1965 Newspaper Clippings School Desegregation Part 1 (Upsidedown)

SIGN-IN AT CITY HALL: Pickets record their names and addresses during yesterday's demonstration in front of the Englewood
City Hall. They urged City officials to take action in abolishing school segregation. This was the second Sunday in a row that pickets, who described them-
selves as a group of private citizens, marched in front of City Hall and Mayor Austin N. Volk's home on Walnut Street to protest the Board of Education's demonstraMon-school plan. Approximately 100 persons took irt yesterday. (The Record photograph.)
REPRODUCED FROM THE OOLLECTICNS OF THE MSNUSCRIPT DIVISION, LIBRARY OF CONGRESS
_ N/W RATIOS AT LIBERTY
1961
1965
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
1965 N/W RATIO IN THE ELEMENTARY SCHOOLS
LIBERTY ROOSEVEiTCLEVfiAHO
<WARt-$
SYSTEM
REPRODUCED FROM 'nil-: COLLECTIONS OF TIIE HVJUSCRlP
: UkY
OFFICE OF THE CLERK
UNITED STATES COURT OF APPEALS

IDA O. CRESKOFF
2046 VJ. 8. COURTHOUSE PHILADELPHIA 11107
February 18, 1965 Arthur J. Sills, Esquire Attorney General of New Jersey Howard H. Kestin, Esquire Deputy Attorney General State House Annex Trenton, New Jersey Re: Gertrude P. Puller, et al., appellants, and Jerry Volpe, et al. vs. Austin A. Volte, et al. and Frederick M. Raubinger, Commissioner of Education, etc. and Kenneth Ancrum, et al., No. . 5 0 3 1,4 Gertrude P. Puller, et al. and Jerry Volpe, et al. appellants vs. Austin A. Volk, et al. and Frederick M. Raubinger, Commissioner of Education, etc. and Kenneth Ancrum, et al. No. 15,0^4 Dear Sirs:
Enclosed is conformed copy of order entered by the Court today in the above entitled cases. Your brief on behalf of Appellee, Frederick M. Raubinger, received on January 29th will be filed as of this date. Very truly yours,
IDA 0. CRESKOFF Clerk
enc. bw
James T. Murply, Esquire Morton Stavis, Esquire John J. Breslin, Jr., Esquire Sidney Dincln, Esquire James A. Major, Esquire Robert L. Carter, Esquire
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. _!* right of,- a - new, trial 'iv Negro couple ^convicted -'" ^ Ujeir- darightefrout tiring a-" school boyEnglewood. in --lfl2. - >'V court .affirmed-a. ruling r:a, lower court -permitting, in " by Mji. and! Mrs. Leroy Ji, who .had been fined 'each: as" dlaorderly.'persons ;>Englewood Municipal Court 'tutder the state'i. Compubory
^^j>_ . ! _ . _ * "'..- ' ' '.' ''-':*".
--.---.fr-,^ -.---. J^
were .denied! "by the Bergeii County t" on- the. ground .that .the jhans had failed to provide i; prosecutor's offlcc witli a Utsofpt-of the earlier trial - [The Appellate Court then ortd a new trial and directed *tate to show thai Laurie a fourth-grader; received ;-"equivalent Ififtitiictioh; elsewhere '
t-tb 'pOEttWtttjr
REPRODUCED FfO-1 THE COLLECTIONS OF TIE MANUSCRIPT DiyiSMi, 1I5.:-;..-;' Cf
r
'-' OFFICE OF THE CLERK

FOR THK THIRD CtHCU)T IDA O. CRESKOFF 2040 U. S. COURTHOUSE
PHILADELPHIA 19107
April 2, </ames T. Murphy, Esq. .'James A. Major, Esq. 'Arthur J. Sills, Esq. <John J. Breslin, Jr., Esq. V^ldney Dincin, Esq. Morton Stavis, Esq. Robert L. Carter, Esq.i^^ Barbara A. Morris, Esq., and ^Herbert Tate, Esq. Fuller, et al., vs. Austin A. Volk etc., et al. Jerry Volpe, et al., and Frederick Raubinger, etc., and Kenneth Ancrum et al., znc Deborah Spruill, Nos. 15O43 and 15044 Dear Sirs and Madam:
PIS'
This Court inadvertently failed to inform Robert L. Carter, Esquire and Miss Barbara A. Morris, counsel for the intervening defendants, the Ancrums, of the oral argument. It is the intention of the Court to grant rehearing in these appeals- to the end that Mr. Carter, if he desires to do so, may not only present argument on behalf of his clients, but may also have the opportunity to rebut the arguments of counsel for the other parties. In short there will be a complete reargument of the cases on the day set out below. The 27th day of May has been set for these arguments and the Court desires to be informed as to whether or not this is a convenient date, particularly in oiew of the request for additional briefing and material as set out hereinafter. At the argument on the 27th day of May the Court will expect counsel to be prepared with the material requested at the first oral argument, which was as follows: (1) The Court requested Mr. Kestin, Deputy Attorney General of New Jersey and counsel for the interveningdefendant-appellee, Raubinger, Commissioner of Education of the State of New Jersey, to supply a memorandum dealing with the state law on exhaustion of administrative remedies.
1
IDA O. CRESKOFF
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LI3RARV CF

FOR THK THIRD CIRCUIT Z04S U S. COURTHOUSE
PHILADELPHIA 19107
Page 2 - continued: (2) The Court granted leave to the parties to supply citations for case references which were discussed on oral argument but which were not on the brier's. (3) The Court requested counsel to prouide the Court with a copy of the transcript of the oral opinion of the State Court if that is not already in the record which was forwarded to this Court from the Court below. In addition, the Court now requests that counsel be prepared to instruct the Court on the following issues: (1) What is the current standing of the taxpayerplaintiffs? Has the case become moot as to them under the doctrine of Doremus vs. Board of Education, 342 U.S. 429 (1952)? ( ) If the case is moot as to the taxpayer-plaintiffs, 2 what is the status of the intervening plaintiffs who are parents of children in the public schools? (a) Is their standing, as intervenors under Rule 24 of the Federal Rules of Civil Procedure, dependent on the standing of the original plaintiffs? (b) Or may these plaintiffs show a separate and independent basis for jurisdiction? (c) Is there a separate basis for jurisdiction as to the intervening plaintiffs, bearing in mind that on its face the disputed plan affects only sixth grade children? In this regard, counsel are directed to the federal doctrines of standing relating to mootness, ripeness, and the justiciability doctrine of Poe v. Ullman, 367 U.S. 497 (1961). (3) What was the jurisdiction of the Court below? Under what jurisdictional grant of power did the District Court have jurisdiction? (4) What relief could this Court now grant if it found the plan in question to be unconstitutional? Very truly yours, IDA O. CRESKOFF ClerJr
REPRODUCED FROM THE COIiBCTICNS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
jwn
-b"65
of Nero
DEPARTMENT OF LAW AND PUBLIC SAFETY
D I V I S I O N OF LAW
April 5, 1965
Ida 0. Creslcoff, Clerk

Office of the Clark United States Court of Appeal* For the Third Circuit 2046 U. S. Courthouse Philadelphia, Pennsylvania
Ml
Dear Mrs. C
v. Volk, et al OA3-150A4
((
r. ye received your letter of April 2,
1965 which contains the information that the Court has scheduled reargument in the aforementioned matter for May 27, 1965. Please be advised that this date is not inconvenient for me and that unless I hear from you to the contrary, I will plan to appear before the Court then. Please be advised that I will be prepared to discus* with the Court those questions outlined in your letter at reargument.
Very truly jours,
Howard H. Kestin Deputy Attorney General HHK:tl
cc: All counsel involved
REPRODUCED FROM TIE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
UNITED STATES COURT OF APPEALS FOR THE THIRD CIRCUIT
NOS. 15.043 and 15.044
GERTRUDE P. FULLER, RICHARD L. GRUBMAN, THOMAS F. CACCIOLA and JOSEPHINE CACCIOLA, hiz w i f e , and other* to be named ( P l a i n t i f f ) , Appellants in No. 15,043
and
JERRY VOLPE and (CATHERINE VOLPE, his vie, LOUIS PUGACH and BEATRICE FUGACH, hi wife, ALLAN LASSER and JUDITH LASSER, his wife, OTTILIO D'ALESSIO and MARIE D'ALLESIO, his w i f e , SOL HANDLER and LILLIAN HANDLER, his w i f e , EUGENE F. CLEMENTS and MARJORIE CLEMENTS, his w i f e , EDWARD ROBBINS and GLORIA BOBBINS, his w i f e , LLOYD POLLARD and BLANCHE POLLARD, his wife, (inteivening p l a i n t i f f s ) , Appellants in Mo, 15,044
AUSTIN A. VOLK, et al. (defendants)
and
FREDERICK M. RAUBINGER, Commissioner of Education of the State of New Jersey, (intervening defendant)
and
KENNETH ANCRUM, et al. (intervening defendants)
Present:
BIGGS, Chief Judge, and FORMAN and FREEDMAN, Circuit Judges,
It i s
O R D E R E D
that t h e above-entitled cases b e 1965.
set down for rehearing Thursday, May 27,
1965
. :
. . : . -
REPRODUCED FROM THE COLLECTICNS OF THE MANUSCRIPT DIVISION, LIBRARY OF COOESS
.^_^
OFFICE OF THE CLERK

FOR THt THIRD CIRCUIT
IDA
O.
CRESKOFI-
2046 LJ S. COURTHOUSE PHILADELPHIA 19107
15179HPR-T65
April 6. 1965
John J. Breslin, Jr., Esquire t L. Career, Esquire Sidney Dincin, Esquire James A. Major, Eaquire Barbara A. Morris, Esquire James T. Murphy, Esquire Arthur J. Sills, Esquire Morton Stavis, Esquire
Re: Gertrude P. Fuller, et al., Appellants in No. 15,043
and Jerry Volpe, et al., Appellants in No. 15,044 vs. Austin A. Volk, et al. and Frederick M. Raubinger, etc. and Kenneth Ancrum, et al.
Gentlemen:
Enclosed herewith is conformed copy of order entered today by the Court setting down Che above-entitled cases for rehearing on Thursday, May 27, 1965. Very truly yours,
Clerk Enclosure
hh '
CENTHAL BUILDING 16W.PAL1BAM AVCWU*
ENOLEWOOD, N. J.
April 6 , 1965
a a
Id* 0. Creslcoff, Clark Office of tha Clark

United States Court of Appeal* For Tha Third Circuit 2046 U. S. Courthome Philadelphia, Pennsylvania 19107
RBi
FULLS* BT AL V. VOtK KT AL Dockat Nos. 15043- 15044
Dear Mrs. Creskoffi In reply to your latter of April 2, 1965 with raferaace to aha above-captioned natter, I wish to state that I shall be prepared to re-argue tha natter on Hay 27 1965. Therefore, Unless I hear fron you to the contrary, I will appear before the Court on that date for the purpose of the rearguaent. I shall be prepared at that time to discuss with the Court those questions outlined in your letter of April 2, 1965. Very,truly yours,
SIDNEY DINC^N SDldf CCi Jama* T. Murphy, Saq. Janas A. Major, Zaq. Arthur J. Sills, Eiq. John J. Braslln, Jr., Baq. Morton Stavis, Baq. Robert L. Carter, Esq. Barbara A. Morris and Herbert Tata, Eaq.
REPRODUCED FROM TIE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBF.-.-' Cf
April 6, 1965 Mrs. Ida C. Creskoff, Cleric United State* Court of for the Third Circuit United States Courthouse Philadelphia, Pennsylvania Dear Mrs. CreskoffJ
Bel
Zhls is to acknowledge receipt of your letter of April 2, 1965, setting the above-entitled case dove for full reargvwent on. May 27> 1965. I want to express appreciation to tha Court for their consideration in this matter. My problem nov, however, is with the specific date. I have Bade commitments because that period was free, and though these do not involve court appearances, it is a professional meeting regarding a lawyers conference on a civil rights question. My position is particularly difficult since the conference vaj set for such a period whan I would be free. I appreciate the problems entailed in the change of a court date, but If it is at all feasible for the argument to be changed fro* the 27th of May to either tha 25th or 30th of May, I would be nost appreciative. Otherwise, Insofar as Miss Morris and I are concerned, the time scheduled for rearguaent is perfectly agreeable. We will file the additional briefs as requested. Very truly yours, RLC:sw cc to: James I. ilurphy, iisq.
James A. Major, Esq.
Robert
Arthur J. Sills, Esq. John J. areslin, Jr., Esq. Sidney Dinein, Esq.
KortoaStari*, Esq. Herbert Tate, is;.
LAW
OFFICES
BRESLIN AND
41 MAIN
BRESLIN
N.
*TRCT
*<VQ14
9, 1965
OfflM of tlM Clark ftlUd 5tta Court of App*l* for U* Third Circuit 2046 0. 8. CeurCbouM MUAtlphi*. M. 191O7 Btr Mr*. Mt fuUw t 1 v. Walk t *1 Wa Dootot lte. 1504- U0*4 Za reply to your lttr of April 2, with Mf*r*M* to UM feOVA-MpUonrt natter My *f , 1963 i utiafMtory for tM rgut of
Yovor* **ry truly,
bu o. CTMJuff , ciric
Jtohn J. MMU Jr. MI JtaM T. Murphy, S<j. AM* A. HJOP, icq. ArtiMr J. alli, !, MartM 8vl*> CM. Rotwirt L. C*rtr, Iq. Barbara A. Morrla *od H*rb*rt Tatt
COPY
REPRODUCED FRa-1 THE COLLBCTICNS OF THJ
O F F I C E OF T H E C L E R K

F0 THE THIRD ClWCUlT
IDA O. CRGSKOFF
2Q4t U. S. COURTHOUSE
PHILADELPHIA 19107
James T. Xurphy, Esquire James A. X-ijor, Esquire Morton Stavis, Esquire John J. Breslin, Jr., Esquire Arthur J. Sills, Esquire Sidney- Dincin, Esquire ~ Hobert L. Carter, Esquire NiBarbara A. Morris, Esquire Herbert Tate, Esquire Re: Fuller, et a! etc., et al. vs. Austin
Jerry Volpe, et al., ar.c .-'rec Raubinger, etc., and Kenneth et al., and Deborah Spruill, Nos. 15,0^3 and 15,0^4
Dear Sirs and Madar. :

?he rehearing date for argument' ir. t' .. s. -tied cases has ceen postponed frori May 27, -~ * .XHSDAY, JL1CE 2, 19op,'at 10:30 A.M.
We regret the necessity for "he c'nar-^
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBfA-i' CF CCTCP3
ECIC STREET SCHOOL Cnglawood, * Jersey
April 14, 1965
r. Sidney Dincin Counsellor at IBM 16 to. Paliaade Avenue Englewood, New Jar say Deer Dincin:
Tha following paranta do not have children in tha c*ntrol sixth grade Engle Street School during the currant, 1964-65, school yaar. Jsrry Volpe and Katherin* Volp, his wife Louis Pugach and Beatrica Pugech, his wife Allan Lssser and Judith Lessor, hit wifa Ottilio D'Alessio and Heris O'Alassio* his uife Sol Handler and Lillian Handler, his wifa Eugene F. Clements and Harjorie ClementSt his wife Edward Bobbins and Gloria Bobbins, his wife Lloyd Pollard and Blanche Pollard, his wife Perusal of ngleood Putlic Elementary School record* inoicete none cf the parents listed above will hsva children in tha central sixth grace school during the 1965-66 school year. Very truly yours
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF, CONGRESS
e*
HARVARD UNIVERSITY GRADUATE SCHOOL OF EDUCATION
Center for Field Studies
* Spaulding House, 471 Broadway Cambridge, Massachusetts 02138
May 25, 1965
The School Board Englewood Public Schools Englewood, New Jersey Mesdames and Gentlemen: For the past eight months, the Center for Field Studies has been engaged in a study of the Englewood Public Schools. In accordance with the agreement reached in June, 1964, I have the privilege of transmitting to you the final Report of the Study Staff. During the course of its work, the Staff has enjoyed excellent cooperation from public officials, civic leaders, and interested citizens. Dr. Shedd and his staff, most notably Mr. F. A. Garrity and Mr. William Trepecchi*. were very helpful; and local private and parochial school officials were most cooperative in supplying needed information about their school enrollments. The members of the Study Staff are grateful for the time given so generously by both public officials and private citizens of Englewood. ' . This report is designed to serve as a guide for planning and change in education. Our experience indicates that the majority of .Englewood residents are vitally concerned with improved public education, apd we are confident that this report can and will represent a significant step toward this objective. Please accept our sincere thanks for your courtesy and cooperation throughout the duration df~thle study. ';. Sincerely,
Howard M. Johnson Field Director Center for Field Studies HMJ:eg
ENGLEWOOD'S
SCHOOLS
Study of the Englewood Public Schools Englewood, New Jersey
May, 1965
Study Staff Center for Field Studies, Harvard University William G. Buss Vincent F. Conroy Andre L. Daniere John A. DeSilva Carl J. Dolce Francis H. Duehay Richard L. Fiander James W. Greig Walter L. Hill Herold C. Hunt Bernard A. Huntley Howard M. Johnson Bud B. Khleif Niilo E. Koponen Robert R. Lee Frank S. Manchester Carroll R. Me Gary Roderick F. McPhee Roland M. Miller Arthur N. Pierce David N, Thomas Michael J. Wilson
Secretaries to the Study Staff Judith Bryant Elaine Audet Ann Chase Eunice Good Deborah Ridlon Florence Wilkins
Special Consultants Anthony Galeota Arthur Perry Pauline Perry George Thomas
Copyright 1965, President and Fellows of Harvard College
REPRODUCED FROM-THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
TABLE OF C O N T E N T S
NTRODUCTION
J>ART ONE . ...
. . . . . . . . . . . . . .

