Plan A for Detroit Public Schools
Public Court Documents
December 2, 1971

12 pages
Cite this item
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Case Files, Milliken Hardbacks. Plan A for Detroit Public Schools, 1971. 189d8192-52e9-ef11-a730-7c1e5247dfc0. LDF Archives, Thurgood Marshall Institute. https://ldfrecollection.org/archives/archives-search/archives-item/549b5d68-8b91-4278-8bb7-e4c44bf9f021/plan-a-for-detroit-public-schools. Accessed May 18, 2025.
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PLAN A The concept of incentives is used widely in society in the United States to solve problems in economics and business and in science and other fields. The extension of that concept to the solution of social problems is a most natural one. The plan is designed to increase substantially the extent of integration in the Detroit Public Schools. It does so by offering incentives in the form of monies and superior education to the students attending an integrated school. At the same time they are designed to improve, in a meaningful way, the quality of education offered by the school system. incentive for students and parents is superior quality of education which is offered through the several components of the plan. An additional incentive is provided to regional boards and local schools in the form of extra dollars per pupil where optimum racial balances are achieved so that they can provide improved programs. Based on the success of the Magnet Middle School model, the following components provide for both the vertical and horizontal expansion of the Magnet Middle School concept. The number of e^Sible Srades is expanded as well as the number of schools in each region. Additional significant incentives are also provided. Four distinct but compatible approaches are made to increase integration and the quality of education at the high school level. 2 The first component provides for the creation of at least four academic high schools (Grades 9 through 12). The second proposal provides for expansion and improvement of the specialized high school concept; the third proposal provides for a better racial mix by opening ninth grade enrollment to certain students who would normally start high school in the tenth grade; and the fourth proposal encourages pupils in a racial majority to transfer to a school where they are in a racial minority. There are also four parts to the plan at the Middle and Elementary School level. They are (1) the continuation of the existing Magnet Middle Schools; (2) the opening of two new Magnet Schools per region for Grades 6-8; (3) the opening of two new Magnet Elementary Schools per region for Grades 3-5; and (4) the majority-minority transfer plan. High Schools The following four components are designed to increase the quality of integrated education on the high school levels. These proposals complement each other in extending the opportunities to Par'"kici-Pa"te in greater quality integrated education. I. Based on the favorable results of the Magnet Middle School model, at least one academic high school would be established in each paired region. Each high school shall have not more than 1,500 students. They will include grades 9-12. Applications to these schools will be received from students in the paired region as well as the creating region. Site selection by regional boards and procedures for applications will be developed later. Curriculum development, class sizes, etc. , will be similar to procedures for the middle schools. Each region will receive additional monies per pupil. Such amount will come from sources other than the regional budgets. All other high schools shall be developed around the concept of the Magnet High School. However, each high school will become more specialized and will not compete with other high schools in the paired regions. This means unique specialization not duplicated elsewhere. The areas of specialization and emphasis will be expanded to approximately twenty. Each high school will provide more than one area of specialization. Competing curricula in other high schools will be eliminated. In September of 1972, this program will start at the ninth grade level and will be expanded each year so that all such high schools shall be fully specialized in four years. Following recommendations from the Regional Boards, general areas of specialization will be established by the Central Board which will also designate the high schools in which these general areas will be available. 4 It is further intended that specialization, as it now exists in several high schools will be refined and restructured. Subject matter, now broadly organized into social studies, English, foreign language, mathematics, science, vocations, and health education would be reorganized. Within the broad categories new and specific learning sequences would be structured. Those patterns and sequential structures that now exist would be re examined (as has already happened in some instances) and a focus upon new specialties would begin. A sample list of such specialites (again, many of which exist in the regular and the magnet programs) follows: Medical services -- nursing, lab techniques, therapy Laboratory sciences -- biology, chmistry, physics Performing arts — drama, music, dance, speaking Graphic arts — drawing, sculpture, commercial art, design Urban urban social problems Humanities — art, music, philosphy Physical, outdoor S recreational education Environment 8 pollution Mathematics Writing, literature S journalism Social sciences 8 international studies Community service, study 8 improvement Racial 8 ethnic relations 8 problems Problem solving, critical thinking 8 inquiry (student selected problem areas) Asian 8 African studies Computer programming 8 data processing Secretarial, office education 8 business administration Marketing, salesmanship 8 merchandising Home economics — consumer skills (food, clothing, buying, housing) Home economics -- family life (marriage, child growth 8 development) 5 Drafting (machine S architectural) Cosmetology Electrical systems Auto mechanics Electronics (radio-TV) Commercial foods (includes gourmet food preparation) Computer maintenance Construction technology (carpentry, masonry, fiberglass, etc.) Machine shop technology Automobile painting S repair technology Foreign languages Latin-American studies Small motor repair S adaptation (outdoor, snowbile, lawn mower, etc.) Hotel 6 restaurant management 6 services Mechanical systems (heating, cooling, etc.) H I * Equalized Grade Entrance. Students will attend their present elementary and junior high school, but may be advanced into a senior high school with a larger service area at a lower grade level. The grade level at which students advance into a senior high school will be equalized so that all students attending a given school will have an equal experience in that school, and so that the ninth grade will not be racially skewed in comparison with other grades in the same school. Transportation at the secondary school will be by public as present, but generally involving no increase in distances. 6 IV. Majority to Minority Election. 1. Any "eligible student" may elect to attend a specific school in which he will be part of the racial minority in the elected school. 2. An "eligible student" is defined as any student in the Detroit Public School System (Grades K-12) who is currently a member of the racial majority in the school he attends or the school which he would normally attend in February, 1972 and thereafter. 