Additionally, disparities in access to school counselors, psychologists, and social workers are evident, with some schools prioritizing law enforcement personnel over mental health support. These inequities contribute to broader systemic challenges, such as reduced career opportunities and the school-to-prison pipeline. Policymakers and educators are urged to address these gaps through targeted reforms, investments in resources, and equitable policies to ensure all students receive high-quality education and support.

As someone who has worked or observed in schools from multiple sides of the spectrum, I feel that I can understand and confirm that this isn’t something unheard of, especially through overhead discussions between members of staff. Schools simply not having enough staff or courses to properly engage their students is devastatingly commonplace. Even in the schools often considered “well off” with advanced math and algebra, you may still expect to hear that “the nurse is out today” over the loudspeaker, or that “the mandarin teacher is out” or that the most recently hired school psychologist is "on leave". As the article states, schools not offering these services, while disproportionate on race, is still a major issue in around 50% of schools regardless.  

And while mental health is a major issue, I feel that the lack of a counselor, while bad, is not always the primary issue in these disparities. I feel that the true deep-seated issue here that has been perpetuating these statistics on racial disparity and a lack of equity in course selection stems from two primary things, each of which must be fixed in schools to help turn around this historical trend. These issues being that of funding, and proper community building / classroom management / discipline.

Funding is critical, but can almost always go wrong if not reinforced with proper implementation of community building, erasure of bias, consistent classroom management, and reasonable but consistent disciplinary techniques. Take for example the article "An Effective but Exhausting Alternative to High-School Suspensions - The New York Times" that touches on how a Leadership high school in New York enacted a plan to alter how they handle discipline, and care more about students in their actions and potential futures rather than just send students to the office from a lack of classroom management skills or potential bias. Communities can be built within schools to halt this trend, but I feel that without properly allocated funding to pay for these trainings or newly hired staff, this situation may not get any better by the next time data is collected. Even so, I would hope more schools may try out a model similar to this in the future to help end these disparities.

The findings highlighted in the article underscore the persistent and systemic inequities that continue to plague our education system, particularly for Black and Latino students. The data revealing disparities in access to STEM courses, advanced coursework, and experienced teachers are not just statistics; they represent real barriers to opportunity for millions of students.

The fact that Black and Latino students are less likely to attend schools offering advanced STEM courses like calculus, physics, and chemistry is deeply troubling. These courses are often gateways to higher education and high-paying careers in fields that are critical to our economy and innovation. When students of color are systematically excluded from these opportunities, it perpetuates cycles of inequality and limits their potential to contribute to and benefit from the STEM workforce.

Moreover, the disparities in access to experienced teachers and the overrepresentation of Black students in disciplinary actions further compound these inequities. It is unacceptable that students of color are more likely to be taught by less experienced educators and face harsher disciplinary measures than their white peers. These patterns reflect broader societal biases and institutional failures that must be addressed with urgency.

To truly close these gaps, we need more than incremental changes. Policymakers, educators, and community leaders must work together to implement systemic reforms. This includes equitable funding for schools in underserved communities, targeted investments in teacher recruitment and retention, and the elimination of discriminatory disciplinary practices. Additionally, expanding access to advanced coursework and STEM opportunities for all students, regardless of their racial or socioeconomic background, should be a top priority.

The data presented in this article should serve as a call to action. We cannot afford to ignore these disparities any longer. Every student deserves access to a high-quality education that prepares them for success in an increasingly competitive and technology-driven world. It is our collective responsibility to ensure that this vision becomes a reality.

The lack of access to advanced STEM courses in predominantly Black and Latino schools is particularly concerning. STEM education is critical for future career opportunities, yet many of our students are denied these opportunities simply because of the schools they attend. I see firsthand how students in bilingual programs, many of whom are Latino, are often overlooked when it comes to being placed in advanced courses. Language barriers and systemic biases contribute to this issue, reinforcing cycles of educational inequity.

The disparities in discipline are also alarming. The fact that Black and Latino students, including preschoolers, are disproportionately suspended and expelled is heartbreaking. This kind of harsh disciplinary action can set children on a negative trajectory, making them feel unwelcome and unsupported in the very place meant to nurture their growth. As a student teacher, I strive to create a classroom environment where all students feel safe, valued, and encouraged to learn something that should be a standard, not an exception.

Additionally, the lack of access to certified teachers is another challenge I witness in bilingual education. Many of my students require teachers who understand their linguistic and cultural backgrounds, yet schools often struggle to hire qualified bilingual educators. This shortage directly impacts students’ academic growth and emotional well-being.

This article reinforces why I am passionate about becoming a teacher. Representation matters, and students deserve equitable opportunities regardless of their race, language, or background. As I continue my journey in education, I hope to advocate for policies that address these disparities and work towards a system where all students especially those in bilingual and minority communities receive the quality education they deserve.

The data on discipline disparities stood out to me the most. Seeing that Black children face harsher punishments, even in preschool, is deeply unsettling. Instead of support, too many students are met with discipline that pushes them further from success. Schools should be safe places where all students feel valued and supported, not places where some feel targeted.

These issues won't change overnight, but awareness is a start. As educators, we have a responsibility to advocate for all students and push for more equitable policies. It's something I hope to carry forward in my teaching, ensuring every student in my classroom feels seen, supported, and capable of achieving great things.

The biggest impression left on me by the article is how young Black boys are treated with less kindness and understanding when it comes to discipline. It is disappointing to know that the lack of gentleness with Black boys starts at such a young age and is as common as it is. The article shared alot of good statistics about educational disparities. Besides the numbers that highlighted the lack of certified educators teaching children of color and the imbalance in discipline percentages, The lack of school counselors, but the presence of school officers is disheartening. 

Schools should be safe and protected by officers. However, what does it say to students that they are more likely to be physically protected than emotionally protected and guided. 

Something important but not mentioned in the article is how learners are underrepresented in the curriculum. As a History major, I know which communities have their stories told the most and which stories are suppressed. The inequalities in education stem from a lack of education and a an abundance of ignorance. 

When reading about the school counselors I was annoyed, irritated, and understanding all at the same time… and here’s why. Yes, school counselors are important but are vital when proactive. Growing up and now in my placement I see school counselors in action after the fact. Have they caught crisis kids and do they help? Yes, but when called for. For example, one of our students was just going through a really hard time. She was constantly going to the bathroom to cry, wasn’t participating, and was being very dependent which was SO out of character for her. We talked to mom who said she’s having nightmares and a hard time sleeping, and talk to the counselor relaying behavior and everything mom said. A little over 2 weeks later the counselor finally calls to speak with the student, the counselor has yet to check back in, that was 2024. Also the initiatives the counselor tries to implement they themselves don’t do it, they put it on the teacher to bring to the students attention. The article talks about how schools are hiring security guards when they have no counselor or nurse but which the constant school shootings and no gun laws going into effect to protect children in schools districts are upping security. When parents, teachers, and students don’t know if that day they go to school could be their last, I can see and relate to why a safety officer triumphs a counselor or nurse.