. I, "Crises andSolutions" School Planning Laboratories, StanfordUniversity July 11, 1967

We need a new vision, newly shared,of what citylife at its best might be, and do, andgive.

Lewis Mumford put it well: "We must aow conreive the city notprimarily as a place of business or government, but as anessentiti organ for expressing and actualizing the newhuman personality . . Not industry but education will bethe center of . . . (activity) and every process and functionmill be furthers human approved . . . to the extent that it organ of development . . For the City should be an, love; and the best economy of citiesis thecareand culture of men."

Urban planning that does not now includeeducational planning is not only unrealistic; itis irresponsible. Such paanning must moreover go farbeyond perfunctory review of the size and location of newschool sites. It must confront questions of curriculum,attendance patterns, teacher supply, financialsupport; in brief, the whole complex interrelationshipbetween the development of schools and the totaldevelopment of the city.

Sullivan, Neil V.-Superintendent, BerkeleyPublic Schools "The New Schoolhouse: Ways and Means" Schoolhouse" in, "The Schoolhouse in the City," Vol.III, "Tbe New City School Planning Laboratory, Stanford University July 13, 1967

Separation, segregation, second-classcitizenship, consequent alienation are facts of modernghetto life. The hot summer night violence will become aghetto tradition through this land if we failto see anddeal with this neld reality.Together with the prisoners of the ghetto, we must refurbish thecity in a human, multi-racial image. Nb package will suffice which, like classic urban renewal, displaces slum inhabitants and pushes them into new ghettos.

Compensatory education in the setting of slum dis- inheritance and destitution is a waste of talent, money and time. Education in the silken ghetto of the "hill schools" is inferior and unreal in today's problem-ridden world.

The Pittsburgh plan includes the emphasis on human, physical and social redevelopment of a city slum area but also (unlike HUD) breaks down ghettoseparation in comprehensive fashion. It contrasts with the tra- ditional urban development, notable previously in Pittsburgh and in most metropolitan centers, which re- furbishes an area physically and economically at the expense of the poor who typically are displaced and moved into new, tighter packed ghettos.

Calkins, Hugh- Attorney, Member -Board of Education, Cleveland "The New City Schoolhouse: Finance" in, "The Schoolhouse in the City," Vol. III, "The New City Schoolhouse" School Planning Laboratory, Stanford University July 14, 1967

Our seond objective is to create a city and a school system which will bring in a counterflow of middle income families with children to live in the city. 1

Firman, William D.- TheUniversity of the State of New York "The New City Schoolhouse: Government" in, "The Schoolhouse in the City," Vol. III, "The New City Schoolhouse" 'School. Planning Laboratory, Stanford University July 14, 1967

School facilities and program, modern and attractive, developed as a result of comprehensive community planning with professional leadership: schools whidh reflect the best in modern design; planned to provide flexibility in utilization, and located in attractive environments.

School complexes sufficiently large to provide com- prehensiveness of programs and services with economy and efficiency, but with services of the school kept close to the individual pupils. These educational complexes might be viewed as multi-building arrangements, with a specialization of building functions where such specialization is appropriate.

Educational complexes located initially in geographic areas outside the city core and its zone of transition serving a sufficiently large cosmopolitan population as to permit balanning of ethnic and other groups. Friedberg, M. Paul - Landscape Architect,New York "The New City Schoolhouse:Architecture/Planning" in, "The Schoolhouse in the City," Vol.III, "The New City Schoolhouse" School Planning Laboratory, Stanford University July 14, 1967

Therefore, the emphasis must be placed inthe development of an enrichedemv4rnrman+ to provide a positive objective in contrast with the traditionalfacilities which are nothing more than a holding action.

Wolff, Max - Senior Research Sociologist, Centerfor "Urban Education "Educational Park Development in the United States,1967" (A survey of current development plans) The Center for Urban Education, New York August, 1967

Opponents of these parks Cin New YorkCiti) object to the sites selected because they do not providefor the desegregation of any of the existing ghettoschools, although the parks themselves will be somewhat integrated by reaching out in their zoning to draw childrenfrom mixed areas or from areas of minority-groupconcentration. The Commissioner of Education of the State isdeciding a case brought before him by the parentsof children in four communities in Ehst Brooklyn demanding that an educational park for middle-school children bebuilt at a site central to the four areas.

