Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is acknowledged]
Over the course of the last 50 years, Canadian public school boards have increasingly offered schools or programs of choice. Yet, over the same period – and especially in the last decade or so - Canadian schools boards have pursued policies of equity and inclusion. The prominence of the two ideas prompts me to wonder, Are schools or programs of choice contrary to the spirit of equity and inclusion?
The first question that comes to mind is: Do schools or programs of choice cost more than non-selective programs or public schools? If they do, what is the magnitude of the difference between the resources they enjoy and the resources that non-selective programs or schools enjoy? Schools and programs of choice can lead to resource disparities, where the children in these schools or programs have more resources (lower pupil teacher ratios, more field trips, better supplies, etc.) than their counterparts in nonselective programs or schools.
A second question comes to mind: Is there a risk that some programs or schools of choice are predominantly attended by students from specific racial, socioeconomic, or academic backgrounds? Though it may be unintentional, socioeconomic, academic, or racial segregation seems antithetical to equity and inclusion.
A related question is: Have programs or schools of choice implemented selective admission processes that in effect exclude students with lower academic performance, disabilities, or behavioral issues? If they have, does this not undermine the principle of inclusive education?
To ensure that programs and schools of choice align
with the spirit of equity and inclusion, policymakers and educators should develop
admission policies that prioritize inclusivity, ensuring that students with
diverse backgrounds and needs are represented. It takes no small effort to
change course when such schools or programs have persisted without regard to
inclusivity for a long period of time. Nonetheless, policy makers and educators
should regularly assess and address any disparities in enrollment, resources,
and outcomes between different student groups.
The
impact of schools of choice on equity and inclusion depends significantly on
the specifics of their implementation. With thoughtful design and proactive
measures, it may be possible to create a system that enhances educational
opportunities for all students while maintaining the principles of equity and
inclusion. But doing so requires intentionality and vigilance.