CHAPTER I - Population, It8 Composition And Growth 1. 2. 3. Characteristics of Present Population Hoxiaing and Land Use Prospects for Future Growth
9 19 23 26 27 37 52 56
64 67
CHAPTER II - School Enrollments, Past And Present 1. 2. 3. 4. School Organization in Englewood Public School Enrollments, Past and Present Present and Future Non-Public School Enrollments Housing and Its Relationship to Future School Enrollments
CHAPTER III - Future Public School Enrollments 1. 2. Summary of Enrollment Estimates . . . . . Recommendations for Using School Records to Update and Refine Estimates of Public School Enrollment
71
74
PART TWO . .-.-.-T-5-r-i -.-*
CHAPTER IV - Educational Program 1. 2. 3. Present Educational Program . . . . . . . . . .; Guideline for Educational Organization . . . . A Recommended Form of Educational Organization
77
78 82
86
REPRODUCED FHCM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
- iii Page CHAPTER V - School Plant 1. 2. 3. 4. General Building Data . . . . Building Evaluations . . . . . Possible New Sites .... . Summary of Recommendations 92 93 96 114 116 117
CHAPTER VI - Future School Organization 1. The Building Program and Suggested Districting Patterns . . . . . . . . . ' 2. Financial Implications of the Plan CONCLUSION FOOTNOTES APPENDIX A - Tables APPENDIX B - Explanation Of Methodology Used In Estimating Enrollments . ... . .
' I '
118 130 138 143 147
J
7
162
'it-1 i
REPRODUCED FROM THE COT.TflCTICNS OF THE MANUSCRIPT DIVISION,- LIBRARY OF CONGRESS
LIST OF T A B L E S Page
Tahio T _ l -
7 Approxiinate Number Of Dwelling

Q
Table 1-2: Table 1-3: Table 1-4* Tabl* I-V Table 1-6: Table 1-7' Table 1-8: Table 1-9' Table I- 10' Table II- 1" Table II- 2: Table II- 3Table II-4: Table II-5: Table II-6:
10 13 13 - .Racial Composition In Selected 14 17 Comparative Employment Classification . . .. 19 20 21 39 Total And Resident Public School 40 44 Percent Of Negro Enrollment In Englewood Public Schools . . ^ . . . . . . Students Entering And Leaving Public Schools In Grades 7, 8, and 9 . . . Parental Occupation For Students Entering And Leaving Englewood Public Schools In Grades 7, 8, and 9 45
50
51
Page liable II-7:
Resident Enrollment In Englewood'B Non-Public Schools

Estimated Student Density In Englewood . . . . . . . . . . . Comparative Student Density Estimated Student Density For Apartment Buildings In Various Sections Of Englewood Maximum Public School Enrollment In Englewood Comparison Of "Most Probable, " "High, " And "Low" Estimates For 1976r77 With Present Public School Enrollments . . . . . . . . . . . . Comparison Of Present And "Most Probable" Public School Enrollments By Ward General Data On The Englewood School Buildings Estimated Enrollments In Three Elementary Districts . . . . . . . . . . Teaching Station Requirements In The Three Elementary Centers . . . . . , Racial-Composition In The Three Elementary Centers Estimated Enrollments In The Two 4-8 Middle Schools . Debt Retirement Schedule Comparative Tax Effort In Selected New Jersey Communities
,54
liable II-8:
59 59
liable II-9:
liable II-10:
61 62
table H - l l :
lie HI-1:
68..."
liable III-2:
I
70 95 122 123 125 126 136 137
liable V-l: liable VI-1:
liable VI-2:
ble VI-3: lie VI-4: le VI-5: ble VI-6:
.**
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CC
Pase Table A-l: Comparison Of Englewood' a Age

- * -i\j
Table A-2: .
Age Profile Of Englewood Popula149
Table A- 3:
Percent Of Families In Selected Com150 -;:,. . ":-:;. Distribution Of Occupations Of

. . . "
V 151
Table A-4:
Table A- 5: . Table A- 6: Englewood Public School Census By School, Grade, And- Race . . . . . . . . . . . . Resident Public School Enrollment
152
154
Table A-7:
155 Table A-8: Resident Public School Enrollment
- 156
Table A- 9: Table A- 10: Number Of Students Entering And 157 Total Resident Enrollment In Engle.;*.
L Table
/;
158 159
A-ll: -
Expected Resident Non- Public School
Table A- 12:
Total Resident Non- Public School
160
Table A- 13: Table B-l: Table B-2: Estimated Student Density By Census
161 166 167
- vii -
Page Table B-3: Basic Estimation Table*For Englewood Child-Bearing Population . . . Estimated Child-Bearing Population In Englewood . . . . . . . . Estimated Survival Births In Englewood Pre-School Net Migration For Children Born In 1957 or 1958 . . . . . . . .. Estimated Pre-School Net Migration School-Age Net Migration Per Year For ChildrenOf Ages 5-9 In I960 . ,
169
Table B-4:
* 17Z 174 175 178
Table B-5: Table B-6:
Table B-7: Table B-8:
179
JTable B-9:
School-Age Net Migration Per Year For Children In The 5-9 Age Group In 1960 Estimated School-Age Net Migration Estimated Grade Retention Rates Estimated Dropout Rates . .
180 181 183 184
Table B-10: Table B-ll: Table B-12: Table B-13:
. . ...
"Most Probable" City-Wide Enrollment Estimate For Grade 1 ... "Most Probable" City-Wide Enrollment Estimate For Grade 2 ... Estimated Public School Pre-Kindergarten Enrollment Estimated Public School Kindergarten Enrollment "Most Probable" City-Wide Estimate Of Enrollment In The .Englewood Public Schools ..... ......
186
Table B-14:
187 190 192
Table B-I5:
Table B-16:
Table B-17:
193
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT. DIVISION, LIBRARY OF CONGRESS
- viii Page
Table
B-lBs
City- Wide Estimate Of En* Thfi wood Public Schools
194
. . .
SchOOlS
195
196
Public Schools
.
Public Schools
197
198
Public Schools
199
Public Schools
I '
t.
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, T.TBFARY OF CONGRESS
LIST OF M A P S Page
Map 1-1:
Median Family Income And Housing Value By Census Tract, I960 . . . Englewood Public Schools. 1964-65
16
BlapU-1:
28
29 31
43
apII-2: , District Pattern For K-5 Elementary > : Center's, 1964-65 . . . . . . . ap II-3: lap 11-4: :apII-5: Englewood Public Schools, 1953-54 Englewood Census Areas . . . . .
Negro Enrollment As Percent Of Total Enrollment In Public Schools, October 1, 1964 . . Non-Public School Enrollment As Percent Of Total Enrollment, October 1, 1964 . . . . . .
47
ap II-6:
57
iVI-1: Suggested Districts For Three Elementary Centers .tap VI-2: Suggested Districts For The Middle Schools
121
127
- ix -
OF CCNGRESr,
INTRODUCTION
>
In a m e s s a g e highlighting the importance of education, the late President John F. Kennedy prefaced his remarks with the words: Our progress as a nation can be no swifter than our progress in education. Our requirements for citizenship in an era such as this all require the maximum development of every young American's capacity. 1 This development of individual capacity is obviously very much dependent upon the success of our schools. It is incumbent
upon all of us, but particularly those directly responsible for the operation of our public schools, to see that every American has the opportunity to develop his abilities to the utmost. Events of national
significance such as the rapid growth of population in urban areas, the expansion of segregated residential patterns, and the increased specialization of our occupational structure have had a dramatic impact upon the school's ability to provide for the maximum development of every child. f Englewowd's experience in recent years is an intense example of the pressures being placed upon public education; the City has been a microcosm of the greatest crises i American schools. The events of recent years and particularly those associated with the closing of Lincoln School and the provision of a racially integrated
ISEPRQBUCED FROM THE COLLECTICNS OF THE MANUSCRIPT DIVISION, USSKKf
OF CONGRESS
- 2; ing experience for all students have pointed to new directions dimensions for public education in Englewood. The Englewood
iols have clearly gone beyond conventional patterns to seek new isources and means in dealing with educational problems. The
of federal funds and foundation grants to support experimental special education projects, innovative programs in pre-school ation and team teaching, and university resources to aid in inning are representative of Englewood1 a effort to meet the chalige of a modern educational program. In order to take a hard look at past events and to establish ioeunes for future improvement and extension of educational (portunity, the Englewood School Board asked the Center for Field lies at Harvard University to study certain aspects of its school tern and to suggest future directions for change. The primary
? /*
krequestedjsf the Harvard staff was^ to test the Board's tentative -*^ ins for school organization against a careful examination of Englelod's present and projected school enrollment. Cf secondary im-
ance was a testing of the school system's plans for curriculum, bonnel, facilities, and finance. The report which follows is a
jisult of this study and is directed to these tasks. Shortly after the Harvard staff began its study of the Engle1 Schools, the Board tried unsuccessfully to purchase the land
_ REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESL
- 3known &e the Creche site. Since the acquisition of this land was of critical importance in the Board's plan for a PK-5 elementary center at the Roosevelt site, the Harvard staff was asked to do *ft more than simply test the existing plans for elementary school consolidation. The staff needed to compare a number of alterna-'-.'} ;J
tive forms of school organization in order to fulfill .its assignment. Although the recommended plan resulting from this part of the study is similar in some respects to the Board's tentative plan, it differs in a number of important ways. These differences are pinpointed in the second part of the report. - ':>'.'.''a- ; The total report has been divided into two parts. The first presents a demographic or population analysis of past, present and projected enrollments in the Englewood Public Schools. The major conclusion of this analysis is that the Englewood Public School enrollment is likely to decline very slowly over the next twelve years, particularly if expansion of non-public schools goes forward as planned. In the second part of the report, the Harvard staff presents its recommendation for future school organization. Major advantages of the plan as developed in Part Two are the M. ., i. , . opportunity for an improved educational program, long-range flexibility for future school expansion, and the provision of a racially integrated learning experience for all children. The staff hopes
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- 4both professional educators and laymen-will recognize the importance of these three factors and will examine carefully the suggestions and recommendations of this report. Only then will the Harvard study staff accomplish its basic purpose, namely, the improvement and extension of educational opportunity in the City of Englewood.
REP'RODUCTE FROM THE COLLECTIONS OF- THE MANUSCRIPT DIVISION, .LIBRARY OF CCNGRES.
FART ONE HE COMMUNITY AND ITS FUTURE PUBLIC SCHOOL POPULATION
- Realistic solutions to a community's educational needs depend upon careful examination of many interrelated areas of community activity. A prediction of public school enrollment, for ex-
ample,, requires an exploration of such topics as total population trends, land use patterns, condition and availability of housing, probable, changes in non-public school enrollment, and general physical attractiveness of the community. Although none of these
factors can be viewed independently from the others, it is necessary in analyzing enrollment trends to structure the presentation in some systematic way. Because of this need for a systematic and sequen-
tial presentation of the many interrelated variables affecting the size and^composition of future public school enrollments- in Englewood, this part-of-the-report consists of three chapters as follows: * I Population, Its Composition and Growth. II . Ill School Enrollments, Past and Present Future Public School Enrollments
In Chapter I, trends in the growth and composition of Englewood's total population are examined and certain estimates of the
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- 6rate and extent of future growth are discussed. Chapter II relates
these general population trends to recent changes in Englewood'Ts public and non-public school enrollments. Much^sf the data pre-
sented in this second chapter comes from the special school census conducted by the Harvard staff on October 1, 1964. Chapter III presents a brief summary of future enrollment estimates and makes recommendations for reappraisal of population change in the years ahead.
REPRODUCED FROM THE COIiECTIONS OF TOE MANUSCRIPT DIVISION, LIBRARY OF CONGRES.
CHAPTER 1 POPULATION, ITS COMPOSITION AND GROWTH
. .-
."., 7y
'./
':. ; - *-
Since 1900, Englewood has experienced steady but somewhat sporadic growth. Table 1-1 which shows this growth by decades
indicates that the growth in population was greatest from 1920 to 1930 and from 1940 to 1950. The population trend illustrated in
Table 1-1 Englewood Population By Decades 1900-1960 Year Total Population 6,253 9,924 11,627 17,805 18,966 23,145 26,057 U.S. Census Reports.
3
Increase Over Previous Census Year
1900 1910 1920 1930 1944 1950

-.I960 Source:
-3,671 1,703 6,178 1,161 4,179 2,912
Table 1-1, coupled with the significant decline in residential development indicated by Table 1-2, lends support to the view that the rate
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- 8
of population growth in Englewood has dropped since the late 1940' s and particularly over the past few years. Failure to predict the Table 1-2
Approximate Number Of Dwelling Units Constructed In Englewood 1947-1964 (in three-year intervals)
J J
Years 1947-49
,J
Number of Dwelling Units 999 436

J
1950-52 1953-55 1956-58 1959-61 1962-64 Source: -;'-'
471 177 322 81 Figures through 1955 were derived from estimates given in Public School Building Needs in Englewood. New Jersey (a study conducted by the Bureau of "Educational Research at Ohio State University). For subsequent years, the figures were obtained directly from records of the Englewood Building Department.
extent of this reduction in the rate of population growth and residential development has, in recent years, led several study groups and individuals to overestimate current population and school enrollment in Englewood. Since all estimates or projections of
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CQNGRES.
- 9'';, ;..."'. ' 4%;
I future population must be based to some extent upon trends in birth l-and mortality rates, migration patterns, and land use, these overMtimations of population are certainly understandable. They simply
point up the need for periodic checks of selected indicators of popuBlation and school enrollment growth. One important function of this particular study of population change in Englewood is to provide such [a check. With this background as to the overall growth in Englewood's I population, let us now examine several characteristics of the present I population and factors related to its future,growth.
11. Characteristics of Present Population Englewood's population is very much a product of its early history and its location in the inner ring of the New York metropol| itan area. Englewood developed first as a wealthy suburban community. Present street names such as Van Brunt, Lafayette, and Engle I are reminders of its early Dutch, French , and English settlers. i Englewood's large Negro population is the result of an early demand I for domestic help and continued expansion of industry in Englewood and surrounding communities. The substantial growth of population
I in Englewood during the 1940's and immediately following World I War II consisted largely of white middle class people who found [ Englewood's location at the foot of the George Washington- Bridge
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- 10 ..^, to be ideal for commuting to various places in the New York area. A careful examination and summary of Englewood's present population -- including such factors as age distribution, racial and religious composition, and income and occupational characteristics --is an essential first step to any estimate of future population and public school enrollment. Age Distribution An examination of the comparative age distributions in Table 1-3 shows Esglewood to have an older-population than Bergen County, the State of New Jersey, r the nation. Table 1-3 Comparative Age Distributions, I960
(expressed as percent of total population) Age Group Bergen County New Jersey United States
Note that, in I960,
Englewood
' -;*' .
Under 5 5-14 15-19 ; ' | / 20-24 25-44 ' 45-64 65 and aver 80 . 1. 59 10.4 19.4 10.6 18.3 11.3 1. 98
7-4
64 . 5.3
26.6 26.8 10.8
6.2 4.1
28.9 22.8
6.5 5.3
28,3 21.8 6.0 26.2 20.1
' . -
8.2
9.3
9.2
'
Source:
U.S. Census Reports
REPRODUCED FROM THE COLLECTIONS OF THE >5ftNUSCRIPT DIVISION, LIBRARY OF CONGRES.
-11:t.
37. 6 percent of Englewood's population was 45 or over as compared with 31. 0 and 31.1 percent respectively for the county and state.' A comparison of Englewood's population structure over the past few decades shows a steady increase in the older and younger categories with a proportionate decrease in the middle range. De-
tails of this comparison are given in Table A-l of Appendix A. but a summary of the most recent trend is shown below. An examination of age structure on a subarea basis reveals that this same
So
30 20 10
44
Of TOTAL POPULATION
REPRODUCED FROM THE COLLECTIONS OF TOE MANUSCRIPT DIVISION, LIBRARY OF CCNGRES.
- 12 change, namely, an increase in the over 44 and under 15 age groups with a corresponding decrease in people between 15 and 44, occurred between 1950 and I960 in each of the four wards in Englewood. These figures for the individual wards are given in These recent trends in age distribution
Table A-2 of Appendix A.
are at least partially responsible for a noticeable reduction in the number of births in Englewood over the past few years. An analy - " " . ' sis of this reduction and its probable effect upon future school enrollments is included in Appendix B. ,
Racial Composition In the Introduction to this report, reference was made to / / " the closing of Lincoln School, This action took place in October, 1963 and was designed to alleviate the racially segregated conditions created by an increasing Negro enrollment in the Ward 4 area. Re-
cent growthin-Englewood1 s Negro population can be shown by comparing the white and nonwhite populations over the past four decades. .* This comparison is made in Table 1-4. The nonwhite population has grown fastest in Ward 4 and in certain sections of Ward 3. The
population distribution by ward for I960 is given in Table 1-5. From - ' - , i this table, we see that the vast majority of Englewood'a nonwhite population resides in Ward 4.
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- 14 "^' In Table 1-6, Englewood is shown to be one of several
New Jersey communities with a large nonwhite population, but it Table 1-6 Racial Composition In Selected' New Jersey Communities, 1960 Community Asbury Park Camden East Orange
ENGLEWOOD Percent of Nonwhite Population
40.1 23.8 25.1 27.3 24.1 30.1 4.2
Montelair Salem
Teaneck
Bergen County State of New Jersey Source: U.S. Census Reports
2.2 -.jf 8.7
must also be pointed out that Englewood's 27. 3 percent nonwhite population in I960 is considerably higher than that found in other central cities of New Jersey or in other communities' of Bergen County. Actually, Englewood's I960 nonwhite population of 7, 115 represents over 40 percent of the total nonwhite population in all
REPRODUCED FROM TOE COIl^CTICNS OF THE MANUSCRIPT DIVISION, LIBRARY OF CCNGRES.
- 15 of Bergen County. Further analysis showing the percentage of Negroes attending the Englewood Public Schools and its implications for school planning will be considered in succeeding chapters of this report.
Religious Composition Although no formal religious census has been taken in Englewood, it has been estimated that the City is approximately one-half Protestant, one-fourth Jewish, and one-fourth Roman Catholic. School census figures indicate that approximately 15
percent of the resident students in Englewood attend parochial schools in the Englewood area. A more complete breakdown of the parochial and private school enrollments in Englewood is given in Chapter II. ' '' $
Income-and Occupational Characteristics
In its early days, Englewood1 s population consisted largely

