6200                           STUDENT ASSIGNMENT                                   6200

 

The Board of Education’s goals for the student assignment process include:

 

• Achieving academic success for ALL children
• Creating safe and stable school environments  
• Promoting community-based schools with consideration of proximity to home, student safety, and stability of family.
• Collaborating with the community to access available community resources
• Providing parents with clear choices in calendar and programs
• Providing a plan that is effective and efficient in utilization of our facilities and transportation.
• Providing a logical progression between elementary, middle, and high school that utilizes consistent, logical and predictable feeder patterns
• Supporting a positive educational environment with a commitment to maintaining superior  teaching conditions
• Retaining excellent teachers and principals to enhance school choices and stability
• Offering quality programs in every school
• Provide a plan to support families and keep siblings from being separated by tracks or schools without parental consent
• Building a sense of community and connection with neighborhoods through parental involvement

Maintaining stable student populations that consider proximity to home in each Wake County school is important to ensuring academic success for all students.  Assignment policies will recognize the impact of student assignment on students, families, and communities and the costs involved.  The promotion of community schools with choice will increase stability, encourage parental involvement, support and strengthen the community and place emphasis on the education of every student.  

 

Each student enrolled in the Wake County Public School System shall be assigned to a school of his or her grade level considering the attendance area in which that student’s parents or court-appointed custodian is domiciled and the student resides. Exceptions will be made as necessary to limit enrollment of a school due to overcrowding or for special programmatic reasons such as the need for special education services or alternative school programs.  Opportunities will be provided for high quality year round and magnet schools as viable options for families.  Additional options could include vocational and alternative schools.

 

 

Student assignment plans will be based on the following factors:

 

A.         Distance

Assignments should be made with consideration of proximity to residence.  No student should be required to travel more than the maximum time established by Board Policy 7125.

 

B.         Choice

Students may apply for a school other than their base assignment. This includes calendar options and magnet programs. Enrollment may be limited based on availability.

C.         Stability of assignment

Students should remain assigned to a school at each level (Elementary, Middle & High) unless a new school is opened, availability becomes a factor or a request for transfer is initiated by the student’s parent of legal guardian.  A student’s assignment will be grandfathered at their request subject to Board Policy 6203-Tranfer of School Assignment. 

 

D.         Facility Utilization

Student assignment should seek optimal utilization of each school’s capacity.

 

E.         Grade Structure

Student assignment should adhere to K-5, 6-8, 9-12 grade organization whenever possible with consideration given to logical feeder patterns within communities.

 

F.         Alignment with the Magnet Schools Program

The student assignment plan should include the system-wide objectives of the Magnet Program.

 

G.         Students with Higher Needs

Assignments should accommodate students with higher needs, including those identified as being Limited English Proficient (LEP) or requiring services from Special Education programs.

 

Footnote:

 

^1.  Board policy regarding special education services is specified in Board Policy 6222.

^2. Long-range capacity is defined as the capacity of the permanent building(s) plus the capacity of the optimal number of mobile or modular classrooms for the campus.

 

Adopted: May 4, 1981 

Revised: January 17, 1983

Revised: May 16, 1983

Revised: November 18, 1991

      Revised: April 21, 1997

      Revised: January 10, 2000

      Revised: March 18, 2003

      Revised: December 4, 2007

      Revised: May 18, 2010