Chicago
"TO SEPARATE (children in grade and high schools) from others of similar age and qualifications solely because of race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone." With that statement as part of its 1954 desegregation decision, the U.S. Supreme Court in a unanimous decision declared desegregation of public schools in America to be the law of the land. Twenty-four years later, Chicago and other American cities are still wrestling with how to implement that decision. Time has finally run out for Chicago. It has no choice but to comply with state rules which require that every public school be within 15 per cent of the citywide racial balance, with certain exceptions. Specifically, Chicago, with 23.2 percent white students and the rest minorities, should have no school with a student population of more than 38.2 per cent white or less than 8.2 per cent. (Blacks comprise 60 per cent of the student population and Hispanics represent approximately 15 per cent. Other minorities make up the rest.) Failure to comply would result in the loss of all state and federal aid. After years of foot-dragging, the Chicago Board of Education finally took federal and state threats seriously, hired a desegregation consultant and formed a Citizens Advisory Committee in March 1977 to come up with a desegregation plan for review and action by the Board of Education. Some education experts argue that the only effective way left to achieve real integration in metropolitan areas such as Chicago is to desegregate on a metropolitan-wide basis. However, this creates as many problems as it solves. For one thing, desegregating city and suburbs usually makes the bus rides even longer for the students. Also suburbanites, many of whom have fled Chicago to escape urban dilemmas such as the decision of where to send their children to school, are fearful that city school students will adversely affect the quality of education in their schools. In spite of the obstacles, there are forces at work which might encourage some suburban school districts to participate in city-suburban pupil transfer programs. Declining enrollments in many Chicago suburbs have not only forced the closing of some suburban schools, but also penalized those school districts by the loss of state aid which is given to school districts on a per pupil basis. The acceptance of Chicago school children by suburban districts would fill empty seats, prevent the closing of some schools and increase their state aid. In an attempt to help Chicago and its suburbs deal with this complex issue, the Illinois General Assembly's Commission on Urban Education held hearings in January on metropolitan desegregation. The commission heard testimony from Dr. Joseph Cronin, Illinois superintendent of education, Dr. Joseph Hannon, Chicago school superintendent, and Dennis Conta, secretary of the Wisconsin Department of Revenue, who as a legislator sponsored a desegregation bill in Wisconsin which became law and is responsible for desegregating schools in Milwaukee and its suburbs. At the meeting. Dr. Cronin recommended that the General Assembly appropriate $15 million for desegregation throughout the state. Gov. James R. Thompson did not budget any funds for desegregation. The commission also conducted a panel discussion of suburban school administrators, experts and citizens which focused on the problems of implementing a city-suburban pupil transfer program. Panel members expressed concern whether the suburban school environment was conducive the needs of central city students and they warned that suburban schools should proceed carefully to structure an environment which will foster quality education. In a unanimous vote, the commission endorsed the appropriation to be a earmarked for integration purposes in urban and suburban school districts throughout the state. Commission chairman James P. McCourt explained that it was important to bear in mind that the state money is for voluntary programs and that it would accommodate only those school districts which viewed such a program as an answer to their particular problems. In an education budget of more than $2 billion, this $15 million appropriation represents nothing more than seed money. Many suburbs, regardless of their financial plight, will want no part of students from Chicago's schools. Even if the program were accepted overwhelmingly by suburban school districts facing declining enrollments and subsequent loss of state aid, the appropriation could not handle the demand. More importantly, the appropriation is only at the proposal stage, and it must wind its way through the legislative process. Because a similar bill of $2 million died in the General Assembly last year, there is no guarantee that this year's General Assembly will look upon the idea more favorably. This year, however, with the backing of Chicago School Supt. Hannon, the active support of Dr. Cronin and the endorsement of the Commission on Urban Education, it may be the time has come for Chicago, its suburbs and other areas of the state to be given the opportunity to share their resources and their children in new desegregation programs. 34/ April 1978/ Illinois Issues
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