2 20 27 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c1be0e16a15c5fb4a3fb7726449cc8d0.pdf 6bb0f84cd4b91b7421bcb4ea47382163 Scripto Transcription A written representation of a document. LOCAL EDUCATION COMMISSION of Atlanta and Fulton County, Georgia CHAIRMAN P. L. VICE CHAIRMAN BARDIN 1440 BANK OF GEORGIA BUILDING ATLANTA, GEORGIA 30303 1524-2626 OTIS M . JACKSON W . KENNETH STRINGER 3121 MAPLE DRIVE , N . E . 1393 PEACHTREE STREET , N . E . ATLANTA, GEORGIA 30305 ATLANTA, GEORGIA 30309 237 - 4729 873 - 3578 April 11, 1967 TO: Members of the Local F.ducation Commission FROM: Curtis Henson, Recording Secretary This is to remind you that the next meeting of the Local Education Commission will be held at 9:00 a.m., April 19, 1967 in the Fulton County Board Room, 165 Central Avenue, S.W. CH:cw SECRETARY-TREASURER � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document LOCAL EDUCATION COMMISSION of Atlanta and Fulton County, Georgia CHAIRMAN VICE CHAIRMAN P. L, BARDIN OTis M. JACKSON 1440 BANK OF GEORGIA BUILDING 3121 MAPLE DRiveE, N.E. ATLANTA, GEORGIA 30303 ATLANTA, GEORGIA 30305 524-2626 237-4729 SECRETARY-TREASURER W. KENNETH STRINGER 1393 PEACHTREE STREET, N.E. ATLANTA, GEORGIA 30309 873-3578 April 11, 1967 [7 Te] f= 4H I= =] it j= TO: Members of the Local Education Commission FROM: Curtis Henson, Recording Secretary This is to remind you that the next meeting of the Local Education Commission will be held at 9:00 a.m., April 19, 1967 in the Fulton County Board Room, 165 Central Avenue, S.W. CH: cw  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 6, Folder 1, Document 20 Box 6 Box 6 Folder 1 Folder topic: R. Earl Landers | Local Education Commission | 1964-1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/a69be99057341e27e217b3937934ba28.pdf 09f2b5822c9dc7a13f4a16a598955db5 Scripto Transcription A written representation of a document. ROSTER LOCAL EDUCATION COMMISSION of ATL\NTA AND FULTON COUNTY 1967 Dr. R.H. Brisbane - 521-0412 Morehouse College 223 Chestnut St., S. W. Atlanta, Georgia 30314 Marthame Sanders 51 LaFayette Drive, N. E. Atlanta, Georgia 30309 Ex. Officio Members: J. H. Cawthon - 761-1974 (Home) 1840 H:ontrose Drive - 761-8421 (Bus.) East Point, Georgia 30044 Dr. John W. Letson., Supt. Atlanta Public Schools 522-3381, E,ct. 201 Dr. Rufus E. Clement - 523-6431 223 Chestnut St., s. W. Atlanta, Georgia 30314 Dr. Paul D. West., Supt. Fulton County Schools 572-2211 John T. Cunningham - 96~..-6874 2910 Stonewall Tell Road College Park, Georgia 30022 lv. L. Robinson, President Fulton County 3oard of lliucation Box 169 761-2831 College Park, Ga. 30022 Otis M. Jackson - 237-4729 3121 l faple Drive, N. E. Atlanta, Georgia 30305 Eds. Cook, Sr. - 876-7311 114 I.ferrit ts Ave., N.w; 30313 President, Atl. 3oard of Ed. Thomas H. Hiller - 762-2311 General Offices - Delta Ai r Lines Atlanta Municipal Airport 30320 Earl Landers, Adrnn. Asst. t o Hayor City Hall 522-44-63 Atlanta, Georgia 30303 A. B. Padgett - 688-4117 Candler Building Atlant a, Georgia 30303 Mrs. Alan Ritter - 475-5425 P.oute 2, Bent Oak Farm Alpharetta, Georgia 30201 lfallace H. Stewart - 872-0731 International Business Machines Corp. 1439 Peachtree St., N. E. 30309 W. Kenneth Stringer - 873-3578 1393 Peachtree St., N. E. Atlanta, Georgia 30309 William M. Teem, III - 237-8235 (Home) 825 Loridans Circle, N. E. Atlanta, Georgia 30305 Fred J. Turner - 524-7133 Willia.'Il Oliver 3uilding Atlanta, Georgia 30303 • Alan Kiepper, Fulton County Mgr . Fulton County Admn. Bldg. 572-2907 165 Central Avenue, S.W. 30303 Mrs . Ethel J . 3rooks - 799-1539 856 Harwell Road, N. W. At lanta, Georgia 30318 ~frs. Joseph H. Ford - 874-3622 550 Cresthill Ave., N. E. Atlanta, Georgia 30306 Co- Ordinator Dr. Truman Pierce., Dean School of Education 36830 Auburn University, Auburn, Ala. Recording Secretary Dr. E. Curtis Henson, Coordinator Metropolitan School Dev. Council La.}!Yers · Mr. James Groton, Fulton Co. Bd. F.d. Mr. A. C. Lati.m.er., Atl. Bd. Ed. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ROSTER LOCAL ZDUCATION COMMISSION of ATLANTA AND FULTON COUNTY 1967 Dr. R. H. Brisbane - 521-0412 Morehouse College 223 Chestnut St., S. W. Atlanta, Georgia 30314 J. H. Cawthon = 761-1974 (Home) 1840 Montrose Drive - 761-8421 (Sus. ) East Point, Georgia 30044 Dr. Rufus E, Clement = 523-6431 223 Chestnut St., S. W. Atlanta, Georgia 30314 John T. Cunningham = 964-6874 2910 Stonewall Tell Road College Park, Georgia 30022 Otis M. Jackson - 237-4729 3121 ifaple Drive, N. E. Atlanta, Georgia 30305 Thomas Ii, Miller — 762-2311 General Offices - Delta Air Lines Atlanta Municipal Airport 30320 Candler Building Atlanta, Georgia 30303 Mrs. Alan Ritter — 475-5425 Route 2, Bent Oak Farm Alpharetta, Georgia 30201 Wallace H. Stewart = 872-0731 International Business Machines Corp. 1439 Peachtree St., N. EB. 30309 W. Kenneth Stringer - 873-3578 1353 Peachtree St., N. E, Atlanta, Georgia 30309 William M, Teem, III = 237-8235 (Home) 825 Loridans Circle, N. 5, Atlanta, Georgia 30305 Fred J, Turner = 524-7133 William Oliver 3uilding Atlanta, Georgia 30303 Marthame Sanders 51 LaFayette Drive, N. E, Atlanta, Georgia 30309 Ex Offici ers: Dr, John W. Letson, Supt. Atlanta Public Schools 522-3381, Ext. 201 Dr. Paul D. West, Supt. Fulton County Schools 572=2211 W. L. Robinson, President Fulton County Soard of Education Box 169 761-2831 College Park, Ga. 30022 Ed S. Cook, Sr. = 876-7311 114 Merritts Ave., N.W. 30313 President, Atl. 5oard of Ed. Earl Landers, Adm. Asst. to Mayor City Hall © 522-4463 Atlanta, Georgia 30303 Alan Kiepper, Fulton County Mer. Fulton County Admn, Bldg. 572-2907 165 Central Avenue, S.W. 36303 Mrs. Ethel J. 3rooks - 799-1539 856 Harwell Road, N. W. Atlanta, Georgia 30318 Mrs. Joseph H. Ford - 874-3622 550 Cresthill Ave., N. &. Atlanta, Georgia 30306 Co-Ordinator Dr. Truman Pierce, Dean School of Education 36830 Auburn University, Auburn, Ala. Recording Secret Dr. E, Curtis Henson, Coordinator Metropolitan School Dev. Council rs Mr. James Groton, Fulton Co. Bd. Hd. Mr. A. ©. Latimer, Atl. 3d. Hd.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 6, Folder 1, Document 21 Box 6 Box 6 Folder 1 Folder topic: R. Earl Landers | Local Education Commission | 1964-1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/348c378a1ce9985d5f06d964c2646950.pdf e8c538f9286f45a2a5195c89009edf00 Scripto Transcription A written representation of a document. ), '/ SCHOOL DISTRICT ORGANIZATION FOR EDUCATIONAL ADVANCEMENT IN ATIANTA AND FULTON COUNTY Report of the Local Education Commission of Atlanta and Fulton County Georgia �LOCAL EDUCATION COMMISSION OF ATLANTA AND FULTON COUNTY ~- L. Bardin, Chairman Thomas M. Miller Otis M. Jackson, Vice Chairman Mrs. A. L. Ritter W. Kenneth Stringer, Secretary & Treasurer Wallace H. Stewart Dr. R. H. Brisbane William M. Teem, III J. H. Cawthon Fred J. Turner Dr. Rufus E. Clement James White, Jr. Dr. James L. Miller, Jr. EX-OFFICIO Dr. John W. Letson Dr. Paul D. West Oby T. Brewer, Jr. W. L. Robinson Earl Landers Alan Kiepper STAFF Dr . Tr uman Pierce , Coordinator Dr. Curtis Henson, Recording Secretary �TABLE OF CONTENTS I. II. III. IV. v. VI. VII. VIII. IX. x. XI. INTRODUCTION. .... ...... 1 WORK OF THE COMMISSION 2 REVIEW OF PREVIOUS STUDIES 3 ADVANTAGES OF A SINGLE DISTRICT 5 DISADVANTAGES OF A SINGLE DISTRICT DECISION OF THE COMMISSION. NEXT STEPS. .... IMPORTANT QUESTIONS .... 16 .... ....... ...... AFTER THE REFERENDUM? 21 22 30 . 32 ................... 34 DEVELOPMENTS SINCE CREATION OF THE COMMISSION APPENDIX . 20 �SCHOOL DISTRICT ORGANIZATION FOR EDUCATIONAL ADVANCEMENT IN THE ATLANTA AND FULTON COUNTY SCHOOL DISTRICTS INTRODUCTION The present generation is witnessing a revolution in education. Underlying causes of this revolution include social and economic changes of unparalleled speed and magnitude,- the development of an increasingly complex society and a rapidly accelerating accumulation of useful knowledge. The necessity for all persons to secure more education of higher quality than ever before and to continue the quest for learning throughout life becomes more apparent with each passing year. No useful role for the uneducated remains and the cost of ignorance is more than society can afford. Major characteristics of the educational revolution follow: enrolling children in school at an earlier age, extending the upper limits of formal schooling, providing education programs adapted to the cultural background of the student in order to equalize educational opportunity, an enormous increase in the kinds and amounts of instructional materials , in school use of a larger number and variety of specialists, technological advances which enhance the effectiveness of teaching, improvement in organization for teaching and improvement in the quality of teaching . Fast growing d:i.men~ sions of modern school systems include junior colleges, vocational-technical schools, early childhood education progr ams and adult education programs. Additions and improvements in schools are increasing greatly the cost of education. Upward trends in cost will continue into the indefinite future if schools are to meet the demands placed upon them by the public . �The revolution in education places a premium on wise, long-range planning by school districts. Because of population growth and diversity of educational need, metropolitan areas pose difficult educational problems which require much study. Careful, long-range plans for educational advancement are essential in these districts, as in others, if schools are not to suffer in the future. School personnel, members of boards of education and other citizens in the Atlanta and Fulton County school districts are well aware of these conditions and are giving thought to the future advancement of education in the area. Such planning for the f uture was given official status by the General Assembly of Georgia in 1964 when it created the Local Education Commission of Atlanta and Fulton County. The Corrnnission was authorized, To study the desirability and feasibility of combining the school systems of Fulton County and the City of Atlanta, including the portion thereof lying in DeKalb County; to provide that said Corrnnission may draft a plan or plans for the combining of such school systems and submit same to members of the General Assembly from Fulton and DeKalb Counties. WORK OF THE COMMISSION The tasks assigned by the General Assembly to the Corrnnission were complex and formidable. After considerable study, the Corrnnission adopted a plan which, if followed, would enable the Commission to discharge its responsibilities. This plan was revised from time to time as the study progressed and as modifications which would improve the study were identified. The .work of the Corrnnission consisted of completing the steps described below. 1. A review of previous studies which gave attention to the same problems the Corrnnission was ask~d t o study. 2. A study of social, economic and educational trends in the met r opolitan area of Atlanta. - 2 �3. A study of developing educational needs and programs. 4. A study of the Atlanta and Fulton County schools with particular attention to finance. 5. An analysis of the educational reasons which support the creation of a single school district . 6. An analysis of the disadvantages of a single school district. 7. The identification and description of steps which would be necessary to create a single school district. 8. Tasks which would have to be completed in effecting a transition from the present districts to a single district. 9. Deciding on whether to recommend a single district. Throughout the entire course of the study the overriding concern of the Commission was to reach the decision that would serve the best interests of those who are to be educated in the Atlanta and Fulton County school districts. The deliberations of the Commission and the information considered in these deliberations, relevant to the purposes of the study, are sununarized briefly in the following pages. REVIEW OF PREVIOUS STUDIES The char~e of the General Assembly to the Commission springs from a background which spans years of citizen concern for good schools in the Atlanta metropolitan area . During these years, several special studies of the metropolitan area have paid attention to the schools and their problems of advancement. The Local Government Commission of Fulton County recommended in 1950 a Greater Atlanta Development Pr ogram. - 3 - The report of the Commission included �reference to the schools and the possibility of merging the Atlanta and Fulton County school districts. The report took the position that, ultimately, merger was desirable, but not ·at that time because of differences in expenditure levels and in school programs of the two districts. The General Assembly created a Local Education Connnission in 1958 to study the two school systems and to submit a plan or plans for their improvement to members of the General Assembly from Fulton and DeKalb Counties. This Connnission also sttrlied the question of merging the two school systems and concluded that while this would be desirable in the future, it was neither desirable nor practicable at that time. The Connnission recommended the creation of a Metropolitan School Development Council which would make it possible to achieve some of the advantages of consolidation. The proposed council was established and has become an effective instrument for carrying out joint programs of the two school systems. These programs include the Juvenile Court School, Educational Broadcasting, Public Information Services and In-Service Education. The Fulton County Board of Education appointed a study commission in 1963 to seek ways to overcome the financial crisis in which the Fulton County Schools found themselves because of a City of Atlanta annexation program. The annexation program was recommended by the Local Government Connnission in 1950 and was carried out in the early fifties. As a result of this program, 72 percent of the taxable wealth of the Fulton County School District and nearly 50 per cent of its s tudents were annexed by Atlanta. The repor t of this Connnission also took the position that the school districts should undert ake merger when fea sible and recommended t hat steps be taken to determine what would be invol ved in bringing about a singl e district. - 4 - �All studies, since 1950, which have concerned themselves with education in Atlanta and Fulton County have given serious consideration to the creation of a single school district in place of the two existing districts. These studies have taken the position that consolidation should be undertaken when feasible. The two districts, meanwhile, have grown closer together in levels of financial support and in educational programs. Furthermore, there has been a marked increase in the number of cooperative undertakings in pursuit of connnon interests. However, differences remain which would have to be reconciled if a single district is created. ADVANTAGES OF A SINGLE DISTRICT Major advantages of a single district over the two present districts number fifteen. These advantages are concerned with the basic structure for education, adequately financing the schools, equalizing educational opportunities, and improving the quality of education. Actually, all concerns of the study focus on the improvement of the schools. There follows a statement of each advantage and a brief discussion of its meaning. ! Better School District Will Be Provided Adequate criteria for determining the soundness of a school district have been developed by educational authorities. These criteria are con- cerned with such things as a sufficient number of children in the district in order to make possible rea sonable educational effectiveness and cost economy, adequacy of the district as a unit of local government, availability of an adequate local tax base, adequate bonding capacity, reasonable tax leeway and some degree of fiscal independence . When these criteria are applied to the present districts of Atlanta and Fulton County, neither is - 5 - �revealed as a satisfactory district. six criteria: Fulton County meets only one · of the the number of children to be educated. bonding capacity. Atlanta lacks adequate If the two districts were combined, the resultant district would be more adequate, primarily because of fiscal resource, than is either when considered separately. Educational Opportunities Can Be Equalized Morg Easily The right of every indivi dual to secure an education is inherent in a democracy. The modern definition of this right is that every individual must secure an education appropriate to his purposes, interests, abilities and needs. Equality of educational opportunity, therefore, does not mean the same education for all, but it does mean the same level of quality for all insofar as this is possible. The extreme diversity of cultural in- terests and backgrounds which are found in the metropolitan area of Atlanta, and i n any other metropolitan area, require a wide range of educational programs adapted to these basic differences in people. The current nation- wide interest in providing more realistic educati onal programs for children in slum areas is an indication of concern for this kind of need . The Atlanta district is heterogeneous in composition while the Fulton County district is more homogeneous. Combining the two would make it possible to provide in a more economical and efficient manner the variety of educational programs which are needed. The equalization of educational opportunities in Atlanta and Fulton County is virtually impossible under the present district organization. A single district would contribute much to making this a manageable task with minimum difficulties. - 6 - �N.ew and N.e eded Educational Programs Could Be Provided More Economically Neither school district has yet provided post-secondary education programs for which there is great need. Perhaps the fastest growing trend in American education is the development of comprehensive junior colleges. These institutions provide two years of academic work either for terminal purposes or for transfer to a senior college. They also usually offer pro- grams in vocational-technical education and in adult education. It is in- creasingly clear that continuing education is a must for the adult citizen of tomorrow. of education. The kind of world in which we live requires increasing amounts A recent Educational Policies Commission report takes the position that two years of education beyond the high school should be provided at public expense for all high school graduates. Fulton County is not financially able to provide junior colleges under its present tax structure. It would not represent the best economy for each district to provide its own junior colleges. A program to serve the metro- politan area would provide the best means of meeting this growing educational need. The two districts have already found it profitable to cooperate in the provision of vocational and technical education as shown by a new vocationaltechnical school which is to serve both districts. Plans are in the making for construction of a second institution of this type. More Adequate Curricula for Special Student Groups Can Be Provided The variety of curricula needed to meet the diverse educational needs referred to above requires special education programs for small groups of selected students . These programs serv~ children with serious physical - 7 - �handicaps, those suffering from severe mental retardation, children with extreme emotional difficulties, the exceptionally bright, and those with unusual talents. Since such programs are needed for only small numbers of children, they can be provided more economically if the student population to be served is drawn from both the Atlanta and Fulton County districts rather than for each school district to offer its own programs. Furthermore, the educational quality of offerings can be improved more readily in a unified district. Certain Educational Programs and Services Can Be Pi·ovided More Satisfactorily The richness and depth of both teaching and learning are being enhanced by new discoveries concerning human growth and development. The contributions of science to the effectiveness of teaching and learning processes are increasing at a rapid rate. Integrating into curricula the accelerating flow of new and useful subject matter which the modern school program must offer if it is to remain effective is an increasingly difficult problem. The modern school must be staffed by professional personnel who keep up with these