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PAGE 18—APRIL, 1964—SOUTHERN SCHOOL NEWS
MARYLAND
Superintendent Reports Progress
In ‘Racial Integration’ Last Year
BALTIMORE
p reater progress in racial in-
tegration has been made this
year over last year than was
made in the last five years to
gether,” Dr. George B. Brain,
Baltimore’s school superinten
dent, reported in March to the
Board of School Commissioners.
The increase was made “despite a
declining white pupil population and
an increasing Negro pupil population,”
Dr. Brain said in a summary of steps
taken in response to last year’s criti
cism of de facto segregation.
For the first time, Baltimore’s school
racial data was presented on the basis
of “integrated” schools as distinct from
desegregated schools. “For the purposes
of measuring progress toward inte
gration,” Dr. Brain reported, “a school
is considered racially integrated if not
more than 95 per cent of one race nor
less than 5 per cent of another race
are enrolled.” By this standard, Balti
more in the current school year has
75,890 pupils in “racially integrated
school situations,” an increase of 14,-
929 over the previous year.
By the same standards, 62.8 per cent
of all white pupils and 24.8 per cent
of all Negro pupils were reported in
“racially integrated school organiza
tions.” At the same time, however,
there was a numerical increase in
de facto segregation in that the num
ber of Negro pupils in nonintegrated
or “one-race” schools rose in a year’s
time from 77,592 to 79,431.
Increase Shown
Using five per cent as the integra
tion determinant (a white school is
not integrated unless it has at least
a 5 per cent Negro enrollment, and
vice versa), Dr. Brain reported that the
number of “integrated” schools in
Baltimore (Oct. 31 enrollment data)
had risen from 58 in the previous
school year to 74 in the current school
year. The number of predominantly
(more than 95 per cent) white schools
dropped during this period from 47 to
33, while the predominantly Negro
schools rose from 84 to 85.
Using Dr. Brain’s standard, an as
pect of Baltimore’s desegregation has
been in the rising number of “Negro”
schools (those in which more than 95
per cent of the pupils are Negroes). In
1953, just prior to desegregation, Balti
more had 59 all-Negro schools. Since
then the number of Negro or nearly
all-Negro schools has climbed gradual
ly to the present 85: a 44 per cent in
crease in Negro school segregation.
During the same 10-year period, the
total Negro enrollment has grown from
51,827 to 105,563, while the white school
population has dropped from 86,206 to
79,175.
To look at the figures in the Brain
report another way: In 1953, Baltimore
had 51,827 Negroes in all-Negro schools.
In the current year there are 79,431 in
one-race or non-integrated schools
(less than 5 per cent white enroll
ment). By the new yardstick for inte
gration, that is a 53 per cent increase
in Negro pupil segregation.
Reasons Given
“The great progress made in racial
integration this past year,” Dr. Brian
said, “may be attributed in part to the
elimination of districted schools,
changes in pupil transfer policies, erec
tion of portable classrooms to eliminate
part-time education and pupil trans
portation policies. Because all of these
measures were touched upon in the
Board of School Commissioners’ Pol
icy Statement on Equality of Educa
tional Opportunity, much of the prog
ress made in racial integration in the
Maryland Highlights
The most “progress in racial in
tegration” in the past six years was
reported by Baltimore Supt. George
B. Brain on basis of enrollment data
showing 64,501 white and 64,405
Negro pupils attending racially
mixed schools.
Baltimore enrollment data showed
an increased number of Negroes in
all-Negro or nearly all-Negro schools
as the city’s continued loss of white
population and gain in Negro popu
lation raised the proportion of Ne
groes in the total school enrollment
to 57 per cent.
A plan to achieve total desegre
gation by closing out all Negro
classes by 1967 was adopted by the
Harford County Board of Education.
Baltimore County school officials
were urged by the county’s human-
relations agency to eliminate de
facto segregation.
An end to Negro pupils’ privilege
to choose between all-Negro and
desegregated schools has been pro
posed by the NAACP in Anne Arun
del County.
Morgan State College has adopted
a 10-point program to attract white
students to its predominantly Negro
campus.
public schools is a consequence of the
School Board’s policy statements in this
regard.”
