• Meeting Schedule
• Overview of Choice in 4J
• Trends from LCOG Presentation 
• Workplan

Critical Discussion and Decisions:

Topic 1: Meeting Schedule  

•  Thursday, November 18 
•  Wednesday, December 8 
•  Thursday, January 6 
•  Thursday, January 20 
•  Wednesday, January 26 

• Tuesday, January 11, Dialogue with the Schools of the Future Committee 
• Tuesday, February 8, Presentation of Initial Recommendations 

 

Topic 2: Overview of School Choice in 4J 

• In the early and mid 1970s District 4J moved to a program of school choice that allowed for the establishment of public alternative schools with individual charters and the ability of parents to enroll their students in any neighborhood school that had space. 
• When the school board adopted an alternative school policy back then it stated,   “The board of directors recognizes that the educational goals of School District 4J can best be attained through educational programs as diverse as students'' needs within a pluralistic society.  Therefore, the board endorses the development of a variety of alternative schools through the cooperative efforts of educators, parents, students, and/or community resources.”   School Board Policy 7225.
• In part, the establishment of this program of choice was influenced by the national dissatisfaction with government that followed Vietnam and Watergate.  (Lawson, Herman, "A System of Uncommon Schools: The History of Eugene School District 4J 1854-1985.")  This is not unlike the current reasons being given nationally to establish school choice and school voucher programs, although the political thoughts are different. 
• Over the years the program of choice became very popular with many families in the community.  Approximately 30% of the student population attend alternative schools or transfer between schools.
  
  
Transfers Between Neighborhood Schools and Into Alternative Schools, (December 1998):  

• There has been criticism about these two choice programs.  The criticism ranges from the negative impact they have on enrollment at certain neighborhoods, their location, their cost, equal access by all students and families, enrollment procedures, and their higher socioeconomic status.
• These are not the only choices that exist in Eugene today.  The range of options has expanded dramatically over the last 10 or 15 years.  The expansion of the choices available to children was not done as the result of a master plan, but rather to respond to various requests and needs that have arisen.  This is a perfect time to outline the criteria that could go into a master plan.
• There are various kinds of choices available to students today who attend schools is District 4J.

Choices in 4J 

• Literally every district school has children who transfer in and out of it.  See  Handout:  Elementary, Middle, and High School Transfers. 
• Local school districts exchange an equal number of students.  Many students request transfers between school districts. 

• There are a number of in-district and private alternative education programs that have been designed for students who are at risk of school problems or of dropping out.  Most recently we have private alternative education programs that are being established that would like to focus on a particular curriculum area (e.g., Center for Appropriate Transport and Lord Leebrick Theater).  See Handout:  Alternative Education Programs. 
• Enrollment Trends: Enrollment from 1990 to 1999 has increased from 18,032 to 18,573, but has declined from a high of 18,853 in 1993.  We predict a declining enrollment through 2004-05 to a low of 17,608.  Enrollment at the elementary level is declining while enrollment at the high school level is increasing. 
• Issues Related to Alternative Schools.  These are some of the issues related to educational choice in 4J: 
• Equity of Access to District Programs of Choice 
• Transportation/Environmental Issues 
• The Impact of Declining Enrollment on Alternative Schools vs. Neighborhood Schools 
• Role and Funding of Private Alternative Education Programs 
• Responsibility to Be Responsive to Home Schooled Students 
• Size of School 
• Charter Schools
  
  

Topic 3: Other Information Requests 

• How do parents know about choice?
• How many students are there in private schools?
• How are special education students counted in the transfer grids? 
• What are the criteria for SES? 
• What is the current supply and demand for the choice program? 
• How are alternatives started and how are they evaluated to determine that they meet their original purpose? 
• Can you provide data by school showing SES data and student   performance? 
• How are small schools funded? 
• Why do folks choose alternatives? 
• Are there models where neighborhood schools and alternative schools co-exist successfully? 
• What are the caps for enrollment in alternative and neighborhood schools? 
• Can you show a comparison of enrollment trends in alternative and neighborhood schools? 
• How can private alternative programs and neighborhood schools co-exist? 
• How are Eugene Education Funds distributed? 
• What is the total funding per school? 

Topic 4: Trends from LCOG Scan: Eugene 4J Schools of the Future Environmental Scan

Topic 5:  Review of Work Plan 

•  Form Task Group (Completed) 
•  Current School Choice Picture (In process) 
•  Identify Criteria for Decision Making 
•  Develop Initial Criteria for Evaluating Recommendations 
•  Solicit and Evaluate Community Input 
•  Revise Characteristics and Recommendations 
•  Prepare Final Recommendations to the School of the Future Committee 

Topic 6:  Agenda for Next Meeting 

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