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Jerome Wynegar

Description: South Boston High School exterior. Background comments of pedestrians talking to camera operator and reporter. Pam Bullard interviews headmaster Jerome Wynegar on what programs his school will offer, including core curriculum and vocational education. Wynegar says racial problems have been aggravated by outside agitators. He adds that the school is enrolled to capacity, and cannot accommodate students who wish to return after dropping out. He says that the school should make sure to listen to the suggestions of the students, and those students who dropped out, to try to improve the school. He commends the faculty. Additional comments from Wynegar as they shoot cutaways. Shots of graffiti painted on pavement, which reads “Stop Forced Busing.” Several takes of reporter voice over and standup.
Collection: Ten O'Clock News
Date Created: 08/17/1976

Supt. Marion Fahey interview

Description: Pam Bullard interviews Marion Fahey (Superintendent, Boston Public Schools). Fahey talks about the assignment of bus monitors and school aides for the coming school year. Fahey explains the roles of transitional aides, security aides and instructional aides. She says that there will also be more special needs aides and bilingual aides in the schools. Fahey comments on the need for all students to attend school in order to learn basic skills. She says that parents should be confident in the educational programs at the Boston public schools. Tape 2 of 2.
0:00:13: Visual: Pam Bullard interviews Marion Fahey (Superintendent, Boston Public Schools) in her office. Fahey sits behind her desk. Fahey says that bus monitors will ride the buses with students again this year; that parents have made it clear that they want bus monitors on the buses with their children. Fahey says that there will be just as many aides this year as in previous years; that there will be fewer transitional aides in the school buildings; that transitional aides will perform duties assigned to them by the headmasters of the schools. Fahey says that the transitional aides will be supplemented by security aides from the Safety and Security Department; that the security aides have additional training in dealing with crises. Fahey says that there will be many instructional aides in the classrooms; that instructional aides will be funded under Title I of the Emergency School Assistance Act; that instructional aides will work with elementary and middle school students in reading and math. Fahey says that there will be bilingual aides as well as aides for the special needs programs in the schools. Bullard asks Fahey what she would tell parents who are skeptical about the quality of the Boston Public Schools. Fahey says that it is important for parents to send their children to school; that parents who keep their children out of school are condemning their children to an unproductive future. Fahey says that the Boston Public Schools have strong educational programs; that school faculty and staff are always working to improve school programs; that students in the Boston Public Schools receive good instruction in basic skills like reading, math and communication. Bullard closes the interview. 0:04:53: V: Bullard and Fahey speak informally. Fahey says that Boston schools are no longer in the "numbers game." Fahey notes that the focus is no longer on desegregation; that her staff is focusing on assessing the performance of students and teachers; that the tension caused by school desegregation hindered classroom learning. Shot of a spreadsheet on Fahey's desk. The spreadsheet gives the racial breakdown of students in each grade level.
Collection: Ten O'Clock News
Date Created: 09/07/1976

Police outside South Boston High

Description: Commissioner Robert DiGrazia, Boston police and US marshals stationed outside South Boston High. Black students exit school, get on bus. Buses slowly come and go. Many officials mill about on sidewalk. Headmaster Jerome Wynegar talks to Joseph Jordan. Later, white students flow out of school en masse. Comments, some racist, from the crowd waiting outside the school can be overheard.
Collection: Ten O'Clock News
Date Created: 09/14/1976

