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Roxbury High School principal

Description: Charles Ray, the Headmaster of Roxbury High School, talking to students, parents and faculty members in the offices of Roxbury High School. Pam Bullard interviews Ray in the administrative offices of the school. Ray talks about how the school has changed since the beginning of school desegregation in 1974. He notes that white attendance is still low, but that it is improving. Ray describes the school's bilingual program, and the academic programs set up at the school in conjunction with Harvard University. He says that many students from Roxbury High School received college scholarships last year, and discusses their college opportunities. Ray talks about the atmosphere at the school, and the close relationships between the students and the faculty. He notes that very few students transfer out of the school. He adds that most students feel comfortable at Roxbury High School. Ray says that he tries to learn the names of every student in the school. Ray talks about the challenges of urban education. He says that he encourages pregnant students to remain in school as long as possible. Ray says that he would like to see a program set up to allow students to bring their children to school with them. Ray describes the school's building and facilities. Ray tells Bullard that it is important to treat each student with respect.
1:00:05: Visual: Charles Ray (Headmaster, Roxbury High School) speaks to an African American female student in the office of Roxbury High School. He tells the student what she needs to do in order to change school assignments. 1:01:37: V: Pam Bullard sets up an interview with Ray. Ray talks about some of the photographs in the school office. He notes that the photos were taken by students from the school. Ray talks to a student who has entered the office. The student asks Ray about the television crew in the school office. Bullard notes that the Boston Public Schools are beginning their fifth year of desegregation. Bullard asks Ray how things have changed in five years. Ray notes that Roxbury High School was paired with South Boston High School during the first year of desegregation. Ray notes that only a small percentage of students from South Boston attended Roxbury High School during the first year of school desegregation. Ray says that Roxbury High School was placed in the same district as Charlestown High School during the second year of school desegregation; that Roxbury High School has remained in that district. Bullard asks Ray about white attendance at Roxbury High School. Ray says that the school has more white students now than it had during the first year of school desegregation. He notes that sixty-three white students have been assigned to the school this year; that twenty-five white students are in attendance. Ray says that he would like the Boston School Department to assign more white students to the school. Ray says that Roxbury High School has a bilingual program for Asian and Spanish-speaking students. Bullard asks Ray about Roxbury High School's programs in conjuction with Harvard University. Ray explains that Roxbury High School has been paired with Harvard University by the federal court order governing school desegregation in Boston. Ray talks about a tutoring program in which Harvard students tutor Roxbury High School students. Ray talks about the Harvard Upward Bound Program. He adds that Harvard and Roxbury High School have set up programs for students in advanced math and sciences, reading, and art. Ray explains that teachers and advanced students can take courses at Harvard University. 1:06:46: V: Bullard notes that students who attend Roxbury High School tend to stay at the school and do not transfer out. Ray agrees that not many students transfer out of the school. He adds that most students like the school and the faculty. Bullard asks Ray if many students from Roxbury High School attend college. Ray says that 74 students graduated from Roxbury High School in 1978; that 37 of those students went on to college. He adds that many of the students received scholarships last year. Ray adds that the Girls High Alumni Association has contributed to a scholarship fund for the students. Ray notes that many Roxbury High School students have done well in their college careers. Bullard asks why Roxbury High School has been a successful school. Ray says that the teachers get to know the students and their families very well. Ray notes that the faculty know most of the students by name; that the students feel comfortable at the school. Ray adds that these close relationships are the key to the school's success. Bullard asks Ray if he knows the name of every student at the school. Ray says that he is learning the names of all of the incoming freshmen; that he makes an effort to talk to the students in the hallways. Ray adds that he knows the names of all of the returning students. Bullard notes that all of the students like Ray and speak highly of him. Ray talks about the importance of knowing the name of each student. He adds that the students know that the teachers and other faculty members care about them. 1:11:43: V: Bullard asks how urban education has changed in the past decade. Ray says that programs for special needs students have changed; that pregnant students now stay in school. Ray says that he encourages pregnant students to stay in school for as long as they can. He says that he encourages them to return to school as soon as possible. Ray adds that he would like to start a program that would allow students to bring their children to school with them. He says that it might be difficult for Roxbury High School to meet the safety requirements for such a program. Bullard asks Ray if he would have chosen to be assigned to Roxbury High School. Ray says that he likes Roxbury High School. He adds that the school is structurally sound and has good facilities; that he likes the layout of the building. Ray says that the faculty at the school have a good relationship with the community and with the parents. Ray adds that he likes the atmosphere at small high schools. He says that each student gets personal attention at Roxbury High School. Bullard asks Ray what he has learned over the course of his career. Ray says that he has learned the importance of treating each student with respect. He says that the students treat him respectfully in return. Bullard closes the interview. 1:16:38: V: Ray stands behind the counter of the office at Roxbury High School. He answers questions from a student about her school schedule. Ray confers with a teacher about two problem students. Ray tells the teacher that he will speak to the students. Ray talks to two more students about their school schedules. Ray confers with another teacher in the office.
Collection: Ten O'Clock News
Date Created: 09/13/1978

