The school board largely scorned an application put before them that asks for $1.8 million in federal government funds to aid in “improving the low achievement scores of minority students,” Director Stoll calling it “the most jargon-filled document that I have ever laid eyes on in the two years I’ve been a board member” and Director Johnson asserting that the proposal is “stereotyping black kids and setting them apart.  The district is capable of much better.”  Director Monheimer also commented that “this district is not really interested in grantsmanship anymore.  It is interested in substantive programs.”  This understanding of achievement as the product of an established program running for a period of years, if not indefinitely, rather than a brief boost in funding for already developed structures of learning is integral to the philosophy of the experimental schools, shown here once more to be somewhat at odds with the federal government.