4
of families with considerable wealth.
Their demand for domestic
help brought a sizable number of low income families into the community and to this day, Englewood1 s population reflects this large variance in income distribution. The median income and housing Notice that the median in-
values of Map 1-1 illustrate this point.
. come in Census Tract 66 is over three times that found in Tracts
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION,. LIBRARY OF CCNGRES.
MAP 1-1
owtf md-jloiuinc Value b Census Thati,
DH, tl, map w)&u,
-fob- -tin
U.'S.
aj
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRES.
- 17 68 and 69.
-. --.. . A more detailed comparison of income levels for the
various sections of Englewood shows that the vast majority of Znglewood's high income families -- those families with incomes over $25, 000 a year live east of Zngle Street and north of Palisade Avenue.
y;
. . '-j
;/ /
?": : . ,/ .
. -J
.--/
/. Table 1-7 shows that Englewood's overall income level
. j
".' _,
compares .quite favorably with the income profiles for Bergen Table 1-7 -,
J J
y.. .
'{'
Englewood Bergen County New Jersey ..._Source.:_
Distribution Of Income By Household. 1960 _, j1 ;' .-, ~-'-'J Number of , , j -'.i Households $2,499 $2,500- $4,000- .^7,00-r$10,000in Thousands or less - 3,999 ^^H^feamM 6,999 9,99?_ and over --- -. .'
j
7.7
244.8
3.9 6,8 9.0
9.4
12.0 15.2
35.6 37.5 40.0
20.8 21.3, 19.2 -'
3. 03 2. 24 1'6 6.
1,828.2
Englewood, Its People and Its Schools, p.
County and the State of New Jersey. tion is also illustrated by Map 1-1.
This favorable income posiNotice that the median income
of the predominantly Negro population in Census Tract 68 is more than twice the standard poverty income of $3, 000. Recently, the New York Times reported that Englewood had the lowest percentage .
, V
REPRODUCED FROM THE COIiBCTICNS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGREb.
- 18 -
MSI of Negroes with incomes below the $3, 000 "poverty line" of any
of the 68 urban areas included in a special study made by the Urban League. Despite this favorable overall picture of income in Englewood, one must not overlook the fact that Englewood has a sizable number of low income families. In fact, 4. 9 percent of Englewood1
6, 933 families had incomes of less than $2, 000 in 1959. This percentage is higher than the comparable figure for Bergen County but compares favorably with the state and national figures. this comparison are given in Table A-3 of Appendix A. The high overall income level of Englewood 1 s population reflects the fact that a large percentage of people are employed in professional and managerial positions. From Table 1-8, we find Details of
that 31.2 percent of Englewood1 s I960 population was employed in either the professional or managerial categories as compared with only 27. 7 percent for Bergen County and 21.7 percent for the State of New Jersey.- A comparison of percentages in the various occupations over the past twenty years reveals that Englewood has increased substantially in its percentage of professional workers and of operatives. A-4 of Appendix A. Details of this comparison are shown in Table
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19 Table 1-8 Comparative Employment Classification, I960

(expressed as percent of total employed labor force) .
Occupational Category Professional and Technical Managers and Proprietors Clerical Workers Sales Workers Craftsmen
Operatives
Englewood
Bergen County
New Jersey
17.0 14.2 15.4
15.2 12.5
12.4 .9.3 16.4 7.3 14.8 20.8 1.7 7.4 4.5 5.4
is. r
9.0 14.9. 16.6 1.5 5.6 2.6 4.0
6.5 8.6
13.4
Private Household Workers Service Workers Laborers Not Reported Source: U.S. Census Reports
8.1 6.8 4.5 5.5
Nevrliome construction, conversion of existing dwellings * to multi-family use, and changes in zoning and land use patterns all have an effect upon population growth. Table 1-9 shows that Englewood has recently experienced a sharp drop in new residential construction. This drop was probably caused by the scarcity
of available land and the vigorous enforcement of local zoning regulations on lot size and multi-family construction.
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- 20 -
Table 1-9 Residential Construction In Englewood 1956-1964 Approximate Number of DwellingUnits
Year
1956 1957 1958 1959. 1960 1961 1962 1963 1964
61
54 62 65 92 165 29 22 30
* This represents the number of units added either through new construction or the conversion of existing dwellings to multi-family use. Data was compiled from records of the Englewood Building Department.
As for the conversion of single-family homes to multifamily use, this appears to be a very unlikely source of population growth. Since I960, almost all requests for such conversions have
been denied by the City Building Department. The actual distribution of housing units by ward in I960 and an estimate of housing distribution as of October, 1964 are
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- "
. - . ' "
- 21 -
shown in Table 1-10. This estimate, obtained bf adding the balance of new dwellings over demolitions to the I960 housing census, will
Table 1-10 Estimated Number Of Housing Units October 1. 1964 Area Actual Number of Housing Units, I9603 Housing Units Added Since 1960b Demolitions Since 1960C Estimated Housing Units October, 1964
Ward I Ward 2. Ward 3 Ward 4
1,337 2,061
2,975
39 230
21
11 40
16
1.365 2,251
2,980
1,854
30
13
1,871
TOTAL
a
8,227
320
80
8,467
,1'
This is the number of housing units at the time of the last census -April, 1I960. sresents the number of units added between April, 1960 and This re] October , 1964. Data was compiled from records of the Englewood Buildin g Department. This_represents the number of demolitions between April, 1960 and October, 1964. Data was compiled from records of the Englewood Building Department. be used in Chapter II for comparing the number of students per household in various sections of the City. From Table I-iq.jwe, ' \ see that most of the housing units added since I960 have been located in Ward 2. According to recent estimates of the potential
- 22 '*: for residential development in various sections of the City, this pattern is likely to continue. Recent changes in local zoning have been limited to an increase in minimum lot size in certain parts of Wards 1 and 2 and the rezoning of a section of Ward 4 from residential to industrial use. The probability of any major change in zoning over the
next few years is not very great; but with the increased economic pressures for more housing, a moderate increase in multi-family construction appears likely in the not-too-distant future. None
of the urban renewal plans prepared by the Englewood Housing Authority is likely to have an important overall effect upon population growth. Two proposals have already been submitted to the
Federal Housing and Home Finance Agency, but no definite action has been taken. In short, residential construction in Englewood.has dropped sharply over thejpast three years. Although it is likely that the rate of residential development will increase somewhat, the scarcity of land (based on existing zoning policies) makes a substantial increase unlikely. Since future residential construction and hence,
population growth in Englewood is likely to be heaviest in Ward 2, any school building plans should definitely provide for the possibility of an increasing population in this area of the City.
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- 23 -
Ij, Prospects for Future Growth
The rate and extent of future population growth in EngleIwood depends upon many factors, several of which have already keen discussed. If recent trends in residential development are [taken as an index of future growth, the population will increase I slowly over the next twenty years and will not reach its maximum [potential of 32, 000 (an estimate,made in the 1959 Master Plan and [based upon the -community's desire to keep present zoning patterns [intact) until sometime after 1980. If, on the other hand, Engle-
twood should alter its present zoning policies in response to the increasing pressures for high rise and garden apartments, the pop[ ulation especially in the southern part of the City where the potential for such development appears greatest could increase rapidly and reach a population considerably over the 32, 000 figure. [ It can be shown that if the population density in Englewood were to approach that found in communities like East Orange, Maplewood, or Fort Lee, its eventual population could easily exceed 50, 000. While the possibility of reaching this sort of a figure in the next ten years appears remote and would definitely require major revision in current zoning policies, it should by no means be discounted. The economic pressures for high density development are definitely increasing. A recent study by the State Department of Conservation
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-24 and Economic Development reported that the scarcity of available land in Northern New Jersey and the increasing population pressure in the New York area will require a substantial increase in_high density development in the Hackensack-Englewood area over the next 16 years. Based on an assumption that Englewood will move toward -greater density-in"p6pulation at the same rate as the total of Bergen County, the Bergen County Planning Board predicted a 1980 population of 48, 000 in Englewood. This prediction is inconsistent with
the recent trends in population growth already noted, but it is important to realize that a long-range potential for substantial growth does exist. As a final note regarding this possibility of high density development, it should be emphasized that such development need
' JJF
not spell Disaster for Englewood.
Several communities have found
high rise developments to be both architecturally attractive and financially beneficial. In Fort Lee, for example, the statistics
show that because of the proportionately small number of public . school students residing in high rise apartments and because of the otherwise limited public services required by these units, the City receives a substantial tax gain.
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- 25 -
In summary, the Harvard staff concludes that current zoning restrictions on high density residential development will prevent a sizable population increase, at least in the immediate^ future. Zoning policies will undoubtedly become somewhat less
restrictive in the years ahead, but this is likely to be a slow process and will-probably have only a limited effect upon population growth and public school enrollment during the projection period covered in this particular study.
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C H A P T E R II
>*
SCHOOL ENROLLMENTS, PAST AND PRESENT
Changes in the size of Englewood's total population can be expected to have an important effect upon its public school population. Predictions based on this factor alone, however, -I overlook possible change.s in such factors as the percent of
J
'.JT
school-age children attending non-public schools, the age structure of the total population, and the grade organization of the school system. To develop a projection of future enrollment which more closely reflects recent changes in the student population, the Harvard staff conducted a census of all school-age children in Englewood. This chapter of the report explains the results of this school census and its use in analyzing certain changes in Englewood's public and non-public school enrollments The census data and other relevant information is organized in the following manner: 1. School Organization in Englewood 2. Public School Enrollments, Past and Present 3. Present and Future Non-Public School Enrollments 4. Housing and Its Relationship to Future Sahool Enrollment
ll
REPRODUCED FBCM TOE COI1SCTICNS OF TOE MANUSCRIPT DIVISION, LIBRARY OF CCNGRESt,
- 27 1. School Organization in Englewood .
Englewood's public schools are currently operating with aPK, K-5, 6, 7-9, 10-12 grade organization. The pre-kinder-
garten (abbreviated as PK) and grades 6-12 are organized on a city-wide basis while grades K-5 are housed in four separate buildings --Cleveland, Liberty, Quarles, and Roosevelt. The pre-kindergarten program is located at Lincoln School and grade 6 at the Engle Street School. Grades 7-9 and 10-12 respectively are housed in two buildings located at the Dwight Morrow Park site in Ward 3 -- the Englewood Junior High School and Dwight Morrow High School. The junior and senior high schools share the use of the Englewood Academic Hall which is also located at the Dwight Morrow site. Map U-l gives the location of each of the present schools in Englewood and Map II-2 shows the current districting pattern used for grades K-5. The condition of the
various school properties and recommendations regarding their future use will be discussed in Part Two of this report. To pro-
vide an understanding of Englcwood'a present form of school orgoniaation -- and related enrollment data and analysis contained in this report -- it is necessary to recount briefly the recent developments which have shaped the present organization. It appears that a good starting point for this historical survey is 1953.
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MAP %-
7
^
N6L.MOO JUNIOR Hl&H
ROOSEVELT AJ&L $TKT JUNIOX. Hl&H
7-9
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION-, LIBRARY OF CONGRESL
MAP JC-
REPRODUCED FROM THE COIiECTICNS OF THE MANUSCRIPT DIVISION, LIBRARY OF CCNGRESL
- 30 -
-*-. Map 11-3 shows the school locations and districts which were in effect at that time. The basic K-6. 7-9, 10-12 grade organiza-
tion has since been altered by a number of interdependent actions, in part resulting from initiatives taken by the Board of Education and in part prompted by litigation. Board of Education Initiatives In March, 1953, the Englewood Superintendent of Schools presented to the Board of Education an extensive analysis of school enrollment growth and certain recommendations for adjusting to the changing enrollment patterns in Englewood. Later that same year and after reviewing the Superintendent's report, the Board submitted its own report proposing the creation of a six-year junior-senior high school for the entire City, the sale of the Franklin School and the old building at 11 Engle Street, and the construction of new elementary school facilities. The Board's
report also recommended changing a number of school boundary lines; one such proposal eventually resulted in legal action before the State Commissioner of Education. A request for the capital funds required to implement the major, recommendation of this 1953 report -- creation of the six-year junior-senior high school complex in Ward 3 was rejected by the City Council in June, 1955.
Q
MAP &-
> Schools
SCHOOL
'
ORGANIZATION
LIBERTY KOOS\/t.T UfJCOLH
EN&LSsneer
K-b K-9 7-9 /0-1Z
CCNGRESL
. 3Z -
with the suggestion that a survey agency be employed to make a complete study of school plant needs in Englewood. This suggestion resulted in an extensive school building study conducted by the Bureau of Educational Research at Ohio State University. In a report presented to the Board in July,_1956,
the Ohio State group recommended a 7. 5 million dollar building program. This program called for the construction of two new
junior high schools (located in Wards 2 and 3), three new element tary schools (located in Wards 1, 2, and 3), and a sizable addition to the Dwight Morrow High School. Only one of the above recom-
mendations, namely, the construction of a new elementary school in Ward 1, was actually implemented. Because of the minimal
increases in public school enrollment since 1956, the Board decided not to build any of the other elementary schools recommended by the Ohio State group. According to Dr. Harry Stearne, Englewood Superintendent of Schools at the time of the Ohio State Survey, the Board rejected the proposal for two junior high schools because of difficulty in site location, excessive cost, and the problem* involved in maintaining two junior high schools with racially balanced enrollments. ^ Instead, the Board recommended a single junior . ,high school which, after a series of delays, was finally completed in 19 61. ''"-'
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- 33 -
In February of 1962, a special report, entitled Englewood. Its People and Its Schools, and sometimes referred to as the "Stearns Report" after its coordinator -- the then Superintendent of Englewood Schools, was released and immediately became a subject of controversy in the community. The Stearns Report
proposed several alternative changes designed to relieve racial concentration in certain schools. After considering these alterna-
tives, the Board of Education recommended the establishment of a city-wide school for the fifth and sixth grades. However, the
Board of Estimate voted against appropriating any funds for this proposed school. Finally, the organization of Englewood schools was changed when a city-wide pre-kindergarten program was established at Lincoln School in February, 1964.
Legal Actions The legal actions which have influenced Englewood1 s present school organization may be separated into two phases. The first dealt exclusively with discrimination in assignment practices and resulted in the change of one school zone boundary and the closing of Lincoln Junior High School. The second
dealt with the question of racial concentration in the Lincoln
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OF THE MANUSCRIPT DIVISION, LIBRAS* OF CONGRESS
- 34 -
Elementary School and resulted in the discontinuation of that school for regular classroom use and the creation of a city-wide sixth grade. One of the proposed boundary changes made in the Board's 1953 Report entailed the relocation ofjthe boundary separating Lincoln and Liberty schools to a straight line along Palisade Avenue. A Negro kindergarten student assigned to Lincoln rather than Liberty as a result of this change brought an action before the New Jersey Commissioner of Education claiming that the change was made to discriminate against her and others on racial grounds. She was joined by a second complainant who argued that
he, a Negro pupil, had actually been transferred from Liberty to Lincoln while -white children living on the same street continued to be assigned to Liberty. In his decision of May 19, 1955, the Commissioner held that the new Liberty-Lin coin line did in fact discriminate against some pupils and ordered that it be redrawn. ^ The second complaint became moot when the Board of Education, admitting the facts alleged and claiming its previous ignorance to them, voluntarily reassigned the complainant to Liberty. The Commissioner's order, in addition, included a matter which had not been raised as an issue by any of the parties. It
- 35 developed daring the hearing that Lincoln Junior High ^chool had an enrollment of less than 200 pupils, practically all Negro, while the Engle Street Junior High located only three blocks away and serving all elementary school districts except Lincoln, had an enrollment of between 500 and 600 pupils, most of whom were white. The Commissioner held that maintenance oi these separate
J
junior high schools discriminated against the Lincoln Junior High pupils and ordered Lincoln Junior High closed. The Board closed the school thereafter in the fall of 1956 and several years of double sessions were required until the new city-wide junior high school, was completed in September, 1961. The second phase of the legal actions began in 1961 when a group of Negro elementary school pupils filed an action against the Board of Education in the United States District Court for the District of New Jersey. This action was dismissed without any
consideration of the merits of the case because plaintiffs had failed to exhaust their "state administrative remedies." 11 A "' hiatus followed this ruling during which no legal action was taken - apparently while the plaintiffs awaited the outcome of the Stearns ' i: ( i Report recommendations and the compromise proposal for a citywide school for the fifth and sixth grades.
LKBUCTD FROM -THE COIMCTICNS OF TOE MANUSCRIPT DIVISION, LIBRARY OF
- 36 An administrative action before the Commissioner of Edu-y :ation followed rather quickly after the defeat of the city-wide school jor grades 5-6. The complaint asked the Commissioner to deter-
mine that the Board of Education had deliberately maintained segre;ated schools and also that the existence of racial imbalance, with: regard to its cause, required that the Board take affirmative Iremedial steps. The Commissioner found no deliberate segrega-
tion by the Board, but held that aggravated racial imbalance reliulted in the denial of equal educational opportunity in violation of New Jersey law and required affirmative remedial action. * The Commissioner directed the Englewood Board to submit a plan of
[compliance. The Board met this obligation by submitting a plan

.
[providing for new districts which assigned pupils formerly attending ' ' : ' grades K-5 at Lincoln School to Cleveland, Quarles, and Roosevelt [{the Liberty district being left unchanged), for a city-wide sixth [-grade at the-Engle Street School, and for the use of Lincoln School [for adminiat.ra.llvt: officee and kindergarten classes for children * from the former Lincoln elerrw!t,ary district. Th-; plan was approved by the Commissioner, * s.n..\e Corr.missioner's d'^cislon and the plan v/erc both appi'^'e'i by 1H>; Siaic-: Bc?.r-d of ICoucairion considering Ithe matter on a.n appeal taken by certain parents who had intervened las defendants'." 'A further appeal was taken by this group from the
FROM
THE GOII^TICKS OF THE MANUSCRIPT DIVISION, LIBBAR, ur
.. '. -,.-,-:--
-37-
loard of Education to the New Jersey Superior Court ^' but wa-s.n.ot
:,
rsued. 16 Subsequently this group and a separate group of Englewood payers have brought several actions, complaining of the approval land implementation of the Board's plan. Two of these actions were
brought, respectively, in the equity and law divisions of the New jjersey ; Superior Court 17 and neither action has been prosecuted diligently;18 In the third action in the United States District Court [lor the District of New Jersey, the court upheld the Board's right ) implement its plan, and rejected the argument that this plan inolved a violation of the constitutional rights of any Englewood taxayer or school child. " .An appeal has been taken from this delision to the United States Court of Appeal, Third Circuit, and is
p
pending before that court.
2. Public School Enrollments. Past and Present In~thi8~~di~s~casioii"bf public; school enrollments over the ast few yearn, several-factors are considered.
*
First, the general
. trend in public school pc'pols.t...cv is examined and related to the total populaHon growth lii.-'.ccsnnd in Chapter I. Second, a detailed
analysis ox the size and r?.ci-il :.">mposi.tioii of the present enrollIment in various sections of the City is summarized. This analysis
- 38 is based upon the October 1, 1964 census of resident public school '. students and is used in succeeding sections of this report not only as a guide for projecting future enrollments but also as a means -. . . - : ' of testing alternative patterns of school organization. Third, after summarizing the past and present public school enrollments, the extent and composition .of migration patterns of the public school population will be considered. Trends in Total Public School Population Englewood's public school enrollments by grade for the past ten years are summarized in Table II-1. Although these figures show that the overall K-12 enrollment has decreased ( f r o m 3, 995 in 1955 to 3, 821 in 1964), this is not actually the case as the enrollments for the period 1955-1959 include a large number of non-resident students, especially at the senior high school level. In Table 11-2, the non-resident enrollments are subtracted from the total enrollments of Table II-1 showing that Englewood's JC-12 public.-school enrollment has actually in4
creased from 3,522 in 1955 to 3,806 in 1964. On closer examination, these figures indicate that 75 percent of this total increase of 284 students had been realized by 1959. This is, of course, consistent with the recent drop in building activity noted in Table 1-9 of Chapter I.
.*
; ''
' -REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRES
--'- -~-r-.': ,-- .,. .' -:;;:-...;':;' ' : . ' .
- 39 Table II-l
:':~"--.^
""" '"'-'.-: . ' . '

