1994 & 2011 Guiding Principles

1994 Guiding Principles

  • Maintain or establish as many contiguous community school districts as possible
  • Provide equity for all children in the effects of reassignment
  • Keep neighborhoods intact, as much as possible
  • Minimize distances children must travel to school
  • Provide as much stability as possible to avoid frequent adjustments in the plan
  • Meet the parameters established by the school board for the racial, ethnic and socioeconomic mix of student populations in the schools
  • Include grandfather clauses for students nearing completion of their education from a particular school
  • Provide opportunities for community involvement

 

(Guiding principles presented at August 11, 2011 work session): and again April 2016

2011 Guiding Principles - Student Assignment (Non-Magnet)

  • Utilize school facilities effectively (at least 85% utilized)
  • Promote diversity
  • Consider K-12 feeder pattern
  • Consider student stability
  • Consider levels of transportation available
  • Consider impact on student performance

 

2011 Guiding Principles - Magnet Programs

  • Utilize school facilities effectively (at least 85 % utilized)
  • Promote school diversity
  • Provide diverse and relevant program offerings throughout the district that meet student interest and provide expanded learning opportunities
  • Consider K-12 feeder pattern
  • Consider levels of transportation available
  • Consider program continuity across grade levels
  • Consider impact on student performance
 
1994 Magnet Issues

Popular Reason for Considering Choice

  • Innovation and revitalization
  • Voluntary integration
  • Necessity to provide diversity in schools
  • Traditional lack of responsiveness to the concerns of parents and students
  • Difficulty of reforming public schools
  • Attraction of market-driven system
  • Improved student achievement
  • Improved student, parent, and teacher satisfaction
  • Increased parent involvement
  • Collegiality and professionalism
  • Improved and shared accountability
  • Pressure for school improvement at all schools

 

Problems Associated with Choice

  • Resegregation can occur without controls
  • A true choice program is expensive
  • Uncontrolled recruiting of students and staff can result in “creaming” the best from non-magnets
  • Jealousy from non-magnet schools
  • Without controls, parents can manipulate the system
  • Perception of curricular, staffing, and student superiority can develop
  • Curricular balance and student equity problems
  • Loss of neighborhood schools

CLOSE