{"@context":"http://iiif.io/api/presentation/3/context.json","id":"https://marmia.aviaryplatform.com/iiif/pz51g0kd4b/manifest","type":"Manifest","label":{"en":["Blacks at the Crossroad: Education, 1987-05-17"]},"logo":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/053/original/cropped-marmia-logo-copy1.png?1586173104","metadata":[{"label":{"en":["Source Metadata URI"]},"value":{"en":["https://marmia.libraryhost.com/repositories/2/archival_objects/5266"]}},{"label":{"en":["Date"]},"value":{"en":["1987-05-17 (Creation)"]}},{"label":{"en":["Description"]},"value":{"en":["Be advised that this video may contain sensitive, triggering, and offensive language and content. (Content warning)","Digitized with funding provided by the Council on Library and Information Resources' \"Digitizing Hidden Special Collections and Archives: Amplifying Unheard Voices\" grant program. (Funding note)","The show does a special segment on the Baltimore school system featuring Alice Pinderhughes, Superintendent of Baltimore City Schools; Dr. Earl Richardson, President of Morgan State University; Dr. Benjamin Whitten, from the Baltimore Urban League; Ruth Brown, Principal of Frederick Elementary. A guest panel includes Dr. Charles Thomas, President of the National Alliance of Black School Educators; Irene Dandrige, President of the Baltimore Teachers Association; Arnette Brown, President of the Administration Association; Dr. Rosetta Stith, Principal of The Laurence G. Paquin School; Deborah Hickman, Chairperson for Area CPTA; Boyse Mosley, Principal of Northwestern Senior High School. (Scope and Content Note)"]}},{"label":{"en":["Format"]},"value":{"en":["1 U-matic"]}},{"label":{"en":["Identifier"]},"value":{"en":["WJZ-CTYLN-007-010 (Identifier)"]}},{"label":{"en":["Series Title"]},"value":{"en":["City Line"]}}],"summary":{"en":["Be advised that this video may contain sensitive, triggering, and offensive language and content.","Digitized with funding provided by the Council on Library and Information Resources' \"Digitizing Hidden Special Collections and Archives: Amplifying Unheard Voices\" grant program.","The show does a special segment on the Baltimore school system featuring Alice Pinderhughes, Superintendent of Baltimore City Schools; Dr. Earl Richardson, President of Morgan State University; Dr. Benjamin Whitten, from the Baltimore Urban League; Ruth Brown, Principal of Frederick Elementary. A guest panel includes Dr. Charles Thomas, President of the National Alliance of Black School Educators; Irene Dandrige, President of the Baltimore Teachers Association; Arnette Brown, President of the Administration Association; Dr. Rosetta Stith, Principal of The Laurence G. Paquin School; Deborah Hickman, Chairperson for Area CPTA; Boyse Mosley, Principal of Northwestern Senior High School."]},"provider":[{"id":"https://marmia.aviaryplatform.com/aboutus","type":"Agent","label":{"en":["MARMIA"]},"homepage":[{"id":"https://marmia.aviaryplatform.com/","type":"Text","label":{"en":["MARMIA"]},"format":"text/html"}],"logo":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/053/original/cropped-marmia-logo-copy1.png?1586173104","type":"Image"}]}],"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/206/293/small/thumbnail_206293_1692284264.jpg?1692284268","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293","type":"Canvas","label":{"en":["Media File 1 of 1 - open-uri20240220-673661-9x63cc.mp4"]},"duration":3752.926,"width":640,"height":360,"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/206/293/small/thumbnail_206293_1692284264.jpg?1692284268","type":"Image","format":"image/jpeg"}],"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/content/1","type":"AnnotationPage","items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/content/1/annotation/1","type":"Annotation","motivation":"painting","body":{"id":"https://aviary-p-marmia.s3.wasabisys.com/collection_resource_files/resource_files/000/206/293/original/open-uri20240220-673661-9x63cc.mp4?1708449640","type":"Video","format":"video/mp4","duration":3752.926,"width":640,"height":360},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293","metadata":[]}]}],"annotations":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941","type":"AnnotationPage","label":{"en":["AUTO_TRINT_WJZ-CTYLN-007-010.mp4 [Transcript]"]},"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/1","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Not at all. Here we go. No, go to God. Oh, you can figure we're honest. Darn it, Shayna. I dropped my. Excellent. Terrible. Hello? Hello? Hello, John. Am I okay, Billy? 12 noon rare live on City Line. Hi, I'm Jackie and I'll be Tibet. Today, City Line continues its dynamic series Blacks at the Crossroads. So far, we've intensely examined the plight of the black community and economic development, leadership and the family unit. Today, we focus on education. We'll find out what's going on in the classroom to see just what kind of education our youth are receiving. Plus, find out if our children's education is in jeopardy because of insufficient funding or because of the lack of parental interest and guidance. What can be done to decrease the ever increasing number of high school dropouts characteristic of inner city youth? With our select panel, our special audience, and your questions and comments will answer these questions and more. But first, let's see what's going on in the Baltimore school system as we take a look at a special City Line feature. Oh, well, my name's Count is coming from. Although slavery was legally abolished in 1864. Deep seated prejudice against the black man persisted both legally and socially. In the 1896 Plessy versus Ferguson decision, the Supreme Court ruled that segregation was legal, and thus the separate but equal law was born. Blacks quickly learned that separate rarely meant equal. The public school system was a glaring example. Across the nation, dramatic disparities existed between white and black facilities. On May 17, 1954, in the Brown versus Board of Education case, the Supreme Court ruled that segregation was unconstitutional and ordered schools to desegregate. Desegregation promised to close the educational rift that existed between white and black America.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=16.19,219.2"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/2","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Nevertheless, blacks were first expected to pay some warped societal debt in exchange for their passage into the world of educational equity. In 1954, the same year that public schools were desegregated, urban schools were predominantly white. The quality of education was carefully maintained, and the number of blacks completing high school was an estimated 11%. In 1985, urban schools were 80% black. Many students were graduating functionally illiterate, and the number of blacks completing high school was an estimated 34.3%. It is through education that blacks have begun to quench your thirst for knowledge, securing government representation and becoming upwardly mobile. Nevertheless, the high school dropout rate, together with the academic underachievement of the black student, have placed the black community in a self-destructive crisis. Blacks must assess the damage and begin to devise comprehensive plans of action to insure against the political and socio economic travesties of the past. Blacks must resume their struggle for a competitive education. For 1987, they find themselves once again at the crossroads. According to recent findings in gold sectors Baltimore 2000 report, a low economic tax base simply means that city residents are not capable of shouldering the tax burdens of a needy city. As a result, the school system has become increasingly dependent on federal and state assistance. I don't think that the citizens who are living in Baltimore City can afford to pay much more than they're paying now. Because of that, it means that the city can't afford to put some much more money into the schools without cutting down services in other places. There must be a major effort on the part of the state to increase funds to school districts that cannot afford do not have the means to provide the money. Then the other answer is the federal government, which too has a responsibility, particularly in urban areas where you have a population that is has been neglected and deprived of those advantages that make them self-sufficient in addition to insufficient funds that result in underpaid teachers and a curriculum that fails to meet the needs of its students.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=220.31,368.55"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/3","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"City school students are hampered by roadblocks, some of which begin at home before we help them to achieve. We've got to take a look at our program. What are we doing that makes a difference? Because before we can help the children to achieve, we've got to get them here. Some students drop out because they have to to earn a living. We also have a serious drug problem in the city. Some students become involved in drugs in traffic. Some. As you know, we have a high teenage pregnancy rate in Baltimore City. This is another serious problem. How do the deficiencies of secondary schools manifest themselves in the academic performance of the black college student? Elementary and secondary schools in many instances have not in fact prepared our students in the inner city to the extent to which we have a large cadre of our students meeting the requirements that are necessary now to get into our colleges and universities. The socioeconomic dangers of the rising dropout rate and the decline in scholastic achievement are now being addressed from within the system and from many social organizations and universities such as the Baltimore Urban League and Morgan State University. In our stress lab push towards excellence, we have upgraded curriculum requirements. The state has and we have to the variety of tests that students must pass in order to graduate. The Baltimore Urban League has a relatively new education component. We call it Project for Equal Results. We're operating under the theory that if you begin early with young people and not let them fall behind, then you don't have so much remedial work to do. I think experience has shown that as youngsters are successful in the lower grades, they then maintain that success as they move into the higher grades.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=369.36,493.51"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/4","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"The Baltimore Urban League came to us early in November and asked if we wanted to be a part of a project that includes about 12 schools in the city. And the thing is, they were doing that I really like was different than adopt a school where a business would adopt the school and work along with that school. They did what you call an alliance where the business community, the parents, the school and the school system, we joined together, join hands to try to make a difference in terms of what happens to boys and girls. We're also developing programs, summer programs, where we can bring some of these students to the university even as early as ninth and 10th grade, to be involved in activities that will kind of begin to raise their sights and create within them the aspirations of going on to college. The future of the black race is in jeopardy. We think that unemployment is bad now. It could get worse. We think that the teenage pregnancy rate is bad now. It could get worse. We think that the crime rate is bad now. It could get worse. Experts agree that if the quality of education is not greatly improved, kids begin to fall behind before they've started. And if the upsurge of high school dropouts persists, the welfare rolls in terms of what happens when students are uneducated and then cannot get jobs. Crime. The vision of economic and social equality for blacks will remain an elusive dream. And the school could make a difference in that. We invite our viewers at home to join our panel of experts, as well as our studio audience by calling in at 481 1313 to take part in the discussion. And now join Betty and me for part three of Black's at the Crossroads.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=494.02,608.22"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/5","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Focus on Education. Up next, live on Cityline. LAX at the crossroads Part three. We have now a panel of experts. We'd like to introduce them to you now so that we can begin our discussion. Focus on education. Our first guest is Dr. Charles Thomas, president of the National Alliance of Black School Educators. Next to Dr. Thomas is Irene Dandridge, president of the Baltimore Teachers Union. And next, Mr. Arnette Brown, president of the Administration Association. Next to Arnett Brown is Dr. Rosetta Stith, principal of the Lawrence Jay Penguin School. And next to Dr. Stith is Deborah Hickman, the chairperson of the Area PTA. And last but not least, Doctor Mr. Moyes, spouse, the principal of Northwestern. So you're welcome, I guess, to sit around. I mean, I think there's things you guys are always doing. I'm sorry. It's boys. Mostly I know better. I guess the question that we've decided that we want to begin with is, quite simply, is the educational system failing our children? You know, Dr. Thomas, I think that we are failing our children. But I think you have to go beyond that. You ought to talk about we have to talk about some of the reasons for our failing and some of the possible solutions that ought to be put in place so that the failure rate is not as great as it is now. Okay. Irene Dandridge. Yes, we're definitely failing our children. The good thing about it, however, is that both the community and educators and hopefully politicians are beginning to recognize that we're failing them and that we have to do something about it. Was Arnett Brown for a significant portion of our student population? We are failing our youngsters since in fact we are not able to deliver.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=609.0,811.14"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/6","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"At the end of the high school period entrance to college or significant employment. The we, of course, includes not only the schools, the administrators and teachers, but parents as well. Was arrested? I would say yes. But I would also have to clarify that by saying that we now need to think about strategies for change instead of dwelling on the issues and also realize that this is happening all around the country. Deborah Hickman I would say yes, also that we are failing our children, and I would say that an inherent part of that is the inequities of the governmental system. And Boyce Moseley, the answer, I would think, is yes or no. There are a group of students whom we are not failing. We are certainly giving a good education. These are the youngsters in the middle class. The know yes to those youngsters in the lower class. We are failing them. And it's a tragedy because these are the youngsters that need the education the most. Okay, let's talk about it. Arnold Brown, you mentioned it a wee bit. Who is failing the children? First, the parents fail youngsters because they're not significantly involved in the education of their children in our schools. It is a struggle very often to get our parents involved. And as boy says of they are parents who are involved, but there's the population with which we are concerned, or those children who need education most, whose experiential backgrounds are lacking and who need a lot of nurturing and attention. And we almost have to beg parents to be involved in schools. And it is my contention that those children are educated best, whose parents insist that they are well educated. And that's no, that's the tragedy. Are these youngsters who really need the education, the youngsters whom we call in the underclass? Their parents aren't articulate, they are not vocal, they are not politically oriented.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=811.95,930.86"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/7","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"So they can get the things the youngsters need in certain schools, not only in the city, across the nation. You will find that they get what they want because they have a strong, well ill parent group and these youngsters who need the education. Their parents aren't vocal. Their parents aren't that interested, and so that they are lacking in all the essentials they need in order to be competitive. If we say that I am a parental point of view, let me say this it's easier to place the blame on the parents because we have the inherent primary responsibility for our children. But and I know the saying goes, what you go into the woods is what you get out of it. But that goes for the total. That does not go for the part. And if you know that a child is having a problem, why can't you identify that there must be a problem in the home and identify a resource to work with that parent instead of leaving them out? You there, there. There is enough blame to go around for all of us. And that's why I think parents in many instances aren't shouldering their responsibility. They have abdicated their responsibility. We in the school system aren't doing some of the things that we should do in terms of developing the types of programs that the youngsters really need. Developing a support system for the. Why aren't we doing it? Why aren't we doing it? For a variety of reasons. One reason and we're not doing that because the people who need it are not really putting up the protest for it. But, you know, there's another piece of that voice. And I think we all look at this and I'm going to get this out there right away.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=931.7,1022.24"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/8","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"The folks who make decisions about what happens in our school system, the folks who are the folks who control the dollars and those are the folks I'm concerned really don't even care what happens to our day. Who are the folks who are making that decision and who control that? Look at the political situation. And let's look at this town and I'm going to talk about Baltimore. Let's look at this town and the state and the circumstance in which we find ourselves now. But we are a politically captive school system and we we do not raise our own funds. And whatever the state of our education is now, a good bit of it has to do with what folks said is priorities and how folks spend dollars. You know, all that we have constantly talked about the need for more money and indeed there is a need for more money. But if some fundamental things aren't changed, the poor. All of it locked into the school system and you still wouldn't get the result you need in terms of the organization, in terms of capable leadership, in terms of parental and community support. We need agreed on numbers, but we also these folks not only control dollars, but they control curriculum as well. And when I go back to think about some of the attacks that we've taken, there was a decision made a few years ago that all of our youngsters would, in fact, have foreign language instruction. We we were struggling then to teach basic good, quite right. But they could only control it to the extent to which the populace allows. Well, I'll tell you a game politically that is breaking here. Dr. Charles Thomas Yeah. What I'd like to do is get back to the original question, which was the relationship of parents to the school.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1022.84,1120.97"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/9","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"I would not at this be presumptuous enough to blame the parent without qualifying. It's easy for us to say that parents don't care. Parents are not involved. I don't think that's what you meant. But I think it should be explained that in some school situations, maybe not here in Baltimore, but in other urban settings and other school systems around the country. The the school has taken a position where the parents have felt they're not welcome and the kinds of input that that parents ought to be providing, they feel intimidated. It's true. In some cases, the English is not what you know, you know what the teacher speaks in terms of the grammar and what have you. When a person feels that way, they're not going to participate. They're going to turn the youngster over to the school and you don't have the relationship. Well, obviously, there's so much more to discuss and we have loads of time to do that. But we're going to take a break again, invite. You two continue to call at point one 1313. We'll come back with blocks at the crossroads. Focus on education. Stay with us. Well, we we think that unemployment is bad now. It could get worse. We think that the teenage pregnancy rate is bad now. It could get worse. We think that the crime rate is bad now. It could get worse. And what we believe is that as you work with children and parents, with families, that you then improve their life chances and you then eliminate some of the negative kinds of things that will happen unless we take these steps to make sure that families are whole and that children are achieving in school and see a future for themselves. And that future will have to include employment.