Dynamics and Challenges of the Zoning-Based Student Admission: A Study on Student Opportunities Across Regions

This qualitative study of an urban high school draws on critical race theory’s tenet of whiteness as property and the notion that educational opportunity is a race-conscious construct to interrogate the impacts of school improvement work intended to increase educational opportunities for students of colour. Educational opportunity is defined as students having access to culturally relevant pedagogy, highly qualified teachers, rigorous curricula, and appropriate resources (fiscal, technological, texts, learning spaces, etc.). Findings demonstrate that the school’s equity-minded work actually increased educational opportunities for white students while limiting opportunities for students colour. The inequities in educational opportunity along racial lines was the result of leadership’s inability to decouple educational opportunity as an expectation of whiteness and resist the bullying forces of whiteness. Implications demonstrate how schools can decouple connections between educational opportunities and whiteness and how researchers can critically investigate equity-minded school improvement.

Background/Context Much research has investigated the complex interplay between education and migration. Education has been alternatively conceptualized as playing an important role as motivator or deterrent of future migration. This relationship, however, is often investigated in terms of coarse indicators of educational attainment. Purpose In this paper we investigate a less commonly explored side of the link between education and immigration. Our study estimates the relationship between immigration and educational quality and opportunity for the case of Mexico and the United States. Using these indicators we are able to delve deeper into how education affects migration decisions. Studying the relationships between immigration rates and aggregate indicators of education quality and opportunity can shed light into the ways in which education systems and governmental structures may influence or react to immigration patterns among school-age children. Research Design Data for this study come from three different sources: The Mexican Family Life Survey (MXFLS), which contains information on individual migration decisions; the Oportunidades program, which contains extensive family socio-economic characteristics and school quality indicators; and data from the National Population Council of Mexico, which contains socio-economic and demographic information about communities. Taking advantage of this data, we use logistic and linear regression models to estimate the relationship between education quality and migration. Results Our results suggest significant relationships between individual decisions to migrate and indicators of educational access, quality, and opportunity, suggesting that the experiences and opportunities afforded to individuals and families in school throughout the years can be of consequence for explaining immigration decisions and patterns. Conclusions/Recommendations Our analyses raise questions for delineating a framework for studying the relationship between educational quality and immigration. Such a framework should consider that not only individuals may have a lower incentive to further their schooling, but communities and even authorities may also have a lower incentive to improve school quality and opportunity.

Changes in the health insurance system in Indonesia continue to evolve, one of which is implementing the Standard Inpatient Class (KRIS) policy as a replacement for the BPJS Health class system based on Presidential Regulation (Perpres) Number 59 of 2024. This policy is designed to unify healthcare classes to reduce disparities in healthcare access and quality in Indonesia. However, its implementation is faced with key challenges, including hospital infrastructure readiness, limited human resources, and criticism from various parties, including patients and healthcare providers. This study uses a qualitative approach with descriptive methods to review various policy documents, relevant literature, and legal and social perspectives related to policy implementation. The results show that although KRIS has the potential to reduce disparities in access to health services, its implementation requires more attention to the readiness of health facilities, strengthening management systems, and budget adjustments to support optimal operations. Furthermore, this policy requires the active involvement of the community and health workers in the evaluation and decision-making process so that the policy is more responsive to the real needs in the field. The theoretical approaches used, such as public policy theory and progressive law, highlight the importance of cooperation between the government, healthcare providers, and communities to ensure effective and equitable implementation of KRIS. This research suggests improving hospital infrastructure, continuous training for health workers, and strengthening a transparent monitoring system to ensure the success of this policy. This research is expected to make a positive contribution to the formulation of health policies that are more inclusive and sustainable and can serve as a reference in efforts to realize a more equitable and fair health service system for all Indonesians.

To ensure the quality of Indonesian education, the government is implementing a policy of standardization of education in Indonesia, which aims to achieve uniformity in the implementation of education throughout the country. This study aims to analyze the education standardization policy and its impact on quality in Indonesia by using the library research method. This study covers various aspects of education standardization policies, the impact of policies on the quality of education, factors affecting standardization to the challenges and opportunities of standardization education, although Indonesia is still lagging behind some countries that have advanced education such as Finland and Singapore but the government continues to strive to carry out this standardization policy in improving the quality of education in Indonesia. This study concludes that education standardization policies need to be balanced with efforts to improve the distribution of educational resources and increase the capacity of educators in improving the quality of education throughout Indonesia.