:-
Public School Enrollment By Grade 1955-1964 Grade

K 1 2 3 4 5 6 K-6 7 8
-' '/. - 9 7-9 10 11 1955 287 334 330 341 317 286
1956
.
1961 296 315 333 * 301 330 307'. 1962 297 312 313 307 291. 306 1963 304 293 285 267 292 279 1964 372 310 296 298 279 293
1957 351 335 299 349 320 314
1958 290 339 329 302 337 321
1959 325 292 348 323 286 317
I960
300 335 301 339 314 286
308 304 343 329 330 312
- :%
271 283 297 2,166 2,209 2,265 293 249 265 007
350
280 286 297 283 305 307 279 2,223 2,188 2,182 2,162 2,105 2,00.6 2,131
270 273 247 790 267 341 315 923 16
256 236 278 770

275 246
278 254 233 765

262
288 278 225

791 233 260
294 284 270

843 230 215
296 295 250 841 269 237 205 711 50
262 296 288 046

253 279 210
289 260
287 278
297 _251 846 816 275 252 251 778 59 287 277
239
;*
337
270
221
_.
12 320 -10-12- 17007-
317 ^838 26
761 38
227 264 757 ~"672 41 43
750 51
803 71
- -
Special Classes TOTAL
Tc
ID
3,995 3,934
3,899 .37737 "37777
3,745
37724" 37752 37555 3,821
.of the indicated. These figures do not include pre-kindergarten ( K P) Students. The PK program began in February, 1 6 , and had an 94 enrollment of 152 on October 1, 1964.
'
. 40 Table II-2 Total And Resident Public School Enrollments

>nee_TOAi. Cumulative Increase in Resident Enrollment over _ 1955-56 Figure
'
School jear_ 1955-56 1956-57 1957-58 1958-59 ,
Total a Enrollment
Non-Residegt Enrollment
Resiaeiiu Enrollment
','3,995
J r -'
,
' '
473 304 198 ,L JU
3,934
' ?>?" f,
, 3,522 . ./. ; : 3/630 ~~ J _ J 3,701 / /3.719
--
+108 +179
-,:. '-
3,787
\7
68
+1'97
' ' -
:.
,
' ' '-
1959-60 ' 1960-61 1961-62
44
3,745
/ ;
.
:
' I J
3,733 ' J 37,726

O / ^Q .3 , "7 jy
-" +211
+294
^ -'. " l 9 - / .
; "'. 25 -"'
+217 +217 . +146 '

+284 ..
y .
3,764 3,752 3,609

3,821
1962-63.= , 1963-64 1964-65
'"' ' : .-.; IS' -'..''
3,739 3,668 3,806
21 ;
.' & '-:
These enrollment figures come from Table II-l.
Department Records.
Enpewoo
Its People and Its
1. ..
I I
1
can be explained by a slight drop in births five years previous
' '
' '
i'
(
!;::' -
.'- . .
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CCK
- 41 -
to the 1961-63 period, m^st of the elementary school migration ratios dropped in these years, i. e. , the enrollments show that the percentage of students surviving f r o m one grade in a given
:
year to the next grade the following year declined between 1961" and 1963. This is, of course, the period during which the utilization of Lincoln School was changed and the city-wide sixth grade school was established. Although the sharp increase in enrollment in 1964 is largely due to the closing of kindergarten classes at St. Cecilia Grammar School, increases were also noted at other grade levels.. Since these.increases are not-totally explained by the school boycott of October, 1963, one can hypothesize that the loss in public school enrollment resulting at least partially from the controversy over the closing of Lincoln School 'was a temporary phenomenon and that the enrollment pattern is likely to stabilize over the next few years. Further data support~=-îng this particular hypothesis will be 'presented later, in the discussion of public school migration patterns in Englewood. ' -. Present Public School Enrollments in Englewood ' .
As already indicated, the Harvard staff conducted a complete census of school-age children on October 1, 1964.. This census was required for at least two reasons. First, in order
.*-:
- 42 to examine recent trends in the growth and racial composition of .. ' . school enrollments in various sections of Englewood, it was necessary to compare the existing distribution of school-age children in various sections of the City with the corresponding school-age population as reported in the I960 United States Census. Since these figures do not differentiate between public and nonpublic school students, the Harvard staff included in its census Englewood resident students attending both types of institutions. A second reason for conducting the school census stems from the requirement that the Harvard staff test various plans of future school organization in Englewood. Any procedure for testing the relative merits of various organizational plans must certainly take into account the location and characteristics of the present public school population. The way in which the census information was used in projecting^future school enrollments and in assessing the merits of- alternative school organization and districting plans will be .* explained in later sections of this report. The present section summarizes the methodology used in taking the census and describes the enrollment patterns which the census revealed. While the discussion in this section is primarily concerned with the public school census, it is important to realize that the same
- 43 -
basic procedure and information was required in the census of non-public school children.
Each school was asked to supply the following information about its Englewood students:
1. Name 2. Street Address 3. Sex 4. Ethnic Group 5. Date of Birth 6. Grade in School This information was coded on-I. B.M. cards and summarized on the basis of the existing school districts of Map 11-2 and the 39 census areas shown on Map 11-4. For coding purposes, each
of the 39 census areas shown on Map 11-4 was assigned a twopart identification code -- the first part denoting the ward in which the area is located and the second part differentiating between the census areas of each ward. " The precise boundaries of each census area are listed in Table &-5 of Appendix A. The enrollment summary by school is shown in Table 11-3. The difference between the total enrollment of 3, 973 shown in this table and the 3,821 of Table II-l is the 152 pre-kindergarten students at Lincoln School. For a detailed count of students by
school, grade, and race, the reader is referred to Table A-6 of Appendix A.
MAP X~4 CWSUS J\t(i&
y V
BEPBODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT - DIVISION, LIBRARY OF CONGRESS
ate
PK-iz
REPRODUCED FROM THE COLLECTIONS OF THE I-5ANUSCRIPT DIVISION, LIBRARY OF CONGRESS
- 44 -
Table II-3 Englewood Public School Census October 1, 1964 School Wbiteb Negro Total Percent Negro
40.1
Dwlght Morrow Englewood Jun: .or High Engle St. Cleveland Liberty Quarles . Roosevelt Lincoln
TOTAL
485
467
325 363 118 251 309 59 156 01

1,662
810
.830
43.7 41.7 37.6 67.6 17.0 38.6 46.3
165 416 148 288 248 94

2,311
203
667"
457 347 404 175

3,973
41.0
The figures in this table include 15 non-resident students attending the Englewood Public Schools at the time the census was taken.
b
In this table and all others presenting school census data on a racial basis, the white enrollment will include all students-not classified-as N e g r o . S i n c e Englewood has a very small number of nonwhite students who are not also Negro, a presentation based on the strict application of the white and nonwhite classification used in United States Census Reports differs only slightly from the white-Negro breakdown used in this report. Before examining the distribution of public school enroll-
ment in the various census areas, the current racial composition, as reflected in Table II-3, should be compared with corresponding figures from previous years. Because school boundary lines have
REPRODUCED FROM THE COLLECTIONS OF THE .MANUSCRIPT DIVISION, LIBRARY OF CC
- 45 -
..;
changed through the years, the only strictly accurate basis for comparison is a city-wide distribution. This comparison which
is shown in Table U-4 indicates that the Negro enrollment in the Englewood Public Schools has increased from approximately__/ 9 percent in 1920 to the present 42 percent figure. Table Il-A Percent Of Negro Enrollment. In Enslewood Public Schools 1920-1964 Year Total Enrollment Negro Enrollment . Percent Negro The increase
1920 1930 1940 1950 1961 1964 *
2,501 3,316
3,825 3,520 3,759 3,973
229 643 775 773 1,382 1,662
9.2 19.4 20.2 22.0 36.8 41.0

,mKiiT-*j i~\rt
the roll for the entire school year ending in June. The 1961 figures were assembled in October and November and the figures for 1964 were those obtained through the school census of October 1, 1964.
since 1950 has been at a rate of approximately 1 . 5 percentage points per year, a slightly higher rate than that indicated for the total Copulation in Table 1-4 of Chapter I.
- 46 . ..;
The public school enrollment in each of the 39 census areas is given in Te.ble A-7 of Appendix A and the enrollments by grade for each ward have been summarized in Table A-8 of the same appendix. The figures of Table A-7 show that v
over 70 percent of the total public school enrollment in Englewood cornea from Wards 3 and 4. This table also indicates
that the percent of Negro public school enrollment in Ward 1 and in all but two census areas of Ward 2 is quite small. This
latter point is illustrated in Map II-5 which plots the percent of Negro enrollment in. the various census areas. While many other interesting observations can be drawn from Tables A-7 and A-8 and the more detailed information which they summarize, the limitations of this report do not permit a more exThe individual public school census cards _andjvaripus summary _tableiiused by the Harvard staff but not -..iii^cti in this written rer"">* will be gif^n to the Englewood School Der">* 'ment at the conclusion of the study. tensive discussion.
Public School Migration Patterns This fluctuating public school enrollment pattern of the past few years raises a number of questions about the extent and composition of school-age migration in Englewood. While some
- 48 of these questions are discussed further in connection with the projection of future enrollments in Appendix B, the following questions are particularly important to our examination of past and present public school enrollments: 1. What do the public school records indicate about the balance of in- and out-migration over the past few years? 2.- Where do the entering students" come from and where do those leaving the Englewood Public Schools seem to be going? -."',.. ", 'j 3/ What changes in the occupational classification of parents have accompanied recent migration activity? Because of the large amount of time required in tracking
Jj
J j
,;
down information related to these questions and because of difficulties encountered in interpreting entries in some of the school records, the answers to the above questions are of a very tentative nature and are, in certain instances, based on a sampling procedure. "Unfortunately, most of the information available
from school records deals only with migration activity during the regular school year (from September through June) and does not cover the summer months. Recognizing this limitation, however, the Harvard staff decided to look at the migration pattern over the past six years; summarized in Table A-9 of Appendix A.
REPRODUCED- FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF
"VISION, LIBRARY OF CONGR
-49This table indicates out-migration has been significantly greater

' . ' ' : . ']'.:?-.'"'**'
than in-migration in only one school year, namely, the 1962-63 school year; but because these figures do not include summer migration activity and because they do not d i f f e r e n t i a t e between students moving in or out of Englewood and those simply transferring to or from a non-public school in the area, no definite conclusions respecting the migration pattern over the total sixyear period can be made. To refine this analysis of migration, certain descriptive information about each public school student in grades 7, 8, and 9 leaving or entering between September 1, 1963 and September 1, 1964 was collected. This information which is
summarized in Tables II-5 and 11-6 shows that 93 students Iv entered the public schools and 99 left. The entering students
included in this study were about equally divided between those coming from_distant places and those coming from nearby communities while the students leaving Englewood were more likely * to go to a nearby community. The analysis of parental occupations in Table 11-6 shows that the net loss is greatest for students whose parents are employed at the professional and managerial levels which suggests that the median occupational level of
'
REPRODUCED FRCM THE COLLECTIONS OF TOE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
- 50 Table II- 5
..
' *ft;
Students Entering And Leaving Enalevood Public Schools In GradeB 7. 0. and 9 September 1. 1963 - September 1. 1964 Left To or from Nearby Communities Teaneck New York City Other To or from Distant Places Entered
46 15 0 23
41
4 13 24
30
33
To or from Unaccounted Places
Transfer to or from non-public school TOTAL
15
17
99
S3
Source:
School Department Records
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISIONt LIBRARY OF "CONGRESS
- 51 Table II-6 l OccupaH"" For Students
Professional, Technical Managerial Clerical Sales Craftsmen Operatives Private Households Service Labor Not Reported TOTAL
* 6
13
2 "
74 16.0 25
10
19.4 21.5
1 I
1
20
4.3 0.6
16.1 11.0.
U.I
17.3
14
1
i i "
12 | 14.0
9 6
10
12
03
i 1 i i
11.1
1 u !--,,: i1 ' * i . .*"

86 . 86 . I'"' \1 99
7.4
12.4
"
\0
. '
1 100.0
-were not reported.
- 52 - .
parents -with children in the Englcwood Public Schools has declined .'**:.slightly over the last'year. Because of the very limited sample, this conclusion must be viewed as a tentative hypothesis rather than a proven fact. In summary, the limited information related to public school migration patterns in Englewood seems to show, at least for students in grades 7, 8, and 9 and over the past year, that the difference between the number of entering and leaving students is negligible, that the student leaving Englewood today is more likely to go to a nearby community than a distant place, and that the occupational level of the parent of an incoming student tends to be slightly lower than that associated with the student who moves to another community or transfers to a non-public school in the area.
3. Present and Future Non-Public School Enrollments Because the basic methodology used for projecting future public school enrollments in Appendix B requires the subtraction of non-public school enrollments from the estimated school-age population for each year of the projection period, a census of non-public school enrollments was required. This
census began with the six local private and parochial schools --
iJBODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
- 53 -
Elizabeth Morrow, Englewood School for Boys, Dwight School,
'*
j i Moriah School, St. Cecilia Grammar School, and St. Cecilia High School. In each school, the chief school administrator not | only supplied detailed information on Englewood resident students but also gave the Harvard staff a tentative estimate as to the likely enrollment increases over the next ten years. 21 The actual enI rollments by grade in these six schools are shown in Table U-7. Over half the non-public school students shown in this table attend either St. Cecilia Grammar School or St. Cecilia High School. A rough estimate of the total Englewood resident enrollment for each of the six local non-public schools was made on the basis of an examination of recent enrollment increases s in the individual schools and the above - mentioned interview with an administrator from each. This estimated resident en-
rollment forêach of the six local, private and parochial schools appears, along withjthe actual 1961 and 1964 resident enroll merits, in Table A-10 of Appendix A. In addition to the six local non-public schools, some fifty schools in the Englewood area were contacted regarding possible Englewood enrollments. Those schools furnishing
census information on Englewood students included the Bergen County Vocational and Technical High School, St. John's Catholic'
.-. . ,
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONC

;> ' I.
~
- 54 ^
Table II-7 Resident Enrollment In EnRl'ewood1 8 Non-Public Schools" October 1. 1964

' - . - ; ' ' . ' . : . '
Grade
K
Elizabeth Morrow
v .-Englewood Boys
.DwiRht
'
2 6 7 7 7
: Moriah School
st .
Cecilia Grammar School
St. Cecilia High & School
23 23 20 29 32 26 29
4 6 ~
77 87 .73 73 04 70 72 63 48 32 39 35 jf 10 599 154
1 2 3 4 5 6 7
^ 8
-. -:/.-'
31 24 16 25 10 14
.-' o ^
7
27. 21 23 22 27 19 103
9
10 11
12 '
TOTAL
182
120
Each special student was classified in the grade normally attended by a student of his age.
School, St. Joseph Regional High School, Immaculate Heart Academy. Bergen Catholic High School, Gateway Christian
- .
" j
j
.
.
.
:
.
'
- 55 " : '
'
School, Grace Lutheran School, Academy of the Holy Angels, Community School of Tenafly, Horace Mann, and the Barifard School for Boys. These 11 schools reported a combined Engle-
wood enrollment of 169 students in grades 1-12. On adding the 169 students to the 1,219 already listed for grades 1-12 in the local non-public schools and then separating this total enrollment of 1, 388 into individual grade groupings, we arrive at the enrollment pattern shown in the first row of Table A-ll, Appendix A. The estimated future non-public
school enrollments in Englewood are also found in. this same table. These figures were obtained by adding the expected en-
rollments of Table A-10 to an estimate of increased Englewood resident enrollment in non-public schools outside of Englewood. Because the basic projection procedure of Appendix B does not require any estimate of pre-kindergarten or kindergarten enrollment in non-public schools, these particular grades have not been included in Table A-ll. The Harvard staff anticipates
an increase of 309 in nojn-public school enrollment by the year 1976. This estimated increase is due largely to planned expan-
sion of the three schools -- Elizabeth Morrow, Englewood School for Boys, and Dwight -- involved-in the Englewood Three School Development Project and the plans for an increased enrollment
.-;-- ' : . : '

lit Moriah School.
- 56 -
.- - . ; ; : ,:
Details of the distribution of public and non-public school (enrollments in various sections of the city are shown in Table A-12 lof Appendix A. A more graphic illustration of this distribution of :
{current non-public school enrollments can be seen in Map. II-6.
llnthis Map, the non-public school enrollment is plotted as a per-' I cent of tlie total enrollment in each census area. As might be expected, the area of the City having the largest percent of non-public lichool enrollment is located in Ward 1. . -
11, Housing and Its Relationship to Future School Enrollments In Tables 1-1 and I-Z of Chapter I, it was shown that recent [increases in the total population of Englewood have generally coinrcided with periods of considerable residential construction. The
rate and type of residential construction has obvious implications for school enrollment. Although the projection methodology used
in this study does not depend directly on a fixed student per housing unit index, housing is consideredâs an important factor and should be continually watched by school authorities interested in planning for yearly enrollment fluctuations. With this in mind, the im-
portant relationship between housing and school enrollment in
REPRODUCED FM THE COII^TICNS OF TOE MANUSCRIPT DIVISION, LIBRARY OF.CCMGHE
MAP #~
SckwL
J J/ Wandi
REPRODUCED FRCM THE COLLECTIONS OF TOE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
-58-
Englewooci was examined. this examination:
Three questions formed the basis of
1. Has the overall density (student per housing unit) of public school and total school enrollment changed over the past few years? 2. What are the current density patterns in various residential areas of Englewood? 3. What increases in school population might result from an increased rate of multifamily residential construction? With respect to the first question, the Harvard staff updated the I960 United States Census of Housing for Englewood, computed a public school density (student per housing unit) index for each of the four wards, and then compared this index with that reported for the year 1961. The procedure used in updating the
housing figures was explained in Chapter I and the estimated housing units for October, 1964, were shown in Table 1-10. '.' . Using these housing figures and the public school enrollments in grades K-12, the public school density figures of Table II-8 were computed. When these density estimates are compared with the corresponding figures for 1961, it is seen that the overall density of public school students has dropped slightly in -et yaara. A. closer review of this comparison as shown in Table II-9 indicates an increasing public school density in Wards 3 and 4 and a
- 59 Table II-8
Estimated Student Density In Englevood October 1. 1964 Estimated Housing Units* Ward 1 Public School Enrollment In Grades K-12
Student Per Housing Unit
1,365 2,251
2,980
366 '.'.. 785 1,524 1,130

