91
ED 057 831 AUTHOR TITLE INSTITUTION SPONS AGENCY BUREAU NO PUB DATE GRANT NOTE EDRS PRICE DESCRIPTORS IDENTIFIERS DOCUMENT RESUME 52 LI 003 328 Benford, John Q. Student Library Resource Requirements in Philadelphia; Supplement: Selected Materials Covering Planning Activities Leading to the Concept and Outline of a Student Learning Center Demonstration. Philadelphia School District, Pa. Office of Education (DREW), Washington, D.C. Bureau of Research. BR-8-0519 Jun 71 / OEG-08-080519-45 410 5) 89p.; (2 References MF-$0.65 HC-$3.29 Demonstration Proje ts; *Instructional Materials Centers; Libraries; Library Research; *Library Services; *Planning; Resources; *School Libraries *Students *Philadelphia ABSTRACT A. selection of written materials which reflect the dynamics of the planning process is reported in this special supplement to the v'Student Library Resource Requirements in Philadelphia, Phase TII,fl report (available as LI 003327). Its contents include: (1) project staff; (2) organization - student library research project; (3) organization - student learning center; (4) a conceptual framework for Phase III Demonstration Project - March 1971; (5) preliminary statement on the Philadelphia Student Neighborhood Learning-Materials Center - June, 1971; (6) general outline of evaluation design -April, 1971; CO time line for installation of student learning center plan; (8) prospective communities for learning center demonstration; (9) discussions with community leaders in the target community and (10) Inter-Agency Committee meeting June 16 1971. (Author/NH)

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Page 1: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

ED 057 831

AUTHORTITLE

INSTITUTIONSPONS AGENCY

BUREAU NOPUB DATEGRANTNOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

52 LI 003 328

Benford, John Q.Student Library Resource Requirements inPhiladelphia; Supplement: Selected Materials CoveringPlanning Activities Leading to the Concept andOutline of a Student Learning CenterDemonstration.Philadelphia School District, Pa.Office of Education (DREW), Washington, D.C. Bureauof Research.BR-8-0519Jun 71 /OEG-08-080519-45 410 5)89p.; (2 References

MF-$0.65 HC-$3.29Demonstration Proje ts; *Instructional MaterialsCenters; Libraries; Library Research; *LibraryServices; *Planning; Resources; *School Libraries*Students*Philadelphia

ABSTRACTA. selection of written materials which reflect the

dynamics of the planning process is reported in this specialsupplement to the v'Student Library Resource Requirements inPhiladelphia, Phase TII,fl report (available as LI 003327). Itscontents include: (1) project staff; (2) organization - studentlibrary research project; (3) organization - student learning center;(4) a conceptual framework for Phase III Demonstration Project -March 1971; (5) preliminary statement on the Philadelphia StudentNeighborhood Learning-Materials Center - June, 1971; (6) generaloutline of evaluation design -April, 1971; CO time line forinstallation of student learning center plan; (8) prospectivecommunities for learning center demonstration; (9) discussions withcommunity leaders in the target community and (10) Inter-AgencyCommittee meeting June 16 1971. (Author/NH)

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U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

reN

SUPPLEMENT

TO PROGRESS REPORTCOVERING PHASE III, JUNE 15, 1970 - JUNE 14, 1971

PROJECT NO. 8-0519GRANT NO. 0EG-0-8-080519-4594(095)

0517

STUDENT LIBRARY RESOURCE REQUIREMENTS IN PHILADELPHiLA

JOHN O. BENFORD

SCHOOL DISTRICT OF PHILADELPHIA21ST STREET AND THE PARKWAY

PHILADELPHIA, PA. 19103

SELECTED MATERIALS COVERING PLANNING ACTIV,ITIESLEADING TO THE CONCEPT AND OUTLINE OF

A STUDENT LEARNING CENTER DEMONSTRATION

JUNE 1971

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFA E

OFFICE OF EDUCATIONBUREAU OF RESEARCH

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TABLE OF CONTENP S

Page_

Staff ... .

Organization Student Library Research Pr ject

Organization - Student Learning _Center 4

A Conceptual Framework for Phase III DemonstratiProject - March, 1971 6

Prelimincry Statement on the Philadel hia StudentNeighborhood Learnipg-Materials Center -June, 1971 6 .* 6 * ..... * OOO 6 OOO * 6 6 12

Gone al Outline of Evaluati Design - April, 1971 18

Time Line for In-tallation of student Le4rningCenter Plan 31

Pr r5pective CommunitIes f r Learning Cehter Demonstration

Profiles of Need .... 6 0.6 6 6 6 .6

Racial Distribution - Public School Enrollments

Spe ial Observations on Christian Street andSouth Central Philadelphia Communities 57

Community. Councils and Other orqanizations in. 60

U 9

the Target Community

Dis ussions with Com., nity Leaders,in. the TargetCommunity . OO O

-Agency Com itte

65

82

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PHILADELPHIA STUDENT LIBRA Y RESOURCE REQUIREMENTS

PROJECT ..TAFF

ORGANIZATIO - STUDENT LIB-RY RE EARCH PR JECT

ORGANIZATION - STUDENT LEARNING CENTER

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RESEARCH CENTER STAFF

John Q. Benford, Project DirectorAnna E. Birkmire, Receptionist-Clerk TypistElizabeth A. Goldsmith, Research AssociateAnne L. Hearn, Education Research AssociateCorrinne Kyle, Research ScientistVerna Shmavonian, Education Research AnalystNancy Strebe, Secretary-Research AssistantJan C. Vermeiren, Research Assistant

, Edmond H. Weiss, Education Planning Program Manager

LEARNING- CENTER °TAFF

Charles R. Peguese, AdministratorBernice Berry, Reading SpecialistRonald W. Hart, Community Organization Specia istPatricia Myrick, Children's LibrarianLou Auderson, Audio-Visual Specialist

CONSULTANTS

John A.' Connolly, Consultant onYroject MethodologyAlice Norton, Library yiformation ConsultantEvangeline Ftergiotis, Audio-Visual ConsultantLowell A.-Martin,,Project Consultant

EDUCATIONAL AUDITOR

No man thanSky

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ORG NIZATION - PHILADELPHIA STUDENT LIBRARY RESEARCH PROJECT

SCHOOL DISTRICTOF PHILADELPHIA

,

COMMUNITYADVISORY BOARD*

ARCHD1OCESANSCHOOLS

PRIVATE SCHOOLS

STUDENT LIBRARYRESEARCH CENTER

JOHN Q. BENFORD, DIRECTOR

STUDENT LEARNINGCENTER

INTER-AGENCYCOMMITTEE

*Note The Board will be composed of approkimately 20 personswho live or work:full time in the Community, includingparents, students-, and community leaders.

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Cr.

)

ORGANIZATION - STUDENT LEARNING CENTER

STUDENT LEARNING CENTER

ADMINISTRATOR

CHARLES R. PEGUESE

CUSTODIAL &

SECURITY STAFF

SECRETARIAL &

1CLERICAL STAFF

ADMINISTRATIVE

SERVICES OFFICER

SPECIALIST ON

EDUCATION .OF

HANDICAPPED

CHILDREN

AUDIO-VISUAL

SPECIALIST

ASSOCIATE

LIBRARIAN

-

READING

SPECIALIST

COMMUNITY

'

1ATIONS

DIRECTOR

COMMUNITY

AIDES AND

ASSISTANTS.

CHILDREWS

LIBRARIAN

YOUNG. ADULT

SPECIALIST.

COMMUNITY

AIDES AND

ASSISTANTS ;

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A CONCEPTUAL FRAMEWORK FOR

PHASE III DEMONSTRATION PROJECTMarch 1971

PRELIM N RY STATEMENT ON

THE PHILADELPHII STUDENT NEIGHBORHOOD LEARNIT YPERIALS cENTERJune, 197

GENERAL OUTLINE .OF EVALUATION DESIGN

April,_ 1.971-

TIME LINE FOR IN 9TALLT ION OF

STUDENT LEARNING CENTER PLAN

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March, 1971

Student Library Reeource Requirements in Philadelphia

A CONCEPTDAL FRAMEWORK FOR

PHASE III DEMONSTRATION PROJECT

The student library project - Philadelphia has now gathered voluminous

data about (1) what library and media material6 students are assigned and

actually seek to obtain, (2) where they try to get the resources and with

what degree of success, and (3) how existing School librarieb and public

libraries in Philadelphia relate to this student demand. The firm conclu-

sion to be drawn from the evidence Is tbat supply does not equal demand

and that the educational progre s of students is impaired by difficulty in ob-

taining assigned and desired resources. This conclusion applies at both

_the elementary and the secondary levels and to studeu s in public,

parochial and independent schools.

Lack.of library and media r -ources is more than a matter of mInor incon

venience for st dents. Rich and varied resources add both direction and

'stilmulus to the educational experience. The student with resources at

his command comes to think of Searching out knowledge as a regular and

rewarding life style. The varIety of content and of form of resource .

materials, suited to ills particular interests, capacities and limitations,

makes learning an adventure in which the individual feels that he gets

-somewhere and enjoYs himaelf along-the way.- Without adequate library

resources, one Way of bringing these precious qualities:into education is

cut off, and the heavy hand of coercion-and routine can more readily Prevail.

Classreom learning is essentially teacher imposed library learning is in-

aividually controlled.

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Particularly must large city school systems capi alize upon the enriching

and releasing qualities of eff ctive library and media resources. When

children and young people come from an environment which mr,tivates them

to learn, they are more willing to follow a prescribed curriculum and to

extract all content possible from whatever learning regourc s are available.

City children not from homes and communities that are education oriented

have particular need for the stimulus and Individuality provided by study

materials i profusion and in variety. Actu-lly the Philadelphia data

show that such young people are precisely those m st lacking in ready

access to the world of recorded knowledge and experience.

The Philadelphia student library project has had joint sponsorship among

educational institutions'from the beginning. Now these agencies together

should take steps to determine how best -- in terms of educational effective-

ness and of social economy to proceed to providing library and media

resources that will give children and young people full opportunity to

search out and respond to recorded knowledge and expression; Experi entation

is called .for in achieving optimilm'and sound cost-benefit provision and

deld.very systems.

Alternatives

Several alternatives pregent theMselves among.thel edUcational agencieS

inVolved.:

'Library and media centers 'within schools might be substantially expanded.

to meet all,o most student needs Conversely, public libraries might be

substantially expanded to provide all student needs e cept immediate on-

site requirements within the school buildings. As another alternative t

two agencies might jointly p ovide student res urees.; from the use data

obtained in the Philadelphia study it is clear thatthis is the present

Page 11: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

pattern. Finally, a new institution, a student library rather than a school

library or a public library, might he developed, located iutside the school

building and serving students within an accessible region, whether attending

public, parochial or independent schools.

The one alternative among these that appears.least promising is to depend

prtmarily on-the public library f-- student resources. This agency

has responsibility to the whole community, from pre-school to post-

retirement and across the social and functional strats, from culturally-

deprived groups to specialists of advanced.education and tastes. Placing

of responsibility in the public library for the bulk of student resource

needs would perhaps strain the institution beyond capacity and detract from

service to other groups. At one stage in the past most student lib ary

_service was provided by public libraries, but in time resource centers

developed within schools to meet immediate instructional needs. There

seems little point now in retracing this path.

The school library has exhibited impressive growth in recent decades.

,TAlhile it seldom meets all student needs for r sources, it in some cases

now surpasses in range a d depth the r source strength found in well-

establi hed branch libraries and it encompasses the full range of forms

of media consonant.With contemporary teaching methods. Most serious

considerationstbergivent inalding and expandingschool libraries as

rapidly-and-fully as posSibleas-the:.prime.Student:resource. .1t is the

media cent r within the school,. the focus of the

bearing the young 'person. On pureSY practical

educational stimuli

and logistical grounds

it is the lo ale .visited by.the student every-scho l day. On the other

the.theoreticaI consideration against sole or primary dependence on

the school media center is that it cannot, githin the dictates of sound

a

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social economy, be expanded to meet all or most educational needs. To

achieve this level.every school would have to have, for example,

collection _f 100,000 volumes or more; at thio size the cost-use ratio

would mount precipitately, with relatively infrequent use of the more

advanced and expensive materials The.practical consideration that gives

pause to adoption of this alternative is that school library development

haS been lagging precisely in large cities, such as Philadelphia, and

the problems of financing faced by larg -city schools indicates that

adequate media centers in every school'will not be achieved for the

urban student in the foreseeable future. Parochial schools in cities

face particularly serious financial problems. Primary or exclusive

dependence on the school library for, all student resources may meet the

_needs of suburban students, but the city youngster would be short-

changed under this alternative.

