Community Inquiry Project Information

Our two essential questions we need to answer:

(1) How can teachers knowing the communities in which they teach help them better

connect to the lives of students?

(2) As future teachers, how might you begin to learn about the community in which you

will be teaching?

I. Data Collection

A. Governmental description of community - Sarajane

According to the National Center for Education Statistics, as of 2018, the community within

Richland School District One has a population of 201,681. This population is 41% white, 51%

Black, 4% hispanic or latino, 2% Asian and 2% two or more. 43.5% of the district’s structures

were built before 1970, and only 15.7% since the year 2000. The median income for the 78,272

households is a little over $42,000 and almost $45,000 for households with parents of children in

public schools. Almost 41% of the families within these homes have Food Stamps and just under

30% are below the poverty line. That being said, over 85% of these parents of children in public

school are in the labor force. Knowing this data, and the sure outliers within it, educators should

take this information to foster empathy and create informed instruction for their students.

On the US Census Bureau website, I found two interesting statistics about Richland County. The

county has 21.4% of children under the age of 18 living in poverty, which is about 2% higher

than the national average, and the two largest people groups are White and Black with 45.5% and

46.6% respectively in the county (United States Census Bureau, 2018).

United States Census Bureau. (2018). Richland County, South Carolina. data.census.gov.

https://data.census.gov/cedsci/profile?g=0500000US45079
 According to the Richland One website, their student demographics are 73% Black, 19%

White, with 8% other. They also mention that 72% of their students receive free or reduced

lunch, which may or may not correlate with the race statistic (Richland One School District,

2018).

Richland One School District. (2018). 2017-2018 Richland One Demographics. Facts

and Figures. https://www.richlandone.org/domain/76

B. Practicum site program background - Jenna

How long has the program been around? Has the school/community changed demographically? What is

funding like for this program? How many students can they help? What is the purpose of the site? What is

the mission/goal of the site? How do they define and address equity?

The Columbia Urban League is part of the Urban League Movement which was founded

in 1910, and the Columbia branch was founded in 1967 just a couple of years after the Civil

Rights Act of 1965 was passed. The National Urban League has affiliates in more than 100

cities, across 34 states, including the District of Columbia. Project Ready has been around for 10

years. The mission of the League is “to enable African- American and other under-served

communities to secure self-reliance, primarily in education, employment , and economic

development” and the League is the “nation's oldest and largest community-based movement

devoted to empowering African Americans and others to enter the economic and societal

mainstream.” Project Ready’s mission is to “get young people ready for college, work, and life.

Providing them with the tools to be successful in their life's journey”

According to Ms. Dean, the head of the Columbia Urban League Level Up Program and

the only employee working with the students in the Project Ready program currently, there has

been no big demographic shift in the school or community that the League supports. Currently

there is a majority of females in the program with a ratio of 4:1 females to males. As of this
semester Project Ready has 36 participants and the League never puts a cap on how many

students can participate. According to the Columbia Urban League’s contract they are obligated

to serve at least 25 youth, but they have always served well over that amount. At its height the

project supported 72 students at once. Students come from a variety of backgrounds as “some of

them are in foster care living in group or family homes, students in two parent homes, middle

class to poorer communities.” The League has provided computers and hotspots to certain

members as a good portion of the students do not have access to computers at home. Currently

there are 15 students that are also working while attending school and 5 students have their own

children. There is a pride we take with our Project Ready program - we have a 99% graduation

rate and a % retention rate. We have over 90% of our students attending college (two and four

year), 8% going into the military and 2% who have gone directly into the workforce. This year,

we are looking at all of the graduates attending college (5) all will be attending 4 year

institutions.

Funding: There is a $23,000 yearly budget from the National Urban League for

programming. We solicit additional funds through other grants “we have been awarded several

grants as enhancements to the program either for STEM, summer activities, and service learning

projects. Two of the grants were awarded from our National Urban League that amounted to

$35,000 and a $10,000 grant for STEM.”

We mostly believe if you treat everyone the same you are providing equality; however,

we know that is not true. Therefore, each student is assessed and their needs met through the

program based on those needs. For me, it can become a juggling act as the only person working

in the program. I know all of my students and their needs, I provide them individual services so

they know they have someone they can count on and who will be there for them. Equity is in the
eye of the beholder. There is not a child in my program who will tell you they have not received

what they needed to be successful. They may not say so now; give them a year or two and you

will hear them say, Ms. Dean you were right. My response each time is "Oh really, about what?"

I give them real life so they understand life is hard and will come with pitfalls - it's how you

handle and deal with those pitfalls that will determine your outcome.

C. Mapping the community - Sarajane

Many of the students we worked with attend Richland One schools. There are nine high schools

in the district and of those I visited Dreher, Columbia High, and A.C. Flora. Due to prior

research of Richland One, I knew that Dreher and A.C. Flora have near matched percentages of

white and Black students while Columbia High has a high majority of Black students. But all

three of these schools have every student receiving free lunch. These demographics can be seen

within their communities as well. When driving from one school to the other it is truly

remarkable how a single street can separate middle class housing and lower class housing. When

looking at Dreher High, the community surrounding it was full of beautiful big churches, nice,

large homes, and well run shopping centers. As I drove closer to A.C. Flora, the churches were

on the smaller side, and many well known places turned into small businesses alongside

neglected buildings like the Richland Mall. The homes were more of a mixture of decent sized

homes and lower income housing. It was when I was driving to Columbia High that I began to

see a more clear division. While Dreher is seen as one of the better schools in South Carolina,

Columbia High is seen to be on the other end of things. As I traveled down Broad River Road

my surroundings were full of small businesses, fast food restaurants, deserted buildings, and

people walking along the street. Columbia High is perched within a neighborhood of lower

middle class to lower class houses that can be seen just across the street. It is evident as to where
money is allocated within these three locations and the hierarchy that is created through this.

These three schools are not terribly far apart. Students within the same school could be of

completely different neighborhoods with drastically different economic statuses but be within a

five minute drive of each other. The relocations of minority groups in the past as Richland

County was developed can still be seen just driving down Gervais from one end to the other. It is

important to be aware of these differences when engaging with students and understanding that

some were dealt a harder hand while their fellow classmate lives in a six figure home the next

street over. These schools are a mixing pot of backgrounds, so creating an equitable and

accepting environment for the students should be a constant goal.

D. Historical background of the community - Vaviel

What started as the Washington Street Charter School soon became the first Columbia

High School once upper level courses were added for white boys and girls in 1895 with a

beginning class of 96 students. It remained Columbia’s only secondary school for white students

until 1938. In 1936, Columbia High School was the largest school - public, private, high school,

university, college - in South Carolina with an enrollment of 1,732 students (Montgomery, 2002,

p. 41-53). Now, Columbia High (as it is commonly known as) enrolls 640 students as of last

year, and of those 640 students, 549 of them are African-American, making the school

demographic approximately 86% Black. All 640 students are eligible for free lunch (National

Center for Education Statistics, Columbia High, 2020).

National Center for Education Statistics. (2020). Columbia High School Information.

Search for Public Schools: Common Core of Data.

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?

Search=1&DistrictID=4503360&ID=450336000949
 Montgomery, W. M. (2002). Encyclopedia of Schools (Richland Library, Compiler).

Books and Pamphlets. https://localhistory.richlandlibrary.com/digital/collection/p16817coll11/

id/7635

Dreher High School was built in 1938 with a beginning class of 651 students; the school

was named after the second superintendent of the district. THe first graduation had 123 students

in 1939 (Montgomery, 2002, 68-81). Now, Dreher High School 1,184 students, with 574 Black

students and 456 white students primarily, approximately 48% and 36% respectively. All

students are eligible for free lunch (National Center for Education Statistics, Dreher High

School, 2020).

National Center for Education Statistics. (2020). Dreher High School Information. Search

for Public Schools: Common Core of Data.

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=450336000950

Both of these schools were created before segregation, so you might be wondering where

all of these African-American students attended school before they were allowed in these white

institutions. Booker T. Washington High School, named after the African American educator,

author, orator, and adviser, is a historic school which began with elementary grades and became

a standard high school in 1924. For many years, it was the largest public high school for Blacks

in South Carolina. However, public school desegregation in the state and the expansion of the

University of South Carolina led to the closing of BTW in 1974 and utilization of the school's

facilities by USC. The 1974 announcement to close Booker T. Washington High School created

a furor of disbelief and indignation which permeated a community of loyal Washingtonians, their

families and friends. The outcry protesting the sale of the school to the University of South

Carolina without any eminent plan to rebuild or relocate the historic African-American landmark
resulted in countless public meetings to resolve a highly charged conflict. The student body,

alumni, and faculty were distraught (Booker T. Washington High School Foundation, n.d.)

Booker T. Washington High School Foundation. (n.d.). History of Booker T. Washington

High School and Its Foundation. Booker T. Washington High School Foundation.

https://bookertwashingtonfoundationsc.org/BTWHistory.htm

Dreher had a fairly high overall score of 68 which is considered “excellent.” Their

highest category was “excellent” in college and career readiness, but they also had a “good”

score in the categories of academic achievement, preparing for success, and graduation rate (SC

School Report Card, Dreher High School, 2019). On the other hand, Columbia High School’s

rating was a 41 which is considered “below average” and is, in fact, 2 points away from being

“unsatisfactory.” They have this low rating because several categories such as academic

achievement, preparing for success, and college and career readiness (the very things Dreher is

“excellent” or at least “good” at) were rated “unsatisfactory.” Their graduation rate is still

“average” and they have “excellent” student engagement which is most likely keeping them from

being rated “unsatisfactory” overall (SC School Report Card, Columbia High School, 2019).

These two schools, only 10 miles away from each other, have vastly different stories.

SC School Report Card. (2019). Columbia High School. Richland School District One

2018-2019. https://screportcards.ed.sc.gov/overview/?

q=eT0yMDE5JnQ9SCZzaWQ9NDAwMTAwMg

SC School Report Card. (2019). Dreher High School. Richland School District One

2018-2019. https://screportcards.ed.sc.gov/overview/?

q=eT0yMDE5JnQ9SCZzaWQ9NDAwMTAwNA

E. Community assets and resources - Vaviel

The Cooperative Ministry:

For 38 years, The Cooperative Ministry has served the Midlands working poor, providing

short-term crisis assistance toward a goal of long-term sustainability. Created by five downtown

Columbia churches, The Cooperative Ministry is now supported by more than 120 churches,

corporations, and small businesses as well as thousands of individuals. Services include short-

term assistance such as financial (Rent and Utility Payments), Counseling (Crisis, Spiritual,

Financial), Food Vouchers, Clothing & Furniture as well as long-term stability such as

Transportation (Car Donations), Insurance Counseling, Financial Education Classes, Job

Referrals, and Free Tax Preparation.

These students in the Columbia Urban League are trying to get an education, but can also

be balancing and juggling many things at once such as having a child or working simultaneously.

An organization such as The Cooperative Ministry may be able to help students balance that load

for a while while they are trying to focus on getting their education. This is also a great resource

for any teacher who recognizes that the home life of a student may be struggling in some way.

The wide variety of services ensures that help can be found for a variety of situations.

Irick, B. H., & The Cooperative Ministry. (2020). Working Hard for the Working Poor

Brochure. The Cooperative Ministry. https://www.coopmin.org/about

Harvest Hope Food Bank:

Harvest Hope is South Carolina’s largest food bank, providing over 22.6 million meals

annually to neighbors in need across the Midlands, Pee Dee and Upstate. Harvest Hope is on a

mission to eliminate hunger and food insecurity in South Carolina. We rescue nutritious food

from stores throughout the state and distribute it to food pantries, shelters, and soup kitchens. We

operate programs that provide food for our most vulnerable citizens – children, seniors, and rural
residents who don’t have access to grocery stores. We also run our own emergency food pantries

in Greenville and Columbia where anyone in need can get a week’s supply of groceries for free.

Harvest Hope began in 1981 as the result of a shared vision of business leaders and the faith

community, who set out to provide for the hungry in Columbia. Since then, Harvest Hope has

increased its mission to feed the hungry across 20 counties in South Carolina. Harvest Hope

provides food for organizations across the state who serve families in need, with special

allocations for our most vulnerable residents, including children, seniors, and people in rural

areas without access to grocery stores. Our mission is to transform lives in the communities we

serve by feeding the hungry, addressing food insecurity and building a healthy and hopeful

hunger-free tomorrow.

The last thing a student should be worried about is where their next meal is going to

come from. Harvest Food Bank is a really great resource so that students and their families can

receive help about their food situation so that they can focus on their studies or working or other

activities.

Harvest Hope Food Bank. (2020). About. Harvest Hope.

These were just two on a list provided on the Richland One website about community resources.

Others included the Department of Social Services, the SC Department of Mental Health, the

Suicide Prevention Hotline, and the Children’s Law Center.

II. Data Analysis

Storyboarding - all

Script for parts D and E:

“The two schools most central to Columbia and the Columbia Urban League are

Columbia High School and Dreher High School, so a student living in central Columbia would
most likely attend one of these two schools. What started as the Washington Street Charter

School became Columbia High School once upper level courses were added for white boys and

girls in 1895. It remained Columbia’s only secondary school for white students until 1938 with

an enrollment of approximately 1,500 students. Now, Columbia High (as it is commonly known)

has an enrollment of 640 students as of last year, with a school demographic of approximately

86% Black. All students are eligible for free lunch, which tells us that the community is of

lower-socioeconomic status.

