Achievement Gap Research Articles

Overcoming Educational Barriers: Analyzing Root Causes and Solutions for Gender Disparity in Adivasi Education

This paper examines the current state of the gender gap in literacy rates and school education among Adivasi populations in India. Despite significant progress in overall literacy rates in recent decades, Adivasi communities, particularly Adivasi girls, continue to lag behind. We analyze the latest data from the Census of India, National Family Health Surveys, and other government reports to quantify the extent of the gender gap in literacy and school enrollment, attendance, and dropout rates among major Adivasi groups across different states. Root causes including poverty, lack of access to schools, cultural norms, early marriage, and lack of female teachers are explored. The paper also reviews recent government initiatives and welfare schemes aimed at promoting education of Adivasi girls and reducing gender disparity. Based on the analysis, targeted policy recommendations are made to accelerate progress in closing the gender gap and ensuring basic school education for all Adivasi girls in India.

Education’s primary motive of overall human development in India: Case based perspective of Dayalbagh Educational Institute

The Indian higher education system faces significant challenges in integrating value-based education, sustainability, and consciousness, often prioritizing academic achievements over holistic development. This case-based research explores how Dayalbagh Educational Institute (DEI) effectively addresses these challenges by incorporating sustainability, value, and consciousness into its educational framework. DEI was selected for its distinctive approach, which emphasizes moral and social responsibility, fostering not only academic success but also the ethical development of students. The study draws on document analysis and observations to illustrate how DEI’s educational practices serve as a model for other institutions. The research underscores the urgent need for educational reforms in India that go beyond traditional metrics of success, addressing the gaps in moral education and sustainable practices. By fostering critical thinking, ethical decision-making, and social responsibility, DEI demonstrates how an education system can prepare students for future challenges while promoting a deeper consciousness about their role in society. The findings suggest that integrating value-based education with sustainability and consciousness not only enhances students’ holistic development but also contributes to broader goals of national development. DEI’s model offers practical insights and evidence for other educational institutions to adopt similar strategies, ensuring that future generations are better equipped to address societal challenges with a strong ethical foundation. This research thus provides a comprehensive view of the essential elements needed in modern education to create responsible and conscious global citizens.

Organisation of school environment on reopening schools amidst COVID-19: Barriers and facilitators

Abstract Background The reopening of schools during the COVID-19 pandemic has had a profound global impact, affecting millions of students, educators, and families worldwide. This organisation study, conducted in collaboration with professionals from Brazil, Mozambique, and Portugal, focuses on the organisation of school environments to ensure education safety and continuity, underscoring the global relevance of our findings. Methods A consortium of 12 countries developed a script for the semi-structured online interviews used in this study, which took place between March and December 2021. Focusing on the reorganisation of schools during lockdowns in the classroom, we interviewed 12 native Portuguese speakers involved in this process. We applied thematic analysis using NVivo v.22.0 to transcript interviews. Results Results revealed complexities in school reopening during the public health crisis. Key barriers were disparities between public and private schools and inadequate infrastructure. Facilitators included thorough preparation of staff, community engagement, and strong collaboration between the educational and health sectors, along with classroom and school space adaptations. Conclusions This study highlighted significant barriers and facilitating factors affecting school reopening during the pandemic. Challenges such as educational inequalities and infrastructure gaps were evident, while effective facilitation involved comprehensive planning and stakeholder engagement. These findings offer valuable insights for strategic planning and professional practice in ensuring safe and continuous education during pandemics. Key messages • Global collaboration in this study spotlights the complex challenges and necessary strategies for safely reopening schools amid a pandemic. • Research underscores the critical role of thorough preparation and community engagement in overcoming educational disparities during crises.

Realization of the right to education by children with migration history: Russian practices and foreign experience (The end)

Involvement of children with migration history in the Russian education system is a necessary condition for their integration into the host society, their future economic and social success. Less than 20% of migrant children living in our country attend schools. But even their education causes serious problems due to poor knowledge of the Russian language, gaps in general education, and upbringing in a different ethno-cultural environment, often differing in its values and accepted rules of behavior. Russia and foreign countries are implementing a variety of legal and organizational measures aimed at solving these problems and social adaptation of migrant children. The subject of this article is the analysis and generalization of the most effective practices.

