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Qualitative study finds persistent resource gaps, labeling and mixed views on neighborhood schools in SFUSD
Summary
A district‑commissioned interview study of 23 schools found educators and students value diversity but also reported resource disparities, status hierarchies and labeling that produce unequal experiences; researchers urged teacher development and equalized resources alongside assignment changes.
Prudence Carter, presenting preliminary findings from interviews in 23 randomly selected San Francisco Unified School District schools, told the Board that educators and students repeatedly raised two broad contexts shaping school outcomes: an "opportunities" context (teacher quality, leadership, facilities, curricular and extracurricular offerings) and a socio‑cultural context (status hierarchies, labeling and sense of belonging).
Carter said the team conducted 77 interviews with more than 200 participants across principals, teachers and students and coded…
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