Kathleen Sullivan interview, reel 3

Description: Pam Bullard interviews Kathleen Sullivan (Boston School Committee) about the quality of education in Boston. Sullivan says that she is frustrated because Boston schools have not improved since court-ordered desegregation began in 1974. Sullivan calls Arthur Garrity (federal judge) a "crazy judge." Sullivan says that the desegregation plans since 1974 have been disruptive. She says that neither African American nor white students have benefitted from school desegregation; that students should not be assigned to different schools each year. Sullivan and her assistant discuss Judge Garrity's latest order concerning the Boston schools. Bullard explains to Sullivan that she is putting together a piece which contrasts Sullivan's views on schools and court-ordered desegregation with the views of African American leader Melnea Cass
0:59:44: V: Pam Bullard interviews Kathleen Sullivan in her office. Bullard comments that Sullivan was elected to the School Committee because voters were impressed with her commitment to quality education and better schools. Bullard asks Sullivan how she would have fared if voters were less concerned with the state of the schools and more concerned with politics as usual. Sullivan says that she could have been re-elected. Sullivan says that parents are concerned about education; that a difficult economy coupled with the costs of school desegregation has made school improvement difficult. Sullivan says that the quality of education has not improved in the city since she was elected to the School Committee; that she feels frustrated in her efforts to improve the schools. 1:03:48: V: Bullard asks if it would damage Sullivan politically to admit that desegregation has improved Boston schools. Sullivan says that voters in Boston are beginning to accept desegregation as a fact; that the anti-busing movement has lost steam because people are tired; that voters would be happy to hear that schools have improved, even if the improvement was a direct result of desegregation and a "crazy judge on the scene." Sullivan says that there has been little improvement except in a few schools. Sullivan mentions that Roxbury High School, the Lewenberg School and the Curley School have seen improvement. Bullard asks why Sullivan never mentions the positive impact that desegregation has had on African American students, who now have access to an equal education. Sullivan says that she has been preoccupied with the budget this year; that she visited last year with African American students who had been assigned to three different schools in three years, and had not benefitted from the experience. Sullivan says that the school situation has begun to stabilize this year; that one can begin to talk about better education for African American students this year; that police presence in schools and community hostility to busing prevented a healthy school situation for African American students in 1974 and 1975; that she understands why African American parents might disagree with her because they wanted access to better schools for their children. Sullivan says that she hopes schools can be improved for all students; that she is worried because only 51,000 children attended Boston Public Schools last year, out of a school-age population of 117,000. Sullivan says that she taught African American students in Dorchester; that she thinks desegregation has been disruptive for those students; that the desegregation of Boston schools could have been beneficial for African American students and white students in 1974 and 1975 if it had been implemented differently. 1:10:34: V: An administrative assistant enters Sullivan's office to go over some papers with her. The assistant points out that Judge Garrity has ordered the School Committee to appoint a new Transitional Director of Program Development at South Boston High School. Sullivan and the assistant discuss Garrity's instructions. Sullivan and her assistant tell Bullard that Judge Garrity has approved 160 transfers out of 1,782 requests. Sullivan alludes to Garrity's heavy involvement in managing the Boston schools. 1:12:57: V: Bullard explains to Sullivan how she will edit the final piece. Shots of Sullivan's office. Bullard explains that she has also interviewed Melnea Cass (African American community leader) and wants the final piece to reflect the positions of the two women. Bullard says that both women are leaders, but that their positions on school desegregation reflect their ethnic heritage; that their positions are as far apart as the communities they represent. Sullivan points out that she has done a lot of work with African American students. Bullard says that Sullivan and Cass have a good working relationship because neither harbors strong racial prejudices; that both have friends of other races and backgrounds.
Collection: Ten O'Clock News
Date Created: 09/28/1976