Research on the Impact of Gender Role Perceptions on Women's Educational Opportunities in Urban and Rural China

This study explores the impact of gender role perceptions on womens educational opportunities in urban and rural China, focusing on how socio-cultural, familial, societal, and personal factors contribute to educational disparities. Through a comprehensive review of existing research, the study tests three hypotheses: (H1) perceptions of gender roles in urban areas correlate with higher educational attainment among women compared to rural areas; (H2) exposure to progressive media positively influences educational ambitions across both urban and rural contexts; and (H3) increased access to technology narrows the gender gap in education between urban and rural women. The findings underscore the persistence of traditional gender norms in rural areas, which hinder womens educational progress, while urban areas benefit from more progressive views that support higher educational attainment. The study also highlights the significant role of media and technology in challenging traditional gender norms and promoting educational equality. By addressing these factors, policymakers and educators can develop targeted strategies to reduce educational disparities and foster gender equality in both urban and rural China.

Qualitative insights into a scholarship scheme designed to optimise test scores and expedite SDG-4 actualisation in Nigeria

Despite huge commitments, education quality and achievement gaps have remained low in developing countries, posing threats to the actualisation of the SDG-4 goals. A recent quantitative study found that a scholarship scheme that engages communities adopts hybrid selection criteria, and seeks en-masse motivation towards high test scores might be effective at improving education quality. Case Study interviews of 15 beneficiaries of the IFOMSSA Senior Scholarship, a scheme established in 2017 for high schools in Southeast Nigeria. Respondents confirmed that the Scheme’s hybrid (needs and merit-based) selection criteria, along with its en-masse motivation strategies and community involvement, all contributed to improved test scores and exam enrolments. Non-scholarship recipients were motivated as much as eventual recipients, affirming “mass motivation”. Community groups (family, friends, teachers, community leaders and government staff) had positive influences, while media publicity inspired confidence and trust. Scholarship schemes that integrate the advocated principles might hold the key to sustainably optimising test scores in developing countries. This expands options for improving education quality and enrolments.

A Comparison Between Chinese and American Education Models Based on Case Study of Education Assistance in China and Inclusive Education in the United States

Abstract: Educational inequity has always been an issue that needs to be addressed in every country. However, due to the differences in social backgrounds and educational systems, the approaches taken by China and the United States are not the same. This study compares the differences in education between China and the United States through the research methods of case study and literature review, based on the study of the policies and programs of China and the United States to address this issue. China's educational assistance has narrowed the urban-rural education gap in a short period of time, and there is instability in teaching resources. Teachers' teaching skills need to be improved and educational resources optimized to ensure that the benefits of educational assistance are maximized. In the United States, inclusive education aims to ensure that all children have equal access to education, but there are still problems in practice, and there is a need to strengthen the protection of minorities so as to ensure a balanced allocation of teaching resources.

The Expanding Role of United States Healthcare Chaplains in Clinical Ethics.

Healthcare chaplains in the United States increasingly report being tasked by their organizations to participate in the formal work of clinical ethics, by serving on ethics committees, performing clinical ethics consultations, or leading clinical ethics programs. This mapping study documents that professionally-trained chaplains possess a number of skills and attributes that enhance their capability for this work; however, they often lack certain knowledge specific to the discipline of clinical ethics that is needed for roles they are being asked to perform. The professional associations of both chaplaincy and clinical ethics are encouraged to address this educational gap for the benefit of both disciplines.

Addressing Conflicts and Role Responsibilities in the Special Education Service Delivery Process: Adult Sibling Involvement and Facilitation as Cultural and Linguistic Brokers

This case study explores the role of adult siblings in bridging and brokering cultural and linguistic gaps in special education on behalf of their sibling with a disability. Focusing on the Le family, the study explores how Eunice Le, an adult sibling, is navigating communication between their Vietnamese-speaking family and the school, and advocating for their brother Kai, a culturally and linguistically diverse (CLD) student with autism. The case is premised on two key provisions within the Individuals with Disabilities Education Act (IDEA) that center on the Individualized Education Program (IEP) team configuration and parent participation. This case reveals the difficulties that arise when schools and families have divergent approaches to supporting students with disabilities and their extended families from racialized and minoritized communities.