Brain had reference to the school
board’s policy statement of Sept. 5,
1963 (SSN, Oct. 1963), which came as
a response to public criticism of de
facto segregation the previous June by
a biracial parents group and the
NAACP (SSN, July, 1963). The parents’
group had analyzed 1961-62 enrollment
data on the basis of a 10 per cent in
tegration standard; that is, "a school
is classified as integrated when not more
thatn 90 per cent of its population is
of one race.”
Parents Complained
Using the 10 per cent standard, the
parents had complained that 83 per
cent of the Negro elementary enroll
ment and approximately 75 per cent
of the Negro secondary and vocational
school enrollment were still attending
“nonintegrated” Negro schools. Apply
ing the same standard to the current
enrollment data (in contrast to Dr.
Brain’s five per cent standard), it is
found that 82.8 per cent of the Negro
elementary enrollment is in “noninte
grated” Negro schools, and 68 per cent
of the Negro secondary students are
likewise “still segregated.”
The figures in Dr. Brain’s report were
based for the most part on Oct. 31 en
rollment data (the traditional date for
school population data in Maryland),
at which time the Baltimore school
system was transporting 2,721 children
from overcrowded to less crowded
schools to get them off part-time shifts.
Of those transported, all but 257 were
Negro children. Of the 2,464 Negro
children shifted by bus, Dr. Brain re
ported, 292 were transported to all-
Negro schools.
“The important fact here is that 2,-
172 Negro children were being trans
ported to racially integrated schools,”
Dr. Brain noted. “Such statistics in
dicate quite clearly and convincingly
that pupil transportation has resulted
in more not less racially integrated
schools and has not contributed in
Desegregation in Baltimore Schools
Schools
by race:
1953
(Net Enrollment,
1954 1955 1956
Oct. 1963*)
1957 1958
1959
1960
1961
1962
1963
Elementary
White
... 74
42
37
31
31
32
34
33
28
26
17
Negro
... 50
51
46
44
43
42
45
45
44
40
39
Both
0
38
48
59
59
66
65
65
74
82
93
Total
... 124
131
131
134
133
140
144
143
146
148
149
Secondary and
Vocational
White
... 20
11
4
3
2
2
2
3
1
0
0
Negro
9
10
11
9
12
10
11
13
11
11
11
Both
1
11
17
21
22
24
24
23
28
30
32
Total
... 30
32
32
33
36
36
37
39
40
41
43
White
... 94
53
41
34
33
34
36
36
29
26
17
Negro
... 59
61
57
53
55
52
56
58
55
51
50
Both
1
49
65
80
81
90
89
88
102
112
125
Total
... 154
163
163
167
169
176
181
182
186
189
192
♦Compiled by Baltimore Department of Education. Elementary includes elementary-
junior high combinations. The 192 schools house 201 school organizations.
great degree to increased racial im
balances.”
After Oct. 31, when most of the racial
data was compiled, the school system
continued to acquire additional buses
and portable classrooms to relieve
schools on double shifts. By Feb. 1,
the number of children being trans
ported had risen to 3,696, of whom
3,325 were Negroes. Of the Negro chil
dren, 2,350 were going to racially in
tegrated schools, a gain of 178 over the
Oct. 31 figure. In two instances the
more recent shifts by bus had brought
Negroes to previously all-white schools.
Analysis of Data Shows
Trends in Enrollments
An analysis of the Oct. 31 enroll
ment data, released to Southern School
News in March, shows that when an
arbitrary cutoff percentage for “inte
grated” or “nonintegrated” is omitted,
Baltimore in the current school year
has had 17 all-white schools, 50 all-
Negro schools and 125 schools with
some pupils of both races. The number
of all-white schools in a year’s time
has dropped by nine; the number of
all-Negro schools by one, and with
three new schools opened with biracial
enrollments, the number of schools with
both whites and Negroes attending has
risen by 13.
While the biracial enrollments at 20
schools represented new desegregation,
five previously desegregated schools re
verted to all-Negro status and two oth
ers reverted to all-white status, leav
ing a net gain after resegregation of
13 additional biracial schools.