In Tanzania, the Muslim community has faced significant educational challenges due to colonial-era policies that favoured Christian missionary schools, leaving Islamic institutions marginalised. Despite post-independence reforms, Muslim students continue to experience barriers to higher education, influenced by economic constraints, societal biases, and limited institutional support. This paper examines the historical trajectory, contemporary challenges, and emerging trends in the Muslim community's pursuit of education in Tanzania. It highlights the impact of privatisation, religiously affiliated schools, and socio-economic implications, while focusing on interventions to bridge gaps in educational access. Colonial favouritism towards Christian schools created lasting disparities, with Muslim students often confined to madrasas. Post-independence policies aimed at inclusivity have not fully addressed these imbalances. Economic constraints and cultural perceptions further hinder Muslim students' progress, especially in higher education. The rise of private Islamic schools offers an alternative, integrating religious teachings with modern curricula. However, disparities in accessibility and quality persist. This study uses qualitative research to gather insights from key informants and respondents on educational access, challenges, and policy effectiveness. Findings indicate the need for targeted interventions to address economic barriers, enhance institutional support, and foster inclusive education strategies. Establishing scholarships, financial aid, and collaborative efforts between religious leaders, educators, and policymakers is crucial for improving educational opportunities for Muslim students. This paper contributes to the discourse on education, religion, and social equality, emphasising the importance of inclusive policies and community-driven efforts to bridge the educational divide and ensure equitable learning opportunities.

With the world's fourth largest population, Indonesia is experiencing significant growth. Indonesia possesses demographic dividend potential that brings economic opportunities towards becoming a developed country. Human resource preparation is key to successfully harnessing the demographic bonus of 2035. Efforts to improve the quality and accessibility of education are implemented through budget allocation as mandated by the 1945 Constitution. This study aims to analyze the education budget allocation comparison between Indonesia and the ASEAN member countries. This study provides novelty by focusing on comparing the allocation of education budgets between Indonesia and ASEAN countries through a parliamentary perspective to support the achievement of SDGs. The study adopts a qualitative method with Systematic Literature Review by analyzing 83 articles. The findings indicate that education budget allocation in Southeast Asian countries, including Indonesia, Malaysia, Singapore, Thailand, Vietnam, the Philippines, Myanmar, Cambodia, and Laos, is a crucial focus in ensuring educational quality. Despite increasing budgets annually, challenges such as disparities in educational quality, teacher shortages, and poor infrastructure remain major issues. ASEAN countries employ different approaches to budget allocation, with some focusing on decentralization, subsidies, and public investment. International support, such as that provided by the World Bank in Cambodia and Myanmar, demonstrates a commitment to improving access and quality of education. In Indonesia, budget allocations for primary, secondary, and vocational education should be seen as investments in future human resources, with an emphasis on sustainable allocations. Improvements in diversifying budget programs and comprehensive oversight at the regional level are essential, while budget allocations for higher education and vocational training need significant increases to meet international standards, with a minimum recommendation of 2% of the national budget, according to UNESCO.

Intergenerational mobility and equality of opportunity are essential for achieving inclusive and sustainable economic growth. However, disparities in education access, quality, and outcomes persist, hindering social mobility and perpetuating inequality. This study employs data mining techniques to investigate the role of economics of education in promoting intergenerational mobility and equality of opportunity. Our findings highlight the importance of addressing these disparities through targeted policies and interventions. Investing in teacher training, technology access, and parental education initiatives can enhance education outcomes and intergenerational mobility. Implementing inclusive and equitable education policies, such as need-based scholarships and affirmative action programs, can promote equal opportunities for marginalized groups. The economics of education plays a vital role in shaping individual and societal outcomes. Education expenditure, access, and quality significantly influence human capital development, labor market outcomes, and social mobility. However, inequities in education systems and policies exacerbate existing socioeconomic disparities, limiting opportunities for marginalized groups.