Joint utilization of both the school library and the public library is

the prevailing pattern. -The student simply tt-ns- to the school library,

as the immediate source, and then when 'it does net-have what he wants

or is closed, he g es on to the public agency. This occurs with relat v ly

little planned division of responsibility and coordinated provision of

resources as bet een the public library and the school. Joint provision

by the t o agencies might be the indicated pattern of the future, on a

planned and coordinated basis, with the public library taking over where

school library leaves off, and with. a sliding and declining provision

on the part of the former as the latter comes closer

_s some evidence that public library.use by ,children

to adequacy. There

of elementary age

liblaries at this level have improved

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Much can be said for a public policy that utilizes both existing institu-

tions, in a coordinated structure and adjustable to change in capacity

on the part of one or the other. Fre_ the standpoint of the growing

student this would provide a natural progression, from the circumscribed

learning resources needed in his younger years and furnished by his

school library, through the wider resourceS needed in-his more advanced

student years and provided jointly by the school and the community, on

eventually, to the diversified and specialized resources'needed through-

out his adult years and furnished by the cbmmunity library. But user

data, in Philadelphia as in other large cities, indicate that thus far

this joint plan has not worked to the full benefit of the student,

particularly_if he lives in the inner city.

The last alternative constitutes a break with the traditional pattern.

It would provide an opportunity to provide a fresh learning environment,

formal and info -al, with stimulus and guidance and.feedback. One such

Most

student library :would serve a cluster of schools, resulting in a higher

item use ratio. On the other side, it would relieve'the public library

of the pre-emptive demands of students, Which tend to limit service to.

the remainder Of the. community.

the one side, j would relieve the single school library from trying

.to be a comprehensive resource and permit it to fun tion integrally with

the on-going teaching program.

:important, .the new institution, free of-

one hand and of the public,library traditi

school constraints on the

n enthe 'cher, could relate

Page 14: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

to students and to their families, developing into a fresh learning

environment. _The family feature would have particular application in

low-education areas, whete all residents are potential students. It is

for this reason that any experi entation along this'line should occur in

disadvantaged section of Philadelphia.

Page 15: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

pose:

June, 1 71

Preliminary Statement on

THE JULADELPHIA STUDENT'NEIGHBORHOOD,LEARNING-MATER1ALS CENTER

(Note: This is the "Professional" version intended forteachers, librarians and others Anterested in theproject.

A shorter version should be prepared for residentsin the project area, "more practical and leas theoreti-cal in nature, and perhaps in question-and-answerform.)

The Learning Materials Center in. Philadelphia has one central pur-

to seek ways to bridge the gap between young people and learning

resources in the inner city,- The Rey to understanding this effort is not

think first of what materials will be provided, or in which library,

but to think of children and teen-agers estranged from the materials

through which education occurs and then of activities desiened to establish

or re-establish contact between the two. The emphasis qi.11 not be on the

usual teaching conception of ihatrUction, nor on the usual library concep-

tion of collettion, bUt -on learnin activitIes a d on reaourc s for thos-

activit es.

-Two yearS- of res.earchtithme showh that media resou'rces p'rovided are

not being used bymany yoUng peop.le in the older sections of Philadelphia.

Fu ther, something

growing up, incre

they a vance in

he ed cational proce s and/or in the experience of.

Ing y turns some students

the -. forMal

ff f om learning materials

-ducationaj program.. 1 the problem were

solely .that resourc_s are 1 eking, the solution would be to b ild up the

school libraries as rapidly as possible. But gap between individual and

Page 16: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

learning materials must be cl sed, a bridge built, a rel tionship established

after which children and young people hopefully wi11 seek out and utili e

materials in the home, in school libra ies, in public library branches, and

el ewhere in the community. Thus the need for an experimental agency, the

Student Neighborhood Learning M terials Center or Learning-Materials Center

as the working name).

The approach by means of a neighborhood agency is parallel to other

experimental educational programs in Philadelphia. The Parkway School at

the secondary level uses the central institutions of the city as a fun tional

classroom. The mini-schools outside regular buildings at the elementary

level seek freedom and motivation for younger children in their own neighbor-

hoods. Tha common elements in such varying programs are (1) a fresh start

in a non-inst tutional setting, (2) activities that facilitate individual

development, and (3) an informal relationship between the student and a

vari ty of "instructional" personnel.

Philadelphia does not look on these measures as unter schools".

On the c ntrary, they are designed to provide learning experiences that

will help students to be able to g t full benefit from establi hed educa-

tional programs. Similarly, the Student Neighborhood Learning Materials

.Center is not a counter 1 b ary but an attempt to develop library users in

a part of the urba'n envir pment where they have been all too few. The

Learning Materials Center will n t be an alternative agenty, b t in fact one

of the criteria of its suc

use of regular 1 brar es.

11 be the extent to which stim 1 the

Page 17: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

.§.21D112L-LL-a_a_q_jlsi_u_. The sponsoring institutions are the three

systems that have particular responsibility for education in Philadelphia's

inner city: the public schools, the Archdioc san schools, and the Free

Library of Philadelphia. The Board of Education serves as the fiscal agent

for the federal grants (Higher Education Act and Elementary and Secondary

Educati Act) under which the established project office and the new

Learning Materials Center operate. A support grant for f cilities for the

Learning Center, through the Pennsylvania State Library from Federal

Library Services and Construction Act funds, is handl-1 by the Free Library.

The Student Neighborhood. Learning Materials Center is. conceiv-d as

an experimental laboratory by the schools of Philadelphia and by the public

library. P ograms that prove effective and methods that prove promising

will be considered by individual schools, media centers within schools, and

community branch libraries. The d monstration program is intended to have

an institutional impact beyond the immediate neighborhood served providing

the established systems with proven new approaches. The continuing project

office (to be known as the Research Cent r as distin t From the Learning

Center) will have as one of its main responsibilities the relating of

demonstration findin

Philadelphia.

di

Ag

The

and experiences to schools and libr ies throu hout

independent schools of the city and thelocal-c lieges have a

ect interest in the project and h Id membership on the

ncy Planning Committee. This Committee

tendent of Schools,

will

ity-wide Inter-

chart-0 by the Ass

guided the enterprise through its resea

elate Superin-

ch phase, and

rve in the- same capacity 'for the demonStration 'phase.

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frodram of monstra ion Center. The research data of the

Philadelphia Student Resources Project clearly identify a problem, but the

data do not define solutions. No claim is made that the.inter-Agency

Committee or the project staff definitively know how to bring inner-city

students into.meaningful relation with learning resources. The aim is to

create a setting which will facilitate experimentation.

Certain essential elements can be derived from the research to.date.

The pr gram will be localized on a neighborh od basis rather than on a

large community base which often does not exist in the inner city. The

physical setting for the Learning Center will be bright and appealing, but

it need not be impressive or monumental. The resources provided will not

be those needed t_ complete school assignments nor those needed for exten-

sive research by students (the school and public libraries have collections

for these purposes), but rather will be selected to stimulate 1 arning, to

seekingsupport planned activities, to provide successful experience in

information, and to meet iMmediate inte-sts growing out of neighborhood

and'family life. In form, reSouroes are likely to be as much hon-p-rint as

print,and will often involve handling and reaction on the part of the,

"reader"...The program will be centered. a Ound learning activi ties alo

with re5ourcas, to -(..-arry out.the learnihg, and not on a collection of materials'

which. it is hoped_some Other.agency wilF.Stimulate.the young person to use.

Such.:ac ivities may be for indiVidualso.r ve.ry Small groU0s-, with .Or withot4

immediate guidance, or for g oups working with a tea her librarian, reading

specialist or craft di ector. In the case.of yoyng children,

well as.youngster will be involved in the learning

in part a N:01-710tY

pr cess.

parents as

..Staff will- be.

profetsionals With whom the studenth_hdcnt-ct

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teachers, librarians, community workers but working tog ther as mixed

teams and working informally with individuals and groups rather than in

classes. Some of the most effective teachers, libra ians, story tellers,

reading guidance experts and hobby enthusiasts in Philadelphia will be

involved on a part-time ba is. Local residents will be reciuited and t ained

as staff and will function as paraprofessionals Teenagers will help child-

ren, and older children those who are younger. The approach should be sucht:

that young people will come t- the Center simply to,find out what _ g ing on.

Special Features. Two ingredients constitute starting points for

the Neighborhood Student Learning Resources Center: local commun ty

involvement and built-in evaluation.

The first step in establishing the Learning Center was not to rent

space or hire staff or acquire materials. Rather a community worker was put

into the field not as a teacher or.a librarian but an experienced community

p -Ject p:erson, and a long-time resident of.the demonstration area. Local

leaders have been enlisted in the planning pro ess; local people are establish-'

ing:the method by which a governing board will be established, and the nature

of its powe

Research and evaluation will .be provided by the existing project

of i e (which will. be kept' independent of the local demonstration staff, both

to increas

and skil

objectivity of evaluation and to ensure adequate resea ch time

App 'a i sal of d&nonstration programs,

I 'cii-Sseminat on,aboUt p.romi:sIng outeoMes,-.are-the tw

the research office. There is ample "b fo

6

ong with- insti ution-wide

main- respensibilities of

re" avi-dence An the data accumulated

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by the project in the past two years; the task will be to gather "after"

evidence that shows whether progre has-been made.

The present statement describes developments and plans for establish-

ing an experimental Student Neighborhood Learning Materials Center in

Philadelphia as of July 1, 1971, shortly after the demonstration grants were

received. The Lear ing Center will open for service early in 1972. Later

reports wIllreflect changes problems and accomplishments in an open-ended

effort to hr: ye the gap between learners and materials in an undereducated

urban neighborhood.

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April, 1971

General Outline of Evaluation_Design

The evaluation design depends on a precise statement of project

obj ctives.. As noted above, the objectives for the demonstration center

will be.derived from an intensive study of the available data on

library needs in Philadelphia and defined by a Joint Planning Board

esenting the community, the School District, the Archdiocesan

School 'System, and the Tree Library., -A complete state-ent-of all

aspects of the evaluation will be provided after these objectives

are formulated in behavioral terms. This process will insure a direct

correspondence between project objectives and the evaluatio,1 design.

Nevertheless an outline of the proposed evaluation design is

included in the present report. The intent is to suggest the nature

of thc evaluation which will be conducted. The entire demonstration

center is treated as one educational component and some general

ex mples are given of the objectives, measures, and data analysis

procedures which will be used in the evaluation. The center will

ultimately include a number of different educational components (e.g.,

reading programs for young children special activities for the

handicapped) and a more explicit evaluation design will be prepared

for all co .p nents at a later date.

1. Performance to be measured

The evaluation chart shows so e ge -ral objectives which have

b en stated- fc:, .onatraO_on center ith _reference.-to ProdUCt

out-_o eS: operational-_proc-sse- and management -.0rotessea.. The

initial emphasis in the evaluation will be specify, these

objectives in much more detailed and measurab e terms.

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2. Neasurement instruments and techni ues

(1) Product evaluation. The measu ing instruments and techniques

for the product evaluation wili be drawn from three different

sources. The first major source will.be a variety of instru--

ments which have already been prepared for use in an earlier

phase of the project. Ten different questionnaires,

-rating scales, and interview schedules were developed to

. measure library interests, attitudes, activities, etc. These

measures were administered to thousands of children as well

as hundreds of parents, librarians, and school administrators.

The re-use of these measures in the present phase of the project

has several major advantages including, for example, the

availability f a wealth of baseline data.

These instruments will be used only if they prove directly

relevant to the project objectives as defined by the Joi t

Planning Committee and the. Research Center. At thi6 point,

seems Clear that some instruments cannot be used at all and

some reviions will be required in most instruments which are

used. When substantial revisiona are reqUired for a particular

instrument, the validity of- the ex sting baseline comparisons

will become u stionable -and the instrument will be adminis-

tered to the target population.

One inst ument which is pr_sently scheduled for e -use is

the Student Questionnaire. This instrument was developed in

an earlier phase of the project, pretested on an approp iate

sample, administered to thousands of children in the student_

library_surVey, and tlie items were scored to produce measures

19

Page 23: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

of student attitud s toward reading and toward libraries.

A Second administration of this instrument to the ch_ldren in

the target area will allow an assessme t of the attitude

changes which might be associated _with the demonstration center.-

Other available instruments may be used in similar ways.

A second source of instruments is existing published texts.

.S me relevant test data are available from the testing programs

conducted by.the publie and 'parochial school systems. The IOWA

Test of Basic Skills (see char_), for example, provides so_

useful data- on the extent to which children in the target areas

-show improvement in vocabulary, reading comprehension,

and language skills. The data will be obtained from

the school authorities. Arrangements will also'be made to

administer other published tests as appropriate.

A third source will be instruments which are specifically

developed-to assess those project objectives which are not

covered by existing instruments or published tests-. It is

yirtually certain that some instruments of this kind will be

required. A nunber of instrumenta Were developed in the project

and the staff'his botivthe expertise and eXperience to b ild

appropriate- instrument :All new instruments will be carefully

matehed....to proieet Objec.tives, i-,:kete-sted,- a d reviewed by the,-

community representatives befo

target population.