South Boston anti-busing photos

Description: 11 B+W wire service photos of South Boston residents opposing busing. Helmet bearing legend "Southie is my home town." Man with loudspeaker in car. Van with sign flipped upside down "Boston Under Siege." "Forced busing? Never!" under three-leaf clover. South Boston Information Center and Home School Association storefront.
Collection: Ten O'Clock News
Date Created: 05/17/1979

East Boston High boycott

Description: East Boston High School exterior. Students congregate in street. Security officer tries to corral them onto sidewalk. Police on motorcycles. White students interviewed about their boycott ,which is because of previous day's racially motivated stabbing. They make racist comments about the black students in their school. They demand metal detectors. Student leaders stand on platform asking students if they want scanners, organizing their position to present to the school administration. Several takes of reporter standup. Security officer talks informally to students about safety. Interview with senior Gary Gosselin on mood inside school.
Collection: Ten O'Clock News
Date Created: 10/18/1979

Elma Lewis

Description: Video starts with them talking over the color bars. End of an interview with Elma Lewis about the endurance of the African American community. She talks about the relationship between young and older African Americans, and the problems the older people suffered through to provide better opportunities for the younger generation. They talk informally while they shoot cutaways. Sound cuts out in the middle of cutaways. B-roll of the dancers rehearsing at the Elma Lewis School. Closeups on young boys drumming and dance instructor. Signs for the National Center of Afro-American Artists and the Elma Lewis School of Fine Arts. Closeups on pieces of African American art. Several takes of reporter standup.
Collection: Ten O'Clock News
Date Created: 01/24/1980

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

Brighton High School

Description: Kim Reid , a student at Brighton High School, sits with a group of students in a classroom. The students talk about school activities and look at yearbooks while discussing a movie they saw on television. Another group of students in the classroom also look at yearbooks. This tape also includes footage of Reid exiting Brighton High School and boarding a school bus outside.
1:00:00: Visual: Kim Reid (Brighton High School student) sits with a three white and Hispanic students in a classroom at Brighton High School. They talk about ordering sweatshirts to sell at school. The students talk about scheduling meetings after school. Another student points out that Kim needs to know about meetings in advance because she needs to arrange transportation home. The students talk about choosing a theme for their class night. A female student seated across from Kim looks at a yearbook. A racially diverse group of boys is seated near Kim's group. A white teacher arranges files and papers at her desk. Kim's group continues to talk to one another. Kim's group looks at a yearbook. Close-up shot of Kim. The students talk about the upcoming prom. Shots of a girl turning pages of the yearbook. Kim opens the yearbook in front of her. Kim says that she knows fewer people now than she did in the ninth grade. The group identifies and talks about the people in the yearbook. The group of boys also look at yearbooks. 1:08:24: V: Kim walks over to the teacher's desk. She looks for a book on the teacher's desk. The crew sets up a shot of Kim walking across the room with a book. Kim sits down with her group. Kim and the other students talk about a TV movie. Shots of the two other girls in Kim's group. Shots of the group of boys talking to one another. 1:14:00: V: Shots of the exterior of Brighton High School; of school buses waiting on Warren Street in front of the school. An African American male student jokes around with the camera crew. Kim descends the stairs toward the buses with a group of African American and Asian American students. The students wave and talk to the camera crew as they board the buses. A police officer stands against the fence on the sidewalk. Kim walks toward her bus. The camera crew does a three takes of Kim and other students boarding the buses.
Collection: Ten O'Clock News
Date Created: 01/15/1985

Judge Arthur Garrity

Description: Courtroom visual of Boston School Desegregation Case. Judge W. Arthur Garrity, Thomas Atkins, Mary Simonds. (Sketches only)
Collection: Ten O'Clock News
Date Created: 02/05/1985

Boston Public Schools update

Description: Three-part series updating the state of the Boston Public Schools since court ordered desegregation. First part on changes in racial and socioeconomic composition of student body. White enrollment has declined and more children come from poor and single-parent households. Second part on the dilapidated conditions of school buildings and the difficult decision of which schools should be closed. Exteriors of closed schools, some boarded up. Third part on the evolution of curriculum planning to enhance flexibility and keep up with standards. Interviews with John Coakley, School Department; Robert Dentler, expert on court order; Ellen Guiney, Citywide Education Coalition; Leon Nelson, Freedom House. Superintendent Robert Spillane attends School Committee meeting.
Collection: Ten O'Clock News
Date Created: 02/20/1985

