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6 The Press CourierSunday, April 27, 1969onBusingPupils((ontinited from Page l.) says. The bureau quotes the ismall size of the district. 11-2 at Driffill, Britt ell and Ka-There are 9,053 pupils enroll- commission: “Negro children Fourthly, it says future school (mala to attend Driffill; theseed. the report says, of which attending desegregated schools construction will probably not (grades only, in addition to kin-56.6 per cent are minority group (that do not have compensatory increase district problems, ifdergarten: members, 42 per cent Mexican- education programs ;erforrn; population expands in the pre-j Driffill, Juanita. Marinabetter than Negro children in dieted areas. (West, and Sierra Linda to beAlternate Bans JK-1-2 schools.As the first part of its fivej Curren, Kamala, Ramona,recommendations to the Oxnard and Rose Avenue to be K-3-4District, the Bureau of I schools. Brittell, Elm, Barring-iiAmerican. Some 900 pupils arebused daily, 690 of them out oft racially isolated schoolsthe Colonia to relieve crowded such programs.** conditions there. Toushing on compensatory ed-minorityresearchers warn of its prohibilation in the elementary schoolsof the district ranges from 22per cent at Curren after busing to 99 per cent at JuanitaSchool. Section 2011 (c) of the California Administrative Code,as amended on Feb. 13, 1969, states. “For purposes of these regulations a racial or ethnic imbalance is indicated in a school if the percentage of pupils of on© or more racial or ethnic groups differs by more than 15 percentage points from that in all the schools of the district.”Court DecisionsSeveral court decisions are cited by the report as providing a “rationale for action,” notably that of the California Supremetive costs. “Even if ‘separate but better’ schools were a realistic possibility, it is doubtful that they could be supported if the costs involved were two orIntergroup Relations drew up ton. and McKinna to be K-5-6 four alternate plans for ethnic schools, imbalance, urging that the dis- AD of the pupils in gradestrict consider them and then K-4 and 5-8 organizational pat-adopt a program to deal with tern.the situation. The plans, are giv- ffcAM IIIthree or four times those oflen verbatim below; in no order All elementary schools in dis-other schools in the district. AndIof preference: trict to provide kindergartenPlan I classes, as at present.Close Ramona School and uti- Each school to house t w o lue that site for the district ad- pupils to transfer to Kamala ministrative offices, mainte- tor grades 3-4, and to Brittell nance warehouse and transpoA for grades 5-6. tation facilities; seD WUson and AD of the pupils in gradesCulbert sites. 1*2 at Juanita, Curren and Mc-Combine Ramona and Juanita Kinna to attend Juanita; these attendance zones and accommo- Wbils to transfer to Curren *this is probably what would be needed,” they say.Number of Points The staff questionnaire brought out a number erf points which the research team felt to be especially important. One was that, while general attitudes of the staff toward minority students and minority problems appeared to be excellent, “the techniques or materials for implementation of a more tangibledate 600-700 pupils at the Juanita ESEA Demonstration Center, using Title I funds at the site per most recent Title I guide-Court in 1963 regarding a Pasadena school district. (program are consideredThe court stated that residen- less evident.” Increase participation of muc!segregation is harmful be- Seventy-eight per cent of the enlarged Title I Advisory Comfrustrating effect. members questioned mittee in developing thethought that intergroup relations problems would increase if the minority groups grew in size Parenthetically, the necessity of working with majority group low achievers was also stressed by the researchers.Also called for was the ex-*9• •If school attendance parallels (he harmful influence “wiU reflected and intensified.The court continued, “The right to an equal opportunity for education and the harmful consequences of segregation require that school boards takesteps, insofar as reasonablyfeasible, to alleviate radal imbalance in schools regardless ofits cause.”New state school board regulations says the