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Man. With. The black stars in District 7 we are looking at. That out of the sea. According to the memorandum and orders modifying desegregation plan May 3rd 1976. The school located in Boston
should be comprised 40 percent black 31 percent white and 29 percent Chinese and Native American. The school district area. Is striving for the 40 percent black. 31 percent white. And 29 percent Chinese. Native Americans. And Latin America. Rocks.
Rocks for. Something to come. She was here before and she's here now. Thank you and I'd like to ask you exactly. What has been the curriculum here of the. Curriculum. Now. Well. That was
beginning to teach. One. Teacher. Educational program for Spanish speaking numbers. We have to have children before we are given. Teacher Now is the racial composition of the school year of the sixth year. We do have a
person we spoke with some students on a combined fourth and fifth grade classroom at the Trotter school and found that these children had some very interesting topics to discuss. The school teaches. Just. People. What if you're. Right. Just. Like.
We. Couldn't. Do the same thing. On the principal. Of the school. He. Was. Just.
Really. On the phone.
To work. First. This is a first.
Yes. All right. You have your own and do what you want to do on an individual basis. I am.
That. Teacher abuse children. So. What's the difference. There was a difference. Well the school I was in. Before was I guess my part of traditional school very.
Old school. And the Trotter was set up as a subsystem in Boston and. Many teachers teaching in it knew of it and looked toward it as a. Hopeful way that it was. Showing us how to change education and. That's of course why I wanted to come here and I. Did I was in fact the last to transport you to the court and place in front of arrangements such as this is to make this tract due to its concentration on fine arts classics are an open space teaching method to this and that citywide will limit the enrollment at the school. It is an attempt to achieve good education with emphasis on education. I think it's. Worked out very well. To schools that follow that. They. Really look to the. Kinds of things that were
necessary to. Make people more hopeful. One. Of the magnet schools also referred to as a city wide school desegregation through voluntary choice. Some citywide schools provide distinctive and innovative programming while others concentrate on efforts that would bring children with common interests together thereby guaranteeing integrated schools Exactly. In terms of. Mandatory. In the magnet schools. Explain to me what much difference come to this school.
Well. I've tried to do the same thing for meto where I've taught I've had more help in doing it here because we have. Specialists. In. Our. Music. A. Beautiful library. This all certainly makes the job easier but I think. The thing that is. Emphasized in the classroom at the Trotter is an individualized program in the sense that. Shortly into this this is our first day of school but if you came back in a week from now you would find not one child on the same page in the math books interesting. And. There are some. Structured reading groups in the sense of I use several Faisal's that's only part of the reading time the other two thirds of the reading time each time. On a different point. In the curriculum. Reading. Based on their own. Individual needs. And I think that's something that the child has ties to as best it can in this class for example we have a reading range of. One point. Eight to. Nine point nine.
Reading scores are based on a one to scale one point is the norm for the first two point eight is the norm for grade three point grade 3 and based on the results of the Metropolitan achievement tests given annually since May 1970 for the purpose of these tests is to measure students progress in reading. As the desegregation process occurs the first tests were given before the plan went into effect. Since then the schools have shown city wide improvement. I think. Boston is lucky to have more schools like to try to come and help if we can keep that momentum going. Thank you very hurt. I was just talking to me that he has an ideal situation and I think.
If we are really sensitive to this. Particular school and schools like it we can improve the situation in Boston. 100 percent.
When I am with. Her. And I. Think I am. Madhur. Me. I'm me. Think. That. I am.
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Series
Say Brother
Program
Modification of Phase Two: What Does It Really Mean?
Episode Number
701
Contributing Organization
WGBH (Boston, Massachusetts)
AAPB ID
cpb-aacip/15-9s756k13
If you have more information about this item than what is given here, or if you have concerns about this record, we want to know! Contact us, indicating the AAPB ID (cpb-aacip/15-9s756k13).
Description
Episode Description
Program explores the impact of the modified desegregation plan that went into effect in Boston, Massachusetts, in May, 1976. Host Barbara Barrow visits the students and faculty of the William Monroe Trotter School in Roxbury's District 9 to explore the intent of Judge Garrity's altered desegregation plan via conversations with Lillian Wood (a learning center coordinator for the Trotter School), Dennis DeCoste (teacher at the Trotter School), and students. Topics include the enforcement of racial diversity, how the school curriculum has changed with the implementation of the plan, and how students and teachers feel about their new learning workspaces. At the time of the program, the Trotter School had an excellent reputation as a magnet school. Additional program segments include a previously aired in-studio performance from the musical "Raisin" (with Darren Green singing "Sidewalk Tree") and the "Community Calendar."
Date
1976-10-15
Topics
Race and Ethnicity
Public Affairs
Subjects
School integration; Curriculum evaluation; Musical Performance; African Americans Education; Boston (Mass.) History; Boston (Mass.) Politics and government
Rights
Rights Note:Media not to be released to Open Vault.,Rights Type:Web,Rights Credit:,Rights Holder:
Rights Note:It is the responsibility of a production to investigate and re-clear all rights before re-use in any project.,Rights Type:All,Rights Credit:WGBH Educational Foundation,Rights Holder:WGBH Educational Foundation
Media type
Moving Image
Duration
00:30:22
Credits
Publisher: WGBH Educational Foundation
AAPB Contributor Holdings
WGBH
Identifier: 2c52d5382c95c8bfc05752c3ed002bf330200c81 (ArtesiaDAM UOI_ID)
Format: video/quicktime
Color: Color
Duration: 00:30:22;07
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Citations
Chicago: “Say Brother; Modification of Phase Two: What Does It Really Mean?; 701,” 1976-10-15, WGBH, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed September 30, 2022, http://americanarchive.org/catalog/cpb-aacip-15-9s756k13.
MLA: “Say Brother; Modification of Phase Two: What Does It Really Mean?; 701.” 1976-10-15. WGBH, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. September 30, 2022. <http://americanarchive.org/catalog/cpb-aacip-15-9s756k13>.
APA: Say Brother; Modification of Phase Two: What Does It Really Mean?; 701. Boston, MA: WGBH, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from http://americanarchive.org/catalog/cpb-aacip-15-9s756k13