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ERIC Number: ED332347
Record Type: RIE
Publication Date: 1990-Dec
Pages: 34
Abstractor: N/A
Reference Count: N/A
Community School District 4, New York City: A Case of Choice. CPRE Report Series TC-002.
Elmore, Richard F.
Spanish Harlem's Community District 4, known as one of New York City's most disadvantaged school districts, has developed a system of alternative educational programs, coupled with controlled parental choice. Having begun in 1974 with the creation of a single alternative elementary school, the system now serves about one-fifth of all elementary students and all junior high school students, who attend programs chosen from a selection of alternatives. The development of the District 4 system has challenged many conventional assumptions about school organization and management, including correspondence between buildings and schools and traditional boundaries between administrative and teaching roles. Although the system's effects on student achievement are unclear, there is substantial evidence that students are receiving considerable individual attention and that alternative programs are highly focused on academic learning for disadvantaged children. However, relations between District 4 and the larger administrative structure of the New York City Public Schools remain uncertain. Also, a substantial portion (80 percent) of elementary students lack access to alternative programs that are the focus of the district's instructional improvement. The creation of new programs is driven by teacher initiative and standards of quality, not by the objective of serving all students. (31 endnotes) (Author/MLH)
Publications, Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ ($7.00 prepaid). Also available as part of a 4-title "School Choice Package" (Order No. PK-001, $21.00 prepaid).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Policy Research in Education.
Identifiers: New York City Board of Education
Note: For related studies, see EA 023 005-007.