I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.
From James S. Coleman
In every school, more boys wanted to be remembered as a star athlete than as a brilliant student.
It is clear from all these data that the interests of teenagers are not focused around studies, and that scholastic achievement is at most of minor importance in giving status or prestige to an adolescent in the eyes of other adolescents.
Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.
The present structure of rewards in high schools produces a response on the part of an adolescent social system which effectively impedes the process of education.
The results indicate that heterogeneity of race and heterogeneity of family educational background can increase the achievement of children from weak educational backgrounds with no adverse effect on children from strong educational backgrounds.
There are many examples in high schools which show something about the effects such competition might have.
As an example, one of the schools I have been studying is too small to compete effectively in most sports, but participates with vigor each year in the state music contests.
It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college.
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