Poor students and parents in the East Harlem schools of New York City's Community District 4 should have the same opportunity to obtain the benefits of school choice available to the wealthy, who can afford private and parochial schools. Parental choice can provide the catalyst for educational reform by introducing a market mechanism to the public educational system, creating a marketplace for new ideas, innovations, and investment. A choice plan also increases the sense of ownership of parents, students, teachers, and administrators. The following components have been incorporated into the development of 23 successful alternative schools in East Harlem: (1) public education has a responsibility to provide diverse educational opportunities; (2) each school needs an individual mission; (3) teaching and learning are inextricably intertwined; (4) students, parents, and personnel respond positively to respect and high expectations; (5) smaller schools encourage strong student-teacher relationships and decrease alienation; and (6) extending ownership of the school to students, parents, and professional staff enhances achievement and performance. Any school can maximize the potential of staff and students by encouraging staff to develop innovative programs based on their interests, talents, or philosophical beliefs, but slow, organic growth is the key to developing a successful choice system. The development of the Better Education Through Alternatives (BETA) School, the Jose Feliciano School for the Performing Arts, Central Park East, and the Manhattan Center for Science and Mathematics are examples of the effectiveness of alternative educational offerings. Statistical data are included on two tables. A list of 11 references is appended. (FMW)