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1122.56,1231.55"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/10","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Now, here's this week's community calendar. Hello, my name is Kay Marrow. The Baltimore alumni chapter of Sigma Gamma Rho Sorority, Inc., invites you to spend a day as a racist with us on Saturday, May 23rd, beginning at 11 a.m. The subscription cost will include a luncheon admission to Pimlico and a program. Proceeds will benefit our scholarship fund. Everyone is welcome to be a part of these exciting activities. For tickets and further information, call 7283773. Hello, my name is Anthony Stewart. The Guilford School PTA number 214 invites you to attend the first annual May Festival on Wednesday, May 27, from 1 to 5 p.m. at the school 4520 York Road. Our theme will be Guilford Yesterday, Today and tomorrow we'll have special guests and the crowning of the festival King and Queen. Admission is free and open to the public. For further information, please call 396635, eight. If your group or organization would like to announce an event, please write us in care of Cityline. WJC TV Television Hill, Baltimore, Maryland 212114. Call us for further information at 4660013. Between the hours of nine and five. Welcome back to a part of the City Line series, Blacks at the Crossroads. Today's focus is on education. When we left, we were talking about the role of parents, you know, the failings that they have in terms of assisting their children in getting an adequate education. But there have to be other areas that there have to be other places where blame lies. Is that a step? I'm going to speak on behalf of the parents. And this is basically from my vantage point and with the parents that I deal with. And granted, it is true for those kids who are highly motivated, you have highly motivated parents.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1361.13,1535.38"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/11","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"But I think sometimes with the kids who tend not to be motivated, it's down to the parents. The parents sometimes lack motivation because they were young themselves, because the acorn doesn't fall too far from the tree. They weren't motivated. They didn't have information available to them. They were not taught patience. The kids are also going to exhibit the same thing. I know we have to do a lot of creative things just to get parents. They're doing the data and we have to offer a lot of things. The business community comes in and a lot of parents, because of the crime, don't want to come out at night. So we have to be very, very creative in order to get the parents. Once you get the parents in and the climate, as you said, is very good parents that parents feel, I don't speak well, I don't I may not look well, but I'm gonna make sure that my kids do. But I don't want because first impressions tend to be lasting. Irene Dandridge. I'd like to try to redirect redirect this this a little bit. We are dealing with children that are at risk and these are the children that we're talking about. Primarily. These are children who are likely to become teenage mothers. These are children who are latchkey children. These are our children who may come from a single parent home. And these are, in many instances, poor children. And I think we all can take our share of blame teachers, administrators, the even up to the superintendent, the board, so that we all are failing these children. These children require what schools, particularly black schools, predominantly black schools back in the fifties, did. The school has to take on the responsibility for doing things for children that are not done at home.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1536.25,1630.48"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/12","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"We cannot change what is at home, but we can change what is in the schools. We lose track. Where did things change? I mean, this has not always been the situation. No, it has. And I think what what what when it changed is very often when we started to integrate our schools, no longer did schools from elementary through high school, even through the colleges, in the days when most of us were going to colleges, when the colleges went so far as to teach us what fork to use, even so that this our schools have a responsibility that many schools do not have. And I don't think we can put all the blame on the parents, although I think the parents have a very big responsibility. Now, we we've talked a lot about the parents and their involvement or lack of involvement. How do teachers fail students? How do administrators fail students? How does the system itself fails? Do. I would like to respond to that because I feel very deeply that the teachers and the administrators fail the students because of the fact that they are trying to take on my role on other parents roles. They're trying to do the parenting and the educating. You cannot do two things. You do the educating. I'll do the parenting. I don't need you. The system has now they're now feeding the kids in the mornings. I think that someone needs to get behind these parents when they fall down and you see Johnny coming to school hungry or he's not well groomed or whatever, if he's home by himself. Send out some resources to work with this parent who is not to school in our roles, who, if not the schools, is going to take that role.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1630.75,1721.23"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/13","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"I think that then you have the communities and you have the churches and the church and the black community has always been our stronghold. We have gotten away from the church and so our children are left out there by themselves. They have no spiritual background, they have no sense of self respect or dignity. And by you continue that the school system continuing to drain what the home the family itself has and trying to take on those responsibilities instead of trying to work together with the family and the community and all others that are involved. You know, it tends to make for a one system. We will we would gladly relinquish our parental role. You say we have if the parents did their part, they're willing to do their part, boys. But the fact of it is that we all are. We are doing what we have to do in order to provide help. And what has happened was that at one time schools were the intellectual and cultural hub of the community. The youngsters living in the community went to that school and there was a sense of community there, and they all work together. As our city became larger, as we desegregated and as we tried to integrate our our population, we find that our schools are not community centered school, but youngsters are coming from everywhere going. In our schools. So there's a lack of community there. But we have what we have to do is redirect our resources and our philosophy in the direction that our was saying that we must begin to have a total community effort in educating youngsters. It may have to be coordinated. Okay. Let's get Ms.. Thompson. Yeah. You know, I think that it's important for us to when we deal with this whole issue, it's not an adversarial.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1721.74,1826.89"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/14","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"It should not be a laying of blame. I think that when we talk about schools, these schools, in my judgment, are much too important to be left solely to educators, to be left solely with parents. I think it's going to have to take a cooperative effort, a partnership, which what I would like to call it, a massive infusion of input from all sources of the community, because these schools are located in the community. They have to be of the community. I think that I need to look at parents. I'm professionally I'm a superintendent of schools. My district is small, but it has all the urban problems that a Baltimore would have. But they're in smaller proportions. Doesn't mean we solve them all. You know, but the point I'm trying to make is that the solution to this problem is multifaceted. It's going to take the parents. It's going to take business and industry. It's going to take a creative instructional mode to work with the kids. All kids don't learn the same way. We're going to have to use multi-modal methods to get at. Some people learn by listening, some learn by doing. It's going to take a number of things that are going to have to happen. Some kids, we're going to have to feed their other kids. You're going to have to use the minister at church because that's the only place that a lot of our people go to every Sunday and they have influence. Hold for just a moment. We're going to take a call from home. There are folk who are just waiting to get into this conversation. Hello. You live on City Line? Yes. Some of our community leaders and politicians have not been as advocate, always vocal as they should have been, out of fear of losing their jobs.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1828.63,1922.8"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/15","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"That's number one. Number two, the reason why we see such a push for improvement in education is because the city is attempting to retain the middle class and upper class white in the city. And it wasn't until they realized they were leaving the city when the children became school age to return to the county. We saw they had the focus. We are supposed to spearhead the movement to improve the city's schools, but the secondary beneficiaries will be us, the black residents of the city, and less if we can have a lot of for the stadium and the primary. Supporters of that latter would be the lower socioeconomic classes. Why can't we have a little for education? Okay. We can get our panelists to respond to her comments and questions. Let's let's respond directly to them in terms of leadership. Well, you know the lotto. Let's deal with lotto. Okay. You know, and I thought about that and the $14 million, the super lotto last week. I'm not certain that the caller is correct in saying let's do some dedicated lotto. Lotto was in fact, that was the proposal in the last literal election. And I think that, in fact, there is a need for additional funding in the in the matter of how other of the focus. Of concern about what we're doing with young people. And it's not blame blame. When children come into school, we accept we are forced to accept them as they come. And if a child comes hungry, he must be fed. If a child comes are motivated, we must motivate him. If a child comes without certain controls and say you may not assault your neighbor or do certain other kinds of things, if a child comes without values that in fact we are forced to provide.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=1923.7,2034.86"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/16","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Now, we talked about we talked about the lack of funding, the limited funding, the cutback in funding that still get back to the lotto lotto as a as a concept, because you really haven't addressed it as such. Do you. Would you agree or do you think there are other means that I disagree with the lotto because it's a one time effect and then we find ourselves continuously going back to create new plateaus, continuing to drain on the families pockets. I think that our government, our state government, our local government and our federal government have to now answer our call for increased funding. Now, locally, we don't our funds are being dwindle. But when we have gone to Annapolis year after year, I've been involved with going down there for the last five years fighting for civil Leti and now it's called Apex. Okay. Governor Shafer is there now. He knows the needs of Baltimore City. He knows them well. He was here for 16 years. 16 years. He put us on the back burner. Now he comes up this particular year with a plan that will be the almighty solution to us. But the same plan he developed there is the one in which, you know, he had when he was here. Task force that. Let me stop you here. So let me stop here so we can get into this a little bit more. We have to take a break. We'll be right back. We'll pick up at that same area. However low achievement and poor attendance of students. It's my opinion that these two go hand in hand. If you can't get the children to come to school, if they aren't motivated to come from home. And once they get here, they don't achieve.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2035.43,2136.13"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/17","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"To me, that's the real problem. Our discussion today centers on education. Blacks at the Crossroads focus on education. Rosetta You had a comment to make just before we went into the. Yes, and it is true that the schools are now located in different communities. That may be a reason why you have a lot of kids who really don't show a lot of motivation. But no matter where the school is, the community has to care for all these children in terms of resources. And and I being a principal and I do see girls and that's because my school is all girls come to school without a lot of things. Education usually makes no assumptions. And we do have to provide a lot of things. It's just unfair if a girl is hungry or she got to have clothes that we can't do something for. But I think there needs to be a consistent pocket in terms of to take care of the needs that we have. We used to have attendance monitors, those persons who could go out and make the calls. Used to have a lot of people. And even though the kids didn't like it, here comes the attendance person. But we had a lot of truant officers, truant officers to handle the kind of programs that we need. But now, because of lack of funding, we don't have a lot of resources and resources demands a dollar sign and that we just don't seem to have enough of. I think everyone here could agree that we don't have the resources. And I think what has to happen is that this community, this city of Baltimore, has got a demand, unlike what we've been doing for the past 16 years, demand that whoever becomes mayor in the city commit himself or herself, by the way, commit to the fact that there's going to be additional funding for the schools, not only from the state but also from Baltimore City.