Proponents of the East Brooklyn park emphasizethe need to desegregate schools at the middle and secondaryschool level, providing more equal educational opportunity as the primary criterion for site selection for aneducational park. The Board of Education has officially endorsed the concept of educational park development. The con- troversy centers now, not on the merits of the idea, but on the priority of purposes to be served andthe consequent choice of sites.

In August, 1967, the Superintendent of Schools of Chicago announced a new report suggesting a 30-year program of development of educationalparks to be built on eight to 10 peninsulas to be createdalong the city's lake front, with 15 to 20 other suchparks built around the rim of the city drawing in thesub- urban population.

Consultants on educational parkscinDetroighave met with the reorganization committee and studies are under way. Any plan proposed must meet the problems of combining suburban and central city school districts and ofdrawing together the many nationality strains in thepopulation now sharply separated by residentialbarriers. Max Wolff, (con't)

A special "Task Force forCivil Rights" appointed by the Mayor Cof Baltimore) recentlyrecommended the creation of a "metropolitan educationalpark on an arterial road easily accessible to the city and somesuburbs" to provide a high-quality integratedschool facility for suburban pupils and for some of the Negro studentsof Baltimore.

San Antonio, Texas with a population ofabout 588,000 has a minority group school population ofonly 14 per cent. Sixty-six per cent of these children attendtotally segregated schools, however. San Antonio has applied for a Federal Model Cities Demonstration Program. They plan to build an educational park in the area of thedemonstration plan.

Several plans Cfor Washington, D.C..) are underactive discussion now, including one by our office atthe Center that would build a network of educational parks onthe air- rights over railroads drawing together thecity and suburban school populations.

A new proposal by the superintendent ofschools Cin Buffa10 was made in March 1967 and will bethe subject of a conference in the fall of 1967 sponsored by theboard of education and the chamber of commerce.The proposalcalls for the construction of an eduoational parkto be built near the Buffalo University, todraw its studentsfrom the City of Buffalo and from one or moreof the nearbysub- urbs.

St. Paul, Minnesota with a stable populationof about 3111000 has a feasibility study under wayto determine how the concept can be applied. The proposal isaddressed to the problems of de facto segregationin the core city. The possibility of establishing the parkin suburban areas with zoning-in of the core city populationis being explored.

Ft. Lauderdale's Nova Complex: The outstanding andperhaps unique example of a large educational park servesstudents in Bromard County, Florida.This park has beenin operation for four years Iceiving its students on anoptional basis. Any Broward County child may apply. At present, Novaincludes grades one through fourteen, in an elementaryschool, a junior-senior high school and a junior college. An additional senior high school and junior college are nowunder construction. Private developers have purchasedadjacent land for the construction of a senior university.Students even in the elementary years trcvel to Nova from asfar as fifteen miles away, even though neighborhood facilities areavailable to them, because of the unique educationalopportunitites provided. Max Wolff (con't)

The long range goal(in Bridgeport, Conna is to develop educational park types of cooperation among the three school levels. The location of the new middle schools is designed to permit urban-suburLan interchange in the future. The local branch of the National Association for the Advancement of Colored People is pressing for more prompt development of educational parks.

"Schools Can be Desegregated" U. S. Commission on Civil Rights U. S. Government Priating Office, CCR Clearinghouse Publication, No. 8 June, 1967

The educational park technique can be adapted to almost any city. Proposals for education parks for small cities call for one facility to serve the entire city; proposals for larger cities suggest several parks, each serving a segment of the city or particular grade levels. Some educators believe that education parks are the most feasible means for desegregating school districts in metropolitan areas since they could be located to attract students from the city and adjacent suburban areas.

McDonald, Frederick J.- Professor ofEducational Psychology, School of Education, Stanford University "Solutions for the Cities: Psychology" in, "The Schoolhouse in the City," Vol. I, "Crises and Solutions" School Planning Laboratories, Stanford University July 11, 1967

Let us begin by making some assumptions.First, that the locale of education will be determined, not by the location of the child's family, but by such other factors as the ability to concentrate resources in a useful way.

There is . . awidespread belief that moving the child from his immediate environment creates psychological difficulties for him.While this is not improbgble, neither is the evidence overwhelming that the consequences are uniformly andesireable. So little mobility has been tried that it can be said that we really do not know what the consequences would be, and that our predictions are largely speculations about what might happen.

"The Schoolhouse in the City" Educational Facilities Laboratories, New York, N.Y. October, 1966

Increasingly, society is asking that new schools be planneS in such a way that theyare integrated or,at the very least, so that segregation is substantially reduced. And, the new schoolhouses must be equipped with, or desigmed to accommodate facilities for the community services they inevitably will be asked to provide.

No langer can new schools be located by spot-map, putting schools wherever the dots (children) are clustered. And the school, when it is built, cannot be designed solely as a place where teachers and children meet in standard classesSeptember to Junefor a thousand hours a year.

The city school, wherever it is placed and whatever its size and facilities, is inextricably enmeshed in the sociology of the city. By its presence it either speeds the day when the city, in all its parts, becomes a good place for pod people to live, or it stands aside, a sullen fortress inviting soma other kind of institution to take its place.

One of two educational parks planned by the City rof New Yor] will straddle the boundary between the Boroughs of Manhattan and the Bronx. Called the John F. Kennedy Educational Park, the new complex will include a high school for 4,000 pupils and a combination intermediate and elementary school housing 2,000 pupils. A third school is under consideration, either for intermediate or elementary grades.Because of its location and access to public transportation, the park will draw pupils both from the predominantly white northwest Bronx and the heavily Negro and Puerto Rico areas of northern Manhattan.

With their new facilities andprograms, schoolofficials hope the educational parks will achieve a stature that will appeal to parents ia order to slow or stop the exodu3 of middle- class families to the suburbs and nelp attract some suburbanites back to the City.

That possibility may be enhanced by the projected location of the parks inmore agreeable and economical open space near the periphery of the City rather than in congested, downtown locations.

The schoolhouse ia the city cannot by itself became the dominant element in urban social planning. But the schools, as reflected by the buildings in which they operate, can Ile a magnet to hold or attract those who have the choice. Or, they can speed the exodus and compound the urban social issues with which the nation is grappling.

Forbes, Jack D., PhD.- Far West Laboratoryfor Educational Research and Development "Proposal fora Community Educational Center to Replace the Secondary School" Far West Laboratories May, 1967

The kind of community education center outlined above cannot come into existence immediately, because changes in state law will require time and effort. Nor will it be successful Jack Forbes (con't)

as regards culturally different students unless it possesses a rich, multi-cultural atmosphere which is relevant to, and appreciative of, the cultural contributions of the population being served.

&Man, James- editor "The Final Report of the Committee Studying Racial Imbalance in the Grand Rapids Public School System" Grand Rapids Ptblic School System June 13, 1966

. we recommend:

9. that central campus school situations be explored firmly by the Board and administnators.

10. that the Board of Education restudy the possibility of realignment of elementary school district feeder patterns to junior and senior high schools for a better racial balance in our schools.

11. that the Board of Education select future sites for junior and senior high schools that take into consideration the housing and student population patterns so that a greater balance of races be accomplished wherever practical.

"The Quest for Racial Equality in the Pittsburgh Public Schools" The Annual Report for 1965 Board of Public Education, Pittsburgh, Pa. 1965

The new high schools, with student populations ranging from 3000 to 5000 or more, would be large enough to serve broad and diverse geographic segments of the community and would serve ultimately as the centers of the Parks. The sites would be selected cooperatively with the City Planning Conmission and other governmental agencies, and would be sources of great civic pride as well as community service. The higb schools should be consistent in every way with our "stretch for excellence." They should be adaptable to the needs of strong basic academic prograns as well as occupational, vocational, and technical programs.Tbey should become the heart of commimity social, cultural, and recreational activities.

To reiterate, a primary objective of the Education Park idea is the racial integration of the schools in those sections of the city to be served, through a distinctively high e;uality educationprogram.Accordingly, an Education Park must be sited so that, at the time of its inception, its schools will be strategically located to serve communities consisting of different racial and socio- economic groups. It is intended that, over time, Education Parks will provide a school and community environment so attractive that they will stimulate increased voluntary racial integration within and among these sections of the city, particularly in their residential patterns. TO realize its fullest potentia3, an Education Park must serve a section ofthe city comprised of youth and adults representative of thefull range of our heterogeneous social, economic andintellectual society.