Pr cess evaluation. ampleb o

e administration to the

process objec ives have been

stated throughoUt the present proposal. The evaluation will be

designed to determine. i a 1, proce s objectives have been

Page 24: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

sta ed appropriately, these objectives are related in a

Jheaningful way to the pr (hot outcomes, c) the process is

actually implemented, d) reasonable Ustate_ofthearthT Standards

are observed in selecting processes, ) the outcomes of the

project can be identified with specific pr c_ ses. Above

all, the process evaluation will be designed to provide 4-i

information to project administrators about problem areas

-ely

wh ch might hinder the successful developme t of the project.

Data collection procedures

A general plan for data collection in process and product

evaluation has been determined. The process evaluation calls for

continuous monitoring of the educational process at the demonstra-

Ilion center and the preparation of periodic p ocess evaluation

reports. The product evaluation will attempt to measure changes

on a yearly basis A more explicit schedule of data collection

will be developed at this poi

The general objectives included in the chart suggest Some of

the target populations which will he included in the evaluation.

The primary target group will be the child ho live in the area

serviced by the demonstration center. Cognitive and affec ive

changes in these children will be assessed. Other important

target groups will:be community residents, educators, and librarians.

Evaluative data -gill be collected from these groups by means of

rating scales que t ionnaire s

trai ed for data collection.

and intervieWS.

-an& interviewers will-be carefully

Training.: orkshops will be conducted

and the data collection process will be mo itored to assure high

Page 25: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

Standards of quality. Considerable success was noted in the

past with the use of co_ ._inity re,,id---s as observers and inter-

vie'e s. Community residents will be used in the present

evaluation process to the extent 'possible.

Data analysis techniques

The study design and data analysis techniques must be sensitive

a number of problems which typically occur in applied research

settings. The demon tration center, for example, is only one of

many learning experiences.to which the children Till be exposed

during the study period. Any improvements in basic skills there-

fore might be related to school learning maturation the center

activities, home environment influences, or any coMbination of

these-factors. Even improvements in library skills _-i ht well be

the result of school library activities rather than the influence

of the center.

To cite another example, cognitive changes (and to a le--er

extent affective changes) tend to oCcur in a subtle fashion and

often over a long time period. It would be unreasonable to antici-

pate quick and-dramatic changes in the study. Some of. these Problems

can be controlled in.the study design; the effects Of other problems

can be reduced by-appropriate data.analysis techniques still other

problem a eds can A)nly 'be -ecognized a- po- ible weaknesses in

the .interpretation of the results of the study.

Some of the project objectives will requiLe a pre-and post-

test-design With expera ental-and control groups. The objec i es

relating to'gro th-i- basic skills, for exampl ght be tested:-

AT .of s-tudeil:t0 In-..the target populatiOn with ,-

a c mparable group, of students in a control poPulation. Som

Page 26: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

other objectives will involve comparisons of the experimental group

with a defined standard. The objectives dealing with library use

patteLns for example predict that the target area students will

tend to visit the library more often, spend more time in the

library, and cir ulate more ma erials than the average library

use standards obtained from comparable areas of Philadelphia.

Other kinds of designs will be employed as needed.

Appropriate data analysis procedures, including the use of

s atistical tests and other analyticTrocedures, will be applied

in all instances. Both descriptive and inferential statistics

will be computed In the product evaluation ( .g., means, c rrela-

tions, t-tests). Process evaluation will involve content analysis

of observation reports and interview data. These data will be

Dd in relatiOn to study objectives, and b th

quantitative and qualitative information vill be reported.

The product findings ove the 'first study year will be in er-

preted cautiously. ,he first year will represent a "start-up"

phase for the demonstration center and its impact on the target pop-

ulation may be affected. Moreover, the process. data may indicate

some needed changes in direction for the center in the future. Th

the product finding will provide a basis for formUlating explicit

-hypotheses for testing later stages of the-Study and may also

--be u ed:as-.a baseline point. for _subsequent data comparisons.-

...pata:analysis-:prese tation,

The.. finding --prthe eValuation will

personnel,

F!)-7 je t pe

the com unity

onnel in

be presented to -project

and tQ oth-r interested orga 1 ations.

this-instance are defined as including the staff

at the Student -mbrary Research Cent the pe onnel at the library

Page 27: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

demonstration center, and the members of the JOint Planning Committee.

The com-unity includes the staff and students located in schools

served by the center and reside ts and parents. Other interested

organizations include the library community at large, educario al

administrators the U.S. Office of Education and the Pennsylvania

Department of Education. Ea h group requires somewhat different

kinds of information and the reports mu t be provided at varying

times during the evaluation.

Project person el will be mo t co oerned with process evaluation

feedback. The Research Center will take primary responsibility

for collecting the necessary information on the deVeloping process.

,This will requi e the preparation of appropriate forms, schedules,

and reporting formats. This information will be communicated to

the demonstration center staff a d the Joint Planning Board. The

Board will direct and approve needed changes in the process and the

demonstration center staff will be responsible for implementing all

. changes.

EsSentially-the same protedures will be followed in presenting

the product evaluation reports to.p oject personnel. These reports-

will contain detailed -information on Project findings over specified

time intervals. The data will be used" by all.group t plan later

phases of the project.

The community will be. _ost Interested in project results.

Students parents community residents, and local school officials

served.by-the cen e_ have

prOj ct was able to

a right'to -know the extent to whiCh the

Meet the.-objectives s t for it.

*kinds of: report_ will be prepared for --each group

findings of the study af er the data have bee-

Different

arizing the

analyzed for the

Page 28: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

first year of operation. If the project or any o= the program

components or methodology are to be replicated else here, the

library community and school administrato s must be i-formed of the

factors which cent ibuted to the project's success or failure.

More formal reporting channels._ including publications in

educational and library journals, will be used for this purpose.

Finally, the project outcomes N411 b- reported in an appropriate

manner to the U.S. Office of Education.

Page 29: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

EVALUATION DESIGN

SUMMARY CHART

Performance Objective

Measurement Instruments

Da a Collection

Procedures

Name/Type

of

Instrument

Date

Instrument

to be

Completed

.

1

Baseline Data

Target

Grouli

Scheduled

.

Date(s)

Person

Responsible

:Learning Center

.

IOWA Test

IPublished

of Basic

Skills

PPS.

Published

,

.

Existing in

School Records

Students ih

schools

served by

Center

Spring, 1972

Spring, 1973

, Research Center

Staff

A. Product

Outcomes 1

(1) Basic Skills

(a) Vocabulary

(b) Reading

Comprehension

(c) Language ,S)(ills

(2) Student

Library Use

(a) Nutber of

Visits

(b) Time Spent in

Library

-(c) Circulation

Figures

Demonstration

DeCember

,

Center. Records

1971

,

Comparison with

Data.fro M

Student Library

Use Survey

Students in

schools

served by

Center

December,

1972

''emonstration

Center

Staff

(3) Student

Attitudes

(a) Toward Reading

:

'(b) Toward

Libraries

Student

,

Available

Library.

Questionnaire

Existing Data

.

from

Earlier Survey

Students in

schools

served.by

Center

December,

1972

Research Center

Staff

,

(4) Parental

Involvement

(a) Xnowledge

(b) Library Use

Parent:

Available

Interview

I

Schedule

Existing Data

from

a her Survey

Parents ln

:Community .%

served by

Center

Spring, 1972

Research Center

Staff

(5) Interagency

Cooperation

(a) Frequency of

Contact

Observation

September,

Report

1971

Retrieved froM

"Available

Statistics

School and

Public

Libraries

November,

1972

Research Center

Staff

B. Operational

Processes 2

_.

.

C. Management

Proce

es 2

I.

See, P rformance

Objectives, sectionfar detailed

statement of t.ese

objectives.

2To be determined

at a later date,

e

Page 30: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

Data AnalysiJ Techniques

L

Data Analysis Presentation

1

Evaluator's

Report Date

,

Dissemination of Evaluation Results for

Overall Project

.

.

,.

1. Significance test of gain for

'

.,,,...xperimentai and Control Groups

(as appropriate)

.

Fall, 1972

Person

Responsible

Method

.

.

Schedule

.

Recipient/

Audience

John Q. Benford

Interim

Report

Soon after

end of first

project year

All Community

and Staff

U.S.O.E.

2. Comparison with Standard

Fall, 1972

John Q. Benford

.

Special

.Report to

Schools

.Soon after

end of first

project year

Students

Schools

Staff

U.S.Q.E.

:.

3. Significance test of gain for

Experimental and Control Groups

-(as appropriate)

Fall, 1972

John Q. Benford

SpeCial

Report to

Schools

,

Soon after

end of first

project year

All Community'

and Staff

U.S.O.E.

.

4. Signifitance test of gain for

ExP4imental a,nd Control Groups

.(as appropriate)

.

Fall, 1972

.

John Q. Benford

.

Public

Announcements

to Parents

Soon.after

end of first

project year

Comminity

Residents

U.S.G.E.

.

.Comparison with Earlier Frequencies

.

.__.-

Fall, 1972

,

John Q. Benford

Special

Report to

Libraries

. Soon after

end of first

project year

Library Staff

U.S.O.E.

,

.

Page 31: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

NAME POSITION TITLE(a)

Chatles_R. Administ-atorPeguese

QUALIFiCATIONS AND RESPONSIBILITIES

RESPONSIBILITIES

Administer the demonstration pro-gram; supervise profess-ional and non-profes-sional personnel of.the center;develop and administer community-based programs

AsSociate Develop and maintain the collec-Librarian tion of materials and equipment

required for the center's program

Ronald W. Community Liaison_ _

Hart Director

VanFtergi tis Consultant

Provide liaison between the demonstre- 100tion' center and the residents ofthe community in all activitiesrelated to the center .

Children's DeVelop and maintain the collec- 100Librarian tion of materials and equipment.

'for .children and develop and con-duct special programs and activi-ties for this group

Young AdultSpecialist (tobe appointed).

Reading Specia--lists (Two to beappointed)

A-V Specialist.(to be apPointed)

Multi-media

Develop-and maintain the collec- 100tion Qf Materials for teen-agersand young adults and develop andconduct special programs and activi-ties for this group

Conduct .special:reading programs for 50elementary and secondary gtade stu-'dents and'supervise tutorial servicesfor these students

Develop and maintain the collec-tion 6f A-II materials and equipmentand conduct special programs andactivities for students and their

-families

100

Provide expert advice and consulta- 50tion in deVelopment of a multi- -day

media program designed to meet theneeds of the eenter's clientele

All-posit ens for the deMonstration center are listed._ Budget for thepositions will be previded partly. from a Title III E.S..E.A. grant andpartly _from a Title:IIB Higher-Education grant

028

Page 32: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

PROJECT PERSONNEL_- QUALIFICATIONS AND RESPONSIBILITIES .cont'd)

NAME POSITION TITLE

Early ChildhoodReading Consultant(to be appointed)

Consultant onServices for the .

Physically Handi-cappedto be appointed)

Consultant ohServices for AdultsWith limited:readingand other basicskills(to be appointed)

RESPONSIBILITIES_

Provide expert advice and consul-tation in:development of specialreading programs and techniquesfor younger children served bytheceUter

Provide expert advice and consul-tation in deVeloping special pro-grams-4nd materials for thehandicapped

TIME

50'

days

50days

provide expert,advice and-consul- 501tation'in development of special daysmaterials and tutorial services.to assist in developing andImproving.reading and other basic.skilis for adults who could usethe center s,programs

Page 33: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

Personn l Qualifications Demonstration Center Positions

Adminis7rator

Possession of a Master's Degree in library science from an ALAaccredited school, plus at least six years.of increasingly responsiblelibrary experience, including three years in a supervisory position.

Community Liaison Director

Possession of a Bachelor's Degree in Liberal Arts or the.socialsciences, or an equivalent coMbination of five years of college educationand community experience a d training.

Associate Librarian_

Possession of a Master's Degree in Library Science anyears' experience in school.or public library work.

.Child n's Librarian

least three

Possession of a Master's Degree in Library Science and at least oneyeir's experience in work with children in a school or Public library.

Young Adult Librarian

Possession of a Master's Degree in Lil)rary Science,and at least oneyear's experience in a high school library or as a young adult librarianin a public library.

ReadirlII_Eas14_1pt

Completion of a Master's Degree Program in reading_plus at leat threayears,experience, or the equiValent combination of experienee and training..

Physicall

Possession.cif a valid_Pennsylvania certificate, plus,experience inteaching the handiCapped or in providing'library services to the handicapped.

