Do immersion programs function differently in the assignment system for determining the category of "applicants within the attendance area who add to diversity at that school?"
I understand (I think) that the lottery looks first for children in the attendance area who would add to diversity in the incoming K class, and that if your child BOTH is within the attendance area AND adds to diversity, then being in the area is helpful. Our attendance area school is an all Spanish-immersion school with a high number of English language learners, and we are definitely interested in putting it down as a Round I choice. As an English-speaking non-poor family, we might add to diversity at the school overall as compared to the initial already-formed class of younger siblings.
But I also know that the lottery run separates out English-monolingual/Spanish-
monolingual/bilingual families when assigning students to immersion programs. We presumably don't add to diversity when compared to other English-speaking families who are being considered for the English monolingual spaces in the immersion program.
So, will being in the attendance area help or not? Is "diversity" evaluated with regard to the school as a whole or with regard to just the relevant subset (English-speaking vs. target-language-speaking) of spaces?
Thanks very much for any input, and I hope this question applies to enough other people here that I'm not just asking for myself!
Thursday, December 3, 2009
Hot topic: Attendance area, diversity and immersion programs
This from an SF K Files reader: