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

IQ scores of 108, 128, 99, and 125 finished, after 3 years, with IQ
scores of 134 and 139-plus, which was the ceiling of the test. Four
students at the other end who entered with IQ scores of 72, 74, 83,
and 85 finished with IQ scores of 96, 98, 106, 118, and all received
academic diplomas. In terms of IQ change for the group, whereas
the median score was 93 in 1956, it was 102 in 1959.
The overall plan of this demonstration project made provision for:
(i) identifying students able to pursue college studies; (2) stimulating
college aspirations in the minds of these students; (3) educating their
parents and the community as to desirability of a college education;
(4) planning a teacher-training program and securing faculty support
for the project; (5) extensive and intensive group and individual
guidance of pupils and parents; (6) remedial work to bring student
achievement up to grade level and beyond; and (7) raising the cultural
level of the pupils and the community. 52
To carry out the program the school received three additional
guidance counselors and three additional teachers. 53 The ratio of i
guidance counselor to 250 pupils was probably crucial, for it permitted
not only group and individual guidance of the pupil but also parent
counseling.
Each year about 600 interviews were held with parents. 54 In the
first year the ratio of counselor-initiated interviews to parent-initiated
interviews was 10 to i; in the third year it was i to 10. Parents had
found the school was truly interested, and responded by raising their
educational and vocational goals for their children. Counseling and
other parts of the student program stressed careers. Field trips acquainted
the youngsters with the world of work. Representatives of
minority groups, who had themselves come from deprived backgrounds,
but had graduated from college and achieved success, were brought to
the school to talk to students and parents. 85
The remedial program centered on reading, a basic skill for the college
bound. Here the average student in the group was found to be i l /z to
2 years retarded in 1956. Three years later the group median was
3 months above grade level in paragraph comprehension. 56 Since
normally the culturally handicapped child is expected to become relatively
more retarded each year, progress was greater than the figures
alone suggest.
The cultural enrichment aspect of the program included operas,
symphony concerts, and Broadway plays. According to the coordinator,
it provided experiences ordinarily provided by middle-class parents, but
usually not by the parent who is himself deprived. This was felt to be
in keeping with the goals set for the children. 87
Although the project was not designed for antidelinquency purposes,
its incidental success in that respect is notable. Since 1956, court appearances
of Junior High School No. 43 students has dropped to one-
128