Integrating Virtual Reality Tools into Secondary School Classrooms to Address Gender Gap in STEM Education: An Action Plan

This action plan addresses the gender gap in STEM education by integrating Virtual Reality (VR) tools into secondary school classrooms. Despite various strategies to increase female participation in STEM fields, women remain underrepresented in these areas. The action plan proposes the use of immersive and interactive VR experiences to create more engaging learning environments that may attract a diverse student body, particularly female students. By leveraging the potential of VR to simulate science experiments and other STEM-related activities, this project aims to enhance students' interest and confidence in STEM subjects. A pilot will be conducted in a secondary school, with approximately 50-100 students and a dedicated STEM teaching team. Key strategies include virtual reality technology training for teachers, the design of inclusive STEM curricula, and continuous evaluation through both formative and summative assessments. The expected outcome is that female students will show increased willingness to pursue further study and careers in STEM fields, contributing to long-term reductions in the gender gap in STEM education.

Analysis of the Learning Achievement Gap Between Courses Adapted to Virtual Modality and Courses for a LMS in Undergraduate Studies

The purpose of this research was to determine if there is a gap between a course adapted from a face-to-face to a virtual format and a course specifically designed to be taught in a virtual environment through an LMS. The results showed a gap of more than 10%, with the experimental group obtaining an average final grade 23% higher than the control group. A 24% improvement in grades was observed with the increase in supervisory activities in one unit of the course. The tutor-teacher's expertise and willingness to help students were key elements to the success of undergraduate students.

57 Resident education in the NICU: A curriculum innovation project

Abstract Background For paediatrics residents, much of newborn care is learned during Neonatal Intensive Care Unit (NICU) rotations. However, the NICU is a high-stress and specialized learning environment. Today’s residents often have less NICU exposure during their training than in the past, leading to concerns from trainees that they are inadequately prepared for neonatal care and resuscitation upon graduation. Objectives We aimed to develop, implement and evaluate a paediatric residency NICU curriculum aimed to augment and improve learning on rotation. Design/Methods We utilized Kern’s Six Step Approach for Curriculum Development. Step 1: We identified that our paediatric residents consistently expressed dissatisfaction with the quality and quantity of learning opportunities on their NICU rotations. Step 2: A collaborative working group of residents, paediatricians, and neonatologists identified learning needs. Step 3: Needs were mapped to specific general paediatrics educational objectives within the Royal College Competency Based Medical Education (CBME) curriculum. Step 4: Suitable learning strategies were selected including simulation, procedural skill training, embedded time with the neonatal resuscitation team, and lunch and learn seminars. Steps 5 and 6: The curriculum was piloted during the 2021-2022 academic year and resident reactions evaluated. Results The detailed curriculum is shown in Table 1. At the start of each NICU rotation, all paediatrics residents on rotation attended a half-day simulation based “boot-camp” consisting of a didactic Neonatal Resuscitation Program (NRP) refresher course, relevant procedural skills stations (intubation, UVC placement, needle thoracocentesis), and simulated neonatal resuscitation scenarios. Junior residents were scheduled for protected time to attend deliveries with a dedicated multidisciplinary resuscitation team to ensure familiarity and begin to solidify skills. Learning was further augmented by weekly, resident-led lunch and learn sessions on topics mapped to level of training. To evaluate this curriculum, resident satisfaction was assessed using surveys post bootcamp and at the end of their rotation. Overall, the curriculum was well received. Bootcamp was the highest rated element; 96% of residents agreed or strongly agreed that the session was useful for their education (Figure 1). Post curriculum implementation, there was significant improvement in resident NICU rotation feedback; residents expressed that the NICU learning environment and resident experience has improved. Conclusion We successfully implemented a NICU curriculum for paediatrics residents, with high satisfaction ratings and improved overall rotation feedback. This program shows promise in addressing a long standing educational gap. More research is needed to investigate whether it leads to improved competency in practice.

