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Common Ground, May 1980.
Common Ground, May 1980.
Common Ground, May 1980.
Common Ground, May 1980.
Newspaper of the Citywide Educational Coalition contains feature articles, letters, community news, and other information and resources for families.
Citywide Educational Coalition
Citywide Educational Coalition
Publisher
Publisher
newspapers
Citywide Educational Coalition
Citywide Educational Coalition
1980-05-01
1980-05-01
Donated by Citywide Educational Coalition.
This project was partially funded by the Boston Library Consortium.
Busing for school integration
Massachusetts
Boston
Public schools
Massachusetts
Boston
Busing for school integration
Massachusetts
Boston
Public schools
Massachusetts
Boston
Citywide Educational Coalition
Citywide Educational Coalition
Citywide Educational Coalition
Citywide Educational Coalition
http://hdl.handle.net/2047/D20194144
http://hdl.handle.net/2047/D20194144
M130.FF06.D09.F003.001
M130.FF06.D09.F003.001
Busing for school integration
Massachusetts
Boston
Public schools
Massachusetts
Boston
Common Ground, May 1980.
Common Ground, May 1980.
Citywide Educational Coalition records (M130)
Publications
Common Ground, May 1980.
common ground may 001980
1980/05/01
approximate
Common Ground, May 1980.
1980-05-01
Busing for school integration Massachusetts Boston
Public schools Massachusetts Boston
Citywide Educational Coalition
Citywide Educational Coalition
Citywide Educational Coalition
Boston, Massachusetts
info:fedora/afmodel:CoreFile
info:fedora/neu:rx914f665
Name: 00000135 MAY 80 Non-Profit Org. U. 8. POSTAGE PAID BOSTON. MASS. PERMIT NO. 57506 CITY-WIDE EDUCATIONAL COALITION COMMON GROUND 31 MILK STREET SUITE 616 BOSTON, MA 02109 Conference participants came from as far away as Minneapolis, New York and Washington, and as near as the Boston School Departmenty to share their experiences and successes in urban education. On April 12th CWEC sponsored a Conference on Quality Education at the Harbor Campus of the University of Massachusetts, Boston. CWEC felt that too much energy of the School Department was being spent on desegregation and organizational issues and not enough on the quality of education in the schools. We proposed to change that focus. Ken Haskins, President of Roxbury Community College, John I. Taylor, President of Affiliated Publications, Charles Grigsby, Chairman of the State Board of Education, and Paul Ylvisaker, Dean of the Harvard Graduate School of Education agreed to serve as Co-chairmen of the conference and to help us bring together three excellent panels on issues related to quality education. CWEC identified Basic Skills, Vocational Education and Technology and Counseling as the three critical issues. Individuals representing schools, universities, business, labor, industry, private agencies, State Department of Education, and psychiatrists, both spoke on the panels and attended the conference. The consumers and providers of education came together for a Saturday program to help find strategies for bringing quality education to Boston stu dents. The conference was preceded Friday night, April 11th, by a party at the new Kennedy Library where CWEC Board, staff and conference speakers had a chance to meet and exchange views. On Saturday three panels were held followed by a lunch eon at which Dr. William Smith, United States Commissioner of Education, spoke to the guests. It was an honor for CWEC and Boston to hear Dr. Smith and his encouraging remarks. Over 200 people attended the conference and there was general enthusiasm on their part to work towards quality education in Boston. The Conference on Quality Education gave CWEC a focus and a base from which to continue its work in Boston. Quality Education is only an expression until programs and plans are developed and implemented and this is not an easy task. CWEC has developed a proposal to involve citizens in this effort and we will work on improved programs in Basic Skills, Counseling and Vocational Education. IN THIS ISSUE CONFERENCE UPDATE CWEC MEMBERSHIP DRIVE CAREER AWARENESS WORKSHOPS CWEC ANNUAL MEETING DON'T FORGET Don't forget CWEC's Annual Meeting. When: Thursday, June 19, 1980 Where: Quincy Community School 885 Washington St. Boston, MA. Time: 7:00 p.m. Some of the conference participants Photo by Ted Barco F. Salvucci, B. Miller, M. Fantini, F. Mancuso Edwards, R. Schain Panel No. 1 - BASIC SKILLS The purpose of this panel was to define what basic skills and competency mean for this generation of students and to detail successful strategies for teaching these skills in an urban school system. Moderator: BERNICE J. MILLER is Senior Management Officer, Office of Curriculum and Competency, Boston School Department. Former Principal of the Lucy Stone School and Former Direc tor of the Program in Professional Advancement, Center for Urban Studies, Harvard Graduate School of Education, Dr. Miller has also taught in the Chicago public schools and was Director of The Institute for Training Teachers of English in the Inner-City High School. She received her B.A. from Roosevelt University, M.A. from Chicago Teachers College and was awarded an Ed.D. from Harvard University Graduate School of Education. MARIO FANTINI is Professor and Dean of the School of Edu cation, University of Massachusetts, Amherst. He received his B.A. and M.A. at Temple University. In 1961 Harvard University awarded him his Ed.D. In 1972 he was appointed Project Director on the New Paltz Campus of the State University of New York for a Rocke feller Brothers Fund Grant to establish a plan to promote regional cooperation for the improvement of education and the preparation of educational personnel. Dr. Fantini is a member of the Executive Council of the Harvard Graduate School, of Antioch College, Open Univer sity, Nova University, Walden University, and the Inter- American University of Puerto Rico. Dr. Fantini has written many articles for professional journals dealing with various aspects of school reform. In addition he has written for the New York Times, Saturday Review, Journal of Social Psychiatry, and is a contributor to the World Book Encyclopedia. ROBERT SCHAIN has been Principal of the Wingate High School in Brooklyn, New York since 1970. For the fourteen years before that he served as Chairman, Social Studies Department at Thomas Jefferson High School. The Wingate High School has been called the "born again" school by New York Magazine. Under Dr. Schain's leadership Wingate High School has gone from an example of the worst in urban education to a "model" for other schools to emulate. Robert Schain is consultant to school systems across the country. He is the author of six books on teacher training and is adjunct professor at Fordham University Graduate Program of Educational Administration. FLORA MANCUSO EDWARDS was appointed President of Hostos Community College, Bronx, N.Y., in March 1979. Prior to that she was Associate Dean of Faculty at La Guardia Community College. She has been an instructor in Spanish and French and a lecturer on Spanish History and Literature at New York City Community College. Dr. Edwards received her B.A., M.A. and PhD. from New York University. She is a member of the Chancellor's Commission on Biling ual Education, Board of Education, City of New York and a member of the Evaluation Team: Middle States Commission of Higher Education. Panel No. 2 - VOCATIONAL EDUCATION AND TECHNOLOGY The purpose of this panel was to relate the needs of the business community and employment opportunities with the programs provided in vocational education and technology at the high school level. Moderator: FREDERICK STOKLEY is the Deputy Commissioner of Education, Massachusetts Department of Education. From 1971-1978 he was Superintendent of Schools, Waltham, MA. Dr. Stokley has a B.A. from LaSalle College, an M.A. from Catholic University and a D.Ed, from Harvard Graduate School of Education. He has taught physics, mathematics, psychology and crea tive problem-solving. He has been instructor at the Creative Problem Solving Institute of the University of Buffalo and Director of Organizational Development, Pilot Communities Project, HEW, Office of Education. Presently he is Adjunct Professor at Boston College, Antioch University and Lesley College. BYRON SCHNEIDER was born in St. Louis, Missouri and re ceived his A.B. from Washington University, M.Ed, from Harvard University and Ph.D. from the University of Chicago. For the past eight years lie has been Principal of the Minneapolis Southwest Secondary School. Prior to that he was Principal of the Minneapolis Southwest High School and the Minneapolis Folwell Junior High School. A former Hays-fulbright Fellow, Dr. Schneider is a member of the National Society for the Study of Education, an Associate of the National Commission on Resources for Youth and the National Commission of the Evaluation of Experiential Education. LAURA B. MORRIS is Community Relations Manager for the Digital Equipment Corporation. Before that she was Director of the Family Advocacy Program, Family Service Association of Greater Boston. Ms. Morris holds an M.S.W. from the Columbia School of Social Work and was formerly a teacher and student super visor at Boston University, Simmons College and Boston College of Social