Controlled choice is a student assignment plan that divides a city into zones within which students may select a school to attend as long as balanced racial ratios are maintained. It is seen as an equitable way of deploying common community educational resources to guarantee student diversity and school improvement. (AF)

Reviews the negative impact of Reagan-era civil rights policies on housing and school desegregation. Suggests a coordinated federal policy approach that would overcome local political bias. (FMW)

Hypothesizes that a student assignment plan, such as that approved for Boston (Massachusetts), can be an effective method of using school choice to achieve both educational quality and racial balance. Urges the federal government to increase funds for demonstration planning projects and comparative studies to test the plan's effectiveness. (FMW)

Discusses the role of the national values of efficiency, choice, and equity in the adoption and implementation of the federal education block grant program and the negative effects on school desegregation. Urges policymakers to consider policy goals, and not just policy instruments, when considering future proposals. (FMW)

Analyzes the experiences of three midsize Michigan school districts in implementing school desegregation programs under the Emergency School Aid Act (ESAA). Concludes that effective implementation requires clear goals and objectives, committed leadership, community support, and on-going political support. (FMW)

Reviews the role of the federal government in the development of national school desegregation policy over the past 35 years. Concludes that desegregation requires active federal support, but desegregation effects are limited by political backlash and conflicting judicial interpretations. Suggests a future federal role. (FMW)

Discusses the labor market consequences as well as the differential literacy skills achieved by urban and minority-population recipients of alternative types of high school certification: traditional high school diplomas versus General Equivalency Diplomas (GEDs). The author concludes that, although certain vocational programs foster high school…

Outlines and evaluates Chicago's (Illinois) school reform efforts which used a school-based management experiment that granted authority to local parents, community representatives, and school professionals as a strategy for improving student achievement. It also covers recent trends in school-improvement efforts and discusses how extensively…

Examines the governance style of the local school councils (LSCs) to determine the extent to which they are operating in a democratic, open, and participatory manner. It looks at the politics as manifested in LSCs and determines whether democracy exists in this site of power and, if it does, whether it is encouraged in school politics overall.…

Draws on the results of two different studies to explore the changing nature of the principalship in Chicago public schools since the passage of the Chicago School Reform Act. It reveals changes not only in the characteristics of the principals hired since the act's passage but also changes in their roles. (GLR)

Examines the changing role of teachers after passage of Chicago's School Reform Act. It explores the new roles of education professionals, issues of teacher empowerment in Chicago reforms, how teachers have become increasingly involved, and the efforts to assist teachers' professional development. (GLR)

Describes how substantial new monetary resources were made available to Chicago public schools after the Chicago School Reform Act and how they were used to stimulate change at the school level. The article briefly examines the allocation method for state chapter funds and discusses the findings from an analysis of 14 sample schools. (GLR)

Summarizes research findings concerning the leadership and management changes discovered following implementation of Chicago's school reform efforts. The authors discuss the implications for systemic change and the unique challenges that face urban districts as a result of public school reform. (GLR)

Examines three case studies picked from a longitudinal study of the effects of Chicago school reform and investigates school improvement under site-based management. Two elementary schools represent descriptive accounts of school reform and improvements, and one high school illustrates constraints on reform. (GLR)

Examines the effort to accurately measure the changes in student achievement under school reform. The article discusses the need for value-added indicators of school improvement, the need to equate and check test scores, the problems with use of grade equivalents for assessing school improvement, and citywide trends in achievement. (GLR)