In Zimbabwe, the discourse on access and quality in education has been a raging one since the colonial days of bottlenecks and outright discrimination against black Zimbabweans in education. The doors to education were declared open to all at independence in 1980 with the new Zimbabwe government’s enunciated policy of education for all. It is an uncontested fact that strides were made soon after independence to address issues of quality and access in education. However, with the prosecution of the fast track land reform programme the dream for access and quality in education became a nightmare. Whilst trust schools, boarding schools, urban and some rural day schools have a comparative advantage in terms of resources like infrastructure and qualified and relatively motivated human resource, emerging resettlement schools bear the brunt of hastened and impromptu establishment. It is the contention of this paper that resettlement schools like Zvivingwi, established in the last decade, are a facade of the schools envisioned by many Zimbabweans at independence. These schools reel from abject shortage of everything except pupils. It would be recommended that government should show creativity in mobilising resources to intervene, failing which, most of the resettlement schools like Zvivingwi, risk closure as public confidence in them wanes. The researcher made use of a questionnaire and interviewed critical stakeholders at the school like headmaster, teachers, parents, pupils and education officers. School records and other critical documents were also made use of.

Racial/ethnic disparities are associated with lack of health insurance. Although the State Children's Health Insurance Program (SCHIP) provides health insurance to low-income children, many of whom are members of racial/ethnic minority groups, little is known about whether SCHIP affects racial/ethnic disparities among children who enroll. The objectives of this study were to (1) describe demographic characteristics and previous health insurance experiences of SCHIP enrollees by race, (2) compare racial/ethnic disparities in medical care access, continuity, and quality before and during SCHIP, and (3) determine whether disparities before or during SCHIP are explained by sociodemographic and health system factors. Pre/post-parent telephone survey was conducted just after SCHIP enrollment and 1 year after enrollment of 2290 children who had an enrollment start date in New York State's SCHIP between November 2000 and March 2001, stratified by race/ethnicity (non-Hispanic white, non-Hispanic black, and Hispanic). The main outcome measures were usual source of care (USC), preventive care use, unmet needs, patterns of USC use, and parent-rated quality of care before versus during SCHIP. Children were white (25%), black (31%), or Hispanic (44%); 62% were uninsured > or =12 months before SCHIP. Before SCHIP, a greater proportion of white children had a USC compared with black or Hispanic children (95%, 86%, and 81%, respectively). Nearly all children had a USC during SCHIP (98%, 95%, and 98%, respectively). Before SCHIP, black children had significantly greater levels of unmet need relative to white children (38% vs 27%), whereas white and Hispanic children did not differ significantly (27% vs 29%). During SCHIP, racial/ethnic disparities in unmet need were eliminated, with unmet need at 19% for all 3 racial/ethnic groups. Before SCHIP, more white children made all/most visits to their USC relative to black or Hispanic children (61%, 54%, and 34%, respectively); all improved during SCHIP with no remaining disparities (87%, 86%, and 92%, respectively). Parent-rated visit quality improved for all groups, but preexisting racial/ethnic disparities remained during SCHIP, with improved yet relatively lower levels of satisfaction among parents of Hispanic children. Sociodemographic and health system factors did not explain disparities in either period. Enrollment in SCHIP was associated with (1) improvement in access, continuity, and quality of care for all racial/ethnic groups and (2) reduction in preexisting racial/ethnic disparities in access, unmet need, and continuity of care. Racial/ethnic disparities in quality of care remained, despite improvements for all racial groups. Sociodemographic and health system factors did not add to the understanding of racial/ethnic disparities. SCHIP improves care for vulnerable children and reduces preexisting racial/ethnic disparities in health care.

To determine whether there is a significant difference between educational opportunities for fourth-year medical students rotating at a university hospital (UH) compared with several community hospitals (CHs) during a mandatory emergency medicine (EM) clerkship. A self-reported clinical tool was completed in real time by each student rotating for 2 weeks at the UH and 2 weeks at 1 of 4 CHs (3 affiliated and 1 unaffiliated). Students are required to document the number of patients seen and the number of procedures performed on each of 20 six-hour shifts. They rated the EM attending clinical teaching by site using a 5-point scale at the end of the clerkship. Most (95%) of the 87 students in the 7 clerkship blocks of the 1996-97 academic year rotated at the UH and a CH. Most (71%) students rated both the UH and the CH for the quality of teaching by attendings. There was a significant difference in the mean number of patients evaluated/shift (2.2 +/- 0.10 vs 2.8 +/- 0.10, UH vs CH; p < 0.001) and the mean number of procedures performed/shift (0.36 +/- 0.04 vs 0.56 +/- 0.05, UH vs CH; p < 0.001). Attending clinical teaching scores were significantly higher (p = 0.03) at the CHs. The educational opportunities for students in an EM clerkship to evaluate patients and perform procedures were significantly greater at the community hospitals. Inclusion of community hospital settings in a medical student EM clerkship may optimize the clinical experience.

