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HomeMy WebLinkAbout11/13/1990 Saila+ Pam a6� AGENDA MAPLEWOOD HUMAN RELATIONS COMMISSION Tuesday, November 13, 1990 7:00 p.m. Maplewood City Hall Maplewood Room I. CALL TO ORDER - Sister Claire, Vice Chair II. APPROVAL OF MINUTES III. OLD BUSINESS A. Essay Contest Ro sod , it a v B. Human Rights Award 19v,.(Delo)))) C. Response to Acts of Bias and Prejudice - Gail Os f C }.0(-1 rl IV. NEW BUSINESS V. REPORTS A. League of Minnesota Human Rights Commission - Pat B. City of Maplewood C. Grievances G.4,U 4��-C.� ' t < 4't' t d oto / v 1-44., N , weir ,„*. '� ,A.„4 M 1v fu e $ c vss rac al7�vts►an n sC oak /ro w�vr,J Scat- wi \� .e ��, e rn p\t c 1 4-6 IVW-Vi1# •MINUTES MAPLEWOOD HUMAN RIGHTS COMMISSION Tuesday, October 2, 1990 Maplewood City Hall Attendees : Absentees : :'cot t Rostron Karla Sand Dawn Vassar Paul Sand Carol Engel Pat Williamson Gail Blackstone Sr . C lai. e Lynch Mike McGuire I . CALL TO ORDER--7 P .M. District 622 School Board members Lillian Johnson and Chuck Wiger were introduced by Chair Sand . Following a short overview t h�_ Commission ' s functions, Johnson and Wider responded. to (_Idestions from commission members . Lal Johnson stated that there wu:_ a presentation to faculty and staff at the beginning of the cuurent school year on multicultural issues . There are no further i::servi ce workshops currently planned on Mu l tutu l tura i/ Gender Fair issues for this year but she feels that one will probably be held if money permits . These issues are being dealt with in the curriculum on an ongoing basis . Hiring minority staff members is a real problem in that less than 5"% of all active teachers are people of color and they are much in demand . The 622 Board has asked the administration to flesh out • the Multicultural/Gender Fair objectives adopted September 13 . • johnson gave us a copy of her notes from the September 27 meeting entata1 ' Desegregation/Integration in this Decade . " (Gail will distribute copies in November . ) Wiger asked if there is a clearinghouse for human rights ._ou :iunity outreach materials . In response to a question about race relations in the schools, they mentioned the fights at North and incident at John Glenn but stated that "we don ' t always hear everything . ' (Also see New Business below. ) II . MI:::JTES M/S/A as written . ill . LD BUSINESS S A. Essay Contest--The Commission approved the draft of the materials for the essay contest with the words "civil rights" changed t0 "human rights" . Carol will pick up the essays on November 9 . We will judge entries at November meeting . B. Human Rights Award--Nomination form will appear in the Maplewood in Motion due out in late October . Gail will send information to local newspapers . Entries are due in late November and Gail will make copies for our December meeting . C . Response to Acts of Violence and Prejudice--We will try again to find community resources for next month ' s meeting . Mike and Gail will check with the police department . • D. Special Observances--Lil Johnson said that she thinks a long list of these would overwhelm the teachers as the curriculum is so prescribed. IV. NEW BUSINESS A. Scott stated that an out of state male student had recently come to him for help after being expelled from North High for reus•_:ns Scott would question . Scott wanted to know if the district had an obligation to students over 18 . Johnson stated that the district ' s responsibility now goes to age 21 and • beyond . She mentioned the Alternative School recently opened in Roseville in which District 622 participates . • (50 or 55 former district students have enrolled there . ) North ' s student handbook should have information on possible recourse . Scott will pursue . V . RE: _ . i3 A . Nothing new to report on Seniors and Others with Special . _ ;- s or PER. B. fesegregation/Integration Workshop--Sr . Claire attended but deferred to Lil Johnson ' s notes . C . City of Maplewood--Gail distributed a handout on the proposed Ramsey County Charter . She described the city ' s participation in the September 27 Minority Job Fair . D . Grievances--Four new ones received but all were recalled by the state before action could be taken . MEETING ADJOURNED 9 : 05 P . M. _ Summary of Notes METROPOLITAN ACADEMY; DESEGRATION/INTEGRATION IN T DECADE September September 27, 1990 —7leore..4 PRESENTER David S. Tatel , Partner Hogan and Hartson , P.A. / -x/Washington , .C.. /bevel Mr. Tatel addressed the legal framework of desegregation in this country. He gave an excellent summary and historical perspective. -1954 - Brown vs Board of Education - The Supreme Court ruled that legally segregated schools were unconstitutional -1960 's - The Supreme Court ruled that freedom of choice was also unconstitutional because segregated schools remained -1970 's - Ordered local school systems to integrate All of the above rulings were largely prompted by situations in the Southern states. -1973 - Denver, Colorado - Keyes