| For several years now Minneapolis Public Schools | | | | segregation. |
| have been emphasizing the need for students to | | | | Another reason Minneapolis Schools are pursuing |
| have a choice in which school they attend. Giving | | | | the idea of school selection is to broaden the |
| the students and the parents a hand in the | | | | number of schools which are considered rigorous. |
| decision making process gives the family a sense | | | | If a more diverse population is represented at |
| of ownership. The student will feel he or she has, | | | | each school, then the degree of rigor at each |
| by making this very important decision, invested | | | | school can be standardized. This will allow for a |
| in a scholastic future. And it is the invested | | | | more equitable school experience across |
| student who is more likely to stay in school and | | | | geographic, racial, social, and economic boundaries. |
| more likely to become a contributing member of | | | | Minneapolis Schools- Who Gets to Choose? |
| society. | | | | With the new initiatives in place every new ninth |
| Recently the board of education of Minneapolis | | | | grader will have to make a choice about which |
| Schools has decided to take its emphasis on | | | | school to attend. Of course more students may |
| choice a step further and extend the idea to all | | | | choose to attend a particular school than there |
| students and all schools. Students will no longer | | | | are openings. The new criteria for choice in |
| elect to make the choice, but will be required to | | | | Minneapolis Schools will break down according to |
| express their wishes before school assignments | | | | preference. The following factors will be |
| are made. Minneapolis Schools are in mostly | | | | considered in preference: |
| uncharted territory here and although the idea of | | | | 1. Students who attended a middle school which |
| choice has been working well in the district, | | | | feeds directly to a certain high school will be given |
| mandatory choice will present its own problems. | | | | preference. |
| Choice in Minneapolis Schools- The Reasons Behind | | | | 2. Students whose Minneapolis Schools attendance |
| It | | | | area is in direct proximity to the chosen high |
| Minneapolis Schools have been pushing the idea of | | | | school will be given preference. |
| school choice for several reasons, not the least of | | | | 3. Students whose siblings attend a certain high |
| which is a defense against school vouchers. But | | | | school in Minneapolis Schools will be given |
| there are broader, more far-reaching ideas behind | | | | preference to also enter that school. |
| this latest movement. For one, Minneapolis Schools | | | | 4. Students whose demographic is |
| are seeking to create more diverse institutions. | | | | underrepresented in a particular high school will be |
| By allowing students a choice as to which school | | | | given preference. |
| they want to attend, the district is hoping that | | | | Choice in Minneapolis Schools- Is It Worth It? |
| students will elect to travel outside their | | | | Like it or not, this is the direction that Minneapolis |
| attendance area which may be an ethnically or | | | | Schools are heading. Although school choice may |
| racially homogeneous area. By allowing students | | | | have some drawbacks, its positive aspects far |
| choice, Minneapolis schools may be able to | | | | outweigh the negatives. Just make sure to assess |
| overcome years of legally and culturally imposed | | | | all factors and choose wisely. |