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2137.15,2326.96"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/18","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"We have gone some in ten years. We have gone from supporting our schools with 35% of our budget to just 22%. So we're going in exactly the opposite direction. Let me ask one quick question that I know is going to be asked by anybody running for mayor or in that city hall area. Are you willing to pay more taxes to do it? Well, that's the that's that's what the community has to decide. But you see, we have the community has to set its priorities. But you know and know they will fail. Well, the community has been saying this is wrong, but they can't support it with muscle. This is the big problem in terms of getting the finance. We have a dual school system not based on race now, but based on class. We have those schools where kids do well and they get they get the resource one way or the other. And the demographics is generally different, too, isn't it? And then we have those schools and the kids are struggling. These are the predominantly black schools, the kids and the kids from the lower class and their parents really don't have the muscle or the political sophistication in order to exert the pressure necessary to get the resources for these schools. What's the answer? Well, they they have to begin to organize and exert that muscle. There's another part of that, too. In the superintendent's new initiative, she's looking for ways to make it possible for more parents to take advantage of those opportunities to get their children in those schools that, in fact, are privileged. You know, there are folks who know how to work the system and to get into those schools. That boy she's talking about show us all that basically zone.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2327.59,2425.51"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/19","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"But in the new city initiative that the superintendents announced and the folks are looking at now. She wants to, in fact, increase the opportunities for young people to get into those schools. Okay. Well, let's get there the resources soon. So they get the offers. We still have the vast majority of our youngsters locked up in our comprehensive high schools, not really getting get getting what they need. And that is that is unfair. That is discrimination. We should have the resources for all the schools that's necessary. Even those schools are black because not everybody can go to private school for a moment. Hello, Global City. Don, go ahead, please. Hello. Yes, go ahead, please. Yes, you are. Okay. Well, the first thing I have to say is that I get very frustrated when I hear these kinds of discussions because there always seems to be some confusion on the part of the participants as to what the problems are. And what I hear is a bunch of agitated so-called people talking about the problem. Now, the problems are very, very clear to people inside the system. But then another problem takes place in that we see the problem. But because we are part of the system, we will not speak about it because we may lose our job. Well, what's the problem to do with the benefit of anonymity? It's running down the problems right now as they exist in Baltimore City today. If you could do it quickly. Go ahead. One is principal principals of preparation. How are principals being selected and trained? Parents need to look at that. As an educator, I have worked in schools that had good principals as well as bad ones, and you better look at the quality of the principal and the selection process.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2425.87,2529.07"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/20","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Is this a buddy system or is it a system structured training program? Now, the next problem with these supplies. I am very, very tired of moving into situations where I'm not sure of the kind of supplies that I'm going to have now. At the present time, I see that the supplies and books are there. But I have worked in previous years in schools where they have the books that we need to tell you to continue, but you're going to have to be a little bit more concise in Dandridge and her group, the Union, At a certain point last year, I believe, initiated a protest concerning books, and I believe that some movement is taking place. But if the parents allow themselves to sit at home and let this issue of books die. They are foolish and they need to have stupid children. Okay. CALLER, thank you for that. And we'll get some comments. Thank you so much. With any comments. Yeah, let me comment about principal is absolutely right. Since I represent the president, the Principals and Supervisors Association, they are some poor principals and some strong principals. Absolutely. I'm not certain the fact that the selection process could be described as a buddy system. We are in the third year now of an evaluation process in, but we all principals are measured in terms of productivity and so on. Principals certainly set the tone for school buildings. And in fact, Helen, increasingly accountable for the progress of young boys mostly is a principal. And we've read about you through the years I got on the buddy system. Okay. We're going to we're going to come back to you. Will we take this break? After the break, we're going to come back to you and then we're going to move on to some other things, including solutions to the problems affecting our children.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2529.91,2635.99"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/21","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"We'll be back in just a moment. Part three of City Lines Blacks at the Crossroads series focusing on education. Do you have a question or comment? I have a comment. First of all, I am a student of Baltimore City Public Schools. I'm a student at Walbrook Senior High and I'm a junior and it's pitiful. I came from a Catholic school archbishop here, which is a school which I learned so much. And I think I have an idea of how we are supposed to learn and what we're supposed to be learning. I've been at war, Brooks in September. I have not learned one single thing except for in my geometry class where my teacher does get up and teach and explains things so that we learn what else is happening in class besides teachers getting up and teaching nothing busywork. For instance, in my psychology class, instead of explaining psychology to us, we'll get a USA Today newspaper, pick out certain things like who is, who is a famous person and write that down on paper. What does that have to do with Scott's psychology? I'm not learning anything that's boring to me. It's not a challenge. I can come to school one day a week or by the US eight day paper myself. And do that. Still get in 96. What do I need to do? May I ask a valid question? What are you doing about my talk? I talk. Well. I've talked to assistant principal at my school. I've talked to students and I've talked to some of my teachers. And what I hear them say is, well, what are we supposed to do about it? Well, it's not that bad. You are learning something, aren't you? What does your mother say about it? What does your mother say? Oh, my grandmother.