Work. PAUL QUIRK is Secretary/Treasurer of the Massachusetts State Labor Council, AFL/CIO. From 1968-1978 Mr. Quirk was President and Executive Director, Local 509, Service Employees International Union, AFL/CIO. He received an A.B. from Stonehill College in 1965. A Massachusetts State Labor Council Fellow, he is a grad uate of the Harvard Trade Union Program. B. Schneider, L. Morris, F. Stokley, P. Quirk, A. Muse 1 B. Hamburg, M. Vanderpol, J. Robinson, J. McGuire ANDREW C. MUSE, Vice-President, Employee Relations for American Can Company, assumed his current position in August, 1977 with responsibilities for labor law and affirmative action planning. For four years prior to that, he had been Director, Labor and Compliance Law for the company. He had been Director of the Minority Divi sion of the Democratic National Committee for two years previous to that. Previously, he had been with the U.S. Equal Employment Commission for five years, and had served as director of compliance in his final year. He is a specialist in labor law. Mr. Muse is a native of Danville, Virginia, where he practiced law for eleven years before moving to Washington D.C. in 1966 to help with the structuring of the newly created U.S. Equal Employment Opportunity Commission. He is a graduate of Lincoln University School of Law, St. Louis, Missouri; is a member of the Labor Panel of the American Arbitration Association and of the American Bar and National Bar Associations; and serves on the Board of Trustees at Shaw College, Detroit, Michigan. Panel No. 3 - COUNSELING The purpose of this panel was to consider ways to provide a variety of counseling and psychological services within a school system in which counseling has received limited support. Moderator: JOHN DAVID ROBINSON was born in Houston, Texas. He received his B.A. and M.A. from the University of Texas at Austin. He was awarded his Ed.D. from the University of Massachusetts at Amherst in 1971. He is presently a candidate for his M.P.H. from the Harvard University School of Public Health. Dr. Robinson was appointed Director and Chief Clinical Psychologist of the University Counseling Center at the University of Massachusetts at Boston in 1978. He is Associate Clinical Professor, Department of Psychiatry, Harvard University, School of Medicine and Clinical Assistant Professor, Department of Psychiatry at George town University School of Medicine and George Washington University School of Medicine. From 1972-1978 he was Associate Professor and Chairman of the Department of Counseling Psychology, School of Educa tion, the American University. Dr. Robinson is also Clinical Psychologist for the United States Naval Reserve. MAURICE VANDERPOL has been Director of the McLean Insti tute for School Consultation, Belmont since 1970. He is Assistant Professor of Psychiatry at Harvard Medical School, and Adjunct Professor in Education at Wheelock College Graduate School. JEAN McGUIRE is Executive Director of the Metropolitan Council for Educational Opportunity. She received a B.S. Ed. from Boston State College and an M.S. Ed. from Tufts University Graduate School of Arts and Sciences. The former Boston Public School teacher and counselor is Secretary of the Black Educators Alliance of Massachusetts and the James Jackson Putnam Children's Center Board of Directors. She is also a member of the Governor's Advi sory Council on Children's Services and the Boston Association of Black Psychologists. BEATRIX ANN HAMBURG is currently Senior Research Psy chiatrist at the Laboratory of Developmental Psychology at the National Institute of Mental Health. She is on leave from the Department of Psychiatry of Stanford Uni versity where she has spent the past fifteen years. At Stanford she organized a district-wide Peer Counseling Program in the Palo Alto Unified School District. Dr. Hamburg is the author of numerous articles concerning adolescent mental health and has served as a consultant for many school districts around the country. In her re search, Dr. Hamburg has shown particular interest in the Junior High School. Dr. Hamburg will be moving to the Boston area soon to join the faculty of Harvard Medical School. Her offices will be located at the Department of Child Psychiatry of the Children's Hospital. GUEST SPEAKER DR. WILLIAM L. SMITH DR. WILLIAM SMITH was appointed Commissioner for the United States Office of Education in January of 1980. Prior to his appointment he served as Director of the Teacher Corps, Deputy Commissioner for Development, Associate Commissioner for Educational Personnel Develop ment and Director of the Career Opportunities Program for the Office of Education. During the 1960's Dr. Smith was Director of the PACE Association, a citizens organization for school improve ment in Cleveland, and before that he was Principal of a large public junior high school in that city. Dr. Smith was born and raised in Boston, received his B.A. from Wiley College, Marshall, Texas, attended Boston State and Boston University from which he received his M.Ed. He received his Ed.D. from Case Western Reserve University in Cleveland. Dr. Vanderpol received his A.B. from the University of Amsterdam, and his M.D. from Boston University Medical School. He is a graduate of the Boston Psychoanalytic Institute. The author of several books on mental health consultation in schools, Dr. Vanderpol is a member of the Board of Directors of the Massachusetts Lobby for Children, the New England Council of Child Psychiatry and the Boston Psychoanalytic Society and Institute. 3 appBiiiiiiiiaiiaiiiiiii(iiiiBiiiiiiaiiii[iaiiaiiaiiapiiaiiiaiiiii§iii)iiBiiiBifiaiiaiiigifigiiEiiiiiiiiiiiigiiigiip|jgiri5i!ill^ ll)liPllPPlMPPrigi; The Annual Meeting of the City-Wide Educational Coalition will be held on Thursday, June 19, 1980 at the Ouincy Community School, 885 Washington Street, Boston, Massachusetts at 7:00 p.m. The Board of Directors for the 1980-81 year will be elected at this meeting according to the City-Wide Educational Coalition By-Laws. Also the Annual Report for the 1979-80 year will be presented. Refreshments will be available at the Community School Snack Bar. Please come and join us - we need your support. CWEC is ... FOUNDED IN 1972, CWEC is AN INDEPENDENT, NON-PROFIT, NON-PARTISAN, CITIZEN INITIATED EDUCATIONAL REFORM ORGANIZATION PROVIDING LEADERSHIP IN PUBLIC EDUCATION. SOME of our accomplishments are presented on page 8 If you wish to ... CONTINUE TO RECEIVE COMMON GROUND YOU MUST CALL US AT 542-2835. WE ARE PARING DOWN OUR MAILING LIST. 4 Citizens Working Together for Better Schools Public education needs independent citizen groups who will work to make quality education for all public school students the priority. Public education needs the caring voice and power of involved parents and concerned citizens to raise the questions and resolve the pressing issues of urban education. Public education needs a citizens' group which is non-partisan and non-adversarial. Public educa tion needs a perspective which both represents and trans cends narrow neighborhood interests. The City-Wide Educational Coalition has demonstrated for the past eight years, the ability to provide Boston public education with those resources. In order to continue to effectively serve the needs of this city, CWEC needs to broaden its base of support. We ask your help and invite you to join us as a member. We are proposing to help guide this new effort. Our focus in the future will be on Quality Education in Boston. We will insure that the Boston schools attend to this issue and we will support their efforts in that direction. Our April 12, 1980 Spring Conference on Quality Education: What Is It and How Do We Get It? was phase one of the launching of our Campaign for Quality Education. Next Fall we will hold activities in each of the commu nity districts to bring together the various segments of these specific areas - schools, parents, social agencies, universities, business and local officials - to address the issue of quality education in those schools. Our role will be to set the agenda, bring together the people involved and insure that the plans and strategies are implemented. As the form below indicates, there are four categories of membership ranging in cost from $5.00 to $50.00. Please choose the category that provides CWEC with the financial support you can afford to give it. Fill in the membership form and send it with your check to the City-Wide Educa tional Coalition - 31 Milk Street, Suite 616 - Boston, MA. 02109. Dear Friends: The City-Wide Educational Coalition is undertaking a major membership drive to involve Boston school parents and other Boston citizens in our efforts toward insuring citi zen involvement in the improvement of schools. We are ask ing you to formally join CWEC and show your interest in and support for our work. For the past five years, Boston schools have been invol ved in a number of issues which have focused our concerns more on who was in the classroom rather than on the educa tion that is being provided in that classroom. While the issues around desegregation, affirmative action, and equity of resources have not been resolved, Boston citizenry must look ahead to insure that all Boston students receive an education that allows them to obtain productive, satisfying employment and become