Equitable Educational Opportunities Research Articles

Optimizing Assessment Techniques for Students with Diverse Special Needs in Schools

This study investigates effective assessment techniques for students with diverse special needs in school settings. Background research highlights the importance of individualized assessment strategies to ensure equitable education opportunities. The study aims to identify optimal methods and practices that enhance the evaluation process for these students. The research utilizes a mixed-methods approach, combining qualitative and quantitative data from observations, surveys, and interviews with educators and specialists. Analysis focuses on assessing different techniques' impact on student engagement, academic performance, and adaptive skills. Findings indicate that tailored assessments, incorporating a variety of methods such as adaptive testing and alternative response formats, significantly benefit students with special needs. These techniques enhance understanding and provide actionable insights for personalized education plans. The study concludes that a multifaceted approach to assessing students with special needs is essential for their success. Emphasizing the implementation of individualized assessment practices can lead to more inclusive and effective educational experiences. Readers are encouraged to consider the potential benefits of adapting their assessment methods to better support diverse learning needs.

Utilizing comprehensive data dashboards to improve service delivery: Insights from U.S. case studies

In an era driven by data, the efficient utilization of comprehensive data dashboards has emerged as a crucial tool for enhancing service delivery across various sectors. This review provides insights into the impact and effectiveness of employing such dashboards, drawing from case studies conducted in the United States. Effective service delivery requires a deep understanding of operations, client needs, and performance metrics. Comprehensive data dashboards offer a solution by aggregating, visualizing, and analyzing vast amounts of data in real-time, providing decision-makers with actionable insights. Through a synthesis of case studies, this review elucidates how organizations in the U.S. leverage data dashboards to optimize service delivery. Firstly, the review examines the healthcare sector, where data dashboards play a pivotal role in improving patient care. Case studies highlight how hospitals utilize dashboards to monitor patient outcomes, manage resources efficiently, and identify areas for quality improvement. By tracking key performance indicators such as patient wait times, readmission rates, and medication errors, healthcare providers can implement targeted interventions to enhance service quality and patient satisfaction. Furthermore, the review delves into the realm of education, showcasing how schools and educational institutions leverage data dashboards to personalize learning experiences and improve student outcomes. Through the analysis of student performance data, attendance records, and demographic information, educators can identify at-risk students, tailor instructional strategies, and allocate resources effectively, thereby fostering academic success and equitable education opportunities. Additionally, this review explores the utilization of data dashboards in government agencies to enhance public service delivery. Case studies demonstrate how municipalities employ dashboards to track infrastructure projects, manage budgets, and address citizen concerns promptly. By fostering transparency and accountability, these dashboards facilitate citizen engagement and enable governments to deliver services that align with community needs and priorities. In conclusion, the review underscores the transformative potential of comprehensive data dashboards in optimizing service delivery across diverse sectors. By leveraging real-time data analytics, organizations can enhance efficiency, accountability, and client satisfaction, ultimately driving positive outcomes and fostering continuous improvement in service delivery practices.

No Country for Young Refugees: Barriers and Opportunities for Inclusive Refugee Education Practices

The recent refugee crises in Ukraine (2022) and Syria (2011) have created millions of refugees, 40% of whom are children. The education systems of countries hosting refugees struggle to integrate such large populations. In addition, language barriers and the stigma associated with refugees hamper inclusive and equitable education opportunities for these children. There is thus a risk of “lost generations” distanced from education, who may eventually depend on social security systems and monetary aid in the long term. This study considers the following research question: How can a host country improve the inclusion of refugee children in the education system without overburdening its infrastructure? First, we document the availability and accessibility challenges and opportunities that refugee children face during the Syrian refugee crisis. We then develop an inclusive planning strategy aligned with existing capacity and resources and formulate two adaptations of the maximum covering problem (MCP): cooperative capacitated MCP with heterogeneity constraints (CCMCP-HC) to improve the current schooling access in Türkiye and Modular CCMCP-HC to guide early planning in the case of a future crisis. Our computational analyses illustrate that the proposed approach yields higher schooling rates and capacity utilization than existing approaches. Our results emphasize the importance of having a planning strategy in the initial phases of a crisis that considers future integration possibilities. This study analyzes Türkiye’s experience and lessons learned to provide a road map for other ongoing and future refugee crises.

Humanizing assessment: decolonizing, historicizing, and communing with language-minoritized communities

ABSTRACT Drawing from humanizing pedagogies (Bartolome, 1994; del Carmen Salazar; Freire & Ramos, 1993) and humanizing research (Paris & Winn, 2013), in this article I propose an approach to humanizing assessment that begins with the position that inclusive and equitable educational opportunities and assessment practices that meet the needs of culturally and linguistically diverse learners from minoritized communities serve to improve the quality of education for all learners . Humanizing assessment works toward assessment approaches that are (1) decolonizing; (2) historicizing; and (3) communing to counteract decades and centuries of harmful testing consequences . This paper focuses on ways to move forward if or when assessment is necessary through participatory, community-building efforts.

Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership

Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university–school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level.

UTILISING GOOGLE CLASSROOM TO DEVELOP LINGUISTIC ACCURACY IN WRITING AMONG ESL LEARNERS

In the era of globalisation, the education system in Malaysia has undergone multiple drastic changes from time to time. A different education strategy is essential to impact students' success positively. In the Malaysian education system, Google Classroom replaced VLE-Frog to enhance teaching and learning in Malaysian schools. Technology has gained importance in all stages of education, and Google Classroom is one such tool that is free and has gained popularity quickly. The spread of COVID-19 has affected multiple sectors, including Malaysia's education sector. The decision to close schools during the Movement Control Order (MCO) has caused a severe problem for the learning environment. Therefore, the Ministry of Education (MOE) has taken proactive steps to solve this problem. Most schools carried out online teaching during this period. Teaching and learning recently emphasised online platforms, where Google Classroom is the primary application used in the Malaysian education system. As a teaching aid, Google Classroom can make learning more meaningful and effective. Therefore, this research investigates Google Classroom's effectiveness in developing linguistic accuracy in writing among ESL learners. Findings conclude that Google Classroom is a practical application to enhance linguistic accuracy in writing. Google Classroom is expected to be an essential application for learning English among Malaysian secondary school students. Currently, students have accepted using Google Classroom as a new learning norm. The positive outcomes observed in terms of linguistic accuracy suggest that Google Classroom has the potential to revolutionize the field of ESL education. However, it is essential to acknowledge that effective implementation requires thoughtful pedagogical strategies and ongoing teacher professional development. Additionally, digital access and technological literacy should be considered to ensure equitable educational opportunities for all ESL learners.

Leveraging a University to Create Local Equity-Oriented K–12 Learning Opportunities: A Conversation Starter

This article shares our university center’s efforts to act as a boundary spanner supporting colleagues across our university to contribute collectively to more equitable educational opportunities for local K–12 students and their teachers. We focus here on the ongoing critical reflection and collaboration needed to tap such university resources to support K–12 students typically underresourced and underserved in K–12 systems. We consider examples and challenges of our work through five equity-oriented principles. We seek to highlight the role of research-practice teams on campuses that help (or could help) university partners contribute to local K–12 schools, programs, and systems with equity in mind. Finally, we hope to convince other higher education institutions to leverage their resources more to grow K–12 education opportunities locally where needs are greatest.

Fostering Equity in Rural Education: a Literature Review on Student Dropout and Retention Strategies

Purpose: The purpose of the study was to analyze the causes of student dropout in rural universities. The objective was to understand a complex phenomenon that represents a major obstacle to development and equal opportunities in the rural educational context. Theoretical framework: Different scientific publications were reviewed in all the academic platforms with the highest impact in the scientific field. This allowed the researchers to broaden their knowledge and, ultimately, to deepen their understanding of the subject studied in this work. Design/Methodology/Approach: The methodology of the study included a documentary review, with content analysis as the main strategy. The databases Scopus, Redalyc, SciELO Dialnet and Google Scholar were used, with specific inclusion criteria related to the period of publication, type of study, languages and availability in open format. Findings: The data found revealed that university dropout occurs due to various situations, such as individual and socioeconomic factors, geographic and access barriers, quality of education and available resources. In addition, cultural and social aspects, and sometimes the lack of empathy on the part of authorities, professors and peers, cause university dropouts. Social, practical and research implications: The study has important implications for understanding and reducing dropout in the rural university context, which will have implications for areas such as education, policy and social development. Originality/value: It is crucial that education policy makers and university institutions work in a coordinated manner to design comprehensive strategies tailored to the specific needs of each rural community. Continued research and analysis of the elements that influence dropout will identify new opportunities for improvement and ensure equitable access to higher education. This will contribute to the academic, professional and social development of rural students and strengthen the educational fabric of these regions. Taken together, these suggestions aim to strengthen student retention and provide equitable educational opportunities in rural areas, thus contributing to greater equality of opportunity and the integral development of these communities.