vs School District #1 - Even in states that had no laws relating to legal segregation , all districts have an obligation to desegregate. -1980 's - Most of the South has achieved desegregation . It has been less successful in the North, especially in the large metropolitan areas. Generally, these areas have high concentrations of minority families and are srrounded by non-minoritysuburbs. Mr. Tatel discussed the various court remedies for northern desegregation . Detroit - The court ordered suburbs to participate because there were not enough whites to desegregate the inner city schools. This was over-turned by a higher court. Willmington , Delaware - The Court stated that suburbs were responsible. The desegregation standard was met through consolidation . The Court attached a part of the city school district to a suburban school district. St. Louis and Milwaukee - The courts emphasized state responsibility. The states were ordered to provide money for student movement between districts. The courts have also addressed deficiencies in education that were attributed to segregation . Detroit - Because they couldn ' t desegregate enough, the Court ordered more money spent on special programs to make up for past deficiencies in the segregated schools. Kansas City - The Court over-turned the intervention of the State which blocked local districts from raising money to address the extra costs of desegregation . Mr. Tatel also briefly discussed the future of this kind of court remedy. - The Supreme Court is becoming increasingly more conservative - He does not see changes regarding state liabilities, but these might be more narrowly defined and it might become harder to prove cases against cities and states - He considers the big questions to be: 1 . When does court-ordered desegregation end ; and 2. What does it really mean in terms of all aspects of school , i .e. , staffing , curriculum, etc. - Once desegregation has been achieved , what happens? The courts have given two responses: 1 . Rules are the same as before; and 2. There is an on-going obligation to maintain Mr. Tatel expressed the following views on what this means for Minnesota: 1 . States are liable for implementation of desegregation ; 2. State should insure that intra-district desegregation is happening ; 3. States must provide technical assistance and funding to districts to help them comply; 4. Must make sure that districts have money to deal with educational problems that result from desegregation; 5. Seriously look at voluntary metro desegregation and include the technical assistance and funding needed ; 6. State must think in terms of the relationship between education and housing - linking the two should be a part of the State 's policy. PANEL RESPONSE: Josie Johnson , Senior Fellow, College of Education , University of Minnesota Ms. Johnson indicated her opinion is that laws and efforts so far avoid the issues. Denial of equal access is still happening in education , housing , and employment. Laws are not making things t,uly equal . Tom Nelson , Commissioner, MN Department of Education ^ . ' . Mr. Nelson feels that the number one issue is quality education for all students. Minnesota is attempting to address all court remedies and issues. The state has provided technical assistance and some dollars, but it is difficult to come up with enough funding to deal with all • educational deficiencies. The desegregation solution can ' t just be defined in terms of education - it is a much broader issue. Peter Hutchinson , Commissioner, MN Department of Finance Mr. Hutchinson expressed his feeling that the law can only move systems around . It can ' t create desegregation or good education . We need a moral commitment to desegregated education. He feels educational policy and outcomes must come first. Also, poverty has as much of a negative impact as segregation and color. Mr. Tatel responded and summarized with the following comments: Court orders 'come about when states abdicate theirresponsibilities. Courts can only protect the . Constitution . They can ' t make anything good happen . Benevolent racial segregation is just as illegal . Some native American programs are different because they are political in nature. PRESENTER: Susan Uchitelle, Executive Director Voluntary Interdistrict Coordinating Council St. Louis Public Schools Ms. Uchitelle discussed what happened in St. Louis as follows: -1981 - Voluntary interdistrict programs began ; -1983 - Scope of the above programs broadened: 1 . Extensive transfers of students between districts ( 15,000) 2. Incresed number of magnet schools 3. Major capital improvements 4. Improved education in all schools (enriched programs, smaller classes, etc. ) The voluntary programs in St. Louis are very extensive and also very expensive. After 8 years, however, no suburban district has less than 14% minority students and most have up to 25%. Over 23,000 students are transferring voluntarily. - | . ` . ^ , Ms. Uchitelle also addressed some of the