Audio-visual Specialist

Possession of a Bachelor's Degree that includes at least nine creditsof instruction in audio-visual media and at least three years experience inthe use of audio-visual material in either a school or public library, or

equivalent combination of experience and training.

Page 34: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

ENLARGE RESEARCH CENTERSTAFF TO PROVIDEADDITIONAL SKILLSREQUIRED FOR PROJECTACTIVITIES

1

APPOINT ADMINIST0F DEMONSTRATIONENTER

mAY. 15

TOR

TIME LINE FOR INSTALLATION OF STUDENT LEM

DEVELOP ANT IM LEMENTPUBLIC-.INFORMATIONPROGRAM

BEGIN DETAILEDDESIGN OF PROJECTAND EVALUATION-SYSTEM

.1111=171.7_5t7a irrUFLOWLICMIVES=MOFSARICS.

ESTABLISH CONTACTSWITH. SUPERINTENDENTS,'

PRINCIPALS-, :LIBRARY

PERSONNEL=OF PUBLIC

15 4/L 15

CENTER =

-

COMPLETE APROINT1. 'ENTS

OF DEMONSTRATINCENTER CADRE STAIT,

DEVELOP AND CONDLiOT

INITIAL TRAINING

PROGRAM

DESIGN PROCEDURES,NSTRUMENTS AND

RECORDS FORCOMPILINGEVALUATION DATAND REPORTS

SELECT FACILITY FORCENTER, AND BEGINPREPARATION FOROCCUPANCY

-STABLISH PROCEDUREFOR SEEECTION OFMEMBERS OF JOINT'PLANNING BOARD AND

FORMATION OF BOARD-

A

IM=3.-laC11.22,

G15

1, FRE

OFF

DEM

CEN

CIMPLET4 TRON CENTE1R

P1-jRSO1tN8L-:

T-

SEP

CONDUCT MEETINGPROJECT INTER!-AGE1

COMMITTEE

BEGIN SELECTION ANDACQUISITION OFMATERIALS ANDEQUIPMENT

(a) Generalized.' -A detailed work_program and -schedule_will be-prepared early in the current year's planning,Thase._

(b)'Meetings of The Board are not shown;-npon formation, TheBoard will prepare a plan and schednle_for regular meetings.

Y.

BEkhNOR4EV

Page 35: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

(a)ATION OF STUDENT LEARNING CENTER PLAN

COMPLETE APPOINTMENTS

OF DEMONSTRATION

CENTER CADRE STAFF,

DEVELOP AND CONDUCT

INITIAL TRAINING

PROGRAM

PROCEDURES,

iENTS AND

; FOR

ENG

CION DATA

ORTS

COMPbETE FORMULATION

OF OBJECTIVES,PROGRAM PLANS, ANDSPECIFICATION FORCENTER

PREPAI,F P1 I15 17OR

OPENING OF

' DEMONSTRATION

: CENTER

RAficING

CONDUCT" MEETING OF

PROJECT. INTER-AGENCY

COMMITTEE

'COMPLETE PLAN AND

EVALUATION DESIGN

BEGIN OOMPILAT

OF DATA ON THE

CENTER AND THECOMMUNITY

Xea IKAMST

"4'6°""31"1221

NOV 15AUG 15 SEP 15 OCT 15. DEC 5 JAN 15

1972

CONDUCT MEETIN3

PROJECT INTER-AGFU

COMMITTEE

ITE§TABLI01- COMMUNITY

ADVISORY BOARD (b)ACQUIRE FACILITYAND COMPLETE

CONTRACTUAL

NEGOTIATIONS

:GIN:SELECTION AND

!QUISITION OF

.TERIALS AND"

.LIIPMENT

BEGIN 'SURVEY OF

.COMMUNI FY NEEDS

AND INTERESTS

RE4RUIT COMMUNITY

ONNEL AND

BatIN TRAINING ANDORIENTATION

Ll be: .

be:

Page 36: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

EGIN COMPILATION

OF DATA ON THE

CENTER AND THE

COMMUNITY. _

1972

MAKE NECESSARY

ADJUSTMENTS TO

PROCEDURES,INSTRUMENTS ANDRECORDS FOR DATACOMPILATION

FHRPEETE-PROGRAMAN-1; BUDGET FOR

SECOND YEAR GRANT

MAKE NECESSARYADJUSTMENTS TO PRE1TAT

PROGRAM AND REPORTACTIVITIES OPERATI

FEB 15 MAR 15

OPEN DEMMATIONCENTER TO THE

COMMUNITY.-

APR 15 NAY 15

ONDUCT MEETING OFPROJECT INTER-AGENCYCOMMITTEE

PREPARE INTERIM REVIEWREPORT FOR RELEASE STAFF AlTO INTERESTED PLANSORGANIZATIONS ANDINDIVIDUALS

Page 37: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

PRELIMINARY

MAKE NECESSARYADJUSTMENTS TOPROCEDURES,INSTRUMENTS ANDRECORDS FOR DATACOMPILATION

ETE PROGRAMLiDGET FOR

YEAR GRANT

MAKE NECESSARYADJUSTMENTS TO PREPARE EVALUATIONPROGRAM AND REPORT ON FIRSTACTIVITIES OPERATIONAL PHASE

MAR

..ireletrAIRIPSEIVIOMIATIERWEIWANWEIPZ57

APR 15

-PREPARE INTERIMREPORT FOR RELEASETO INTERESTEDORGANIZATIONS ANDINDIVIDUALS

ettalateMM30=MarratilZ3

.MAY 15

ONDUCT MEETING OFPROJECT INTER-AGENCYCOMMITTEE

15

RTWIEW ADMINISTRATIVESTAFF .Alt PROGRAMPLANS-FOR..SECOND YEAR

JUL 15 AUG 15:

Page 38: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

PRO PE TIVE COMMUNITIES FOR LEARNING CENTE1 DEMOT, TRATION

PR FILES OF NEED

RACIAL DISTRIBUTI lc FIOE. ._.ENROLLI I,NTS

SPECT-It _RSERVATIONS ON CHRISTIAN STREET ANDSOUTH CENTRAL PHILADELPHIA

COMMUNITIES

COMMUNITY COUNCILS AND OTHER ORGA IZATIONS

IN THE TARGET COMMUNITY

Page 39: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

STUDENT LIBRARY RESOURCE RE UIREMENTS IN PHIL DELPHIA

ROFILES OF NEED FOR TEN PROSPECTIVE CO14UNITIES

1 - Christian Street2 Fairhill3 Francisville4 Kingsessing5 LUdlow6 - Mantua7 - Old Germantown-8 - South Central9 - Strawberry Mansion

10 - Temple U.11.- Christian Street-South Central

PROFILE _RANKS 7 EXPLANATIONS

See pages 1 and '14

Page 40: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

No. of Schools,

Community

Public

Parochial

SUNARY-CO4UNITY PROFILES

Profile of Need

DI E C.

I. L E

RANKIN e

Branch Library

% of

Achieve-

Within- 1/2 mi.

Families!'

meut

Teacher

Teacher Teacher

Circulation

of center of

Total

Low rncome

ADC

Level

Exper..

Vacan,

Turnover

Bks/Student

Community

4 . Kines es s ing

.Ludlow

6.Eantua'

7. Old Germantown

outh Central

9. Strawbe..ry

Mansi n:

11

10 '..Temple U,

C7r stian

South Central

10

e explanati

11 7 9 6

10

74

6 7

6 7

5 5 5 4 5

6 5

7 7

Yes

Yes

Yes

Yes

No,

-.7

65

6:

6No

13

7-8

4-5

6-7

7No

.

11

5Yes,

99

5Yes

16

77-8

36

4-5

6-7,

Yes

ranking on pages which follow Profile No.

10, Temple University.

Page 41: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

1. CHRISTIAN STREET

COMMUNITY

.Lombard to Wharton;

Broad to 24th St.

Nearest Branch Librari

ueen Memorial,

1315 Pt. Breeze Ave. and

Phila. City Institute, 19th

and Locust Streets

.SCHOOLS

-

SCHOOL LIBRARIES-CIRCULATION

AND COLLECTION

STUDENT

AVERAGE WEEKLY CIRCULATION

LIBRARY COLLECTIOi

ENROLLMENT.

Printed

Decile

Number of

Materials

Rank

Volumes in

Pet

School

Student

Library

Collection

!..41,

St. 'Anthony

'

297'

,.

-St. Charles

.629

,

St. Rita.

'

374

--St. Theresa

306

'ArthPr.

.-H

'597

H Barrett

1,242

burham

-.

246

Landreth

812

Pierce

:595

Smith

709

.E. M. Stanton

601

TOTALS

64

,4

1.0

.

.6

.6

.

.2

1.2 .5

.7'

'

1.0

2,052

1,335

2,358

1,264.

4,200,

10.,164

3,526.

-

4,000

4,800

4,40 ..

Number of

Volumes

Per

Student

6.9

2.1

6.3

4.1

7.1

8.1

14.3

4.9

8.1

11.2

7.3

46 017

.

Student.

Achievement

Level

Decile Rank*

% of Students

Low

In Families

Incame

With Low

Families

'

Incomes*

Decile

Rank*

17%

District Decile Rank - District

2*

Median

-Teacher

Teacher

Teacher

AiD.C.

Fami1y

Experience

Vacancies

Turnover

Cases

Income

6

Page 42: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

2. FAIRHILL COMMUNITY

B St. to 8th St.; Lehigh Ave. to

Nearest Branch Libraries

Lehigh, 6th St. and Lehigh Ave, and McPherson

:.

SCHOOL LIBRARIES-CIRCULATION'AND COLLECTION'

4'1

Cal 0

SCHOOLS

STUDENT. AVERAGE

ENROLLMENT:

WEEKLY CIRCULATION.

LIBRARY

Ascenson

St. Hugh**

1

Cramp

1

-

Fairhill

Potter-Thomas

Sheppard

Stetson Jr. H.

TOTALS

Printed

Materials

Per

:

Student.

Decile

Rank

-Number of

Volumes In.

School

Library

Collection.

I 1,501:

1,005

570

652

1,024

683

1,923

7,358

.9

.8

1.0

1.0 .7

.4

.8

3 301

2,090.

5,438

5,962

.

10,000',

2,760

: 8,500

j.38,051

Erie Ave.

Square, F. St., and Indiana Ave.

COLLECTION

Number ol

Volumes

Per

Student

2.2

2.1

.9.5

9.1

9.8

4.0

4.5

5,9

Student

% of Students

Low

,Achievement

In Families

Income

Level

With Low

Families

Decile Rank*

Incomes*

Decile

Rank*

District Decile Rank

District 5* and 7*

Median

Teacher

Teacher

Teacher.

A.D.C.

Family

Experience.

Vacancies.

Turnover

Cases

Income.

56

4

,*Data Apply to-public school only.

**Cramp and St. Hugh are in District 7, but close enougn to the Fairhill Community to be included.

Page 43: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

SCHOOLS

3. FRANCISVILLE COMMUNITY

Fairmount to Columbia: 'Broad to 24th.St.

Nearest Branch Library

Columbia Avenue, 23rd Street and ColuMbia Avenue

SCHOOL LIBRARIES-CIRCULATION AND COLLECTION

STUDENT AVERAa WEEKLY CIRCULATION

LIBRARY COLLECTION

Gesu

St. Heth:ig

St. Joseph's Pre

.

EN

RO

LL

ME

NT

Printed

Materials

Per

Student

Decile,

Rank

231

178

975

1.1

1.1 .2

14Bache.

633

.8

-Darrah

.552

.7

Martin

242

..5

Meade

1,411

.6

wReynolds.

1,221

.6

Vaux Jr. High

1,791

.1

TOTALS

7 234

N V S Library

Collection

mber ol

lumes In

hdol

Number of.

Volumes

Per

Student

4.5,

1,028

14,000

14.3

3,588

5.7

3,766

6.8

3,000

12.4

8,200

5.8

6;174

5.1

8,866

5.0

,622

7,3

District Decile Rank

District 2*

Student

AchieveMent

Level

Leda Rank*

8

Median

.Family

Income

8

Teacher.

Experience

.

6.

Teacher

Vacancies

,

-

1

5

Teacher

,

Turnover

6

A.D.C.

Cases .

.

*Data apply to public schools only.

**Independent School

of Studen

In Families

With Low

Incomes*

73%

Low

Income

Families

Decile

Rank*

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SCHOOLS

4. KINOSESSING COMMUNITY

Woodland Ave. to Baltimore; 48th St. to 58th St,

Nearest-Branch Libraries - Cobhs Creek, 59th Street, and Baltimore

:Avenue and-Kingsessing, 51st Street. and. Chester Avenue

SCHOOL LIBRARIES-CIRCULATION AND COLLECTION

STUDENT

AVERAGE WEEKLY CIRCULATION

LIBRARY COLLECTION

ENROLLMENT

Printed

Material

Per

Student

Decile.

