1961 US Commission on Civil Rights Report Book 2 - University of ...

sponsored; others are private, volunteer efforts. They may be classified
into two groups. The first is concerned with differences in individual
pupil achievement present in schools that include both educationally
handicapped and high achieving children. The second, with programs
aimed at improving the training of all children in a school.
CLOSING THE GAP
Ability grouping
As indicated above, when white and Negro children are first brought
together in school, an unusually wide spread in scholastic performance
is to be expected. Many educators believe that the performance of
all is better when children are grouped so that slow achievers do not
hold others back and high achievers do not discourage those who
cannot keep up—while the average child proceeds at his own pace unhampered
by either. Basically there are four types of ability groupings
within a school system: (i) by schools; (2) by special programs within
individual schools; (3) by classes within individual schools; and (4) by
groups within classes. Each will be discussed briefly.
By schools.—Special schools for academically talented students are
not new, particularly at the high school level. Good examples are
Baltimore's Polytechnic Institute, a special school for boys preparing for
engineering colleges; and Western High School, for girls preparing for
college—admission to both is based on high scholarship. They were
established long ago for whites only, but qualified Negroes are now
admitted to both. 4
The criteria set forth in the pupil placement laws of many Southern
States G would certainly permit separate schools for pupils of different
scholastic aptitude and achievement. In the absence of racial discrimination,
this would seem to be constitutionally unobjectionable. Apparently
no southern school system has used a pupil placement law in this
manner. Many educators have testified that Negro pupils fall within
all ability groups, although they are found in preponderant numbers
among the low achievers. 6
By programs.—Track systems, particularly at the high school level,
are a familiar method of ability grouping by scholastic program. Introduced
into the Washington, D.G., schools after complete desegregation
by rezoning, 7 this approach was said to offer reassurance to school patrons
that mixing white and Negro pupils would not impair the educational
opportunity of anyone. 8 Other cities that have tried it, before or after
118