Phase III desegregation order

Description: Press conference on the court-ordered plan for Phase III desegregation of the Boston Public Schools. Elvira "Pixie" Palladino (Boston School Committee), Charles Leftwich (Associate Superintendent, Boston Public Schools) and John Nucci (East Boston community activist) are among the interested parties and reporters in attendance. Attendees read over the court order. Robert Dentler (Dean of Education, Boston University) and Marvin Scott (Associate Dean of Education, Boston University) review the court order. They discuss efforts to desegregate Boston kindergartens. They announce the opening of the Mattahunt Elementary School and Madison Park High School. Smith and Dentler discuss the decision to close the McKinley School, the Storrow School and the Higginson Elementary School, because they remain segregated despite all efforts to integrate the student population.
0:00:13: Visual: People are seating themselves in a lecture hall before a press conference about the court-ordered plan for Phase III desegregation of Boston Public Schools. Elvira "Pixie" Palladino sits with several white women at a table at the front of the room. Walt Sanders (WBZ reporter) reads the paper at his seat, also near the front of the room. Charles Leftwich (Associate Superintendent, Boston Public Schools) greets people as they enter the room. The media set up cameras to record the press conference. 0:03:20: V: Marvin Scott (Associate Dean of Education, Boston University) and Robert Dentler (Dean of Education, Boston University) seat themselves at the front of the room. The moderator announces that copies of the court-ordered Phase III desegregation plan will be passed out. Audience members approach him for copies of the report. Scott and Dentler wait as the moderator passes out the report. 0:05:51: V: The moderator introduces Dentler and Scott, and says that they will answer questions about the report. Dentler and Scott are seated at a table with microphones. They quietly confer with one another and check their watches. The press conference attendees quietly read over the report. John Nucci (East Boston community activist) quietly studies it. Leftwich flips through the report. An attendee asks Dentler how the plan will affect East Boston. Dentler says that he will answer questions after the attendees have had a chance to read over the report. 0:09:49: V: Smith says that the court order for Phase III desegregation focuses on stability and continuity. He says that he and Dentler will review the order and then take questions. Smith says that a third theme of the court order is the disengagement of the court from the schools. Smith refers to the court order and explains some statistics. He points out how some school assignments have changed from last year to this year. He makes reference to the assignment of students to examination schools. Dentler notes that kindergarten classrooms in Boston have never been desegregated; that neighborhood kindergarten classrooms remain more accessible to white students than to African American students; that fewer minority students enter kindergarten. Dentler adds that the Phase III desegregation plan aims to increase accessibility to neighborhood kindergarten for all; that some students will be assigned to citywide magnet kindergartens for desegregation purposes; that magnet kindergarten assignments are made with the idea that children will stay in the same building for the elementary school grades. Dentler says that the goal of kindergarten desegregation was first stated in the original court order. Smith mentions some of the details of student assignments to District 9 schools. Dentler says that the court aims to stabilize the high student turnover rate. He names the deadlines for initial assignments and corrective assignments of students. Dentler notes the statistic that one in three students transfers from one school to another under the current plan; that there will be limitations on student transfers. Dentler says that a high turnover rate is detrimental to classroom learning. Smith announces the opening of the Mattahunt Elementary School and Madison Park High School. Dentler announces the closings of four schools. He says that the McKinley School, the Storrow School, and the Higginson Elementary School will be closed because they have remained segregated despite all efforts to integrate the student population. Dentler notes that alternative plans to desegregate these schools are infeasible or unconstitutional; that the student populations in these schools are small. Dentler notes that there are 60 students enrolled in the McKinley School; that there are less than 100 students enrolled in the Storrow School; that there are less than 150 students at the Higginson School, not including kindergarten students.
Collection: Ten O'Clock News
Date Created: 05/06/1977

Jerome Wynegar, Part 1

Description: Interview with headmaster Jerome Wynegar about changes at South Boston High School in last two years in four areas: administration, discipline, curriculum review, community relations. He sees improvement in students' ability to learn with fewer disruptions than in first years of busing. He discusses the school's attempt to prepare students for their futures. He says more research is needed into educational methods for a changing world; experiential learning should be emphasized over traditional lectures. He endorses alternative programs because attendance is encouraged. reel 1 of 2
Collection: Ten O'Clock News
Date Created: 06/01/1978

Black students, English High

Description: B-roll footage of African American and white students at work in the pottery studio at English High School. Footage of an African American teacher teaching a history class at English High School. The class discusses social unrest in the 1960s and government efforts to fight poverty. Footage of students passing through a hallway and using escalators at English High School. Exteriors of English High School. Several takes of reporter standup on a new code of discipline that Judge Arthur Garrity has called for in the Boston City Schools. School suspension guidelines have been called into question because minority students are given suspensions more frequently than white students.
1:00:01: Visual: African American and white students work in the pottery studio at English High School. Students mold clay, work on the pottery wheel and paint their finished projects. Students work on a large art project on a table. Shots of projects, including ceramic block letters. 1:04:16: V: An African American teacher teaches a history class at English High School. The students are seated at small tables, facing the blackboard. The class discusses social unrest in the 1960s and government efforts to fight poverty. Shots of African American and white students in the class. 1:09:09: V: African American and white students pass through a hallway at English High School. Students use the escalators to move in between floors. Shots of students and teachers riding escalator. Students move through the hallway. 1:11:39: V: Shots of the exterior of English High School on Avenue Louis Pasteur; of the courtyard outside of the school; of the multi-story building. Sharon Stevens reports on a new code of discipline for Boston Public School students, called for by Judge Arthur Garrity (federal court judge). Stevens reports that school suspension guidelines have been called into question; that minority students were given suspensions more frequently than white students. Stevens reports that the Boston School Committee is scheduled to vote next week on the new code of discipline. Stevens does several takes of the introduction and ending to her report. Shots of the exterior of English High School; of student baseball players standing in the courtyard of the school; of a group of African American students exiting the school.
Collection: Ten O'Clock News
Date Created: 05/18/1980

