Abstract
Reducing disparities and equal opportunities between central and peripheral areas is a leading topic in the educational discourse. The current study examines to what degree the Meitzav test, which constitutes a measure of the school’s level (academic achievements and social-academic climate), can bridge the disparities between students of different socioeconomic backgrounds from the perspective of 206 teachers who responded to the research questionnaires. The contribution of the study is in understanding the causes of the disparate grades in the two districts and ways of reducing the disparities. Understanding these factors and detecting them to reduce the disparities between the southern and central district is extremely significant, and their consequences also affect the future acquisition of a secondary education and an academic education. The research findings may have a practical contribution to policymakers in the school-based educational system, with the aim of increasing equality and giving students an equal opportunity to succeed in their studies.
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