continuing developments that affect their productivity. System- wide and continuous career development programs for personnel have become a necessity . This educational service can be provided better on a larger district basis rather than in terms of the present separate districts. The development and use of various learning resources and the appropriate utili zation of technological advance s in teaching can be stimulated and fostered better thr ough a single school district. - 8 - �Needed Improvements in Educational Quality Can Be Achieved More Readily The search for better schools is a common thread running through all considerations involved in deciding the consolidation question. Unless the ultimate consequence of unifying the two school districts is a better quality of education, there is little need to pursue the issue. Changes in financing schools, in administrative and supervisory services and in the scope and variety of educational offerings can be justified only if they bring about better education. The educational advancement which is essential to sound progres~ of the Atlanta metropolitan area requires a unified approach and not a series of separate and structurally unrelated school programs. The search for educational quality is now both universal and continuous. The pursuit of quality is complex because it is concerned with everything that has a bearing on educational programs offered by a school district. The unification of efforts to improve quality would certainly maximize both opportunities and resources for enrichment of educational offerings. Comprehensive, Long-Range Planning Can Be More Effective The increasing magnitude of educational responsibility has been stressed in earlier statements. The quantitative demands as well as the qualitative demands of this responsibility will continue to increase. Projections which have been made through the next several years show no letdown in the rate of population growth in the Atlanta metropol itan area . The indicated increase in the educational load calls for the most intelligent planning of which the people respensible are capable . Since this growth ignores school district - 9 - �• lines, · adequate planning for new enrollment also must ignore these lines insofar as actualities permit. Comprehensive, long-range planning cannot be satisfactory if it is segmented on the basis of school district lines which have no constructive significance in the context of the metropolitan area as a whole. For the same reasons long-range planning for improvement in the quality of education can be more effective if done for a single district rather than the present separate districts. More Effective Solutions to Connnon Educational Problems Are Possible Educational problems are not confined to areas marked off by school district lines. Some educational problems are unique to certain types of districts, as is true of Fulton County and Atlanta. But many such problems are connnon to the school districts of an area , state , region or nation. problems which are common seem to be on t he increase. Those The school district which embraces as nearly a self-sufficient socio-economic unit as is possible provides the best structural framework for t he consideration of educational problems . Solutions to thes e pr obl ems should not be restricted by ar ti- f icial distr i ct l i ne s which ignore t he facts of l ife . A uni fi ed district would pr ovide for a mor e constructive approach to problem s oluti on than does the present dual appr oach. This is all the more important s ince most of t he educational problems to be face d are common t o t he two districts. More Effective Research Programs Can Be Stimulated and Executed As good schools have become more central t o personal and connnunity - 10 - �advancement, the place of research in education has become more apparent. Sound analyses of existing programs, the identificat~on and description of strengths and weaknesses, and the determination of grounds for change require research. Planning ahead to be sure there will be adequate classrooms and teachers for the children in school at the beginning of a given year rests on research. School systems without strong _research programs cannot achieve their maximum effectiveness. The complexity of a metropolitan area and the interrelationships of roles of its _different segments require comprehensive research programs based on trends and needs of the entire area rather than of sub-units such as separate school districts. Furthermore, economy and wise management dictate a metropolitan-wide approach to research. Needed Experimentation and Educational Invention Can Be Achieved More Readily Major advances in our society depend heavily on invention and experimentation. nology. This fact is well recognized in the world of science and tech- The role of invention and experimentation in the improvement of social institutions such as schools is equally important. Schools, like the communities in which they exist, must change as society changes. New curriculum materials should be developed and tested on experimental bases. New knowledge of human growth and development should be applied to teaching and learning on experimental bases. New teaching procedures and methods should be tested through tryout and evaluation. Heavy reliance upon invention and experimentation are crucial to needed educational advancement. There is no need for the school systems within Fulton County to engage in separate programs of this nature . - 11 - The interests �of both districts can be served better by unified programs, to say nothing of economies which could be effected. More Extensive Use of Selected Educational Facilities and Learning Resources Is Possible Centers for acquiring, creating, distriputing and servicing curriculum materials such as publications, filmstrips, video tapes, films and the necessary equipment for appropriate ~se of these materials are becoming common. The creation of teaching materials for local use and on the basis of needs unique to the local situation is an important function of these centers. The use of television in teaching and in professional development programs is increasing. The needed facilities for extensive television programs in the metropolitan area can be centered easily in one location. It is not necessary to duplicate the facilities and resources mentioned above in different school districts serving the same metropolitan area. A single center can provide a constant flow of materials far richer and more comprehensive than would be possible if available financial support is used to provide centers in the separate districts. Equity and Balance in Financial Effort and Support Can Be Achieved An axiom of educational finance, which is accepted universally, is that wealth should be taxed where it is in order to educate children where they are . The most glaring deficiency in the structure of public education in the Atlanta area violates this axiom. is the City of Atlanta. The center for commerce and industry ·C ontributions of most Fulton County citizens to - 12 - �the economy of the metropolitan area are made largely in the City of Atlanta where they do their work. This wealth enriches Atlanta primarily, although earnings paid to the individual may be spent wherever he chooses. The City already recognizes these facts of the economy of the area by helping to support schools in the Fulton County District through al½ mill countywide property tax. The industrial wealth of the metropolitan area which is a major source of school revenue lies largely within the City of Atlanta. No equitable system of financ~al support and effort is possible which does not take into account these economic facts. A single tax program for the metropolitan area with the revenues distributed according to educational need is the only available satisfactory answer to the problems of providing adequate support for the schools. This is Atlanta's problem as well as Fulton County's problem because of the highly complex interdependence of the economy of the two districts. A single school district would be the most simple and prudent way to achieve the goal of equity and balance in financial effort and support. Greater Financial Stability is Possible The disadvantages of heavy reliance on the property tax for the support of schools are well known. The primary advantage is that revenues from property taxes fluctuate less than do revenues from more sensitive barometers of economic health. Desirable stability in the financial structure of a · school system in the final analysis is related to the soundness of the economy of the district and the fairness of its system of taxation . The better balanced the tax program, the more stable the financial base of the schools. The more complete the area served by the school district is as an - 13 - �economic unit in its own right, the more stable will be the local tax base for schools. It is obvious that combining the Atlanta and Fulton County districts into a single school system would provide a far sounder economic base for year-to-year stability in school support. Economies Are Possible Consolidation cannot be justi~ied solely as an economy measure, if this is defined as an actual reduction in expenditures. Any plan for inrrnediate unification of the Atlanta and Fulton County School Districts would cost more than the sum of the current budgets of the two systems because, assuming that the same quality of education is to be provided in the entire district, costs would need to be equalized upward instead of downward. Nevertheless, some financial economies are possible because of the elimination of duplicate programs and services which can be handled better through a single system. In this connection, special reference is made to experimentation, invention, research, certain district-wide programs and services, specialized curricula for small student groups and others enumerated earlier. These programs could be provided at higher quality levels and at a lower unit cost on a unified basis than would be possible in dual programs. However, the greatest economic gain to be derived from consolidation would be in the creation of opportunities to purchase more with the edu- _ cational dollar rather than in the utilization of fewer dollars. This kind of economy is of much greater importance than is the mere saving of money. One good test of a school district is not how little money it spends , but how much education it buys for its exvenditures . - 14 - �New Educational Developments Can Be Better Accommodated As shown earlier, the revolution in education which is underway is composed of both problems and opportunities. A large school district is in better position than a small district to stay abreast of such developments because of its more complex and varied interacting elements. Problems and needs often fall into sharper focus in a large district where the dynamics of change appear to express themselves with greater vigor. Opportunities for new developments in education to be put into practice prevail to a greater degree in the large district. Many resources not for- merly available to improve schools are now being made available. The major source of this new support is the Federal Government through numerous pieces of legislation. It is much easier to take full advantage of the funds thus made available if a single district is created. The complexities of govern- ment relations to education are rapidly increasing. It would be more satis- factory to handle these relationships for the Atlanta and Fulton County Schools through a single agency than through two agencies. Assumptions The above identification and description of advantages of a single school district ar e predicated on certain as sumptions concerning the propos ed new dis t rict . Among these a ssumpt i ons ar e the f ollowing: 1. An adequate legal base for the new district wi ll be pr ovided . 2. An a dministra tive structure which will make pos s i ble the necessary leadership for educational advancement in the metropolitan ar ea will be created. ~ 15 - �3. An adequate plan for financing the new school district will be adopted. 4. Emphasis on continuously improving educational quality and extending educational services will be ·continued. Conclusion Consolidation as such is of no value. It is valuable only as it results in educational advancement, improve~ educational opportunities for children, youth and adults; however, it will not guarantee such advancement. DISADVANTAGES OF A SINGLE DISTRICT The Commission was as much interested in identifying and analyzing the disadvantages of one school district as it was in identifying and analyzing the advantages. Without the weighing of advantages and disadvantages against each other, no objective way of making a decision was open to the Commission. Major concern was with both real and possible educational disadvantages of a single district rather than with problems and issues which would have to be faced if the two present districts are dissolved and a new one is created in their stead. However, the latter problems and issues are also important and they were studied extensively. this report. They are reviewed in a subsequent section of Possible disadvantages of the larger district are presented nex t. Difficulties in Providing School Programs Needed Because of Differences in Attendance Areas The capacity of schools to make adaptations which take into proper - 16 - �account the educational needs of their neighborhoods is related to the size of districts. Considerable uniformity of educationa~ programs in the various attendance centers within districts has been traditional. Because of the range of socio-economic conditions which exist in metropolitan areas a greater variety of educational needs is present in metropolitan school districts. Thus, greater variations are required in school programs than are needed in smaller more homogeneous districts. Current efforts to develop more realistic school programs for _children in slum areas of cities is an example of the need for different kinds of progr ams according to community backgrounds. A reasonable degree of control must be vested in the local school community if these variations in educational needs are to be met. Neighborhood control generates local responsibility, interest and initiative which are essential to good schools. Unhealthy Reliance £ill Bureaucracy Wher e at least some degree of local control is not pre sent , decisions are necessarily removed from the local scene. Instead of the healthy exer - cise of community responsibility for schools , directives from a centr al of f i ce removed fr om the community may t ake the place of l ocal initiati ve . Thus, bureaucratic controls may grow up whi ch inevitably stress unif ormity and discourage the community autonomy whi ch has been one of the major strengths of public education in Ameri ca. There is evidence to show that the larg~r the district t he greater the likelihood that a ut hority over the neighborhood school will be central ized in administrative offices which are usually too far removed from the local school to be responsive to local interests and needs . - 17 - �Inadequate Invention and Experimentation - Historically, many very large school districts have been notably lacking in educational invention and experimentation. Some of the major current educational ills of our country are found in the slums of large city districts where until recently little effort has been made to develop school programs which would serve these areas realistically. Innovation is difficult in situations which do not encourage the exercise of individuality. Uniformity and invention are not compatible. ulations Excessive use of rules, reg- and directives inhibit creativity. Problems unique to large school districts in metropolitan areas have been the subject of much study in recent years. Experiments with new methods and procedures for utilizing the interests and abilities of citizens in neighborhood school centers have been successful. At present, the nature of educational needs of the culturally deprived and the curriculum materials and teaching procedures which are adapted to their backgrounds are subjects of important research and experimentation. The Elementary and Secondary Edu- cation Act of 1965 provides more than one billion dollars to improve education programs for socially disadvantaged children. Current trends are pointing to ways of stimulating innovation and experimentation in all school districts. Poor Conununication The difficulties of maintaining satisfactory channels of conununication increase with the size of a school district. The threads which hold a school system together become tenuous as the district grows larger. Greater depend- ence must be placed on formal and impersonal means of conununication in large districts. Opportunities for misunderstanding and conflicting opi ni ons are - 18 - �greater where personal and informal contacts are missing. Too Much Centralized Decision Making The disadvantages of bigness in utilizing democratic participation in reaching decisions stems partly from the lack of an adequate structure for such participation and partly from the slowness of action characteristic of large units of government. The fact that both the soundness of decisions and an adequate understanding of thejr meanings are enhanced by participation in their making is of great importance in education because of the nature of teaching and learning. It has been difficult for large school districts to avoid making many decisions in central offices which might be made more satisfactorily in local attendance areas. Loss of Personal Identity Many studies have shown that a close relationship exists between the productivity of a person and the degree to which he feels himself to be an integral part of the enterprise which provides his employment. The more he is made to feel that he is but a mere cog in a machine, the more he acts as though this were true. There is no substitute for warm personal re- lationships in achieving satisfaction and success in one's work. The kind of environment which encourages such relationships is very hard to maintain where large numbers of persons are involved. Conclusion The Atlanta and Fulton County school districts, if combined , would be about eleventh in size among all districts in America . - 19 - In 1964- 65, the �total regular day school enrollment in the two districts was 150,218 plus special schools and adult programs. This is about one~sixth the enrollment in New York City which has more than one million pupils and enrolls more pupils than any other district in the Nation. Both the Atlanta and Fulton County districts have reached already the size of school systems which have suffered from the ills described above. -Therefore, if the proper safeguards are observed in the creation and establishment of the new district, combining the school districts would. scarcely create problems of bigness beyond those which already exist. Just as creating a single school district would not guarantee the educational advantages discussed in this document, neither would the ills described inevitably follow. Knowing the disadvantages to avoid should be sufficient forewarning to assure the provision of an adequate legal base for the new district, satisfactory administrative leadership and sufficient financial support. DECISION OF THE COMMISSION After carefully balancing against each other the educational advantages and disadvantages of one district in place of the two existing districts, the Commission then defined and examined the steps which would have to be taken in order to create a single school district for Fulton County and the tasks which would have to be completed in the transition . Neither set of undertakings appeared to be faced by insurmountable barriers ; hence , the Commission was free to make its decision on strictly educational grounds . The evidence before the Commission scarcely permitted a recommendation other than the creation of one school district for all of Fulton County. - 20 - �This is the reconnnendation. The Atlanta and Fulton County school districts should be dissolved, not merged . An entirely new district should be created . In this way none of the limitations of the present districts need be preserved and the advantages of both can be combined in the new district. Furthermore, desirable features of a school district not currently present in either Atlanta or Fulton County can be incorporated in the new di st rict. NEXT STEPS The foregoing presentat ion outli nes some of the steps taken by t he Commission in reaching a decision on the question of merger. Having de- cided that, in its opinion, the educational programs needed by the children, youth and adults of Atlanta and Fulton County can be provided better by a single district, the Commission turned to a study of the actual steps which would be necessary to achieve merger. The legislati on creating the Connni ssion, in addit ion to directing the Commission 11 To study the desirabi lity and fea sibility of combining . . . 