3,805
T
.268 .4 38 .511 .0 64
Ward 2
Ward 3
Ward 4
TOTAL
Wiim Ts ihla
1,871
8,467
T_in nf ntdi-ii-a-1-
.4 49
:. Table II-9 Comparative Student Density (expressed as public school student per housing unit)
1.1 36
Ward 1 Ward 2 Ward-3 Ward 4
TOTAL
1964 .268 .348 .511 .604 .449
.283 .377 .502 .599 .457
Englewood. Its People and Its Schools, p. 152.
REPRODUCED FROM THE COIiECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS
;v
. 60 A student density computed-*
increasing density for Wards 1 and 2.
I.; this same manner for non-public school enrollments shows a (significant increase over the same time period. In an effort to
*>
(test for more recent changes in public school student density, (densities for. a group of homes which were either new or had recently changed in occupancy were computed. While the sample I was very small and was weighted toward owner-occupied dwellings as opposed to apartments, the results obtained indicate a slight increase in density over the past year. This indication lends
support to the view that the sizable out-migration of public school students noted in the early sixties has been terminated. As a partial answer to the second question, the Harvard | /staff has computed two density indices for each of the 39 census areas in Englewood. One of these indices is based upon public
school enrollments alone whereas the other is based upon the total public and non-public school enrollment. Because of the
relative homogeneity of housing within the various census areas, these indices, which are recorded in Table A-13 of Appendix A, can be used in assessing the density for just about any type of residential development in Englewood. Because a very possible source of future public school enrollments is the development of multi-family housing, a total
- 61 -
of six apartment building8 in Wards 1, 2, and 3 have been checked

afcf.
for possible similarity in density.
Such information might be of
some value in estimating enrollment increases likely to result from construction of new apartments in Englewood. As indicated
in Table 11-10, the densities for,the various apartment complexes
Table 1 - 0 11 Estimated Student Penalty For Apartment Buildings In Various Sections Of Englewood8 Location by. . Census Area
av
Number.:Of Housing Units
Public Students lumber ! Density
Total Students Density lumber
,
1-8 -
59 30 143 93
60
' '
1 2 29 27
8
,
.017 .067 .203 .290 .133 .6 40

-'
2 4 39 29 8 39
\V
.033 .133 .273.312 .133
2-2 2-3 2-4 2-7

3-10
.'_
..':.''
50
23
i
i .8 70
.278
TOTAL
a
435
90
.207
Density in this table refers to tho number of students (grades K-12) per housing unit.
** The code numbers of this column can be used to locate the census area on Map I - . I4 run from 17 public school students per thousand housing units to 460 students per thousand units. Hence, it is perfectly clear that
REPK30UOD FKM TOE COIiEETICNS OF TOE MANUSCRIPT DIVISION,
OF CONGRESS
' V
- 62 -
no set density figure can be placed on all apartments in Englewood. The density seems to depend a great deal upon the location and size of the apartment complex. Finally, some consideration should be given to the con- j cept of maximum enrollment in the Englewood Public Schools. This concept is related to the discussion about student density in various sections of the City.
J
If we accept, for the moment, the

' . ' . '
assumption that current zoning policies and student densities will remain fixed in, the years ahead, the maximum enrollment in Englewood can be computed as shown in Table 11-11.
. /
This
: ;'.
Table 11-11
Maximum Public School Enrollment In Englewood Estimated Housing Unit Capacity Under Present Zoning
1,566
Area
uurd I
Public School Students per Housing Unit

.268 .348 .511 .604 .449
Maximum Public School Enrollment

420 1,034 1,651 1,482
Ward 2 Ward 3 Ward 4 TOTAL
2,972 3,230 2,453 10,221
4,587 Its People and
These estimates were obtained from Englewood, Its Schools, p. 152.
These density figures are based on the school census of October, 1964 and were computed in Table II-9.
- 63 -
computation indicates a maximum enrollment of 4,587 which could,
* . -.:...-
of course, 'become even greater if local zoning policies were to be changed. Although it would be unrealistic (on the basis of
what the staff has learned about various growth indicators in Englewood) to project anything approaching this enrollment over the next ten or fifteen years, the possibility that such an enrollment will be reached over an extended period of time should be clearly recognized. In the next chapter of this report we examine
a projection of enrollment which is based, not on the abstract'concept of maximum enrollment, but upon a careful examination of recent trends in school enrollment growth.
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CHAPTER III FUTURE PUBLIC SCHOOL ENROLLMENTS
In previous chapters of this report, both the composition and size of Englewood's present population and public school enroll* meat have been examined. Certain general trends and future predictions have also been noted. The intent of this third chapter is
to present estimates of future public school enrollment in Englewood and to suggest ways of refining these estimates in the years ahead. Before explaining the results of the estimating procedure, a word of caution regarding future estimates is in order. A demographer with the U. S. Census Bureau stated this caution as follows: "Future estimates are very difficult indeed; any such are more in the nature of informed guesses as to the socio-economic prospects of the area rather than of reliable statistical forecasts." Because of this
uncertainty,-it-is important tnat the-as sumptions upon which any given estimate is based are clearly understood and periodically reviewed. Even the best of methods is subject to error when unpre-
dictable factors alter the assumptions made in the prediction process. The enrollment estimates of this report were developed by - 23 a multivariable method and cover a period of only twelve years. This limited time period is due largely to the unpredictability of long-term growth in the City of Englewood. Because of this uncer-
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% tainty as to long-term growth, any estimate of school enrollment which goes much beyond the next twelve years would be little more than an arithmetical exercise and would serve no useful purpose in this study.
V
The multivariable method used by the Harvard staff treats such factors as births, net migration, grade retention, dropouts, . and non-public school enrollment separately. This method has two
distinct advantages. First, it permits the user to make whatever revisions might be required by unforeseen changes in one or more of the factors; and second, it can be used to make at least tentative estimates of public school enrollments in selected subareas of the community.
The way in which student records are kept in Englewood
and most other school systems precludes the possibility of using the more common percentage survival method for this purpose. .Considering the uncertainties of future growth discussed in previous chapters of this report, a single estimate of future public school population in Englewood would be of only limited value in terms of school planning. The fluctuating enrollment pattern
of the past four years and the difficulties encountered in estimating future expansion in non-public school enrollments are just two examples of the uncertainty which one faces in estimating future enrollments in the Englewood Public Schools. With this in mind, the
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Harvard staff has actually made three different estimates based upon varying assumptions regarding two of the factors -- school-age net migration and non-public school enrollments -- treated in the multivariable method. Although the "most probable" estimate summarized in Table B-17 of Appendix E represents-our best estimate ".--" ."-'' ;' of future school enrollment in Englewood, the "high" and "low" esJ .
'*fc
timates of .Tables B-18 and B-19 of the same appendix are certainly within the realm of possibility. The "high" estimate reflects a ~ j ~j greater positive net migration of Englewood children' than that used in the "most probable" estimate. It also makes the assumption that . . . - _ . ji' non-public school enrollments will not expand significantly beyond the number of students which can be housed either in classrooms which are already in existence or in those which are now under construction. The "most probable" estimate, however, assumes a large increase in non-public school enrollments, including some expansion which is not yet beyond the planning stage. The "low" estimate reflects the same pattern of non-public school enrollment as the "most probable, " but it assumes a negative net migration of. students. Although this negative net migration of students is consistent with the overall trend of the past four years, the more recent indicationn of migration activity reported in Chapter II suggest that this negative net migration of school-age population is not "likely to continue over the next few years. .
It should be mentioned that none of these^three basic estimates calls for a sizable increase in public school enrollment. Aa a matter of fact, the "most probable" projection calls for a loss of 77 students. It is expected that this loss will be concentrated
in the elementary grades. A detailed explanation of the methodology used in estimating the enrollments is.found in Appendix B. The
two sections of this chapter present a summary of the various estimates of school enrollment and suggest ways of updating the estimates as important changes are noted in the key variables.
1. Summary of Enrollment Estimates The estimates of public school enroltmentb t>y jjrade * given in Tables-B-17, B-18, and B-19 of Appendix B. In the explana-
tion of this same appendix, all three of the estimates -- "most probable, " "high, " and "low" -- are shown to be based upon recent trends in the variables affecting future school enrollment. The in-
tent of this brief summary of the various enrollment estimates is to focus attention upon the major differences in the three basic estimates and to dieeuaa the likely distribution of the "most probable" estimate by grade and ward within the City of Englewood. dication of the trend in racial composition is also noted, Table III-l co.npares the 1976-V7 enrollments by various grade distributions for the "most probable, " "high, " and "low".. Some in-
- 68 Table IH-1 Comparison Of "Moat Probable.' "Htgh," And "Low" Estimates For 1976-77 With Present Public School Enrollments Grade Levels
PK-3 4-8 1450 9-12 16 04
;T_otal
1964-65 1976-77 ""Most probable" "High" "Low".
1444
3,958
1403 1449 1396
1309 1408 1253
1169 1180 1098
3,881
4,037, 3,747
estimates of Tables ,-\l, B-16, and B-19.
It should be noted that
the "high" and "low" estimates for 1976-77 differ by almost 300 students and that the "moat probable" estimate shows a total loss of 77 students over the next twelve years. Most ofjthe estimated loss is concentrated in the elementary grades. In fact, an increase * is predicted for the high school level in all three estimates. The loss in the early school years is due to the expectation that the major increase in non-public school enrollment will occur in grades'
1-8.
Despite the uncertainty involved in a subarea estimate of enrollment, it was felt that some indic;>*ion of future enrollment in
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'-'-.'
'
various parts oi Englewood would be of considerable help in testing alternative plans for future districting and grade organization. With
. . ' . , * : ' '
this in .mind, the Harvard staff did attempt to analyze each of the, basic factors -- births, net migration, grade retention, dropouts, and non-public school enrollments - - o n a ward basis. The result
of this analysis is shown in Appendix B at the conclusion of the discussion of each individual factor, and the individual grade and total enrollments estimated for each ward are reported in Tables B-20, B-21, B-22, and B-23 of Appendix B. These estimates are consistent with the "most probable" city-wide estimate of Table B-17 in the same appendix. In certain years, the total obtained by adding
the enrollment in the four wards differs slightly (never more than 15 students) from the city-wide total of Table B-17. This is due to
the differential grade retention and dropout rates used in the various
_____ ' ~
wards.
(These different rates are presented in Tables B-ll and
B-12 of Appendix B.) A summary of the ward estimates for 1976-77 is shown in Table HI-2. The greatest loss is predicted for Ward 1 but enroll-
ments in both Wards 2 and 3 are also likely to drop over > "=-' twelve years. These lossca are Uu lai-sr *~ **** planoed expansion
."..: in non-public schools.
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Table III-2 Comparison Of Present And "Most Probable" Public School Enrollments By Ward
Ward 1
Ward 2
286 244 278 296 247 245
Ward 3
572 562 590 474 423 . 468
Ward 4
437
Total
1,444
PK-3 1964-65
1976-77
147 105 149 84 78 68
501 ."'" 1,412 433 . , 459 316 374 1,450 1,313 1,064 1,155
4-8 1964-65
1976-77
9-12 1964-65
>v'
1976-77 Total 1964-65 1976-77
374 257
813 785
1585 1504
1186 1334
3,958 3,880
In Chapter II, mention was made of the fact that the Negro-enrollment in the Englewood Public Schools is 41. 8 percent and that this figure has increased since 1950 at an average annual rate "of 1.5 percent. If this rate of increase were projected over the
next ten years, the estimated Negro percentage in'l974 would be approximately 57 percent. reasons. Such a projection is questionable for a number of
The most recent patterns of public school migration reflect
a redxiced out-migration xjf white students. Specifically, in the sample
. -
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. ' of junior high school students shown in Table II-5, there was a. slight net loss of Negro pupils while the number of white pupils entering and leaving was the same. A second factor likely to slow down the rate of increase in Negro enrollments in the public schools is an increasing percentage of Negroes in private and parochial schools in the Engle-wood area. Moreover, the public school itself (will play a most imj. portant role in determining the racial composition of future enroll' ! ' ' X' .
J '
. . .
ments. An extension and intensification of present efforts to improve the public schools can be expected to have an imp9rtant effect upon
'jl
the preservation of a racially integrated public .school system in Englewood. This factor is an important element underlying the recommended
form of school organization in Part Two. 2. Recommendations for Using School Records to Update and Refine Estimates of Public School Enrollment The analysis of school enrollment should be viewed as a continuous process. Particularly in a community like Ehglewood, located as it is in a large metropolitan area known to have a high rate of population mobility, frequent appraisal of population structure and movement is highly desirable. Population trends are often reversed
or accelerated over time. Hence, those responsible for operating the public schools must be perceptive to changes in the major factors affecting future school enrollments.
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- 72 ' "; ' . - . ' While this particular study has been directed to the abovementioned purpose, the tentative nature of many of its future estimates suggests the need for careful review and reappraisal of its findings in the years ahead. The recommendations which follow are
designed to facilitate this continuous examination of public school enrollment in Englewood.
- , RECOMMENDATION.*!: THE ENGLEWOOD SCHOOL DEPARTMENT SHOULD ESTABLISH A RECORD SYSTEM WHICH PERMITS FREQUENT AND DETAILED EXAMINATION OF THE MIGRATION PATTERN OF PUBLIC SCHOOL STUDENTS THROUGHOUT THE ENTIRE CALENDAR YEAR. At the present time, it is very difficult to trace students entering and leaving during the summer months. A recent policy requiring that students entering over the summer months be marked as such in the school registers is certainly a step in the right direcfion; but even then, the process of searching school registers to plot migration activity over the summer months is cumbersome. It is suggested that the monthly attendance reporting procedures be revised so as to provide easily accessible data for plotting up-to-date migration activity in the Englewood Public Schools. The monthly attendance-reports used at this-time-give very limited information on summer migration activity and do not differentiate between resident students entering_during the school year from private and parochial schools and those actually moving into the community. While the Harvard staff does not intend to suggest a specific format, it is definitely recommended that the monthly reporting procedure be designed in such a way as to give more complete information on public .school migration patterns. As the school system moves toward automatic data processing methods, the various card files should be set up to facilitate this continued examination of migration activity.
CONGRESS
- 73 RECOMMENDATION #2; THE NEW JERSEY DEPARTMENT OF EDUCATION SHOULD BE ENCOURAGED TO SET UP A STANDARD ENROLLMENT REPORTING PROCEDURE FOR PUBLIC AND NON-PUBLIC SCHOOLS IN THE STATE. As far as can be determined, it is impossible to examine the total resident enrollment in a given New Jersey community without visiting all schools in the area known to educate students from that particular community. Some other states require all private, parochial, and public schools to supply appropriate state authorities with a complete list of students attending their schools. Such a list is helpful in enforcing compulsory attendance laws and also provides an up-to-date listing or census of school-age children in every community of the state. If a census procedure were standardized at the state level, the process of examining enrollment trends in any particular community or metropolitan area would be greatly simplified. RECOMMENDATION #3; THE ENGLEWOOD SCHOOL DEPARTMENT SHOULD TAKE A COMPLETE CENSUS OF PRESCHOOL AND SCHOOL-AGE CHILDREN AT LEAST ONCE EVERY THREE YEARS AND SHOULD INVESTIGATE THE POSSIBILITY OF . MAINTAINING A PERMANENT CARD FILE TO BE USED FOR LOCATING PUBLIC SCHOOL STUDENTS IN SMALL GEOGRAPHICAL AREAS WITHIN THE CITY. As was mentioned earlier, the analysis of school enrollment is_a continuing process. School officials will always be faced with yearly enrollment fluctuation^ as well as changing trends in overall population growth. The school census is probably the most reliable method of predicting future school enrollment patterns. When the census includes resident students attending non-public schools and children of pre-school age, greater accuracy can be expected in the resulting estimates. A card file which locates students by small geographical, areas within the City can be an extremely valuable tool in school planning. Examples of its possible use are the determination of the number of students affected by a proposed school boundary change or an assessment of the cost of alternative policies on school bussing. While a file.of this type could easily be compiled periodically in conjunction with a school census, the use of data processing for student record keeping might permit the establishment of such a file on a permanent basis.
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CHAPTER
IV
EDUCATIONAL PROGRAM
The basic purpose of any school system should be to
provide the best possible educational program for its students. The fulfillment of-this purpose clearly requires a continued examination of all experiences offered by the school. Without in-
tending to do a complete study of the educational program in Englewood, the Harvard staff recognized that any recommended form of school organization should be based upon a clear u n d e r y. standing of plans for curriculum change and a careful examination of the problems and possibilities attending any recommended pattern of school organization. The first two sections of this
chapter briefly describe the present educational program (with emphasis upon the organizational -aspects of this program) and explain important guidelines which were used to assess the educational merits of alternative f o r m s of school organization. In the final chapter, the educational advantages and possibilities of the recommended FK-3, 4-8, 9-12 form of school organization' are discussed.
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- 75 sition of enrollments, and the financial ability of the community. After testing several patterns of school organization against criteria in each of these general areas, the study staff agreed on a preferred plan and one alternative. The preferred or
recommended plan calls for three elementary centers for grades PK-3 (at the Cleveland, Quarles and Roosevelt Schools), two middle schools for grades 4-8 (one at the present junior high school and the other to be constructed at the Allison Park site :rc Ward 2), and, finally, the expansion of the Dwight Morrow High School to include grades 9-12. This plan is based on the .
assumption that the Allison Park site can be acquired for school use; however, because of the possibility that certain legal problems might develop over its acquisition, the Harvard staff has prepared an alternative or backup plan. The backup plan calls for three elementary centers for grades PK.-4, a. middle school for grades 5-8, and a senior high school for grades 9-12. Although this alternative organizational pattern doe's not provide the long-range flexibility of the recommended plan, it is a worthy alternative if all efforts to obtain additional property in the Ward 2 area fail. The three
elementary centers envisioned in the alternative plan are again Cleveland, Quarles, and Roosevelt, The single middle school would necessitate a substantial addition to the present Englewood
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Junior High School.
Because the three elementary
this plan are designed for grades PK-^ rather than PK.-3, sizable addition would be required for at least one of the proposed elementary centers. =
The intent of Part Two is to show that the plan can provide a quality educational program for all students, considerable flexibility for the accommodation of long-range population growth, and a racially integrated learning experience throughout '.he school years. The total explanation has been divided into .
three chapters as follows: , IV V VI Educational Program School Plant Future School Organization
Chapter IV presents four guidelines used to assess alternative plans for school organization in Englewood and'offers a brfef summary of the school system's current plans for cur-,: -' -:^ riculum development. In Chapter V, recommendations are made for future use of school buildings. These recommenda-- .
" tions are based upon visits to the individual buildings and discussions with various school personnel. Chapter VI draws upon
the earlier chapters in presenting a detailed description of the recommended plan and. its financial implications.
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PART TWO A PROPOSAL FOR SCHOOL ORGANIZATION
The population analysis in the preceding part of this report was only one aspect of the total study conducted by the Center for Field Studies. Another major part of the study was that of testing
the school system's tentative plans for elementary school organisation, curriculum, personnel, facilities, and finance and of sug"gesting possible modification of such plans'. This aspect of the
study became somewhat more complicated when the Board of Education was unable to obtain the Creche site for future school expansion. Because this site was of crucial importance in the Board's
tentative plan to establish three elementary centers for grades PK-5, a careful examination of alternative school organization plans became an essential part of the total study. Part Two
1 X
_de8c_rib_e8 .^be_recprnmetided plat^ which resulted from this careful examination of alternative forms of schaol organization. While a detailed consideration of the many criteria involved in judging âlternative plans will be discussed in each of the individual chapters, it should be mentioned that the most a . , important factors were educational program, the condition and future use of various school buildings, the size and racial compo-
.-**
-78;-
1. The Present Educational Program The present form of school organization is PK, K-5, 6^ 7-9, 10-12. The location of the school or schools housing the
program for each of these five basic levels is shown in Map II- 1 The program at each level is summarized as follows: Pre-Kindergarten At the present time, the pre-kindergarten is located at Lincoln School and administered by the central office. The
classes are attended voluntarily and are offered on a half -day basis. The fact that no day-care is provided has made it difficult to recruit children of working mothers who, in many cases, stand to profit most from the experience. Beginning next
September, however, the Social Service Federation will provide a day-care program for 80 children, 3-4 years old, in a newly purchased nursery school. Elementary School (K-5) Regular "elementary programs are offered at four schools
4
-- Cleveland, Liberty, Quarles, and Roosevelt. In all four, most subjects are taught by the individual classroom teacher. A reading consultant is available for remedial help and all schools are visited by special teachers in art, music, and physical education. Each school has a library and plans are being made to make
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- 79 the library, or instructional materials center, a focus of learning activity in the school. Present space limitations make the realization of these plans very difficult. At the elementary school level, some use is made of . ~ . . small groups, especially in reading. Large groups are used for television instruction. All four of the schools currently operate
on a graded plan, but two are using the Joplin Plan of non-graded reading. Sixth Grade and Junior High (6-9) Programs of the central sixth grade and the junior high school are generally similar. Both have special subject teachers and facilities. The junior high school has an experimental team
teaching program in language arts. A team teaching project at the sixth grade school groups students according to the instructional need and/or achievement level of the individual student. Both
'schools have guidance programs and both offer after-school tutorial help and recreational programs. Senior High School (1Q-12) The senicr high program includes a wide variety of course offerings, but space limitations and the obsolescence of certain facilities place serious constraints upon the total program.
- 80 This problem is particularly acute in the areas of science and industrial arts. The construction of a new campus unit contain%
ing art, science, library, and industrial arts facilities should go a long way toward correcting these deficiencies. In the area of vocational training, both cooperative workstudy and distributive education programs are offered. Special'. J '- ' '-." i --j ^ ized vocational training is provided for a small number of Englewqod students at the Bergen County Vocational and Technical High School. / Special Programs , JJ
j i j J 'J
j J
In addition to the above mentioned programs, the

