Correspondence from Bushnell to Judge Roth 2

    The Hon. Stephen J. Roth - 2 - November 16, 1970

Priority #3 to the so-called April 7th Plan, being the
Plan adopted by the Detroit Board of 
Education on April 7, 1970.

GEBjr ccg 
Enclosures
c w/enc: Louis R. Lucas, Esq.

Bruce A. Miller, Esq. 
Lucille Watts 
Eugene Krasicky, Esq. 
Theodore Sachs, Esq. 
All Board Members 
Dr. Norman Drachler 
Harold R. Brown

Respectfully submitted,

Miller, Canfield, Paddock and Stone

By

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EXHIBIT A

PROPOSAL TO ACHIFVE QUALITY EDUCATION 
AND INCREASE INTEGRATED EXPERIENCES

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This proposal is aimed at increasing the quality of education
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goal of further integrating our society and school system. It

achieves this goal and, at the same time, keeps intact the integrity

and powers of regionally elected school hoards. ,

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This proposal is based upon three conditions which we submit 

are necessary if any plan is to succeed in Detroit: (1) the citizens

of Detroit must have the opportunity of participating with their 

elected representatives in the decision to adopt changes; (2) any 

pian anopxeo must ne educationally sound and improve the quality of 

educati on; and (3) parents and students must be assured that regard­

less of what school they attend there will exist a safe environment 

conducive to learning. J

The attached proposal is based upon the concept of excellence 

in education acting as a magnet to voluntarily draw students of all 

races and socio-economic classes together for educational progress.

It is a sound idea and a proven concept in Detroit as evidenced by 

Cass Technical High School which provides specialized programs of a 

high quality. Because of this fapt it draws or attracts students 

from all economic classes and different races from not only throughout

(D EXHIBIT A



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the City of Detroit but surrounding areas as well. It does this 

despite the fact that 1t is housed in a relatively old building 

and 1s located in the so-called "inner city." This concept 

succeeds even though students may have to travel long distances 

in every type of Detroit weather.

Over 4,300 students, with the approval of their parents, make 

the decision each year to go to such a school rather than the high 

school near their home. They do .this because they believe they 

will receive a better education in one of several specialties than 

they could in their area school. Also, Cass Tech is well integrated 

because it does draw from such a large variety of homes and locations.

Using this same concept, certain high schools in each region 

would, in addition to a general curriculum, excel and concentrate 

in certain academic specialties. These specialties would be available 

in various schools, as indicated in succeeding materials. They would 

be (1) Vocational Education, including Industrial Arts, Auto 

Mechanics, Electronics, Medical Technology, etc.; (2) Business 

Education and Commercial Skills, such as Data Processing, Retailing, 

Accounting, Secretarial, etc.; (3) Arts Curriculum, including Tele­

vision, Radio, Graphic, and Performing; and (4) Science and Humanities, 

including Chemistry, Biology, Mathematics, English, etc.

Teachers most proficient in these specialized subjects would be

given priority for placement in a school specializing in that subject,
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(ii) EXHIBIT A



Supporting materials and equipment would, likewise, be concentrated 

; in each of the high schools mentioned.

As a result, if a student wished to concentrate on a science 

curriculum, for example, he and his parents would know exactly which 

school in his region offers the highest quality education in that 

subject. As at Cass Tech, each of these magnet schools would 

emphasize quality education in their designated subjects. In this 

way the standard of education woul'd increase and, as at Cass, 

integration would simultaneously occur.

Cass Technical High School would continue at its present high 

quality level. Transportation, as at Cass, would— Q£cur_Q..n— a—  

voluntary basj_s. The exception to this general rule might occur 

in the event t.hat a majority of parents of students wishing,to 

attend a specialty school might prefer transoojilaJJ-PJ>-T>e-nrovJ-de_d 

for students as a safety measure.

Within each of the eight regioju^in the City of Detroit there 

would be developed an experimental program which is educationally 

sound and hopefully superior to that offered in any other school in 

that region. It would offer specialized services of an.experimental 

nature to students in the fifth, sixth, seventh, and eighth grades. 