11 (the Atlanta and Fulton County School Systems), stated that the Commission 11 may draft a pl an or plans f or the combining of such school systems . 11 The decision on whether there will be a s ingl e di st r ict will be made by the voters of the present districts. Hence , i f the member s of the General Ass embly from Atlanta and Fult on County accept the Commis sion's reconnnendation, thei r next s tep would be to dr aw up a nd submit f or passage necessary legislation for holding a referendum on the issue. Since the voters ar e enti tled t o a ll informati on that can be provided in order for them to make the best decision, legislation authorizing the referendum should also spell out the essential characteristics of the pro- - 21 - �posed new district. The Commission reconnnends that this legislation include the following: 1. A definition of the necessary legal basis for dissolving the present districts and creating the new district. 2. A description of organizational, administrative and tax structures of the new district. 3. Provisions ior safeguarding present commitments and obligations of the two existing districts. 4. The date on which the new district would come into being. 5. Provision for setting up the machinery required to make the transition from the two present districts. Should the majority of votes cast in the referendum in each of the two existing districts favor the single district, the proposed school district would then be created in accordance with the specifications of the legislation. : (It is assumed that voters in each district would be required to approve the single district before it can be created.) The transition from two school districts to one school district is complex and requires careful planning~ to be resolved can be foreseen. Problems and issues which will have Their exact nature will depend to some extent on the specific provisions made for dissolving the present district and creating a new district. But the following questions may be anticipated, and satisfactory answers to them are possible at this time. IMPORTANT QUESTIONS Since merger of the Atlanta and Fulton County school districts has been discussed from time to time during the past twenty years , opinions - 22 - �already have been formed on both sides of the issue. It may be assumed, however, that the vast majority of citizens have had ~o opportunity to become properly informed on the basic facts needed in order to reach a wise decision. Much public discussion of the facts concerning the present districts and the proposed new district is essential to reaching a sound decision. These facts should be made available to all citizens. questions will be asked and properly so. possible answers to these questions, Many Citizens are entitled to the best It is, of course, impossible to foresee just what all of these questions will be, but it is safe to assume the following will be of interest. Answers to these questions are given in light of known facts. What Would the New District be Like? The Atlanta district consists of 128,395 square miles of which 8.420 miles lie in DeKalb County. The Fulton County School District includes 420 square miles of territory. Therefore, the two districts, if combined, would make a single district of 548,395 square miles of which 539.975 square miles would be in Fulton County proper. The proposed district would have had a total population of 632,600 on April 1, 1964, including 126,400 in the present Fulton County district and 506,200 in Atlanta, of whom 43,900 were in DeKalb County. On October 1, 1964, the total school enrollment for the regular day program, including* kindergartens, would have been about 142,000 pupils . Professional personnel in the new district would have numbered nearly 5,500 individuals, and other school employees just under 3,000 persons. There would have been 170 elementary schools, 35 high schools and two night high schools in the district. - 23 - The schools are now located as �follows: 118 elementary and 24 high schools in Atlanta, 52 elementary and 11 high schools in the Fulton County district. - The school budget for 1965-66 would have been slightly under 61,500,000 dollars, with expenditures equalized by raising Fulton County School District expenditures up to current Atlanta levels, including the provision for kindergartens. The 1965-66 budget for the Atlanta schools is $46,713,124.92; the Fulton County school budget for the same year is $13,891,184, making a total of $60,604,308.92. The school tax digest for the 1965-66 school year is $1,448,147,960 at present assessments. This is divided as follows: $167,691,000 in the Fulton County district and $1,280,456,960 in the City of Atlanta. What Will be the Name of the New District? The Atlanta-Fulton County School District is an appropriate name. Enabling legislation would specify the name of the district. What Would Happen to the Properties of the Two Present Districts? Properties of the two districts would become the property of the new district. These assets belong to the people and are simply held for the people by the present districts. The new district would hold them in the same way, and their value would be unaffected by the transfer . Buildings and equipment would serve the same people they now serve and in the same ways . Children would attend the school they now attend and would be taught by the same teachers . - 24 - �What Would Happen to Debts of the Present Districts? Nothing. Debts of the Atlanta district amount to $41,894,556, and for the Fulton County district, $18,100,444. These are bonded debts incurred primarily for the construction and equipment of needed school buildings. Provisions have been made already for retirement of these debts . These provisions would be as binding if there is a single district as they are at present. What Would Happen to the Teachers,. Principal s, and Other Employees of the Present Districts? All of these individuals would retain their present positions. The only exception would be among administrative personnel on the district-wide level. Some reassignment would be necessary but no one would be assigned to a posi tion of lesser rank than he now holds , with the exception that only one superintendent would be needed. What Would Happen to Salaries of Employees ? No one would take a cut i n salary. In f act, those teachers now in t he Fulton County schools would receive a small salary increase since the Atlant a salary s chedule i s slightly better than the Fult on County schedule. Two salary schedul es would be untenable, as would be any reduction in salaries of present employees. What Would Happen to the Present Teacher Retirement Systems? Each of the existing retirement systems would be retained for those - 25 - �who are now members as each system has provided a bind~ng contract to its members. No teacher could possibly lose in retirement benefits because of a single district. Some way should be found to provide a sound retirement system for the proposed district with each new employee enrolling in this system. Perhaps the present State system could serve this purpose. What Would Happen to the Tenure of Teachers? The proposed new district would not affect earned tenure of teachers in either of the present two school districts. All teachers would carry with them into the new district all of the years of service and all of the benefits of tenure which they have earned. What Would Happen to Positions Held !2y: Teachers in the Present Districts? Nothing. Teachers would continue their work in the same schools, in the same capacity, in the same school communities and with the same colleagues. Would the Singl·e District Cost Less Money? No. While various economies could be effected in a single district resulting in some savings fov the particular services rendered, the overall cost would be higher than the combined cost of the two present districts because the single system would provide for the e~tire district those programs and services which are now provided by only one of the districts. For example, the new district would provide kindergartens for all schools as are provided in the present Atlanta district . - 26 - Provisions for pupil �transportation would have to be uniform throughout the new district. If the Fulton County policy of transporting pupils who live one and one-half miles or more from school or from public transportation which is provided at a student rate were adopted for the new district, no additional cost would be necessary. Adding kindergartens to present Fulton County schools would cost approximately $400,000 per year. Capital outlay needs would be $1½ million for the construction of 60 classrooms for kindergartens. How Would ---the New -- School District be Financed? One of the major reasons for creating a single district is to provide a more equitable tax base for education. In view of the fact that Fulton County has reached the maximum tax rate for schools under present provisions and Atlanta is approaching fiscal difficulties because of the present tax structure, the new district would be timely in making it possible to work out -a more reasonable plan for f i nanci ng education in both Atlanta and Fulton County. A tax structure which differs from that of either present district should be sought. The goal sought by the new tax program would be to di stri bute among the people of the entire county the cost of education on a fair basis. A single district would make possible taxing the wealth where it is and applying it to educati onal need where it exists - - a longt erm guide to f inanci ng schools. A major source of school support should be f ound to take some of t he ' burden f r om the pr oper ty tax and to equalize responsibi lity for support. - 27 - �I Would School Taxes Paid .£Y the Average Individual Be More or Less Than at Present? An answer to this question is not possible without knowing the tax structure of the new district. However, it is safe to assume that the av~rage tax payer will be taxed more fairly in view of one of the main advantages of creating one district. A single tax system for education in the entire country would certainly be fairer than either of the present systems. These systems leave much to be desired. in particular is cumbersome and inequitable. The Fulton County plan Atlanta is now paying part of the educational bill for Fulton County as a result of annexing 72 per cent of the taxable wealth in the Fulton County School District and almost 50 per cent of the students. Should a tax be levied to broaden the base of support, the tax bill of the property owner could be reduced. Wouldn't~ Single District Be of Greater Benefit to the Fulton County District Than to Atlanta? Perhaps initially as Fulton County's school finance problems currently are more severe than those of Atlanta because of the city annexation program of the last decade. But, that which is Atlanta and that which is Fulton County as defined by existing boundaries is unrealistic. The economic life of the two is so interwoven that existing boundaries simply make no sense at all as taxing units. The two districts are now taxing themselves at r elatively the same rate in terms of real effort . - 28 - Partly because of the �= tax structure, Fulton County schools are in truuble fiscally. not far behind in this respect . Atlanta is Hence, both districts stand to gain from a single district if a sound tax structure is created. Can't~ School District Become Too Large? Probably so. The answer depends upon whether size is permitted to foster unhealthy bureaucracy. districts in the Nation. Atlanta is already one of the largest school The new district would occupy about the same position among large districts that Atlanta now occupies. Are There Examples of Similar New Districts? Yes. One of the latest to be created is the Nashville-Davidson County School District. All units of local government were merged in this instance. Charlotte-Mecklenburg County, North Carolina, is another fairly recent example of the same kind of change. Others could be mentioned. No failures of such mergers are known at present. Is There~ Trend in Metropolitan Government to Larger Units , Including Larger School Districts? There are some indications of such a t rend , pr obably because of a growing recognition of the need to streamline metropolitan goverrlments and minimize overlapping and duplication. No doubt , many additional questions will be asked concerning the proposed new district. Obj ective answers should be provided insofar as it is - 29 - �possible to do so. It is hoped that every citizen will familiarize himself with the facts concerning schools in the present districts and the arguments for and against creating a single district. AFTER THE REFERENDUM? If the voters approve a single district proposal, the time table defined in the enabling legislation would be set in motion. Much work would have to be done to effect the transition. The autonomy which local school districts in Georgia are free to exercise is considerable. The Atlanta and Fulton County school districts have freely exercised this autonomy. Being entirely separate districts, they have developed their own policies, procedures and operational patterns. While many similarities exist in these matters, there are also differences. Creation of a new district would require careful attention to such guides and practices. Changes which are necessary must not work injustices on school personnel or reflect unwisely on educational programs. Careful and tedious study are required which will result in the development of policies, procedures and operational patterns needed by the proposed new district and which may or may not exist currently in either of the present districts. Some of the several aspects of this problem are listed below with types of needed action indicated. Additions to this list are likely to be necessary in the event a single district is created . 1. Development of a system of personnel records for professional and other school personnel . 2. Development of a system of records for pupil accounting. 3. Development of necessary guides and procedures fior budgeting . - 30 - �4. Development of purchasing plans and procedures. 5. Development of plans for appropriate financial accounting. 6. Development of a salary schedule for professional and other personnel. 7. Development of a retirement system, or systems. 8. Development of policies concerning· employment practices, professional and other. 9. Development of policies regarding sick leave, vacations, leaves of absence, professional growth, etc. 10. Development of policies regarding size of schools. 11. Development of general school regulations such as length of the school day, number of days in the school year and holidays. 12. Development of a school calendar. 13. Reach decisions on the school program having to do with kindergartens, special education, vocational education and other program areas. 14. Reach decisions on pupil-teacher ratios to be established and maintained. 15. Reach decisions on services to be provided by the school district, such as food, transportation and health. 16. Reach decisions on instructional materials and supplies which are to be provided. 17. Reach decisions on special professional personnel to be provided such as librarians, school psychologists, counselors and reading specialists . 18 . Reach decisions on administrative and supervisory services to be provided. - 31 - �r 19. Reach decisions on non-professianal personnel to be provided, such as lunch room workers, custodians and secretaries. 20. Determine the curriculum adjustments which are necessary and suggest how they are to be made. 21. Recommend policies regarding expansion of school programs with special reference to junior college education, vocational and technical education and adult education. 22. Propose a method of combining the two central office staffs. 23. Propose a plan for the internal organization and administration of the new school district, answering such questions as: Will there be area superintendents? Will there be junior high schools? How many grades will be in the elementary schools? 24. Recommend the future of the Metropolitan School Development Council. Will it have served its purpose if the new school district is created? If not, should it be extended to include the entire metropolitan area? 25. Reconlmend plans for handling textbooks and instructional supplies. 26. Make recommendations concerning teaching loads. 27. Make recommendations concerning the visiting teacher program. 28. Make recommendations concerning organizations which exist in the respective school districts, such as Parent- Teacher Associations, local teacher associations and the various student organization~ . 29. Make a budget for the new school district. DEVELOPMENTS SINCE CREATION OF THE COMMISSION This document begins with a paragraph which states that a revolution - 32 - �in education is underway because of swiftly moving cultural changes of profound impact on all areas of civil~zation. During the course of this study several developments occurred which have major bearings on the recommendation for one school district to serve Fulton County. Among these developments are the following: 1. Mounting sentiment for a new Atlanta annexation program. Any such move could only aggravate further the already s·erious financial problems of the Fultorr County schools under the present district organization. 2. A statewide educational study has been completed which strongly recommends fewer, more efficient, school districts for the State. While main emphasis is on districts of sufficient enrollment to provide economically the wide range of educational programs and services needed, the basic concern is with sound districts. 3. The Federal Government has passed an education support bill for elementary and secondary schools. This seems to signal a new and far stronger role of the National Governemnt in education for the future. Other Federal legislation which influences schools supports this conclusion. The impact of this changing role on school dis- trict organization is not clear at this time. But present indi- cations point clearly to the importance of strengthening local school districts. 4. The proposed new Constitution for the State of Georgia, if passed, will encourage the consolidation of school districts and will make it easier for consolidation to be achieved. - 33 - �APPENDIX �TABLE I ESTIMATED TOTAL SCHOOL ENROLLMENTS IN REGULAR DAY PROGRAMS IN THE ATLANTA AND FULTON COUNTY DISTRICTS 1965-1970 Years Atlanta Fulton County Total 1965-66 119,204 35,020 154,224 1966-67 122,376 36,210 158,586 1967-68 125,548 37,441 162,989 1968-69 128,721 38,714 167,435 1969-70 131,893 40;030 171,923 - 35 - �• TABLE II ESTIMATED ANNUAL SCHOOL BUDGETS OF THE ATLANTA AND FULTON COUNTY DISTRICTS 1965-1970 Atlanta Years Fulton County Total -·· - - $46,713,125 $13,891,184 $60,604,309 1966-67 51,104,159 15,002,479 66,106,638 1967-68 55,907,949 16,202,677 72,110,626 1968-69 61,163,297 17,498,891 78,662,188 1969-70 66,912,647 18,898,802 85,811,449 1965-66 1!- ~!- Actual - 36 - � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ), '/ SCHOOL DISTRICT ORGANIZATION FOR EDUCATIONAL ADVANCEMENT IN ATIANTA AND FULTON COUNTY Report of the Local Education Commission of Atlanta and Fulton County Georgia �LOCAL EDUCATION COMMISSION OF ATLANTA AND FULTON COUNTY ~- L. Bardin, Chairman Thomas M. Miller Otis M. Jackson, Vice Chairman Mrs. A. L. Ritter W. Kenneth Stringer, Secretary & Treasurer Wallace H. Stewart Dr. R. H. Brisbane William M. Teem, III J. H. Cawthon Fred J. Turner Dr. Rufus E. Clement James White, Jr. Dr. James L. Miller, Jr. EX-OFFICIO Dr. John W. Letson Dr. Paul D. West Oby T. Brewer, Jr. W. L. Robinson Earl Landers Alan Kiepper STAFF Dr . Tr uman Pierce , Coordinator Dr. Curtis Henson, Recording Secretary �TABLE OF CONTENTS I. II. III. IV. v. VI. VII. VIII. IX. x. XI. INTRODUCTION. .... ...... 1 WORK OF THE COMMISSION 2 REVIEW OF PREVIOUS STUDIES 3 ADVANTAGES OF A SINGLE DISTRICT 5 DISADVANTAGES OF A SINGLE DISTRICT DECISION OF THE COMMISSION. NEXT STEPS. .... IMPORTANT QUESTIONS .... 