Wedgeworth_Article Summary 5

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University of West Alabama *

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500

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Sociology

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Jun 13, 2024

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docx

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Uploaded by PresidentScienceOtter35

The article "When Choice Fosters Inequality, Can Research Help?" was written by a group of researchers whose intended audience were those concerned with disparities in selective and magnet schools, offering strategies to mitigate these issues. The focus is on Stuyvesant High School and Boston Latin School in Buffalo, New York, due to their lack of diversity among economically disadvantaged students. The relevance of this article extends to all educational settings, underscoring the importance of addressing these challenges and implementing suggested solutions for the advancement of our student body. The primary obstacle to achieving a diverse student body in these educational institutions is the insufficient dissemination of straightforward and accessible information to all district families. These families are unable to make choices regarding educational opportunities if they are unaware of their existence (Ayscue et al., 2016). To eliminate this obstacle, it is recommended to establish transparent diversity objectives and proactive recruitment policies. An initiative would be launched to share information about academic options with the families of all eligible students. All communications would be made available in the five most commonly spoken languages within the district to serve families who do not speak English as their first language, as they often face challenges due to the predominance of English in available information. For families and students whose native language is not English had a particularly difficult time obtaining information about criteria schools because the phone calls and information provided were all in English (Ayscue et al., p. 52). Another barrier came in the availability of choices.There were an insufficient number of seats available for students in high quality criteria schools. To address this problem, they crafted recommendations to make choice systems fair. The district was urged to create a diversity plan that would include flexile goals for increasing diversity by race, poverty, and language at each school (Ayscue, et al., p. 53). A parent hub that is offered in five different languages would provide support needed for families to be proactive in the application process. One way they addressed the admission criteria was suggesting eliminating the use of Common Core aligned

tests as part of the admission criteria and replacing them with student grades. This admission process was deemed more holistic rather than creating isolation. Our county and school provides multiple resources for families that are English Language Learners. Our district team is readily available and provides support for families needing it. We try to be even more explicit with learning goals with the family rather than a teacher-to-student ratio. We feel it is important to make the family feel a sense of belonging rather than being isolated and feeling as if the school is overlooking them or their needs. Our teachers are provided with sufficient resources to ensure all students are given a fair educational experience. Teachers in the lower grades especially focus on the language barrier within the English language and learning the graphemes and phonological processes that can cause learning difficulties. Summer programs as well as online resources are readily available to students so that all students have a fair and just educational experience no matter their background. Our goal is for every child to learn, no matter the diverse background they come from.

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