Bridging the BAME Divide: Unveiling the Impacts of Covid-19 on Ethnic Minority Students and Empowering Change—A Case Study at the Open University

This study investigates the evolving impact of COVID-19 on the learning experiences and study performance of ethnic minority students enrolled in Level 1 Computing modules at the Open University. A mixed-methods approach combining quantitative data analysis, literature review, and two focus groups was employed to provide fresh insights. Findings from the literature and focus groups highlight persistent challenges faced by ethnic minority students, including economic disadvantage, digital divide, housing instability, employment difficulties, family responsibilities, mental health issues, racism, discrimination, and unconscious bias. Importantly, this study reveals the dynamic nature of these challenges, illustrating how they have evolved throughout the ongoing pandemic. The study underscores the pivotal role of structural and institutional factors in shaping students’ ever-changing experiences. In response to these dynamic challenges, recommendations include targeted interventions, policy revisions that reflect the shifting landscape, innovative community-building initiatives, a renewed focus on diversity promotion, enhanced support services, unconscious bias training, and revised tuition strategies. Addressing these dynamic challenges is crucial for fostering equitable educational opportunities and outcomes for ethnic minority students. This research significantly contributes to promoting equality, inclusivity, and a more comprehensive understanding of the ever-evolving experiences of ethnic minority students during the pandemic and beyond.

Quality Education for Underrepresented Groups: Bridging the Gap

In modern societies, access to quality education is often considered as a fundamental right. However, disparities persist, especially for underrepresented groups such as minorities, low-income families, individuals with disabilities, and those in marginalized communities. Ensuring quality education for underrepresented groups stands as a critical endeavour in contemporary society. This abstract provides a succinct overview of the challenges faced by minorities, low-income families, individuals with disabilities, and marginalized communities in accessing equitable educational opportunities. Highlighting the pervasive disparities ingrained within educational systems, it delves into the multifaceted factors contributing to this issue, including socioeconomic constraints, cultural barriers, systemic inequalities, and implicit biases. It also emphasizes the historical context and policy implications shaping these disparities, underscoring the urgent need for intervention strategies to bridge the gap. Proposed intervention strategies encompass various approaches, including early childhood education initiatives, teacher training in culturally responsive pedagogy, community involvement, equity-focused policies, technological innovations, and social-emotional support systems. Drawing from case studies and best practices, the abstract showcases successful interventions implemented across diverse communities, emphasizing the importance of program evaluation and knowledge dissemination for effective replication and scalability. This abstract highlights the significance of collective efforts in addressing educational inequities and emphasizes the role of policymakers, educators, communities, and stakeholders in ensuring quality education for all underrepresented groups. It advocates for a holistic approach that encompasses policy reforms, resource allocation, culturally responsive practices, and community engagement to create an inclusive educational environment conducive to the academic success and well-being of every learner, regardless of their background or identity.

Challenges in Diverse Classroom of School: Teachers' Perspectives

The objective of this study was to explore the challenges faced by teachers in diverse school classrooms and the possible way to solve the problem from the perspective of teachers themselves. In an increasingly multicultural and inclusive educational landscape, teachers play a crucial role in teaching learning experiences for students with varying backgrounds, abilities, and needs. Through a qualitative research approach with a phenomenological design, this investigation collected data through semi-structure interviews with a sample of teachers. The findings of this study reveal several common challenges that teachers encounter in diverse classrooms. These challenges encompass issues related to classroom management, differentiation of pedagogies, language barriers, and addressing diverse learning styles. This research emphasizes the need for ongoing support and resources to help teachers navigate the challenges of diverse classrooms effectively and ensure equitable educational opportunities for all students.

