So let's have the conversation about high school assignment.
Let's see if we can find a balance between reliable access to a nearby school and equitable access to desirable programs.
I think I've described my thoughts on this fairly well, but I'll spell out the six basic elements of the framework again to provide a starting point.
1. For each of the ten traditional comprehensive high schools, the District will identify a reference area. All of the students in this reference area will be assured of access to the general education program of that high school.
2. The reference area for each school will be right-sized for the capacity of the general education program at the school.
3. The District will determine the program placement for special needs programs: Special Ed, Bilingual Ed, Secondary BOC, re-entry programs, and APP.
4. Access to alternative high schools and to specialized courses of study within schools - CTE programs for the most part, but also IB - will be by Choice. Various tie-breakers would apply.
5. Access to the general education programs at other traditional comprehensive high schools would be on a space-available basis. Various tie-breakers would apply.
6. Families interested in any assignment other than the general education program at their reference area school would list their assignment preferences. Regardless of any choices, the family would always retain the option of their reference area school's general education program.
Presuming that the District has the necessary capacity to implement such a plan, is there anyone who could not find such a plan acceptable? If so, how would the plan have to be altered to make it acceptable? It isn't enough to complain about the suggestions - you have to propose a solution. It doesn't have to be a good solution, but you have to propose something.
Let me add these qualifiers:
A. This plan presumes that every school provides some baseline minimal set of courses from remedial to advanced and across disciplines.
B. It is possible that Cleveland High School would have to add a general education program to the three specialized academies there. Alternatively, it is possible that Cleveland would not have any general education program or reference area.
C. This plan may require the creation of additional high school capacity. It isn't necessary to identify buildings at this stage, but be assured that there are appropriate buildings which can be pressed into service.
D. The tie-breakers for access to specialized programs do not need to be the same tie-breakers for access to general education programs.
E. Students who leave the specialized courses of study within a school - IB or a CTE academy - would lose their assignment to that building and either make another choice or accept assignment to their reference area school's general education program. Program administrators would be responsible for policing this.