Robert Spillane profile

Description: Profile of Robert Spillane, superintendent of Boston Public Schools as he prepares to leave Boston for a post in Virginia. Vaillancourt reports on Spillane's accomplishments in improving the Boston Public School System and cutting the school budget deficit. Interview with Spillane where he compliments the teaching staff in the Boston Public Schools and talks about his opinion of Arthur Garrity. He says that Garrity's stewardship of the school system was a disaster. Interview with Peter McCormick, the President of the Bank of New England, about Spillane's good relationship with the business community. Vaillancourt speculates about whether Spillane will one day pursue a career in politics.
1:00:21: Visual: Footage of Robert Spillane (Superintendent, Boston Public Schools) speaking to an audience. Spillane says that the quality of every school must be improved in order for school desegregation to be considered a success. Meg Vaillancourt reports that Spillane took over as Superintendent of the Boston Public Schools four years ago; that Boston was undergoing school desegregation. V: Shot of a young African American boy watching an anti-busing march. White protesters chant, "Here we go, Southie." Shot of a police officer pushing an angry white man against a car. Vaillancourt reports that the quality of education was very low. Vaillancourt notes that school officials admitted that more than one-third of the graduates from Boston Public Schools could not read. V: Shots of students descending an elevator at English High School. Shot of an African American male student reading at a his desk; of two white male students sitting together in a classroom; of students in a classroom. Shots of a group of students sitting together in a study hall; of a teacher in the study hall. Vaillancourt reports that there were six superintendents during the first seven years of school desegregation in Boston. Vaillancourt reports that Spillane was committed to changing the schools in Boston. V: Shot of Spillane seating himself as he prepares to speak to an audience. The audience applauds. Vaillancourt reports that Spillane instituted the first changes to the school curriculum in fifteen years; that promotion standards were established; that students' test scores began to improve. V: Shot of two elementary school students seated in front of computers. A teacher looks over the shoulder of one of the students. Vaillancourt reports that Spillane shares credit for success with his staff. V: Footage of Spillane being interviewed. Spillane says that there is an excellent teaching staff in the Boston Public Schools. Spillane says that the rising levels of student achievement reflect the dedication of the teaching staff. Spillane says that he provided help and direction. Spillane says that he challenged the teachers by publishing the test scores of each school. Shots of Spillane in his office. Vaillancourt reports that Spillane is known as the "velvet hammer." V: Shot of a hammer with a velvet grip on display in Spillane's office. Vaillancourt reports that Spillane is credited with pushing Arthur Garrity (federal judge) aside; that Spillane allowed the Boston School Department to take charge of the schools once again. Vaillancourt notes that Garrity is slowly handing over his control of the Boston Public Schools. V: Shot of Garrity at a community meeting in January of 1976. Vaillancourt reports that Spillane has few kind words for Garrity. V: Footage of Spillane being interviewed by Vaillancourt. Spillane says that Garrity was a "disaster"; that Garrity was not a good manager of the schools. Spillane says that Garrity did what was necessary to desegregate the schools; that Garrity tried to manage the schools as well. Spillane says that a federal judge has no qualifications to manage a school system. Vaillancourt reports that Spillane considers his ability to manage the school system as his strength. Vaillancourt reports that the school budget had tripled in the decade before Spillane's arrival. Vaillancourt reports that Spillane cut the school deficit from $30 million to $3 million within one year. Vaillancourt notes that Spillane got Boston businesses involved in the schools; that Boston businesses have given over $5 million in additional funds to the schools. Vaillancourt adds that the Boston Public Schools have the largest private endowment in the nation. V: Footage of a woman introducing Spillane to an audience. Spillane rises from his seat, shakes the woman's hand and prepares to address the audience. The audience applauds. Shots of audience members. Footage of Spillane receiving an award in front of an audience. Footage of Peter McCormick (President, Bank of New England) being interviewed. McCormick says that Spillane is highly respected by the business community. McCormick says that Spillane understands the problems of the business community; that Spillane has been willing to be flexible. McCormick says that the business community responded in kind to Spillane. Vaillancourt reports that Spillane is leaving Boston for Virginia; that Spillane will make an additional $30,000 per year in his new job. Vaillancourt reports that Spillane made $70,000 per year in Boston; that his salary is considered low. V: Footage of Spillane talking with a small group of people. Spillane shakes hands with an Asian American woman. Footage of Spillane being interviewed by Vaillancourt. Spillane says that superintendents are like athletes in that they have a short span of time in which to perform well and make money. Spillane says that there is a good market for superintendents. Vaillancourt reports that some are speculating that Spillane is looking for a political appointment in Washington DC. in the future. Vaillancourt notes that Spillane is a former Deputy Commissioner of Education in New York. V: Shot of Spillane socializing with a group of people at a gathering. Footage of Spillane being interviewed by Vaillancourt. Spillane says that public service is a great opportunity; that he loves public service. Spillane says that he may enter politics in the future; that he might like to be a city councillor or school committee member someday.
Collection: Ten O'Clock News
Date Created: 06/28/1985

Racism Against Asians

Description: Marcus Jones reports on current events regarding racism against Asian immigrants to the Boston area. He reports the delay of the trial of Scott Arsenault and John Febbi, charging them with manslaughter for beating and killing Bun Vong, a Cambodian immigrant. Jones interviews Elaine Song, from Asians for Justice, on the hate crimes against Asians in the Boston area. Jones reports on the Revere school system's attempts to encourage racial harmony through education about Cambodian culture to promote more understanding between white and Cambodian students. Jones interviews history teacher Nunzio Benevento about this program and the status of all immigrant communities when they first arrive in America. Jones also interviews white and Asian students about how they get along with each other.
Collection: Ten O'Clock News
Date Created: 04/03/1986