Number' of

Rank

Numhar of

Volumes In

Volumes

School.

Per

Library

Student

Collection.

Student

Achievement

Level

Decile Rank*

% of. Students

In Families,

With Low

Incomes*

Low

Income

Families

Decile

Rank*

Most Blessed Sacrament

Comegys

44

Barrin,gton

Longstreth

.

Mitchell

Shaw Jr. High

2,682,

1,036

1;183

854

1,195

2,433

.3

.4

.3

.5

.2

.2

5,473-

5,240

4,500.

F,000

5,680

22,000

2.0

5.1

3,8

4.8

9.0

TOTALS

9383

4"7

District Decile Rank - District 1*

Median

FaMily

Income

6,

Teacher

Experience

5

Teacher

VacantieS

4

Teacher

Turnover

,

5

A.D..C.

Cases

..

,

6.

,

*Datat apply to public schools only.

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Master to Dauphin; Front to 10th Sts.

Nearest Branch Libraries.- iensington, jasper and Kensington Avenues, and Girard,

5th Street and Girard Avenue

-SCHOOLS

Boniface

St. Malachy

St. Michael

c4)

Ferguson

Harrison

Hunter,

McKinley

Miller

W. F.

Moffett

TOTALS

SCHOOL LIBRARIES-CIRCULATION AND COLLECTION'

-STUDENT

ANERAGE, WEEKLY CIRCULATION LIIRARY COLLECTION

ENROLLMENT:

.Printed

Materials

Per

Student

Decile

Rank

Number of

Volumes. In

School.

Library

I Collection

Number of

Volumes

Per

Student,

621

.7

2,260

3,6

370

.4

1,214

3.3

419

1.0

3,125

7.5

1,818

.2

6,200

3.4

615

.s4,250

6.9

520

2.3

3,500

6.7

987

.8

4,500.

4.6

468

.7

3,841

8.3

537

.7

3,314

6.2

475

.3

3,175

:6.7

6,

0.8

35 37S',

5.7

District Decile Ran

District 5*

Student

Achievement

Level

Decile Rank

% of Students

In. Families

With Low

Incomes*

Median

Teacher

Teacher

Teacher

A.D.C.

Family

Experience

Vacancies

Ttrnover

Cases

Income

.

75

6

*Data apply to public schools only.

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6. MANTUA COMMUNITY

Powelton to Mantua; 32nd to 43rd Sts.

Nearest BrFnch Library - West Philadelphia, 40th and Walnut

- SCHOOL LIBRARIES-CIRCULATION ANDLCOLLECTION

STUDENT AVERAGE WEEKLY CIRCULATION

LIBRARY COLLECTION

ENROLLMENT

Printed

Decile

Number of

Materials

Rank

Volumes In

Per

School

Student

Library.

,St. Agatha

St. Ignatius

Belmont

.

Drew.

,

Mc.Michaql

:

E. S. Miller**

POwel

408

341

1,183

506

1, 768

330

209

.3

.

.9-.

.5

.9

.5

.6

.7

Streets

1,726

4.2

1,400

4.1

9,482

8.10

8,813

17.4

11,000

6.2

2,000

6.1

5,0001

17.2

39,421

Student

Achievement

Level

Decile Rank*

8

% of Students

Low

In Families

With Low

Incomes*

74%

Income

Families

Decile

Rank* 7

Dist:ict Decile Rank

District 1*

Median

Teacher

Teacher

Teacher

A.D.C.

Family

Experience

Vacancies

Turnover

Cases

Income

65

4.

5

..

*Dataapply tp public schools only..

is.in Distridt 4,.but close enough to be included.

...

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'SCHOOLS,

St. Catherine of

Sienna

St. Francis of Assisi

St. Michael pf the

.

Saints

Germantown Friends**

J. B. Kelly

Moore Hall

Wister

7. OLD CEREANTOWN COMMUNITY

Berkley St. to Chelten. Ave.; Wissahickon Aye.

to Germantown Ave,

Nearest Branch Library

Germantown, Chelten and Germantown Avenues

SCHOOL "LIBRARIES-CIRCULATION AND COLLECTION

STUDENT'

AVERAGE WEEKLY CIRCULATION LIBRARY'

COLLECTION

.

ENROLLMENT'

Printed

, Decile

Number of

Number of

Materials

Rank

Volumes, In

Voltmes

Per

School

Per

Student

Library

Student

Collection

TOTALS,

183

983

322

804

1,010

298

822

4 421

Student

Achievement

Level

Decile Rank*

% of Students

In Families

With Low

Incomes*

Low

Income

Families

Decile

Rank*

1.2

2,136

1,214

.

5 325

6,211

2.2

3.8

5.3

7.5

1.1

614 886

4.7

District Decile Rank - District 6*

Median

Family

,

Income.

4

Teacher

Experience

5

Teacher.

Vacancies

.

.

2

Teacher

Ttrnover

6

A.D.C.

Cases

4

*Data apply to public schools

only.

**Independent, School

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SCHOOLS

St. Maries

St. Paul

S. Peter Clever

.

St. Rita

St. Teresa

Arthur

Barrett Jr, H.

Bartlett Jr. H.

Durham

Hawthorne

Jackson

Smith

E. M. Stanton

8. SOUTH. CENTRAL COMMUNITY

Lombard St. to Wharton St.; 10th St, to 20th St,

Nearest Branch Libraries

Southward, 7th end Carpenter Streets; Philadelphia.City

Institute, 19th and Locust Streets; and. Queen Memolial, 1315 Pt. Breeze Avenue

SCHOOL LIBRARIES-CIRCULATION AND COLLECTION

STUDENT

AVERAGE WEEKLY CIRCULATION

LIBRARY COLLECTION

ENROLLMENT

7.':,:inted

Decile

Number of

Number of

Materials

Rank

Volumes In

Volumes

Per

School

Per

Student

Library

Student

Collection

629

576.

.204-*

374

306.

-597

42

856.

246:

504

445

709.

601

Student

Achievement

Level

Decile Rank.

% of Students

In Families

With Low

Incomes*

.

.4

. 3-

1.7

1,0 .6

.6 q

2,2

1.2

1.1

1.0

.4.

Low

Income

Families

Decile

Rank*

1,335

3,297

1,920

2,353

1,264

4,200

10,164

7,126

326

3,824

3,975

7,918

4,400

2.1

5.8

9.4

6.3

4.1

7.0

3.1

8.3

14.3

7.6

9.0

11.2

7.3

TOTALS

2"

55

District Decile Rank - District 2 and 3*

Median

Family

Income

Teacher

Experience

Teacher

,.

Vacancies

,

District 2,1

5

Teacher

Turnover.

A..D.0

.Cases,

.

.

7

District. 3

64

77

*DatP nnnlv tri niihlir srinnls, nnlu,

66%

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9. STRAWBERRY mosION COMMUNITY

Berks. to Lehigh; 22nd to 33rd Sts.

Nearest. Branch Libraries

Widener Memorial, 25th Stteet and

Lehigh.. Avenue and Columbia, 23rd Street and ColuMbia Avenue

SCHOOL. LIBRARIES-CIRCULATION AND COLLECTION

SCHOOLS

STUDENT

AVERAGE.

NROLLMENT

WEEKLY CIRCULATIQN

LIBRARY. COLLECTION

Student

AchiPvement

Levei

Decile Rank*

i.of Students

In Families

With Low

Incomes*

Low

Income

Families

Deeile

Rank*

St. Columba

Most Precious Blood

Blaine

Dick

Dobbins Vec. E. S.

FitzSimons Jr. H.

Hill

Lehigh

Pratt-Arnoid

Stekley

Strawberry Mansion Jr.

Walton

Wright

TOTALS

Printed.

Materials

Per

Student

Decile.

Rank

Number, oi

Volumes in.

School

Library

Collection

Number of

Volumes

Student

486

468

1.059'

1,283

2,019

1,81.6

1,381

654

1,374

369

2,639

1,140

882

15,570

853%

.6

.6

.9

.5

.2

.3.

.6

1.1

1.1 .4

1.1 .8

.5

2.6

6.8

7.5

4.8

6.4

4.4

5.4

6.0

57

8.8

7.6

7.0

6.2

6.1

5

1,274.

3,207

8,001°-

6,100

13,098

8,000

7,500,

3,950

7,800

3.237

20,000

8,000

5,439

95,6'05,

District Decile Rank

District 4*

Median

Family

Income

7..

Teacher

EMperience.

5

Teacher

Vacancies

5

Teacher

Ttrnover

5

A.D.C.

-Cases

, ,

7

Page 50: Philadelphia School District, Pa. SPONS AGENCY BUREAU NO ...The student library project - Philadelphia has now gathered voluminous data about (1) what library and media material6 students

.SOHOOLS

St. 'Edward's

Our Lady of Mercy

Dunbar

Edison High

ItElverspn

Ferguson

Hartranft

Wanamaker Jr. H.

Welsh

.T

*Data apply

10, TEMPLE U. COMKUNITY

CbluMhia. Ave, to Lehigh Ave.; Broad St,

to 4th St.

Nearest Branch Library

Lehigh

6th Street and Lehigh Avenue

SCHOOL LIBRARIES-CIRCULATION AND COLLECTION

STUDENT

AVERAGE, WEEKLY CIRCULATION, LIBRARY COLLECTION

ENROLLMENT.

Printed

Decile Number or

Materials,

Rank

Volumes In

780

475

572

1,850

913

.

1,818

'934

1,763

1,226

10,

Per

Student

. 4

.7

. 7

.4

1.0

.2

.4

. 1

. 3

School

Library

Collection

1,635

4,256

3,828

12,841,

,5,218

6,200

3,250

,

13,900

6,500

Number of

VoluMes

Fer

Student.

2.1

9.0

6.7

6.9

5.7

3.4

3.5

7.9

5.3

57,628

5.6,

Student

Achievement

Level

Decile Rank*

% ol Students

In Families

With LOW

11

Incomes*

70%

Low

Income

Familie

Decile

Rank*

7

District Decile Rank

- Dis rict 5*

Me'fian

Family

Income

.8

Teacher

Experience.

5

Teacher

Vacancies,

5

Teacher

Turnove

.

H5

A.D.C.

. .

Oases

7

public ,zcho,ils ouly.

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CHRISTIAN STREET-SOUTH CENTRAL, COMMUNITY

Lombard St. to Wharton St,; 10th St. to 24th St,

Nearest Branch Libraries - Southwark, 7th and Carpenter Streets; Philadelphia City Institute,

19th and Locust Streets; and Queen Memorial, 1315 Pt. Breeze Avenue

SCHOOLS

St. Anthony

St. Charles

St. 'Paul

,St, Peter Clever

St. Rita

fik St. Theresa

Arthur.

Barrett Jr. H.

Bartlett Jr. E.

Durham

Hawnorne

Jackson

Landreth

Pierce.

Smith

E. M. Stanton

SCHOOL LIBRARIES-CIRCULATION AND COLLECTIONS,

STUDENT

AVERAGE. NEEZLY CIRCULATION

LIBRARY COLLECTION

ENROLLMENT

Printed

Decile.

Number of

Number of

Materials

Rank

Volumes. in

Volumes

Per

School

Per

,Student

Library

Stud nt.

Collection

297

629

576

204

374

306

597

1,242

85.6

504

.445

812

595

709

601

TOLtLS

8,993

.8

. 3

1,7

1.0 .6

. 6

. 2

.5

2.2

1.2

1.1 .5

,7

1.0

. 4

2,052

1,335

3,297

1,920

2,353

1,264

4,200

10,164

7,126

3,526

3,824

3,975

4,000

4,800

7,918

4,400

6.9

2.1

5.8

9.4

6.3

4.1

7.0

8.1

8.3

14.3

7.6

9.0

4.9

8.1

11.2

7.3

766.159

7.5

Student

% of Students I

Low

Achievement

In Families.

Income

Level

with. Low

Families

: Deane Rank*

Incomes*

Decile

Rank*

869%

7

District Decile Rank

Districts 2* and 3*

Median

Family

Income

Teacher

Experience.

6

Teethe'.

Vacancies

,Turno7er

District 2

5.

Teacner

6

A.D.C.

Cases

.

6

District. 3

47

7

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cJI

PHASE III COMMUNITY PROTILE RANKING

Key To Family Income. Level. Decile Rank

Key To Student. Achievement, Level. Decile Rank

Rank

% Of Public School Enrollment

From Low-Income Families (*)

Rank

Difference Between Actual Composite. Score

And. National Composite'Scote,"6th. Grade(*)

110.3

to

19.7

1+.16

to

+.48

219.8

to

29.1

2-.17

to

+.15

329.2

to

38.5

3-.48

to

-.16

438.6

to

47.9

4-.81

to

-.49

548.0

to

57.3

5-1.14

to

-.82

57.4

to

66.7

6-1.47

to

-1.15

766.8

to

76.1

7-1.80

to

-1.48

876.2

to

85.5

8-2.13

to

-1.81

985.6

to

95.7

9-2.46

to

-2.14

10

95.8

to 100.0

10

-2.80

to

-2.47

*Estimated gross income of $3,000 or less

*These figures represent the difference between

a. computed average score for public schools in'

the prospective communities and the national

"average.