responsible citizens. By becoming a member of CWEC, you are demonstrating that you believe that private, non-profit citizen organizations can affect positive change in the public education process and that you are committed to quality education for all public school students. Sincerely, John E. Marston Co-chairman Rev. Clyde H. Miller, Jr. Co-chairman City-Wide Educational Coalition 31 Milk Street, Suite 616 Boston, Massachusetts 02109 NAME Please Print (1-astl ADDRESS Date (No.) (Street) TELEPHONE: Home TYPE OF MEMBERSHIP: Please Check One General • $ 5.00 Sustaining • $15.00 (First) (City) Business (State) Sponsor Patron _ (Middle) (Zip Codel • $25.00 • $50.0C • Enclosed please find my check for $ Amount & Type of Member CONTRIBUTIONS ARE TAX DEDUCTIBLE 5 1 ;v } l< ttt i . ( , pj I, 1 t L A.) Reprinted with permission of Boston Herald American WANTTO IMPROVE TOUR SCHOOL? NOTHING TO STOP YOU, HE SAYS By John Wilpers Staff Writer Boston Herald American Virtually all kids, even tough kids, can learn, want to learn and, given top-quality teachers and administra tors, will learn. A lot. That was the message repeated over and over again yes terday as hundreds of Boston parents, educators, and community, business and labor leaders gathered at the Kennedy Library to talk about Boston schools and their future, not their troubled past. "Educational issues over the past six or seven years in Boston have primarily been issues of controversy and, unfortunately, at times violence," said Marvin Shapiro, Executive Director of the City-Wide Educational Coalition, the conference sponsor. "We believe Boston's educational focus must change. We must move from a narrow concentra tion on the court order busing and its related problems to a focus on quality education in the classroom." Two of yesterday's speakers particularly embodied that spirit. One, U.S. Commissioner of Education William Smith, grew up in Boston's South End, attended five elementary schools, graduated from Boston Tech and returned yester day to say he is "finding strength and optimism and, on the whole, a bright picture" in the present and future of Boston and other urban school systems. 'Today, not only are more of our children staying in school, but fewer are falling behind," Dr. Smith told the conference. "We know that strides have been made, parti cularly in teaching those most disadvantaged and discri minated against." "The proportion of white children completing high school more than doubled between 1940 and 1978 - from 41 percent to 86 percent - while the proportion of black children completing high school during that period in creased more than six-fold - from 12 to 78 percent." Another speaker, Robert Schain, the principal of what was considered 10 years ago one of the worst schools in the country, electrified the audience, pumping them full of hope that even the worst of situations can and will be turned around. "When I walked into Wingate High School in Brooklyn in 1970, it was a chaotic, disruptive, drug-ridden, turned- off school where there were a lot of riots but no learn ing taking place," Schain said. 'Today, with the sane population of students from the worst area of the city, we have the best attendance rate and lowest drop-out rate in the city and our college admission rate is up to 82 percent." Schain told the conference that everything he and his staff did, the Boston schools can do. "If you really want to turn your schools around, no thing can stop you," he said. "Not money problems, not collective bargaining problems, not race problems or other social problems. They can make things difficult but they won't stop you. The key is people - parents, teachers, students, administrators, community leaders - and getting them, all of them, involved in getting the job done. It works. I know it works." Smith agreed wholeheartedly. 'The problems in urban education can be solved," he said. "But it takes the participation of the entire com munity, from parents, teachers, students and administra tors to all of the elements of the community perceived as outside the school system." "It is tough to motivate city kids in four walled classrooms for six hours, five days a week." he said. "The schools must, and Boston has made great progress in capitalizing on the rich resources that abound in a city like this: the varied careers to explore, the museums, libraries, governing bodies, colleges, theaters, recrea tional facilities, sporting events and community centers. "When this does not happen, too many city youth will prefer and choose street life to the seemingly meaning less drudgery of their schools. To fulfill the goal of easing youths' transition from the educational process to a productive adulthood, the schools must work with and through their urban environment." And no one can sit by idly, criticizing the errors and waiting for someone to do something, Smith said. "His torically, for those inside and particularly outside the schools the tendency has been to simply point a finger at someone else and wait for someone else to provide the so lutions," he said. "That is no longer possible, nor tolerable." Nor wise, said Schain. "If you get people involved in finding problems and creating the solutions, in giving birth to something ex citing, then everyone becomes enthusiastic about it and even more involved and committed," he said. Schain said he found that his students were disruptive for several reasons. "Many of them couldn't read and what can you do in a history class if you can't read," he said. "So we devel oped special reading programs, during school to teach reading and other programs, to teach teachers how to teach reading no matter what, their subject area. "We also found that students weren't interested in their courses and when I looked, I found they were the same courses I took when I was in high school in the 1930s," he said. "So we developed a program to discover kids' interest areas and then focused their courses around them. Now we have a legal institute, a behavioral studies section, a medical area, a radio-television section, and even an aviation division. "And when the kids in these sections are in other classes, their course work is related to whatever their interest area is," he said. Schain also advocated staff training. "You can do nothing without a good staff," he said. "Every depart ment has an extensive teacher training program; every teacher has an individual plan to improve and even the supervisors take courses to sharpen their skills. He said he has had to dismiss teachers and even had several arrested. "It is tough and it involves a lot of work and frus tration," he said. "But once you get an optimistic, com mitted, enthusiastic staff, student body, and community, once you get everyone turned on, hell, you've got it made. 'The stereotypical urban school building is covered with graffiti," he said. "Ours is white brick with basic ally no protection system but there isn't a mark on it and that is one dramatic indication of what the kids and the community think of their school." And that same attitude can be duplicated in Boston, he said. "Just get everyone, and I mean everyone, involved in doing a job and they will get it done." 6' THE FOLLOWING IS A REPRINT OF AN ARTICLE WRITTEN BY TOM COHAN ENTITLED COMMUNITY CALLED KEY TO QUALITY EDUCATION WHICH APPEARED IN THE ALLSTON/BRIGHTON COMMUNITY NEWS. When the Boston Public Schools have ccme up as a topic of discussion over the past five or six years, the conver sation usually turns to the court desegregation order or reorganization of the school department. Though these are still important issues, says Marvin B. Shapiro, Director of the City-Wide Educational Coalition (CWEC), he feels the issue of quality education has been kept on the back burner too long. "Education doesn't get talked about until third or fourth," he complained. In order to re-focus people's attention on quality edu cation, CWEC sponsored a recent conference entitled "Quality Education - What Is It and How Do We Get It?" While admitting that "quality education" is a vague con cept that is very difficult to measure, Shapiro said the major task would be "to help people be as specific as they can in determining what quality education means." "Daily attendance," he continued, "is probably a pretty good indicator in gauging a school's performance. Kids won't come to school for junk, but they will come for some thing worthwhile," he said. The purpose of the conference, according to Shapiro, was to highlight the issue of quality education and stir up interest among a wide range of people - both education pro viders and consumers. Many of the speakers at the conference expressed the de sire to have more parent and community involvement in the education process. "Education in the 80's will have to have extensive community involvement, including local busi nesses and social service agencies, if it is going to make it," said Shapiro. The conference, attended by almost 200 educators and parents, included workshops on basic skills, vocational education and counseling, in addition to a keynote address by Dr. William L. Smith, U.S. Commissioner of Education. UTILIZING THE COMMUNITY Making use of the community resources outside of the classroom was a theme touched on by many at the conference. Mario Fantini, Dean of the School of Education at the University of Massachusetts (Amherst), questioned the limits of what a school could be expected to do, saying that, over the years, society has delegated more and more responsibility to the schools. "Schools," he said, "can deliver schooling, not quality education." To achieve quality education, Fantini said, "we have to reconnect the educators." In his view, though schools play an important role, they must be augmented by the parent and family, peer group, the community, the various professions, government and the church. 