In 1947, a committee on Civil Rights, appointed by
President Truman, issued a report indicating that many people were being
deprived of their civil rights through racial and religious discrimination.
The indictment generated mild shock waves that interrupted the sociological
slumber in many communities.
Some civic-minded individuals in Montclair began
to think in terms of examining and improving human relations in their own
neighborhood. The idea grew into a movement that resulted in an audit
undertaken by five organizations in the community: the Montclair Forum,
the American Veterans Committee, the Montclair Intergroup Council, the
Montclair Chapter of the NAACP, and the Intercultural Group of the New
Jersey State Teachers College.
Volunteers from these organizations formed teams and investigated six
areas of community life:
-Employment
-Housing
-Recreation
-Education
-Public Health
-Public Facilities
One of the members of the Board of Directors of
the Young Women’s Christian Association (YWCA) participated in the 1963
Freedom March on Washington and returned home, greatly inspired and deeply
moved! Determined to “do something,” she recommended an up dating
of the 1947 Community Audit.
The 1964 Community Audit was the result of inspiration
generated by the March on Washington and the Co-operative effort of the
YWCA, Fair Housing Committee, Montclair NAACP, the B’nai B’rith Women,
the Montclair Civil Rights Commission, the Intercultural Association, and
the United Churchwomen.
The 1980 Montclair Community Audit is a by-product
of the Town’s Affirmative Action Program.
A local homemaker, mother and graduate student at
Montclair State College made her services available to the Town in return
for an opportunity to engage in research to satisfy a requirement in her
graduate program (Anthropology).
The significant factors surrounding a change in
the form of government plus the length of time since the last Community
Audit made this an ideal time to undertake this task.
Because of the limited time and resources, the 1980
Audit does not include Public Health, Recreation, Public Facilities, or
Religion. Since no data was gathered on these subjects, we will not
speculate on the status of these areas in this report.
We believe the areas of Education, Housing and Employment
covered in this Audit are significant and warrant publication.
EDUCATION
In keeping with the format of the 1947 and the 1964 Montclair Community Audits, education will be analyzed in seven areas: 1) school districting, 2) employment practices, 3) the school program, 4) in-service teacher training toward better human relations, 5) school-community participation through citizens’ groups, 6) the makeup of the Montclair private and parochial schools, and 7) adult education.
1) School Districting
In 1947, white parents who lived near elementary
schools with sizeable black populations were allowed to send their children
to primarily-white schools farther away. By 1964, that practice
had succumbed to clearly defined district lines. All children attended
neighborhood schools, except for Glenfield Junior High School students,
who were divided among three other junior highs. Their school was
closed because of declining enrollment.
In September 1977, the Montclair Board of Education
adopted “The Revised Modified Green Plan” in response to a request by the
State Commissioner of Education for increased integration efforts.
The minority public school population in Montclair averages 44%.
The projected desegregation of “The Plan” was that no school would have
less than 27% minority enrollment or more than 57% minority enrollment.
Southwest and Glenfield elementary schools were
closed, as was Hillside middle school. Glenfield and Mt. Hebron became
6 – 8 junior high schools. All elementary schools except Nishuane
and Hillside offered a K – 5 program.
Nishuane and Hillside were paired; Nishuane housed
Early Childhood, K, 1, and 2, and Hillside housed grades 3, 4, and 5.
Both schools, plus Glenfield, became sites of a magnet school program for
gifted and talented youngsters. A fundamental magnet school program,
as well as another Early Childhood component, was created at Bradford.
Elementary school attendance lines and middle school
feeder patterns were redrawn. Transportation was provided for students
participating in the magnet school programs and any students electing Freedom
of Choice (choice of school, provided racial balance was maintained).
This basic plan, with minor modifications, is still
in effect. Northeast also became a fundamental magnet; Edgemont followed
in September 1979. And Grove, 1979, became a gifted/talented magnet
school specializing in futuristics.