Based on 1968- 6th grade Iowa Test-

Composite. Scores.

Tile national composite score

was 6,8,

-. Key To Average Weekly. Circulation Of Printed

Materials Per .Student, 1970

Rank

Circulation Per Student(*)

12.3

to

2.4

22.0

to

2.2

31.8

to

1.9

41.5

to

1.7

51.3

to

1.4

61.0

to

1.2

.8

to

.9

8.5

to

.7

.3

to

.4

10

.1

to

.2

*Source

Questionnaire for School Libraries.

The questionnaire

was completed by 75% of all school libraries (public, parochial,

and independent) iv Philadelphia.

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KEY TO DISTRICT DCILE P

The District Decile Ranking presented in the Community Profile weretaken from "School Profile of Pupil and Staff Characteristics, SchoolDistrict of Philadelphia," December 1969

.,:iedianyama.ly incoric. This index compares the median income levelof familles served by the schools in the district with the median incomelevel of all other schools in the city. Rank 1 identifies the smallest% of enrollment from low income-families; rank 10 the largest % ofenrollment of low income families.

Teacher Experience. This index compares the % of teachers with lessthan two years of teaching experience for the schools in the District,with the percentage for all other schools in the city. Rank.1identifies the smallest % of inexperienced teachers; rank 10, thelargest % of inexperienced teachers.

Teacher Vacancies. This index comperes the percent of teacher an-cies (positions filled by substitutes) for the school in the districtwith the percent for all other schools in the city. Rank 1 Identifiesthe lowest % of vacancies; rank 10, the highest X of vacancies.

Teacher Tnrnover. 'This index compares the rate of teacher withdrawalfor the schools in the district with the rate for all other schools inthe city. Rank 1 identifieS the lowest rate of withdraw-al; rank 10 thehigher rate of withdrawal.

A.D. .a-es. This index compares the percent of families served bythe schools in the District who are receiving Aid to Dependent Children.(ADC) with the % for all other schools in the city. Rank 1 identifiesthe lowest % of ADC eases; rank 10 identifies the highest % of ADC eases,

47

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Racial Distribution of Public SchOol Enrollment

in the S uth Central Christicn Street Commun126Itl970

Schoo)s

Arthur.

Barrett, Jr. H.S.

Bartlatt, Jr. H.S.

Durham

Hawthorne

Jackson

Landreth

Peirce

Smith

Stanton, E.M.

% White

.2

11.3

47.

27.

7

.2.

Black I_La,aFILL12

99.8

99.8

85.9 2.8

52.2 0

99.6 .2

70.7 2;0

100.0. 0

99.3 0

1 0.0 0

99.8 0

Note: Data on racial diatributiorLof narochlal school enrollmentnot available.

48

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Raci 1 Distribution of Public S hool Enrollment_ _ _

In the Fairhill commurot

ls % White Black % Spani_sh

Cramp 92.0 3.5 4.5

Fairhill 9.7. :54.6, 35.7

Potter-Thomas 19.6 33.2 47.2

Sheppard 33.1 54.6 12.3

-Stetson, Jr. H.S. 51.2 33,6 15.2

N te: Data on racial distribution of parochial sc o 1 enr ilmentnot avail,able.

. 49

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Racial Distribution of Public. School Enr llmrnt

in the Francisvi-ile "Commuhily_19.r971970

Schools . % White Black % Spani_sh

Bache 10.1 84.2 5-7

Darrah .6 95.8 3-6

Martin 37.8 56.4 5.8

Meade .2 99.7 .1

Reynolds 99.8 0

Vaux, Jr. 99.4 .1

Note: Data'on racial distributior of parochial school enrollmentnot available.

5 0

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Racial DistJJytionoF Public School Enrollment_

in the Ongsessinn Collainly_l969-1970

Schools 4 White % B ack Span15h

Harrington 2.8 97.1

Longstreth 23.0 77.0 0

Mitch ll .41.3 58.7 0

ghaw, Jr. .3 94.6

Note: Data-on racial d stribution of parochial school enredlment:not available.

51

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Racial Di trjbution of Public School Enrollm nt_

in the Ludlow Commun).:ty 1_969-1970

School % White

Ferguson -9

Harrison .4

Hunter, W.H. 8.1

Ludlow 1.4

McKinley 2.6

Miller, W.F. 18.0

Moffett 45.3

Black ?, pan

75.4 23.7

96.9 2.6

55.5 36.4

60.0 38.6

43.5 53.9

28.9 53.1

18.1 '6.6

N te: Data on racial distrilD6 n of parochi 1 school enrollmentnot aVallab e.

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Racial Distribution of Public School Enrollment

in the Mantua CoMmulity 1969-1970'

School % White % Black % Spanish

Belmont .1

Drew

McMichael .1

Miller, E.S. 1.6.

Powel 13.1

99.9 0

99.2 0

99.9 0

98.4 0

86.9 0

Note: Data on racial distribution of parochial school enrollmentnot available.

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Racial Distribution of Public Schobl Enrollment

in the Old Germantown Community .1969-1970

School % White % Black % Spanish

J. B. Kelly.

Moore 23.0 77.0 0

Wister 3. 96.0 .1

o

Note: Data on racial distribution o- parochial school enrollmentnot available.

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Racial Distribution of Public School Enrollment

% SpanishSchool

in the Temple UniVersity Community

% White

1969-1919

% Black

Dunbar .6 93.9 5.5

Edison, H.S. 8:4 82.0 9.6

Elverson .2 98.7 1.1

Ferguson .9 75.4 23.7

Hartranft 1.1 87.9 11.0

Wanamaker, Jr. H.S. .3 96.1 3.6

Welsh 3.4 56.6 40.0

Note: Data on racial distribution of pprochial school enrollmentnot avilable.

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School

Racial Distribution of Public School Enrollment

in the Strawberry Mansion Community 1969-1970

c/- White

Blaine 0

Dick .1

Dobbins, H.S. 30.0

FitzSimons, Jr. H.S. .4

Hill .2

Lehigh 0

Pratt-Arnold .1

Stokley .8

Strawberry Mansion, jr. H.S. .1

Walton.

0

Wright 0

Black-.....%

100.0

pnisj

99.9 0

66.1 3.9

99.6 0

99.8 0

100.0 0

99.9 0

99.2 0

999 0

100.0 0

100.0 0

Note: Data on racial distribution of parochial school enrollmentnot available.

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MEMORANDUM

October 30, 1970

To : File

From: Ron Hart, Community Relations Specialist

Re : Special Observations Regarding the Christian Street and SouthCentral Philadelphia Communities

I. Conditions

A) Crime and delinquency

relatively speaking, there is a low incidence of street violence(wanton attacks, purse snatchings) which would prohibit childrenand/or adults from coming and going to a facility located inthis area.

D) Gang activity

there has been sustained inactivity, in recent months, c.-fjuvenile gang warfare in this area.

- reports from probation officers and youth field workers in thisarca indicate a low incidence of juvenile police contacts in thepast several months

II. Facilities

A) Schools

this area encompasses a large number of elementary schools, bothpublic and parochial

a number of these schools Ere presently implementing innovativeeducational programs which could be substantially supported bya demonstration learning media center, during after schoolhours and on weekends.

B) Libraries

- School each of the schools In the area has a library; however,for many it means a small closet-like room where books are kept.Only one of the elementary schools is staffed by a certifiedlibrarian.

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Public there ore 3 public libraries close to but outside this_area Southrk, 7th and Carpenter; Queen Memorial, 1400 PointBreeze Ave; aud Philadelphia City Institute, 19th and Locust.They are located more than a 1/2 mile from an overwhelmingmajority of the residents.

C) Y.M.C.A., Y.W.C.A., Anderson Recreation Center, Bartlett SchoolEvening Recreation Program, and the proposed old Ridgeway LibraryRecreation Center.

all of the above named far..ilities and others not mentioned areproviding recreational activities for youth and adults in thecommunity, but are unable to place the proper focus on educational-recreational programs, and a "Center" could be the needed ingre-dient for a well rounded prog-am of educational-recreationalactivities

D) Churches

- many churches in the area have expressed, and in a number ofcases, actuated their views on tat(ing a more active role in the

community. Consequently there are r.hurches sponsoring Get-Setprograms, tutorial and recreational activities; however theirefforts are limited, primarily because of space, time, moneyand staff. A demonstration learning-media center with itsresources, (staff and materials) could certainly expect thecooperation and support of these institutions, and hopefullyallow the institutions to improve their own programs because ofthe availability of the Center's staff and materials.

III. Activities

'A) Community groups

- there has been much evidence of community based groups in thisarea making some small but significant gains with some of the

problems facing the cOmmunity. These groups have shown real co-hesiveness and strength.

a) Young Afro-Americans, in great part responsible for lowincidence oF gang activity

South East Philadelphia Community Council, responsiblefor d)y care and health center at 9th and South Streets

c) Ridgeway Action Council, solely responsible for gettingappropriation from City Council to convert the old RidgewayLibrary into a recreation site. Ridgeway Library is a

4 acre site which has been unused for the past 10 years.

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13) Many of the schools in the area have innovative programs that couldbe directly linked with a demonstration-learith-Ig-media center:

Durham School Intensive Learning Center and TeacherTraininy Center

E.M. Stanton's Bank Street ProgramSt. Charles Montessori SchoolSmith School's Reading CenierBartlett School's Educational Improvement Program andMotivational Program

in addition to the above observations about the communities, thereare also a number of institutions on the perimeter of the areawhich 1 feel certain, would be willing to.cooperate with and be aresource to such a"center",.such as Jewish "Y", PhiladelphiaMuseum College of.Art, United Neighbors Settlement House, and ofcourse the three branch libraries.

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Community Councils. Pea!_th and Welfare AgencieP. d ational-, ar 1 , Pecr=, L_

Cultural Orc,Lanizations Located in the Pro_posed Demonstration Community.

Community Gonncils

Ridgeway A.ction Council1223 Christian StreetJoseph Wiggins, President

Young Afro-Americans1441 South StreetJames Lester

South Street Boosters1601 South StreetLee Rogers

Hawthorne Community Council1234 Wr,bster StreetMrs. Manic Brooks

Southwest Center City community Council2129 Rater StreetEddie Williams

Hawthorne Tenant'Council13th and Fitzwater StreetsMrs Louis Williams

Rebound Ad Hoc Community Committee1427 Catherine StteetMrs. Florence Sexton, Chairman

Southeast Philadelphia Community Corporation9th and Seuth.Streets.DOnald Cook, President

South. Philadelphia Neighborhood Community Education andService Program

15th and Christian StreetsRev. J. U. Lester

Citizens Committee to Preserve and Develop the CrosstownC-mmunity

820 South StreetGeorge Dukes, Alice Lipscomb

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Health Ot ;7 nizations

Christian Street Mother's Health Clinic2058 Chritian Street .

Mrs. Barbara News, Direttor

Community Nursing Services, DistrictBroad and Lombard StreetsMrs. Ethel Taylor, Supervisor

Child Guidance Clinic1700 Bainbridge StreetDr. Salvadore Hinuchin, Director

Rebound - Child Growth and Development Center1427 ,Cathcrine StreetGeorge,Peoples, Director of Community Organization

District #i Health Center1400 Lombard Street

Children's Hospital18th and Bainbridge Streets

Neighborhood Health Center9th and South Streets

Horizon House501 South 12th Street

Graduate Hospital19th and Lombard StreetsEdwin Taylor,Executive Director.

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Social Welfare 4encies

Youth Conservation ServicesCity of PhiladelphiaSouthern DivisionBartlett Junior Eigh Schoolllth and Catherine StreetsMrs. Doris Ogleshv, DirectorMr. Darrow Andrews, Field kTorker

Philadelphia Anti-Poverty Action CommitteeCommunity Action-CouncilArea H752 South 16th StreetMrs. Dorothy Kelly, Council. Assistant

Governor's 'Branch Office for Help with yoir ProblemsSouth East Corner, 19th and South StreetsNathan Lewis, Coordinator

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Recreational, Cultural and Community Centers

Western Community House1613 South StreetRodney Williams, Director

Hawthorne Community Center770 South 13th Street'George Cannon, Director

Christian Street Branch Y.M.C.A.1724 Christian StreetWilliam Morton, Executive Director

Y.W.C.A. Southwest Belmont Branch756 South 16th StreetMrs. Mayme Sims, Executive Director

Grace Settlement House.1032 Federal StreetMrs. Frances Showalter, Director

John Gloucester House22nd and Federal StreetsMrs. Rachel Waters, Acting Director

Marian Anderson Recreation Center-17th and Fitzwater StreetsCharles Rice, Director

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DISCUSSIONS WITH COMMUNITY LEADERS

IN THE TARGET'COMMUNITY

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MEMORANDUM

September 30, 1970

To : Jack Benfold, Project Director

From: Ron Hart, Community Relations Specialist

Re : Visit to Durham School's Child and Staff Development Center

On Tuesday September 29, Tom .Entenmann, Claire Schultz and I

met with Mrs. Lore Rasmussen, Project Director of the Center< The Center

is attemptipg to provide- continuous and high quality coordinated servicesand education for young children from infancy to age ten, while simul-taneously training adults, both parents and teachers in service andeducational programs geared to the development of the family,. community

and education. At present children from 5. to 10 years of age are partici-

pating through parental choice in an exceptional, ungraded, individualized,

and flexible educational program.

