SR_DPI_DNE_Direc_Corr_Box25_Folder3

NEGRO SCHOOL ORGANIZATION ELEMENTARY, 6 YEARS - JUNIOR HIGH SCHOOL, 3 YEARS SENIOR HIGH SCHOOL, 3 YEARS - COLLEGE, 2 YEARS (See Chart)

The ELEMENTARY pupils are consolidated into 3 units. Each square on the chart represents a classroom. The classes are selected on the basis of capacity to learn. "X" classes are college possibilities--"Y" average or below--"Z" and special (Sp) have courses planned to fit their needs. The objective is to provide a maximum of educational opportunity to all pupils, regardless of ability.

The JUNIOR HIGH SCHOOL has 33 home rooms (1954-55.) The 9 section, "X" group, of highest mentality are set up for college entrance level work. The "Y" and "Z" groups have a somewhat modified course of study. The special (Sp) sections are composed of pupils who are given reading, writing, simple arithmetic, industrial arts, vocational and special cultural subjects. In this transition period, a major emphasis is placed on guidance. A place for every type of pupil is provided in the Junior High SChool. As a result, few drop out as compared to past records.

A study of the mental and achievement levels of 6th grade pupils while entering the Junior High School this year as compared to white schools, reveals problems in integration of a most sreious natore. A thorough survey and research in this field should be made before attempting to form a policy for the future.

The SENIOR HIGH SCHOOL has an exceptionally rich program in vocations. These courses have been offered for many years and have proved highly successful. Thousands of former students are now on permanent jobs because of school experiences. This includes a large umnber who rate ni the lowest 5% percentile on standard tests. Pupils of all levels of aptitude and ability have vocational, regular, and special courses adapted to their needs and intelligence. The negro high school holds pupils in school at about the same ratio as the white school. The number of boys equals the number of girls. All through the 12 grades an attempt is being made to hold in school all the former "drop outs." The standard of scholarship is maintained by sectioning according to ability. On the other hand, the lower 60%, usually eliminated in other areas, are given an opportunity to grow at their own rate of progress until they are old enough to start working for a living. The elimination of this 60% of pupils from high schools would produce a delinquency and welfare problem beyond anything the south has ever known. The 'teen age boy and girl, regardless of intelligence, must be kepts busy--take your choice--in school, or in crime.

The COLLEGE is a branch of a state college and has had recognized credit for 9 years. For schedulign teachers' classes on college level, and in order to provide teachers prepared in special fields, the 11th and 12th year top mental level pupils also are taught by the same teachers as college students. This 4 year college unit has proved satisfactory and very interesting. These consolidated schools have produced a wholesome and progressive atmosphere and influenced every phase of life in the community. The young people show pride in their race and in the success of their own efforts. The result is loyal and productive American citizens. The southern white citizen is proud of the rapid development of his negro neighbor. The North Carolina plan of racial adjustment has proved superior to any yet presented in any part of the world.

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INTEGRATION TWO (2) SAMPLE APPLICATIONS

Attached is an achievement record of White and Negro senior high school students. Take the 10th grade of each and put them together - (639 White and 244 Negro pupils.)

Sample I. There are 27 sections in this grade. Arrange pupils in sections 1 to 27 according to the scores made on tests. Place in 1st section pupils with highest achievement and on down to weakest ones in section 27. (This method permits good students to progress unhindered by slow ones.)

These tests were given by the classroom teachers under their own principals. Sections are formed on scale of ability. An attempt to "pad" a report would throw the teacher's scores out of line with those above or below. Unless there are several sections per grade, grouped on ability, test results are less dependable.

In cities with negro college or government offices, there will be a much larger ratio of negros in the thighest half. Washington, D. C. is the city least typical of the southern negro population.

Sample II. Group sections by mixing, in proportion, races and achievement. (Social grouping.) Take a section of 33 or 34 pupils. (The grade achievement span will be 8 or 9 years.) A section would be composed of:

Highest 1/4 - 8 white and 1 negro to 7 white sections. Second 1/4 - 7 white and 1 negro. Third 1/4 - 6 white and 2 negros. Lowest 1/4 - 2 white and 7 negros.

Total 23 shites 10 + negros

Sample I. (continued) This list will show how many negros will fall in each classroom as they rate on standard grades.

--Highest half sections---

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THE JUNIOR HIGH SCHOOLS Pupil Placment by Achievement (1954 Test)

College Ability Group below Not Capable of Superior Average Average High School Work

W 285 553 713 436 Total White 2, 125 N 3 32 166 429 Total Negro 1,034

T 288 585 865 865 Total J.H.S. 3,159

THE JUNIOR HIGH SCHOOLS Pupil Placement by Intelligence Tests (1953 Tests)

W 348 572 554 379 82 Total White 1,935 N 13 70 213 442 220 Total Negro 958 T 361 642 767 821 302 Total J.H.S. 2,893

The placement of pupils in the seventh (7th) year by groups, based on achievement tests (1954) showing grade and month rating on test in 6th grade. The report is from the Negro Junior High School only.

Highest 11yr. 5th grade 4th grade 3rd grade 3rd grade Grade 5th month 5th month 9th month 5th month to to to to to Lowest 5 gr. 4th grade 4th grade 3rd grade 1st grade Grade 6 mo. 6th month 6th month 4th month

No. of 1 2 3 3 3 = 12 Home Rooms