Plan A for Detroit Public Schools

    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.



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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.



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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)



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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.



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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



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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



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... 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.



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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



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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



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"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