Student Diversity, Choice and School Improvement

Abstract

Student Diversity, Choice and School Improvement. Charles V. Willie, Ralph Edwards, and Michael J. Alves. Wesport, CT: Bergin & Garvey, 2002. pp. 174. $17.95 (paper). A number of recent research findings report that are becoming increasingly segregated by economic and racial status despite historical precedent of school desegregation. In time when America's are moving towards resegregation, Student Diversity, Choice and School Improvement is timely book that focuses on importance of diversifying schools. The authors present fresh look at how to promote equality and achievement in education and offer road map to reforming America's public schools. Willie, Edwards, and Alves's approach to make all schools of is grounded and practical. The authors emphasize that student diversity, choice, and school improvement are interconnected components for successful school reform. According to authors, at root of school reform is Controlled Choice-a comprehensive [approach that] prevents resegregation even when school districts experience substantial demographic changes (8). Further, a basic assumption [of Controlled Choice] is that every child and every child's group should have access to all educational opportunities that community offers, and that no child's group should be educationally disadvantaged because of personal or situational circumstances (21). Writing clearly and persuasively, authors challenge educational practices that provide simplistic solutions to complex issue of appropriating fair educational opportunity for all students to succeed. Drawing from authors' research studies, they share their experiences in working with school districts in several states (i.e., Arkansas, California, Florida, Illinois, Massachusetts, and Washington) on creating equitable student assignment plans. In ensuing chapters, they provide an in-depth analysis on how two states implement Controlled Choice and resulting outcomes. As experts in this area their conclusions are valuable for examining and improving conditions of large numbers of high-poverty and low-achieving students and schools. The volume is organized into three sections with references at end of each chapter that well document their review of literature. Part One: Public School, Choice and Educational Outcomes In first section, authors provide an overview of school movement, describe several specific school plans, and assess problems associated with these plans. The synthesis is framed around topics discussed most often in choice literature: equity, access, parental choices, zoning, and diversity. To expand discourse of educational reform, Willie and colleagues offer comprehensive plan, namely Controlled Choice, that differs from other plans. They provide evidence on effectiveness of Controlled Choice and draw conclusions based on an analysis of their evidence. Also in this section, authors present past practices and contemporary strategies in designing student attendance zones. Two divergent examples worth mentioning are Lee County and Cambridge School Districts. To tackle rapid growth in its student population, Lee County School District implemented Controlled Choice by creating well-balanced student bodies of diverse student assignments. After implementing student assignment plans, there was an increase in student achievement in Lee County. Consequently, the Lee County experience...has important implications for other school districts in Florida and elsewhere that may wish to do so (45). The second example is Cambridge School District's adoption of Controlled Choice to promote student choice, student body diversity, and school improvement. However, as Willie and colleagues point out: Over years, student bodies in several Cambridge drifted into racial and socioeconomic imbalance (48). …