16 .... ....... ...... AFTER THE REFERENDUM? 21 22 30 . 32 ................... 34 DEVELOPMENTS SINCE CREATION OF THE COMMISSION APPENDIX . 20 �SCHOOL DISTRICT ORGANIZATION FOR EDUCATIONAL ADVANCEMENT IN THE ATLANTA AND FULTON COUNTY SCHOOL DISTRICTS INTRODUCTION The present generation is witnessing a revolution in education. Underlying causes of this revolution include social and economic changes of unparalleled speed and magnitude,- the development of an increasingly complex society and a rapidly accelerating accumulation of useful knowledge. The necessity for all persons to secure more education of higher quality than ever before and to continue the quest for learning throughout life becomes more apparent with each passing year. No useful role for the uneducated remains and the cost of ignorance is more than society can afford. Major characteristics of the educational revolution follow: enrolling children in school at an earlier age, extending the upper limits of formal schooling, providing education programs adapted to the cultural background of the student in order to equalize educational opportunity, an enormous increase in the kinds and amounts of instructional materials , in school use of a larger number and variety of specialists, technological advances which enhance the effectiveness of teaching, improvement in organization for teaching and improvement in the quality of teaching . Fast growing d:i.men~ sions of modern school systems include junior colleges, vocational-technical schools, early childhood education progr ams and adult education programs. Additions and improvements in schools are increasing greatly the cost of education. Upward trends in cost will continue into the indefinite future if schools are to meet the demands placed upon them by the public . �The revolution in education places a premium on wise, long-range planning by school districts. Because of population growth and diversity of educational need, metropolitan areas pose difficult educational problems which require much study. Careful, long-range plans for educational advancement are essential in these districts, as in others, if schools are not to suffer in the future. School personnel, members of boards of education and other citizens in the Atlanta and Fulton County school districts are well aware of these conditions and are giving thought to the future advancement of education in the area. Such planning for the f uture was given official status by the General Assembly of Georgia in 1964 when it created the Local Education Commission of Atlanta and Fulton County. The Corrnnission was authorized, To study the desirability and feasibility of combining the school systems of Fulton County and the City of Atlanta, including the portion thereof lying in DeKalb County; to provide that said Corrnnission may draft a plan or plans for the combining of such school systems and submit same to members of the General Assembly from Fulton and DeKalb Counties. WORK OF THE COMMISSION The tasks assigned by the General Assembly to the Corrnnission were complex and formidable. After considerable study, the Corrnnission adopted a plan which, if followed, would enable the Commission to discharge its responsibilities. This plan was revised from time to time as the study progressed and as modifications which would improve the study were identified. The .work of the Corrnnission consisted of completing the steps described below. 1. A review of previous studies which gave attention to the same problems the Corrnnission was ask~d t o study. 2. A study of social, economic and educational trends in the met r opolitan area of Atlanta. - 2 �3. A study of developing educational needs and programs. 4. A study of the Atlanta and Fulton County schools with particular attention to finance. 5. An analysis of the educational reasons which support the creation of a single school district . 6. An analysis of the disadvantages of a single school district. 7. The identification and description of steps which would be necessary to create a single school district. 8. Tasks which would have to be completed in effecting a transition from the present districts to a single district. 9. Deciding on whether to recommend a single district. Throughout the entire course of the study the overriding concern of the Commission was to reach the decision that would serve the best interests of those who are to be educated in the Atlanta and Fulton County school districts. The deliberations of the Commission and the information considered in these deliberations, relevant to the purposes of the study, are sununarized briefly in the following pages. REVIEW OF PREVIOUS STUDIES The char~e of the General Assembly to the Commission springs from a background which spans years of citizen concern for good schools in the Atlanta metropolitan area . During these years, several special studies of the metropolitan area have paid attention to the schools and their problems of advancement. The Local Government Commission of Fulton County recommended in 1950 a Greater Atlanta Development Pr ogram. - 3 - The report of the Commission included �reference to the schools and the possibility of merging the Atlanta and Fulton County school districts. The report took the position that, ultimately, merger was desirable, but not ·at that time because of differences in expenditure levels and in school programs of the two districts. The General Assembly created a Local Education Connnission in 1958 to study the two school systems and to submit a plan or plans for their improvement to members of the General Assembly from Fulton and DeKalb Counties. This Connnission also sttrlied the question of merging the two school systems and concluded that while this would be desirable in the future, it was neither desirable nor practicable at that time. The Connnission recommended the creation of a Metropolitan School Development Council which would make it possible to achieve some of the advantages of consolidation. The proposed council was established and has become an effective instrument for carrying out joint programs of the two school systems. These programs include the Juvenile Court School, Educational Broadcasting, Public Information Services and In-Service Education. The Fulton County Board of Education appointed a study commission in 1963 to seek ways to overcome the financial crisis in which the Fulton County Schools found themselves because of a City of Atlanta annexation program. The annexation program was recommended by the Local Government Connnission in 1950 and was carried out in the early fifties. As a result of this program, 72 percent of the taxable wealth of the Fulton County School District and nearly 50 per cent of its s tudents were annexed by Atlanta. The repor t of this Connnission also took the position that the school districts should undert ake merger when fea sible and recommended t hat steps be taken to determine what would be invol ved in bringing about a singl e district. - 4 - �All studies, since 1950, which have concerned themselves with education in Atlanta and Fulton County have given serious consideration to the creation of a single school district in place of the two existing districts. These studies have taken the position that consolidation should be undertaken when feasible. The two districts, meanwhile, have grown closer together in levels of financial support and in educational programs. Furthermore, there has been a marked increase in the number of cooperative undertakings in pursuit of connnon interests. However, differences remain which would have to be reconciled if a single district is created. ADVANTAGES OF A SINGLE DISTRICT Major advantages of a single district over the two present districts number fifteen. These advantages are concerned with the basic structure for education, adequately financing the schools, equalizing educational opportunities, and improving the quality of education. Actually, all concerns of the study focus on the improvement of the schools. There follows a statement of each advantage and a brief discussion of its meaning. ! Better School District Will Be Provided Adequate criteria for determining the soundness of a school district have been developed by educational authorities. These criteria are con- cerned with such things as a sufficient number of children in the district in order to make possible rea sonable educational effectiveness and cost economy, adequacy of the district as a unit of local government, availability of an adequate local tax base, adequate bonding capacity, reasonable tax leeway and some degree of fiscal independence . When these criteria are applied to the present districts of Atlanta and Fulton County, neither is - 5 - �revealed as a satisfactory district. six criteria: Fulton County meets only one · of the the number of children to be educated. bonding capacity. Atlanta lacks adequate If the two districts were combined, the resultant district would be more adequate, primarily because of fiscal resource, than is either when considered separately. Educational Opportunities Can Be Equalized Morg Easily The right of every indivi dual to secure an education is inherent in a democracy. The modern definition of this right is that every individual must secure an education appropriate to his purposes, interests, abilities and needs. Equality of educational opportunity, therefore, does not mean the same education for all, but it does mean the same level of quality for all insofar as this is possible. The extreme diversity of cultural in- terests and backgrounds which are found in the metropolitan area of Atlanta, and i n any other metropolitan area, require a wide range of educational programs adapted to these basic differences in people. The current nation- wide interest in providing more realistic educati onal programs for children in slum areas is an indication of concern for this kind of need . The Atlanta district is heterogeneous in composition while the Fulton County district is more homogeneous. Combining the two would make it possible to provide in a more economical and efficient manner the variety of educational programs which are needed. The equalization of educational opportunities in Atlanta and Fulton County is virtually impossible under the present district organization. A single district would contribute much to making this a manageable task with minimum difficulties. - 6 - �N.ew and N.e eded Educational Programs Could Be Provided More Economically Neither school district has yet provided post-secondary education programs for which there is great need. Perhaps the fastest growing trend in American education is the development of comprehensive junior colleges. These institutions provide two years of academic work either for terminal purposes or for transfer to a senior college. They also usually offer pro- grams in vocational-technical education and in adult education. It is in- creasingly clear that continuing education is a must for the adult citizen of tomorrow. of education. The kind of world in which we live requires increasing amounts A recent Educational Policies Commission report takes the position that two years of education beyond the high school should be provided at public expense for all high school graduates. Fulton County is not financially able to provide junior colleges under its present tax structure. It would not represent the best economy for each district to provide its own junior colleges. A program to serve the metro- politan area would provide the best means of meeting this growing educational need. The two districts have already found it profitable to cooperate in the provision of vocational and technical education as shown by a new vocationaltechnical school which is to serve both districts. Plans are in the making for construction of a second institution of this type. More Adequate Curricula for Special Student Groups Can Be Provided The variety of curricula needed to meet the diverse educational needs referred to above requires special education programs for small groups of selected students . These programs serv~ children with serious physical - 7 - �handicaps, those suffering from severe mental retardation, children with extreme emotional difficulties, the exceptionally bright, and those with unusual talents. Since such programs are needed for only small numbers of children, they can be provided more economically if the student population to be served is drawn from both the Atlanta and Fulton County districts rather than for each school district to offer its own programs. Furthermore, the educational quality of offerings can be improved more readily in a unified district. Certain Educational Programs and Services Can Be Pi·ovided More Satisfactorily The richness and depth of both teaching and learning are being enhanced by new discoveries concerning human growth and development. The contributions of science to the effectiveness of teaching and learning processes are increasing at a rapid rate. Integrating into curricula the accelerating flow of new and useful subject matter which the modern school program must offer if it is to remain effective is an increasingly difficult problem. The modern school must be staffed by professional personnel who keep up with these continuing developments that affect their productivity. System- wide and continuous career development programs for personnel have become a necessity . This educational service can be provided better on a larger district basis rather than in terms of the present separate districts. The development and use of various learning resources and the appropriate utili zation of technological advance s in teaching can be stimulated and fostered better thr ough a single school district. - 8 - �Needed Improvements in Educational Quality Can Be Achieved More Readily The search for better schools is a common thread running through all considerations involved in deciding the consolidation question. Unless the ultimate consequence of unifying the two school districts is a better quality of education, there is little need to pursue the issue. Changes in financing schools, in administrative and supervisory services and in the scope and variety of educational offerings can be justified only if they bring about better education. The educational advancement which is essential to sound progres~ of the Atlanta metropolitan area requires a unified approach and not a series of separate and structurally unrelated school programs. The search for educational quality is now both universal and continuous. The pursuit of quality is complex because it is concerned with everything that has a bearing on educational programs offered by a school district. The unification of efforts to improve quality would certainly maximize both opportunities and resources for enrichment of educational offerings. Comprehensive, Long-Range Planning Can Be More Effective The increasing magnitude of educational responsibility has been stressed in earlier statements. The quantitative demands as well as the qualitative demands of this responsibility will continue to increase. Projections which have been made through the next several years show no letdown in the rate of population growth in the Atlanta metropol itan area . The indicated increase in the educational load calls for the most intelligent planning of which the people respensible are capable . Since this growth ignores school district - 9 - �• lines, · adequate planning for new enrollment also must ignore these lines insofar as actualities permit. Comprehensive, long-range planning cannot be satisfactory if it is segmented on the basis of school district lines which have no constructive significance in the context of the metropolitan area as a whole. For the same reasons long-range planning for improvement in the quality of education can be more effective if done for a single district rather than the present separate districts. More Effective Solutions to Connnon Educational Problems Are Possible Educational problems are not confined to areas marked off by school district lines. Some educational problems are unique to certain types of districts, as is true of Fulton County and Atlanta. But many such problems are connnon to the school districts of an area , state , region or nation. problems which are common seem to be on t he increase. Those The school district which embraces as nearly a self-sufficient socio-economic unit as is possible provides the best structural framework for t he consideration of educational problems . Solutions to thes e pr obl ems should not be restricted by ar ti- f icial distr i ct l i ne s which ignore t he facts of l ife . A uni fi ed district would pr ovide for a mor e constructive approach to problem s oluti on than does the present dual appr oach. This is all the more important s ince most of t he educational problems to be face d are common t o t he two districts. More Effective Research Programs Can Be Stimulated and Executed As good schools have become more central t o personal and connnunity - 10 - �advancement, the place of research in education has become more apparent. Sound analyses of existing programs, the identificat~on and description of strengths and weaknesses, and the determination of grounds for change require research. Planning ahead to be sure there will be adequate classrooms and teachers for the children in school at the beginning of a given year rests on research. School systems without strong _research programs cannot achieve their maximum effectiveness. The complexity of a metropolitan area and the interrelationships of roles of its _different segments require comprehensive research programs based on trends and needs of the entire area rather than of sub-units such as separate school districts. Furthermore, economy and wise management dictate a metropolitan-wide approach to research. Needed Experimentation and Educational Invention Can Be Achieved More Readily Major advances in our society depend heavily on invention and experimentation. nology. This fact is well recognized in the world of science and tech- The role of invention and experimentation in the improvement of social institutions such as schools is equally important. Schools, like the communities in which they exist, must change as society changes. New curriculum materials should be developed and tested on experimental bases. New knowledge of human growth and development should be applied to teaching and learning on experimental bases. New teaching procedures and methods should be tested through tryout and evaluation. Heavy reliance upon invention and experimentation are crucial to needed educational advancement. There is no need for the school systems within Fulton County to engage in separate programs of this nature . - 11 - The interests �of both districts can be served better by unified programs, to say nothing of economies which could be effected. More Extensive Use of Selected Educational Facilities and Learning Resources Is Possible Centers for acquiring, creating, distriputing and servicing curriculum materials such as publications, filmstrips, video tapes, films and the necessary equipment for appropriate ~se of these materials are becoming common. The creation of teaching materials for local use and on the basis of needs unique to the local situation is an important function of these centers. The use of television in teaching and in professional development programs is increasing. The needed facilities for extensive television programs in the metropolitan area can be centered easily in one location. It is not necessary to duplicate the facilities and resources mentioned above in different school districts serving the same metropolitan area. A single center can provide a constant flow of materials far richer and more comprehensive than would be possible if available financial support is used to provide centers in the separate districts. Equity and Balance in Financial Effort and Support Can Be Achieved An axiom of educational finance, which is accepted universally, is that wealth should be taxed where it is in order to educate children where they are . The most glaring deficiency in the structure of public education in the Atlanta area violates this axiom. is the City of Atlanta. The center for commerce and industry ·C ontributions of most Fulton County citizens to - 12 - �the economy of the metropolitan area are made largely in the City of Atlanta where they do their work. This wealth enriches Atlanta primarily, although earnings paid to the individual may be spent