'The schools should orchestrate this educational process," said Fantini. BASIC SKILLS In the first workshop, Fantini said basic skills were an important and necessary component of quality education. "Mastering the basics, or the three Rs" he said, "is neces sary for one to be able to control his or her own develop ment." Another basic skill panelist, Dr. Robert Schain, is a principal of a high school in Brooklyn, New York, that has been called a "born again school" by New York Magazine. Under his leadership, the Wingate School has gone from an example of the worst in urban education to a "model" for other schools to emulate. In turning his high school around, he said he made a special effort to get everyone involved - parents, students, teachers. "When everybody plans it," said Schain, "every body has a stake in it and wants it to succeed." VOCATIONAL EDUCATION The Vocational Education and Technology panel related the needs of the business community and employment opportu nities with the programs provided in vocational education and technology at the high school level. In both the vocational training and counseling workshops, debate centered around whether or not vocational training was too narrow and limiting. A number of participants com plained that vocational education tended to channel kids toward machine operation rather than teach them to be think ing individuals with a job skill. Jean McGuire, Executive Director of METCO, speaking at the counseling workshop, said "a counselor should never narrow the education or career horizon of a child." Some, on the other hand, felt that students should be trained to fit into the existing job market. Andrew C. Muse, a Vice President of the American Can Company, spoke of vocational training being "relevant" to the job market. He suggested that people begin to ask themselves if every student needs a college education, and if traditional education is being honest. Shapiro said he was pleased with the turnout at the con ference and indicated that CWEC would continue to focus people's attention on the issue of quality education. The City-Wide Educational Coalition has been in opera tion since 1972, promoting parent participation in the Boston public schools. They are located at 31 Milk St., Boston - tel. 542-2835. ;»> <*! K , Career Awareness Workshops "I only wish I had this in my day. Thank you. " The above comment was made by a parent who had just attended a Career Awareness Workshop which CWEC had spon sored at her child's school. CWEC has now completed a series of Career Awareness Workshops which were held at various school sites through out the city. Comments from some of the parents who attended are as follows. "I felt the entire workshop program was excellent." "It gave me a better outlook for my children." "It was very excellent because the parents said what they had to say." "I enjoyed the movie and found it very helpful because it showed what women can do if given a chance." "My child tells me she would like to see a guidance counselor but he is always too busy. She knew nothing about this program." (ORC) "More parents need to know about this." "I liked the depth of feeling and concern that the speakers had." "I would like to attend another one." Workshops were held at the following sites, on the dates shown. Champlain Middle - Dorchester - April 17th Madison Park High - Jloxbury - May 8th Curley Middle - Jamaica Plain - May 13th Barnes Middle - East Boston - May 16th Roosevelt Middle - Roxbury - May 19th Edison Middle - Brighton - May 22nd Irving Middle - Roslindale - May 23rd Cleveland Middle - Dorchester - May 27th Gavin Middle - So. Boston - May 29th McCoimack Middle - Dorchester - May 29th Michelangelo Middle - North End - June 2nd Mead Middle - Brighton - June 3rd In some cases workshops were combined so as to include two schools. For instance, parents from the Cheverus School attended the Barnes workshop; parents from the Shaw School attended the Irving workshop; and parents from the Taft School attended the Mead workshop. Although attendance was sparse at all but three of the workshops, those parents who did attend welcomed CWEC's efforts wholeheartedly. CWEC Board & Staff OFFICERS John E. Marston, Co-Chairperson Rev. Clyde H. Miller, Co-Chairperson Alice W. Yancey, Corresponding Secretary Mark Weddleton, Recording Secretary Jane Morrison-Margulis, Treasurer DIRECTORS Ann Wilayto Bishop Mark Bourbeau Pat Boyd Rev. Bradford Bryant Shirley Burke John Coakley Barbara Corey Paula DeCosta Michael Fung Ellen Guiney Bill Hartford Herbert Hershfang Rick Johnson Patrick Jones Rona Kiley STAFF Pauline Bailey Ann Marie Flynn Gwendolyn Brown Josephine Shaddock Marvin B. Shapiro, Executive Director Dorothy H. Taylor, Assistant Director Eight years of effective action In its eight year history GVEC has focused its re sources on specific activities that will bring quality education to Boston Public Schools. 1972 . CWEC successfully advocated for a high degree of community control in Boston's community school programs. . Developed the outline of questions and issues for use in interviewing school Superintendent candidates and co ordinated the development of the outline into the Community Agenda for The Boston Public Schools. 1973 . Participated in the process of examining school system governance options to be presented to voters of the city as referendum questions. . Monitored School Committee meetings. 1974 . Established an Information and Resource Center. During the crisis years of school desegregation GVEC was reputed to be the only reliable source of information on the De segregation Plan. . Disseminated information about: The State Racial Im balance Law and the surrounding controversy; school services for students with special needs (Chapter 766); and the expansion of opportunities for citizen participa tion in public education in Boston. . Published Citizen Participation in Urban Education. . Printed first edition of GVEC's newsletter Coalition later changed to Common Ground. 1975 . Published Changing Boston Schools - A Survival Kit for Parents and Students. 1976 . Published Chapter 636: Analysis and The Promotional Rating Process: An Analysis. 1977 . Published A Parent's Guide to Magnet Schools in Boston. . Printed Class Size Report. . Assisted in the operation of the School Department Information Center. 1978 . Published But Can They Read? . Published a second edition of Magnet Schools in Boston: A Guide for Parents and Students. . Published series of 5 informational boojklets on Chapter 766. . Operated the Boston School Department's Information Center. . Provided advice to the Department of Implementation on a variety of public information matters. . Participated with School Department on long range de segregation planning. 1979 . Published Boston Public High Schools: A Guide for Parents and Students. . Gave technical assistance to Boston School Department in the publication of Elementary and Middle Magnet Schools: A Guide for Parents and StudentsT" . Published Basic Skills Improvement Program brochure. . Developed and began a series of Career/Vocational Educational workshops for parents. . Designed and pilot-tested a survey of attitudes about occupational education. Rita Gonzales LeVine Gabino Martinez-Paz Theresa McBrien Jon Michel Carl Nickerson James 0'Sullivan Suzanne Roche Alex Rodriguez Rev. Ed Rodman Fred Salvucci Donna Sorgi Rita Walsh-Tcmasini Joanne Vaughn Carolyn Weeks Barbara A. H. Zulon 8 i .
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Common Ground, May 1980.
Common Ground, May 1980.
Common Ground, May 1980.
Common Ground, May 1980.
Newspaper of the Citywide Educational Coalition contains feature articles, letters, community news, and other information and resources for families.
Citywide Educational Coalition
Citywide Educational Coalition
Publisher
Publisher
newspapers
Citywide Educational Coalition
Citywide Educational Coalition
1980-05-01
1980-05-01
Donated by Citywide Educational Coalition.
This project was partially funded by the Boston Library Consortium.
Busing for school integration
Massachusetts
Boston
Public schools
Massachusetts
Boston
Busing for school integration
Massachusetts
Boston
Public schools
Massachusetts
Boston
Citywide Educational Coalition
Citywide Educational Coalition
Citywide Educational Coalition
Citywide Educational Coalition
http://hdl.handle.net/2047/D20194144
http://hdl.handle.net/2047/D20194144
M130.FF06.D09.F003.001
M130.FF06.D09.F003.001
Busing for school integration
Massachusetts
Boston
Public schools
Massachusetts
Boston
Common Ground, May 1980.
Common Ground, May 1980.
Citywide Educational Coalition records (M130)
Publications
Common Ground, May 1980.
common ground may 001980
1980/05/01
approximate
Common Ground, May 1980.