Riles, Wilson C.-Director of Compensatory Education,California State Department of Education "National Conference on Education of the Disadvantaged" U. S. Dtpt. of Health, Education, and Welfare July 18, 1966

With regard to construction:We have received a number of projects that contained a component for reducingclass size, and had to make a judgment as to whether we would permit building permanent structures in ghettos. In the $74 million we have allocated we have not approved one permanent construction component.We have taken the position that the youngsters need help now, and not2 or 3 years from now, after a buildinghas been constructed.

"The Great High Schools of Pittsburgh" Board of Ptblic Education, Pittsburgh

WHERE WILL THE GREAT HIGH SCHOOLS PE LOCATED?

Each is strategically located in an area handy to mass transit lines and highways and will require theminimum or relocation of households and businesses.

Tyler, Dr. Ralph W.-Director, Center for AdvancedStudy in the Behavioral Sciences, Stanford, California "The Task Ahead" in, "National Conference on Education of the Disadvantaged" U. S. Dept. of Health, Education, and Welfare

July 18, 1966

Educational disadvantages are of many sorts, and an individual child may suffer from one or more of them. Among the more common handicaps to learning are: limited early experience in learning in the home and neighborhood; no encouragement given to learning; lack ofconfidence in one's ability to learn; limitations in early language development; lack of attractive examples of learning in the home or neighborhood thab would serve to stimulate learning; lack of supporting materials andfacilities in the home, neighborhood or school, such asplaces for study, books, art objects,musical performances. Further common handicaps are imposed when values instilled in the home are in conflict with values assumed in the school, when the content of school learning is per- ceived by the child as irrelevant to his life, interests, and needs, or when the child suffers from inadequate nutrition, ill health, or physical and mentaldisabilities. These educational disadvantages may result fromvarious conditions such as poverty, a broken home, a loweducational level in the home or neighborhood, or the fact thatthe English language is not used in the home. Or they may be caused by delinquency or neglect in the child's home or neighborhood, by family ill health, or by limited com- r.unity services in the areas of education, health, recreation, and culture.

Mosler, David - Research Assistant "The Culturally Different Child in American Schools" Santa Clara Cowaty Supplementary Education Center August 1, 1967

Comrt.tun: The school must integrate the community surrounding it into any program for the culturally differeat. The parents of the student participants will manifest behavior patterns similar to the students themselves and be unlikely to take part inschool activities because of shyness and lack of information; therefore, the school must initiate and stimulateinterest within the community for the educational program. The school should be open more often to community functions such az speakers or mass meetings. Administrators and other personnel should devote a large portion of their time to establishing and maintaining contacts with the community. Police should be invited to the school to explain their duties and functions in the neighborhood. Church organizations should be asked to integrate some of their activities with those of the school, and civic orgarlzations could easily supplement the education program with their own activities. In short, the school should take the lead as an active andinitiating institution rather than the usual passive acquiescence within the community.

"Community Action in New Haven" Experience Report 104 Community Relations Service U. S. Conference of Mayors

The cornerstone of neighborhood effort is the community school. Here are centered educational, recreational and cultural activities for all ages. Al network of health and welfare services are being developed in the context of school, family and neighborhood and are closely related to services provided through Neighborhood Employment Centers. The CPI neighborhood staff supports the community school functions. Community school administrative responsibility rests with the Board of Education and is carried out by an Assistant Principal responsible to the school principal.

"Equality of Educational Opportunity" U. S. Dept. of Health, Education, and Welfare U. S. Government Printing Office 1966

Thus, if a white pupil from a home that is strong1y and effectively supportive of education is put in a school where most pupils do not come from such homes, his achievement will be little different than if he were in a school composed of others like himself. But if a minority pupil from a home without much educational strength is put with schoolmates with strong educational backgrounds, his achievement is likely to increase.

It appears that variations in the facilities and curriculum of the schools accounts for relatively little varieon in pupil achievement insofar as this is measured by standard tests.Again, it is for majority whites that the variations make the least difference; for minorities, they make somewhat more difference.

The average white student's achievement is less affected by the strength or weakness of hisschool's facilities, curricula, and teachers than is the average minority pupil's. To put it another way, the achievement of minority pupils depends more on theschools they attend than does the achievement of majority pupils.

"Equal Educational Opportunities in the Cities" The Report of the Hartford Conference March 2, 1967

If the school is outside the neighborhood, won't it be hard to get parent participation?