The following table illustrates Montclair’s changing integration patterns over the past 33 years:
1947 1964
1980
Total Enrollment
7,247 7,394
6,064
Non-Minority
74.1% 69.6%
55.1%
% Non-Minority
| Elementary School | 1947 | 1964 | 1980 |
| Bradford | 100 | 100 | 52.4 |
| Edgemont | 100 | 95 | 58.7 |
| George Washington | 58.4 | closed | closed |
| Glenfield | 14.6 | 10 | closed |
| Hillside | 88.7 | 70 | 44.1 |
| Mt. Hebron | 100 | 100 | closed |
| Nishuane | 48.8 | 10 | 52.8 |
| Northeast | 100 | 100 | 67 |
| Rand | 33.6 | 15 | closed |
| Southwest | 100 | closed | |
| Watchung | 98.3 | 95 | 68.8 |
| Junior High Schools | |||
| George Inness | 80.8 | 70 | closed |
| Glenfield | 35 | closed | 52.6 |
| Hillside | 64.9 | 35 | closed |
| Mt. Hebron | 100 | 90 | 53.6 |
| Senior High School | |||
| Montclair High School | 77 | 75 | 53.4 |
2) Employment Practices
In 1947, of 257 teachers, two were minority.
There were no minority principals. In 1964, there was one minority
assistant principal, and thirty-four of the teachers were minority.
This year, of approximately 400 teachers in
the district, 100 are minority. Four of the ten principals and four
of the twelve assistant school administrators are minority.
The affirmative action goal of the district
is to hire enough minority teachers to approximate the percentage of the
minority school population-44%. Following is a list of current
minority staff percentages for each school:
| School | 1979-80 % Minority Staff |
| Bradford | 25 |
| Edgemont | 26.7 |
| Grove | 18.2 |
| Hillside | 29.3 |
| Nishuane | 27.9 |
| Northeast | 29.2 |
| Watchung | 20 |
| Glenfield | 25.5 |
| Mt. Hebron | 15.6 |
| Montclair High | 19.5 |
While statistics are unavailable for minority support
staff in 1947 and in 1964, figures for the current year reveal that four
of nine head coaches are minority and nine of the thirty-four child guidance
specialists are minority. Of librarians, supplemental tutors, special
education teachers, and nurses, eighteen are minority and twenty-eight
are non-minority. Twenty-nine percent of the school secretaries and 46%
of the school custodians are minority.
In the Central Office, 26.9% of the Board of Education
administrators are minority. Of the Central Office secretaries, 21.4%
are minority and 21.1% of the Central Office custodians are minority.
A very special effort is currently being made to recruit minority males
at all levels, except the custodial ranks.
3) The School Program
Curriculum:
At present, all curricular materials are reviewed
by the district’s Affirmative Action committee before they are used in
the classrooms. Any material which seems discriminatory is not
used. Emphasis is placed on materials, books, and equipment reflecting
positive racial images. On the elementary school level, specific
curricular activities in language arts and social studies are aimed at
providing interracial and multi-cultural understanding.
As a result of both minority and non-minority
students attending schools outside their neighborhoods, the range of student
achievement levels in each grade/school has been exacerbated.
These differences can foster racial stereotypes in students and staff,
which in turn may result in interracial conflict. Efforts are underway
to develop innovative curricula to help students overcome academic deficiencies.
They should be able to learn basic skills without being identified in negative
ways or being desegregated within their newly desegregated schools.
Learning centers, where all students work independently, may provide a
partial solution to this problem.
Incidents of intolerance among children and lack
of acceptance of cultural diversity continue to be observed by teachers
and administrators. Results of a parent survey compiled in the spring
of 1979 indicated that 78% of the respondents felt that their children
did not have more friends of a different ethnicity than they had before
the integration plan was implemented.
At the middle and high school level, some of the
special education classes are still racially imbalanced. These classes
comprise only a small part of each student’s day. In the last three
years, however, there has been much movement away from the practice of
wholesale classification of black males to child-study teams.
A real effort has been made to effect increased
achievement in the scores of high school students in the bottom quartile,
which contains a number of minority students. The most recent pre-and
post-test results are for the school year 1978-79, and show that students
in the lower quartile achieved more growth in the six month period between
the pre- and post-tests than they had during the previous years.
Students achieved a growth rate ranging from 1 to 16 percentile points
more than the expected rate for that period.
The Minimum Basic Skills Test is given in
grades 9 and 11. Approximately 80% of the students passed the test.
Of the 20% who failed, the ratio of minority students approximates the
district as a whole (47%).
The dropout rate at Montclair High School
is approximately 3%, compared to a nation-wide average of about 15%.
Of the 3% who drop out, 51% are minority. This is a change from 1971,
when 65% of the dropouts were minority.
Sixty percent of black students take the S.A.T’s,
an increase of about 25% over 1970. About 55% of black students compared
to 75% of white students continue on to four-year colleges.