1980-05-01
Busing for school integration Massachusetts Boston
Public schools Massachusetts Boston
Citywide Educational Coalition
Citywide Educational Coalition
Citywide Educational Coalition
Boston, Massachusetts
info:fedora/afmodel:CoreFile
info:fedora/neu:rx914f665
Name: 00000135 MAY 80 Non-Profit Org. U. 8. POSTAGE PAID BOSTON. MASS. PERMIT NO. 57506 CITY-WIDE EDUCATIONAL COALITION COMMON GROUND 31 MILK STREET SUITE 616 BOSTON, MA 02109 Conference participants came from as far away as Minneapolis, New York and Washington, and as near as the Boston School Departmenty to share their experiences and successes in urban education. On April 12th CWEC sponsored a Conference on Quality Education at the Harbor Campus of the University of Massachusetts, Boston. CWEC felt that too much energy of the School Department was being spent on desegregation and organizational issues and not enough on the quality of education in the schools. We proposed to change that focus. Ken Haskins, President of Roxbury Community College, John I. Taylor, President of Affiliated Publications, Charles Grigsby, Chairman of the State Board of Education, and Paul Ylvisaker, Dean of the Harvard Graduate School of Education agreed to serve as Co-chairmen of the conference and to help us bring together three excellent panels on issues related to quality education. CWEC identified Basic Skills, Vocational Education and Technology and Counseling as the three critical issues. Individuals representing schools, universities, business, labor, industry, private agencies, State Department of Education, and psychiatrists, both spoke on the panels and attended the conference. The consumers and providers of education came together for a Saturday program to help find strategies for bringing quality education to Boston stu dents. The conference was preceded Friday night, April 11th, by a party at the new Kennedy Library where CWEC Board, staff and conference speakers had a chance to meet and exchange views. On Saturday three panels were held followed by a lunch eon at which Dr. William Smith, United States Commissioner of Education, spoke to the guests. It was an honor for CWEC and Boston to hear Dr. Smith and his encouraging remarks. Over 200 people attended the conference and there was general enthusiasm on their part to work towards quality education in Boston. The Conference on Quality Education gave CWEC a focus and a base from which to continue its work in Boston. Quality Education is only an expression until programs and plans are developed and implemented and this is not an easy task. CWEC has developed a proposal to involve citizens in this effort and we will work on improved programs in Basic Skills, Counseling and Vocational Education. IN THIS ISSUE CONFERENCE UPDATE CWEC MEMBERSHIP DRIVE CAREER AWARENESS WORKSHOPS CWEC ANNUAL MEETING DON'T FORGET Don't forget CWEC's Annual Meeting. When: Thursday, June 19, 1980 Where: Quincy Community School 885 Washington St. Boston, MA. Time: 7:00 p.m. Some of the conference participants Photo by Ted Barco F. Salvucci, B. Miller, M. Fantini, F. Mancuso Edwards, R. Schain Panel No. 1 - BASIC SKILLS The purpose of this panel was to define what basic skills and competency mean for this generation of students and to detail successful strategies for teaching these skills in an urban school system. Moderator: BERNICE J. MILLER is Senior Management Officer, Office of Curriculum and Competency, Boston School Department. Former Principal of the Lucy Stone School and Former Direc tor of the Program in Professional Advancement, Center for Urban Studies, Harvard Graduate School of Education, Dr. Miller has also taught in the Chicago public schools and was Director of The Institute for Training Teachers of English in the Inner-City High School. She received her B.A. from Roosevelt University, M.A. from Chicago Teachers College and was awarded an Ed.D. from Harvard University Graduate School of Education. MARIO FANTINI is Professor and Dean of the School of Edu cation, University of Massachusetts, Amherst. He received his B.A. and M.A. at Temple University. In 1961 Harvard University awarded him his Ed.D. In 1972 he was appointed Project Director on the New Paltz Campus of the State University of New York for a Rocke feller Brothers Fund Grant to establish a plan to promote regional cooperation for the improvement of education and the preparation of educational personnel. Dr. Fantini is a member of the Executive Council of the Harvard Graduate School, of Antioch College, Open Univer sity, Nova University, Walden University, and the Inter- American University of Puerto Rico. Dr. Fantini has written many articles for professional journals dealing with various aspects of school reform. In addition he has written for the New York Times, Saturday Review, Journal of Social Psychiatry, and is a contributor to the World Book Encyclopedia. ROBERT SCHAIN has been Principal of the Wingate High School in Brooklyn, New York since 1970. For the fourteen years before that he served as Chairman, Social Studies Department at Thomas Jefferson High School. The Wingate High School has been called the "born again" school by New York Magazine. Under Dr. Schain's leadership Wingate High School has gone from an example of the worst in urban education to a "model" for other schools to emulate. Robert Schain is consultant to school systems across the country. He is the author of six books on teacher training and is adjunct professor at Fordham University Graduate Program of Educational Administration. FLORA MANCUSO EDWARDS was appointed President of Hostos Community College, Bronx, N.Y., in March 1979. Prior to that she was Associate Dean of Faculty at La Guardia Community College. She has been an instructor in Spanish and French and a lecturer on Spanish History and Literature at New York City Community College. Dr. Edwards received her B.A., M.A. and PhD. from New York University. She is a member of the Chancellor's Commission on Biling ual Education, Board of Education, City of New York and a member of the Evaluation Team: Middle States Commission of Higher Education. Panel No. 2 - VOCATIONAL EDUCATION AND TECHNOLOGY The purpose of this panel was to relate the needs of the business community and employment opportunities with the programs provided in vocational education and technology at the high school level. Moderator: FREDERICK STOKLEY is the Deputy Commissioner of Education, Massachusetts Department of Education. From 1971-1978 he was Superintendent of Schools, Waltham, MA. Dr. Stokley has a B.A. from LaSalle College, an M.A. from Catholic University and a D.Ed, from Harvard Graduate School of Education. He has taught physics, mathematics, psychology and crea tive problem-solving. He has been instructor at the Creative Problem Solving Institute of the University of Buffalo and Director of Organizational Development, Pilot Communities Project, HEW, Office of Education. Presently he is Adjunct Professor at Boston College, Antioch University and Lesley College. BYRON SCHNEIDER was born in St. Louis, Missouri and re ceived his A.B. from Washington University, M.Ed, from Harvard University and Ph.D. from the University of Chicago. For the past eight years lie has been Principal of the Minneapolis Southwest Secondary School. Prior to that he was Principal of the Minneapolis Southwest High School and the Minneapolis Folwell Junior High School. A former Hays-fulbright Fellow, Dr. Schneider is a member of the National Society for the Study of Education, an Associate of the National Commission on Resources for Youth and the National Commission of the Evaluation of Experiential Education. LAURA B. MORRIS is Community Relations Manager for the Digital Equipment Corporation. Before that she was Director of the Family Advocacy Program, Family Service Association of Greater Boston. Ms. Morris holds an M.S.W. from the Columbia School of Social Work and was formerly a teacher and student super visor at Boston University, Simmons College and Boston College of Social Work. PAUL QUIRK is Secretary/Treasurer of the Massachusetts State Labor Council, AFL/CIO. From 1968-1978 Mr. Quirk was President and Executive Director, Local 509, Service Employees International Union, AFL/CIO. He received an A.B. from Stonehill College in 1965. A Massachusetts State Labor Council Fellow, he is a grad uate of the Harvard Trade Union Program. B. Schneider, L. Morris, F. Stokley, P. Quirk, A. Muse 1 B. Hamburg, M. Vanderpol, J. Robinson, J. McGuire ANDREW C. MUSE, Vice-President, Employee Relations for American Can Company, assumed his current position in August, 1977 with responsibilities for labor law and affirmative action planning. For four years prior to that, he had been Director, Labor and Compliance Law for the company. He had been Director of the Minority Divi sion of the Democratic National Committee for two years previous to that. Previously, he had been with the U.S. Equal Employment Commission for five years, and had served as director of compliance in his final year. He is a specialist in labor law. Mr. Muse is a native of Danville, Virginia, where he practiced law for eleven years before moving to Washington D.C. in 1966 to help with the structuring of the newly created U.S. Equal Employment Opportunity Commission. He is a graduate of Lincoln University School of Law, St. Louis, Missouri; is a member of the Labor Panel of the American Arbitration Association and of the American Bar and National Bar Associations; and