The educational park will be the community's cultural and recreational center. Parents will come for their own adult education or retraining classes, for professional entertainment in the great theater, and for parent meetings. Thepide that the community can have in a great local institution will have a strong drawing power. "Program Report" Community Progress, Inc., NewHaven, Conn. Spring, 1964

The Community School is asignificant part of progress in New Haven. The Community School is an education center, a neighborhood civic center, acenter for community health services and the like. Indeed, the Com- munity School is aesigned to be thecenter for open consideration of community problems, andfor democratic discussion and decision.

The basic philosophy of the CommunitySchool describes them as follows:

1. an educational institution--aplace for children and adults to study and learn.

2. a neighborhood communitycenter- -with programsof civic, recreational, culZ-aral and sportsscheduled for all ages and groups.

3. a community servicecenter--where individualsand families may obtain health services,counseling, legal aid, employment services and thelike.

4. a center of neighborhoodlife--an agency thatwill assist citizens in the study and thesolution of significant neighborhood concerns.

"California Laws and Polizies Ablating to EcyalOpportunities in Education" California State Department of Education 1966

SCHOOL SITES: California Administrative Code, Title 5 Section 2001. Standards. The Department of Educationshall give special attention to the factorslisted below when approving school sites: (c) Ethnic Composition of the Area. (1) Present ethnic composition ofthe area. (2) Probably future ethnic compositioLJf the area. dispersion of (3) Degree of concentration or residents of different ethnic groups. (4) Proximity to the proposed siteof residents of various ethnic groups. (5) Effect on ethnic compositionof existing schools adjacent to the proposedsite.

NDIE: In October, 1963, the Sacramento SuperiorCourt, relying on the Jac%an case, characterized a schoolcomposed predominant11, of Negro and other pthnic minorities as aracially segregated school, and directed theSacramento City Board of Education to complete a study andevaluation based on the factors suggested by the State Board of Education inits regulations and to evolve a plan for the schoolin conformity uith law (Keller v. Sacra- mento City Unified SchoolDistrict).

SCHOOL ATTENDANCE AREAS AND PRACTTCES: California Administrative Code,Tilde 5 Section 2010. State Board policy. It is the declared policy of the State Board of Educationthat persons or agencies responsible for the establishmentof school attendance centers or the assignment of pupilsthereto shall exert all effort to avoid and eliminatesegregation of children on account of race or color.

Section 2011.Establishment of School AttendanceAreas and School Attendance Practices in SdhoolDistricts. For the purpose of avoiding, insofar asgracticable, the establishment of attendance areas and attendancepractices which in practical effect discriminate upon anethnic basis against pupils or their families orwhich in practical effect tend to establish or maintain segregationon an ethnic basis, the governing board of a schooldistrict in establishing attendance areas and attendancepractices in the district shall include among thefactors considere, the following:

(a) The ethnic composition of the residentsin the immediate area of the school. (b) The ethnic composition of the residentsin the territory peripheral to the immediate areaof the school. (c) The effect on the ethnic composition ofthe student body of the school based upon alternateplans for establishing the attendance area orattendance practice.

(d) The effect on the ethnic composition ofthe student body or ndjacent schools based upanalternate plans for establisang an attendance area or anattendance practice.

(e) The effect on the ethnic compositionof the student body of the school and of adjacent schoolsof the use of transportation presently mcessaryand provided either by a parent or the district.

VOTE: In 1963 the California Supreme Courtrecognized that this policy is a legal obligation upon allschool boards charged with fixing the boundaries of schooldistricts (Jackson v. Pasadena School District, 59 Cal. 2d876). In an opinion on the subject (42 Ops. Cal.Atty. Gen. 33), the California Attorney General concluded: "The governing board of a school district may corsider race as a factor in adopting a school attendance plan, if the purpose of considering the racial factor is to effect desegregation in the schools, and the plan is reasonably related to the accomplishment of that purpose."

In 1947, tt-,s U.S. Circut Court of Appeals affirmed a lowcr court ruling that the segregation of children of Mexican descent in separate schools was not authorized by California statutes and violated the Fourteenth Amendment to the U.S. Constitution by depriving them of liberty and property without due process of law and by denying to them the equal protection of the laws. (Mendez et al. v. Wstminster School District of Orange County et al., 64 F. Supp. 544 and 161 F. 2d 774). APPENDIX Q

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