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2636.83,2812.88"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/22","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Well, I live with my grandmother and, you know, she's old and she wanted to send me back to kill. She says she's sorry that I have to be there. She's old. She's from the country. She's not able to be vocal. You know what I'm saying? But you see, things like this occur in the school, and I'm not I'm not saying that that this this is the ordinary thing that happens. But if things like this occurs in the school there, it's the responsibility of of the student or of the parent to bring that to the attention of the administration, to the administration, that it is accountability. Does it bring accountability? Yes, it most certainly does raise the question of teacher accountability. And I and as a representative of the teachers, I don't think there's a teacher in Baltimore City, at least most of them, that would support that if what the young lady says is true. I think one of the basic problems, though, is that there is such a large degree of apathy and frustration among teachers in this city that some of them have just plain given up. Okay. But what do you tell a young lady such as the one who just stood up to tell you what she's experienced? If that young lady had come to me and I have had some students to come to me, a lot of times if teachers don't diagnose the kids coming in and they're just making an assumption about you, they're going to give you that to cover the basic needs of the kids in that class. But if a student came to me, as some of them have, and say that I really need some more challenging work, what we do, we get that teacher and let the teacher know, here's someone here that has a high potential that she might have even said to you, but it has to be you've got to speak up.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2813.42,2912.6"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/23","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"You have a right to a good education. Your parents need to be involved. And I'm sure you're speaking up. There's several of the kids in your school who need the same kind of challenge that you do, and there's nothing wrong with it. But it has to be it can't be something that should be glossed over. They have a right to that. And that question that you brought to the teachers and so on. Take to your friends your right. That's your principal. And this principal is saying the same thing. I'm saying the same thing as the principal. Children come to see me about anything. But it is up to you to go to that principal and don't stop in the same way that you brought it to this audience. Take it to your principal and pursue it. Okay. Let's take another comment from the audience. I'm a teacher in Baltimore City. Sometimes we might become frustrated. I don't give up. I, you know, just say I know it's something have to be done with the children I test. I'm an education assessor in special education. Then I teach. That's an awful lot. But my children come first and I love my parents. We have a very good parenting association at 214, but I would like to stress two words cooperation that was brought up by Dr. Thomas c r p ato and cooperation c o pr ato and and in between we need to put together some action. Stop complaining. Stop, groan. Let all of us now get busy. Thank you. Hey, thanks for that comment. Let's not talk about solutions. What are the solutions to the problems facing us in terms of educating children? Let me offer offer something that our organization, the National Alliance of Black School Educators, is involved in at this particular juncture, given the fact that 70 to 80% of our black youngsters are located in less than 2% of the districts in this country, what we're really saying is that the urban school districts are primarily black and brown.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=2912.75,3020.45"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/24","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Now, if the kinds of things that we're talking about today are true, there's some despair we can detect that we're not going to give up. Because if you give up, then you're really saying that the country is going down the drain. And I don't think that we can afford to take that posture. We offer an educational development plan, an educational development plan, the centerpiece of which is a demonstration school project. Now, we've we've approached Baltimore, Dr. PENNER use regarding the demonstration school project, and she has expressed an interest and we will be following up. The idea here in a nutshell is to develop a demonstration school which is generic in nature and can be modeled throughout the district. Some of the things that we're talking about in terms of a parent involvement, in terms of instructional modality, in terms of principal leadership, in terms of how you bring the community in to be involved in the school. Such things as the whole question of how you bring culture into the system, how do we make people feel good about themselves? Most of the kids in the Baltimore City schools, I assume, are African-Americans. They're black kids. Okay. There's some cultural things that could be taking place in that system as well as in the Chicago about other solutions. Those sound very, very good. I think one another is to in fact and I mentioned this earlier, we are in a great season now, as in fact, we are looking towards the election of the the head of the city and its municipal government is to have these folks and it's popular to say education is my number one priority. We heard the former head say the same thing. I don't know what number one means, except that we want them to translate that into term in terms of what are they going to be about in addressing the needs of young people in this city.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=3022.09,3135.16"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/25","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"I think that's but that is primary in terms of not only funding, but a system of accountability and and a sense of responsibility for the school system and the education of the young people in our town. I think we need to stop using the word priority and maybe use the word mission. And our children are our last hope for a better Baltimore. And if our kids and we're talking about the year 2000, we're talking about 13 years from now, if they're going to be able to enter the economic, the social or the political arena, education is one of the ways to get them there. And in order for our kids to realize that 13 years from now, it's going to have to be a total community commitment, a community which cares for all these children, not going to have to. How do you get that very last? Because we got to get away and take care of some business. But we will be right back in just a minute. Stay with us. The end of our discussion on blacks at the Crossroads focus on education today. But we have a few more moments. But we want to remind you about next week's show. It will be Blacks at the Crossroads Part four, and it will be a summary of the month long series. But we're going to continue to tape because the excitement is here. The discussion is going to continue. We invite you to call us within the next hour. Now, within the next hour at 481 1313, so that we can continue our discussion. And on the first Sunday in June, we will have a jazz special. We'll talk more about that. Let's get back now to our discussion on blacks at the Crossroads Focus on education Solutions.