Bridging the education gap: A comprehensive analysis of travel distance and education quality based spatial accessibility of early childhood education in Metropolitan Melbourne

In Australia, Melbourne's population is growing rapidly and will soon overtake Sydney, fuelled by a COVID-19 baby boom that has increased demand for early childhood education (ECE). In response, the Victorian Government has announced transformational reforms to improve the accessibility and quality of ECE for the growing urban population. This study aims to addresses the evolution and effectiveness of ECE reforms in Melbourne from 2021 to 2036 by proposing an innovative approach that integrates spatial accessibility and educational quality into ECE evaluations. Using the distance decay function, the Floating Catchment Area (FCA) method and the Huff model, it extends traditional geographical analyses by highlighting the importance of educational quality in parental choice and providing a refined technique for simulating local demand based on educational quality and travel distance. Overall, inequalities in educational resources have been identified, with a concentration of ECE services near the CBD, despite high population density, while peripheral areas have significant service deficits. Furthermore, the projected poor accessibility scores for 2026, 2031 and 2036 highlight the urgent need for educational infrastructure development, even in areas rated as having better accessibility in 2021.

Advancing radiology education for medical students: leveraging digital tools and resources.

This study evaluates diverse educational resources to address the gaps in diagnostic radiology education for medical students, aiming to identify tools that enhance theoretical knowledge and practical diagnostic skills. Employing a multi-faceted review, we analyzed digital platforms, academic databases, and social media for resources beneficial to medical students in radiology, assessing their accessibility, content quality, and educational value. Our investigation uncovered a broad spectrum of resources, from foundational platforms to advanced simulation tools, varying in their approach to teaching radiology. Traditional resources provide essential theoretical knowledge, while digital tools, including interactive case studies and multimedia content, offer immersive learning experiences. Notably, resources integrating machine learning and social media facilitate dynamic, peer-to-peer learning and up-to-date case discussions. Despite the minimal current focus on VR, its role in enhancing interactive learning is notable. The diversity in educational tools highlights the evolving nature of radiology education, reflecting a shift towards more engaging and practical learning methodologies. Identifying and integrating a variety of educational resources into radiology education can significantly enhance learning outcomes for medical students, preparing them for the complexities of modern diagnostic radiology with a well-rounded educational approach.

Developing Maritime Management Curricula: Aligning Industry-Specific Needs with Sustainability and Emerging Technologies

The maritime industry is rapidly evolving due to technological advancements and increased emphasis on sustainability. This research aims to develop a specialized maritime management curriculum that aligns with the needs of the port, shipping, and logistics sectors while incorporating emerging technologies and sustainability practices. Through qualitative research involving 5 maritime professionals, 5 lecturers, and 5 graduates, this study investigates the current gaps in maritime education and the essential competencies needed in modern maritime professions. Using descriptive analysis, the research provides insights into the integration of applied management studies, technical skills, and innovation into the curriculum. The study identifies key areas where existing curricula fall short, including the underrepresentation of technological and sustainability competencies. By examining the experiences of industry professionals and educational experts, a new curriculum framework is proposed, aiming to enhance graduate readiness for modern challenges. The curriculum effectiveness is evaluated using key performance indicators (KPIs), with a 9/10 score on alignment with industry needs. Comprehensive tables illustrate the scoring across various curriculum components, including technology integration, sustainability, and managerial skills. The findings suggest that the proposed curriculum model can significantly improve the employability of graduates, ensuring that they are equipped to meet the dynamic requirements of the maritime industry. Continuous curriculum development, with feedback from industry stakeholders, is recommended to maintain alignment with evolving industry needs.

Growing Our Roots

This study examines early language and literacy from Indigenous perspectives, addressing the educational gap for Indigenous children. Through an Indigenous methodology, 22 participants revealed themes on culturally responsive education, cultural identity, tradition preservation, and addressing intergenerational trauma. Findings emphasize the need for equitable practices and suggest ways to enhance Indigenous language and literacy learning in homes, schools, and communities.