difficulties of teaching to diversity. Traditional white suburban teachers don ' t speak the same language as minority inner-city students. She feels that schools working with diversity must address the following issues: 1 . How to stop looking at racial issues - in school they are student and childhood issues; 2. Need new classroom configurations - all students belong - how to make them belong and how to prepare teachers; 3. Schools must learn to separate societal problems from student problems; 4. How to address alienation of parents; 5. How to fulfill the obligation to help all students be successful . Graduation statistics correlate directly with economic development. Ms. Uchitelle stated that in St. Louis, the majority of additional funds are going to the inner-city schools and to providing complete transportation services. Significant changes have had to be made in the suburban school districts. These have included curriculum, intervention strategies, scheduling , policy, etc. St. Louis has a Parent Mentor Program which helps inner-city parents feel they belong and intervenes to address problems. Parent meetings are held in the constituent neighborhood rather than at the school . Old ways of communicating with parents ( letters home, night meetings) won ' t work. St. Louis has developed a framework for intervention to assist the schools and families. This includes: 1 . Increased sensitivity; 2. Better communication of mission and pnlicy; 3. Improved class management - reduction of suspensions 4. Saturday school ; 5. Social work services for parents ; 6. Lots of human relations training for staff; 7. Self-examination and scrutiny PANEL RESPONSE: Elaine Salinas, Education Program Officer, Urban Coalition , Minneapolis ' Ms. Salinas made the following remarks: -Believes real issue is availability of quality education -Quoted graduation statistics: American Indian - 52%; Black - 50%; White - 91% Expectations of minority communities for desegregation have been disappointed -American Indian community is historically against desegregation ? ^ , ~ ' -It is critical to reach parents and children to be involved in planning . Hoang Tran , Executiye Director, Center for Asian and Pacific Islanders, Minneapolis and St. Paul Mr. Tran sees the primary need in any desegregation plan is to educate the educators first ! Vivian Jenkins-Nelson , President, INTER-RACE Ms. Nelson briefly discussed the work of INTER-RACE, which she described as a small "Think Tank" . She was very critical of the desegregation attempts thus far in Minnesota and elsewhere and stated that they have not been very successful for blacks. Ms. Nelson feels that racism between educators is a serious problem that needs to be addressed . She would also like to address how kids feel about racial balance. Ms. Nelson would like to see parent advocates in school offices. PRESENTER: William Trent, Associate Professor Educational Policy Studies University of Illinois Mr. Trent discussed desegregation issues from a sociological perspective. He stressed the importance of long-term outcomes and the danger of a narrow focus aimed at more immediate results. "Children learn what they live. They don ' t live good race relations. " He feels long-term goals should include: 1 . Reduction of racial isolation 2. Avoidance of re-segregation 3. Improving quality of education 4. Improving race relations School desegregation implemented now will expand to multi-racial contacts in college and business. Desegregation plans must take into account the fact that greater access to quality education is a motive for minority families. They must also address why students learn or don ' t learn . Mr. Trent indicated some factors that threaten outcomes for desegregation : 1. Suspensions - Blacks are more likely to receive suspensions that whites. These statistics are accentuated by desegregation . Problems are handled by getting rid of the student. 2. Tracking (Ability Grouping ) - Teachers and resources are slanted towards the higher levels of achievement. White students are much more likely than blacks to be in the higher tracks. Tracking tends to reassemble kids within a school in racial and socio-economic groups. . � . 3. Extra-curricular opportunities at all levels need to be a part of desegregation planning . 4. There must be opportunities for leadership roles for children of color. 5. Look for consensus in desegregation . Compliance techniques which foster consensus must be found . 6. Teachers need to be " re-tooled" . They need pre-service and in-service training . Teacher education curriculums need to focus more on diversity. The changes in immigration laws have resulted in far more diverse immigrants which creates • ` more diversity in the classroom. 7. Desegregated schools must monitor and evaluate student progress more often . O. Teachers themselves must place a higher priority on racial balance. 9. We need to encourage more minorities to become teachers. Minorities only make up about 5% of the teaching force.