Relevant bibliographies by topics / 160201 Equity and access to education

Academic literature on the topic '160201 Equity and access to education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "160201 Equity and access to education"

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Tomkinson, Bland. "Equity and access." Perspectives: Policy and Practice in Higher Education 25, no. 1 (January 2, 2021): 1. http://dx.doi.org/10.1080/13603108.2021.1862996.

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Posselt, Julie Renee, Ozan Jaquette, Rob Bielby, and Michael N. Bastedo. "Access Without Equity." American Educational Research Journal 49, no. 6 (December 2012): 1074–111. http://dx.doi.org/10.3102/0002831212439456.

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Harrison, Lisa, Ellis Hurd, and Kathleen Brinegar. "Equity and access to STEM education." Middle School Journal 51, no. 3 (April 21, 2020): 2–3. http://dx.doi.org/10.1080/00940771.2020.1735847.

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Orfield, Gary. "Money, Equity, and College Access." Harvard Educational Review 62, no. 3 (September 1, 1992): 337–73. http://dx.doi.org/10.17763/haer.62.3.q153011101064242.

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In this article, Gary Orfield explores the nature of the relationship between money and access to college, particularly for minority and poor students. Decades after a massive federal government commitment to making a college education available to all, Orfield contends, minority and low-income access is declining, and financial aid is going to middle-class students who could manage without it. Orfield relates how the goal of making higher education accessible to all got sidetracked as he chronicles the policy debate over student aid through the 1980s and early 1990s. He tells a story of political opportunism, insufficient outreach, bureaucratic insensitivity, and a failure to distinguish cultural differences with regard to borrowing — a story of institutions and faculties protecting themselves through tuition increases without seriously debating social consequences. It is not, however,a story of declining interest in, or aptitude for, college among low-income and minority students. Orfield shows a substantial link between dollars and college attendance, and examines policies that have clearly made things worse for those most in need of assistance — policies that are nevertheless maintained because of political deadlock. He concludes that hard choices must be made if college access is to be restored without greatly increased expenditures, and he then delineates those choices.
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Winkelmes, Mary-Ann. "Equity of Access and Equity of Experience in Higher Education." National Teaching & Learning Forum 24, no. 2 (February 2015): 1–4. http://dx.doi.org/10.1002/ntlf.30014.

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Milliard, Asa G. "Chapter XI: Equity, Access, and Segregation." Teachers College Record: The Voice of Scholarship in Education 92, no. 5 (April 1991): 199–213. http://dx.doi.org/10.1177/016146819109200512.

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Groundwater‐Smith, S. "Educational Broadcasting: access and equity." Journal of Educational Television 16, no. 3 (January 1990): 163–73. http://dx.doi.org/10.1080/0260741900160304.

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LE, ANH T., and PAUL W. MILLER. "Participation in Higher Education: Equity and Access?*." Economic Record 81, no. 253 (June 2005): 152–65. http://dx.doi.org/10.1111/j.1475-4932.2005.00240.x.

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HAMP‐LYONS, LIZ. "Access, Equity and … Plagiarism?" TESOL Quarterly 43, no. 4 (December 2009): 690–93. http://dx.doi.org/10.1002/j.1545-7249.2009.tb00192.x.

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Nugroho, Rossi Adi, and Binti Azizatun Nafi'ah. "Internet Access Equity Policy Is the Internet Access Equity Policy Through USO Funds effective?" IJID (International Journal on Informatics for Development) 8, no. 1 (June 22, 2019): 8. http://dx.doi.org/10.14421/ijid.2019.08102.

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Indonesia has a disparity in internet access caused by differences in regional factors, especially in geographically difficult areas to reach. The disparity in internet access is narrowed by the existence of programs through USO funds. However, the researchers found that the equalization program for internet access using USO funds had not been effective, especially in the education sector. This paper aims to provide an evaluation of USO-funded programs. This paper uses qualitative descriptive methods with review literature data collection techniques accompanied by qualitative critical analysis techniques. The important finding of this study is that the internet access equalization program has not been effective as evidenced by the ineffectiveness of this program in the education sector. Researchers suggest optimizing the internet access equalization program through USO funds to improve the quality of education.
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Dissertations / Theses on the topic "160201 Equity and access to education"

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Townsend, Andrea D. "Equity and Access for Students with Disabilities: The Role of Implicit Bias and Oppression." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1625953250126442.