Digital Learning Inquality: The Role of Socioeconomic Status in Access to Online Education Resources

The rise of digital learning has transformed education, but it has also exposed significant inequalities, particularly in access to online education resources. This study examines the role of socioeconomic status (SES) in shaping digital learning opportunities and outcomes. Using a qualitative approach, this research adopts a literature review method, analyzing existing studies on digital learning inequality, SES, and online education access. Findings indicate that lower SES is strongly associated with reduced access to essential resources, such as high-speed internet, digital devices, and quality educational content. Students from disadvantaged backgrounds are less likely to have conducive home environments for learning, leading to a widening gap in educational achievement between high- and low-SES groups. The literature further highlights that, despite the increasing availability of online learning platforms, these resources are not equally accessible to all, exacerbating pre-existing educational disparities. Additionally, the digital divide is shown to have broader implications, affecting not only academic performance but also long-term economic and social mobility. This study emphasizes the urgent need for policies that address these inequalities by ensuring equitable access to digital learning tools and fostering digital literacy among underserved populations. By synthesizing existing research, this paper contributes to a deeper understanding of the intersection between SES and digital education access and offers insights for policymakers and educators working to bridge the digital divide.

The Design of Teaching and Learning Platform to Support Exchange Learning for Elementary and Middle Schools in Korea

The education sector needs to improve education quality after the post-pandemic and subsequent decline in educational attainment. Additionally, there has been a heightened reliance on private education, coupled with the projected inflection point of 2070, when the global population will decline. Various solutions have been developed and implemented to support changing educational environments and teaching methods. However, despite these efforts, the problem of a widening educational gap between urban and rural students persists. This is due to difficulties accessing educational resources caused by long distances between schools, and there is an increasing demand for practical measures to make education more inclusive. In this case study, we analyzed the building and operation of a teaching-learning platform. We interviewed stakeholders to prepare a preemptive response to social issues that education will face in the future. Through this, we derived considerations for an exchange learning-based teaching-learning platform (that supports teachers' exchange learning lesson designs) and proposed a design plan platform. The results of this study are expected to minimize the learning gap between urban and rural areas, support the development of educational programs that consider students' interests, and adjust the educational difficulty to a suitable level for each student. It is also believed to help develop and utilize an AI-based, learner-customized learning platform.

Structural Functionalism in Rural Primary Education: An Inquiry into the Alleviation of Digital Dilemmas

This paper thoroughly examines the educational challenges faced by China's rural primary schools in the modern digital context and suggests solutions based on the structural functionalism theory. The allocation of educational resources in rural primary schools is blatantly unequal under the dual structures of urban and rural areas, and the use of digital teaching also creates the dual issues of system imbalance and incomplete function. This paper, which is based on the structural functionalism theory, explains the challenges that digital education in rural primary schools faces, including a lack of resources, a shortage of skilled teachers, and an imperfect top-level educational design. In light of these challenges, the paper proposes some solutions, including enhancing the creation of digital education resources, enhancing teachers' capacity for digital teaching, creating and refining the digital management system for rural primary education, and fostering shared values to support the social identity of rural primary education digitization. In order to improve rural primary education in China, close the educational resource gap between urban and rural areas, advance educational equity, and raise the standard of rural primary education, this paper offers a theoretical and practical perspective on the digital transformation of rural primary schools.

Selection and the economic value of education: A barrier to reducing the SES achievement gap?

AbstractDue to the role that schools play in determining the status of the future occupations of their children (i.e., the selection function of education), high socioeconomic status (SES) parents may not always be supportive of interventions that would reduce the SES achievement gap. In four experiments, we measured the support of parents (Ntotal = 1966) for implementing an equalizing (and, in Experiments 2 and 3, an inequality‐maintaining) intervention. In Experiments 1 and 2, a negative association between subjective SES and support for the equalizing intervention was found when the selection function was made salient, an effect that was also observed in Experiment 4 but only for Right‐leaning participants. In Experiment 3, where the salience of selection was held constant, we found a negative association between subjective SES and support for the equalizing intervention, but not the inequality‐maintaining intervention.