Extra-Curricular Activities:
On the high school level, most clubs, groups,
and teams are integrated. A handful of clubs, such as the Latin-Italian
Club, are by their very nature exclusive. The Student Coalition this
year happens to have both a white president and vice president. This
does vary from year to year and the offices are usually filled by black
and white students.
The dances tend to attract either a majority
of black or white teenagers. This seems to depend primarily on the
organization and the choice of music. There is a feeling that when
an integrated group is in charge of a dance, both black and white teens
will be attracted.
At the junior high and elementary school levels,
the extra-curricular activities are integrated. The recently cut-back
after-school programs were enjoyed by minority and non-minority children.
A keen awareness has permeated the heretofore casual atmosphere surrounding
student activities, and the makeup of groups is no longer taken for granted.
Some of the aesthetic offerings at the gifted/talented magnet schools are
not racially balanced, but this is being remedied where possible.
For instance, at Hillside, the principal approached the all-black, all-female
drill team and explained the meaning of Affirmative Action. The students
voluntarily opened their ranks to white students and boys.
4) In-Service Teacher Training toward Better Human Relations
In 1964, it was reported that there were no
formal interracial relations courses provided for teachers and no opportunities
for teachers to discuss intercultural problems arising in the classroom.
This year, a few days are set aside in the
school calendar for staff development. These programs are geared
specifically to help the teachers and other professional staff deal with
the new educational settings they are encountering. Supplementing
these staff-development days are school staff meetings where Affirmative
Action is discussed. Summer programs covering equity in curriculum
and human relations are also offered t every teacher.
But a need exists for more in-service training
and more equity guidelines. The Curriculum Council, in cooperation
with the administration, conducted a survey of teachers regarding their
perception of staff development needs. Over 90% of the teachers responding
indicated interest or needs in areas directly related to classroom management
and/or understanding the culturally different child.
In-service programs can help the staff develop
more positive attitudes toward minority students, in turn resulting in
fewer minorities being involved in disciplinary actions. There is
an increasing incidence of over-representation of minority students in
such disciplinary actions.
Specific guidelines are being developed to
insure equity in discipline. The procedures are being developed to
insure equity in discipline. The procedures to be followed in dealing
with certain disruptive behavior are being outlined so that question of
discipline cannot be arbitrary and students will not be deprived of the
right to due process and an education.
5) School-Community Participation Through Citizens’ Groups
The 1947 and the 1964 Montclair Community
Audits dealt with citizen participation only via the PTAs. Today,
citizens are involved in the functioning of the schools on many levels.
The P.T.A. Boards of all the schools are integrated.
This year, all P.T.A. presidents happen to be white.
On the Montclair P.T.A. Council, two or the six officers are minority
and two of the five members-at-large
are minoirtiy.
The Title VI Citizen’s Advisory Committee
is supposed to reflect the racial composition of the town and every effort
is made to realize this goal. Members represent the local YWCA, the
Montclair Public Library, the Montclair Neighborhood Development Corp.,
South End Day Care, the Montclair Cooperative School, Montclair Child Development
Corp., Day Nurseries, Inc., the Montclair Grass Roots, teachers, and parents.
This committee meets once a month with representatives of the Board of
Education and has several subcommittees which analyze various areas of
education.
The Montclair Board of Education currently
has three blacks among seven members. Black individuals have served
as president and vice president in the past; currently, the president is
white and the vice president is black.
6) Private and Parochial Schools
Parochial Schools:
There are two parish parochial schools in
Montclair. Immaculate Conception Elementary School has students who
come from eight different towns. About 35 to 40% are black.
At Immaculate Conception High School, thirty-eight of the 403 students
are minority. There are no minority teachers at either the elementary
or the high school level.
St. Cassian’s runs from kindergarten through
the eighth grade. A few children come from outside Montclair.
Seven of the 225 students enrolled are minority. All the teachers
are white.
Private Schools:
The Montclair-Kimberly Academy teaches children
from kindergarten through the twelfth grade. The Primary School,
defined as K-3, has 199 pupils, forty-six of whom are minority. The
Middle School, grades 4-8, has 389 students, forty-six of whom are minority.
Of the 387 students in the Upper School, thirty-six are minority.
Fifteen members of the fifty-six person supplement staff are minority.
Lacordaire is a private girls’ school which
goes up to the eighth grade and draws students from Montclair and surrounding
communities. Seven of the thirty-five girls from Montclair are minority.
No faculty member is a member of a minority group.