-/":' . .'.
Englewood Public Schools also provide certain special purpose programs. Classes for mentally or physically handicapped children are offered at Lincoln and Liberty Schools. The One-
for-One Tutorial Program and the Neighborhood Youth Corps are both designed to give~the^ individual youngster a broadening experience and an increased appreciation for the importance of * education in today's world. The special services also include an adult education program.
This description of the present program and school organization is not complete without some consideration of
t
il
.*
'!''..
- si - '. - ; :.
planned changes in curriculum. Many of these plans are incorporated in the Englewood School Development Project. This is .a
special curriculum project supported by a grant from the Ford Foundation. Its basic purpose is to change the present educational program and staffing patterns to improve the school curriculum. Specifically, the Englewood School Development Program is working on eight major tasks: 1. Develop a more flexible pattern of school organization. 2. Design a spiral curriculum for all grades. 3. Develop a more flexible allocation of staff resources. 4. Introduce more effective grouping practices. 5. Develop material resources for learning. 6. Increase the amount of school time for learning. .__ , 7. Enlarge cooperative efforts between the __publi^jchools^^nd^the university. 8. Develop educational specifications for new facilities.
-*
University consultants are working with the local staff in evaluating the experimental programs developed by the School Development Project. A s a result of extended workshop activity
last summer, several curriculum study guides have been published or compiled.
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- 82 Because of these curriculum efforts of the Englewood School Development Project, the educational program recommendations of this report will be focused primarily on the broad aspects of school organization. Every effort will be made,
/-* "
however, to see that the recommended organizational pattern will be conducive to the instructional changes likely to be developed by this Ford Foundation study. Z. Guidelines for Educational Organization Before explaining the educational implications of the PK-3, 4-8, 9-12 form of school organization recommended by the Harvard staff, it might be well to outline four general educational guidelines which were used in assessing various organizational patterns for Englewood. While these guidelines are by no means exhaustive and do not include other important considerations such as condition of existing facilities, financial implications,
/ and community acceptance, the explanation which follows each

should provide a general educational rationale for both the recommended and alternative plans mentioned in the introduction to the second part of this report. GUIDELINE #1: ANY PLAN OF SCHOOL ORGANIZATION SHOULD FACILITATE MAXIMUM INDIVIDUAL DEVELOPMENT, PARTICULARLY DURING PERIODS OF CRITICAL GROWTH. At a meeting of the Council for Basic Education held last fall, Francis Keppel, United States Commissioner of Educa-
*.,
REPRODUCED FROM THE COIiBCTICNS OF THE - MANUSCRIPT DIVISION, LIBRARY OF CONGRES
";/!
>_f,
- 83 tion, said, in effect that-we are becoming increasingly aware that the greatest possibilities for developing the full intellectual potential of our students lie in early childhood education. Benjamin Bloom, in a recently published book, concluded on the basis of a number of studies that in terms of intelligence measured at age 17, 50 percent of an individual's mature intelligence is developed by age 4, 30 percent from ages 4 to 8, and the remaining 20 percent from 8 to 17. " This is not to say that remedial efforts at a later time will be futile, but it does mean that a concentrated educational effort in the early years is the most effective way to achieve the maximum development of each youngster. Two possible approaches for school organization that give due consideration to these very important early years are the extension of the regular school program to include pre-kindergarten classes and the development of a primary level which incorporates as an integrated unit pre-kindergarten through grades 3 or 4. The former has received nationwide attention because of the recent efforts in many urban areas to provide these classes for children who are culturally disadvantaged. The federal government underscores these efforts and plans to expand them through its Operation Headstart program. It should be pointed out, however, that the pre-kindefgarten experience is not of value only to the culturally disadvantaged. This experience can be of benefit to children of all socio-economic levels. Furthermore, the large number of private and parochial nursery schools in this country attest to parental interest in this type of educational experience. For many years, our fiscal input at the several levels of education has been weighted toward the upper grades -- the higher the grade, the greater the expenditure. This situation might be described graphically as resembling an inverted pyramid. According to the research cited earlier, it would appear that this expenditure pattern should reflect a greater emphasis upon the early school years. The primary unit for grades PK-3 would be consistent with this need for more concentrated, more specialized, ' and more productive educational efforts in the early grades. Both of these approaches, the development of pre-kindergarten for all students as part of the regular school program and the narrowing of the focus of the traditional elementary school should be incorporated into any plan of school organization in Englewood.
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GUIDELINE #|; ANY PLAN OF SCHOOL ORGANIZATION SHOULD FACILITATE AN ADEQUATE REPRESENTATION OF THE PLURALISM OF THE COMMUNITY. The Harvard staff believes that one of the ultimate goals in true democratic living is that people of all races and creeds should live together in harmony. The realization of this goal cannot be left to any single agency, but it is incumbent upon the school to play a primary role. A special advisory committee on racial imbalance in the State of Massachusetts recently outlined the role which the public school can play in this process of socialization. In calling for an expanded view of the neighborhood school, this committee said: The American public school has often brought x together children of different classes and ethnic groups into one classroom as a vivid lesson in democracy. We are convinced that this value must be restpred to the neighborhood school, and therefore, many school neighborhoods must be both enlarged and thoughtfully bounded. In this way, the neighborhood school, which might then be more accurately spoken of as the community school, would act as a force to .. unite our children rather than as a barrier to separate them. --
- .
When students of differing races, creeds, and socio-economic status are brought together in a single school, positive attitudes and harmonious relations are not an inevitable result. Careful attention must always be given to the way in which the school ~~prograirr is -structured. Not only must each child's interests arid aptitudes be challenged, but the school must also provide him the opportunity and social ethos for broad participation in school activities and extensive interaction with fellow classmates. The grouping of teachers and students, the methods of instruction, and the roles of teachers, students, and administrators should foster integration, harmonious relations, and the satisfaction of the needs of all students as individuals.
--
'.
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- 85
' -..
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GUIDELINE #3: ANY PLAN OF SCHOOL ORGANIZATION SHOULD FACILITATE THE INTRODUCTION OF EDUCATIONAL PROGRAMS AND TEACHING TECHNIQUES DESIGNED TO KEEP PACE WITH THE RAPID EXPANSION AND SPECIALIZATION OF KNOWLEDGE. The changing occupational structure of modern society has far-reaching implications for the schools. The rapid obsolescence of certain types of unskilled work make it increasingly difficult for the uneducated person to find employment. The schools must seek new and better ways of teaching a salable skill or trade to every student. Whether it is the general capability of operating an industrial apparatus or the more highly trained ability required to staff the more specialized functions of society, the school has the definite responsibility of encouraging a productive life for all of its students. In fulfilling this responsibility, the school must create a program which challenges the interest and ability of its Students from the earliest years. This calls for expanded programs and facilities of both an exploratory and specialized nature at all grade levels. . In its effort to provide an early exposure to selected areas of specialization,- the school must not forget its responsibility for giving each student a broad exposure to the basic problems and questions of life. Without this broad exploration of many areas of human activity, specialization can become a dead end rather than an avenue to deeper understanding.
GUIDELINE #4: ANY PLAN OF SCHOOL ORGANIZATION SHOULD FACILITATÂ^D^NgNISjrRATIVE LEADERSHIP, COMMUNTCATION WITHIN THE ORGANIZATION, AND THE EFFECTIVE UTILIZATION OF HUMAN AND PHYSICAL RESOURCES.
The degree of centralization within a school organization can have broad ramifications for the educational program. Com" munication, coordination, and supervision usually improve as the number of subunits reporting to a central office decrease and become more difficult as the number of such subunits increase. Size is another important consideration in establishing an organizational structure. Units of a small size preclude efficient use of art rooms, reading and science laboratories, and other specialized facilities. Also, the small faculty limits the range of .program and the flexibility of grouping. A school can also be too
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- 86 large -- unwieldy and, more importantly, impersonal in its relations with students, teachers, and parents. Wise planning and imaginative leadership are necessary for a school system to develop an organizational structure that facilitates an improved instructional program. 3. A Recommended Form of Educational Organization While both the preferred plan for a PK-3, 4-8, 9-12 grade organization and the alternate planTfor a PK-4, 5-8, 9-12 form of school organization are consistent with the guidelines of the previous section, the strong preference for the former is based largely upon its added flexibility for long-range growth and the desirability of putting most of the required construction into new buildings and of making effective use of existing buildings. be discussed further in subsequent chapters. These factors will The intention here
is to outline certain educational advantages and possibilities of
\.s~~.
the PK-3, 4-8, 9-12 form of school organization and to raise ques* tions or cautions which must be considered in designing an educational program suitable for an organization of this type. These
factors are most easily considered by examining each of the three basic levels separately.
PK-3 Elementary Centers The elementary center for children in the 4-8 age range provides an excellent opportunity for a non-graded primary unit. This unit would encourage a continuity which is now lacking
**
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because of the separate pre-kindergarten program at Lincoln School. It alao allows for experimentation and concentration of resources in the early school years. With the integration of pre-kindergarten - " ' . . ' - . - ' * into the regular school program, the entire K-3 curriculum should be re-examined with the intention of providing for the continuous development of each child. With a minimum of 300 students in each
elementary center, a wide variety of grouping arrangements is possible. A guidance program designed to foster home-school and parent-teacher interaction should be an integral part of the primary unit. Such a program would enable the early detection and
correction of social, emotional, and academic disabilities and encourage the full development of each student. Continued cooperation with the Social Service Federation Day Care Program is recommended. If this service is either terminated or cannot be extended to all children requiring the day-care experience, the Englewood Public Schools should consider providing this service either in the three elementary centers 'or the Lincoln School. Hopefully, arrangements can be made to provide a formal instructional experience for all day-care pupils.
'
4-8 Middle School The middle school consists of what is traditionally considered the upper elementary grades and the first two years of the
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- 88 secondary school. The chronological age range is approximately 9-13 years. Because of a general acceptance of the junior high
school pattern of school organization, the concept of a middle school may not be greeted with initial enthusiasm. Some will say that mixing 9-year-olds with children of age 13 is risky business at beat. A more careful examination of the matter, however, suggests that the development of a suitable program for the 4-8 grade range is no more difficult than the traditional program for a K-6 range. Because the physical and mental maturity level of
students in any given grade usually covers a span of at least three years, the critical factor is not so much the exact age or grade range in a given school, but the educational experience which can be offered within the school. Because the middle school for grades 4-8 includes a minimum of 600 students spread over five grades, numerous
j;
grouping patterns can beused both within and between grades. Cooperative and team teaching arrangements are clearly possible if the facilities are constructed to permit both large and small * group instruction and if the schedule permits ample time for group planning by teachers. Also, with flexibility of scheduling and facilities, many exploratory programs are possible. Children in the upper elementary grades should have an opportunity to benefit from services of specialized personnel and
*t.
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* 89 ., . - - ; ;
from library, science, and practical arts facilities.
These
benefits can be provided in the present elementary schools,*but certain economies are achieved by placing students of grades 4-6 in one of two middle schools; the provision of specialized services is thereby limited to just two locations. A word of caution should be raised with respect to the tendency of some to view this middle school as simply an extension of the junior high school. This is not true at all. Jus,t as educators have 'J -'/
developed different educational programs for students in the lower and upper grades of a K-6 elementary school, they must also provide suitable experiences for the students in grades 4 through 8 in the middle school. A continuous developmental type of education' }.
al program is a critical factor regardless of the form of school organization. 9-12 Senior High School . :*
The 9-12 senior high school is consistent with the School Board's tentative plan as outlined in the October, 1963 school letter "For Our Schools. " Because of the crowded condition at Dwight Morrow High School and the need for more specialized facilities, ; the Harvard staff is in complete'agreement with this plan as a first step in a complete modernization program. Moving the ninth grade into the high school program should facilitate a more comprehensive approach to education at that level., i
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- 90 The areas of concentration in such a comprehensive school should include college preparation, technical education leading to one or two-year post high school programs, and vocational training leading to employment upon graduation or specific post-high school training in a trade. It is important for the vocationally trained person to have a high degree of mastery in his job skill. However, in this complex, ever-changing world, it is imperative for such a person to have the ability to communicate effectively, to think clearly, and to transfer skill and knowledge from one situation to another. The range of experiences that facilitate the acquisition of such abilities can be provided more effectively by the comprehensive high school than by specialized vocational schools. Even if this were not so,
it should be remembered that the Bergen County Vocational and Technical High School is able to provide education for only a small -number of Englewood students. Future directions for the Dwight Morrow High School program would seem to point to more individu alized general education and to the development of new and imaginative programs for technical and vocational students as well as for those who are college-bound.
Post-High School Education While the post-high school period of education is not treated
directly as part of the recommended school organization pattern,
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- 91 some mention should be made of the increasing demands for skills "Sbeyond the high school level and of the retraining required by changes in the occupational structure of industry. The Englewood Public %
Schools should definitely consider expansion of its adult education program and should explore the possibility of providing post-high school training for some students. Cooperative arrangements with nearby communities might be explored in trying to fulfill these educational needs. The recent establishment of a Neighborhood Youth
Corps is clear evidence that the Englewood School Board is aware that a need beyond the high school years exists. Having considered the various educational components of the recommended plan of school organization, it might be well to caution against viewing any one of these three basic levels, PK-3, 4-8, and 9-12, as an entity unto itself. No matter what grade
organization is used, the problem of articulating between various school JLejyeJLs is always present. ^JEfforts must be made to involve ^bpth administration and teachers of all grade levels in the process of curriculum development. Hopefully, this participation will 'bring understanding and commitment. When each teacher is cogni-
zant of over-all objectives, the scope and sequence of course offerings, and the vital place he occupies in the total educational effort -- only then can there be hope that a continuous educational experience is being provided each individual.
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CHAPTER V SCHOOL PLANT
The beauty of Dwight Morrow High School and its spacious site testify to Englewood's past interest in an attractive and functional school plant. Recent evidence of this interest was the build-
ing of the Donald Quarles School and the Englewood Junior H\gri Bchowl. However, the eomplexities of modern suburban living .and
the challenge of expanding knowledge and technology place demands on Englewood's educational system whih go beyond those of past years. School buildings in Englewood must do more than simply house the school population. They must serve as a symbol of the
community's commitment to an educational program of high quality, thereby adding to the desirability of the City of Englewood as a permanent place of residence. The buildings must also be able
to adjvst rapidly to the evolving needs of a modern comprehensive educational program.
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The concluding paragraph of a report by the Educational .; Facilities Laboratory effectively^ states the case for a quality sckool plant: The schoolhouse is not, of course, as important as the school teacher. But the schoolhouse, - because it stands there to be seen, speaks of the intentions of the community toward the children. Any school you build either helps to anchor the^ people to the community or, instead, hastens their departure. The schoolhouae more than - any other structure in town declares the public intention to press on, to rest awhile, or to go back. Winston Churchill said it bests "We shape.our buildings; thereafter they shape us." 27 This chapter, which outlines the harvard staff's recommendations for the improvement of the Englewood school plant, includes the following sections: 1. 2. 3. 4. General Building Data Building Evaluations Possible New Sites Summary of Recommendations ~
1. general Building" Data The educational progrtm is presently housed in four elementary schools, one city-wide sixth grade school, one junior high school, and one senior high school. In addition, there is a central
administration building which houses pre-kindergarten, special
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- 94,education, and adult education classes, as well as administrative ' offices. Map 11-1 shows the location of each of these buildings and the table on the following page provides general data on the buildings now in use by the regular -instructional program. The building capacities of this table are figured by multiplying the number of teaching stations 28 by the desired class size. ,J ' J / This class size for regular classrooms is 25, but class sizes for / some teaching stations are figured differently. For example, the
/ / :.;'
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kindergarten classroom's7, with separate enrollments for morning /' . .. - . and afternoon sessions; are figured at 40; gymnasiums in the
I1 secondary school are figured as two teaching stations with a total '. '
' ' ./ capacity of 60. Also, because the secondary school must have scheduling flexibility, the capacity figures at that level are modified by an 80 percent factor. Since there is no single accepted
formula for determining school capacities, the above method seems appropriate for use in the Englewood schools. The following observations about the school buildings in Englewood seem particularly important: 1. The buildings are concentrated in the northern part af the City. (For exact school locations, see Map II-1.,) 2. Most of the buildings are currently operating with ever normal capacity enrollments.
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C/0
Table V-l General Data On The Englewood School Buildings
"
School Cleveland Liberty Quarles Roosevelt .Engle St. Junior High Senior High Grades Housed
K-5 K-5 R-5 K-5 6 7-9
Size of Site in Acres
Number of Teaching Stations