Dreher High School was built in 1938 and it was named after the second superintendent

of the district, Ernst S. Dreher. Now, Dreher High School has 1,184 students, with a

demographic of approximately 48% Black and 36% white students. All students are eligible for

free lunch, just like Columbia High.

Both of these schools were founded and created before segregation, so you might be

wondering where all of these African-American students attended school before they were

allowed in these white institutions. Booker T. Washington High School, named after the African-

American educator, is a historic school that became a standard high school in 1924. For many

years, it was the largest public high school for Blacks in South Carolina. However, public school

desegregation in the state and the expansion of the University of South Carolina led to the

closing of BTWHS in 1974 and utilization of the school's facilities by USC. This announcement

obviously infuriated and saddened the community as citizens and alumni were concerned that

USC would not preserve the historic building and all of the memories with it.

Back to our two high schools, although only 10 miles apart geographically, the two have

a very different outlook. According to the South Carolina state report cards, Dreher had a fairly

high overall score of 68 which is considered “excellent.” On the other hand, Columbia High’s
rating was a 41 which is considered “below average” and is, in fact, 2 points away from being

“unsatisfactory.” So depending on where a student goes to school, their experiences could be

vastly different, but there are a few common denominators: the community is predominantly of

low-socioeconomic status, the student body is primarily African-American, and the history of the

community has been colored by unequal treatment of Blacks as seen with the closing of Booker

T. Washington High School.

Knowing these facts and the history of the schools our students go to can help us, as

future educators, help support them. The Richland One website has a whole list of community

resources such as the Department of Social Services, and the SC Department of Mental Health,

but two resources I wanted to mention are the Harvest Hope Food Bank and the Cooperative

Ministry. Created 38 years ago by five downtown Columbia churches, The Cooperative Ministry

provides short-term crisis assistance toward a goal of long-term sustainability. They offer

services including short-term assistance such as counseling, Food Vouchers, Clothing &

Furniture as well as long-term stability such as Transportation, Financial Education Classes, Job

Referrals, and Free Tax Preparation.

These students in the Columbia Urban League and in the Columbia area are trying to get

an education, but can also be balancing and juggling many things at once such as having a child

or working simultaneously. An organization such as The Cooperative Ministry may be able to

help students balance that load for a while while they are trying to focus on getting their

schooling finished. This is also a great resource for any teacher who recognizes that the home

life of a student may be out of balance.

Harvest Hope is South Carolina’s largest food bank founded in 1981, on a mission to

eliminate hunger and food insecurity in South Carolina. Their mission is to transform lives in the
community by feeding the hungry, addressing food insecurity and building a healthy and hopeful

hunger-free tomorrow. The last thing a student should be worried about is where their next meal

is going to come from. Harvest Food Bank is a really great resource so that students and their

families can receive help about their food situation in order to focus on their studies or working

or other activities.”

III. Digital Project - Jenna

Bibliography

Booker T. Washington High School Foundation. (n.d.). History of Booker T. Washington

High School and Its Foundation. Booker T. Washington High School Foundation.

https://bookertwashingtonfoundationsc.org/BTWHistory.htm
 Columbia Urban League. (2020). Columbia Urban League, Inc: About Us.

https://www.columbiaurbanleague.org/about-us

Harvest Hope Food Bank. (2020). About. Harvest Hope.

Irick, B. H., & The Cooperative Ministry. (2020). Working Hard for the Working Poor

Brochure. The Cooperative Ministry. https://www.coopmin.org/about

Montgomery, W. M. (2002). Encyclopedia of Schools (Richland Library, Compiler).

Books and Pamphlets.

https://localhistory.richlandlibrary.com/digital/collection/p16817coll11/id/7635

National Center for Education Statistics. (2020). Columbia High School Information.

Search for Public Schools: Common Core of Data.

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?

Search=1&DistrictID=4503360&ID=450336000949

National Center for Education Statistics. (2020). Dreher High School Infomation. Search

for Public Schools: Common Core of Data.

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?ID=450336000950

Richland One School District. (2018). 2017-2018 Richland One Demographics. Facts and

Figures. https://www.richlandone.org/domain/76

SC School Report Card. (2019). Columbia High School. Richland School District One 2018-

2019. https://screportcards.ed.sc.gov/overview/?

q=eT0yMDE5JnQ9SCZzaWQ9NDAwMTAwMg

SC School Report Card. (2019). Dreher High School. Richland School District One 2018-2019.

https://screportcards.ed.sc.gov/overview/?

q=eT0yMDE5JnQ9SCZzaWQ9NDAwMTAwNA
United States Census Bureau. (2018). Richland County, South Carolina. data.census.gov.

https://data.census.gov/cedsci/profile?g=0500000US45079