Robert Spillane and desegregation

Description: Robert Spillane (Superintendent, Boston Public Schools) speaks to an audience in the chambers of the Boston School Committee. He is introduced by Jean Sullivan McKeigue (President, Boston School Committee), who notes that the School Committee will vote on March 5 about whether to keep Spillane in the post of Superintendent. Spillane addresses the issues of school desegregation and school violence. Spillane says past students in Boston Public Schools had been denied a good education due to segregated schools and cynicism among educators. Spillane talks about the continued involvement of Arthur Garrity (federal judge) in the supervision of the Boston Public Schools. Spillane says that the Boston School Department must begin to take responsibility for school desegregation. Spillane reminds the audience that racial discrimination will not be tolerated in the Boston Public School system; that the climate in the schools must be improved. Spillane stresses the importance of faculty integration. Spillane talks about school discipline and the fair implementation of the disciplinary code. Spillane says that a monitoring process will assure that minority students are no longer singled out for disciplinary action. Spillane promises to establish a task force to investigate school violence. Spillane says that school desegregation will have been a failure if quality education cannot be assured. Spillane also talks about additional programs for students, teacher training, teacher evaluation and community involvement in the schools. John O'Bryant (Boston School Committee) is interviewed by the media after the speech. O'Bryant says that Spillane has addressed school desegregation in a courageous manner; that he will vote for Spillane on March 5.
1:00:04: Press and members of the community are gathered in the Boston School Committee chambers. Jean Sullivan McKeigue (President, Boston School Committee) enters the room and announces that the vote on the office of school superintendent will take place on March 5. McKeigue introduces Robert Spillane (Superintendent, Boston Public Schools). Spillane enters the room and sits down. Spillane thanks McKeigue. He acknowledges the fact that the School Committee will be voting on whether to continue his superintendency. Spillane addresses the need for community involvement in Boston schools. Spillane says that he started as superintendent seven months ago; that he was aware of the social, fiscal and educational problems faced by Boston schools; that he has tried to provide constructive leadership. Spillane says that the schools are working with reduced resources; that he is trying to address the educational and social needs of nearly 60,000 students. Spillane refers to school desegregation across the nation. He says that Boston public school students had been denied a good education due to segregated schools and a cynicism among educators. Spillane says that he would like to address two problems today: school desegregation and school violence. Spillane talks about Judge Arthur Garrity's efforts to produce agreement among the parties in the Boston school desegregation case (Morgan v. Hennigan). He says that these agreements aim to secure the advances made by eight years of school desegregation; that these agreements would form the basis of a final set of court orders; that Garrity would cease to supervise the schools after these consent decrees were put in place. Spillane says that the consent decrees provide an opportunity to assess the progress made in school desegregation. Spillane reviews the state of the Boston Public School System before desegregation. Spillane says that he would like to eliminate racial inequality while improving educational quality. Spillane says that he would like to institute a long-range plan for the schools; that the plan would be presented to Garrity through the consent decree process. Spillane says that Boston schools must take responsibility for school desegregation; that equal educational opportunities must exist for all students; that the staff must be integrated as well as the students. Spillane