19
Enroll^ rnent Capacity

490 430 340 340 510 788 728
Enrollment Yeajr of on October 1, riginal Additions 1964 Construction Completed

667 457 347 404 283 830 810 1909 1901 1959 1925 1914 1961 1932 1961 1950 _ 1930, 1950
Age of luilding in 1975 66 . 74 16 50 6l'V 14 43
5.5 2.3 10.7 3.3 4.2 > 34.0
16
1913, 1928
13 13
20 39 36*
1.0.-1?.
* This figure includes 3 teaching stations in the Academic Hall.
-96 3. 4. Little building activity took place in Englewood between 1932 and 1958. ;% In 1975, four buildings will be 50 years of age or older.
2.
Building Evaluations The summaries of the individual building evaluations focus
upon several important factors related to building obsolescence and possibilities for effective future use. These factors are site,
building structure, fire safety, utilities (or service systems), use of space, and adaptability. At the outset, certain general observations should be made regarding acceptable standards for site size, New Jersey Department of Education requirements concerning health and safety, and building maintenance. Most authorities agree that there is no fixed formula for determining the appropriate size of a school site. The evaluative comments in this report relating to site size will be '." ^
directed to^the needs of the students attending each school and are based upon the assumption that the amount of play space available ^ is an important factor in judging the appropriateness of a site. Another assumption is that the amount of play space needed will: vary according to the age of the children being served. Charts
given in the A. A. S. A. Building Commission Report, Planning America's School Buildings, support this view. ' They suggest
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of the fact that the buildings, on the whole, have been well main- '"'% tained. It is suggested, however, that maintenance records be kept on an individual school basis. Comparative maintenance
costs are not available for recent years.
QUARLES
Quarles School was built in 1959. It has a capacity of 340 students. The enrollment on October 1, 1964, was 347.
1.
Site
The site is in a residential area with medium-to-light traffic consisting mostly of passenger cars. It has good playground facilities, a wooded area on the lot, and a nature trail for children to use. The -size of the site (10 acres) is more than adequate. .' Although the site size would suggest that there is ample room for expansion, the rolling terrain and odd shape of the lots seem to rule out any large scale expansion. Another four-room campus unit could be constructed south of the gymnasium-auditorium unit; but building any other additional units would be difficult.
-2.
Building Structure
The five separate, small, one-story buildings are concrete, masonry, and steel throughout. Three units house classrooms; one houses the gymnasium, the auditorium, and a general purpose area; and one houses administrative offices, the health room, and the library.
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3.
Fire Safety
Each building has a fire alarm system and fire extinguishers.
4.
Utilities
The' service systems are adequate. Because the heating pipes are underground, the maintenance of the heating system is difficult. 5. Use of Space
The regular classrooms are of .standard size, approximately 900 square feet. Auxiliary areas include a library, a gymnasium, 'an auditorium, and a general purpose room used most often as a lunchroom. The auditorium can seat' 175 but can expand to include the general purpose room and the gymnasium to seat 400. In addition, there is a small arts and crafts room, a music practice room, a small kitchen adequate for storing cold lunch items, a large health suite, and a teachers' room. Perhaps the only criticism which can be made of the generally well-planned campus arrangement is that children have to go outside to travel to the administrative offices and to the auxiliary areas. On cold, rainy or snowy days, time is consumed in putting on and taking off coats, boots and other rain gear. 6. Adaptability
The present units are self-contained and would not easily adapt to other uses. '"The regular classrooms are large enough, however, to house pre-kindergarten classes. Summary Quarles is an excellent new facility and should serve Englewood students for many years. Its quiet natural setting, "large classrooms, and cheerful atmosphere make it well suited for housing a primary school program.
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CLEVELAND
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ment on October 1, 1964, was 667.
1.
Site
The building is located in a pleasant residential area with medium-to-heavy passenger traffic. The size of the site (5. 5 acres) seems adequate, and building expansion is possible north of the present building. To allow for future flexibility, any addition which is made should be free standing. . " ' '; ... ' ' w ' . . ' . ' -.
2.
Building Structure
This two-story building (with abasement) is constructed of masonry, concrete, and steel with wood lath, limited wood framing, and some wood floors. The structure is generally sound; however, the following items deserve attention: The wood floors need tiling. Some leakage is evident. ''"''.'.'. _____'j_l 1 The window frames need attention. _Thj aicoustlcsêed to be improved. f ;
Fire Safety The building has a fire alarm system and f i r e extinguishers. The use of wood in parts of the building make advisable the installation of a sprinkler system. 4. Utilities
3.
Several rooms are now lighted by silver ring incandescent lighting which should be replaced with fluorescent lighting.
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Electrical outlets are needed in several rooms. The heating plant is adequate except that the radiators, still in use in the old section of the building, make individual roam temperature control impossible. An intercommunication system would be desirable. Toilet facilities are generally adequate. 5. Use of Space
The individual classrooms are bright and well-maintained. They are of minimum size, averaging 725 square feet. The basement rooms are very small; and, for reasons of safety, comfort, and instructional environment, continued use of the basement areas for regularly scheduled instruction is a questionable practice. Using a single facility'as a gymnasium, auditorium, and lunchroom causes several problems. First, it is difficult to carryon an adequate physical education program because there are so many uses being made of the gymnasium. Second, the storage of the lunch tables at the side of the gymnasium creates a safety hazard.. Third, the custodians spend an inordinate amount of time setting up and taking down furniture. The possibility of adapting another area in the building for a lunchroom and/or a small theatre should be considered as a way of alleviating these problems. Also, the provision of a folding partition in the gymnasium would permit .increased use of the area by physical education classes. Other special instructional areas include a library seating 35 and a small science room. The service areas include a nurse's room, a small outer office for the school secretary, and the principal's office t _A8ide from tiie regularL classrooms, there is no teacher work space. Adaptability In general, rooms are divided from each other by stairwells, closets, and toilets and do not form clusters. However, there is the possibility of removing walls in some parts of the building to create large instructional areas such as pre-kindergarten classrooms or a .small theatre. Also, the cloakrooms on the second floor could be converted to small group instructional areas or teacher work spaces.
- 102 In addition, it might be desirable to remove the wardrobe facilities from the individual classrooms and place hooks or locker spaces in the corridors. This would increase the work area in the regular classrooms. Summary Although Cleveland is an old building, it is generally in good condition. If the building were properly renovated and its enrollment reduced to capacity or less than capacity, it could continue to serve Englewood students. The renovation effort should include attention to the deficiencies in its structure, fire safety systems, and utilities, and to projects designed to make the building more adaptable to a modern educational program. ;..-' The building, thus renovated, would provide excellent facilities for a primary school.
ROOSEVELT Roosevelt School was built in 1925 and was added to in 1949. It has a capacity of 340. The enrollment on October 1, 1964, was 404. 1. Site
f
The building is located in a residential area with mediumto-heavy traffic. The size of the site (3. 3 acres) is small, but good use is made of the area available. While the small size of the site would make .a large free-standing addition generally undesirable, four to eight classrooms could be added to the-rear.of the building without seriously restricting the play area. 2. Building Structure
This two-story building (with a partial basement) is constructed of masonry, concrete, and steel with a wood roof frame.
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wood lath, and some wood floors. A new roof was put on the gymnasium last year. The structure is generally sound; however, the following items deserve attention: The wood floors need to be tiled. Some leakage is evident. The window frames need attention.
4
The acoustics are particularly-poor in the auditorium. (The sound transmission from the auditorium to other spaces in the building is a problem. Blocking the auditorium windows on the second floor might improve the situation in that area of the building.)
3.
Fire Safety
The building has a fife alarm system and fire extinguishers. Since parts of the building are wooden, it would be advisable to install a sprinkler system.
4.
Utilities
The lighting fixtures are generally adequate. However, it is questionable whether the electrical system will be consistent with future needs. In any event, lack of electrical outlets is a major .problem. , .; The heating plant is inadequate for long-term future needs of the building. The hand-fired coal furnaces require an inordinate amount of the custodian's time during the winter months and represent an anachronism in a modern suburban community. The build-ing is difficult to "heat adequately on really cold days, and the corridors are insufficiently heated. (The Harvard staff understands that plans are being made to correct this situation.) There are no toilet facilities for pupils on the second floor. There is only one toilet for teachers.
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5.
Use of Space
The regular classrooms are of minimum size, averaging 695 square feet. They have inadequate storage space and little room for work areas or library tables. Although there is a large, attractive kindergarten room, the room is presently divided by a curtain and used as two classrooms. This creates a very undesirable teaching situation. The auxiliary areas include a library, an auditorium, and a gymnasium. The library is housed in a converted classroom and is a pleasant room. There is no storage room or office space. The auditorium seats 440 and has a stage, a projection room, and an adjoining kitchen. The seats are fixed and the floor slopes. The projection booth and the kitchen are presently used for storage purposes. The gymnasium is poorly lighted and difficult to keep heated. The adjoining locker areas are currently used for storage space and a health suite. The gymnasium is used as an eating area during the lunch period. The service areas include a principal's office and a small - teachers' room. The boiler room is in the basement.
6.
Adaptability
In general, the rooms, which are divided from each other by stairwellsr^closets, fan rooms, and toilets, do not form natural clusters. However, some walls could be removed in parts of the building to create large instructional areas such as pre-kindergarten classrooms-. Two'small instruction areas or teacher~work~roowis could be added on the second floor by new construction over the two front entranceways. In addition, by removing the wardrobe facilities from the individual classrooms and placing hooks or locker spaces in the corridors, the work area in the regular classrooms could be increased'.
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Summary
Roosevelt is an old building and contains many features which hamper the instructional program. However, the building is generally in good condition; and many of the problems in the building have been created by its overcrowded condition, e. g. , the division of the kindergarten classroom. With proper renovation and a reduction in enrollment, the building could continue to serve Englewood students.
The renovation should include attention both to the de- fxciencies in structure, fire safety systems, and utilities listed above and to projects designed to make the building more adaptable to a modern educational program. To further enhance the adaptability of the building, a small addition would be desirable. The building thus renovated would provide excellent facilities for a primary school.
LIBERTY Liberty School was built in 1902 and additions were made in 1912 and 1927. It has a capacity of 430. The October 1, 1964, enrollment was 447. 1. Site
The building is located in a residential-commercial area. Heavy trafficîncluding a substantial amount of commercial trucking, passes in front of the school. The site is very .small (2. 3 acres), and the play area and parking facilities are limited. There is no possibility for expansion on the site. 2. Building Structure
This two-story building (with a basement) has a wooden frame with a brick veneer. The building structure has some serious deficiencies. The brick wall and brick steps are spalling in many places. There is also evidence of water penetration on the walls.
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- 106 The load-bearing corridor walls contain many cracks. Also, there is evidence of structural failure at the north and south ends of the auditorium. The window frames arid eaves are deteriorating. Many of the original wood floors are still in use and have buckled excessively. The roof needs attention. 3. Fire Safety
The old fire alarm system needs replacing and fire extinguishers must be installed. The f act-that the building has a wood frame and that wood is used extensively throughout the building would make advisable the installation of a sprinkler system. The location of the auditorium on the second floor without a fire escape would appear to violate current codes. There are only two' egresses from the second floor which houses approximately 200 pupil-s as well as the auditorium. There are no exit signs in the auditorium. 4. Utilities
' . ' -I-'1 - The new heating system is adequate. However, because the top of the new chimney is lower than the roof of the building, smoke blows in and around the windows of the classrooms. The ventilation system does not'operate adequately. Wiring and lighting are good except that additional electrical outlets are needed in a number of rooms and the auditorium lighting is very poor. New electrical service would be required to correct this situation. Toilet and lavatory facilities are adequate. 5; Use of Space-
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The individual classrooms are well maintained and vary in size, the average being approximately 770 square feet. The kindergarten rooms are large and most attractive. Children eat lunch in the auditorium. A small kitchen on the second floor provides for storage of milk and sandwiches; this space is also uaed by art classes. The library is in a remodeled basement room and contains spaces for 30 pupils. There is also an instructional materials center in the basement. Ceiling radiators make heating a problem
- 107 in this area. Other rooms in the basement include one classroom for special education students, an arts and crafts room, and a reading clinic. Although imagination has been shown in converting the basement areas to various educational uses, for reasons of safety, comfort, and instructional environment, continued use of the basement areas for regularly scheduled instruction is a questionable practice.
*
The gymnasium is poorly heated and has a very low ceiling. The acoustics are very poor. The service areas include the principal's office, a small health room, and an attractively furnished teachers' room.
6.
Adaptability
The classrooms generally form natural clusters which would allow more flexible use in the future. However, there are few spaces on the first or second floor available for conversion to use for teacher work rooms or small group instructional areas.
Summary The small site, the heavy traffic in front of the school, the safety problems, the structural deficiencies, and the general antiquity of the building make it a poor risk for long-term use. The amount of money needed to put the school into good shape, structurally and educationally, would be better spent on new facilities. 31 .A wood frame building which will be 73 years old in 1975 does not seem to justify an expensive salvage effort. ~~In~addition, the "proximity of theT site to the downtown shopping area indicates that sale of the property might offset part of the cost of new facilities. An independent appraisal of the property set the'possible sale value at $78, 000. The site could also be considered for municipal use.
ENGLE STREET Engle Street School which was built in 19i5, has been used as both a junior and a senior high school. After being abandoned for regular echool use in 1961 (with the opening of the new junior high school), the building was reopened in 1963 as a central ^ sixth grade school. Engle Stroot School has a capacity of 510 ."
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- 108 students. The enrollment' on October 1, 1964, was 283. An abandoned elementary sohrbol (F*anklin) stands immediately-adjacent to the b wilding. The Franklin Sfchcnel ic.being considered as a possible location for the public libra'ry.
1.
Site
The building is located in a commercial area near a busy intersection. Heavy traffic including a substantial amount of commercial trucking passes in front of the school. The size of the site (4.2 acres) is small, and much of the area is occupied by the abandoned school and a large parking lot.
2.
Building Structure
This is a three-story building with a basement. There are a number of capital maintenance projects such as the provision of a new roof which need attention if this building is to remain in use for any substantial period of time.
3.
Fire Safety
The building has a new fire alarm system and an adequate number of egresses. However, because much of the building is wood, a sprinkler system should be installed. The wooden door to the boiler room should be replaced.
4.
Utilities
Poor ventilation and poor heat control constitute major problems. The lighting is adequate.
5.
Use of Space
Several classrooms are quite large and the small number of pupils enrolled at present allows for the use of these rooms in a team teaching arrangement. . The auxiliary areas include an auditorium, an excellent audio-visual room, a library, a cafeteria, office space for
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- 109 administrattiou and guidance, -and-teacher \^6rrk rooms. Some auditorium seats need repair. The . cafeteria is adequate for a lunch-program but is not very attractive. 6. Adaptability
The building is being flexibly used now because of the small number of pupils enrolled. It would be difficult for such flexible use to be made of the spaces were the enrollment to be increased appreciably.
Summary The present plans of the school, system call for shifting the sixth grade students to the junior high school and the reabandonment of this building as soon as the high school addition is completed. There seems to be no reason to suggest any change in this plan to discontinue the use of Engle Street as soon as possible. Once a building has been abandoned for a period of time, putting it back into shape is extremely difficult and costly. Futhermore, the age of the building and the continued capital maintenance costs for a large three-story building lead support to the Board's plan 'for abandoning the Engle Str eet site. Since this site is located in the center of the downtown area, it is a valuable piece of property. An independent appraisal of the property set the possible sale value at $730, 000. Thus, the sale of the Engle Street -Franklin site could offset a *ufcstantia.l part of the cost of new facilities for Engle Street students.
ENGLEWOOD JUNIOR HIGH SCHOOL Englewood Junior High School was built in 1961.- It has a capacity of 788 students. The enrollment on October 1, 1964, was 830. 1. Site
The building is located adjacent to the high school on a 34 acre site with athletic facilities nearby. Future expansion of,the
- 110 building could include an 8 to 12 classroom addition. Because of the nature of the terrain and the shape of the site, it does not seem advisable to plan any expansion beyond these 8 to 12 classrooms.
2. .
Building Structure
. ' This is a modern, two-story building constructed of masonry, concrete, and steel.
3.
Fire Safety
This building has a modern fire alarm system and fir.e extingnishers. There are sprinkler systems in the shops.
4.
Utilities The service systems are adequate.