research team, require districts with racial or ethnic imbalance to “study and consider possible alternative plans” to eliminate it.Another rationale is the above-mentioned Coleman report.Related to Environment Coleman concluded from his study that pupil achievement is related in a one-way fashion to home environment and attitudes of fellow’ students. A pupil from home which stresses the importance of education will generally do well among similarly inclined children. His achievement, said Coleman, wiD not substantially decrease if he is placed among students whose families do not stress the value of education.On the other hand, he said, performance of a student from a disadvantaged home will not improve if he is placed among children with the same problems, but his performance will improve if his classmates come from strong educational backgrounds.A report of the U. S. Commission on CivD Rights has sim-ilar conclusions, the bureauiloration by aD school personnel of their own attitudes regarding ethnic and class differences.Finally the consultants said more intensive work was needed in the area of recruiting minority group staff members. The consultants said that an exact proportion of minority staff members to minority pupils need not be maintained, but their presence would motivate the minority students, and provide a natural point of contact between races.As a program to effect this, the bureau suggested a recruiting program combined with encouragement of a teaching career for district minority pupils and adult aides. IGreatest ConcernThe bureau prefaces its suggestions to the Oxnard School District with four general remarks. Of greatest concern, k says, is what to do about the Colonia situation — whether to phase out its schools entirely, or develop a two-way busing program.Another question is that of speed. After careful study, the team says, the board should put its plan into effect rapidly.Distance is not a great factorgrades 3-4, and to McKinna for grades 5-6.All of the pupils in grades 1-2 at Marina West, Harrington, and Rose Avenue to attend Marina West; these pupils to transfer to Rose Avenue for grades 3-4 and to Harringtongram at Juanita. ' jf°r grades 5-6.Move five existing portables' A from Ramona and six existing portables from Rose Avenue to RamoTW to attend Sierra Unmajority imbalanced schools in ^ these PUPS to transfer to the district. Ramona for grades 3-4, and toContinue Rose Avenue asElm for grades 5-6. presently organized but with Fremont and Haydock to pro-greatly reduced pupU popula- ^de grades 7-8, as at present, tion and maximum possible ra- 1 funds to be used fordal, etfrfnic, and economic bal- transportation and a compensa-anoe from within attendance tor program following the zone; as many classrooms as ”*** disadvantaged pupils.possible at Rose Avenue to be PLAN IVused for the district’s special M elementary schools in dis-programs for the academically **** to Provido kindergarten, talented and those with learn- 35 at present, mg disabilities. Each school to house threeConduct kindergarten classes ^rades on,y in addition to kin-for aD children in the Colonia d^arten; at Juanita and Rose Avenue , Curren, Harrington. Kamala.Build additional portables at McKinna-. Marina West andmajority imbalanced schools ^'erra Linda to be K-l-2-3in the district schools.Transport pupils from the BritteU- Driffill. Elm. Juan-Oolonoa not attending Juanita ita- Ram°na and Rose Avenueor Rose Avenue to otherto K-4-5-6 schools.schools to achieve maximum °f Hie pupils in grades balance. i*2*3 a* Curren and Juanita toExamine and revise attend- aHond Curren and transfer to ance boundaries throughout the •^uan^ta f°r grades 4-5-6. district, with careful attention ^1! of the pupils in grades to the South Oxnard area, to 1*2*3 at Harrington and Elm to promote better balance. attend Harrington and trans-Exanune and revise present. u ...transportation arrangements L ^ 01 Hie pupils in gradesfrom rural, beach and other'1*2*3 at Kamala and DriffillKlt;mRiwiPHW;hoh|lie1I)Uintwainn«eveanlt;(lena iHCortoristrinnoraccels.SiSmiSB/addblyvelcsaidon’aedthremincouiIthadtratiofficJohrhaveNix* to s SaseerJohnminiProj.cmnareas to promote better balance.PLAN IIContinue present transportation program from the Colonia, perhaps expanding the program by implementation of proposals A through H in Plan I ethnic balance plan, says (its first through eighth para-bureau, owing to the fairly graphs).Examine and revise present transportation arrangementsrom rural, beach and other ireas to promote better balance. Next school built in the dis-erict to be intermediate school (grades 6-8) midway between Fremont and Haydock, probably to the west of Ventura Road.Grade pattern in the district, upon completion of D above, changes to K-5 and 6-8 with Fremont and Haydock also becoming schools serving gradepp*Feeder pattern to mtermed•«■« « villa**, re- j nuclear.varfar,e equipment, twojpulsed by Seabees; an equip-,large decontamination trucks11 * LSeabee Center SetsMay 17 Open HouseNaval Construction Battalion)seven commands aboard the Center, Port Hueneme, plans to i Center, Point Mugu’s Pacific swing its gates open to the pub-1 Missile Range wiU have a “Fire lie May 17 when the nation ob-iBee” display in the exhibitserves Armed Forces Day 1969.(area.A full day is planned for the Following are the displays and visitors, including a simulated;the commands involved: nuclear blast; a simulated Viet — Chemical, biological androdeo: and numerousthree small decontaminahibits showing the interestingition fog generators — CBC’s work done, and equipment used, j Disaster Recovery Training De-by the various commands i partment. aboard the center. — Models of Terrier, Talos,Visitors may also tour the Tartar and Point Defense mis-Engineer Corps-Seabee! sile systems (batteryMuseum, which houses thou- — Naval Ship Missile Systems sands of souvenirs, coUected Engineering Station.the years since the start — Captured Viet Cong weap-!d War II, and features tons and American weapons and is that depict numerous (ammunition — 31st Naval Con-con struction feats of the Seabees.The Museum and display areastruct ion Regiment.— Models, drawings and photographs of laboratory projectsis to be open from 10 a.m. to Naval Civil Engineering Labora 4 p.m. tory.Scheduled from 1 to 2:30 p.m. — Training Aids displays is the equipment rodeo, show- Naval schools, constructionmany Seabee construeart displaytion vehicles in action. The!paintings, weapons display — blast, a fiery ball of flame and Marine Corps Reserve Company smoke, and the village attack H.will take place from 2:45 to — Photographic display of3:15 p.m. activities at Civil EngineerIn addition to participation by Corps Officers School.ethnic composition after completion of A, B, and C above, might be as follows:AD pupils who attend Elm, Harrington, Juanita and Ka-mala elementary schools (K-5) would attend Haydock intermediate school (6-8).All pupils who attended Drif-fU, McKinna, Marina West and Ramona elementary school (K-5) would attend the new intermediate school (6-8).AU pupils who attended Brittell, Curren, Rose Avenue, and Sierra Linda elementary schools (K-5) would attend Fremont intermediate school (6-8).This plan could possibly accommodate a abasing in of aattend Kamala and transfer o Driffill for grades 4-5-6.All of the pupils in grades -2-3 at McKinna and Brittell o attend Kamala and trans-er to Driffill for grades 4-5-6. AU of the pupils mi grades 1-2-3 at Marina West and Rose \venue to attend Marina West md transfer to Rose Avenue tor grades 4-5-6.AU of the pupils in grades [-2-3 at Sierra Linda and Ra-nona to attend Sierra Lindamd transfer to Ramona forgrades 4-5-6.Fremont and Haydock toprovide grades 7-8 as at present.Title I funds to be used fortransportation and a compensatory program foUowing the most disadvantaged pupils. Other Recommendations Some discussion of its advantages and disadvantages following each plan. The otherrecommendations of the studyteam were mentioned in Monday’s Press-Courier. They include suggestions hr intergroup relations training, community advisory committees, educational programs, search for federal funds, recruiting of minority staff, and widespread dissemination of the report.Student Protest In GermanyHANOVER, Germany (UPI)~ —About 500 students demanding educational reform demonstrated at the opening Saturday of the 1969 Hanover Spring Trade Fair, forcing West German Economic Minister Karl Schiller to use a side entrance to avoid them.I1ii
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