3. Students will be encouraged to elect schools within their Region. Intra-region assignments pursuant to this Plan shall be administered by the Region. Inter-region elections shall be submitted through the Region to the central staff for administration and compliance. Appropriate transportation for students who make the election pursuant to this Plan shall be provided by the Board of Education. Bus tickets will be provided for students electing to attend a school which is a distance in excess of 1.5 miles from their home. Magnet Middle Schools The following plan will expand the magnet middle school program presently in effect in each of the eight regions within the Detroit Public School System. In doing so, this approach will maintain and 7 expand the quality curriculum planning efforts, concentration of component staff, community participation, and integrated learning environment already in existence. Furthermore, by expanding the magnet middle school concept, the school system will be providing greater access to a program which is presently succeeding as a model approach to effective integrated quality integration. The highlights of this approach are: (1) increasing the degree of vertical integration by extending the middle school concept down ward through the grade structure to encompass grades 3 and 4 as well as the present grades 5 through 8 concentration; (2) increasing the degree of horizontal integration by adding more middle schools to broaden the scope of the program; (3) and providing incentives for regional planning efforts of innovative and substantially improved curriculum as well as reduced class sizes, both of which features 3re significant educational advances made in the Detroit School System. X. The present eight middle schools would continue in operation. II. Each Region would establish at least two new magnet middle schools for grades 6-8. III. Each Region would establish at least two new magnet elementary schools for grades 3-5. The following policies will guide the operation of all three components: •.. Enrollment in each middle school shall be in keeping with the present plan’s limit of 500 students. ... The racial balance to be attained in each magnet middle school will be as close to a 50-50 mix of black and white students as possible, but in no event greater than 60-40. Regions 1, 5, and 8, where the predominance of black students may make the of a 50—50 ratio difficult will be allowed to adjust the racial balance, but in no case will the adjustment bring about less than a 65-35 mix. ... Students from schools with a racial balance near 65-35 mix will not be included for participation in the magnet middle school program unless a Region can demonstrate sound education and integration reasons for doing so. These schools will be designated prior to implementation of the plan and approved by the Central Board. ... Those middle schools which attain a racial balance as outlined above will receive additional funds in the amount of $30-$150 per student. This funding will be provided without incurred by the region. any expense 9 ... Present transportation procedures for the magnet middle schools be expanded to meet the needs of the increased enrollment in the magnet middle schools within each region. ... Each region will have the authority to designate those sites and schools to be utilized as middle schools provided that said sites are not schools in which the racial balance is already established at a 65-35 ratio or better. ... Decision making with regard to site selection and other items relating to implementation of this proposal shall reside with the respective regions, subject only to the present decentralization guidelines and the provisions of this proposal as may be embodied in a Federal Court Order. .•. Suburban children will be allowed and in such instances there wtll be a transfer of funds from the sending district. IV. Majority to Minority Election. Elementary middle school students and junior high students will have the same majority to minority election option that was described earlier for high school students. 10 This plan does not require the establishment of an entirely new administrative planning and implementation apparatus. The ability to plan and administer a network of magnet middle schools is presently available and in the process of gathering valuable experience in the development of the middle school concept's potential as each day adds to the life of the present magnet middle school program. Furthermore, expansion of the present magnet middle school program will bring with it the increased participation in and under standing of quality integrated education by the parents and students of each region. For with the deployment of four additional middle schools in each region we will of necessity have to call upon the parents of its middle school students, as is happening now, to join with school officials in the planning, implementation and maintaining of a wholesome, safe, non-coerced integrated experience for school children. Finally and perhaps of most importance, the expansion of the magnet middle school program will preserve for each region the element of local control over schools which has come about through the process of decentralization. The vast expenditure of energies that has been contributed by professional staff, teachers, students, parent organizations, community councils and regional boards of education, as a highly centralized urban school district has deployed 11 its resources to the utilization of local control, will not be lost. To expand the magnet middle school program will not only provide a greater diffusion of experiences with integrated quality education for students, but it will broaden and strengthen the present process at work in the magnet middle schools of providing parents, students, and citizens in general with the ability to exercise a genuine con cern for and contribution to a school system over which they exert control and direction as befits a democratic society. Special Considerations A requires the establishment of a minimum of thirty—six new schools: four comprehensive high schools and thirty-two middle schools. The several options to be considered for this task are (1) rental of existing parochial buildings that may become available, (2) redesignation of existing Detroit buildings and the accompanying transfer out of present students to other buildings, (3) new construction, and (4) double sessions in existing buildings. Probably some combination will be required. It is expected that this plan will facilitate movement to the four-year high school and the middle school as District policies. In order to provide dollar incentives to Regional Boards for optimum racial balances, special funds will be sought from the State Board of Education. To the extent that the State does not fulfill 12 "that responsibility, the Central Board will furnish incentive monies out of the general operating fund. Estimated Enrollments Four Academic High Schools @ 1,500 6,000 All ninth graders in Magnet High School 22,000 32 New Magnet Schools @ 500 16,000 44.000 less 2,000 ninth grade overlap - 2,000 DIRECTLY AFFECTED — 42,000 All students in grades 10-12 INDIRECTLY AFFECTED — s i q̂qq 93.000 The number of pupils electing to transfer from majority to minority schools is not included. 12/2/71