AS of October 4, 1970 there will be an additional school7agemothers program which provides care for infants 3 weeks to 18 months of

aae and education for their parents in the school. This allows the mothers

to proceed with their education in an environment rich with modern childrearing practices, which they can easily adopt and use in the development

of thier,own.children.

Mrs. Rasmussen is an energetic, creative and highly imaginativeadministrator, who is well informed about the community in which she

is working. From her conversation it was quite apparent that she h--

taken the time and initiative .to involve the community which has

in a positive manner.

Our visit and discussion with Mrs. Rasmussen supports our ownjudgment about the feasibility of the type of program we envision that

needs community support and participation.

Irecommend that you arrange a visit to see the Durham School

facilities and to talk with Mrs. Rasmussen. I believe that, if time

.allowed, 'she could be a source of information and contacts directlyrelated to our present and future planning.

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MEMORANDUM

October 8, 1970

To : File

From: Ron Hart, Community Relations Specialist

Re : Visit of Mr. Benford and myself with Mr. Charles Peguese,.Coordinator of Multi-Media Center for Title I Parochial Schools

Mr. Renford and I visited Mr. Peguese on Thursday, October 8,in his office at 29th and Allegheny. Our visit was prompted by general.interest in the materials being used in the schools, but more importantlyour knowledge of the fact that Mr. Peguese had se-Y Jj as branch librarianat two .inner city branches (Lehigh and Columbia) presently serves .

as President of the Board'of Directors of the Nor Gity Congress. NorthCity Congress is a community based organization wih is actively engagedin organizing and activating residents in North C- ral Philadelphia, aswell as conducting, what Mr. Peguese describes as "programs geared at.erasing the causes or", high unemployment, poor housing, etc. Duringhis tenure as a branch librarian Mr. Peguese had ,ttempted on a number ofoccasions to introduce innovative and creative wa.! of making his branch"relevant" to the community it was supposed to serve.

Mr. Benford queried Mr. Peguese about the types of problemslikely to confront us when we actually move out into the target community.Mr. Peguese offered some substantive advice, and supported som- thoughtswhich we had, regarding the selection of the community.

Mr. Benford and I were pleased with the advice and judgment givenus by Mr. Peguese and we look forward to consulting with him from time totime during Phases III and IV.

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MEMORANDUM

October 30, 1970

To : File

From Ron Hart, Community Relations -Specialist

Re Conversation with Mr. Darrow Andrews, Field Worker, YouthConservation Services.

The following is a ranking of the prospective communities withrespect to gang activity, and the feasibility of our project operatilgin these, communities if gang activity was our sole criteria. Theranking was made by a Mr. Darrow Andrelqs, Youth Consc-vacion ServicesField Worker for the City of Philadelphia. Mr. Andrews impressed maas being well informed on juvenile gang activity throughout the cityand although his opinion is unofficial he assured me tnat "this is theway it looks on paper".

Mr. Andrews .1c:(-1 poinVed thi- the, grlo, cit.sation i. alwaysa tenuous one, and circumstances change from hour to hour and from dayto day. However, there are some communities where there is alwaysactivity and the prospect for change is very slim indeed.

As Mr. Andrews sees it:

Areas of least g_Ing activity, ranked accordingly

I - Old Germantown.2 - Fairhill3 - South Central Christian Street (because these

communities overlaP)4 - Mantua_

Areas of considerable pang activity and/or high racial tensionsare listed below. Mr. Andrews commented by sdying "if gang activity wasour only criteria (these) would be definitely excluded".

1 - Strawberry Mansion2 - Francisville3 Ludlow .

4 - Temple U.5 - Kingsessing

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Mi-NoP,ANDUM

January 13, 1971

To : -File

From: Ron Hart, Community Relations Specialist

Re : Meeting with Mr. William Morton, Executive Director, Christian StreetY.M.C.A. and Mr. George Scott, a member of the Board of Directors

On Monday, January 11, 1971, Jack Benford, Charles Cella and I metwith Bill Morton and George Scott in The offices of the Christian-Street"Y" at 1724 Christian Street. The purposcof the meeting was to discussthe activities of the Student Library Project in hope of gaining whateversupport the "Y" might e able to lend our efforts.

'We were quite surprised to learn -t a library was high on thelist: of priorities in the Y's program, aL that they had been collectingbooks from members and organizations, in the hope of opening a smalllibrary in one of its former Hay rooms. This plan had to be droppedwhen the School District asket for additional space for its Get-Set pro-gram, and the "Y" could not atford to lose the rental fees.

Mr. Scott, a board member and repltor, then rented a small storefront a few doors from the "Y", to attempt to set up the library there.Their plans were again thwarted when it was found that the floor structurewould not support the.weight of the books and shelving.

There was some discussion: relating to. the Y's plans toi 0 newstructure which would enc9mpass half of a square block (the present struc-ture occupies less than,one-third that amount of space). Groundbreakingis scheduled for September, 1971.

Mr. Cella and Mr. Bonford asked about the possibility of "piggy-backing" on the new structure and both they and Bill Morton agreed thatthis warranted further discussion in the near future.

The meeting ended with both Morton and Scott agreeing tc meet withtheir Board to discuss just how the "Y",could be instrumental in aidingthe Project.

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MEMORANDUM

March 2, 1971

To : File

From: Ron Hart, Community Relations Specialist

Re : Community Relations

On Tuesday, March 2, 1971, I met with Rev. J.H. Lester, pastorof Ebenezer Seventh Day- Adventist Church, 15th and Christian Streets.My decision to talk with Rev. Lester was prompted by the recent formationof an organization, at the South Philadelphi.a Neighborhood CommunityEducation and Service Program, by Rev. Lester and members of his congre-gation. The purpose of the group is to attempt to meet some of the educa-tional, cultural and social needs of residents in the community (Seeattached).

Rev. Lester was quite interested in the Student Library Project andDemonstration Center; he bald that we could expect full support from himand his congregation (active approx. 300) in behlf of our efforts. Healsc cYtended an invitation to me or someone from our staff to speak beforethe congregation, at some future date.

The Seventh Day Adventist Church is quite comm-nit (prier

is actively engaged in attempl-ng A.tnity needs . it has an officecalled the S.D.A. Welfare Center at 1530 Catherine Street, where the_Churchdispenses free clothing and -canned good-, to needy residents. I am certainthat even though most c7 the congregation do pot live in the immediate area .their support could be _-rilisted at some point in the project.

I also spoLe brifly with Bill Morton in reference to his bringingthe ideas of our -rlicr discussion with him, before _his Board of Directors_He indicated that there wa:, a Board meeting scheduled for March 3, 1971

and he would inde,- approach the matter. I offered my services inat'end.ind the mee_ng :f he Felt a necd for clarification from someoneon our staff; he ic was -not necessary at this time. .HoweveT, heassured me that Doard felt firther discussion was warrantd hewould contact us imm,ediEJtely. I al:re plan to. see George Scott t.lis eveningand remind him of our former discus:.ion, and solicit his full_support atthe Board meeting.

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MEMORANDUM

March 17, 1971

To : File

From: Ron Hart, Community Relations Specialist

Re :Meeting of Jack Benford and myself with Mr. George Scott, Chiefof Real Estate Evaluation, School District of Philadelphia

Or Wednesday, March 17, 1971, Mr. Benford and I met with GeorgeScott at the Christian Street Y.M.C.A. We ar.ranged the meetingwith Mr.Scott in order to relate to him our situation regarding a facility forthe proposed demonstration center and td seek his advice and assistance

in the matter.

Mr. Scott is an extremely enthusiastic supporter of the project.He has lived in the Christian Street area for the past thirty years andis very active in many programs and groups in the area. .We discussedsome possible sites, all of which need fur;Iher exploration in order to

determine their feasibility.

Briefly, some of the sites discued were Y.W.C.A. at 16th and

Catheri_ ; St. Charles Community Center, 20th and Christian Street; andTindley Temple Church, Broad and Catherine Streets. Mr. Scott agreedto contact various individuals in order to attain more information onavailability, costs, etc. He assUied us he would keep our staff postedof.any developments he finds, promising or otherwise.

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MEMORANDUM

March 19, 1971

-To Filo

From: Ron Hart, Comfflunity Relations Specialist-

Re : Meeting with Mr. Reggie Bryant, Associate at the PhiladelphiaCollege of Art (PCA) Community Design Program (CDP)

. On Thursday, March 18, 1971, I met with Reggie Bryant an Associatein PCA's Community Design Program. In short, this is a graduate programdesigned to bring together the skills of designers, planners, etc., withthe needs of groups and organizations in urban areas. Students in thisprogram have worked directly with these groups to assist in planning anddesigning a day care center, tot lot, furniture for nursery and manyother projects.

Presently, the Community Design Program is looking for an innovativecommunity based program that is in need of a facility. They then plan toapproach the Dow Chemical Company and attempt to aet them to build afacility utilizing a new process called Spiral Generation. The CDP wouldhope to be instrumental in assisting the program with the planning anddesigning Of the structure, both externally and internally.

Reggie and I talked about the possibility of 'the "demonstrationce,ILer" being "the" project. He invited ..Jack Benford and I to attend aCommunity Design Seminar at the Philadelphia College of.Art on WednesdayMarch 23, 1971 at 1030 a.m., at which time there would be more discussionthat would enable us to get a clearer view of the overall'picture.

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MEMORANDUM

March 23, 1971

To : Fi le

From: Ron Hart, Community Relations Specialist.

Re : Meeting with Mr. Charles A. Highsmith, Superintendent of SchoolDistrict #3 and Mrs. Ele<=lnor Serinsksi, Library Supervisor ofDistrict #3.

On March 29, 1971, Jack Benford and I met with Mr. Highsmith andMrs. Serinsky at the District 3 Office lOcated in the Jackson School,12th and Federal Streets. Mr. Highsmi',:h had received a copy of treproposal in advance of the meeting and had a number of questions vIr-taining to the project. He stretsed the importance of not making promisesto the community which you couldn't fulfill. Both he and Mrs. Serinskyindicated their-willingness to support and ec,operate fully in any waypossible with the project. Incidentally, both Mr. Highsmith and Mrs.Serinsky are presently finalizing plans to raise their books per studentlevel to the highest-in the School District.

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MFMORANDUM

To : File

March 25, 1971

From: Ron Hart, Community Relations Specialist

Re Philadelphia College of Art (PCA) Community Design Prom-am (CDP)Seminar

On Wednesday, March 24, 1971, I attended a seminar on the CommunityDe:.,ign Program of the Philadelphia College of Art at.Broad and Pine Streets.The CDP is a graduate program which attempts to get its students, witnthei-r varied skills, involved with agencies, groups, and/or organizationsattempting to solve some urban problems. The students hear representativesfrom these groups make a presentation depicting their needs, 1.e., planning,creative design, etc. The students then decide if this is their "thing".

I had been invited to attend by Reggie Bryant, who is an Associatein the program. He knew of our need for a facility und subsequently somecreative designing and planning. The CDP had decided they would seek aproject in need of a facility, then approach the Dow Chemical Co. to putup a facility utilizing a new process "Spiral Generation". Howeverat the meeting it was discovered that the latest communication with Dowhad indicated a reluctance on their part towards a "donation".

There appeared to be some enthusiasm on behalf of the studentstoward the "center". They felt that there might still be contributionsthey could make when we obtained a racilit'f. There were questions posedregarding the type of furnishrngs that would be needed, art displayed,decor, etc. The overall indication was that they would support and cooperatewith our project.

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MEMORANDUM

March 31/ 1971

To : File

From: Ron Hart, Community Relations Specialist

Re Meetino with Mr. John Frangipani. Superintendent, School District #2and Mr. Harold Jones, Supervisor of Librarie: for District #2.