When a desegregated school is classi
fied as one having at least a minimum
of one pupil of a minority race, white
or Negro, in attendance, Baltimore is
found to have 93 desegregated ele
mentary schools which contain 71 per
cent of the total white elementary pop
ulation and 60 per cent of the Negro
elementary pupils. On the secondary
level, 95 per cent of the white students
and 63 per cent of the Negro students
attend 38 biracial secondary units. In
somuch as one of the two remaining
all-white secondary units is housed
in a desegregated elementary school
building, all but 773 of Baltimore’s
white secondary students are in schools
also attended by Negroes. About 13,000
Negroes remain in eleven all-Negro
secondary schools.
The numerical change since the 1962-
63 school year is as follows:
PUPILS IN BIRACIAL UNITS
Elementary
Oct. ’62
Oct. ’63
White
.... 24,805
31,069
Negro
.... 38,096
41,542
Total
.... 62,901
72,611
Secondary
White
.... 34,626
33,432
Negro
.... 20,164
22,863
Total
.... 54,790
56,295
PUPILS IN ONE-RACE UNITS
Elementary
White 19,889
Negro 27,933
Total 47,822
Secondary
White 1,502
Negro 13,017
Total 14,519
12,905
27,946
40,851
1,769
13,212
14,981
The figures indicate that while de
segregation has gained in terms of the
number of white and Negro pupils at
tending biracial schools, there also has
been a slight increase in the number
Miscellaneous
Baltimore Enrollment
In Biracial Schools
(Net Enrollment, Oct. 31, 1963*)
BIRACIAL
ORGANIZATIONS
ONE-RACE
ORGANIZATIONS
Pupils
No of
Pupils
No. of
Total
Total
Enrolled
Orgs.
Enrolled
Orgs.
Pupils
Orgs.
Elementary
White
31,069
91
12,905
19
43,974
Negro
41,542
91
27,946
39
69,488
Total
72,611
91
40,851
58
113,462
146
Secondary and Vocational
White 33,432
38
1,769
2**
35,201
Negro
22,863
38
13,212
12
36,075
Total
56,295
38
14,981
14
71,276
52
Total
White
64,501
129
14,674
21
79,175
Negro
64,405
129
41,158
51
105,563
Total
128,906
129
55,832
72
184,738
201
*Data compiled by Baltimore Department of Education.
**Secondary organizations housed in elementary buildings and
included
with elementary totals in tabulation of schools by race. Baltimore has 201
organizations housed in 192 buildings.
of Negro elementary and secondary
pupils attending all-Negro schools. The
gain in Negro enrollment in both bi
racial and all-Negro schools reflects
the rise in the total Negro school pop
ulation, which increased by 6,353 in
the one-year period. The white loss
during the same period was 1,647.
For the first time, Negroes outnum
ber whites on the secondary level by
a count of 36,075 to 35,201. On the ele
mentary level, Negroes represent 61
per cent of the total enrollment: 69,488
Negro pupils, 43,974 white pupils. Bal
timore total school population has thus
become 57 per cent Negro.
Individual Schools
Looking at the white and Negro
enrollment at individual schools, it is
found that 33 of the biracial elementary
schools are desegregated only to the
extent of having a few white pupils in
attendance, in some instances as few
as one or two white children in en
rollments of 1,000 or more. All 33 have
less than 10 per cent white enrollments
and taken together have 516 white
pupils in contract with 29,237 Negro
pupils. About a dozen of these schools
are formerly all-white schools that
have become nearly all-Negro as their
surrounding residential areas have un
dergone racial change.
Fourteen of the elementary schools
with only small numbers of white
pupils are formerly all-Negro schools.
Together, they have 68 white pupils
or roughly five apiece. The 68 white
pupils represent desegregation for all
11,894 Negro pupils who attend the 14
schools.
Complete Change
In addition to the 33 elementary
schools with less than 10 per cent
white enrollment, there are 39 all-Ne
gro elementary schools serving 28,345
pupils. Two of these are formerly all-
white schools that gradually under
went a complete racial change.
Adding the two groups of schools to
gether, it is found that 57,582 Negro
pupils, or 82.8 per cent of the Negro
elementary enrollment, attend schools
that are all-Negro or nearly all Ne
gro. In addition, 13 other elementary
schools have Negro enrollments above
50 per cent.