says that the schools require strong leadership, a clear curriculum, conscientious teaching and a safe school climate. Spillane says that students must be prepared for higher education or the job market; that schools must work with parents to improve education. Spillane says that racial discrimination cannot be tolerated in and out of school; that he will not tolerate those who say that some children cannot learn. Spillane says that teachers must work hard to educate all children. Spillane says that he supports the integration of school faculty; that school staff must represent a cross-section of American society; that minority staff have been denied access to jobs in the past. Spillane says that African Americans and other minorities will be represented in key positions in the school administration. 1:10:44: Spillane says that youth violence is a problem in Boston's schools and neighborhoods. Spillane says that order must be kept in the schools; that alternative programs must be provided for all students in need of them. Spillane says that violence can stem from a lack of success in school; that school staff must help students to learn and achieve as best they can. Spillane says that fair and equitable disciplinary action must be assured; that minority students may have been singled out for disciplinary action in the past. Spillane says that he will set up a process to monitor disciplinary action and insure fair implementation of the disciplinary code. Spillane says that he will establish a task force to investigate school violence; that the task force can make recommendations on how to counter school violence. Spillane notes that students who are not taught to read and write are victims of another kind of violence; that some students are not encouraged to learn; that all students must be prepared to function as active and contributing members of society. Spillane says that desegregation will be rendered ineffective if quality education is not assured; that urban schools can make a difference in the lives of their students. Visual: Shot of a young African American boy who is fidgeting in the back of the room. Spillane says that teacher training is important. V: Jump cut in videotape. Spillane talks about alternative programs for students with special needs. V: Jump cut in videotape. Shots of audience from Spillane's perspective. Spillane says that a fair process of teacher evaluation will be implemented; that assistance and training must be given to teachers; that superior performance should be recognized and inferior performance should be addressed. V: Shot from the back of the room of Spillane addressing the audience. Spillane talks about the need for high academic standards. V: Jump cut in videotape. Spillane says that he will continue to work with the business community on employment and training programs for students. V: Jump cut in videotape. Spillane talks about the need for good vocational education programs. V: Jump cut in videotape. Spillane addresses the need for strong bilingual education programs. Spillane says that the programs must be assessed to assure that they are meeting the needs of the students. V: Jump cut in videotape. Spillane says that education must be a priority in the city; that civic leaders, parents and school administrators must work together to improve the schools; that all groups concerned about the schools must be listened to. V: Jump cut in videotape. The audience claps for Spillane. V: Jump cut in videotape. John O'Bryant (Boston School Committee) is interviewed by the media. He says that he is impressed with Spillane's growth since his stormy meeting with the school committee on February 8; that he will vote for Spillane. O'Bryant says that Spillane addressed school desegregation in a courageous manner; that very few high-profile officials talk about the beneficial effects of school desegregation in Boston; that few people give Garrity credit for instituting desegregation in Boston schools. O'Bryant says that he is optimistic about Spillane's ability to do the job. The media continues to question O'Bryant.
Collection: Ten O'Clock News
Date Created: 03/02/1982

