Index Introduction Approaches and Results Implications and Recommendations Cultural Sensitivity Workshop More than a Guidance Counselor High School Process Workshop for Immigrant Families Conclusion No Child Left Behind and Bloomberg's AF school rating were education policies that influenced students' educational journeys in applying to top high schools. Currently, in the United States, eighth graders from immigrant and low-income backgrounds face difficulties when applying to high schools. Middle school guidance counselors do not provide sufficient knowledge and guidance. For example, guidance counselors in predominantly Hispanic and African American populations focus on neighborhood schools/area schools that are located within their poor neighborhoods, thus reinforcing the boundary ideology. Minority and immigrant children face financial difficulties in preparing for specialized high school exams. Gonzalez (2013) stated that if Latino students had adequate resources and mentors, their educational trajectories would change. This policy note will address the difficulties that first-generation eighth graders face from school administrators. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Introduction The choice of high school determines whether the student will be admitted to college. First-generation eighth graders face numerous challenges such as their language and cultural skills. This research aims to identify factors that influence first-generation eighth-grade students who have limited access to top high schools. School administration has a direct impact on immigrant families in their perspective on choosing the best high school. It is extremely important that guidance counselors, teachers, and school administrators understand each other to enable immigrant youth to realize their potential. Approaches and Findings My findings concluded that school administrators do not provide the necessary support to children of Hispanic origin, resulting in them being negatively monitored and receiving the least amount of resources. School staff do not teach immigrant children the proper social tools needed to thrive in the United States. School staff usually avoid children from immigrant backgrounds. This creates a cycle of social reproduction that keeps Hispanic and immigrant children in poverty because they are constantly looked down upon by school personnel. Second, the guidance counselor advises first-generation eighth graders to apply to neighborhood schools that focus on eliminating language barriers. Neighborhood schools are predominantly located in low-income and under-resourced schools. Immigrant parents have difficulty ensuring their children fit into American schools despite lacking the necessary social capital. Pew Research stated that 3.2 million children had at least one unauthorized parent and that child was a U.S. citizen by birth (Cohen & Pasel, 2016). Furthermore, 725,000 students were undocumented, reducing their chances of receiving the best resources and being admitted to top universities. These statistics show that these children grow up in families attached to their culture and do not grow up in a familyAmerican. This results in the child having a completely different set of cultural and social capital. Monkman explains that “various forms of capital tend to reflect and reproduce patterns of stratification in a class-based society such as that of the United States (Monkman, 2005). I saw an example of this in my observation; two boys came from two different types of social capital and this emerged in their ideas in the Social Studies course. This stratification of knowledge often results in educational gaps but they could be remedied. Hispanic students are able to overcome these educational obstacles such as teacher-student tutoring. However, we must first understand the complex structure that systematically causes social reproduction. Gonzalez provides an example of Concha's work explaining, “that school structure plays a crucial role in determining which students are given access to the information and resources needed to achieve academic success and college access (Gonzalez, 2013 ). This statement is valid because the more an inclusive school the more likely the children of the first generation of their family will receive an adequate education and succeed. However, the structure of the school explains the different paths that students follow during their education. “These structures include school size, class size, curriculum, pedagogy and pathways. Pathways are often not clearly defined or explained in schools, but are more easily seen as the sequence of courses taken by students” (Gonzalez, 2013). American schools put children on a negative path that could impact a child's achievement and could result in him or her being removed from school. For example, when I went to PS 83 I was negatively tracked and ended up attending a local high school, because we were advised to make a "safe" decision. Despite the horrific statistics, children have defeated this oppressive system. For example, Puerto Rican children were able to achieve success academically and beyond because they had a family network and support resources and were able to overcome difficult times mentally. “Communication strategies consisted of maintaining family ties that fueled the maintenance of Puerto Rican values, such as using Spanish at home and encouraging a strong sense of Puerto Rican ethnicity” (Garrett, 2010). This social capital is instilled in the child and establishes a standard of excellence in their academic standing by promoting their identity. Garrrett shows that these families exercise resilience and try to provide everything they can for these children who have potential and intellect. Implications and Recommendations Despite the gravity of the situation in how Hispanic children are treated and educated and the obstacles these children face, there are solutions that progressive change could present. Here are three examples: Cultural Sensitivity Workshop In my observation of PS83 I witnessed firsthand how the teacher did not understand the term 1st generation. It is important to understand the background of the child and his family so that it can be easier for the parents and the teacher to have better communication to better serve the child. These workshops should not only apply to the teachers who have the most contact, but should be applied to the school administration, staff and, most importantly, the principal. These workshops will be designed to break down any racial barriers or stereotypes and this could help remove prejudice. More than one guidance counselor It is extremely important to have more than one guidance counselor.