On Wednesday, March 31, 1971, Jack Denford and I met with Mr. Frangi-pani .and Mr. Jones at the District Office, 16th and Moore Street. Mr;Benford and I were delighted with the enthusiastic response on the partof both gentlemen. who pledged their full cooperation and support for ourproposed demonstration center. Interestingly, Mr. Frangipani cautionedagainst making promises we would be unable to fulfill as did Mr. Highsmith,District 3 Superintendent, when we met with him.

The Drexel School, hich serves as the District 2 Office, has beenconverted into a Professional Materials Center, the only one of its kind inthe eight School Districts. Its purpose is to provide DisLrict 2 profes-sional staff members an opportunity to preview and evaluate a variety ofinstructional materials, equipment and media. This then allow5 the staffat the respective schools in the district to order those materials andenuipment they find suitable.

It was suggested that_ perhaps the person or persons who will beresponsible for acquisition of materiels for the demonstration center mightutilize this facility; Mr. Jones replied "anything to be of service".

. I can only add at this point, that I continue to believe thecorrectness (1) the decision to tarry out this project in the South Centralcommunity, and the meeting today once again reaffirms-that belief.

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MEMORANDUM

April 12, 1971

To : File

From: Ron Hart, Community Relations Specialist

Re Meeting with Mrs. Dorothy Kelly, Council Assistant of Area H,Philadelphia Anti-Poverty Action Committee

On Monday April 12, 1971 at 10:30 a.m., 1 met with Mrs. DorothyKelly, Council Assistant of the Area H Office of the Philadelphia Anti-Poverty Program at 752 South 16th Street. Mrs. Kelly and I talked atlength about our proposed Demonstration Center. She appeared quiteinterested and voiced her agreement with out policy of not presentingour proposal to the community, until we were assured funding. Sheattempted to suggest possible sites. Unfortunately, most of them werepossibilities which we have explored previously. Mrs. Kelly indicatedher willingness in he.ping to disseminate information to the community.She requested that I address her field workers, in order that they bebetter able to talk about the Center as they work in the community.

Also, there is a scheduled meeting of the Area H Community Councilfor Saturday April 17, 1971 at 2:00 p.m..and she has extended an invita-tion to attend and address its members.

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MEMORANDUM

April 16, 1971

To : File

From: Ron Hart, Community RelationS Specialist.

Re : Reactions to remarks about a proposed Learnina Center fromparents of children in the Follow-Through program at E.M.Stanton School.

On Thursday, April 15, 1971 at 7:00 p.m., 1 attended a Blackpoetry program presented to the children and their parents of theE.M. Stanton School at 17th and Christian Streets. I had been invitedto attend by Mrs. Florence Sexton, School-Community Coordinator forStanton. She and 1 agreed that this was an opportunity to address asmall group of parents and assess their response. Unfortunately, itwas necessary for me to couch my remarks in generalities, relating tochildren and libraries in general and not .to the South CentralChristian Street community in particular.

However, there was some apparent interest shown by the group and1 sincerely feel that when or if they can be addressed in more specificterms, the4lroject will gain the parents' full Support.

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To ; File

From : Ron Bart

Subject:

March 2, 1971

Reactions to proposed community library and studentlearning center demonstration by selected community leadersand individuals living or working in the South Central-ChristianStreet area.

Mr. Darrow Andrews, Field Worker, South District,Youth Conservation ServicesCity of Philadelphia

"a badly needed facility for this area, please do.not hesitate

to contact me for assistance in relating to or planning programs for

"hostile" youth, groups in the area."

Mrs. Rachel Waters, Acting Director,John Gloucester Community House22nd Federal Street

"I've always been concerned about the ack of use of the branch

library not two blocks from here. I'm certain the izombination of an

Pxr.iting facility and unique program which you envision would provide a

welcoming situation the people could not ignore."1/

"more than happy to lend our full cooperation.

Rev. Laurence Henry, Pastor, Union Baptist Church19th'Fitzwater Street

as one who has always been concerned with the interaction of

the family group, a "Center" like this could possibly make a positive

impact on every other institution in the community".

Mr. Joseph Wiggins, President, Ridgeway Action Council1223 Christian-Street

HA needed addition to the Community. If only we could get this

facility located in the Ridgeway Library building (as we have finally

succeeded after 4 years in having the grounds surrounding it converted'

for recreational use) the.combination of- activities would be a natural."

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Mr. George Peoples, Director of Community OrganizationRebound - Child Development Program1427 Catherine Street

"Although our program is meeting the medical and dental needs of the

youth In our target area, there remains a definite need for a facility

and/ot program outside the established educational systemwhich can

fill the creative, cultural and special interest educational needs

of these youth.

Mrs. Florence Sexton, School-Community. Coordinator, Stanton SchoolChairman, Rebound Ad Hoc Community Committee

"Badly needed. If you are sincere about community participation' in this

project, our group would endeavor to support the prolect and help

mobilize full community support and participation."

Mr. William Morton, Executive DirectorChristian Street Y.M.C.A.1724 Christian Street

this is an area (library facility) which greatly concerns us,

we had designated one of our former game rooms as a library and had

collected a lai-ge number of books to stock it. Then, the School

'.District asked for additional, space for it's Get Set_program, and the

library plan had to be abandoned temporarily. We are getting ready

to build a new and larger multi-purpose facility, and it would be

wonderful if there were some way of housing the "Center" within it."

Mr. George Scott, Chief of Real Estate EvaluationPhiladelphia School DistrictMember Board of DirectorsChristian Street Y.M.C.A.

"As a resident of this community for the past 27 years I have always

been concerned about the inacessibility of our libraries. As a

matter of fact,there is a store front property at 1730 Christian

Street, for-which I have been payingrent for the past 8 months.

When the "library project" at tha "Y" waS temporarily abandoned, it

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was my intention to set up shelving and the books we had collected,

in this property. However, it was determined the flooring structure

would not support the weight. You can expect my full cooperation and

that of the "Y" and it's Board of Directors,I am sure."

Father Charles Dennis, Pastor, St. Theresa's Church and SchoolBroad and Catherine Streets

"Without seeing our school library, you realize the need for the kind of

program and facility envisioned, after seeing our library you realize it

even more." (St. Theresa's school library is about 71/2 x 11' sq. feet

with a collection of about 700 - 900 books).

Father George Vermeiren, Pastor, St Charles Borromeo Church and School20th and Christian Street

"We have seen how the community responds to something good (St. Charles

sponsors a Montessori School at 1941 Christian Street).There is no

question of the good and the need of such a facility in our community;

you can count on our support and cooperation."

Mrs. Doris Reddiek, School-Community CoordinatorStanton School

"ManY parents have expressed tb me their concern at the relative

lack of creativelcultural and recreational activities available to

their children after school.hours. I'M certain this project would

gain their support and-- participation."

. Mrs. Lore Rasmussen, Curriculum SpecialiSt, Durham School IntensiveLearning Center16th and Lombard Streets

"Preciselythe :type of innovation needed in many of our institutions,

but pay particular attention, and not let the project become overrun

with "professionals" at the expense:of putting-down eommunity 'input,

many community people have much to.Offer in the way of advice and skills.

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Rev.. J. H. Lester, Pastor, Ebenezer Sevunth Day Adventist Church15th and Christian Street

wonderful preposal, and you can expect full support of myself

and the members of my congregation. I m extending an invitation to you to

address the congregation about the project at sone.future date."

. (Rev. Lester and his members have recently formed a group, the

South Philadelphia Neighborhood Community Education and Service

Program, which offers courses for adults, tutoring for students and

free child care service while parent is attending course.)

Mr. Charles Rice, Director, Marion Anderson Recreation Center,15th and Fitzwater Streets

"It's unfortunate that this faciity does not haVe sufficient space to

accomodate your project, I couldn't imagine a more- appropriate place

than one which already attracts a larse number of Children everyday.

Incidentally, this would probably have tied in very well with the

Operation Alphbel- PrDg-'m held hr,. A-ring the.A-,y for. aA-lts."

Rev. Oneal Mackey, Pastor, Greater Mt...Olive A.M.E.19th and Fitzwater Street, Secretary, Council ofBlack Clergy

"A sPlendid proposal, which I am sure could meet a pressing need, that

of broadening the concept of the educational Process and it's

institutions.

8 "ASI.

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INTER--AGENCY COMMITTEE MEETING

June 16 1971

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JO,B 5/10/ 71

Plan for inteyi!ency Committee Meetinc-

I. Place and -date for meeting

Faculty Club, University of Pennsylvania, private room- Luncheon meeting, noon to 2 p.m., June 16th- Call reservations to Club by June lith

2. Purposes and agenda for the meeting

The purposes are 1) to give the Committee a progress report on currentactivities and 2) to outline plans for the fourth phase beginning .

June 15th.

Suggested agenda:

-.Introduction of new members and a general statement re project

status - Mr. HorowitzAnnouncement of grant awards (if received by time of themeeting) - Mr. RosicaPlans for submitting LSCA application Mr. DomsProgress report Mr. Benford and staffGoals and nature of Phase IV Mr. Benford

- Organization, staffing, and program concepts, for the learningcenter demonstration Mr. PegueseThe target community: how selected; characterization Mr. HartThe concept of a learning center demonstration and its relation-ship to on-going library programs -'Dr. Martin

- Publicity: Library Journal article and presentations to be madeat Dallas.

3. materL1L-1.11.1f1.111.9

- To be mailed in advance of the meeting:

Agenda- List of Committee members

Organization chart, showing relationships of the Research Center,learning center, Interagency Committee, and community councilConcept paper by MartinExtract from Phase IV proposalTarget community profile

To be distributed at the meetin copies of Library_Journal

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4. Schedule

By 5/17:

By 6/4 :

By 6/11:

complete phone calisto members to confirm dateclear agenda with D. Horowitz

send meeting announcement, agenda, and other materialsto Committee request post card returns by 6/10

determine number of members who' wil1 attend and make.reservation at Faculty Club

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MEMORANDUM

June 17, 1971

To : File

From: Jack BenfordProject Director

Re Meeting of Interagency Committee, June 16; 1971

A meeting of the Project's Interagency Committee was held at theFaculty Club, University of Pennsylvania, on June 16th from noon to2 p.m. Keith Doms, Director of the Free Library, presided in the absenceof the Chairman, David A. Horowitz. 22 members of the 3-member Com-mittee were present.

Mr. Doms introduced five new members of the Committee, who arereplacements for persons no longer resident in Philadelphia.

1 announced the award of two grants from the U.S. Office of Educationto the School District for development, operation, and evaluation of astudent learnina center demonstration and for extension of joint planningactivities into major areas of need disclosed by the 1970 field researchdata.

Mr. Doms pointed out that the grants did. not provide funds for buildingrenovations and rental. Therefore, an'application for Title 1, LibraryServices and Construction Act funds has been submitted by The Free Libraryto .the Pennsylvania State Library.

Members of the Committee indicated their appreciation of the grantawa_rds to, enable the project to continueinta its fourth phase.

I. gave a progress report on major planning activities during the yearand then outlined the general goals and nature of the proposed learningcenter demonstration, and indicated how the need for such a special pro-gram proceeds from analysis of the research data compiled in 1970.Charles Peguese, Administratór of the learning center, doseribed theorganization, staffing, and program concepts of the center, and RonaldHart, Community ReL:tions Specialist, explained the process by which thetarget comMunity'wes selected. He also (lave a comprehensive .picture ofthe community - demographic data, kinds of educational and libraryfacilities and programs available, community action programs, and extentof our contacts with community leaders.

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Dr. Lowell Martin, the project's consultant, outlined the conceptualframework for the.demonstration projact, emphaSizing innovation andcommunity participation based on strorn, positive support by the existing

library agencies. He pointed out that thelearning center would bridgethe aap between needs and resources, drawi:,7, upon the existing resourcesfor support, and that it was not conceived of as a substitute or replace-ment for school and public libraries. Hopefully, the results of thedemonstration would bring about systemic change in those institutions.

There were a number of questions and comments from Committee members,most relatjng to the location and programs of the Center. The staffindicated that criteria' for selection of a facility had been developedand that a number of facilitieS 0/ere under consideration. On programcontent, Charles Peguese noted that we had only general ideas aboutcontent, related to the kinds of target population to be served, and thatprogram details would be developed,later this year.

Mr. Sidney August, Head 'of the Philadelphja Community College Libraryand a new member of the Committee expressed his appreciation at theprofessional quality of the project and in particular for the printedmW-erials which had been sent to the Committee prior to the meeting.

Mr. Doms recommended that more frequent meetings of the Committee bescheduled during Phase iv, for the purpose of obtaining greater involvementby the Committee in planning-and development- There was general concur-rence in this from all present.

Copies of the Library Journal (June-15th issue) were distributed andthe members were asked to submit their requests for reprints of thearticle and editorial which appeared i.n the- issue. I commented brieflyOn my plans -for presentations at the A.L.A- Conference in Dallas.

The meeting was adjourned at 2 p.m.