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Garrett, Galen. "Equity of access: Exploring Internet connectivity within Oklahoma public schools." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4663/.

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The purpose of this study was to ascertain if conditions or combinations of conditions existed within Oklahoma public schools that created inequities in the availability of classroom Internet connections. A stratified random sample of the 471 school districts was used to identify 300 specific schools for the purpose of data analysis. Data was gathered utilizing a database provided by the Oklahoma State Department of Education and a researcher developed questionnaire. The database provided data relating to four independent variables (region, district size, school type, and school size,). The dependent variable, percentage of classrooms connected to the Internet, was obtained by the researcher designed questionnaire. The state database also provided percentage information relating to students who qualify as minorities and qualify for free or reduced lunches. The data was tested using a series of ANOVAs and a Pearson product-moment correlation coefficient. The findings of the study are as follows: (a) The analysis of variance showed that none of the independent variables had a significant effect upon the percentage of classrooms connected to the Internet; (b) The Pearson product-moment correlation coefficient revealed little or no correlation between the percentage of disadvantaged or minority students and the percentage of classroom Internet connections.
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Igualada, Mirynne O'Connor. "The beliefs of advanced placement teachers regarding equity and access to advanced placement courses| A mixed-methods study." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154938.

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This mixed methods study of teachers’ beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that has received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students’ prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses.

The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey, and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers’ beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district.

The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not implemented consistently across schools and particularly in science, technology, engineering and mathematics (STEM) related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.

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Hall, Heather. "Sustained Education Access for Homeless Youth: Case Study of U.S. Transitional Living Programs." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3300.

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Without interventions to address homelessness among youth, the risk of homelessness for future generations is great. As a result, the federal government has invested in funding Transitional Living Programs (TLPs), though it is not clear whether these programs have achieved the intended outcomes of helping youth transition from homelessness to being able to sustain employment and avoid poverty through access to educational and workforce programs. Using the broad conceptualization of democratic governance as the foundation, the purpose of this case study was to assess whether access to educational programs through TLPs benefitted homeless youth in terms of program success. Data for this study were collected through interviews with 9 administrators of TLP service providers and publicly available documents for the years 2008-2014. Interview data were inductively coded and subjected to thematic analysis, and data from public sources were evaluated using descriptive statistics. Qualitative analysis revealed that long term, post-TLP outcomes were difficult to track as individual TLPs tended to lose contact with youth, though self-advocacy for participants, coupled with the ability to sustain long term independence, were keys to success for program participants. Participants also noted their perception that education through TLPs provide opportunity for stable social and economic connections. Positive social change resulting from this study may be attained if TLP long-term outcomes are evaluated using metrics that are realistic for the target population, and organizational goals are refocused on improving opportunities for youth to make meaningful contributions to their communities, and thereby build the social equity necessary for long-term success.
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Stone, Catherine. "The Second Chance Journey... or... "How did these oldies get to be uni students?"." University of Sydney, 2009. http://hdl.handle.net/2123/5324.

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Doctor of Social Work
This doctoral thesis presents the findings of a qualitative research project which examines the impact of university study on a group of twenty female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. The students who are the subject of this thesis are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and persevering with their studies. The majority have come from lower socio-economic backgrounds with little, if any, family history of higher education and little positive experience of prior study. Postmodern feminist theory has primarily informed this research, using a narrative method to gather the data, analyse the results and present the findings. This thesis describes the experiences of the twenty individuals, derived from their individual narratives. As such, it gives voice to their stories: their triumphs and achievements as well as their struggles. It examines the gender issues that are at work in the shaping of their experiences, including the ways in which gender affected the type and extent of help and support on which they could rely. It highlights the transformative nature of these experiences for each of the students in this cohort, as well as potentially the next generation, and makes some tentative connections between these individual experiences and the experiences of the wider mature-age university student population. The narratives that individuals tell are socially and culturally located. Hence it is likely that the experiences of these twenty students may reflect, at least to some extent, the experiences of other mature-age students within a similar culture. The findings of this research also highlight the important role that higher education institutions can play, not only in widening access to higher education, but also in encouraging and assisting students, from a diverse range of backgrounds, to participate fully in higher education and achieve their goals.
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Fogarty, Diane. "Universal Design for Learning| A New Clinical Practice Assessment Tool Toward Creating Access and Equity for ALL Students." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10623437.

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To examine to what extent current general education pre-service teachers within a teacher preparation program at a private institution of higher education know and understand the principles of Universal Design for Learning (UDL), expert focus groups were conducted. General education program syllabi were examined for UDL content and found to be lacking in such content. General education pre-service teachers videotaped lessons were reviewed for UDL content and were also found to be inadequate in demonstrating knowledge and understanding of Universal Design for Learning principles. Focus groups comprised of university fieldwork instructors and teacher education experts were asked to review and give feedback on a current clinical observation tool being utilized. Feedback indicated that the current tool was insufficient for measuring pre-service teachers’ knowledge and understanding of UDL. Further, the current tool was not anchored to the UDL framework or any other teaching framework. In service to contributing to the field of teacher preparation, a new clinical practice tool grounded in Universal Design for Learning was created.

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Lorenzo, Sarah-Jane Lasek. "Planning Postsecondary Pathways: An Exploration ofCollege and Career Access through Solutions-Based Reporting." Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1502999397675549.

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Moss, Sidney. "Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5679.

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The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey. Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Pounders, Cherise. "Social Justice Leadership| Advocating Equity, Access and Opportunity for Black Students Attending Urban High-Poverty Elementary Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685504.

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The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.

Four research questions guided this study and included: What strategies are used by elementary principals and instructional leaders to advance equity, access, and opportunity, to improve core teaching and curriculum, address barriers faced, and develop resilience when leading the work of social justice? Data were collected through semi-structured interviews with the intention of learning specific leadership strategies used to create, promote, and sustain equitable learning environments where Black students meet and exceed proficiency rates in reading.

Key findings suggest that leaders who accomplish and sustain high academic achievement at their schools hold high expectations for their students, immerse themselves in culturally responsive professional development trainings, seek community supports to enhance curricular programs, and invest in professional study and self-care practices to sustain themselves both professionally and personally. Recommendations for future policy demonstrate the need for principal preparation programs dedicated to addressing social justice leadership practices as a means to advocate equity, access, and opportunity for marginalized and oppressed students everywhere.

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Wilhite, Paul. "Superintendent second-order change leadership to achieve equity and access to excellence in a large Florida school district." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5572.

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The purpose of this study was to determine the perceptions of 244 school- and district-based administrators who were employed in a Florida school district from 2003-2011 regarding superintendent second-order change leadership decisions and events to achieve equity and access to excellence for all students in the school district. Interviews were also conducted with 11 active and retired school-based and district-based administrators to specifically address any factors that led to equity and access to excellence as well as any challenges the school district faced when implementing those actions and decisions. Quantitative data were used for a historical comparison of the targeted school district prior to and after 2003 to further understand the impact of equity and access to excellence within the school district. Two superintendent decisions were believed to be extremely educationally significant by respondents: High school reading centerpiece and International Baccalaureate program launch at Seminole High School. Respondents were least familiar with Central Florida Public School Boards Coalition established and Established Principal Forum. Three events were largely believed to be extremely educationally significant by respondents: District rated A each year of accountability, District designated academically high- performing, and Unitary status achieved. Respondents were least familiar with Florida Center for Reading Research project in high schools and Superintendent Leadership transition. Responses to open-ended questions indicated that equity and access to excellence were achieved in the school district between 2003 to 2011. The decision to attain unitary status led to other actions and decisions to achieve equity and access to excellence, e.g., the creation of magnet schools, the introduction of open access to Advanced Placement courses. The superintendent's greatest challenge was perceived by respondents as lack of funding. Interviewees cited poverty as a limiting factor in achievement of equity and excellence. All respondents agreed that working with the lowest achieving 25% of students to improve performance on the Florida Comprehensive Achievement Test was key to achieving equity and excellence in the school district. Most of the interviewees believed that all students have access to equity and excellence. In offering advice to other districts, most of the interviewees stressed the importance of focusing on data, demographics, and academic programs, stating that leaders should be committed to achieving equity and excellence and there needs to be total buy-in from the whole district. Further, superintendent success depended on a clear focus, a set of core values and the willingness and courage to implement second-order change.?
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Books on the topic "160201 Equity and access to education"

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O'Hara, Sabine. Higher education in Africa: Equity, access, opportunity. New York: Institute of International Education, 2010.

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Shami, Pervez Aslam. Access and equity in basic education in Pakistan. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2006.

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Parma), Access to Higher Education in Europe (Conference) (1992. Contribution from Ireland: Equity and access in education. Strasbourg: Council of Europe, 1992.

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Power, C. Access to higher education: Participation, equity, and policy. Bedford Park, S. Aust: National Institute of Labour Studies Inc., Flinders University of South Australia, 1985.

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Academy of Educational Planning and Management (Pakistan). Study on access and equity in basic education. Islamabad: Academy of Educational Planning and Management, Ministry of Education, 2004.

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Asian Association of Open Universities. Conference. Access & equity: Challenges for open and distance learning. Edited by Dikshit H. P and Indira Gandhi National Open University. New Delhi: Kogan Page India, 2002.

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Access, equity, and capacity in Asia-Pacific higher education. New York: Palgrave Macmillan, 2011.

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Neubauer, Deane E., and Yoshiro Tanaka. Access, equity, and capacity in Asia-Pacific higher education. New York: Palgrave Macmillan, 2011.

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Lee, W. O. Equity and access to education: Themes, tensions, and policies. Mandaluyong City: Asian Development Bank, 2002.

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Neubauer, Deane, and Yoshiro Tanaka, eds. Access, Equity, and Capacity in Asia-Pacific Higher Education. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119215.

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Book chapters on the topic "160201 Equity and access to education"

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Hofmann, Kim. "Equity of Access." In 10 Perspectives on Equity in Education, 53–67. First Edition. | New York : Routledge, 2021. | Series: Great Educators Series: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003093145-5.

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Pinheiro, Rómulo. "Access, Equity, and Regional Development." In Higher Education in Societies, 113–25. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-746-9_8.

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Marav, Daariimaa, and Michelle Espinoza. "Equity and Access in Higher Education." In Equality in Education, 169–81. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-692-9_13.

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Panigrahi, Jinusha. "Financing of Higher Education Institutions: Access to Funds and Issues of Equity." In Education, Equity, Economy, 113–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90388-0_7.

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Gates, Peter. "Equity and Access in Mathematics Education." In Encyclopedia of Mathematics Education, 217–21. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_58.

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Gates, Peter. "Equity and Access in Mathematics Education." In Encyclopedia of Mathematics Education, 279–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_58.

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Gates, Peter. "Equity and Access in Mathematics Education." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_58-3.

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Neubauer, Deane, and Yoshiro Tanaka. "Introduction—Access, Equity, and Capacity." In Access, Equity, and Capacity in Asia-Pacific Higher Education, 1–4. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119215_1.

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Navani, Manasi Thapliyal. "Expanding Higher Education in India: The Challenge for Equity." In Access to Higher Education, 109–20. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-41190-7_9.

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Hawkins, John N., W. James Jacob, and Li Wenli. "Higher Education in China: Access, Equity and Equality." In Inequality in Education, 215–39. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-90-481-2652-1_9.

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Conference papers on the topic "160201 Equity and access to education"

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Rizwan, Sidra, and Afshan Huma. "ACCESS & EQUITY IN TERTIARY EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0041.

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Quan, Gina M., Brianne Gutmann, Joel C. Corbo, Benjamin Pollard, and Chandra Turpen. "The Access Network: Cultivating Equity and Student Leadership in STEM." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.quan.

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Amezcua, Fidel, Gina M. Quan, and Chandra Turpen. "Students’ exploring and refining their equity ethic within the Access Network." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.amezcua.

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Ammar, Alia. "Egypt: A Special Education Policy Analysis for Equity and Access." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571324.

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Cheddadi, Saoussen, and Mourad Bouache. "Improving Equity and Access to Higher Education Using Artificial Intelligence." In 2021 16th International Conference on Computer Science & Education (ICCSE). IEEE, 2021. http://dx.doi.org/10.1109/iccse51940.2021.9569548.

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Lee, Sarah, Jessica Ivy, and Andrew Stamps. "Providing Equitable Access to Computing Education in Mississippi." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985981.

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Zhang, Jiayi. "Investigating the Equity of Access When Comparing Migrant and Local Students." In 2021 6th International Conference on Modern Management and Education Technology（MMET 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211011.106.

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Clothey, Rebecca A. "Equity, Access, and Diversity through Short-term Study Abroad in Online Education Programming." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8185.

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This paper describes the challenges of creating quality international educational opportunities for non-traditional adult learners who are studying online and have families and full-time jobs. The paper discusses the potential for success of an education model for study abroad designed specifically to address the needs of this student population. It concludes that although the model attracted some students among the target population who may not otherwise have gone abroad, more work needs to be done to create inclusive study abroad models.
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Haynes, Madeline, Yiwen Yang, Natashia Bibriescas, Miriam Jacobson, Stephanie N. Baker, and Jayce R. Warner. "Equity in Access to and Participation in K-12 Computer Science Education." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499117.

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Ballerini, Victoria. "America's Promise and Argentina's Unrestricted Access: Different Equity Approaches to Tuition-Free and Open-Access Higher Education." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435244.

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Reports on the topic "160201 Equity and access to education"

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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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Gehlhaus, Diana, Luke Koslosky, Kayla Goode, and Claire Perkins. U.S. AI Workforce: Policy Recommendations. Center for Security and Emerging Technology, October 2021. http://dx.doi.org/10.51593/20200087.

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This policy brief addresses the need for a clearly defined artificial intelligence education and workforce policy by providing recommendations designed to grow, sustain, and diversify the U.S. AI workforce. The authors employ a comprehensive definition of the AI workforce—technical and nontechnical occupations—and provide data-driven policy goals. Their recommendations are designed to leverage opportunities within the U.S. education and training system while mitigating its challenges, and prioritize equity in access and opportunity to AI education and AI careers.
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Sible, Jill, Erica Echols, Kasey Richardson, and Hao Wang. Using Data to Fuel Inclusive Excellence at Virginia Tech. Ithaka S+R, May 2021. http://dx.doi.org/10.18665/sr.315527.

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In Fall 2020, the American Talent Initiative (ATI), an alliance of high-graduation-rate colleges and universities committed to expanding access and opportunity for low- and middle-income students, established its newest community of practice (CoP) focused on academic equity. Together, the 37 CoP members explore topics related to creating equitable academic communities. One such area of focus is how institutions can more effectively utilize data to enhance equity-related projects. In January 2021, members participated in a webinar discussion on this topic, during which CoP representatives presented on how they have leveraged data in their academic equity work. This case study builds on a presentation given by Dr. Jill Sible, Associate Vice Provost for Undergraduate Education and Professor of Biological Sciences at Virginia Tech, titled, “Using data to fuel inclusive excellence at Virginia Tech.”
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Adamu, Abdalla Uba. Status of Open and Distance Learning in Nigeria. Commonwealth of Learning (COL), October 2022. http://dx.doi.org/10.56059/11599/4070.

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"Status of Open and Distance Learning in Nigeria" reviews current policy and practice in relation to issues of access, equity, quality and costs. This was done using a survey of ODL institutions, data from different institutions, and available studies conducted by COL. The report identifies innovations and best practices that institutions adopted as a response to the Covid-19 crisis. The objective of this report is to provide recommendations and concrete actions to enable policy makers and distance education leaders to transform the sector for national development.
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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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Goldemberg, Diana, James Genone, and Scott Wisor. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Minerva's Co-op Model: A Pathway to Closing the Skills Gap. Inter-American Development Bank, September 2020. http://dx.doi.org/10.18235/0002633.

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Bridging the skills gap is necessary to increase productivity and equity. In Latin America and the Caribbean, this challenge has manifested in high rates of youth unemployment, informality, and inactivity. Traditional higher education has struggled to respond to this challenge, with rising costs limiting access and poor outcomes forcing students to question the value of a university degree. In this paper, we explore a model for collaboration between higher education providers and employers designed to overcome these challenges. In this co-op model, students earn a bachelors degree in three years, while also working part-time during the second and third years. This model provides students with the foundational skills and knowledge needed to become broad, interdisciplinary thinkers, while also giving them valuable work experience for which they earn credit while pursuing their degree. Economic constraints are addressed by students degrees being partly subsidized by an employer, who benefits by easily hiring employees who can fill their most critical human resource needs.
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Rosser, Andrew, Phil King, and Danang Widoyoko. The Political Economy of the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe01.

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Indonesia has done much to improve access to education in recent decades but it has had little success in improving learning outcomes. This paper examines the political origins of this problem. It argues that Indonesia’s learning crisis has reflected the political dominance during the New Order and post-New Order periods of predatory political, bureaucratic and corporate elites who have sought to use the country’s education system to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than produce skilled workers and critical and inquiring minds. Technocratic and progressive elements, who have supported a stronger focus on basic skills acquisition, have contested this orientation, with occasional success, but generally contestation has been settled in favour of predatory elites. The analysis accordingly suggests that efforts to improve learning outcomes in Indonesia are unlikely to produce significant results unless there is a fundamental reconfiguration of power relations between these elements. In the absence of such a shift, moves to increase funding levels, address human resource deficits, eliminate perverse incentive structures, and improve education management in accordance with technocratic templates of international best practice or progressive notions of equity and social justice—the sorts of measures that have been the focus of education reform efforts in Indonesia so far—are unlikely to produce the intended results.
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Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal attention to the new English Language Development Standards; (4) minimal investment in teacher capacity building to address EL needs; (5) lack of attention to coherent programs, services and supports for ELs and failure to address issues of program and curriculum access; (6) weak engagement of ELs’ parents in LCAP process and content of LCAP plans; (7) poor employment of EL data to inform LCAP goals and weak use of EL indicators as an LCAP accountability component; (8) lack of specificity in describing district services and site allocations for supplemental and concentration funding; and (9) difficulty identifying the coherence of responses of EL needs in year 2 LCAPs. Overall, the analysis of the 29 LCAPs continue to signal a weak response to EL needs. The authors reassert the urgency of the recommendations in the Year 1 report, offer additional specific recommendations for the state, county offices of education, and districts, and call upon the state to reaffirm the equity commitment in the LCFF design.
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Does your Local Control Accountability (LCAP) Plan deliver on the promise of increased or improved services for English Learners? 10 research aligned rubrics to help answer the question and guide your program. The Center for Equity for English Learners (CEEL), 2015. http://dx.doi.org/10.15365/ceel.lcap2015.1.

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As California’s Local Control Funding Formula (LCFF) came into effect in 2013, districts were given more flexibility to use state resources and create a new school finance system to improve/increase services for students with greater needs for support, including English Learners (ELs), students from low-income backgrounds, and foster youth. Local Education Agencies (LEAs) were tasked with preparing the Local Control and Accountability Plans (LCAPs) to describe how districts use their plans to meet their annual goals for all students. To aid LEAs in their design and implementation of programs to address the needs of ELs, Californians Together, the California Association for Bilingual Education (CABE), California Rural Legal Assistance (CRLA), and the Center for Equity for English Learners (CEEL) collaboratively developed the rubrics with 10 focus areas that have a high impact on ELs. These areas include: (1) English Language Development, (2) Parent Engagement, (3) Professional Development, (4) Programs and Course Access, (5) Expenditures, (6) District Wide Use of Concentration and Supplemental Grant Funds, (7) School Wide Use of Concentration and Supplemental Grant Funds, (8) Actions and Services, (9) Proportionality, and (10) English Learner Data to Inform Goals. These 10 rubrics and their corresponding indicators are based on research-based principles and practices for English Learners. These rubrics were first employed in the review of first-year LCAPs by the above-mentioned organizations and remain an important analytical instrument for district leaders to gain insights into the planning for and improving programs and services for ELs.
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