Desegregation, quality of education

Description: The Boston School Committee holds a meeting in the School Committee chambers. Members of the School Committee discuss school business. John O'Bryant (Boston School Committee) reports on the need for school repairs; Robert Spillane (Superintendent, Boston Public Schools) reports on staffing issues. Sharon Stevens (WGBH reporter) interviews Kathleen Kelly (President, Boston Teachers Union) about a proposed school choice plan. Kelly says that many parents support a school choice plan because the current system allows little flexibility. Kelly says that the school choice plan must be considered carefully to prevent a return to segregated schools. Stevens interviews O'Bryant about the proposed school choice plan. O'Bryant says that the plan promotes greater access to schools across the city; that the current system is archaic and inflexible. Stevens interviews Barbara Gray (parent) about the proposed school choice plan. Gray says that parents should be allowed to choose a school with programs suited to the needs of their children. Gray says that the schools need to be improved; that the Boston Public Schools are not truly integrated because there are few white students. Stevens has extended conversations with interviewees while cutaways are shot. Takes of Stevens doing standup about supporters of the school choice plan working on an official proposal for the end of the month. The audio quality on this tape is uneven.
1:00:12: Visual: A Boston School Committee meeting is held in the chambers of the Boston School Committee. School committee members Jean McGuire, John O'Bryant, Jean Sullivan McKeigue, Kevin McCluskey, and Rita Walsh Tomasini are seated at the front of the room. Robert Spillane (Superintendent, Boston Public Schools) sits at the front with the members of the School Committee. Community members and the press are seated in the audience. O'Bryant talks about the need for $40 million to make school repairs. He says that the mayor, the Boston City Council, and the community must be made aware of the money needed for repairs. Shots of the various committee members. McKeigue agrees that school repairs are needed. A vote is taken on approving a draft of a letter to the mayor and the Boston City Council. O'Bryant thanks Spillane for his report. O'Bryant asks Spillane a question about staffing. Spillane says that more staff is needed before instituting a certain program. Audio is muffled. Shots of Sharon Stevens (WGBH reporter); of members of the audience; of the stenographer; of the committee; of the audience. The committee members discuss school business. Audio remains muffled. Shot of the committee members from the perspective of the audience. 1:05:10: Visual: Spillane talks about setting objectives for the school Social Studies programs. Shots of the committee members; of the audience. Audio is muffled. The committee members take a vote. Committee members discuss school contract issues. Shot of Stevens; of Kathleen Kelly (President, Boston Teachers Union) speaking to another audience member; of audience members. 1:08:15: V: Stevens sets up an interview with Kelly. Stevens asks Kelly about a "freedom of choice" proposal supported by some African American parents. Kelly says that she has not yet seen the proposal; that many African American and white parents support a "freedom of choice" plan because the geocode system allows little flexibility; that parents are more interested in good education than racial statistics. Kelly says that a control mechanism must be put in place to prevent a return to segregated schools; that the plan must be given careful thought. Kelly says that the choice of educational programs is more important than the choice of school location. Stevens asks Kelly if busing is "almost dead." Kelly says that busing is no longer the only remedy for Boston schools; that busing can serve as a tool to further the goals of desegregation and educational quality. The crew takes cutaway shots of Stevens and Kelly. Stevens and Kelly speak informally. 1:12:36: V: Stevens sets up an interview with O'Bryant. Stevens asks for O'Bryant's opinion of the "freedom of choice" proposal. O'Bryant says that parents are trying to reform the rigid geocode system; that students have been denied access to schools because of the geocode system. O'Bryant mentions students who have been denied access to the Trotter School. O'Bryant says that the parents are asking for more accessibility to the schools; that the "freedom of choice" proposal has been made into a bigger issue than it should be. O'Bryant says that the geocode system assigns students to schools based upon their residence; that the geocode system is archaic and inflexible; that the geocode system must be addressed in the consent decrees put forth by the court; that leaving the geocode system in place would have "disastrous" consequences. Stevens asks O'Bryant about NAACP intervention in the court case, and NAACP opposition to the "freedom of choice" plan. O'Bryant says that there is a lack of communication between the NAACP and supporters of the plan; that supporters of the plan want greater access to the schools. Stevens asks if the "freedom of choice" plan could result in a return to segregated schools. O'Bryant says that schools in Boston are already segregated because white parents refuse to send their children to most schools located in African American communities; that African American parents want greater access to quality schools all over the city. The crew takes cutaway shots of Stevens and O'Bryant. O'Bryant says again that the "freedom of choice" plan does not represent a return to segregated schools. 1:16:13: V: Stevens sets up an interview with Barbara Gray (parent), who supports the "freedom of choice" plan. Gray says that the supporters of the plan want greater access to all of the schools; that supporters of the plan want an end to the rigid geocode system. Gray explains that the geocode system assigns children to schools according to address and race. Gray says that all of Boston schools need to have high standards; that the each of the schools should have different programs designed to suit specific needs; that students should be able to choose a school whose programs suit their needs. Gray says that education needs to be improved so that all of the schools are equally competitive and able to provide a good education. Stevens asks if the "freedom of choice" plan could result in a return to segregated schools. Gray says that she does not want to go back to segregated schools; that true integration does not exist in Boston because there are not enough white students in the school system; that white students might return to the system if the schools are reformed. The crew takes cutaway shots of Stevens and Gray. Gray says that parents want more control over the education of their children. 1:19:59: V: Stevens records the closing segment of the story from outside of the headquarters of the Boston School Committee. She reports that the supporters of the "freedom of choice" plan are working on an official proposal for the end of the month; that the Massachusetts State Board of Education will propose an end to court intervention in the Boston School System. Stevens does two more takes of the closing segment.
Collection: Ten O'Clock News
Date Created: 03/08/1982