Some Moral Issues in School Education in India

Abstract: Ancient Educational Systems in India and Other Civilizations emphasize holistic development and education as values. For example, the Gurukul system always focuses on educating students not only in academic subjects but also in ethics, morals and life practices. Teachers play an important role in developing students' character and character, ensuring responsibility, respecting elders, and valuing cultural heritage. However, as time passed, this tradition disappeared. The current education system sees education as a commodity. For this reason, there are big differences between private schools and public schools in terms of education quality. Moral education was restored and the study of character and behaviour was restricted to private schools. The high cost and selective access to these schools limits equitable educational opportunities for those who are already socially and economically disadvantaged. These socioeconomic differences can have a significant impact on a child's education and academic success. In the first part of this article I will try to analyze some important justice issues related to schools, then in the second part I will try to offer some ways to reduce the above ethical problems.

Examining China's Secondary Vocational Diversion Policy: A WPR Framework Analysis

This paper delves into the hurdles and prejudices encountered by vocational and technical education in China, employing Carol Bacchi's WPR (What's the Problem Represented to Be?) framework for analysis. It underscores the uneven allocation of resources, societal viewpoints, and the influence of economic disparities on access to education. Drawing inspiration from the vocational education paradigms in Switzerland and Germany, the paper proposes alternative solutions. It underscores the urgency for a holistic overhaul of the education system, amalgamation of general and vocational education, and a shift in societal attitudes. The paper concludes that tackling these issues will pave the way for equitable educational opportunities and brighter futures for all Chinese students.

Inclusive Education Practices: Fostering an Accessible Learning Environment for Diverse Learners

Inclusive education, focusing on creating an accessible learning environment for diverse learners, is a crucial aspect of contemporary educational practices. This journal article explores the implementation of inclusive education practices and their impact on fostering a learning environment that accommodates the needs of students with diverse abilities, backgrounds, and learning styles.
 The background of the research emphasizes the global shift towards inclusive education as an approach to address the diverse needs of learners in mainstream educational settings. The research gap centers around the need for a comprehensive understanding of the practical strategies and interventions that contribute to the successful implementation of inclusive practices.
 The urgency of this research lies in the importance of providing equitable educational opportunities for all students, regardless of their differences. The article reviews previous studies to identify successful inclusive education models, challenges faced, and the innovative approaches adopted by educators and institutions.
 The novelty of the article lies in its in-depth analysis of inclusive education practices, shedding light on the pedagogical, social, and institutional factors that contribute to creating an inclusive learning environment. It discusses the role of teacher training, curriculum adaptation, and the use of assistive technologies in promoting inclusivity.
 The objective of the research is to offer insights into the effective implementation of inclusive education practices and their positive outcomes on diverse learners. The study aims to benefit educators, policymakers, and practitioners by providing evidence-based recommendations for creating inclusive learning environments that foster the holistic development of all students. Overall, the article contributes to the ongoing discourse on inclusive education and its significance in promoting educational equality and social integration.

“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research

ABSTRACTYoung children of Color from minoritized communities can co‐author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student‐generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding development, they are written in White Mainstream English and may include diverse characters with experiences more familiar to the White dominant group of American society. Because there is a population of readers experiencing a gap between their identities and phonics instruction, there is an urgent need for their experiences to be improved. Building on my experiences as a primary grades teacher and researcher, I discuss a quantitative and qualitative study conducted in an urban second grade classroom where children of Color and I put culture and race into phonics instruction. Culturally relevant education and the language experience approach were used to advance children's decoding development using their funds of knowledge and existing language experiences which are often a part of their racial identities. By combining these approaches with co‐authorship, children of Color from minoritized communities were placed at the center of phonics instruction to receive more equitable educational opportunities while advancing their decoding skills as co‐authors of their decodable stories.

Achieving Education for All: A Comparative Study of Educating Disabled Children in the UK and China

Educating disabled children is a vital part to reach universal education, as well as social equality and justice. This study conducts a comparative analysis of inclusive education policy practices for disabled children in the UK and China. The research investigates the policies employed in both countries to provide equitable educational opportunities for disabled students. Key similarities and differences in the two systems are identified, involving how cultural, societal, and policy factors influence the design and effectiveness of inclusive education. The research findings indicate that while the UK emphasizes inclusive practices and individualized support, China focuses on integration within mainstream classrooms. Challenges were observed in both systems, including a lack of professional training and teacher resources. By comparing and evaluating successful strategies, though from the lens of human development, students in China may benefit more from the UK’s inclusive policy, however, policy needs to be localized to combat country-specific barriers such as low social acceptance. This research contributes to the global discourse on inclusive education, facilitating cross-cultural learning and policy enrichment to ensure all children regardless of disability receive an equitable and quality education.

Fostering Equity in Rural Education: A Literature Review on Student Dropout and Retention Strategies

Purpose: The purpose of the study was to analyze the causes of student dropout in rural universities. The objective was to understand a complex phenomenon that represents a major obstacle to development and equal opportunities in the rural educational context. Theoretical framework: Different scientific publications were reviewed in all the academic platforms with the highest impact in the scientific field. This allowed the researchers to broaden their knowledge and, ultimately, to deepen their understanding of the subject studied in this work. Design/Methodology/Approach: The methodology of the study included a documentary review, with content analysis as the main strategy. The databases Scopus, Redalyc, SciELO Dialnet and Google Scholar were used, with specific inclusion criteria related to the period of publication, type of study, languages and availability in open format. Findings: The data found revealed that university dropout occurs due to various situations, such as individual and socioeconomic factors, geographic and access barriers, quality of education and available resources. In addition, cultural and social aspects, and sometimes the lack of empathy on the part of authorities, professors and peers, cause university dropouts. Social, practical and research implications: The study has important implications for understanding and reducing dropout in the rural university context, which will have implications for areas such as education, policy and social development. Originality/value: It is crucial that education policy makers and university institutions work in a coordinated manner to design comprehensive strategies tailored to the specific needs of each rural community. Continued research and analysis of the elements that influence dropout will identify new opportunities for improvement and ensure equitable access to higher education. This will contribute to the academic, professional and social development of rural students and strengthen the educational fabric of these regions. Taken together, these suggestions aim to strengthen student retention and provide equitable educational opportunities in rural areas, thus contributing to greater equality of opportunity and the integral development of these communities.

Policy Dialogue: The Rodriguez Decision and Its Legacy

AbstractThis year marks the fiftieth anniversary of the San Antonio v. Rodriguez case, viewed by some as the worst decision in the US Supreme Court’s modern history. As legal scholar Erwin Chemerinsky observed, the court essentially declared that “discrimination against the poor does not violate the Constitution and that education is not a fundamental right.”1 Five decades later, how does this case from the past continue to exert its influence on the present? And how might the present have looked different if the court had reached a different conclusion?For this policy dialogue, the HEQ editors asked Bruce Baker and David Hinojosa to discuss the Rodriguez decision and its legacy, focusing particularly on how the case has shaped and constrained equity efforts in K-12 education. Bruce Baker is professor and chair of the Department of Teaching and Learning at the University of Miami. A leading scholar on the financing of public elementary and secondary education systems, he is the author of Educational Inequality and School Finance (Harvard Education Press, 2018) and School Finance and Education Equity (Harvard Education Press, 2021). David Hinojosa is the director of the Educational Opportunities Project at the Lawyers’ Committee for Civil Rights Under Law, where he spearheads the organization’s systemic racial justice work in guaranteeing that historically marginalized students of color receive equal and equitable educational opportunities in public schools and institutions of higher education. He is a leading litigator and advocate in civil rights, specializing in educational impact litigation and policy.HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society

ABSTRACT The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.

Teacher Education and Spiritual Intelligence

Despite scientific and technological advancement and knowledge explosion, something seems to be lacking in the education system that leads to emergence of conflict, discontent and disharmony despite good education and equitable educational opportunities for all in the country. The role of teacher education emerges as crucial in this context as teacher educators are responsible for grooming future teachers who would develop the future citizens of the nation. The paper is a humble attempt at discussing the importance of spiritual intelligence in teacher education for a sustainable harmony and synergy in the society.