In this summary, the narrator recounts a conversation with her son’s teacher about his inability to read. The teacher’s nonchalant response shocks and frustrates the narrator, who expected more concern and action. This encounter prompts the narrator to investigate the education system further and learn about the disparities in American schools. She discovers that schools in wealthier and whiter districts tend to receive more funding and offer better educational opportunities. This realization challenges her previous assumptions about all schools being equal.
The narrator delves into the issue of English-language learners and their experiences in newcomer centers. These centers, designed for recent immigrants with limited English proficiency, often have varying requirements and a rush to mainstream students into regular classrooms. The narrator reflects on the missed opportunities for these students and wonders if a stable and supportive environment would have helped her son and others like him.
Motivated to find better educational options, the narrator explores private schools and considers enrolling her students there. However, she becomes aware of the challenges they would face due to the schools’ selectivity and underprepared student admissions policies. On the other hand, public schools in the Fugees’ districts lack proper funding and resources to support English-language learners effectively.
The narrator’s efforts to advocate for her players and find suitable educational opportunities for them lead to recognition from the community. The YMCA features the Fugees in its fundraising campaign, and the narrator becomes the volunteer of the year. However, she grapples with the exploitation of their story and the feeling that they are being used as symbols of charity rather than individuals with unique talents and potential.
The narrator attends a black-tie dinner where she realizes the stark contrast between the privileged attendees and her players. She reflects on the challenges they will face after aging out of youth soccer and the limited prospects they may encounter. The narrator believes they deserve a school that provides a safe and supportive environment tailored to their needs, without the requirement of changing neighborhoods or passing admission tests.
The narrator meets with a charter school board member to discuss the possibility of creating a school for older English-language learners. However, the conversation turns contentious as the board member argues for integration while the narrator insists on the importance of providing a focused and nurturing environment for these students. The narrator realizes that many people want the Fugees to be a feel-good story without addressing the systemic issues they face.
The summary concludes with the narrator’s realization that change is needed immediately and that waiting for a more convenient season is not an option. The Fugees require a supportive educational system that recognizes their potential and helps them overcome the challenges they face as refugees and English-language learners.