serves on the Board of Trustees at Shaw College, Detroit, Michigan. Panel No. 3 - COUNSELING The purpose of this panel was to consider ways to provide a variety of counseling and psychological services within a school system in which counseling has received limited support. Moderator: JOHN DAVID ROBINSON was born in Houston, Texas. He received his B.A. and M.A. from the University of Texas at Austin. He was awarded his Ed.D. from the University of Massachusetts at Amherst in 1971. He is presently a candidate for his M.P.H. from the Harvard University School of Public Health. Dr. Robinson was appointed Director and Chief Clinical Psychologist of the University Counseling Center at the University of Massachusetts at Boston in 1978. He is Associate Clinical Professor, Department of Psychiatry, Harvard University, School of Medicine and Clinical Assistant Professor, Department of Psychiatry at George town University School of Medicine and George Washington University School of Medicine. From 1972-1978 he was Associate Professor and Chairman of the Department of Counseling Psychology, School of Educa tion, the American University. Dr. Robinson is also Clinical Psychologist for the United States Naval Reserve. MAURICE VANDERPOL has been Director of the McLean Insti tute for School Consultation, Belmont since 1970. He is Assistant Professor of Psychiatry at Harvard Medical School, and Adjunct Professor in Education at Wheelock College Graduate School. JEAN McGUIRE is Executive Director of the Metropolitan Council for Educational Opportunity. She received a B.S. Ed. from Boston State College and an M.S. Ed. from Tufts University Graduate School of Arts and Sciences. The former Boston Public School teacher and counselor is Secretary of the Black Educators Alliance of Massachusetts and the James Jackson Putnam Children's Center Board of Directors. She is also a member of the Governor's Advi sory Council on Children's Services and the Boston Association of Black Psychologists. BEATRIX ANN HAMBURG is currently Senior Research Psy chiatrist at the Laboratory of Developmental Psychology at the National Institute of Mental Health. She is on leave from the Department of Psychiatry of Stanford Uni versity where she has spent the past fifteen years. At Stanford she organized a district-wide Peer Counseling Program in the Palo Alto Unified School District. Dr. Hamburg is the author of numerous articles concerning adolescent mental health and has served as a consultant for many school districts around the country. In her re search, Dr. Hamburg has shown particular interest in the Junior High School. Dr. Hamburg will be moving to the Boston area soon to join the faculty of Harvard Medical School. Her offices will be located at the Department of Child Psychiatry of the Children's Hospital. GUEST SPEAKER DR. WILLIAM L. SMITH DR. WILLIAM SMITH was appointed Commissioner for the United States Office of Education in January of 1980. Prior to his appointment he served as Director of the Teacher Corps, Deputy Commissioner for Development, Associate Commissioner for Educational Personnel Develop ment and Director of the Career Opportunities Program for the Office of Education. During the 1960's Dr. Smith was Director of the PACE Association, a citizens organization for school improve ment in Cleveland, and before that he was Principal of a large public junior high school in that city. Dr. Smith was born and raised in Boston, received his B.A. from Wiley College, Marshall, Texas, attended Boston State and Boston University from which he received his M.Ed. He received his Ed.D. from Case Western Reserve University in Cleveland. Dr. Vanderpol received his A.B. from the University of Amsterdam, and his M.D. from Boston University Medical School. He is a graduate of the Boston Psychoanalytic Institute. The author of several books on mental health consultation in schools, Dr. Vanderpol is a member of the Board of Directors of the Massachusetts Lobby for Children, the New England Council of Child Psychiatry and the Boston Psychoanalytic Society and Institute. 3 appBiiiiiiiiaiiaiiiiiii(iiiiBiiiiiiaiiii[iaiiaiiaiiapiiaiiiaiiiii§iii)iiBiiiBifiaiiaiiigifigiiEiiiiiiiiiiiigiiigiip|jgiri5i!ill^ ll)liPllPPlMPPrigi; The Annual Meeting of the City-Wide Educational Coalition will be held on Thursday, June 19, 1980 at the Ouincy Community School, 885 Washington Street, Boston, Massachusetts at 7:00 p.m. The Board of Directors for the 1980-81 year will be elected at this meeting according to the City-Wide Educational Coalition By-Laws. Also the Annual Report for the 1979-80 year will be presented. Refreshments will be available at the Community School Snack Bar. Please come and join us - we need your support. CWEC is ... FOUNDED IN 1972, CWEC is AN INDEPENDENT, NON-PROFIT, NON-PARTISAN, CITIZEN INITIATED EDUCATIONAL REFORM ORGANIZATION PROVIDING LEADERSHIP IN PUBLIC EDUCATION. SOME of our accomplishments are presented on page 8 If you wish to ... CONTINUE TO RECEIVE COMMON GROUND YOU MUST CALL US AT 542-2835. WE ARE PARING DOWN OUR MAILING LIST. 4 Citizens Working Together for Better Schools Public education needs independent citizen groups who will work to make quality education for all public school students the priority. Public education needs the caring voice and power of involved parents and concerned citizens to raise the questions and resolve the pressing issues of urban education. Public education needs a citizens' group which is non-partisan and non-adversarial. Public educa tion needs a perspective which both represents and trans cends narrow neighborhood interests. The City-Wide Educational Coalition has demonstrated for the past eight years, the ability to provide Boston public education with those resources. In order to continue to effectively serve the needs of this city, CWEC needs to broaden its base of support. We ask your help and invite you to join us as a member. We are proposing to help guide this new effort. Our focus in the future will be on Quality Education in Boston. We will insure that the Boston schools attend to this issue and we will support their efforts in that direction. Our April 12, 1980 Spring Conference on Quality Education: What Is It and How Do We Get It? was phase one of the launching of our Campaign for Quality Education. Next Fall we will hold activities in each of the commu nity districts to bring together the various segments of these specific areas - schools, parents, social agencies, universities, business and local officials - to address the issue of quality education in those schools. Our role will be to set the agenda, bring together the people involved and insure that the plans and strategies are implemented. As the form below indicates, there are four categories of membership ranging in cost from $5.00 to $50.00. Please choose the category that provides CWEC with the financial support you can afford to give it. Fill in the membership form and send it with your check to the City-Wide Educa tional Coalition - 31 Milk Street, Suite 616 - Boston, MA. 02109. Dear Friends: The City-Wide Educational Coalition is undertaking a major membership drive to involve Boston school parents and other Boston citizens in our efforts toward insuring citi zen involvement in the improvement of schools. We are ask ing you to formally join CWEC and show your interest in and support for our work. For the past five years, Boston schools have been invol ved in a number of issues which have focused our concerns more on who was in the classroom rather than on the educa tion that is being provided in that classroom. While the issues around desegregation, affirmative action, and equity of resources have not been resolved, Boston citizenry must look ahead to insure that all Boston students receive an education that allows them to obtain productive, satisfying employment and become responsible citizens. By becoming a member of CWEC, you are demonstrating that you believe that private, non-profit citizen organizations can affect positive change in the public education process and that you are committed to quality education for all public school students. Sincerely, John E. Marston Co-chairman Rev. Clyde H. Miller, Jr. Co-chairman City-Wide Educational Coalition 31 Milk Street, Suite 616 Boston, Massachusetts 02109 NAME Please Print (1-astl ADDRESS Date (No.) (Street) TELEPHONE: Home TYPE OF MEMBERSHIP: Please Check One General • $ 5.00 Sustaining • $15.00 (First) (City) Business (State) Sponsor Patron _ (Middle) (Zip Codel • $25.00 • $50.0C • Enclosed please find my check for $ Amount & Type of Member CONTRIBUTIONS ARE TAX DEDUCTIBLE 5 1 ;v } l< ttt i . ( , pj I, 1 t L A.) Reprinted with permission of Boston Herald American WANTTO IMPROVE TOUR SCHOOL? NOTHING TO STOP YOU, HE SAYS By John Wilpers Staff Writer Boston Herald American Virtually all kids, even tough kids, can learn, want to learn and, given top-quality teachers and administra tors, will learn. A lot. That was the message repeated over and over again yes terday as hundreds of Boston parents, educators, and community, business and labor leaders gathered at the Kennedy Library to talk about Boston schools and their future, not their troubled past. "Educational issues over the past six or seven years in Boston have primarily been issues of controversy and, unfortunately, at times violence," said Marvin Shapiro, Executive Director of the City-Wide Educational Coalition, the conference sponsor. "We believe Boston's educational focus must change. We must move from a narrow concentra tion on the court order busing and its related problems to a focus on quality education in the classroom." Two of yesterday's speakers particularly embodied that spirit. One, U.S. Commissioner of Education William Smith, grew up in Boston's South End, attended five elementary schools, graduated from Boston Tech and returned yester day to say he is "finding strength and optimism and, on the whole, a bright picture" in the present and future of Boston and other urban school systems. 