Background The problem of education quality in Indonesia is a complex challenge that requires a multifaceted approach. By improving access and quality of education, increasing teacher professionalism, and developing a relevant curriculum, it is hoped that the quality of education in Indonesia can improve significantly. Purpose The purpose of writing this article is to analyze various problems that affect the quality of education in Indonesia in the era of the independent curriculum and identify potential solutions to overcome these problems. Design/method/approach The method used in this article is literature study. Results The results of this research explain that from various problems with the quality of education in the era of the independent curriculum, the government continues to strive to improve and improve the quality of education, unequal access and quality of education, improving teacher quality and professionalism, improving educational infrastructure and facilities so as to achieve the goal of national education to create the next generation. superior and integrated successor. Contribution/value To overcome this problem, the government needs to increase teacher training programs, especially in hard-to-reach areas, apart from that, there needs to be a larger budget allocation for improving educational facilities, and educational equality policies must be a priority.

IntroductionEducational equity remains a critical issue in the U.S., where disparities in access and outcomes exist across socioeconomic, racial, gender, and geographical areas. These inequities influence student success at all levels, from general education to higher education. The study aims to explore these disparities, identify their root causes, and examine their effects on educational opportunities and student outcomes. Current study addresses the gaps in resources, tuition affordability, and support mechanisms, this research highlights the urgent need for innovative solutions to bridge inequities. The study’s focus the importance of creating an inclusive and accessible educational framework that can benefit all learners.Research methodsThis study utilizes a quantitative approach to investigate educational inequities across various levels of education in the U.S. Data sources include national education databases, university records, standardized test scores, and financial aid statistics, providing a comprehensive view of the disparities. Regression analysis is employed to identify key indicators and assess the relationships between these factors and educational outcomes. By analyzing data across diverse contexts and demographics, the methodology ensures a clear understanding of the patterns and dynamics of inequality. This approach provides a data-driven groundwork for identifying effective strategies to enhance equity in education.ResultsThe findings reveal significant disparities in educational access and outcomes, with socioeconomic status, race, gender, and geography emerging as prominent factors. General education is marked by unequal resource distribution, while higher education faces challenges with high tuition costs and limited financial aid for marginalized groups. The analysis highlights how these inequities hinder student achievement and perpetuate systemic barriers. However, the study also identifies successful interventions, such as targeted scholarships, inclusive teaching practices, and comprehensive support systems. These initiatives demonstrate tangible progress in mitigating disparities and creating pathways for a more equitable educational experience across the spectrum.DiscussionThe study emphasizes the implications of the findings from quantitative results, linking observed disparities to systemic issues in policy and practice. It suggests the need for scalable solutions, such as equitable funding models, affordable tuition policies, and inclusive curricula, to address persistent inequities. This research highlights the success of targeted interventions, the study advocates for expanding programs like scholarships and support services to under-served communities. While progress has been made, significant work remains to ensure equity across all educational levels in U.S. The study concludes with recommendations for policymakers and educators to adopt evidence-based strategies that promote access and inclusion, fostering a fairer educational system for all.

Despite the rhetoric of American equality, the school experiences of African American and other minority students in the United States continue to be substantially separate and unequal. Dramatically different learning opportunities-especially disparities in access to well-qualified teachers, high quality curriculum, and small schools and classes-are strongly related to differences in student achievement. Standards-based reforms have been launched throughout the United States with promises of greater equity, but, while students are held to common standards-and increasingly experience serious sanctions if they fail to achieve them-few states have equalized funding and access to the key educational resources neededfor learning. This paper outlines current disparities in educational access and proposes reforms needed to equalize opportunities to learn. The education reform movement in the United States has focused increasingly on the development of new standards for students: Virtually all states have begun to create standards for graduation, new curriculum frameworks to guide instruction, and new assessments to test students' knowledge. Many have put in place high-stakes testing systems that attach rewards and sanctions to students' scores on standardized tests. These rewards and sanctions include grade retention or promotion as well as graduation for students, merit pay awards or threats of dismissal for teachers and administrators, and extra funds or loss of registration, reconstitution, or loss of funds for schools. School districts across the country are weighing in with their own versions of reform, including new curricula, testing systems, accountability mechanisms, and promotion or graduation requirements. To be sure, there are other kinds of reforms being proposed. Sprinklings of charter schools and a few voucher programs aim to create new options for some students' education. Bottom up reforms of curriculum and assessment in some schools aim to provide more thoughtful and authentic learning experiences that challenge and excite students' interests and develop higher order thinking and performance skills. Reorganization of schedules and new school designs sometimes provide options for more in-depth study and longer-term relationships between adults and students. School-to-work programs promise greater options for some students who are enabled to connect more directly to the workplace. However, all of these efforts are partial and scattered. The constant of reforms today is standard setting for student achievement. The variable is educational opportunity. The rhetoric of standards-based reforms is appealing. Students cannot succeed in meeting the demands of the new economy if they do not encounter much more challenging work in school, many argue, and schools cannot be stimulated to improve unless the real

179 Background: Radiation therapy (RT) is a key treatment modality in advanced prostate cancer, yet utilization patterns may vary by patient age and geography, potentially reflecting disparities in access and care quality. Methods: We conducted a retrospective cohort study using SEER 22 data from 2000 to 2020. Men aged 60 years and older diagnosed with high-risk prostate cancer, poorly differentiated, Grade III and undifferentiated, anaplastic, Grade IV were included. They were stratified by age groups (60–64, 65–69, 70–74, 75–79, 80–84, 85+) and geographic location (metropolitan based on population counts and nonmetropolitan counties) The primary outcome was receipt of RT, defined by the SEER "Radiation Recode" variable. Descriptive statistics were used to determine RT receipt by age group, and a Chi-square test was performed to assess statistical significance. Results: Among 409,868 patients, RT utilization in advanced prostate cancer varied by both age and geographic location. RT rates increased from approximately 32% in patients aged 60–64 to a peak of 48% in those aged 75–79 living in metropolitan areas with populations greater than 1 million. Similar trends were observed in smaller metropolitan areas, though with slightly lower RT rates. After age 79, RT utilization declined sharply across all regions, dropping to as low as 8–15% in patients aged 85 and older. Nonmetropolitan counties, not adjacent to metropolitan areas, consistently showed lower RT use across all age groups. These differences were statistically significant (p &lt; 0.001, χ² test). Conclusions: RT utilization in advanced prostate cancer demonstrates an age-dependent pattern that varies by geographic location. Patients in larger metropolitan areas experience higher RT rates, with utilization peaking in the 75–79 age group before declining in older patients. Rural and less populated areas consistently show lower RT receipt across all ages. These findings highlight potential disparities in treatment access and delivery, underscoring the need for targeted interventions to improve equity in cancer care. Rates of RT based on age and geographic location. Age Group Metro &gt;1M Metro 250k–1M Metro &lt;250k Non-metro Adj Non-metro Not Adj 60–64 31.90% 30.60% 30.30% 30.90% 28.80% 65–69 37.70% 36.90% 35.70% 36.30% 32.90% 70–74 47.00% 46.00% 42.00% 44.00% 40.70% 75–79 48.00% 47.60% 41.70% 40.20% 41.20% 80–84 34.20% 32.60% 29.50% 25.70% 27.30% 85+ 14.50% 12.90% 10.90% 8.90% 8.20% p&lt;0.001.

This research examines the relationship between academic achievement and political views in Indonesia, addressing a significant gap in the existing literature within the Indonesian context. With the country's diverse socio-political landscape and rapid educational developments, understanding how academic attainment influences political perspectives is crucial for informing policy and fostering democratic engagement. Utilizing a quantitative research design, data was collected through a cross-sectional survey distributed among a diverse sample of participants representing various socio-economic backgrounds, educational levels, and geographic regions across Indonesia. The survey instrument included measures to assess academic achievement, political views, socio-economic factors, and other relevant variables.Preliminary analysis indicates a significant correlation between academic achievement and political views, with individuals of higher educational attainment tending to hold more liberal and progressive political perspectives. However, the relationship is nuanced and influenced by contextual factors such as socio-economic background, geographic location, and access to information.This study contributes to the existing literature by providing empirical evidence on the relationship between academic achievement and political views specifically within the Indonesian context. The findings have implications for educational policy, democratic participation, and social cohesion, highlighting the importance of addressing disparities in educational access and quality to promote informed and inclusive political discourse.