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AUTHOR Controlled Choice: a New Approach to School Desegregated DOCUMENT RESUME ED 430 265 EA 029 237 AUTHOR Willie, Charles V.; Alves, Michael J. TITLE Controlled Choice: A New Approach to School Desegregated Education and School Improvement. INSTITUTION New England Desegregation Assistance Center for Equity in Education, Providence, RI.; Brown Univ., Providence, RI. Education Alliance for Equity in the Nation's Schools. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 1996-00-00 NOTE 108p. CONTRACT S004D3006 PUB TYPE Reports Evaluative (142) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Desegregation Methods; *Desegregation Plans; Diversity (Institutional); Educational Change; Educational Improvement; Elementary Secondary Education; Racial Integration; *School Choice; *School Desegregation; *Voluntary Desegregation IDENTIFIERS *Controlled Choice; Controlled Choice ABSTRACT This guide is intended to help public-school educators, policy makers, and others develop a school desegregation plan. The guide presents the basic features of the Controlled Choice Student-Assignment Plan, which was developed to achieve student-body diversity, provide choice regarding one's school of enrollment, and promote school improvement. The plan embraces the notion of complementarity, wherein opposites are attracted and completed by each other and thereby serve as mutual enhancements. The volume explores the value of organizing the delivery of educational services by neighborhoods and looks at alternatives to neighborhood schools. The plan is presented in four chapters. Chapter 1 examines the principles and assumptions of Controlled Choice, such as the idea that risks for good public-school experiences and against bad public-school experiences should be shared in an equitable way. Chapter 2 describes design and implementation strategies for Controlled Choice, emphasizing the importance of a planning process that is open to everyone. Chapter 3 then turns to community organization theory, outlining the strategy of establishing a structure that can harmonize formal authority that travels from top to bottom and from bottom to top. The last chapter details how Controlled Choice worked in Boston, Massachusetts, where a Controlled Choice Student Assignment Plan was initiated in 1989.(RJM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** pelt/D.1)1/03 A000 el\ .99 0 ks0 0 CD 0 0 0 zo 0 ci. 4.6 oT 0 o *o CD c. ) 'o o a) 6- 0 r>. 0 C> oiledChoice A New Approach To Desegregated Education and School Improvement U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. EST COPY AVAILABLE by Charles V. Willie, Ph.D, Harvard UniverSity, and Michael Alves, New England Desegregation Assistance Center A Publication of the Education Alliance Press and the New England Desegregation Assistance Center Controlled Choice A New Approach to School Desegregated Education and School Improvement Charles V. Willie, Ph.D. Harvard University Michael J. Alves, Ed.M. Brown University A publication of the Education Alliance Press and the New England Desegregation Assistance Center Brown University 3 Charles Vert Willie has been a member of the Harvard faculty since 1974. Prior to that he spent 24 years at Syracuse University, where he earned his Ph.D. in Sociology in 1957. Dr. Willie was awarded a Master of Arts Degree in Sociology from Atlanta University in 1949 and a Bachelor's Degree in Sociology from Morehouse College in 1948. Dr. Willie has written on a broad range of topics impacting upon the sociological trends in American lift, focusing in recent years on "Controlled Choice" as a new and innovative model for school desegregation. In his long and distinguished career in higher education, Dr. Willie has received numerous citations and awards and has received honorary degrees from Yale, Harvard, Johnson C. Smith and Syracuse Universities; Morehouse, Rhode Island, and Framingham Colleges; and the Episcopal General Seminary in New York. Since 1975, he has been a consultant, witness, master, and expert on school desegregation nationwide. Michael Alves, a desegregation planner for the New England Desegregation Assistance Center at Brown University holds a Master's Degree in Education from Boston University and a Bachelor's Degree from Bridgewater State College Wass.). He is a candidate for the Doctorate of Education degree at Harvard University, and was a participant in the U.S. Department of Education's Civil Rights in Education Training Program for Race and National Origin Desegregation. Mr. Alves has been a long time collaborator with Dr. Willie on desegregation issues, and has designed or participated in the design of "Controlled Choice" desegregation plans in Boston, MA; Seattle, WA; Milwaukee, WI; Rockford, IL; San Jose, CA; Little Rock, AR; St. Lucie, FL; White Plains, NIT; Pawtucket, RI; Somerville, Cambridge, Fall River, and Brockton, MA. This publication is published by the New England Desegregation Assistance Center for Equity in Education, a program of the Education Alliance at Brown University. NEDAC is funded by the U.S. Department of Education (DED #S004D3006). Opinions expressedare those of the author and do not necessarily reflect the policy of the funders. Printed in the U.S.A. © 1996, The Education Alliance iii Table of Contents Preface Introduction 1 Chapter 1 Principles and Assumptions 5 Chapter 2 Design and Implementation Strategies 23 Chapter 3 Community Organization 35 Chapter 4 Controlled Choice in Boston 47 Appendix 1 Choice, Decentralization and Desegregation: The Boston 'Controlled Choice' Plan 59 Appendix 2 Evaluation of the Boston Controlled Choice Student Assignment Plan: A Reanalysis and Interpretation of the Bain and Company Study 93 1.) Preface Controlled Choice: A New Approach to Desegregated Education and School Improvement is both a guide to developing a school desegrega- tion plan for the '90s and a snapshot of successful implementation. Charles Vert Willie and Michael Alves have combined their many years of collaboration and spawned a document that is both extraordi- narily timely and especially relevant as the demographics of public schools undergo rapid change. The body of the text lays out the theoretical framework that forms the basis of "Controlled Choice." Appendix 1 is an extensive illustration of the issues confronting the practitioner in a case study of the Boston plan. Appendix 2 presents the review of an independent evaluation of the results of the Boston effort. This guide is published to inform public school educators, policy mak- ers, and all those who search for a more equitable public school envi- ronment for all students. Willie and Alves present a theory of desegregation that is rooted in experience and offer a model that speaks to the process which guaran- tees fairness and quality of education for all. Most importantly, "Controlled Choice" is a model, that when properly applied, simply works. The New England Desegregation Assistance Center at Brown Univer- sity, since 1993, has been committed to fostering equity in the public schools of the region through focusing technical assistance and training vi on the issuesof race, gender, and national origin as a consequence of desegregation. The authors of this document have played a major role in the NEDAC's development of desegregation plans Willie as a consul- tant and advisor, Alves as a staff member. The NEDAC, then, is pleased and proud through the Education Al- liance for Equity and Excellence in the Nation's Schools and its Educa- tion Alliance Press to add this important document to the nation's efforts to achieve equity for all of its students. John R. Correiro Director New England Desegregation Assistance Center Brown University 7 1 INTRODUCTION Since the 1954 Brown decision by the U.S. Supreme Court that prohibited intentional, state-sponsored segregation in public education, parents, pupils, professional educators, politicians, public administrators and the public have been experimenting with ways of complying with this court-order and it's ef- fects. This momentous court-order declared that governmental policies and practices that intentionally segregate students by race are illegal because segre- gated schools "are inherently unequal" (Brown I, 1954). The Court clearly stated in Brown 11 (1955) that the Constitutional princi- ples disallowing intentional, state-sponsored segregation in public schools "cannot be allowed to yield simply because of disagreement with them." How- ever, the court-order gave primary responsibility for solving the problem of seg- regated education to school authorities and required District Courts in which school desegregation cases originated to give "judicial appraisal" to the efforts of local education agencies, considering the adequacy of their plans and determin- ing if their efforts constitute "good faith implementation of governing constitu- tional principles." (Brown II 1955). Ralph McGill said that "[the] phrasing of the [Supreme Court] decision, rationally anticipated that the knowledge and skill of educators...and of the so- cial sciences
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