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=3135.37,3362.66"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/26","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Well, I think we're on the way to the solution. The solution is that business, parents, educators, politicians all said, and I like the word priority, education is their first priority and demand that we all do our share. And I think we can lick this problem in Baltimore. I think that we cannot lick the problem until we as adults begin to see our role in our children's lives. We ought to respect ourselves, in turn, teach our children how to respect themselves and others. I don't think that walking by saying students fight and not do anything about it but stand there. I don't think that when a child comes to you or you are supposed to be disciplining them and you stand there and you talk their language instead of talking that respectable language, that that is going to help. I think the solution should be that we begin to take control again and not take any more nonsense from the children. One become politically empowered so you can get the resources and money that you need to every person involved in educational enterprise assume that responsibility students, parents, teachers, administrators, and to the community. And I think if anyone is sitting there wondering what to do or what part they should play as on it just talked about, the superintendent has a plan which includes everybody and that is the community involvement. So there is no excuse for not taking a part of this piece, part excuse me, who is to spearhead the movement towards quality schools. You're all talking about pieces of it from your own vantage point, who spearheads it, who gets it moving, who gets it to become as effective as it ought to be as an organization? We see it. We see the Board of Education and the superintendent.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=3364.55,3463.16"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/27","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Those people are elected or appointed, depending on the system. They have the responsibility for the vision they should provide the vision, the educational leadership. That, in a way is a blueprint for improvement, improving the system. And this is not going to happen in this assembly. But leave it to the superintendent because I'm not encouraged by the board. Yeah, and why would you why would you make such a statement? Because I'm saying to you, I'm not encouraged by the board. The board has had some stewardship for a good long while, and I don't see that. In fact, they're responsive wherever we are at the crossroads now, a part of it. I respect the board's doorstep, and so I'm going to leave that to the superintendent. It ought to be the superintendent, experience it. But oftentimes you're not going to find that for political reasons. And I think it's going to be spearheaded by the principals in the schools having the courage to stand up, to find the problems, offer solutions and be willing to implement. But we know what the problems are. We just need to start doing. We know what they are and where they are and who needs them. Parents are saying, What you waiting for that call out parents are doing in district? See, we are moving out. Parents are growing. They come out to meetings and they get involved in their individual schools and with their individual children. And I see heads shaking in the audience. It's not true. And you say it is true. And if these parents here are shaking their heads, no, that's because they have not bothered to come out to our meetings. And I would suggest to you and I don't know Baltimore, but I'll bet you there are some success stories in the school district.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=3464.57,3547.67"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/28","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"There are some kids that are excelling. Their kids are getting through this system and we need to talk about those now. So it's not common and there are not success stories and we don't deny that. But what worries me and what worries many of us is there are too many of our youngsters being graduated that are functionally illiterate, that can't compete in the world, and those who are not even graduated. These are the have nots. The challenge, what we have become. What about the 35% plus who are not graduating, who are dropping out? Jacqui, the challenge, though, the challenge becomes to make every school in Baltimore a privileged school because that term was used. There's no reason why those underprivileged schools so call cannot become privileged to the year 2000 is going to be a rough trip if we don't now begin to put everybody on the same track. Right? Right. We can't afford to have haves and have nots while we have them. I know. We tell you, Linda, and we are going to continue to have them in our society and no matter how we talk. And so we must be prepared to deal with that. We must be constantly vigilant. We must always have a strategy.","format":"text/plain"},"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=3548.48,3615.26"}]},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941","type":"AnnotationPage","label":{"en":["English [Transcript]"]},"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/transcript/48941/annotation/29","type":"Annotation","motivation":"subtitling","body":{"type":"TextualBody","value":"https://d9jk7wjtjpu5g.cloudfront.net/file_transcripts/associated_files/000/048/941/original/open-uri20230817-2861-4dyuty?1692288065","format":"text/vtt","language":"en"},"target":"https://d9jk7wjtjpu5g.cloudfront.net/file_transcripts/associated_files/000/048/941/original/open-uri20230817-2861-4dyuty?1692288065"}]},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/index/82503","type":"AnnotationPage","label":{"en":["Blacks at the Crossroad: Education, 1987-05-17 02-22-2024 19:23 [Index]"]},"items":[{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/index/82503/annotation/30","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Special feature","format":"text/plain","label":{"en":["Title"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=168.0,696.0"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/index/82503/annotation/31","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Baltimore school system; Alice Pinderhughes, Superintendent, Baltimore City Schools; Dr. Earl Richardson, President, Morgan State University;  Dr. Benjamin Whitten, Baltimore Urban League; Ruth Brown, Principal, Frederick Elementary ","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=168.0,696.0"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/index/82503/annotation/32","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Guest panel ","format":"text/plain","label":{"en":["Title"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=696.0"},{"id":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293/index/82503/annotation/33","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Dr. Charles Thomas, President, National Alliance of Black School Educators; Irene Dandrige, President, Baltimore Teachers Association; Arnette Brown, President Administration Association; Dr. Rosetta Stith, Principal, The Laurence G. Paquin School; Deborah Hickman, Chairperson, Area CPTA; Boyse Mosley, Principal, Northwestern Senior High School","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://marmia.aviaryplatform.com/collections/948/collection_resources/105539/file/206293#t=696.0"}]}]}]}