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Across the United States, a growing number of school districts are turning tomatching algorithms to assign students to public schools. The designers ofthese algorithms aimed to promote values such as transparency, equity, andcommunity in the process. However, school districts have encountered practicalchallenges in their deployment. In fact, San Francisco Unified School Districtvoted to stop using and completely redesign their student assignment algorithmbecause it was not promoting educational equity in practice. We analyze thissystem using a Value Sensitive Design approach and find that one reason valuesare not met in practice is that the system relies on modeling assumptions aboutfamilies' priorities, constraints, and goals that clash with the real world.These assumptions overlook the complex barriers to ideal participation thatmany families face, particularly because of socioeconomic inequalities. Weargue that direct, ongoing engagement with stakeholders is central to aligningalgorithmic values with real world conditions. In doing so we must broaden howwe evaluate algorithms while recognizing the limitations of purely algorithmicsolutions in addressing complex socio-political problems.

Modeling Assumptions Clash with the Real World: Transparency, Equity, and Community Challenges for Student Assignment Algorithms