The principal can best support the teacher and promote equity for students who are economically disadvantaged by recommending which of the following strategies?

The principal can best support the teacher and promote equity for students who are economically disadvantaged by recommending which of the following strategies?

• A. Limiting assignments that require computer or Internet access to in-school hours
• B. Providing extra credit for home internet access
• C. Requiring all assignments to be completed online after school
• D. Eliminating access to online resources entirely

Answer: (A)

Ensuring equity through how assignments are designed and accessed is the key idea. By limiting assignments that require computer or Internet access to in-school hours, the principal helps guarantee that all students can complete work regardless of their home resources. This approach leverages school resources—like computer labs and library workstations—so students aren’t disadvantaged because they lack reliable internet or devices at home. It sets a consistent expectation for all learners and reduces the chance that a student’s family situation becomes a barrier to academic progress. In contrast, policies that tie success to home internet access or require online work after hours create or amplify barriers for economically disadvantaged students who may not have reliable connectivity. Eliminating online resources would also limit learning opportunities and widen gaps rather than close them.

Ensuring equity through how assignments are designed and accessed is the key idea. By limiting assignments that require computer or Internet access to in-school hours, the principal helps guarantee that all students can complete work regardless of their home resources. This approach leverages school resources—like computer labs and library workstations—so students aren’t disadvantaged because they lack reliable internet or devices at home. It sets a consistent expectation for all learners and reduces the chance that a student’s family situation becomes a barrier to academic progress.

In contrast, policies that tie success to home internet access or require online work after hours create or amplify barriers for economically disadvantaged students who may not have reliable connectivity. Eliminating online resources would also limit learning opportunities and widen gaps rather than close them.