Admission to such a school would be on a voluntary basis and^ojiljd 

necessitate application by interested parents. Admission would be 

restricted so that each school would have no more than 500 students

(ill) EXHIBIT A



and that class size would be greatly reduced. The student body and 

staff would be completely Integrated. Innovative teaching techniques. 

Including team teaching, would be the general rule in such experi- 

A mental schools. This experimental school concept would result in 

; the Integration of 4,000 students by itself.

The proposal which follows is designed to improve the standee d 

\of education in the City of Detroit. It is designed to be innovative 

and provide greater flexibility in educational teaching techniques.

If Implemented correctly and with the support of the community and 

staff, it can achieve these goals and simultaneously achieve the 

goal of a true and permanent quality, integrated education program.

It is educationally sound, of a noncoerci ve nature^ and does_n_ot

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EXHIBIT A



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COMMENTARY ON

PAIRED REGIONS MAGNET SCHOOL CONCEPT

In the pairing of regions shown 1n Chart #1 the principle of 

providing specialized programs 1n specific high schools was followed 

so that educational opportunities for high school students are 

maximized along with the achievement of a greater racial mix.

These specialized programs would attract students from all 

high school areas wijthln the paired regions and those students who 

Indicated the desire to enroll in those specialized programs would 

get preference over the neighborhood student who does not elect 

those programs.

Specialization Categories

The four categories of specialized programs that would be ' 

available 1n the various schools as indicated 1n the chart would be:

1. Vocational (industrial arts, auto-mechan1cs, medical 

technology, etc.)

2. Science and humanities (specialized science, math,

English and social studies, etc.)

3. Arts (graphic, communication, performing, etc.)

4. Business Education (data processing, retailing, 

secretarial, etc.)

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All high schools wouj^  ma1ntain those haslc subjects which 

constitute the minimum requirements for a high school dipl̂ rna— i_n 

addition to the specialized program offeringsin each school.

Basic or core subject requirements include, for example, 1 year of

( math, 1 year of science, 4 years of English, 3 years of social 

studies, 1 year of health education, etc. within a four-year high 

school organization. Adjustments would be made, of course, for 

high schools which had different grade level organization.

There would be a number of advantages to this kind of 

structuring of high school curricula.

The school facilities could be put to better use. Expensive 

facilities such as science labs, language labs, auto mechanics shops 

and office practice equipment would.be concentrated in a limited 

number of buildings instead of having to be duplicated in almost 

every one.

Scarce professional staff people such as in higher math, 

vocational education. advAnced science, etc...., could be_b£il£-r 

utilized and their expertise made, avaJ-jable to every student in the 

city who would so choose . . . not just to those enrolled 1n one 

school building.

The grouping of a number of teachers from one currlculun 1n 

the same building would increase the effectiveness of their teaching 

through the pooling of their resources and abilities.

(vi) EXHIBIT A



The program would provide for Improved In-service teacher 

training, teacher supervision, and educational Innovation.

These less popular courses would be taught to a full complement 

of students rather than to 8 or 10 pupils as 1s now sometimes the 

case. New courses not yet available could be added, such as math 

and science for apprentice training.

Teachers most proficient in those specialized subjects which 

arê  taughl^i n a particular school would he given priority fo r 

placement in that school. Also, should a general shortage of 

teachers 1n a specialized subject develop, the placement of 

existing teachers would proceed with the specialized sctLaoXs 

receiving highest priority for the services of such teachers.

Comprehensive schools are included in some of the paired 

regions in addition to the other four specialized schools-.
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Preference for enrollment in these comprehensive schools would__

be given to those students who would contribute to greater racial 

mix.

As of February, for initial phasing of this concept, all 

senior high schools shall be open to enrollments which will c_an- 

tribute to the integration of the school up to a total of 

125 per cent of their capacity as computed for eight period 

operation, and withthe further provision that any high school 

already in excess of 125 per cent shall receive open enrollments 

up to 10 per cent over their current enrollment.

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(vii) EXHIBIT A



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This phase could affect approximately 600n students.. .

Summary \

During the past year a large Investment of citizen, Board, 

and staff time and money has been made to implement the process 

of school decentralization as required by state law. This proposed 

magnet school plan has_thjLJuiilfcd- advan.ta.ge of preserving_the

1ntear1 tv of the school decentralization process while advancing^
___________________ — ------------------------------------------- -—  ----------------------------------------------------------- *  ~ ~

school desegrenatlon. Under this plan, an estimated total of

20.000 students could move into the magnet schools over a period
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of the next year and a half.*

♦This number takes Into account the following considerations:

1. Approximately 25% of the total number of students would 

remain in the building because of their choice of the 

magnet program listed for that buildinq.

2. Facilities now available in certain schools would have to 

be expanded.

3. Programming and scheduling of students would require 

lead time 1n order to build viable school organization.

4. Total physical capacities in certain schools would have 

to be increased.

5. T1m*» would be required to create a community c
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of acceptance for the concent

(viii) EXHIBIT A



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CHART #1



MAGNET SCH DOL CONCEPT

1 a nd 6

RACIAL COMPOSITION
BLACK WHITE TOTAL

PAIRED REGIONS

RECOMMENDED 
SPECIALIZED PROGRAMS

ESTIMATED POTENTIAL STUDENTS TOR 
ENROLLMENT IN MAGNET SCHOOL PROGRAM

BLACK WHITE TOxAjj

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I/urraj 7-*right 1,974 84 2,072 Vocational 1,403 897 2,300

Nortic astern 1,539 94 1 ,4 3 7 Science & Humanities 932 712 1,644

NortLcrn 1,748 16 1 ,7 6 7 Business 2 ,18 6 1,239 3,425

' 5,061 194 5,276 4,521 2,848 7,369

Pê -ior. c .
»

Csborr 431 2 ,6 2 3 3,071 Arts 781 505 1,286

Pershing 2,069 1 ,1 6 0 3,244 . Comprehensive 2,259 624 2,883

2,50 0 3 ,7 8 3 6,315
- 3,040 1,129 4,169

Paired ratio
7:4 (bitck.:white) 7 ,5 6 1 3,977 11,591 7 ,5 6 1 3,977 11,538

IEGICN;: 2 AND 3
*

Potior, r . 
Chaiacy 907 680 1,6 5 4 -

*

Vocational 1,645 1,655 3,300

Northvastern 2,977 - 2 ,9 8 1 / Arts 615 435 1,050

South’, estern 1,512 432 1 ,7 6 7 Comprehensive 2,329 716 3,045

l.’esttrn 827 1,029 2,241 Science 8c Eumanities 890 483 1,373

6 ,0 23 2,141 8,645
\

5 .4 7 9 3,2 8 9 8,768

Region 3• 
Cody 141 3,348 3 ,5 1 6  .. Business 2,980 1,8 2 0 4,£C0

Mac her. zie 3,145 104 3,250 • ' Science 8c Eumanities \ 890 484 1,374

3 ,2 8 6 3 ,4 5 2 6,766 •
3,8 70 2,304 6 ,17 4

Paired latio 
9 :5 (blsck:white) 9,309 5,593 15 ,4 0 9 9,349 . 5,593 14,942

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RACIAL COMPOSITION
s',-* • OU»iVL'J'̂ BLACK WEI IS TOTAL

