Modified Feeder Pattern: Plan C

    Modified Feeder Pattern: Plan C

O bjective

T o p rov id e  in itia lly  at the secon d a ry  sch o o l le v e l, and by la ter 
exten sion  at the e lem entary  sch oo l le v e l, a ra c ia l m ixtu re in 
a ll sch oo ls  app rox im ately  equal to that in the city  as a w h ole .

C h a ra c te r is t ic s  of the plan

The plan would req u ire  grouping of high sch o o l con ste lla tion s 
in  a pattern to p rov ide  w ithin each c lu s te r  o f con ste lla tion s  a 
r a c ia l  com p osition  rough ly equivalent to the city  as a w'hole.

T h ese  c lu s te rs  o f con ste lla tion s  would a lso  be se lected  in a 
pattern  w hich  would p erm it a substantial am ount of student 
m ovem en t at the secon d ary  lev e l to be ca rr ie d  on public tra n s­
portation  lin es . W here public tran sportation  lin es could not 
p rov id e  reason ab ly  conven ient or d ire c t  tran sportation , tra n s­
p ortation  would be provided  by ch a rter  b u ses .

This in itia l stage would change fe e d e r  patterns a ffectin g  grades 
7 through 10, and would in subsequent y ea rs  be extended upward 
through the sen ior high sch o o l. The intention of this a rra n g e ­
m ent is to perm it students a lready  en ro lled  in a sen ior  high 
school to continue w h ere  they are  a lready  en ro lled , but to continue 
the integrated  pattern as the tenth g ra d ers  p roceed  into 11th and 
12th grades.

The in itia l stage would a lso  lend itse lf  to downw ard exten sion  in 
e ith er o f two w ays:

1. E xten sion  downward to include grades 5 and 6 in a 
- m idd le sch oo l by co n v e rs io n  of e lem en tary  sch oo ls

to m iddle sch oo ls  as in Plan #1

2. W ithin the e lem en tary  sch o o l c lu s te rs  that feed  into 
each  jun ior high, organ ization  of com bined  tw o -y ea r  
p r im a ry  sch oo ls  and fo u r -y e a r  upper e lem en tary  
sch oo ls  on a P rin ceton  Plan b a s is . A ll k indergartens 
would rem ain  in p resen t s ch o o ls .
In genera l this plan would w ork  m ost s im p ly  by o rg a n iz ­
ing tw o -y ea r  p rim a ry  sch oo ls  in the p resen t outlying 
white sch o o ls , and organ iz in g  fo u r -y e a r  p rog ra m s in 
present inner c ity  b la ck  s ch o o ls .

To the extent that student exchanges w e re  kept within 
the group of sch oo ls  that fed into a ju n ior high sch o o l, 
this plan would resu lt  in a continuous a sso c ia t io n  of 
the sam e students throughout their sch o o l c a r e e r  b e ­
yond k indergarten .

C-3-71



Grades 1-6 Grades 7-9 Grades 10-12

E verett 
Parkm an 
M cF arlane-i
Ann Arbor^i 
K o sc iu sk o  I
Y /ingert \

/M eG raw  
W oodward
G old berg

K erm an
S h errill
B arton

M arsh 
C o olid ge 
F ord  
P arker 
M onnier

A

Mann
W eatherby \
C ourtis
N oble

J

M cL ean  
Ruthr uff 
Tappan

C a rver 
L e s lie  
Patten g ill 
B iddle 
Sam pson

D ixon  
Me C o ll 
A ngell 
Jam ieson J

^ B ro o k s 4 M ackenzie

^ L e sse n g e r ■> M ackenzie

Pv uddiman  ̂ N orthw estern

^ D rew N orthw estern

* N oble N orthw estern

Tap pan C ody

-> W ebber C ody

* M cM ich ael Cody



Plan C would be app licable to the fo llow in g  c lu ste r in g s  of 
high sch oo l con ste lla tion s ;

M urray, W estern , Southwestern, C hadsey

C en tra l, M um ford , C oo ley , P e d fo rd , F ord

N orthern, P ersh in g , C shorn

N ortheastern , F etterin g , Denby

King, Southeastern , F inney

8-3 -71



Plan C

#1 D ese gregation

Involves in ita lly  and poten tia lly  the sam e grade le v e ls  as 
plan A.

Involves m ixing all students in a ffe cted  grades at a ratio 
equivalent to city  w ide.

#2 E ducational Soundness

Involves a ra c ia l and s o c io -e c o n o m ic  m ixtu re o f students 
in a rating that has not been dem on strated  to have educational 
m erit .

#3 Equal E ducational O pportunity 

See plan A ib id .

#4 F ea s ib ility

Involves the sam e u tiliza tion  o f bu ild ings as plan #1, but it 
w ould involve longer- tran sportation  routes and m overiient o f 
as m any as two th irds o f the students at each  grade le v e l out 
o f their hom e sch o o ls .

#5 D ecen tra liza tion

This plan is  con sisten t with a reg ion a l pattern  such as that 
p rop osed  in the A p ril 7 plan in w hich all reg ion s  had a p p ro x i­
m ately  equal ra tios  o f  b la ck  and white students.

#6 Stability

This plan would have as its n u m erica l o b je c t iv e  a ra tio  o f  
b la ck  to white students in each sch o o l equal to the c ity -w id e  
a vera ge . T h ere  are few  exam ples o f  a s ch o o l ach iev in g  or  
rem ain ing stable at this ra tio .

#7 Starting tim e

Sam e as plan A

#8 Safety

This plan would undoubtedly produ ce  the m axim um  am ount 
of parental anxiety about sa fety  p a r ticu la r ly  am ong white 
parents w hose ch ild ren  would be in a m in ority  situation  in 
a ll s ch o o ls .

#9 C om patib ility

To org a n ize  a ll c ity  sch oo ls  on the basis  o f  p resen t c ity -w id e  
ra c ia l com p osition  would com p el subsequent reorg a n iza tion  
of a ll sch oo ls  to ach ieve a d ifferen t ra c ia l m ix tu re .

#10 M agnet P lan

Sam e as p lan A.