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Use of Space
Classrooms are bright and cheerful and are of adequate size. Because of the large enrollment, the opportunity for variable-size grouping is quite limited. .. The building has a number of special facilities: six science classrooms, three industrial arts areas, two home economics rooms, and two fine arts and crafts rooms. Facilities are provided for administration, guidance, and health. There is a library, a cafeteria, and a student activity room. The school shares the music and auditorium facilities of Academic Hall with the high school. 6. Adaptability
Some walls could be removed to create large group instruction areas, and some areas might be converted to small group use.
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Englewood Junior High School should serve Englewood students for many years. The variety of special facilities provided in the building make it well-suited to a middle school program.
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Morrow High Academic Hall campus unit was unit is planned for the ** l is 728. The enrollment on October 1,
campus
of the building
810.
2.
Building Structure
similarly constructed. 3. Fire Safety
- The Elding has a fire alarm system and fire_extin equipped with sprinkler systerr guishers. The shops are Utilities
needs some improvement. '
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- 112 5. Use of Space
Good use is made of the facilities available. However, science and technology have brought about significant changes in the educational program since 1931 when the high school was built, and the present facilities are inadequate to meet the demands of a modern educational program. The proposed new campus unit housing science, art, industrial arts, and library instructional areas should make possible a modern comprehensive program for high school students. At the same time, this proposed unit will make it possible to house the ninth grade at Dwight Morrow High School.
6.
Adaptability
The construction of campus units similar to Academic Hall (instead of attached additions) will make the high school plant more adaptable to possible increases in enrollment and to future changes in the educational program. The proposed unit should be constructed so as to provide a high degree of flexibility in the use of space.
Summary Dwight Morrow High School should serve Englewood students for many years. With the proposed new campus unit, it should be well-suited to house a modern comprehensive high school program.
LINCOLN
Lincoln School was built in 1917, with additions in 1925, 1927, and 1938. The building was at one time a combina'tion elementary and junior high school and is presently used as an administration building. Many old classrooms have been converted to office space. Some of the rooms, however, are still used for instruction; .Three special education classes and all pre-kindergarten classes are currently Moused a> Lincoln. Ok the four pre-kindergarten classrooms, tvro ar a-converted home economics areas, one is an old kindergarten room?, -and the fourth is a regular -classroom
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- 113 and is inadequate lor pxe-kindergar-ten use. -"All four lack accessible play areas. Some classrooms on the second floor are used for evening adult education classes and need remodeling. The professional library is pleasant but of inadequate size for the projected instructional materials center. The gymnasium is small and the locker rooms need refurnishing. The auditorium is in good condition. Summary The central location of the building makes it an excellent choice for an administrative-center. However, there is considerable space left to house other school activities. At present, the rooms are effectively utilized for pre-kindergarten, special education, and adult education classes. It is likely that in the near future many of these classes will be housed in the regular schools, and the school system should begin to consider possible long-range uses of the available space in this building. The following three proposals indicate the wide range of possibilities: The building could house an instructional materials center serving not only the public schools but also the private and parochial schools. Such a center could include an audio-visual department, a professional library for teachers, science and art work areas for teachers, and a display area for . ' textbooks and instructional materials. The program included in such a center could be designed so as to qualify for federal support as a supplementary education center. * With the use of urban renewal funds, the Lincoln site could be expanded into a much larger play area. Part of the building could then be converted to a centrally located recreation center for the entire City. The uncertainty of enrollments in the pre-kindergarten classes, because attendance is voluntary, makes it desirable for the system to have prekindergarten classrooms which can be used if those in the regular schools cannot handle all of
REPRODUCED FROM THE COIiSCTICNS OF THE MANUSCRIPT DIVIblLN,
*V-lM
- 114 the children wishing to attend. The three pre-kindergarten rooms at Lincoln provide the system some flexibility in handling unforeseen increases in enrollmem in the primary schools. The same classrooms could also be used, if needed, for a day-care program.
3.
Possible New Sites Since all but one of the buildings housing regular school
educational programs are located north of Palisade Avenue, it would seem desirable to locate any new building in the southern part of the City. There are few sites available in this a-rve-. The only three that
would be large enough for a middle school are as follows:
A Ward 4 sits at Lafayette and Third Street This would be a desirable school site; hewever, its proximity to the concentration of schools in Ward 3 limits its usefulness as a new site. In addition, it would be undesirable to build a new school in an area where it would be difficult to district so that the school would be racially balanced. A Ward 2 site sauth of Route #4 highway between Jones Road and Broad Avenue . This site has both locational and topographical disadvantages. Access to the site would be difficult because of the Route #4 barrier. Most children would have to cross the Jones Road Bridge or pass through the busy Broad Avenue underpass in order get to the site. A rock ledge near the surface of most of the hilly terrain and evident drainage problems make the use of this site questionable, except as a last resort.
i:
.**
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF "CONGRESS
- 115 A Ward 2 site in Allison Park Whether or not a part of this privately owned park area can be purchased by the school system is uncertain at this point. If a site on this property can be obtained, the School Board should act quickly to do so. The park presents many possibilities for a highly desirable school site, and it seems quite likely that a school could be erected on a part of the park set back from the road where it would not disrupt the operation of the developed park area or affect the beauty of the adjacent residential .' , area. ' ./ ,' . . -..-"",.,' Since the public schools and the Park and / , Recreation Department often coordinate their ~' activities, a good case can be made for placing a school near a park area. The presence of the school would guarantee extensive use of the park during most of the year and would also provide > the special facilities of the school for recreational purposes after school and during the summer. , Rather than being a violation of park land, a school would seem to be a means toward fulfillment of the park's purpose. Should obtaining a large site in Allison Park itself prove impossible, the school system should consider acquiring a small acreage adjacent to the park on which to build a school. The park land could then provide the school's recreational
if 'A
4.
Summary <A Recommendations The following recommendations are based upon the
"evaluative comments contained in the first three sections of
MANUSCRIPT DIVISION, LIBBARY OF CCNGKESS
-116 this chapter: Queries, Roosevelt, and Cleveland should bemused as primary schools. Quarles is well-suited to house primary grade classes. Cleveland and Roosevelt,- on the other hand, would need major renovation efforts to correct deficiencies and to make the buildings more adaptable to the needs of a modern primary school program. Once renovated, both buildings should provide excellent facilities for the primary grades. Liberty and Engle Street sites should be abandoned and the property sold as soon as other facilities can be provided for the students. Englewood Junior High School should be used as a middle school. The variety of special facilities in the building make it admirably suited for this purpose. Consideration should also be given to the possibility of constructing a second middle school on a. large site in the southern part of the City, preferably at Allison Park. Dwight Morrow High School should be used to house a comprehensive four-year high school program. The construction of a new science and technology campus unit should make the high school well-suited to provide such a program. Lincoln School should continue to be used as an administration building. The remaining space in the building is presently being effectively utilized for educational purpose8;-however, long-term uses such as the development of an instructional materials center or a city recreation center should be considered.
The Harvard Study Staff feels strongly that these recommendations carry out the two objectives outlined in the introduction to this chapter, namely, the creation of a school plant which symbolizes the commitment of the community to quality education and which serves the needs of a comprehensive educational program.
C H A P T E R VI FUTURE SCHOOL ORGANIZATION The educational and facilities arguments supporting the recommended PK.-3, 4-8, 9-12 form of school organization have been covered in the two previous chapters. The intent of this chapter The chapter -
is to show in greater detail the logistics of the plan. has been divided into two sections:
1. The Building Program and Suggested Districting Patterns 2. Financial Implications of the Recommended; Plan of School Organization
While the discussion throughout this chapter is concerned with the recommended plan for three PK-3 elementary centers, one each at Cuarles, Cleveland, and Roosevelt, two 4-8 middle schools, ~ . ' . - one at~the present junior high school and one on a new site in Allison Park, and a single 9-12 senior high school, certain aspects of the plan also apply to the alternative plan mentioned earlier in the report. The single high school for grades 9-12 and the suggested elementary center districts are examples of items which are common to both ' plans. Again, the reader should be reminded that the Harvard staff endorses the alternate plan only if land in or'adjacent to Allison Park cannot be acquired for school use.
- 118 1. The Building Program and Suggested Districting Patterns *. To explain the recommended plan of school organization, one should begin with an outline of the total building program in phases. Following this general outline the suggested districting
patterns will be discussed in detail. Building Program in Phases Phase 1 (1965-67) 1. Remodel and add 450 pupil spaces at Dwight Morrow High School to accommodate 1,175 students in grades 9-12. / 2. Move grade 6 to the present junior high school building and abandon both Engle St. and Franklin Schools. (If crowded conditions in the four elementary schools persist, Engle St. could be used until the end of Phase 2; however, the entire Engle St. site should be sr>lda<s soon as possible.) -- School Organization Following Phase 1 -Cleveland Quarles Roosevelt Liberty Engle St." Franklin Junior High Dwight Klorrow Lincoln K-5 K-5 K-5 K-5, Special Education Abandon Abandon 6-8 9-12 Offices, PK, Special Education
Phase 2 (1968-69) Build a new 625-pupil middle school in Allison Park to house grades 4-8. (This school should be designed for considerable team teaching and the special facilities should be over-built to permit future expansion. A minimum site size of 25 acres is suggested. Additional acreage would, of course, provide greater flexibility for long-range growth and consolidation of school enrollments.)
- 119 2. Convert the present junior high school to a middle school for grades 4-8. Abandon Liberty School and dispose of the property by sale. Begin using Cleveland, Quarles, and Roosevelt as K-3 elementary centers. (Quarles can probably be used to house at least part of the special education program at this point.) School Organization Following Phase 2 -Cleveland Quarles Roosevelt Liberty Allison Park Junior High Dwight Morrow Lincoln
3.
4.
--
K-3 K-3, Special Education K-3 Abandon 4-8 4-8 9-12 Offices, PK, Special Education
Phase 3 (1970-71) Remodel Cleveland and Roosevelt for use as PK-3 elementary centers. (A limited number of PK and K . classrooms may have to be added in either free-standing or attached additions. ) Remodel part; of the Lincoln School and,"if necessary, expand the site for use as an instructional materials center, a community recreation center, or a day-care center. f -School Organization Following Phase 3 -Cleveland Quarles Roosevelt Allison Park Junior High Dwight Morrow Lincoln
PK-3 PK-3 PK-3 4-8 4-8 9-12 Offices, Special Education Day-care Program
:-
- 120 Suggested Districting Patterns The building plan as outlined above provides for three elementary centers, two middle schools, and a single high school. * The explanation which follows is designed to show, in a general way, how
//
/
/the various school/districts can be drawn at each of these levels. The present and estimated enrollments discussed in Part One are used as j ' the basis of illustration. Three Elementary Centers
ll I I
The present elementary districts of Map U-2 can be used until the completion of Phase 2. At that time, the Liberty School should be abandoned and a district plan similar to that shown in Map VI-.1. should be established for grades K-3. These school district lines
follow natural boundaries and should assure a reasonable degree of racial integration at each of the three schools. . j
After completing the remodeling and possible additions outAlined in Phase 3, the pre-kindergarten can be added to the three elementary centers. The estimated enrollments by grade for each elementary district (basejj on the districts of Map VI-1) are shown in Table VI-1. According to the teaching station requirements noted in Table VI-2, rio classroom additions will be required ajt the time Cleveland, Quarle's, and Roosevelt are converted to use as K-3 centers. During Phase 3, however, i^may be necessary to add a number of
.'- .
L
',<"
L.1
'.
REPRODUCE FRCM THE COLLBCTICNS OF TIE MANUSCRIPT DIVISION, LIBRARY OF- CONGRESS
MAP M~l
*,
REPRODUCED FRCM THE COLLECTIONS OF THE MANUSCRIPT DIVISION-, LIBRARY OF CONGRESS
- 122 -
Table VI-1 Estimated Enrollments In Three Elementary Districts
1970 PK Cleveland Quarles Roosevelt

TOTAL
1976 1-3. 368 216 275 859 IS

127 71 77
K
129
K
146
1 4
364 227 237
95
53 60
208
69 108 306
82 81 309
275
828
These estimates for 1970 and 1976 are gained by simply distributing the "most probable" ward enrollments of Tables B-20, B-21, B-22, and B-23 of Appendix B to the three elementary districts. This distribution was based upon the assumption that the percent of the estimated enrollments in various wards attending each, of the three elementary centers will differ only slightly from the distribution computed for the 1964-65 school year.
REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRAE
- 123 -
Table VI-2 Teaching Station Requirements In The Three Elementary Centers Number of Teaching^ Stations Required"
Existing Teaching Stations8
19 13-1 1.
TOTAL
45
49
These figures come from Table V-l. Teaching station requirements are based upon the enrollments of Table VI-1. The computation allows 30, 40, and 25 students per teaching station in grades PK, K, and 1-3 respectively. This procedure assumes that PK and K programs will continue on a half-day basis. The 1970 teaching station estimates do not include PK students since they vould not, under the recommended plan, be transferred to the three elementary centers until after 1971.
-U4-
;:
teaching stations in order to accommodate the pre-kindergarten program in the three elementary centers. 'Since special students are included in the enrollment estimates for the individual schools, there is a possibility that at least part of the anticipated enrollment pressure can be alleviated by keeping all special classes at Lincoln School. If larger than expected enrollments do create crowded conditions'/in the elementary centers, a number of steps can be taken.. Two should be mentioned at this point. j / / , - ' /
1. Since both Cleveland and Roosevelt presently have.very few rooms which are ideally suited for PK and K classes, either free-standing or attached additions at one or both of these schools might be erected. Separate units for the Cleveland District could easily be placed in the small park across the street from the Winton White Stadium. Because of.the small site size at Roosevelt, an attached addition would be preferable at that site'. However, the possibility of adding a small free-standing addition during Phase 3 should not be discounted. 2. Since, according to Table VI-2, the overall deficiency in teaching stations in the three elementary centers is likely to be quite small, the School Department could alleviate the situation by establishing a city-wide' day-care program at the Lincoln School. Such a program would relieve the pressure of pre-kindergarten enrollments in the three centers. Preference in admission should be given to children having a definite need for this type of program. Before concluding the discussion of districting at the elementary center level, two important factors should be mentioned. The first has to do with the degree of racial integration likely to be achieved by using the districts of Map VI-1. Table Vl-3 shows the racial composition of present PK-3 enrollments in these districts.
'I'M1
i"j
- 125 Table VI-3
~. % Racial Composition In The Three Elementary Centers (based on October 1, 1964 enrollments)
Total PK-3 Enrollment
School Cleveland Quarles Roosevelt
Percent Negro
42 41 45
643 355 46 4
Based on the migration patterns noted earlier in this report, it is expected that the percent of Negro enrollment in each of the three elementary centers will remain reasonably close to the city-wide average, at least over the next twelve years. Hence, a reasonable degree of integration is assured. The discussion of the elementary center districting would not be complete without at least commenting an the flexibility for adjusting to unexpected enrollment increases. If each of the buildings is restricted to use by grades PK-3, additions can easily be made without limiting the recreation program. Both free-standing and attached With
additions are possible at each of the three elementary centers.
this kind of flexibility, the .accommodation of a full-day kindergarten program and other extensions of present services are clearly possible.

1965 Newspaper Clippings School Desegregation Part 1 (Upsidedown)

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1965 Newspaper Clippings School Desegregation Part 1 (Upsidedown)

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SIGN-IN AT CITY HALL: Pickets record their names and addresses during yesterday's demonstration in front of the Englewood

REPRODUCED FROM THE OOLLECTICNS OF THE MSNUSCRIPT DIVISION, LIBRARY OF CONGRESS

_ N/W RATIOS AT LIBERTY

REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

1965 N/W RATIO IN THE ELEMENTARY SCHOOLS

REPRODUCED FROM 'nil-: COLLECTIONS OF TIIE HVJUSCRlP

UNITED STATES COURT OF APPEALS

2046 VJ. 8. COURTHOUSE PHILADELPHIA 11107

j?Ba,'!;ig '- r.: U ' i: c, P. ; .1 >'

> " <

*-' t'^>f H " (1 tr O

REPRODUCED FfO-1 THE COLLECTIONS OF TIE MANUSCRIPT DiyiSMi, 1I5.:-;..-;' Cf

UNITED STATES COURT OF APPEALS

REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LI3RARV CF

UNITED STATES COURT OF APPEALS

REPRODUCED FROM THE COIiBCTICNS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

Ida 0. Creslcoff, Clerk

r. ye received your letter of April 2,

Very truly jours,

Howard H. Kestin Deputy Attorney General HHK:tl

cc: All counsel involved

REPRODUCED FROM TIE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

UNITED STATES COURT OF APPEALS FOR THE THIRD CIRCUIT

NOS. 15.043 and 15.044

AUSTIN A. VOLK, et al. (defendants)

BIGGS, Chief Judge, and FORMAN and FREEDMAN, Circuit Judges,

that t h e above-entitled cases b e 1965.

set down for rehearing Thursday, May 27,

REPRODUCED FROM THE COLLECTICNS OF THE MANUSCRIPT DIVISION, LIBRARY OF COOESS

OFFICE OF THE CLERK

UNITED STATES COURT OF APPEALS

2046 LJ S. COURTHOUSE PHILADELPHIA 19107

Re: Gertrude P. Fuller, et al., Appellants in No. 15,043

REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

Id* 0. Creslcoff, Clark Office of tha Clark

FULLS* BT AL V. VOtK KT AL Dockat Nos. 15043- 15044

REPRODUCED FROM TIE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBF.-.-' Cf

KortoaStari*, Esq. Herbert Tate, is;.

REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

REPRODUCED FRa-1 THE COLLBCTICNS OF THJ

UNITED STATES COURT OF APPEALS

Dear Sirs and Madar. :

We regret the necessity for "he c'nar-^

REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBfA-i' CF CCTCP3

ECIC STREET SCHOOL Cnglawood, * Jersey

April 14, 1965

Center for Field Studies

* Spaulding House, 471 Broadway Cambridge, Massachusetts 02138

May 25, 1965

Howard M. Johnson Field Director Center for Field Studies HMJ:eg

REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

Study of the Englewood Public Schools Englewood, New Jersey

Copyright 1965, President and Fellows of Harvard College

REPRODUCED FROM-THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

J>ART ONE . ...

PART TWO . .-.-.-T-5-r-i -.-*

REPRODUCED FHCM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

118 130 138 143 147

REPRODUCED FROM THE COT.TflCTICNS OF THE MANUSCRIPT DIVISION,- LIBRARY OF CONGRESS

7 Approxiinate Number Of Dwelling

REPRODUCED FROM THE COLLECTIONS OF THE MANUSCRIPT DIVISION, LIBRARY OF CONGRESS

Page liable II-7:

Resident Enrollment In Englewood'B Non-Public Schools