'Today, not only are more of our children staying in school, but fewer are falling behind," Dr. Smith told the conference. "We know that strides have been made, parti cularly in teaching those most disadvantaged and discri minated against." "The proportion of white children completing high school more than doubled between 1940 and 1978 - from 41 percent to 86 percent - while the proportion of black children completing high school during that period in creased more than six-fold - from 12 to 78 percent." Another speaker, Robert Schain, the principal of what was considered 10 years ago one of the worst schools in the country, electrified the audience, pumping them full of hope that even the worst of situations can and will be turned around. "When I walked into Wingate High School in Brooklyn in 1970, it was a chaotic, disruptive, drug-ridden, turned- off school where there were a lot of riots but no learn ing taking place," Schain said. 'Today, with the sane population of students from the worst area of the city, we have the best attendance rate and lowest drop-out rate in the city and our college admission rate is up to 82 percent." Schain told the conference that everything he and his staff did, the Boston schools can do. "If you really want to turn your schools around, no thing can stop you," he said. "Not money problems, not collective bargaining problems, not race problems or other social problems. They can make things difficult but they won't stop you. The key is people - parents, teachers, students, administrators, community leaders - and getting them, all of them, involved in getting the job done. It works. I know it works." Smith agreed wholeheartedly. 'The problems in urban education can be solved," he said. "But it takes the participation of the entire com munity, from parents, teachers, students and administra tors to all of the elements of the community perceived as outside the school system." "It is tough to motivate city kids in four walled classrooms for six hours, five days a week." he said. "The schools must, and Boston has made great progress in capitalizing on the rich resources that abound in a city like this: the varied careers to explore, the museums, libraries, governing bodies, colleges, theaters, recrea tional facilities, sporting events and community centers. "When this does not happen, too many city youth will prefer and choose street life to the seemingly meaning less drudgery of their schools. To fulfill the goal of easing youths' transition from the educational process to a productive adulthood, the schools must work with and through their urban environment." And no one can sit by idly, criticizing the errors and waiting for someone to do something, Smith said. "His torically, for those inside and particularly outside the schools the tendency has been to simply point a finger at someone else and wait for someone else to provide the so lutions," he said. "That is no longer possible, nor tolerable." Nor wise, said Schain. "If you get people involved in finding problems and creating the solutions, in giving birth to something ex citing, then everyone becomes enthusiastic about it and even more involved and committed," he said. Schain said he found that his students were disruptive for several reasons. "Many of them couldn't read and what can you do in a history class if you can't read," he said. "So we devel oped special reading programs, during school to teach reading and other programs, to teach teachers how to teach reading no matter what, their subject area. "We also found that students weren't interested in their courses and when I looked, I found they were the same courses I took when I was in high school in the 1930s," he said. "So we developed a program to discover kids' interest areas and then focused their courses around them. Now we have a legal institute, a behavioral studies section, a medical area, a radio-television section, and even an aviation division. "And when the kids in these sections are in other classes, their course work is related to whatever their interest area is," he said. Schain also advocated staff training. "You can do nothing without a good staff," he said. "Every depart ment has an extensive teacher training program; every teacher has an individual plan to improve and even the supervisors take courses to sharpen their skills. He said he has had to dismiss teachers and even had several arrested. "It is tough and it involves a lot of work and frus tration," he said. "But once you get an optimistic, com mitted, enthusiastic staff, student body, and community, once you get everyone turned on, hell, you've got it made. 'The stereotypical urban school building is covered with graffiti," he said. "Ours is white brick with basic ally no protection system but there isn't a mark on it and that is one dramatic indication of what the kids and the community think of their school." And that same attitude can be duplicated in Boston, he said. "Just get everyone, and I mean everyone, involved in doing a job and they will get it done." 6' THE FOLLOWING IS A REPRINT OF AN ARTICLE WRITTEN BY TOM COHAN ENTITLED COMMUNITY CALLED KEY TO QUALITY EDUCATION WHICH APPEARED IN THE ALLSTON/BRIGHTON COMMUNITY NEWS. When the Boston Public Schools have ccme up as a topic of discussion over the past five or six years, the conver sation usually turns to the court desegregation order or reorganization of the school department. Though these are still important issues, says Marvin B. Shapiro, Director of the City-Wide Educational Coalition (CWEC), he feels the issue of quality education has been kept on the back burner too long. "Education doesn't get talked about until third or fourth," he complained. In order to re-focus people's attention on quality edu cation, CWEC sponsored a recent conference entitled "Quality Education - What Is It and How Do We Get It?" While admitting that "quality education" is a vague con cept that is very difficult to measure, Shapiro said the major task would be "to help people be as specific as they can in determining what quality education means." "Daily attendance," he continued, "is probably a pretty good indicator in gauging a school's performance. Kids won't come to school for junk, but they will come for some thing worthwhile," he said. The purpose of the conference, according to Shapiro, was to highlight the issue of quality education and stir up interest among a wide range of people - both education pro viders and consumers. Many of the speakers at the conference expressed the de sire to have more parent and community involvement in the education process. "Education in the 80's will have to have extensive community involvement, including local busi nesses and social service agencies, if it is going to make it," said Shapiro. The conference, attended by almost 200 educators and parents, included workshops on basic skills, vocational education and counseling, in addition to a keynote address by Dr. William L. Smith, U.S. Commissioner of Education. UTILIZING THE COMMUNITY Making use of the community resources outside of the classroom was a theme touched on by many at the conference. Mario Fantini, Dean of the School of Education at the University of Massachusetts (Amherst), questioned the limits of what a school could be expected to do, saying that, over the years, society has delegated more and more responsibility to the schools. "Schools," he said, "can deliver schooling, not quality education." To achieve quality education, Fantini said, "we have to reconnect the educators." In his view, though schools play an important role, they must be augmented by the parent and family, peer group, the community, the various professions, government and the church. 'The schools should orchestrate this educational process," said Fantini. BASIC SKILLS In the first workshop, Fantini said basic skills were an important and necessary component of quality education. "Mastering the basics, or the three Rs" he said, "is neces sary for one to be able to control his or her own develop ment." Another basic skill panelist, Dr. Robert Schain, is a principal of a high school in Brooklyn, New York, that has been called a "born again school" by New York Magazine. Under his leadership, the Wingate School has gone from an example of the worst in urban education to a "model" for other schools to emulate. In turning his high school around, he said he made a special effort to get everyone involved - parents, students, teachers. "When everybody plans it," said Schain, "every body has a stake in it and wants it to succeed." VOCATIONAL EDUCATION The Vocational Education and Technology panel related the needs of the business community and employment opportu nities with the programs provided in vocational education and technology at the high school level. In both the vocational training and counseling workshops, debate centered around whether or not vocational training was too narrow and limiting. A number of participants com plained that vocational education tended to channel kids toward machine operation rather than teach them to be think ing individuals with a job skill. Jean McGuire, Executive Director of METCO, speaking at the counseling workshop, said "a counselor should never narrow the education or career horizon of a child." Some, on the other hand, felt that students should be trained to fit into the existing job market. Andrew C. Muse, a Vice President of the American Can Company, spoke of vocational training being "relevant" to the job market. He suggested that people begin to ask themselves if every student needs a college education, and if traditional education is being honest. Shapiro said he was pleased with the turnout at the con ference and indicated that CWEC would continue to focus people's attention on the issue of quality education. The City-Wide Educational Coalition has been in opera tion since 1972, promoting parent participation in the Boston public schools. They are located at 31 Milk St., Boston - tel. 542-2835. ;»> <*! K , Career Awareness Workshops "I only wish I had this in my day. Thank you. " The above comment was made by a parent who had just attended a Career Awareness Workshop which CWEC had spon sored at her child's school. CWEC has now completed a series of Career Awareness Workshops which were held at various school sites through out the city. Comments from some of the parents who attended are as follows. "I felt the entire workshop program was excellent." "It gave me a better outlook for my children." "It was very excellent because the parents said what they had to say." "I enjoyed the movie and found it very helpful because it showed what women can do if given a chance." "My child tells me she would like to see a guidance counselor but he is always too busy. She knew nothing about this program." (ORC) "More parents need to know about this." "I liked the depth of feeling and concern that the speakers had." "I would like to attend another one." Workshops were held at the following sites, on the dates shown. Champlain Middle - Dorchester - April 17th Madison Park High - Jloxbury - May 8th Curley Middle - Jamaica Plain - May 13th Barnes Middle - East Boston - May 16th Roosevelt Middle - Roxbury - May 19th Edison Middle - Brighton - May 22nd Irving Middle - Roslindale - May 23rd Cleveland Middle - Dorchester - May 27th Gavin Middle - So. Boston - May 29th McCoimack Middle - Dorchester - May 29th Michelangelo Middle - North End - June 2nd Mead Middle - Brighton - June 3rd In some cases workshops were combined so as to include two schools. For instance, parents from the Cheverus School attended the Barnes workshop; parents from the Shaw School attended the Irving workshop; and parents from the Taft School attended the Mead workshop. Although attendance was sparse at all but three of the workshops, those parents who did attend welcomed CWEC's efforts wholeheartedly. CWEC Board & Staff OFFICERS John E. Marston, Co-Chairperson Rev. Clyde H. Miller, Co-Chairperson Alice W. Yancey, Corresponding Secretary Mark Weddleton, Recording Secretary Jane Morrison-Margulis, Treasurer DIRECTORS Ann Wilayto Bishop Mark Bourbeau Pat Boyd Rev. Bradford Bryant Shirley Burke John Coakley Barbara Corey Paula DeCosta Michael Fung Ellen Guiney Bill Hartford Herbert Hershfang Rick Johnson Patrick Jones Rona Kiley STAFF Pauline Bailey Ann Marie Flynn Gwendolyn Brown Josephine Shaddock Marvin B. Shapiro, Executive Director Dorothy H. Taylor, Assistant Director Eight years of effective action In its eight year history GVEC has focused its re sources on specific activities that will bring quality education to Boston Public Schools. 1972 . CWEC successfully advocated for a high degree of community control in Boston's community school programs. . Developed the outline of questions and issues for use in interviewing school Superintendent candidates and co ordinated the development of the outline into the Community Agenda for The Boston Public Schools. 1973 . Participated in the process of examining school system governance options to be presented to voters of the city as referendum questions. . Monitored School Committee meetings. 1974 . Established an Information and Resource Center. During the crisis years of school desegregation GVEC was reputed to be the only reliable source of information on the De segregation Plan. . Disseminated information about: The State Racial Im balance Law and the surrounding controversy; school services for students with special needs (Chapter 766); and the expansion of opportunities for citizen participa tion in public education in Boston. . Published Citizen Participation in Urban Education. . Printed first edition of GVEC's newsletter Coalition later changed to Common Ground. 1975 . Published Changing Boston Schools - A Survival Kit for Parents and Students. 1976 . Published Chapter 636: Analysis and The Promotional Rating Process: An Analysis. 1977 . Published A Parent's Guide to Magnet Schools in Boston. . Printed Class Size Report. . Assisted in the operation of the School Department Information Center. 1978 . Published But Can They Read? . Published a second edition of Magnet Schools in Boston: A Guide for Parents and Students. . Published series of 5 informational boojklets on Chapter 766. . Operated the Boston School Department's Information Center. . Provided advice to the Department of Implementation on a variety of public information matters. . Participated with School Department on long range de segregation planning. 1979 . Published Boston Public High Schools: A Guide for Parents and Students. . Gave technical assistance to Boston School Department in the publication of Elementary and Middle Magnet Schools: A Guide for Parents and StudentsT" . Published Basic Skills Improvement Program brochure. . Developed and began a series of Career/Vocational Educational workshops for parents. . Designed and pilot-tested a survey of attitudes about occupational education. Rita Gonzales LeVine Gabino Martinez-Paz Theresa McBrien Jon Michel Carl Nickerson James 0'Sullivan Suzanne Roche Alex Rodriguez Rev. Ed Rodman Fred Salvucci Donna Sorgi Rita Walsh-Tcmasini Joanne Vaughn Carolyn Weeks Barbara A. H. Zulon 8 i .
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In 2015, Northeastern’s University Archives and Special Collections began coordinating a multi-archive scanning project whose goal was to make available archival material that relates to what how and why school desegregation happened in Boston, as well as the after effects it had on the community. This effort was made possible with financial and administrative support from the Boston Library Consortium (BLC), whose leadership has been essential to this project.
The BLC members participating in this project include: University Archives and Special Collections at UMass Boston, the Northeastern University Archives and Special Collections, The State Library of Massachusetts’ Special Collections, and Boston College Libraries. Additional archival partners include The Moakley Archive and Institute at Suffolk University and the Boston City Archives.
These partner institutions scanned materials in the collections they hold which relate to the desegregation of Boston’s public schools. The time frame covered originates with the Brown v. Board of Education decision (1954), works through the Civil Rights Act (1964), into and past the Morgan v. Hennigan case (1974), and the resulting citywide unrest, through the withdrawal of the court in the 1980s.
The outcome has been to create a digital library of material that can be widely disseminated for both curricular and scholarly use. This School Desegregation and “Busing” Digital Library is a lightweight, nimble project that attempts to lay the technical and descriptive groundwork for cross-institutional collaboration through the technical infrastructure of the DPLA and Digital Commonwealth. It also serves as the kernel of what all hope becomes a long-standing collaboration between the Boston Public Schools (BPS) and local archives. In an ideal world, all 57,000 BPS students visit an archive during their K-12 years. Realistically, digitizing this material allows teachers unfettered access to a deep pool of primary source material which can inspire students to learn more about the history of their own city and become emerging leaders.
“The central issue is not transportation; it is equal protection under the law.”
– Jesse Jackson (New York Times, March 8, 1982)
Beyond Busing
The most intense period of school desegregation in Boston is oftentimes referred to as the “Boston Busing Crisis,” identifying the historical moment with the violent backlash to busing. This backlash is most certainly reflected across our collections, such as in anti-busing chants distributed at protests or angry letters written to Federal Judge W. Arthur Garrity. At the same time, school desegregation was much more than busing alone, as reflected in the Morgan v. Hennigan decision itself and its far-reaching effects including the desegregation of BPS administrative staff and faculty. In these collections you will also find, for example, information about Civil Rights activism leading up to desegregation, the role of Latinos and advocacy for bilingual education, the hard work of parents and students in the implementation of desegregation, and the reflections of participants years later.
Find below a list of press related to the Boston Public Schools Desegregation Collection: