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Test providers are increasingly moving toward exclusively administering assessments by computer. Computerized testing is becoming more desirable for test takers because of increased opportunities to test, faster turnaround of individual scores, or perhaps other factors, offering potential benefits for those who may be struggling to pass licensure examinations. This report extends previous research examining 4 years of paper-based "Praxis I"® test data to its corresponding computerized environment with these goals: (a) determine the extent to which achievement gaps exist on computer-based (CB) Praxis I tests, (b) examine which test-taker characteristics are most associated with mode, and (c) elicit opinions from previous Praxis I test takers to understand reasons why a particular testing mode was chosen. The results contribute to the literature about "Praxis"® examinations and reinforce the need to understand their dynamics in the context of evaluating performance and participation gaps by demographic characteristics.

In 2021, the Council for Higher Education Accreditation (CHEA) made a monumental move to require postsecondary institutions to evaluate and document their actions to ensure fairness in admissions, an inclusive learning environment, and equitable student outcomes. Around the same time, a team comprising educational measurement experts, diversity officers, and accreditation specialists from Brooklyn College of the City University of New York and the University of Florida developed an instrument for assessment of institutional diversity, equity, and inclusion (DEI) called the Diversity, Equity, and Inclusion Institutionalization (DEII) assessment. The goal was to measure campus DEI and improve differential outcomes for its underserved populations. The team formed an advisory board represented by scholars from Harvard University, the Hispanic Association of Colleges and Universities (HACU), and the American Association of Learning in Higher Education (AALHE) to review and provide feedback on the assessment of DEI institutionalization. This article details the process of understanding existing assessment efforts, provides evidence for the rigor of the DEII assessment tool, and shares results from the initial round of data collection. The authors also invite interested institutions to participate in their ongoing process of refining their assessment approach in order to help leaders understand their DEI work at the institution level.

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the "gap" leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of "The Importance of Teaching: The Schools White Paper" (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies.

The persistent failure of contemporary policies to improve school retention rates and close the achievement gap between students from low and high socio-economic (SES) backgrounds should be a matter of grave concern. In this article, we set out to show what it means to be educated in a context of disadvantage from the perspectives of young people attending a senior secondary public school in regional Australia. Acknowledging that youth are experts in their own lives, we draw extensively on student narratives of the funds of knowledge and opportunity structures that support and/or constrain education and employment opportunities in low-income neighbourhoods. Although young peoples' stories of hope and agency go some way to undermining the deficit thinking about these students and their families, we argue that the realisation of their aspirations requires institutional support and policies that address the systemic causes of educational disadvantage.

Could the standardisation of language narrow disparities in achievement in education amongst people of different social class, and within and across ethnicities and genders, and could this have implications for injustices and inequities in wider society? In analysing socio-economic diversity through the lens of its correlation with language, this paper examines how the standardisation of language could be used as a means to reduce such diversity. It examines links between the standardisation of language, and the reduction of inequalities between socio-economic groups, in regard to achievement in education. It also examines the correlation between language and social class, and propensity towards being a perpetrator and/or victim of hostility and violence, as well as their relationship with health and life expectancy etc. The paper further examines the effect of the use of technology and teaching methods on the acquisition of knowledge, and how this impacts upon children of different social class within the learning environment. In order to help address some of these questions, an auto-ethnographic methodology is adopted with the aim of being able to explore, and reflect upon, personal experience, and to be able to weave greater understanding and connections between apparently disparate factors related to diversity, all through the lens of language and its relationship to aspects of culture relating to social class. Amongst its conclusions, the paper argues that the standardisation and enhancement of spoken language would narrow the disparities in academic achievement between socio-economic groups. The paper also argues that in order to challenge inequitable power structures which have arisen from historical injustices, then rather than concentrating on underrepresentation of groups of people within high status positions in society, the focus of diversity should be directed towards challenging the over representation, in a range of settings, of groups of people within low status positions in society.

Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the structure of settler colonialism. Informed by theories of settler colonialism (Tuck & Yang, 2012, Veracini, 2010) and critical race theory (Harris, 1993; Ladson-Billings & Tate, 1995), I closely examine some Toronto District School Board documents that address the so-called achievement and opportunity gaps. Using critical discourse analysis, this paper shows how the notion of achievement is racialized to protect white settler property rights, and how the discourse of achievement gaps functions as a settler technology to concurrently include and exclude individuals from the settler project. Understanding the settler colonial constructions of race brings to the foreground the relations between Indigenous erasure, anti-Blackness, and othering of racialized communities within the contemporary multicultural nation (Haque, 2012; Tuck & Gorlewski, 2016).

This paper examines the significance of parental involvement in early childhood education, with a specific focus on the cultural practices and values of Korean American parents and children in schools in the United States (US). It discusses the critical issue of the learning gap among different ethnic and racial groups and how, through the recognition and integration of various cultural beliefs and values, educators can help parents to close this gap. The paper focuses specifically on Korean American children and their parental involvement in the US through the lens of the "figured worlds" approach, in order to better understand differences in educational practices and to support the success of all diverse groups of children in the learning process in American schools.

Purpose: The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities. Design/methodology/approach: This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps. Findings: The review's findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps. Research limitations/implications: One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review. Practical implications: The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience. Social implications: The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion. Originality/value: This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as 'success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, this paper discusses findings relating to one success factor that supports Indigenous student completions: Indigenous centres/units as key places to build a sense of connection and belonging for Indigenous students. The paper discusses the importance of Indigenous centres/units in providing a space where Indigenous students can connect with each other, with staff, and with their own cultural identities. The paper then discusses the development of strategies that can be adopted by all universities across Australia to strengthen and improve the completion rates of Indigenous students.

This paper analyzes data from Native American students' attainment in a first-semester Spanish language course at an indigenous-serving institution before, during, and after the pandemic. The gap between Native American and non-Native American students increased during the first post-pandemic semester to the point that just one out of 11 Native Americans passed the course in the fall of 2021. After that, the gap between Native American and non-Native American students gradually narrowed until reaching the lowest failing grades of 23% in the spring 2023. In my teaching, Native American students benefit from a classic teaching style involving longer lecture time, monitored note-taking, consistent attendance requirements, in-person communication, and clearly communicated differentiation strategies for grading. This may align with the cycle of learning outlined by Benally (1994): Nitsáhákees (Thinking), Nahat'á (Planning), Iiná (Living) and Sihasin (Assuring).

This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the COVID-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually -- a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is "false" to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.

President Bush's education act--No Child Left Behind (NCLB)--promises to close the achievement gap created by race, social class, disabilities, and English proficiency. Some scholars have argued that students achieve at higher rates when their teachers are culturally sensitive, utilize culturally relevant pedagogy, and can create a genuinely empathetic relationship with youngsters who are culturally different. If people know this to be true, then why does the federally mandated NCLB not mention increasing teachers' cultural awareness? Without government intervention, many teacher education programs have identified one discipline as an ideal vehicle to prepare teachers for their inevitable culturally diverse classrooms--social foundations of education (SFE) courses. In this position paper, the authors discuss why and how SFE can increase the cultural competencies of teachers. They also provide some recommendations on what is missing in the literature on SFE and cultural diversity training and discuss how teacher education programs need to increase the number of SFE cultural diversity courses.

This paper examines students' patterns of success in classes with high DFW rates at a research-intensive university. We investigated whether certain assignment types were associated with inequitable grade distributions for underrepresented minority (URM) and transfer students and whether assignment grade patterns were similar to final grade patterns. Across eight classes, 745 students' grades were analyzed from 27 assignments including tests, papers, projects, homework, and oral reports. In every class, URM students received lower final grades than non-URM students, and transfer students received lower final grades than non-transfer students. In five classes, different patterns of equity emerged across different assignment types and different groups of students. These findings support the importance of going beyond the disaggregation of final grades by disaggregating grades on individual assignments, and the need to develop institutional practices that examine the presence of equity gaps in the classroom.

This paper examines data from the Digest of Educational Statistics and other sources to investigate Latinx educational achievement rates between 2005 and 2019. After comparing educational attainment rates from white, Black, Latinx, and Asian students, the paper documents the improvement in education among Latinx students in recent years despite falling behind other groups. The data suggests that the educational transition rate from secondary school to postsecondary school is an urgent concern to be addressed by educational leaders. To further analyze differential attainment rates, the paper discusses preliminary findings from an ongoing within-group study comparing the eleven largest Latinx communities residing in the United States. Finally, the paper tries to demonstrate that the legacy of national development and a structuration theoretical framework could potentially be useful to explain different rates of educational achievement.

Purpose: The purpose of this paper is to present insights from the implementation of a dialogic social studies curriculum and its potential to support diverse learners. Policymakers and educators must attend to the learning needs of diverse/minoritized (Note: In this paper, the authors use minoritized and diverse interchangeably) students who have been marginalized in public education. A critical goal is to close racial, ethnic and socioeconomic achievement gaps by increasing, for example, students' engagement with curriculum and instruction. In this paper, the authors bridge research on dialogic instruction and culturally relevant and responsive education with the goal of informing curricular design and instructional practice. Design/methodology/approach: This conceptual paper discusses the utility of dialogic instruction in improving learning outcomes for minoritized student populations. While some researchers have examined the positive effects of dialogic instruction on underperforming students (e.g. Murphy et al., 2009; Pillinger and Vardy, 2022), few scholars have examined dialogic instruction through a culturally relevant and responsive lens. The authors argue that the application of this critical lens may improve learning outcomes for diverse learners who have been marginalized in public education systems. Findings: The authors present illustrative vignettes and insights from a pilot study of a novel social studies curriculum. This curriculum applies a social justice lens by guiding students in the exploration of complex social issues that affect them. Given the diversity of their collaborating teachers' classrooms (55% are racially minoritized students), the authors applied principles of culturally relevant and responsive education (e.g. Ford, 2010; Gay, 2000; Ladson-Billings, 1995) when designing and piloting the curriculum. Prior personal and professional experiences by the first author point to the potential of dialogic instruction to meaningfully support minoritized students' learning. Originality/value: This paper builds on two bodies of literature -- dialogic instruction and culturally relevant and responsive education -- to identify how an innovative social studies curriculum may improve learning for diverse student populations. It calls for the advancement of a research agenda that applies a culturally relevant and responsive lens to inform instructional practice. The authors begin this discussion with two vignettes.

This paper critically analyzes gap discourses in student learning, starting from the achievement gap, education debt, and opportunity gaps, applying the lens of coloniality, racial-capitalism, and modernity (CRCM). Gap discourses are the prevalent rationale behind educational policies and school reforms globally. Specifically in the United States, achievement gap discourses contribute substantially to the educational framework that minoritized students (students of color) are inherently -- intellectually and academically -- behind White students. This paper will show the pervasive power of achievement gap discourses and their influence on school policy, practices, and norms. Additionally, we highlight how some of the most formidable achievement gap critiques fail to grasp the power of gap discourses. In some cases, these critiques end up reifying White supremacy ideologies. We propose a decoloniality framework or a layered and multi-disciplinary response to help re-think the entire gap discourses informed by White supremacy.

The Australian governments' centrepiece Indigenous strategy, the 'Closing the Gap' framework, established in 2008 to address systemic Indigenous disadvantage, is underpinned by the concept of 'school readiness', which expects Indigenous families to bring their children to school ready to learn. The education system commonly blames Indigenous culture as a contributing factor in explaining the 'Gap'. In this paper, we reverse the mirror of 'school readiness', examining what is known about the readiness of the education system to meet the aspirations of Indigenous learners. Using a meta-synthesis methodological approach, this paper provides an overview of research about the issues and challenges facing Australian schools to be ready to respond to the educational needs of Indigenous children. Findings reveal that the lack of teacher, curriculum, pedagogical, school environment and culture readiness are the four key aspects to consider. We conclude by discussing the implications and gaps in the existing Indigenous education strategies.

Cochlear implants (CIs) have revolutionized the field of audiology, providing a life-changing solution for children with bilateral profound hearing loss. Expanding criteria has allowed children with significant unilateral hearing loss (UHL) to benefit from this technology as well. The practice is not without controversy, however. While we have known since 1984 that children with UHL face educational challenges (Bess & Tharpe, 1984, 1986), watchful waiting until a child is old enough to be fitted with a Contralateral Routing of Signal (CROS) device has been the status quo (Bagatto, 2020; Bagatto et al., 2019). While research has continued to establish the benefits of cochlear implantation in this population, it has yet to become the standard of care. As is inherent in controversial practices, several myths and misconceptions surrounding the use of CIs for children with UHL pervade clinical hearing care systems. Here, we will debunk these myths by examining the evidence-based benefits and considerations associated with cochlear implantation in children with UHL. Through an analysis of current research and clinical evidence, we will highlight the potential advantages of CIs as a viable treatment option, promoting informed decision-making and improving the quality of life for children with UHL.

In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals' experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent 'social practices'. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices.

A learning crisis across Arabic-speaking countries is leading to human capital deficits, undermining efforts to reduce poverty and putting achievement of the Sustainable Development Goals at risk. The World Bank has introduced the concept of learning poverty to highlight this crisis -- measured as the percentage of 10- year-old children who are unable to read and understand a simple text. In the Middle East and North Africa (MENA) region, this affects around 6 in 10 children, and likely more, because of the COVID-19-related school disruptions. The World Bank has proposed a path to reduce learning poverty through advancing Arabic language teaching and learning. The proposed path comprises a set of purposeful actions that governments and stakeholders can take to reorient education systems so that they can best achieve essential core Arabic language skills and learning for all. This includes, for example, setting literacy goals, aligning instructional resources to follow a systematic phonetic approach with a focus on reading comprehension in a literature-rich environment, ensuring high-quality instruction, and identifying and intervening early with struggling readers. As the largest external financier of education in the developing world, the World Bank has a significant role to play in helping countries to recognize these key challenges and to mobilize resources to address them effectively and efficiently. This paper outlines the World Bank's approach and explores how it is taking shape in the World Bank's support to countries' education programs across the MENA region.

In this paper, problems with the philosophy and research relating to various interpretations of 'closing the gap' are used to open up a discussion of, and illustrate, the process whereby a narrow interpretation of 'science' and neglect of systems thinking result in the generation of huge amounts of dangerous and misleading misinformation and thence the generation of draconian and destructive policies. The paper opens by returning to an unfinished debate arising out of a summary of the unanticipated and counterintuitive effects of interventions designed to close the 'attainment' gap between more and less advantaged pupils. This is used to illustrate the importance of studying the unintended as well as intended outcomes of interventions and the importance of considering whether those outcomes are desirable. More of the problems facing those who seek to contribute to evidence-based policy are then illustrated via a discussion of an 'illuminative' evaluation of competency-oriented, project-based, education carried out in environments around primary schools. The result is to highlight the need for comprehensive evaluation of educational projects and policies. 'Comprehensive evaluation' implies the evaluation of all short and long term, personal and social, desired and desirable, and undesired and undesirable effects of the programmes and policies under investigation. When this criterion is applied, it emerges that most of the published evaluations fall well short of the mark. Indeed, most of the conclusions that are drawn are seriously misleading. As a result, they contribute to the formulation and legitimisation of policies involving alarming levels of authoritarian state intervention in peoples' lives. The generation of such misleading information is much more widespread and serious than that exposed by the 'replication crisis'. It is argued that at the heart of this lies the pervasive deployment of reductionist science. Other serious deficits in the thinking and methodology of psychologists and educational researchers are then discussed. It is vital for psychologists to do what they can to rectify the situation. The paper concludes with an extensive discussion of ways in which the British Psychological Society (BPS) in general, and the Psychology of Education Section in particular, might contribute to this process.

The study draws on the theory of 'migrant optimism' and anticipated discrimination to examine whether a gap in educational expectations and achievement exists between immigrant and native students in Qatar and explores whether the impact of educational expectations on educational achievement is contingent upon the migratory status of students (migrant or native students). It utilizes data on students aged 15-16 obtained from the 2018 Program for International Student Assessment (PISA). The results show that migrant students have higher educational expectations and achievement than Qatari students, while female students in all groups enjoy better performance and hold higher educational expectations. The results also show that the gender gap among Qatari students is bigger than the gender gap among migrant students. Educational expectations have a significant and positive impact on achievement among Qatari and migrant students alike. These results and their theoretical implications are further discussed in the paper.

Large-scale international achievement studies such as PISA have been widely used to study how educational inequality compares across countries. Yet the various different biases that may affect these estimates are often not considered or are poorly understood. In this paper we draw upon the total survey error framework to provide a case study of the potential biases affecting estimates of the socio-economic achievement gaps using PISA data from Germany. The results illustrate how procedural and measurement errors have a substantial impact upon estimates of socio-economic achievement gradients in Germany, including how it compares with other countries. This leads us to conclude that estimates of socio-economic achievement gaps using the PISA data for Germany do not seem to be particularly robust. More generally, we argue that better articulation and reporting of such challenges with comparing socio-economic achievement gaps using large-scale international assessment data such as PISA are needed.

Rurality is known to be associated with a number of weaker educational outcomes, from lower attainment through to lower social mobility. This is why so much policy and practitioner focus has been directed at addressing the rurality gap in educational outcomes. In this paper, we use pupil-level data for Scotland to contribute to two dimensions of this problem. First, we explore the relationship between socio-economic deprivation and educational mobility across urban and rural primary schools in Scotland. This provides new insights on the issue of rural disadvantage. Second, we use our dataset to explore the socio-economic makeup of urban and rural schools in Scotland, documenting that schools located in the highest and lowest SIMD areas are more homogeneous than those in the middle. This is important for the classification of schools in targeting educational interventions to improve social mobility.

The COVID-19 pandemic has provided a period for reexamination of how the world schools its children. Policy makers are considering how to address myriad challenges during this tenuous post-COVID era in primary and secondary education. This paper discusses potential school calendar change in the aftermath of the COVID-19 pandemic. Modifying the traditional school calendar to a balanced approach has been attempted and scrutinized for decades providing varying results on academic achievement. The question is whether a year-round or extended school calendar could counteract COVID-19 learning loss, in addition to addressing achievement gaps, reducing viral transmission, and supporting vulnerable student populations.

The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school-university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research.

This paper studies mathematics learning gaps within Indian children at two points in time. Dividing them into two groups, better performing and the rest, we investigate the causes of the difference in the average learning gap between them at those two points. We explore this question using the threefold Blinder-Oaxaca decomposition at these survey points (collected over a gap of four years). We find that when the children were younger the private schooling effect was the core contributor towards this learning gap. When these children got older, the effect vanished and the gap in average years of schooling, which has magnified during this time between these groups of children, contributes most to this learning gap.

This study examined deaf learners' academic and social difficulties as well as their coping mechanisms in Ethiopian elementary schools. To do this, the study adopted a phenomenological design from qualitative research methodology. Purposive sampling methods were used to choose nine deaf students for semi-structured interviews. Using word-by-word narrative analysis, data were analyzed. The lack of sign language interpreters and teachers' exclusionary behaviors were found to be some of the academic and social obstacles faced by deaf learners in the research area. The study also found that deaf learners in participating schools used problem-focused coping techniques, including pen-and-paper techniques for interpersonal communication, and maladaptive coping mechanisms like ignoring and social withdrawal. According to the report, local authorities should organize awareness workshops for instructors from participating schools on how to instruct deaf learners in inclusive environments.

Children adopted from care become part of a hidden, but no less vulnerable, group in the education system and may be overlooked for allocation of additional support and guidance. Adoption is a relatively unique experience and adds layers of complexity, difference and vulnerability to young people's lives that are poorly understood and under-researched. Adopted adolescents face significant challenges in social, emotional and behavioural aspects of school life. An attainment gap persists throughout their educational career. Adoptees are strikingly absent from many conversations regarding care-experienced young people yet their needs and challenges are comparable with those of their peers remaining in the care system. Assumptions are made about adoptees' opportunity and capacity to recover, concealing challenges faced in adjusting to adoptive life, including education. The impact of adoptees' early experiences could lead to complex identity formation processes during adolescence, with potential implications for education experience and performance. This paper explores the potential of applying a "narrative adoptive identity" perspective to answer questions about how adopted children and young people experience school as an "adopted" person, i.e. how does their lived experience as an adopted member of a school community impact on their engagement with school, schoolwork and peer networks? The concept of 'communicative openness' is used to illustrate the vital role the school community plays in enabling adopted children to transition into and thrive in school. Taking a narrative adoptive identity approach may enable teachers to better meet adoptees' specific learning and teaching needs as dictated by their unique experiences and enhance opportunities for better educational progress.

Reducing the socio-economic achievement gap is a key goal of education policy internationally. Since 2017, the stated intention in Ireland is to use the Pobal HP Deprivation Index to identify schools serving high proportions of disadvantaged students. In spite of this, little published research has compared the performance of the HP index to richer survey measures from large-scale educational assessments or examined its association with educational achievement at primary or second level. This paper aims to assess the validity and fitness for purpose of the HP index for use in identifying schools serving high concentrations of socio-economically disadvantaged students. Analyses draw on Ireland's Program for International Student Assessment (PISA) 2018 dataset matched with administrative data. Findings show a strong correlation between school-average HP and other socio-economic measures examined. However, about one-in-five schools are identified as potential 'false positives' or 'false negatives' when school-average HP is used for identification purposes. Also, school-average HP explains less variance in reading achievement than other variables considered. Conclusions recognize the benefits of the HP index but emphasize the need for ongoing examination of the most appropriate methods of identification.

In a neoliberal era of education, there has been a shift of policy focus to performativity and evidence-based practice, coupled with neoconservative ideology of a more traditional knowledge-led curriculum. The resultant, extant education policy context has received criticism due to its teach to test culture, the concomitant narrowing of curriculum and the highly prescribed, scrutinised and 'authorised' pedagogic practices prevalent in schools. The paper draws on empirical qualitative data from three modern foreign languages (MFL) secondary school teachers in high poverty contexts in the North West of England. The study examines how these teachers describe their pedagogical practice within the confines of the current policy landscape and how they respond to curriculum and assessment requirements. The paper concludes that, despite the limiting effects of the prescriptive approaches in the current educational system, there are opportunities for teachers to promote unauthorised pedagogies in their classrooms that respond to their specific contexts. However, it acknowledges a shift in teachers' professional identity and questions the current discourses associated with teachers' professional knowledge. In response to this, I call for better recognition of the politicised and antidemocratic nature of current education policy and for us to equip teachers to become public intellectuals with the professional confidence to act for social change by reclaiming pedagogic discourses and practices that benefit pupils living in poverty.

The use of targeted additional funding for school-age education, intended to improve student attainment, is a widespread phenomenon internationally. It is slightly rarer that the funding is used to improve attainment specifically for the most disadvantaged students -- often via trying to attract teachers to poorer areas, or encouraging families to send their children to school. It is even rarer that funding is used to try and reduce the attainment gap between economically disadvantaged students and their peers, and almost unheard for the funding to be intended to change the nature of school intakes by making disadvantaged students more attractive to schools. These last two were the objectives set for Pupil Premium funding to schools in England. The funding started in 2011, for all state-funded schools at the same time, so there is no easy counterfactual to help assess how effective it has been. The funding is a considerable investment every year and it is therefore important to know whether it works as intended. This paper presents a time series analysis of all students at secondary school in England from 2006, well before the funding started, until 2019, the most recent year for which there are attainment figures. It overcomes concerns that the official attainment gap between students labelled disadvantaged and the rest is sensitive to demographic, economic, legal and other concurrent policy changes. It does this by looking at a stable group of long-term disadvantaged students. It is argued that this group would have attracted Pupil Premium funding if it had existed in any year and under any economic conditions. After 2010, these long-term disadvantaged pupils became substantially less clustered in specific schools in their first year and throughout their remaining school life. This improvement cannot be explained by economic or other factors used in this paper, and so it looks as though the Pupil Premium has been effective here. The picture for the attainment gap at age 16 is more mixed. It is partly confused by changes in the grading of assessments in 2014 and again from 2016. The reasons why the improvements are less clear than at primary school are discussed, and they involve the nature of evidence available to secondary schools to help them improve the attainment of their most disadvantaged students.

In response to the COVID-19 crisis, governments all around are producing new policy provisions to mitigate the learning gap. Based on the new policy provision, universities switched to online education because social distancing was necessary to stop community transmission of the virus (Crawford et al., 2020). This study aims to explore how faculties perceive the effect of higher education policy response on Bangladeshi students. The paper identifies cost-sharing approach, disregard of policy context, encouragement of global job market competition, decentralisation of management, digitization of education, and individual responsibility as neoliberal features of emergency response. The data were critically analysed to understand the effect of neoliberal features of the emergency response on the university students of Bangladesh from the faculty perspective. The paper argues that the policy response is failing to address the learning gap of the students. Moreover, the implementation of this policy is generating more challenges for students by strengthening the root of social inequality and hindering social mobility.

This paper discusses a longitudinal study of North Carolina middle level student proficiency levels on standardized assessments since the shift to the Common Core curriculum. Student poverty and its impact on student achievement the focus of this paper, and this study analyzes long-term proficiency trends and while delving into inequity implications regarding socioeconomic status. Recognizing the impact of poverty on student achievement as measured by standardized tests, the author questions the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty, specifically pertaining to the middle level student.

Charter schools experience higher than average teacher turnover when compared with traditional public schools, with organizational characteristics cited as one contributing factor. This paper seeks to better understand organization characteristics by examining charter school recruitment. Through a multiple case study context, hiring materials produced by large, multi-school charter school networks across the U.S. were examined using content analysis and domain-taxonomic-componential analysis. Findings revealed that teaching content effectively and determining results from data were the most common elements between cases, while "eliminate the gap" missions and giving/receiving feedback were the most different. Future implications for hiring and retention are discussed.