wherever he chooses. The City already recognizes these facts of the economy of the area by helping to support schools in the Fulton County District through al½ mill countywide property tax. The industrial wealth of the metropolitan area which is a major source of school revenue lies largely within the City of Atlanta. No equitable system of financ~al support and effort is possible which does not take into account these economic facts. A single tax program for the metropolitan area with the revenues distributed according to educational need is the only available satisfactory answer to the problems of providing adequate support for the schools. This is Atlanta's problem as well as Fulton County's problem because of the highly complex interdependence of the economy of the two districts. A single school district would be the most simple and prudent way to achieve the goal of equity and balance in financial effort and support. Greater Financial Stability is Possible The disadvantages of heavy reliance on the property tax for the support of schools are well known. The primary advantage is that revenues from property taxes fluctuate less than do revenues from more sensitive barometers of economic health. Desirable stability in the financial structure of a · school system in the final analysis is related to the soundness of the economy of the district and the fairness of its system of taxation . The better balanced the tax program, the more stable the financial base of the schools. The more complete the area served by the school district is as an - 13 - �economic unit in its own right, the more stable will be the local tax base for schools. It is obvious that combining the Atlanta and Fulton County districts into a single school system would provide a far sounder economic base for year-to-year stability in school support. Economies Are Possible Consolidation cannot be justi~ied solely as an economy measure, if this is defined as an actual reduction in expenditures. Any plan for inrrnediate unification of the Atlanta and Fulton County School Districts would cost more than the sum of the current budgets of the two systems because, assuming that the same quality of education is to be provided in the entire district, costs would need to be equalized upward instead of downward. Nevertheless, some financial economies are possible because of the elimination of duplicate programs and services which can be handled better through a single system. In this connection, special reference is made to experimentation, invention, research, certain district-wide programs and services, specialized curricula for small student groups and others enumerated earlier. These programs could be provided at higher quality levels and at a lower unit cost on a unified basis than would be possible in dual programs. However, the greatest economic gain to be derived from consolidation would be in the creation of opportunities to purchase more with the edu- _ cational dollar rather than in the utilization of fewer dollars. This kind of economy is of much greater importance than is the mere saving of money. One good test of a school district is not how little money it spends , but how much education it buys for its exvenditures . - 14 - �New Educational Developments Can Be Better Accommodated As shown earlier, the revolution in education which is underway is composed of both problems and opportunities. A large school district is in better position than a small district to stay abreast of such developments because of its more complex and varied interacting elements. Problems and needs often fall into sharper focus in a large district where the dynamics of change appear to express themselves with greater vigor. Opportunities for new developments in education to be put into practice prevail to a greater degree in the large district. Many resources not for- merly available to improve schools are now being made available. The major source of this new support is the Federal Government through numerous pieces of legislation. It is much easier to take full advantage of the funds thus made available if a single district is created. The complexities of govern- ment relations to education are rapidly increasing. It would be more satis- factory to handle these relationships for the Atlanta and Fulton County Schools through a single agency than through two agencies. Assumptions The above identification and description of advantages of a single school district ar e predicated on certain as sumptions concerning the propos ed new dis t rict . Among these a ssumpt i ons ar e the f ollowing: 1. An adequate legal base for the new district wi ll be pr ovided . 2. An a dministra tive structure which will make pos s i ble the necessary leadership for educational advancement in the metropolitan ar ea will be created. ~ 15 - �3. An adequate plan for financing the new school district will be adopted. 4. Emphasis on continuously improving educational quality and extending educational services will be ·continued. Conclusion Consolidation as such is of no value. It is valuable only as it results in educational advancement, improve~ educational opportunities for children, youth and adults; however, it will not guarantee such advancement. DISADVANTAGES OF A SINGLE DISTRICT The Commission was as much interested in identifying and analyzing the disadvantages of one school district as it was in identifying and analyzing the advantages. Without the weighing of advantages and disadvantages against each other, no objective way of making a decision was open to the Commission. Major concern was with both real and possible educational disadvantages of a single district rather than with problems and issues which would have to be faced if the two present districts are dissolved and a new one is created in their stead. However, the latter problems and issues are also important and they were studied extensively. this report. They are reviewed in a subsequent section of Possible disadvantages of the larger district are presented nex t. Difficulties in Providing School Programs Needed Because of Differences in Attendance Areas The capacity of schools to make adaptations which take into proper - 16 - �account the educational needs of their neighborhoods is related to the size of districts. Considerable uniformity of educationa~ programs in the various attendance centers within districts has been traditional. Because of the range of socio-economic conditions which exist in metropolitan areas a greater variety of educational needs is present in metropolitan school districts. Thus, greater variations are required in school programs than are needed in smaller more homogeneous districts. Current efforts to develop more realistic school programs for _children in slum areas of cities is an example of the need for different kinds of progr ams according to community backgrounds. A reasonable degree of control must be vested in the local school community if these variations in educational needs are to be met. Neighborhood control generates local responsibility, interest and initiative which are essential to good schools. Unhealthy Reliance £ill Bureaucracy Wher e at least some degree of local control is not pre sent , decisions are necessarily removed from the local scene. Instead of the healthy exer - cise of community responsibility for schools , directives from a centr al of f i ce removed fr om the community may t ake the place of l ocal initiati ve . Thus, bureaucratic controls may grow up whi ch inevitably stress unif ormity and discourage the community autonomy whi ch has been one of the major strengths of public education in Ameri ca. There is evidence to show that the larg~r the district t he greater the likelihood that a ut hority over the neighborhood school will be central ized in administrative offices which are usually too far removed from the local school to be responsive to local interests and needs . - 17 - �Inadequate Invention and Experimentation - Historically, many very large school districts have been notably lacking in educational invention and experimentation. Some of the major current educational ills of our country are found in the slums of large city districts where until recently little effort has been made to develop school programs which would serve these areas realistically. Innovation is difficult in situations which do not encourage the exercise of individuality. Uniformity and invention are not compatible. ulations Excessive use of rules, reg- and directives inhibit creativity. Problems unique to large school districts in metropolitan areas have been the subject of much study in recent years. Experiments with new methods and procedures for utilizing the interests and abilities of citizens in neighborhood school centers have been successful. At present, the nature of educational needs of the culturally deprived and the curriculum materials and teaching procedures which are adapted to their backgrounds are subjects of important research and experimentation. The Elementary and Secondary Edu- cation Act of 1965 provides more than one billion dollars to improve education programs for socially disadvantaged children. Current trends are pointing to ways of stimulating innovation and experimentation in all school districts. Poor Conununication The difficulties of maintaining satisfactory channels of conununication increase with the size of a school district. The threads which hold a school system together become tenuous as the district grows larger. Greater depend- ence must be placed on formal and impersonal means of conununication in large districts. Opportunities for misunderstanding and conflicting opi ni ons are - 18 - �greater where personal and informal contacts are missing. Too Much Centralized Decision Making The disadvantages of bigness in utilizing democratic participation in reaching decisions stems partly from the lack of an adequate structure for such participation and partly from the slowness of action characteristic of large units of government. The fact that both the soundness of decisions and an adequate understanding of thejr meanings are enhanced by participation in their making is of great importance in education because of the nature of teaching and learning. It has been difficult for large school districts to avoid making many decisions in central offices which might be made more satisfactorily in local attendance areas. Loss of Personal Identity Many studies have shown that a close relationship exists between the productivity of a person and the degree to which he feels himself to be an integral part of the enterprise which provides his employment. The more he is made to feel that he is but a mere cog in a machine, the more he acts as though this were true. There is no substitute for warm personal re- lationships in achieving satisfaction and success in one's work. The kind of environment which encourages such relationships is very hard to maintain where large numbers of persons are involved. Conclusion The Atlanta and Fulton County school districts, if combined , would be about eleventh in size among all districts in America . - 19 - In 1964- 65, the �total regular day school enrollment in the two districts was 150,218 plus special schools and adult programs. This is about one~sixth the enrollment in New York City which has more than one million pupils and enrolls more pupils than any other district in the Nation. Both the Atlanta and Fulton County districts have reached already the size of school systems which have suffered from the ills described above. -Therefore, if the proper safeguards are observed in the creation and establishment of the new district, combining the school districts would. scarcely create problems of bigness beyond those which already exist. Just as creating a single school district would not guarantee the educational advantages discussed in this document, neither would the ills described inevitably follow. Knowing the disadvantages to avoid should be sufficient forewarning to assure the provision of an adequate legal base for the new district, satisfactory administrative leadership and sufficient financial support. DECISION OF THE COMMISSION After carefully balancing against each other the educational advantages and disadvantages of one district in place of the two existing districts, the Commission then defined and examined the steps which would have to be taken in order to create a single school district for Fulton County and the tasks which would have to be completed in the transition . Neither set of undertakings appeared to be faced by insurmountable barriers ; hence , the Commission was free to make its decision on strictly educational grounds . The evidence before the Commission scarcely permitted a recommendation other than the creation of one school district for all of Fulton County. - 20 - �This is the reconnnendation. The Atlanta and Fulton County school districts should be dissolved, not merged . An entirely new district should be created . In this way none of the limitations of the present districts need be preserved and the advantages of both can be combined in the new district. Furthermore, desirable features of a school district not currently present in either Atlanta or Fulton County can be incorporated in the new di st rict. NEXT STEPS The foregoing presentat ion outli nes some of the steps taken by t he Commission in reaching a decision on the question of merger. Having de- cided that, in its opinion, the educational programs needed by the children, youth and adults of Atlanta and Fulton County can be provided better by a single district, the Commission turned to a study of the actual steps which would be necessary to achieve merger. The legislati on creating the Connni ssion, in addit ion to directing the Commission 11 To study the desirabi lity and fea sibility of combining . . . 11 (the Atlanta and Fulton County School Systems), stated that the Commission 11 may draft a pl an or plans f or the combining of such school systems . 11 The decision on whether there will be a s ingl e di st r ict will be made by the voters of the present districts. Hence , i f the member s of the General Ass embly from Atlanta and Fult on County accept the Commis sion's reconnnendation, thei r next s tep would be to dr aw up a nd submit f or passage necessary legislation for holding a referendum on the issue. Since the voters ar e enti tled t o a ll informati on that can be provided in order for them to make the best decision, legislation authorizing the referendum should also spell out the essential characteristics of the pro- - 21 - �posed new district. The Commission reconnnends that this legislation include the following: 1. A definition of the necessary legal basis for dissolving the present districts and creating the new district. 2. A description of organizational, administrative and tax structures of the new district. 3. Provisions ior safeguarding present commitments and obligations of the two existing districts. 4. The date on which the new district would come into being. 5. Provision for setting up the machinery required to make the transition from the two present districts. Should the majority of votes cast in the referendum in each of the two existing districts favor the single district, the proposed school district would then be created in accordance with the specifications of the legislation. : (It is assumed that voters in each district would be required to approve the single district before it can be created.) The transition from two school districts to one school district is complex and requires careful planning~ to be resolved can be foreseen. Problems and issues which will have Their exact nature will depend to some extent on the specific provisions made for dissolving the present district and creating a new district. But the following questions may be anticipated, and satisfactory answers to them are possible at this time. IMPORTANT QUESTIONS Since merger of the Atlanta and Fulton County school districts has been discussed from time to time during the past twenty years , opinions - 22 - �already have been formed on both sides of the issue. It may be assumed, however, that the vast majority of citizens have had ~o opportunity to become properly informed on the basic facts needed in order to reach a wise decision. Much public discussion of the facts concerning the present districts and the proposed new district is essential to reaching a sound decision. These facts should be made available to all citizens. questions will be asked and properly so. possible answers to these questions, Many Citizens are entitled to the best It is, of course, impossible to foresee just what all of these questions will be, but it is safe to assume the following will be of interest. Answers to these questions are given in light of known facts. What Would the New District be Like? The Atlanta district consists of 128,395 square miles of which 8.420 miles lie in DeKalb County. The Fulton County School District includes 420 square miles of territory. Therefore, the two districts, if combined, would make a single district of 548,395 square miles of which 539.975 square miles would be in Fulton County proper. The proposed district would have had a total population of 632,600 on April 1, 1964, including 126,400 in the present Fulton County district and 506,200 in Atlanta, of whom 43,900 were in DeKalb County. On October 1, 1964, the total school enrollment for the regular day program, including* kindergartens, would have been about 142,000 pupils . Professional personnel in the new district would have numbered nearly 5,500 individuals, and other school employees just under 3,000 persons. There would have been 170 elementary schools, 35 high schools and two night high schools in the district. - 23 - The schools are now located as �follows: 118 elementary and 24 high schools in Atlanta, 52 elementary and 11 high schools in the Fulton County district. - The school budget for 1965-66 would have been slightly under 61,500,000 dollars, with expenditures equalized by raising Fulton County School District expenditures up to current Atlanta levels, including the provision for kindergartens. The 1965-66 budget for the Atlanta schools is $46,713,124.92; the Fulton County school budget for the same year is $13,891,184, making a total of $60,604,308.92. The school tax digest for the 1965-66 school year is $1,448,147,960 at present assessments. This is divided as follows: $167,691,000 in the Fulton County district and $1,280,456,960 in the City of Atlanta. What Will be the Name of the New District? The Atlanta-Fulton County School District is an appropriate name. Enabling legislation would specify the name of the district. What Would Happen to the Properties of the Two Present Districts? Properties of the two districts would become the property of the new district. These assets belong to the people and are simply held for the people by the present districts. The new district would hold them in the same way, and their value would be unaffected by the transfer . Buildings and equipment would serve the same people they now serve and in the same ways . Children would attend the school they now attend and would be taught by the same teachers . - 24 - �What Would Happen to Debts of the Present Districts? Nothing. Debts of the Atlanta district amount to $41,894,556, and for the Fulton County district, $18,100,444. These are bonded debts incurred primarily for the construction and equipment of needed school buildings. Provisions have been made already for retirement of these debts . These provisions would be as binding if there is a single district as they are at present. What Would Happen to the Teachers,. Principal s, and Other Employees of the Present Districts? All of these individuals would retain their present positions. The only exception would be among administrative personnel on the district-wide level. Some reassignment would be necessary but no one would be assigned to a posi tion of lesser rank than he now holds , with the exception that only one superintendent would be needed. What Would Happen to Salaries of Employees ? No one would take a cut i n salary. In f act, those teachers now in t he Fulton County schools would receive a small salary increase since the Atlant a salary s chedule i s slightly better than the Fult on County schedule. Two salary schedul es would be untenable, as would be any reduction in salaries of present employees. What Would Happen to the Present Teacher Retirement Systems? Each of the existing retirement systems would be retained for those - 25 - �who are now members as each system has provided a bind~ng contract to its members. No teacher could possibly lose in retirement benefits because of a single district. Some way should be found to provide a sound retirement system for the proposed district with each new employee enrolling in this system. Perhaps the present State system could serve this purpose. What Would Happen to the Tenure of Teachers? The proposed new district would not affect earned tenure of teachers in either of the present two school districts. All teachers would carry with them into the new district all of the years of service and all of the benefits of tenure which they have earned. What Would Happen to Positions Held !2y: Teachers in the Present Districts? Nothing. Teachers would continue their work in the same schools, in the same capacity, in the same school communities and with the same colleagues. Would the Singl·e District Cost Less Money? No. While various economies could be effected in a single district resulting in some savings fov the particular services rendered, the overall cost would be higher than the combined cost of the two present districts because the single system would provide for the e~tire district those programs and services which are now provided by only one of the districts. For example, the new district would provide kindergartens for all schools as are provided in the present Atlanta district . - 26 - Provisions for pupil �transportation would have to be uniform throughout the new district. If the Fulton County policy of transporting pupils who live one and one-half miles or more from school or from public transportation which is provided at a student rate were adopted for the new district, no additional cost would be necessary. Adding kindergartens to present Fulton County schools would cost approximately $400,000 per year. Capital outlay needs would be $1½ million for the construction of 60 classrooms for kindergartens. How Would ---the New -- School District be Financed? One of the major reasons for creating a single district is to provide a more equitable tax base for education. In view of the fact that Fulton County has reached the maximum tax rate for schools under present provisions and Atlanta is approaching fiscal difficulties because of the present tax structure, the new district would be timely in making it possible to work out -a more reasonable plan for f i nanci ng education in both Atlanta and Fulton County. A tax structure which differs from that of either present district should be sought. The goal sought by the new tax program would be to di stri bute among the people of the entire county the cost of education on a fair basis. A single district would make possible taxing the wealth where it is and applying it to educati onal need where it exists - - a longt erm guide to f inanci ng schools. A major source of school support should be f ound to take some of t he ' burden f r om the pr oper ty tax and to equalize responsibi lity for support. - 27 - �I Would School Taxes Paid .