On the secondary level, there are
seven schools that together have only
33 white pupils in a combined enroll
ment of 11,698. The 33 white students
represent desegregation for 11,665 Ne
groes, or a third of the Negro second
ary enrollment. To these schools may
be added the 11 all-Negro secondary
schools with 12,813 students, making a
total of 24,478 Negro secondary stu
dents (67.8 per cent of the Negro sec
ondary enrollment) who are in schools
that are all-Negro or nearly all-Negro.
As an example of the differences a
white child can make: this year for the
first time a white student enrolled at
Carver High School, which had the ef
fect of desegregating 1,651 Negro stu
dents. But, in a reverse action, the one
white student previously enrolled at
Dunbar Junior High no longer attends
there, which has had the effect of re-
segregating 2,047 Negro students.
Differences between some of the
school system’s secondary enrollment
data and the figures used by SSN are
explained by the fact that some of
Baltimore’s secondary units are housed
in elementary schools. Thus, the De
partment of Education reports 13,212
Negroes in 12 all-Negro secondary “or
ganizations,” whereas SSN reports 12,-
813 Negroes in eleven all-Negro
secondary schools.
The latter figure takes into account
the fact that one of the secondary 1 or
ganizations” is in an elementary school
which has some white elementary pup
ils and therefore the Negro secondary
students are desegregated in the sense
of attending a school with white pup 1
Schoolmen
Harford County
Plans to Achieve
Full Desegregation
A four-step program to ac ' 1 i® ve
desegregation was adopted in M ar ®
the Harford County Board ot
cation. The program calls for '
by September, 1967, the county s e
all-Negro schools and reassigning
1,600 Negro pupils to predomin
white schools. Ti-rford
Lying north of Baltimore, ,
County previously has com R®i u n-
gradual, transitional program o ^ a
tary desegregation under w ^
fourth of the county’s Negro
have shifted to 21 of the
schools. Three-fourths of
have remained in the all-Neg rt^re
solidated schools at Bel Air an
19)
(See SUPERINTENDENT, Pag e
i t
I c
I *
t
, y
a
Bias in Work-Study Program Charge^
A charge of racial discrimination in
the Baltimore school system’s work-
study program was made in March by
H. Warren Buckler Jr., chairman of
the Baltimore Community Relations
Commission (formerly the Equal Op
portunity Commission).
Buckler said that the program which
allows some students to work part-
time and go to school part-time worked
well for white boys but that Negroes
“find themselves at a disadvantage”
because private employes either do not
hire them, pay them less or assign them
menial tasks. Buckler claimed that the
school staff was inadequate to police
the situation.
Eli Frank Jr., president of the school
board, said the next day he was
“shocked” that the head of the city
commission would have made a public
charge without first consulting the af
fected agency. But School Supt. George
B. Brain conceded that Negro students
suffer discrimination in “certain kinds”
of employment.
In May, 1962, William J. Hucksoll,
director of vocational educational, re
ported that racial differences in em
ployment opportunities were impeding
the work-study program. (SSN, June,
1962.)
★ ★ ★
co»'
Father-and-son resignations in pro
test against desegregation occurred in
March as Thomas F. Cadwalader with
drew as president and Thomas F. Cad
walader Jr. as secretary of the board
of trustees of the St. Paul’s School for
Girls, near Baltimore.
Both Cadwaladers were charter
members of the Episcopal school board,
which had just adopted a policy state
ment that applicants would be
sidered regardless of race. ^
The Rev. Halsey M. Cook, fre
St. Paul’s Church and chairm aP -
school’s trustees, described Re
nounced admission policy as \c
ment of what the majority 0 aSsU mP-
member board “had always
was the policy.” , ^
He explained that the res0 ^ naie T ‘' :
been proposed because sever ^ o® 4
had asked “why the school 0 ^e
of the last in the community ^ &
any public statement tha
open admission policy. dop^
St. Paul’s School for Boys
a similar statement last * aU ’ r0l nin eI ''
it into line with most ® p , e
private schools in the Bal ^ gif^
No other resignations from
board were reported.
)
0 3 £*