Problem
Case Study: High Expectations or Unrealistic Goals?
Ms. Sutter was excited to form an after-school club at Pinewood School for students who could become the first people in their families to attend college.She started seeing a need for such a club as she noticed many of her students lacked knowledge about post- secondary education. Though many of their parents encouraged them to think about college, her students did not have the same opportunities as wealthier peers to see a college campus or learn about post-secondary options.
Ms. Sutter proposed the club at a staff meeting. Some teachers thought it was unnecessary, but others were excited and offered support. A major point of discussion was the club's grade range. Should it be open to all students or limited to higher grade levels?
Ms. Bates, a second grade teacher, commented, "Experience tells me fifth grade is too early to start talking to these kids about college. It's way over their heads."
Another teacher, Ms. Clark, added, "Familiesin our school will enroll their children in any free after-school program just to keep them busy. You'll be swamped and end up spending more time on discipline than on college."
Ms. Sutter disagreed with her peers' opinions, but she reluctantly agreed to offer the club exclusively to fifth graders.
Several months later Ms. Sutter paused during her "CollegeClub" meeting to marvel at how well it was going. Students attended regularly, and parents would arrive before pick-up time to join lively discussions about college life.
As a year-end celebration, Ms. Sutter scheduled a field trip to the renowned local university, which would include a guided tour. When they arrived on campus she asked the students to wait outside the admissions office while she went in to alert the receptionist the group had arrived. After speaking with the receptionist, Ms. Sutter was shocked to learn their assigned tour guide had been reassigned, as a result, her group would need to conduct a self-guided tour.
"But I didn't attend this university! I can't give them an adequate tour. Why not just let us join another group?" she implored.
"I'm sorry, but guides are prioritized for prospective, high school students," the receptionist responded. As Ms. Sutter continued to plead the club's case, she was approached by the Director of Admissions, Mr. Stein.
"Can I help you?" he asked warmly.
"Yes," responded Ms. Sutter. "I have a group of fifth graders here, potential first- generation collegestudents," she said, before explaining how excited studentswere about the tour.
Mr. Stein asked Ms. Sutter to step into his office. Wonderful! thought Ms. Sutter. Maybe he'll be the person who gives us a tour.
Instead Mr. Stein said, "I'm sorry a tour guide is unavailable. We do our best to avoid these situations, but I have studentshere who are credible applicants. I can't compromise their interest by prioritizing fifth graders ahead of them." He paused briefly before adding, "Frankly, I worry you're getting your students excited about a place they probably will never attend. Perhaps you should be touring the community college."
With this, he opened his office door, invitingMs. Sutter to leave. Ms. Sutter glanced through a window and saw her students waitingpatiently for their tour. She fought back tears as she contemplated what to tell them and how to address Mr. Stein's prejudicial comments.
Task
A. What advice would you have given Ms. Sutter when she was deciding which students should be permitted to participate in the club?
B. Ms. Sutter heard from multiple people, including Mr. Stein, that it was unnecessary to discuss a full range of post-secondary options with her students. To what extent, if at all, do you agree with this sentiment?
C. Mr. Stein expressed his concern about Ms. Sutter creating false excitement about a prestigious university. How would you have responded to Mr. Stein's comments?