£Y the Average Individual Be More or Less Than at Present? An answer to this question is not possible without knowing the tax structure of the new district. However, it is safe to assume that the av~rage tax payer will be taxed more fairly in view of one of the main advantages of creating one district. A single tax system for education in the entire country would certainly be fairer than either of the present systems. These systems leave much to be desired. in particular is cumbersome and inequitable. The Fulton County plan Atlanta is now paying part of the educational bill for Fulton County as a result of annexing 72 per cent of the taxable wealth in the Fulton County School District and almost 50 per cent of the students. Should a tax be levied to broaden the base of support, the tax bill of the property owner could be reduced. Wouldn't~ Single District Be of Greater Benefit to the Fulton County District Than to Atlanta? Perhaps initially as Fulton County's school finance problems currently are more severe than those of Atlanta because of the city annexation program of the last decade. But, that which is Atlanta and that which is Fulton County as defined by existing boundaries is unrealistic. The economic life of the two is so interwoven that existing boundaries simply make no sense at all as taxing units. The two districts are now taxing themselves at r elatively the same rate in terms of real effort . - 28 - Partly because of the �= tax structure, Fulton County schools are in truuble fiscally. not far behind in this respect . Atlanta is Hence, both districts stand to gain from a single district if a sound tax structure is created. Can't~ School District Become Too Large? Probably so. The answer depends upon whether size is permitted to foster unhealthy bureaucracy. districts in the Nation. Atlanta is already one of the largest school The new district would occupy about the same position among large districts that Atlanta now occupies. Are There Examples of Similar New Districts? Yes. One of the latest to be created is the Nashville-Davidson County School District. All units of local government were merged in this instance. Charlotte-Mecklenburg County, North Carolina, is another fairly recent example of the same kind of change. Others could be mentioned. No failures of such mergers are known at present. Is There~ Trend in Metropolitan Government to Larger Units , Including Larger School Districts? There are some indications of such a t rend , pr obably because of a growing recognition of the need to streamline metropolitan goverrlments and minimize overlapping and duplication. No doubt , many additional questions will be asked concerning the proposed new district. Obj ective answers should be provided insofar as it is - 29 - �possible to do so. It is hoped that every citizen will familiarize himself with the facts concerning schools in the present districts and the arguments for and against creating a single district. AFTER THE REFERENDUM? If the voters approve a single district proposal, the time table defined in the enabling legislation would be set in motion. Much work would have to be done to effect the transition. The autonomy which local school districts in Georgia are free to exercise is considerable. The Atlanta and Fulton County school districts have freely exercised this autonomy. Being entirely separate districts, they have developed their own policies, procedures and operational patterns. While many similarities exist in these matters, there are also differences. Creation of a new district would require careful attention to such guides and practices. Changes which are necessary must not work injustices on school personnel or reflect unwisely on educational programs. Careful and tedious study are required which will result in the development of policies, procedures and operational patterns needed by the proposed new district and which may or may not exist currently in either of the present districts. Some of the several aspects of this problem are listed below with types of needed action indicated. Additions to this list are likely to be necessary in the event a single district is created . 1. Development of a system of personnel records for professional and other school personnel . 2. Development of a system of records for pupil accounting. 3. Development of necessary guides and procedures fior budgeting . - 30 - �4. Development of purchasing plans and procedures. 5. Development of plans for appropriate financial accounting. 6. Development of a salary schedule for professional and other personnel. 7. Development of a retirement system, or systems. 8. Development of policies concerning· employment practices, professional and other. 9. Development of policies regarding sick leave, vacations, leaves of absence, professional growth, etc. 10. Development of policies regarding size of schools. 11. Development of general school regulations such as length of the school day, number of days in the school year and holidays. 12. Development of a school calendar. 13. Reach decisions on the school program having to do with kindergartens, special education, vocational education and other program areas. 14. Reach decisions on pupil-teacher ratios to be established and maintained. 15. Reach decisions on services to be provided by the school district, such as food, transportation and health. 16. Reach decisions on instructional materials and supplies which are to be provided. 17. Reach decisions on special professional personnel to be provided such as librarians, school psychologists, counselors and reading specialists . 18 . Reach decisions on administrative and supervisory services to be provided. - 31 - �r 19. Reach decisions on non-professianal personnel to be provided, such as lunch room workers, custodians and secretaries. 20. Determine the curriculum adjustments which are necessary and suggest how they are to be made. 21. Recommend policies regarding expansion of school programs with special reference to junior college education, vocational and technical education and adult education. 22. Propose a method of combining the two central office staffs. 23. Propose a plan for the internal organization and administration of the new school district, answering such questions as: Will there be area superintendents? Will there be junior high schools? How many grades will be in the elementary schools? 24. Recommend the future of the Metropolitan School Development Council. Will it have served its purpose if the new school district is created? If not, should it be extended to include the entire metropolitan area? 25. Reconlmend plans for handling textbooks and instructional supplies. 26. Make recommendations concerning teaching loads. 27. Make recommendations concerning the visiting teacher program. 28. Make recommendations concerning organizations which exist in the respective school districts, such as Parent- Teacher Associations, local teacher associations and the various student organization~ . 29. Make a budget for the new school district. DEVELOPMENTS SINCE CREATION OF THE COMMISSION This document begins with a paragraph which states that a revolution - 32 - �in education is underway because of swiftly moving cultural changes of profound impact on all areas of civil~zation. During the course of this study several developments occurred which have major bearings on the recommendation for one school district to serve Fulton County. Among these developments are the following: 1. Mounting sentiment for a new Atlanta annexation program. Any such move could only aggravate further the already s·erious financial problems of the Fultorr County schools under the present district organization. 2. A statewide educational study has been completed which strongly recommends fewer, more efficient, school districts for the State. While main emphasis is on districts of sufficient enrollment to provide economically the wide range of educational programs and services needed, the basic concern is with sound districts. 3. The Federal Government has passed an education support bill for elementary and secondary schools. This seems to signal a new and far stronger role of the National Governemnt in education for the future. Other Federal legislation which influences schools supports this conclusion. The impact of this changing role on school dis- trict organization is not clear at this time. But present indi- cations point clearly to the importance of strengthening local school districts. 4. The proposed new Constitution for the State of Georgia, if passed, will encourage the consolidation of school districts and will make it easier for consolidation to be achieved. - 33 - �APPENDIX �TABLE I ESTIMATED TOTAL SCHOOL ENROLLMENTS IN REGULAR DAY PROGRAMS IN THE ATLANTA AND FULTON COUNTY DISTRICTS 1965-1970 Years Atlanta Fulton County Total 1965-66 119,204 35,020 154,224 1966-67 122,376 36,210 158,586 1967-68 125,548 37,441 162,989 1968-69 128,721 38,714 167,435 1969-70 131,893 40;030 171,923 - 35 - �• TABLE II ESTIMATED ANNUAL SCHOOL BUDGETS OF THE ATLANTA AND FULTON COUNTY DISTRICTS 1965-1970 Atlanta Years Fulton County Total -·· - - $46,713,125 $13,891,184 $60,604,309 1966-67 51,104,159 15,002,479 66,106,638 1967-68 55,907,949 16,202,677 72,110,626 1968-69 61,163,297 17,498,891 78,662,188 1969-70 66,912,647 18,898,802 85,811,449 1965-66 1!- ~!- Actual - 36 - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 6, Folder 1, Document 22 Box 6 Box 6 Folder 1 Folder topic: R. Earl Landers | Local Education Commission | 1964-1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/f9b185e25614893fb04d1c3de54fa1b1.pdf e386d52467a98b6ebb3d28cc199f9e7b Scripto Transcription A written representation of a document. ATLANTA PUBLIC SCHOOLS ADMINISTRATION BUILDING 224 CENTRAL AVE .. S .W. ATLANTA . GEORGIA 30303 OFFICE OF SUPERINTENDENT OF SCHOOLS June 6, 1966 Mr. Earl Landers Mayor I s Office 200 City Hall Atlanta, Georgia 30303 Dear Mr. Landers: May I express my appreciation and that of the administrative staff of the Atlanta Public Schools for your willingness to accept the civic responsibility of helping us to provide better education for our children. Certainly your agreement to dedicate your efforts to the work of this Committee speaks well for you and our city, for the success of a democratic society largely depends on genuine personal involvement of citizens in community activities for the common good. The most recent example of civic cooperation was the school bond election . We owe you a debt of grati tude for your efforts to info rm our people of specific building needs. I look forward to the continuation of our work together for the good of Atlanta children . JWL : psh � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ATLANTA PUBLIC SCHOOLS ADMINISTRATION BUILDING 224 CENTRAL AVE.. 5.W. ATLANTA, GEORGIA 30303 OFFICE OF SUPERINTENDENT OF SCHOOLS June 6, 1966 Mr. Earl Landers Mayor's Office 200 City Hall Atlanta, Georgia 30303 Dear Mr. Landers: May I express my appreciation and that of the administrative staff of the Atlanta Public Schools for your willingness to accept the civic responsibility of helping us to provide better education for our children. Certainly your agreement to dedicate your efforts to the work of this Committee speaks well for you and our city, for the success of a democratic society largely depends on genuine personal involvement of citizens in community activities for the com- mon good, The most recent example of civic cooperation was the school bond election. We owe you a debt of gratitude for your efforts to inform our people of specific building needs. I look forward to the continuation of our work together for the good of Atlanta children. Sincerely, JWL:psh  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 6, Folder 1, Document 23 Box 6 Box 6 Folder 1 Folder topic: R. Earl Landers | Local Education Commission | 1964-1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/665e9e76c860ee645cdd1be1cfae1b31.pdf 3dcb567689dc6409e3ab9790986f38f1 Scripto Transcription A written representation of a document. ----=> MINUTES LOCAL EDUCATION COMMISSION CONFERENCE ROOM - FULTON COUNTY BOARD OF EDUCATION FULTON COUNTY ADMINISTRATION BUILDING JUNE 19, 1964 The first regular meeting of the Local Educati on Commissi on was held in the Conference Room of the Fulton County Board of Education at 2:00 p.m. Mr. W. L. Robins on, President of the Fulton County Board of Educati on, presided. Members present were: P. L. Bardin, Oby T. Brewer, Jr., Dr. R.H. Brisbane, Otis M. Jacks on, P..llen Kiepper, Earl Landers, Dr. John W. Lets on, Dr. James L. Mille r, Jr., Thomas M. Miller, W. L. Robins on, Wallace H. Stewart, William M. Teem, III, Fred J. Turner, Dr. Paul D. West and James White, Jr. The minutes of the organizati onal meeting of May 20, 1964, were r ead ahd unanimously approved . A r eport of the May 29th and June 5th Stee ring Committee meetings was given and the minutes read. It was r eported that each proposed offic er had agreed t o serve i f e l ected . Als c , Dean Pierce and Dean J ohns on agreed t o serve if the Commis s i on requested them t o do s o . The point was r ais ed and clari fi ed that the adoption of the minutes would not constitute the election of the poopie ~hggested. It was pointed out that Dean j ohns on is ti. hiettiber of both t he I General As sembly and the facul t y of the Emory t a~ s ~hool and, t herefore, may not have t i me to di r ect the l egal r es earch r equi red by Educati on Commission . of a law f i nn. the The natu r e of the work desired may r equire s ervices I t was stated t hat Mr. G. Stanley J os lin had been cons idered but that t he Steer i ng Committee t hought Dean J ohnson might bring a fresh approach t o the study. The sugges ti on was made that the Commi s sion empl oy a pro j ect c oordinat or t o deve l op a p rogram of action and identif y res ou rces needed bef or e obtaini ng l egal services. Att orneys for t he ,itl anta and Fulton County School Boa rds should be asked t o advi se in t he mat t er of s el ecting a l aw firm or a lawyer t o c onduct the neces sar y r esea r ch. Mr . Teem made t he mot i on that the minutes of the St eering Committee be approved as read . The moti on carri ed. �r .. Mr. Turner made the moticn that Mr. P. L. Bardin be elected as Chairman of the Local Educati on Commissi on; Mr. Otis M. Jackson be elected as Vice-Chairman; and Mr. W. Kenneth Stringer be elected as Secretary-Treasurer. Mr. White seconded the motion which carried unanimously. The motion was made by Mr~ Turner that Dr. Truman Pierce, Dean of School of Education, Auburn~ University, be employed as coordinator of the study and that he be paid a fee not to exceed $3,000 for services • I ' rendered from the present time until the beginning of the next regular session of the General Assembly. Mr. White seconded the motion. The question was asked if the $3,000 fee covered only the peri od of time fr om the present until shortly after the first of January-about six months. It was pointed out that this was the intent of the motion and that fees beyond the meeting date of the General Assembly would have to be negotiated with Dean Pierce. The motion carried unanimously. Mr. White moved that the officers be authorized to expl ore the matter of the legal assistance needed for this study and that they consult with members of the Commissi on to get their views on the persons or firms t o be retained and report their findings t o the Commissi on f or further action. The motion was sec onded by Mr. Cawthon and carried. Mr. Brewer stated that the Commission should c onsider the amount of money appropriated and the amount spent t o date. legal c ounsel may c ost $25,000 or more, He said that the The Commission should have an accurate estimate cf the t otal c ost of the st~dy and the amount of money which may be obtained fr om vari ous s ources. Mr. Teem moved that the Steering Committ ee and offic ers be directed t o investigate the f i nancial assistance needed by the Commissi on t o accompl ish i t s purpos e and als o the fi nancial s ources availabl e t o satisfy t his assistanc e. carried , The moti on was s ec onded by Mr . Stewa r t and Mr. Robins on then relinqu ished the chair t o Mr. P. L. Bardin, the newl y e l ected Chai rman . Mr. White made the mot icn that the Commiss i on t hank the St eering Committee for gett ing t he Commission off to such a fine start and on - 2- �the right track. Dr. Brisbane s econded the moti on which carried unanimously. Mr . Bardin stated that he had been requested to appear on a WAGA-TV prcgram next week t o discuss the work of the Commissi on. He asked if anyone knew of any reas on why he should net appear. Mr. Brewer stated that the Commissi on needs as much publicity as possible c oncerning the work it is doing, the problems involved and the · need f or the· study. It was pointed out that ai thcugh no answers were available at thi~ time, the pro~lems involved should be explained to the public. I ' nls c; the public should know tnat the Commission has been f ormed and is off tc a good start. It was agreed that f or the next few weeks the Commissi on should meet only when called . But, after the ~oi:rtmittees have been appointed and their work designated; the Cottdn{ssi oh should meet on a r egular schedul e . It was emphasized that the ~6 rk df the Coriimissi on should get started as s oon and as rapidiy a s meeting and pres ent an r,t-tB~{Bie. I ' OVS r M& lti pl ah Dean Pierc e should attend the next ~rid time schedule f or the stUdy . In the meantime , bean Pierce should consult with the Steering Connnittee and cffic e rs of the Cormnissi cn c onc erning adequat e l egal s ervices and financ es. Mr. Teem asked if the Tax Study Commissi on appoint ed by the City would overlap with the work of the Educati on Commissi on. Mr. Lande rs stated that he thought the Study Ccrnmissi cn would add t o t he strength of the Educat ion Commissi on and that the two Commissi ons should keep abreas t of each other but that they should work independently . It was poi nt ed cut that the Local Educ at i on Commissi on had not appoi nt ed a committee t o ma ke a fiscal study and that this committee should not be appoint ed until Dean Pierce pres ents a plan of acti on and l egal assis t a nce is availabl e. Mr. J acks on made the moti on that the Commi ss i on accept the recommendat i on that Dr . Cu rtis Hens on s erve a s sec reta ry. Mr. Whit e sec onded the mot i on which carried unanimously . Mr. Brewer stat ed that t o prevent mi sunderstanding the voting - 3- �members and the ex offici o members of the Ccmmissi on should be identified. Each member cf the Commissi on has a c opy d the House Resclution which clearly identifies members in each category. By calling this matter t o the attenti on of the members of the Cornmission in a regular meeting, misunderstanding should net devel cp either within the Commissi on or betwe en the Cornmissi cn and .other organizati ons. The meeting was adj c,u rned at 3: 20 p.m. subject to the call of the Chairman. Secretary ECH/dh June 26, 1964 Approved: Chairman -4- � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document MINUTES f a LOCAL EDUCATION COMMISSION 7 CONFERENCE ROOM — FULTON COUNTY BOARD OF EDUCATION FULTON CCUNTY ADMINISTRATION BUILDING JUNE 19, 1964 The first regular meeting of the Local Education Commission was held in the Conference Room of the Fulton County Board of Education at 2:00 p.m. Mr. W. L. Robinson, President of the Fulton County Board of Educaticn, presided. Members present were: P. L. Bardin, Oby T. Brewer, Jr., Dr. R. H. Brisbane, Otis M. Jackson, Allen Kiepper, Earl Landers, Dr. John W. Letson, Dr. James L. Miller, Jr., Thomas M. Miller, W. L. Rcbinson, Wallace H..Stewart, William M. Teem, III, Fred J. Turner, Dr. Paul D. West and James White, Jr. The minutes of the organizational meeting of May 20, 1964, were read and unanimously approved. A report of the May 29th and June 5th Steering Committee meetings was given and the minutes read. It was reported that each preposed officer had agreed to serve if elected. Alsc, Dean Pierce and Dean Johnsen agreed to serve if the Commission requested them to do so. The point was raised and clarified that the adoption of the minutes would not constitute the election of the peoble Suggested. It was pointed out that Dean Johnson is a methber of both the General Assembly and the faculty of the Emory Law School and, therefore, may not have time to direct the legal research required by the Education Commission. The nature of the work desired may require services of a law firm. It was stated that Mr. G. Stanley Joslin had been considered but that the Steering Committee thought Dean Johnson might bring a fresh approach to the study. The suggestion was made that the Commission employ a project coordinator to develop a program of action and identify resources needed befcre obtaining legal services. Attorneys for the .tlanta and Fulton County School Boards should be asked to advise in the matter of selecting a law firm or a lawyer to conduct the necessary research. Mr. Teem made the motion that the minutes of the Steering Committee be approved as read. The motion carried. Mr. Turner made the moticn that Mr. P. L. Bardin be elected as Chairman of the Local Education Commission; Mr. Otis M. Jackson be elected as Vice-Chairman; and Mr. W. Kenneth Stringer be elected as Secretary-Treasurer. Mr. White seconded the motion which carried unanimously. The motion was made by Mr. Turner that Dr. Truman Pierce, Dean of Schcol of Education, Auburn, University, be employed as ccordinator of the study and that he be paid a fee not to exceed $3,000 for services rendered from the present time until the beginadas cf the next regular session of the General Assembly. Mr. White seconded the mction. The question was asked if the $3,000 fee covered cnly the period of time from the present until shortly after the first of January—-about six months. It was pointed cut that this was the intent cf the moticn and that fees beyond the meeting date of the General Assembly would have to be negotiated with Dean Pierce. The motion carried unanimcusly. Mr. White moved that the officers be authorized to explore the matter cof the legal assistance needed for this study and that they consult with members of the Commission to get their views on the persons or firms tc be retained and report their findings to the Commission for further action. The moticn was seconded by Mr. Cawthon and carried. Mr. Brewer stated that the Commission should consider the amount of money appropriated and the amount spent to date. He said that the legal counsel may cost $25,000 or more. The Commission shculd have an accurate estimate cf the total cost of the study and the amount of money which may be cbtained from various sources. Mr. Teem moved that the Steering Ccommittee and officers be directed to investigate the financial assistance needed by the Commission to accomplish its purpose and also the financial sources available to satisfy this assistance. The mcticn was seconded by Mr. Stewart and carried. Mr. Rebinson then relinquished the chair to Mr. P. L. Bardin, the newly elected Chairman. Mr. White made the moticn that the Commission thank the Steering Committee for getting the Commission off to such a fine start and on aS the right track. Dr. Brisbane seconded the motion which carried unanimously. Mr. Bardin stated that he had been requested te appear on a WAGA~TV program next week tc discuss the work of the Commission. He asked if anyone knew cf any reason why he should nct appear. Mr. Brewer stated that the Ccommissicn needs as much publicity as possible concerning the work it is doing, the problems invelved and the need for the study. It was pointed out that although ne answers were available at this time, the problems involved should be explained to the public. JAlsc; the public should know that the Commissicn has been formed and is off te a gocd start. It was agreed thdt for the next few weeks the Commission shculd meet only when called, But, after the ¢cmmittees have been appointed and their work designated, the Ccttinlssioh should meet on a regular schedule. It was emphasized that the Work of the Commission should get started as soon and as rapidly as powkibie, Dean Pierce should attend the next meeting and present an overual) plah and time schedule for the study. In the meantime, Dean Pierce should echsult with the Steering Committee and cfficers of the Commission concerning adequate legal services and finances. Mr. Teem asked if the Tax Study Commission appointed by the City would overlap with the work of the Education Commission. Mr. Landers stated that he thought the Study Commission wceuld add to the strength of the Education Commission and that the two Commissions should keep abreast of each other but that they shculd work independently. It was pointed cut that the Local Education Commission had not appointed a committee tc make a fiscal study and that this committee should not be appointed until Dean Pierce presents a plan cf acticn and legal assistance is available. Mr. Jackson made the motion that the Commissicn accept the recommendation that Dr. Curtis Henson serve as secretary. Mr. White seconded the mction which carried unanimously. Mr. Brewer stated that to prevent misunderstanding the voting as members and the ex officic members of the Ccmmission should be identified. Each member cf the Ccommissicn has a copy cf the House Resclution which clearly identifies members in each category. By calling this matter tc the attention of the members of the Commission in a regular meeting, misunderstanding should nct develcp either within the Commission or between the Ccemmissicn and other organizations. The meeting was adjcurned at 3:20 p.m. subject to the call of the Chairman. Ab hedts fecton ECH/dh June 26, 1964 Approved: Chairman aha  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 6, Folder 1, Document 24 Box 6 Box 6 Folder 1 Folder topic: R. Earl Landers | Local Education Commission | 1964-1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/56b106c6edc86b3e70b3f188413ffbe8.pdf 85cac8e753b2327272c8d0e563c4f952 Scripto Transcription A written representation of a document. MINUTES LOCAL EDUCATION COMMISSION CONFERENCE ROOM OF THE FULTON COUNTY BOARD OF EDUCATION FULTON COUN'I'Y ·ADMINISTRATION BUILDING 7 JULY 31, 1964 The Local Education Commission met at 2:00 p.m., in the Conference Room of the Fulton County Board of Education for the primary purpose of reviewing the proposed plan of study developed by Dr. Trwnan Pierce. Members present were: P. L. Bardin, Chainnan Otis M. Jackson Dr. James L. Miller, Jr. Mrs. Alan Ritter W. Kenneth Stringer Fred J. Turner James White, Jr. Alan Kiepper, Ex Officio Dr. John Letson, Ex Officio Dr. Paul West, Ex Officio The minutes of the June 19 meeting were approved. .The minute s of the July 2 meeting of the Steering Committee were read and approved as amended. Prior to making a detailed presentation of the proposed study plan, Dr. Pierce stated that the plan had been developed with the assistance of Superintendents Letson and West and Dr. Martin and Dr. Henson. He also stated that the proposed study outline was intended to ref l ect an understanding and awareness of past studies, current conditions and projected developments of the metropolitan area . (A copy of the plan was distributed to Commission members present and mailed to members absent) . I t was emphasized that the pr oposed plan is intended as a starting point and that changes may be made at any t ime as the study progresses. Mr. White stated that the question before the Commission is : Should t he two ~chools be combi ned? This question needs to be answered as soon as possible ·and members of the Commission should be in a position to answer quest ions and points favorable and/or unfavorable to c:cmbining the· schools so that they can infonn the public and receive reactions. It was pointed out t hat although the last Local Education Commission did not specifically recommend consolidation at the time, it did outline a ten �-2- Local Education Commission, continued July 31, 1964 year improvement program designed to bring the Atlanta and Fulton County Schools" closer together and leading ultimately to a single school district. cooperative and uniformed programs have been realized. Many of these Based on these studies and othe~ information the Commission should now assume that it will proceed upon the premise that combining the nvo systems is desirable. There was agreement that the next step is to prepare a brief which states: (a) findings, conclusions and reconmi.endations of previous studies, (b) advantages and disadvantages of consolidation and (c) data to prove or support the position to consolidate or not to consolidate. This brief will serve as common information to all Commission members and as a review of previous studies. develop the brief and include Items I and V Dr. Pierce will of the proposed plan of study in it. He will present the first draft of this brief to the Commission in September. The motion was made that since all previous studies have pointed toward the desirability of combining the two school ~stems, the present Commission accepts the tentative position that combining the two school systems will be recommended and that attention be focused upon implementing the steps outlined in the proposed plan of study presented by Dr. Pierce, ~owever, the Commission has the right to change this decision at any point during the study. The motion was unanimously approved. It was pointed out that the laws should be examined and provisions made so that the two systems could combine without loss of revenue, services, benefits, etc., for either system and/or for the employees. Mr. Turner made the motion that within the limits of finances available at the present time or in the future, the officers of the Commission be authorized to employ legal counsel and other needed services. The motion wa s seconded by Mr. White and c arried unanimously. The meeting was adjourned at 3:30 p.m. / ~ ECH/dh August 4, 1964 Approved by: _____________ Chairman ,/,/' --/· ,,G ~ Recording Secretary J/ ~ � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document MINUTES ___ > LOCAL EDUCATION COMMISSION CONFERENCE ROOM OF THE FULTON COUNTY BOARD OF EDUCATION FULTON COUNTY ADMINISTRATION BUILDING JULY 31, 1964 The Local Education Commission met at 2:00 p.m., in the Conference Room of the Fulton County Board of Education for the primary purpose of reviewing the proposed plan of study developed by Dr. Truman Pierce. Members present were: P. L. Bardin, Chairman . Fred J. Turner Otis M. Jackson James White, Jr. Dr. James L. Miller, Jr. Alan Kiepper, Ex Officio Mrs. Alan Ritter Dr. John Letson, Ex Officio W. Kenneth Stringer Dr. Paul West, Ex Officio The minutes of the June 19 meeting were approved. The minutes of the July 2 meeting of the Steering Committee were read and approved as amended. Prior to making a detailed presentation of the proposed study plan, Dr. Pierce stated that the plan had been developed with the assistance of Superintendents Letson and West and Dr. Martin and Dr. Henson. He also stated that the proposed study outline was intended to reflect an under- standing and awareness of past studies, current conditions and projected developments of the metropolitan area. (A copy of the plan was distributed to Commission members present and mailed to members absent). It was emphasized that the proposed plan is intended as a starting point and that changes may be made at any time as the study progresses. Mr. White stated that the question before the Commission is: Should the two schools be combined? This question needs to be answered as soon as possible and members of the Commission should be in a position to answer questions and points favorable and/or unfavorable to combining the schools so that they can inform the public and receive reactions. It was pointed out that although the last Local Education Commission did not specifically recommend consolidation at the time, it did outline a ten Local Education Commission, continued July 31, 1964 year improvement program designed to bring the Atlanta and Fulton County Schoolss closer together and leading ultimately to a single school district. Many of these cooperative and uniformed programs have been realized. Based on these studies and other information the Commission should now assume that it will proceed upon the premise that combining the two systems is desirable. There was agreement that the next step is to prepare a brief which states: (a) findings, conclusions and recommendations of previous studies, (b) advantages and disadvantages of consolidation and (c) data to prove or support the position to consolidate or not to consolidate. This brief will serve as common information to all Commission members and as a review of previous studies. Dr. Pierce will develop the brief and include Items I and V of the proposed plan of study in it. He will present the first draft of this brief to the Commission in September. The motion was made that since all previous studies have pointed toward the desirability of combining the two school systems, the present Commission accepts the tentative position that combining the two school systems will be recommended and that attention be focused upon implementing the steps outlined in the proposed plan of study presented by Dr. Pierce, however, the Commission has the right to change this decision at any point during the study. The motion was unanimously approved. . It was pointed out that the laws should be examined and provisions made so that the two systems could combine without loss of revenue, services, benefits, etc., for either system and/or for the employees. Mr. Turner made the motion that within the limits of finances available at the present time or in the future, the officers of the Commission be authorized to employ legal counsel and other needed services. The motion was seconded by Mr. White and carried unanimously. The meeting was adjourned at 3:30 p.m. af ae y Pera ECH/dh ; be tile ee: —_ August 4, 1964 Recording Secretary Approved by: Chairman  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 6, Folder 1, Document 25 Box 6 Box 6 Folder 1 Folder topic: R. Earl Landers | Local Education Commission | 1964-1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/0ec0c30bfd6060764d4ddc182dda9a08.pdf 7c537eca17b6b4d47c1a44018109ac86 Scripto Transcription A written representation of a document. Tentative PROPOSED PLAN OF STUDY FOR THE LOCAL EDUCATION COMMISSION OF ATLANTA AND FULTON COUNTY Purposes of the Study: 11 To study the desirability and feasibility of combining the school systems of Fulton County and the City of Atlanta, including the portion thereof lying in DeKalb County; to provide that said Commission may draft a plan or plans for the combining of such school systems and submit same to members of the General Assembly from Fulton and DeKalb Counties." (Taken from H.R. 505-1246, as passed by House and Senate.) The legislation creating the local Education Commission of Atlanta and Fulton County clearly defines two specific and closely related major t asks and assigns these tasks to the Commission. 1. The two tasks are: To recommend whether or not a single school district would be better for Atlanta and Fulton County than the present separate districts of Atlanta and Fulton County. 2. To draw up a plan or plans f or creating a single school district to t ake the place of the present Atlanta and Fulton County districts. The work of the Commission would be simplified if it could first determine the answer to the question of the desirability and feasibility of a single school system. Should the answer be negative, the Commission ~ght logically consider it unnecessary to propose a plan or plans for creating a single school system. On the other hand, the most practical. answer to the first question is necessarily based on the results of an inquiry into the various factors which would be involved in the dissolution of the two existing school districts and in creating in their stead a single district. �2 -.Obviously, -the consideration of feasibility demands the identification and careful analysis of the requirements for establishing a satisfactory single school district. Therefore, the proposed outline is based on the assumption that a thorough exploration of what the creation of a new school district means is desirable if the most satisfactory answer to each of the two questions is to be achieved~ The steps which are listed and discussed below are based on this assumption. I. Describe the new school district which might be created. What would this district look like? What would it include? This description should include an identification of the geographi cal area the new district would include, the total population of this area, the school age population and the actual school enrollment. The number of teacher s and other professional personnel, and t he number of other employees would be l ist ed. The number, size, t ypes and distribution of schools, a general descript i on of the educational progr8Jll as contemplated, an analysis of aV'8.ilable .facilities, i?lS'tructional materials, trensporta- . tion, and other supporting services would be included. Wealth, sour ces of wealth., and the nature of the economy of the district would be a part of t he description. A gener al overview of the or ganization and government of the distri~t and relationships to other units of government would be included. This statement would st ress the f act t hat t he new district would be made up of schools now in existence located on their present sites and functioning essentially as they do now and with the same personnel. �3 II. Identify and describe the legal steps which would be necessary in order to create a single school district in place of the t wo existing districts. What would be required to dissolve the present districts of Atlanta and Fulton County? How would the new district be created? A complete listing and the precis e definition of the various legal actions necessary in order to discontinue t he present school districts are essential . For example, what would be done with the d.8bt.s of these districts would have to be spelled out. would be set forth. The laws necesse.:':'y for creating a new district The required constitnt ional a:;-1endment would be drafted . Plans for the organization and admini.stration of the district would be stated with provisions for creating a board of education, specifying the number of members, eligibility for member ship, type of representation (district-wide or by areas), term of office, method of selection, power s , duties, and responsibilities. In addition, a plan for organizing and ad- ministeri ng the school district should be set fo r th, including pr ovisions f or a chief administrative official, and the spelling out of hi s powers, duties , and responsibilities . The neces sary legal st eps would also r equire the s etti ng f or th of a t ax pl an f or financial suppor t of the distr ict, t he kinds of school t axes t o be levied, provisions f or tax leeway, and provisions f or debt and debt services. The statement on legal requirene~ts would take into account the impact of the proposed new State Constitution on creation of the new ctistrict and relationships of the district t o ot her t'_;j _ts of government. Some attention should be given to the broJ.cl ge".c.2rnl problem of metropolitan government in the Atlanta metropolitan a.:;__~e~. �4 III. Decisions, recommendations, policies, regulations, and operational pro.. cedures which would be essential to creating the new district and getting it into operation . (Not necessarily an inclusive list.) What are the specific steps required to bring the new district into being? to set it into operation? to assure satisfactory operation? The autonomy which locQl school districts in Georgia are free to exercise is considerable. The Atlanta and Fulton County school districts have freely exercised this autonomy. Being entireiy separate districts, they have de- veloped their own policies, procedures, and operational patterns. While many similarities exist in these matters, there are also differences. Creation of a new district would require careful attention to such guides and practices. Changes which are necessary must not work injustices on school personnel or reflect unwisely on educational programs. Careful and tedious study are required which will result in the development of policies, procedures, and operational patt erns needed by the pr oposed new di str ict and which may or may not cur rently exist in ei t her of the present districts. Some of t he several aspects of this probl em are lis t ed below with types of needed action i ndicated. As t he study advances , additions t o this list are likely to be necessary. 1. Development of a system of personnel records for professional and other school personnel. 2. Development of a system of records for pupil accounting. 3. Development of necessary guides and procedures for budgeting. 4. Development of purchasing plans and procedures. 5. Development of plans for appropriate financial accounting. 6. Development of a salary schedule for professional and other personnel. �7. Development of a retirement system, or systems. 8. Development of policies concerning employment practices, professional and other. 9. Development of policies regarding sick leave, vacations, leaves of absence, professional growth, etc. 10. Development of policies regarding size of schools. 11. Development of general school regulations, such as length of the school day, number of days in the school year, and holidays. 12. Development of a school calendar. 13 . Reach decisions on the school program having to do with kindergartens, special education, vocational education, and other program areas. 14. Reach decisions on pupil-teacher ratios to be established and maintained. 15. Reach decisions on services to be provided by the school distric t, such as food, t r ansportation, and health. 16. Reach decisions on instructional materials and supplies which are to be provided. 17. Reach decisions on special pr ofessional personnel t o be provided such as librarians, school psychologists , counselors, and reading specialists. 18. Reach decisions on administrative and supervisory services to be provided. 19. Reach decisions on non-professional personnel to be provided, such as lunch room workers, custodians, and secretaries. 20. Determine the curriculum adjustments which are necessary and suggest how they are to be madeo �r 6 21. Recommend policies regarding expansion of school programs with special reference to junior college education, vocational and technical education, and adult education. 22. Propose a method of combining the two central office staffs. 23. Propose a plan for the internal organization and administration of the new school district, answering questions such as, Will there be area superintendents? Will there be junior high schools? How many grades will be in the elementary schools? 24. Recommend the future of the Metropolitan School Development Council. Will it have served its purpose if the new school district is created? If not, should it be extended to include the entire metropolitan area? 25. Recommend plans for handling textbooks and instructional supplies. 26. Make recommendations concerning teaching loads. 27. Make recommendations concerning the visiting teacher program. 28. Make recommendations concerning organizations which exist in the respective school districts, such as Parent- Teacher Associations, local teacher associat i ons, and the various student organizations . IV. A proposed budget f or the new district. What would it cost to finance the new school district i n or der to maint ain the level of present school pr ograms? A budget should show the total 8Jl!Ount of r evenue needed and the allocation of funds t o the various areas of t he educat i onal program. A com- parison should be made of the cost of education in the two present districts and the new district calling attention to any differences in cost and giving explanations for t he differences. The budget should also �7 show the sources of revenue and the amounts from each source. The budget would necessarily take into account revenues to be received from the State. How these revenues compare with those presently received from the State by the two separate districts should be shown. V. Identify and describe the advantages and disadvantages of a single school · system in comparison to the advantages and disadvantages of the two present school systems. What facts and conditions support creation of a new district? What facts and conditions support retaining the two existing districts. What is the proper recommendation? The steps which have been outlined above would provide a sound basis for answering these questions. A decision on the single district issue would also involve bringing up- to-date those aspects of previous studies which deal with the present questions and the identification of changes made since these studies were completed, legal and otherwise, which have a bearing on the problem. This statement should take account of the problems and issues which would have to be faced in undertaking to develop a single school district. VI. Propose a plan f or creating and putting into operation the new school district, if it is to be created. This step is essentially the development of a blueprint for action· to be taken in the event a new district is desired, including a time table / for such action. A statement of specific steps to be undertaken in creating the new school district would be drawn up. would need to be given to required legislation. Special attention A sequential schedule �r 8 of steps should be included and assigni~ents made of responsibilities for carrying out each step. VII. A time schedule should be suggested. Design a Public Information Se:r,rices Program. Acceptance of any proposals of t he Co~.m:ission will depend largely on public lmowledge and understanding of SP.ch proposals. Therefore, a wide variety of opportunities should be provided for citizens to become acquainted with the proposals c:G.: d to u:ids r~tand their impact on education in the metropolitan area. He:,_ce, appropriat9 use of television, radio, and newspapers will be L-ri order. IndiYidnal C:..'1.d small group conferences with selected persons is a.'1. extremely import2...~t step in this program. Provision for adequate pubJ.ic discussions is another important step. /7, Jv )t p: r p '>- %; 19 (,, f- � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Tentative PROPOSED PLAN OF STUDY FOR THE LOCAL EDUCATION COMMISSION OF ATLANTA AND FULTON COUNTY Purposes of the Study: "To study the desirability and feasibility of combining the school systems of Fulton County and the City of Atlanta, including the “portion thereof lying in DeKalb County; to provide that said Commission may draft a plan or plans for the combining of such school systems and submit same to members of the General Assembly from Fulton and DeKalb Counties." (Taken from H.R. 505-126, as passed by House and Senate.) The legislation creating the local Education Commission of Atlanta and Fulton County clearly defines two specific and closely related major tasks and assigns these tasks to the Commission, The two tasks are: 1. To recommend whether or not a single school district would be better for Atlanta and Fulton County than the present separate districts of Atlanta and Fulton County. 2. To draw up a plan or plans for creating a single school district to take the place of the present Atlanta and Fulton County districts. The work of the Commission would be simplified if it could first deter- mine the answer to the question of the desirability and feasibility of a single school system. Should the answer be negative, the Commission might logically consider it unnecessary to propose a plan or plans for creating a single school system. On the other hand, the most practical answer to the first question is necessarily based on the results of an inquiry into the various factors which would be involved in the dissolution of the two existing school districts and in creating in their stead a single district. Obviously, the consideration of feasibility demands the identification and careful analysis of the requirements for establishing a satisfactory single school district. Therefore, the proposed outline is based on the assumption that a thorough exploration of what the creation of a new school district means is desirable if the most satisfactory answer to each of the two questions is to be achieved. The steps which are listed and discussed below are based on this assumption. Describe the new school district which might be created. What would this district look like? What would it include? This description should include an identification of the geographical area the new district would include, the total population of this area, the school age population and the actual school enrollment. The number of teachers and other professional personnel, and the number of other em- ployees would be listed. The number, size, types and distribution of schools, a general description of the educational program as contemplated, an analysis of available facilities, instructional materials, transporta- tion, and other supporting services would be included. Wealth, sources of wealth, and the nature of the economy of the district would be a part of the description, A general overview of the organization and government of the district and relationships to other units of government would be included. This statement would stress the fact that the new district would be made up of schools now in existence located on their present sites and function- ing essentially as they do now and with the same personnel. II. 3 Identify and describe the legal steps which would be necessary in order to create a single school district in place of the two existing districts. What would be required to dissolve the present districts of Atlanta and Falton County? How would the new district be created? A complete listing and the precise definition of the various legal actions necessary in order to discontinue the present school districts are essential. For example, what would be done with the debts of these districts would have to be spelled out. The laws necessery for creating a new district would be set forth. The required constitutional ensndment would be drafted. Plans for the organization and administration of the district would be stated with provisions for creating a board of education, specifying the number of members, eligibility for membership, type of representation (district-wide or by areas), term of office, method of selection, powers, duties, and responsibilities. In addition, a plan for organizing and ad- ministering the school district should be set forth, including provisions for a chief administrative official, and the spelling out of his powers, duties, and responsibilities. The necessary legal steps would also require the setting forth of a tax plan for financial support of the district, the kinds of school taxes to be levied, provisions for tax leeway, and provisions for debt and debt services. The statement on legal requirerents would take into account the impact of the proposed new State Constitution on creation of the new dis- trict and relationships of the district to ovher units of government. some attention should be given to the broad gensral problem of metropolitan government in the Atlanta metropolitan are, IIt. Decisions, recommendations, policies, regulations, and operational pro- cedures which would be essential to creating the new district and getting it into operation, (Not necessarily an inclusive list.) What are the specific steps required to bring the new district into being? to set it into operation? to assure satisfactory operation? The autonomy which local school districts in Georgia are free to exercise is considerable. The Atlanta and Fulton County school districts have freely exercised this autonomy. Being entirely separate districts, they have de- veloped their own policies, procedures, and operational patterns, While many similarities exist in these matters, there are also differences. Creation of a new district would require careful attention to such guides and practices, Changes which are necessary must not work injustices on school personnel or reflect unwisely on educational programs, Careful and tedious study are required which will result in the development of policies, procedures, and operational patterns needed by the proposed new district and which may or may not currently exist in either of the present districts. Some of the several aspects of this problem are listed below with types of needed action indicated. As the study advances, additions to this list are likely to be necessary. 1. Development of a system of personnel records for professional and other school personnel, 2. Development of a system of records for pupil accounting. 3. Development of necessary guides and procedures for budgeting. hk. Development of purchasing plans and procedures. 5. Development of plans for appropriate financial accounting. 6. Development of a salary schedule for professional and other personnel. 10. il. 12, 13. 15. 16. 17. 18. 1). 20. Development of a retirement system, or systems, Development of policies concerning employment practices, professional and other. Development of policies regarding sick leave, vacations, leaves of absence, professional growth, etc. Development of policies regarding size of schools, Development of general school regulations, such as length of the school day, number of days in the school year, and holidays. Development of a school calendar, Reach decisions on the school program having to do with kinder- gartens, special education, vocational education, and other program areas. Reach decisions on pupil-teacher ratios to be established and main- tained. Reach decisions on services to be provided by the school district, such as food, transportation, and health, Reach decisions on instructional materials and supplies which are to be provided. Reach decisions on special professional personnel to be provided such as librarians, school psychologists, counselors, and reading specialists. Reach decisions on administrative and supervisory services to be provided. Reach decisions on non-professional personnel to be provided, such as lunch room workers, custodians, and secretaries. Determine the curriculum adjustments which are necessary and suggest how they are to be made. IV. 21. Recommend policies regarding expansion of school programs with special reference to junior college education, vocational and technical education, and adult education. 22, Propose a method of combining the two central office staffs. 23. Propose a plan for the internal organization and administration of the new school district, answering questions such as, Will there be area superintendents? Will there be junior high schools? How many grades will be in the elementary schools? 2h. Recommend the future of the Metropolitan School Development Council, Will it have served its purpose if the new school dis- trict is created? If not, should it be extended to include the entire metropolitan area? 25, Recommend plans for handling textbooks and instructional supplies. 26. Make recommendations concerning teaching loads. 27-2 Make recommendations concerning the visiting teacher program. 28. Make recommendations concerning organizations which exist in the respective school districts, such as Parent-Teacher Associations, local teacher associations, and the various student organizations. A proposed budget for the new district. | What would it cost to finance the new school district in order to maintain the level of present school programs? A budget should show the total amount of revenue needed and the allo- cation of funds to the various areas of the educational program. A com- parison should be made of the cost of education in the two present dis- triets and the new district calling attention to any differences in cost and giving explanations for the differences. The budget should also VI. show the sources of revenue and the amounts from each source, The budget would necessarily take into account revenues to be received from the State. How these revenues compare with those presently received from the State by the two separate districts should be shown, Identify and describe the advantages and disadvantages of a single school ‘system in comparison to the advantages and disadvantages of the two present school systems. What facts and conditions support creation of a new district? What facts and conditions support retaining the two existing districts. What is the proper recommendation? The steps which have been outlined above would provide a sound basis for answering these questions. A decision on the single district issue would also involve bringing up-to-date those aspects of previous studies which deal with the present questions and the identification of changes made since these studies were completed, legal and otherwise, which have a bearing on the problem. This statement should take account of the problems and issues which would have to be faced in undertaking to develop a single school district. Propose a plan for creating and putting into operation the new school district, if it is to be created. This step is essentially the development of a blueprint for action to be taken in the event a new district is desired, including a time table for such action, A statement of specific steps to be undertaken in creating the new school district would be drawn up. Special attention would need to be given to required legislation. A sequential schedule TA P- of steps should be included and assignments made of responsibilities for carrying out each step. A time schedule should be suggested. Design a Public Information Services Program. Acceptance of any proposals of the Commission will depend largely on public knowledge and understanding of such proposals. Therefore, a wide variety of opportunities should be provided for citizens to become ac- quainted with the proposals and to widsrstand their impact on education in the metropolitan area, Hence, appropriate use of television, radio, and newspapers will be in order. Individual end small group conferences with selected persons is an extremely importent step in this program. Provision for adequate public discussions is another important step. TP July Fy 1G bf  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 6, Folder 1, Document 26 Box 6 Box 6 Folder 1 Folder topic: R. Earl Landers | Local Education Commission | 1964-1969