m i  CM 4 AND 5

Pori or. 4. 
Cooley 2,192 667 2,8 76

Tore. 617 2,451 3,0 82

, Redi’erd 107 3,654 3 ,7 8 1

2,916 6,772 9,739

Re.dor: 5- 
Cent- ral 2, 140 . — 2,140

Kunierd 3,001 50 3,059

5,141 30 5,199

Paired. P-atio 
8:7 (clack:white) 8,057 6,822 14,938

REGIONS 7 AND 8

R e d  or. 7. 
Denby 73 2,861 2,949

Pinr.ey . 973 1,669 2 ,6 5 8

1,046 4,550 5,607

R e d  or 8. 
Kettering 3,373 91 3,472

Kin*; • 1,875 3 1.S79

Southeastern 2,630 79 2,710

7,579 173 8 ,0 6 1

Paired Ratio 
9 :p (black:white) 5,925 4 ,70 3 13,668

GRAND 10TALS 33,852 21,095 55,606

RECCKHSNISD
ESTIMATED

ENROLLMENT
POTENTIAL STUDENTS 

IN MAGNET SCKCCL PRi
SPECIALIZED PROGRAMS BLACK WHITE TOTAL

Arts 634 917- 1,551

Compr eh ensive 2,406 432 2 ,8 38

-Vocational 1 , 1 2 1 1,242 2,363

4,161 2,591 6,752

Business 1,971 2 ,2 6 2 4,253
Science 8c Humanities 1,925 1 ,9 6 9 • .3,894

5,896 4 ,2 5 1 8 ,1 2 7
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•

8,057
V  <J

6 ,822
F

14,879

Arts 910 544 1,454
9

Business 2,724 1,444 4,l6S

5,654 1,9 8 8 5,622

Vocational 1,514 946 2,26 0

Science 8c Humanities S43 556 1,399

Science 8c Humanities 844 557 1,401

•
3,001 2,059 5,0c0

6,635 4,04? 10 ,6 82

31,602 20,439 52,041

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EXHIBIT B

THE MAGNET CURRICULUM PLAN

To provide quality, integrated education for all Detroit high 
school students.

Each high school student vould enroll in the high school normally indicated 
by his junior high school feeder pattern. These students would be considered 
to "belong" to that school, called hereafter their base school. These 
students would participate in the student activities, athletics, etc. at their 
base school and would graduate from that school. They would attend base 
courses at this school, defined as standard courses in a limited number of 
curricula. For a given student these might include English, social studies, 
and physical education, the credits from which would total half of the 
requirements for graduation. (This percentage might be open to adjustment. )

For the other necessary graduatiori credits, the students would move to a 
specialized school of his choice or to several specialized schools during 
his years in high school. These specialized schools would be, in most but 
not in all cases, housed in base high school buildings. Their curricula 
offerings would run the full gamut, including specialized courses in the same 
subject areas offered in the base schools as standard courses. These might 
be remedial, accelerated, or of special interest. For instance, every base 
high school would offer standard 10U>, llto, and 12& grade English, but the 
school specializing in English might offer creative writing, journalism, 
drama, etc. Other specialized schools would be designated for foreign 
languages, science, matn, grapnic arts, periormmg arts, Dusiness education, 
distributive education, and a variety of other specific vocational curricula.

The assignment of specializations to buildings would be made in some cases 
according to the availability of specialized facilities or the capacity of 
the building. The speciality of a building would not necessarily be designed 
to correspond to the number of students from the base school housed in that 
building who elected that specialized course. In- other words, the fact that 
School X had more students who wanted to take specialized science than had 
School Y would not be the deciding factor for locating science in School X.

Students would spend either a part of each day or a part of each week in 
their specialized program. (They would not spend a solid semester or year 
away from their base school.)

Under this plan there would be provided school shuttle buses, free to students, 
which would follow regular routes between schools.

There would be a number of advantages to this kind of structuring of high 
school curricula.

The school facilities could be put to better use. Expensive facilities such 
as science labs, language labs, auto mechanics shops, and office practice 
equipment would be concentrated in a limited number of buildings instead of 
having to be duplicated in almost every one.

(1) EXHIBIT B



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Scarce professional staff people such as in higher math, vocational education, 
advanced science, etc., could be better utilized and their expertise made 
equally available to every student in the city who would so choose... not 
just to those enrolled in one school building.

The grouping of a number of teachers from one curriculum in the same building 
would increase the effectiveness of their teaching through the pooling of 
their resources and abilities.

The program would provide for improved in-service teacher training, teacher 
supervision, and educational innovation.

Students throughout the city would have instruction in all courses at all 
levels made available to them instead of, as now, having students in some 
schools unable to take the elective courses needed for their career choices.