The Montclair Cooperative Elementary School offers
classes from kindergarten through the sixth grade. Fourteen of the
sixty-four students enrolled are minority. There are no minority
teachers on the staff of seven.
7) Adult Education
The Adult School of Montclair, Glenfield Adult
School, and Montclair State College are vital parts of Montclair’s educational
picture. Only about 30% of those attending the Montclair Adult School
are from Montclair. While statistics on race are not gathered, it
is estimated that black citizens participate in 50% of the classes.
The majority of those who enroll in the Adult School are white women.
About 10% of the teachers are minority, but there are no courses specifically
aimed at fostering human and intercultural relations.
The Montclair Neighborhood Development Corporation
offers an adult program at Glenfield Junior High. The courses are
free and include typing, high school equivalency, and nurse’s aid training
and are attended by minority citizens.
Montclair State College currently offers eleven
undergraduate and six graduate courses in the area of human and intercultural
relations. Most fulfill requirements for secondary school teachers.
All are electives and may be audited or taken for credit. The course
titles include: “The Inner City Family,” “Anthropology of American
Subcultures,” “History of Black Americans,” and “Sociology of Cultural
and Ethnic Groups.” There are 490 full-time faculty members at Montclair
State; fifty-one of these are minority.
BIBLIOGRAPHY
Adult School of Montclair. Catalogue, Spring 1980.
Blanchard, Yvonne L.; LeMahieu, Bethene; Oliver, Henry;
Richberg, Adam Jr.; Scales, Errol T.; Shaefer, Robert
Y.; and Veal, Betty. Affirmative Action Policy,
The Public Schools, Montclair, New Jersey.
June 30, 1975.
Citizen’s Committee for Educational Planning. Report to the
Montclair Board of Education.
November 30, 1971.
Montclair High School. “Activity and Club Assignments.”
Montclair Public Schools. E.S.E.A. Basic Grant Proposal,
Fiscal Year 1980.
Montclair Public Schools. E.S.E.A. Magnet School Proposal,
Fiscal Year 1980.
Montclair Public Schools. Professional Personnel Profile, 1979-1980.
Montclair State College. Schedule of Courses, Spring 1980.
Robinson, Stephanie G. Montclair Public Schools, Affirmative
Action Plan for School and Classroom Practices.
HOUSING
Housing has shown real progress in terms of
integration in some respects since the 1964 Audit. But there are
many negatives remaining in Montclair’s housing picture.
The 1970 U.S. Census contains the only statistical
data on integration patterns in town. Divided into twelve tracts,
Montclair is revealed to be largely segregated (see Map A), with extreme
differences between the southeast end’s tract #11 (94.4% black population)
and the northeast end’s tract’s #2 (0.7% black population). Only
tract #8, with 30.4% black residents, approximates the town’s overall racial
makeup of 27.8% black population.
This Audit will review progress toward integration
in
1) owner-occupied housing, 2) renter-occupied housing, 3)housing quality
as it differentiates according to race, and 4) the redevelopment area in
terms of racial equity.
1) Owner-Occupied Housing
The 1945 New Jersey Law Against Discrimination was
amended in 1966 to include equal treatment in renting or buying a place
to live. Directed toward “owners of real property,” the Law applies
to the sale of all property and the rental of all property, whether for
business or residential purposes. The only exemptions are rentals
in owner-occupied two- and three-family dwellings. The New Jersey
Real Estate Commission requires every licensed broker to present every
seller or landlord with a copy of the law. The passage of this amendment
signaled the demise of the Montclair Fair Housing Committee, which for
years had been working to eliminate bias in housing. It also ended
the prevalent practice known among realtors as “ORRTAP,” an acronym on
brokers’ house listings standing for “owner reserves right to approve purchaser.”
ORRTAP, in essence, told a broker not to show a particular listing to black
clients.
A check with a cross-section of realtors reveals
that, by and large, they welcomed the 1966 amendment as a way of easing
the pressures they felt by being caught in the middle. Open housing
is a law and if a prospective seller refuses to abide by the law, the realtor
cannot accept that listing. The New Jersey Law Against Discrimination
was amended again in 1973 to prevent the practice of blockbusting, and
in 1975 to prevent discrimination in the extension of credit.
There are 7,700 owner-occupied units in Montclair
(primarily one-family), 20.7% of which are occupied by black residents,
and roughly one-third of black homeowners own structures of from two to
four units. Only one-tenth of the white homeowners own structures
in the same category.
Realtors agree that there are a gradually increasing
number of black families found in Upper Montclair. These families
are being accepted into their previously all-white blocks almost without
incident. In fact, one broker says she doesn’t hear about it when
a black family buys a house in Upper Montclair; it’s no longer news.
Two brokers mention, however, the “white flight”
surrounding the initial integration of Mount Hebron in 1972. And
one broker admits that 70% of the out-of-towners that come to him specify
a desire for an all-white neighborhood. He takes them to Upper Montclair.
This same broker does add that it’s the white families who have lived in
Upper Montclair for five or more years who want to move to the more integrated
south end, having broadened their horizons.
One broker says Montclair will never be integrated
until the southeast section is integrated. “The southeast end is
as black as the northeast is white,” this broker maintains. A few
white families have moved into the southeast end. One complaint heard,
however, after such a family renovated their old house, was that the structure
was now removed from the black housing market.
Most families, black or white, generally do not
want to be the only family or even the second family to integrate a neighborhood.
This is a problem, say the brokers, and this is where their efforts are
important. They can “steer” families to an area that’s already primarily
black or white, thereby perpetuating the imbalance, or they can attempt
to maintain some equilibrium. Stephen Street is an ideal example:
apparently it has maintained about a 50/50 racial balance over many years,
swinging back and forth from being slightly more black to slightly more
white and so on.
There are still a couple of brokers in town who
have not accepted integration in housing. One is soon to retire;
the other has had complaints filed against him. However, no Montclair
broker has had his license revoked—the ultimate penalty.
From all reports, Montclair banks do not discriminate
in granting mortgages. In fact, mortgage forms do not inquire about
an applicant’s race. And, of course, if banks observe the 1975 amendment
to New Jersey’s Law Against Discrimination, they cannot discriminate in
the granting of credit.
2) Renter-Occupied Housing
There are approximately 6,900 renter-occupied housing
units (primarily multi-family) in Montclair. Compared to the 7,700
owner-occupied units, this means that over 47% of Montclair residents are
renters – a figure surprising to those who have Montclair pegged as a town
of homeowners.
Black persons occupy 33.4% of the renter-occupied
units. Over 60% of black renter households occupy structures of from
two to four units, while only 30% of white renter households occupy structures
in the same category. At the other extreme, 7.2% of black renter
households occupy structures of twenty or more units compared to 42.8%
for white renter households.
The 1964 Audit reported that “it is almost impossible
for a Negro to rent an apartment in an all-white apartment building.”
There was only one integrated apartment house and another with only one
black tenant in 1964. From reports today, two moderate income apartment
houses avoid renting to black tenants by turning over apartments through
word of mouth, rather than advertising. And two garden apartment
complexes in Upper Montclair appear to be the domains of elderly white
women, with turnover also by word of mouth, thus keeping them beyond the
reach of black people. What waiting lists exist are usually superceded
by an eager prospective tenant’s connections.
The other apartment building in town appear to be
integrated, although possibly by only one or two tenants. One means
used by owners to prevent the integration of their buildings is to hire
a rental agent who’s bias is obvious. The landlord trusts the agent
to send only certain people to look over the vacant apartments. The
improvement in apartment house integration has not always come without
overt pressure from the NAACP and others who have tested the law.
The 1970 Census reports, “Montclair’s rental stock
has both a large number of high rent units and a substantial number of
low-rent units.” Most of the tenant complaints in town come from
streets with a majority of black residents.
3) Housing Quality
The 1970 Census reports that the median contract
rent for black renters was $102 compared to a median contract rent of $125
for the town as a whole. Only 6.8% of black owner-occupied dwellings
had a value of $35,000 or more, while 49.9% of white owner-occupied houses
were valued at $35,00 or above. Needless to say, inflation has ballooned
these figures, but the differentials remain.
The housing deficiencies of inadequate plumbing
and kitchen facilities are mostly found in census tracts #6, #8, and #11
(see Map A), which respectively contain a black population of 55.1%, 30.4%,
and 94.4%. By far the greatest number of deficiencies are in tract
#*, with 159 units lacking complete kitchen facilities and 129 units lacking
complete plumbing facilities.
Census tract #9, with a 10.2% black population,
has a median housing value greater than $50,000. Contrasted with
this is the lowest median housing value of $18,500, found in tract #11,
with a 94.4% black population. In terms of rental units, the highest
median contract rent of $225 is found in tract #4, where 3.5% of the residents
are black, while the lowest median contract rent of $88 is found in tract
#7, where 41% or the residents are black.
By correlating the demographic patterns presented
by tract in the 1970 U.S. Census (Map A) with a map prepared by the Montclair
Planning Board analyzing exterior building conditions in 1974-75, it’s
possible to get a good idea of the correlation between race and quality
in housing (see Map B). The Montclair Planning Board notes two gradations
of deterioration: “occasional evidence of deterioration” (loose shingles,
lack of paint, shaky porches-i.e., adequate maintenance over an extended
period of time). This latter category is indicative of a building
that presents a hazard to health and safety; an exterior in a badly run-down
condition reflects an interior also I great need of attention. Other
than census tract #12, an exception, there exists in Montclair a strong
correlation between deteriorating housing and population distribution by
race. Black Montclair citizens disproportionately live in deteriorating
conditions.
By grouping the twelve census tracts into two clusters
of six tracts each, it’s even easier to identify inequity in housing.
Tract #’s 6, 7, 8, 10, 11 and tract # 12 contain 30% or more black residents.
The other cluster, tract #’s 1, 2, 3, 4, 5, and #9, contain roughly 10%
less black residents. Analyzed by cluster, almost all of the deteriorating
housing in Montclair falls into the cluster where over 30% of the residents
are black.
There have been programs in Montclair aimed at improving
existing housing. A neighborhood preservation effort carried on since
1968 under the federally assisted Code Enforcement Program, FACE, offers
low-income loans and grants to low-income owners in pre-selected ten to
twenty block contiguous areas. Public improvements are made in concert
with the private improvements. Six areas, which include some 2,600
dwellings, have been completed.
Complete replacement of deteriorated housing is
the premise on which rests the Lackawanna Plaza Urban Renewal Project.
Initiated in 1967, the project has involved the acquisition by the town
of nearly fifty acres of deteriorated buildings for clearance.
4) Redevelopment Area
The Lackawanna Plaza Urban Renewal Project has involved
the relocation of 171 families—76% of which are minority—and 111 individuals—83%
of whom are minority. The plan originally called for about half of
the white families and half of the black families to be accommodated into
the new buildings.
To date, two apartment houses have been completed:
the 125-unit, 20-40 Glenridge Avenue, and the 87-unit, 50 Greenwood Avenue.
Twelve apartments in each complex are rented to project-area residents.
In theory, all relocated project area residents had the opportunity to
apply for an apartment in these buildings, but there is some dispute about
this. Application forms were never received by many of these people
and others were told they were too late when they did apply.
The new apartments are supposed to be for persons
with low and moderate incomes. Twenty percent of the units are subsidized:
no more than 25% of a tenant’s income will go for rent.
As of April 1979, it is reported that only 59.4%
of the families and 6.2% of the individuals who had lived on the redevelopment
site remained in Montclair. How true is the saying: urban renewal
is urban removal?
BIBLIOGRAPHY
Alloway, David N. Report on Survey of Housing Conditions in
the
Town of Montclair, New Jersey, February-July
1971. The Planning Board of the Town of Montclair,
Feb. 3, 1972.
Boorman and Dorram, Inc. Master Plan, Town of Montclair, Essex
County, New Jersey, 1978. Montclair,
Planning Board, November1978.
Boorman and Dorram, Master Plan Report 2, Demographic
Characterisitics, Town of Montclair, New Jersey.
Montclair Planning Board, February 1978.
Caro, Lowe, and Davis, Dash. Ten-part series on “Lacawanna Plaza
Urban Renewal Project.” The Passaic Herald News, Beginning April
26, 1973.
Linley, Herbert L. Report on Housing and Community Development.
Town of Montclair, 1974.
Linley, Herbert L. Report to the Mayor on Housing.
Town of
Montclair, 1965-1971.
Montclair Redevelopment Agency. “Physical Progress of Project
Execution.” unpublished, April 30, 1979.
Montclair Town Planning Board. A Statistical Overview of
Montclair: The 1970 U.S. Census. August
1975.
Montclair Town Planning Board. Community Progress. 1965.
Montclair Town Planning Board. “Statement of Housing Policy for
Montclair” January 9, 1974.
Montclair Town Planning Board. Three Study Areas in Montclair.
January 1978.
State of New Jersey. “Truth in Renting: A Guide to the Rights
and Responsibilities of Residential Tenants and
Landlords in New Jersey.” The Department of Community
Affairs, Trenton, 1979.
Email: ics@mail.montclair.edu
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