Robert Peterkin

Description: Meg Vaillancourt interviews Robert Peterkin (Superintendent, Cambridge Public Schools) about school desegregation in Boston. Peterkin reviews desegregation in Boston, both the positive and negative outcomes. He talks about the challenges that lie ahead for desegregation. Peterkin discusses his belief in the potential for educational innovation and quality in a minority school system, stating that quality education will desegregate schools more effectively than a court order. He discusses the difficulties in moving from a "numerical desegregation" plan to a "freedom of choice" plan and notes that the Cambridge Public School System desegregated its schools through a "freedom of choice" plan. Peterkin says that busing was necessary to desegregate the Boston school system; notes that the city had been given opportunities to explore other desegregation models; that the resistance to busing was very strong. Peterkin discusses the magnet school concept and the need to institute valuable educational programs at every school. Peterkin talks about the problems with the court-ordered desegregation plan in Boston, but says that the positive result of equal access to the schools far outweighs the negative results. Peterkin discusses the prospect of more students returning to Boston schools in the future. Peterkin says that Arthur Garrity (federal judge) should end his supervision of Boston's schools; that the Boston School Department is able to assume the responsibility of continued desegregation of the schools, but that safeguards are required to prevent a return to discriminatory practices. Peterkin discusses his perceptions of what Martin Luther King would have thought about school desegregation in Boston.
1:00:02: Visual: Meg Vaillancourt interviews Robert Peterkin (Superintendent, Cambridge Public Schools) about school desegregation in Boston. Vaillancourt asks Peterkin to review desegregation in Boston. Peterkin says that school desegregation has given minority students access to better school programs; that school desegregation opened up the Boston Public School System. Peterkin talks about partnerships between the school system and businesses and universities in the community. Peterkin mentions the cooperation between the school system and human services agencies. Peterkin says that school desegregation exposed the educational shortcomings of the system. Peterkin says that school desegregation is still a difficult issue in Boston; that white and middle-class students have abandoned the school system; that the population of the Boston schools is overwhelmingly minority. Peterkin says that the desegregation effort needs to focus on educational programs; that Robert Spillane (Superintendent, Boston Public Schools) is focusing more on educational reform; that parents support the renewed focus on educational programs. Vaillancourt asks Peterkin if improvements in education are possible with a minority student population and an overwhelmingly white city government. Peterkin says that he resents the implication that educational innovation and quality are not possible in a minority school system. Peterkin notes that the school system must spend their resources wisely; that the quality of education will determine whether or not students will attend; that quality education will desegregate schools more effectively than a court order. 1:05:00: V: Vaillancourt asks Peterkin's opinion on the "freedom of choice" proposal. Peterkin says that the "freedom of choice" plan will not work until the quality of education improves in all schools across the city; that there is varying quality among the schools in Boston; that each neighborhood school needs to offer strong educational programs. Peterkin says that it will be difficult to switch from a "numerical desegregation" plan to a "freedom of choice" plan; that the "freedom of choice" plan will require an enormous leap of faith for the minority community and the court. Peterkin mentions that the Cambridge Public School System desegregated its schools through a "freedom of choice" plan. Vaillancourt asks Peterkin if busing was necessary for desegregation in Boston. Peterkin says that busing was necessary at the time; that the city had been given opportunities to explore other desegregation models; that the resistance to busing was very strong. Peterkin says that Arthur Garrity (federal judge) made efforts to improve the schools through magnet programs and partnerships with businesses; that parents are more willing to bus their children to a school with strong educational programs. Vaillancourt asks Peterkin if all schools should be follow the magnet school model. Peterkin says that there must be an effort to institute valuable educational programs in every school; that parents will send there children to schools with sound educational programs; that it is not necessary to make every school a magnet school. Vaillancourt asks about the problems with the court-ordered desegregation plan in Boston. Peterkin says that the schools were ignored recently by city officials and the community in the late 1970s and early 1980s; that many residents and city officials did not pay attention to the schools because of a fiscal crisis and low attendance; that a declining school system can adversely affect the whole city. Peterkin says that a reduced student population was a negative result of school desegregation; that the positive result of equal access to the schools far outweighs the negative result. 1:11:24: V: Vaillancourt asks Peterkin if students will return to the schools. Peterkin says that there has been a renewed commitment to the schools in the past few years; that improvements in the educational programs will prompt younger parents to consider sending their children to the Boston Public Schools. Peterkin notes that the decline in attendance has leveled off. Vaillancourt asks Peterkin if Garrity should end his supervision of the schools. Peterkin says that Garrity should end his supervision; that the Boston School Department is able to assume the responsibility of continued desegregation of the schools. Peterkin says that there need to be some safeguards in the system to prevent a return to discriminatory practices. Peterkin says that flexible guidelines must be established to guarantee the percentages of children in neighborhood schools; that educational standards must be guaranteed. Vaillancourt asks Peterkin what Martin Luther King would have thought about school desegregation in Boston. Peterkin says that King would have been disheartened by the violence and turmoil resulting from school desegregation; that King would have been encouraged by the positive changes in the system and in the city. The crew takes cutaway shots of Vaillancourt and Peterkin. Peterkin and Vaillancourt speak informally about the state of schools in Boston.
Collection: Ten O'Clock News
Date Created: 03/17/1983