Those less popular courses would be taught to a full complement of students 
rather than to 8 or 10 pupils as is now sometimes the case. New courses not 
yet available could be added, such as math and science specifically geared 
to apprentice training.

It might be reasonable to assume that students in a particular course would 
learn more under this plan because they would be in a class of their choice 
with other students who had also chosen that subject... they would not need 
to be marking time in a classroom because it was the only thing available 
that hour.

rne base scnoois ana tneir students wouia remain unaer tne jurisdiction oi 
their regional boards. (The specialized curricula might have to be under 
the joint jurisdiction of regional and central boards.) The details of 
scheduling and course content would surely have to be developed jointly by 
regional and central board members and staff.

The safety of the students would be more easily assured because he would be 
traveling from school door to school door by school bus. His assignment to 
a specialized course would mean he would not be an "outsider" dropped into 
an already existing group.

The study hall, which is frequently a source of school disruption, might be 
eliminated and that time made available for moving from one building to 
another.

Pupils would apply for their specialized courses and pupil assignments would 
be made so as to contribute to integration. Integration could surely be *
"arhieVed-thrtrergh^this plan~and~~iT~wou 1 d^^Oay—^^tura 111 rather than "artifi- 
_cial^ means. Students would not be moved to another school because-of their 
race but because of their educational choices. All of Detroit's high school 
students would share in the achievement of integration.• Students in a 
classroom together would have a bond of interest in the subject being taught 
which might enhance the prospects for real integration as opposed to physical 
proximity.

The natural leadership of base schools would not be diminished nor would the 
more able students be skimmed off of any school's student body. The natural 
friendships that had developed through elementary and junior high schools 
could be maintained.

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(il) EXHIBIT B



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Base schools would lose the unofficial identification some of them now 
carry as college prep schools, vocational schools, high or low achieving 
schools, etc. Status, for a base school under this plan might be based 
instead on the caliber of student leadership, or the vitality of student 
activities.

This plan would involve added expense to pay for moving students among 
school buildings— although some of this experience would be offset by more 
efficient use of instructional staff and physical facilities. The Detroit 
School System would want to take immediate steps to secure parity with 
other Michigan School Districts for support of school transportation.

The job of scheduling classes would be colossal, but not impossible given 
the use of computers and the ability and willingness of staff.

It would require considerable adjustment and a measure of dedication on the 
part of instructional personnel. These members of the Detroit System are 
perfectly;capable of meeting that challenge and would very likely lead the 
way in their willingness to pioneer an exciting concept in high school 
education.

The Magnet Curriculum Plan has educational merit that would make its imple­
mentation worth considering under any circumstances. It is certain that 
given some limited time for implementation it_£Quld within a year involve 
more students in integration on a more meaningful basis than ̂ tlver^prese^t' 
alternatives! ' ---- ---------------- — __________________ _

students. The attached page lists the school buildings and magnet curricula 
to which students could be assigned.for their advanced and specialized course 
choices.

(ill) EXHIBIT B



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POSSIBLE CURRICULUM ADJUSTMENTS FOR FEBRUARY, 1971

Kettering (V ) +**00 From East side schools for / ^ )
Cosmetology and other vocational ^  
subjects.

©
+200 from Western and some from 

Q Southwestern for Automotive, Foods, 
^Cosmetology, and Health Services.

Murray-Wright

Northwestern^

tv (V
Central

Osborn(9

^  Cod/®

F o r d ®

King®

03̂
Mumford

Western

11/ 16/70

(td
+600 from Redford for Performing 
Arts.

Qi)
+100 from Cody and Redford for 
Visual Communication. Tailoring- 
other possibilities include 
Commercial Foods.

+150 from Kettering for Performing 
Arts.

(&>
+50 from Mackenzie for Electronics.

/
+100 frbm Cooley and Mumford for 
Advanced Math.

+100 from n
For Science and Health Services. '

+250 - Foreign Language: Latin, !' JXt
French, Spanish, Russian.

+Business Education

+50 from Western, Southwestern, ^
Murray
Spanish (Culture), History, Spanish 
Language.

(iv) EXHIBIT B



1

CHART #2