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During the initial period of 'lockdown' in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods study including a survey (N = 49) and interviews (N = 17) with Heads of Mathematics, we analyse schools' remote learning practices and how school closures have impacted on pupils' opportunity to learn mathematics (OTL). We find that inequitable distribution of engaged time, mathematical content and quality teaching has disproportionately negatively affected lower-attaining and disadvantaged pupils and is likely to have contributed to a widened attainment gap. We identify opportunities for HOMs to improve remote learning for subsequent school closures and enact equitable policies of distribution that improve OTL for lower-attaining and disadvantaged pupils. [ABSTRACT FROM AUTHOR]

Administrators and faculty at many colleges and universities are dedicated to making the faculty hiring process fair and equitable. One program that has shown promise is to train and appoint a Diversity Advocate (DA) to serve on each faculty search and screen committee. In this study, we created and examined the early stages of a DA program at a single institution. After undergoing special training, the DA works on the search committee to encourage best practices and to discourage schemas and stereotypes from interfering with the process. Our DA program differs from some in that efforts are made to train DAs who are demographically in the majority, work in the area where the search is taking place, and have earned tenure or promotion. Training those who are demographically in the majority helps meet our goal of broadening the responsibility for evidence-based and equitable hiring practices across faculty members. While reliable data on hiring outcomes is not yet available, we developed a survey to evaluate the DA training and conducted focus groups to understand the DA experience better. Our results highlight how DAs intervened in the search process to make it more equitable. The interventions included encouraging the use of best practices, such as leading the committee in creating a rubric for evaluating candidates and intervening when bias was present. Our study provides evidence that a DA program is one way to expand the pool of faculty committed to inclusive excellence. [ABSTRACT FROM AUTHOR]

In an era where technology plays a pivotal role in education, the digital divide has emerged as a significant barrier to achieving equity and inclusion in modern education systems. This paper explores the challenges associated with bridging the digital divide and examines the impact of technology-enhanced learning on marginalized communities. The study highlights the need for policy interventions, infrastructure development, and inclusive pedagogical strategies to ensure that all students, regardless of their socio-economic background, have equal access to quality education. [ABSTRACT FROM AUTHOR]

This research aimed to explore student teachers' perceptions, experiences, and attitudes towards the inclusion of autistic learners within the post-compulsory sector. Adopting an ethics of care approach, this research was conducted with 10 student teachers in a large college in North-East England. Participants were student teachers enrolled in a Post Graduate Certificate in Education (PGCE) for Further Education. Data were collected through semi-structured interviews and thematically analysed. Student teachers reported various experiences of teaching autistic learners from no experience at all to placements in autism-specific provisions. The participants' understanding of autism was varied and based on both personal and professional experiences prior to starting the PGCE and whilst studying the programme. The analysis indicated that although student teachers were positive in their attitude towards inclusion, they had some concerns over their ability to include autistic learners. This study highlights the importance of care and relationships in supporting the inclusion of autistic learners. A caring pedagogy with a focus on inclusion could help to address inequalities of access to education and bring about fairer educational success for autistic learners. [ABSTRACT FROM AUTHOR]

Highlights: Among the East Asian nations, a recurring predicament faced by educational institutions is that of providing inclusive but high-quality education. Active involvement of non-governmental organizations (NGOs) in education is valuable in China. Adream was such an NGO on education in China, established in 2008 with a singular and noble objective: promotion of equitable access to quality education within the disadvantaged regions of China. The trajectory of Adream's endeavor to secure equitable access to quality education in rural China stands as a compelling exemplar of the transformative potential that NGOs wield within the realm of education. [ABSTRACT FROM AUTHOR]

Highlights: In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors. [ABSTRACT FROM AUTHOR]

Since 2006, universities in England that want to charge higher fees to their domestic undergraduates have been required to agree a plan with an access regulator appointed by the government. This article identifies the objective for the regulation as equalising opportunity, then considers its effect, drawing on policy literature, ministerial statements, legislative and regulatory texts, and national data. In doing so, it exposes how the policy objective has been implemented through legislation, regulatory guidance and university practice, and how this has yielded improving but not equalising opportunity. This is due to the limited influence of the powers available to, and guidance issued by, the regulators in a system of competing autonomous universities, which yields stratification based on the entry grades of young people and their social background. The lesson for higher education policy is the imperative for closer alignment between policy objectives, legislation to empower their implementation, approaches taken by regulators and university practice. In competitive systems within which universities have autonomy in relation to their admissions, policies to equalise opportunity require legislation and regulation that is influential enough for universities to prioritise more equitable outcomes ahead of other imperatives. [ABSTRACT FROM AUTHOR]

A range of structural, interpersonal and individual factors contribute to the extent to which people can access higher education and experience inclusion and equity once there. This paper considers the experiences of parents in higher education settings, and examines the extent to which universities in two countries support parents' inclusion through the facilities and services evident on their campus maps. The inclusion of such parent-related facilities and services on campus maps reflects not only a commitment to providing support infrastructure, but importantly to making them visible, promoting a culture of normalisation of parents and parenting in higher education. We used manifest content analysis to examine the campus maps of Australia's n = 37 and New Zealand's n = 8 public universities, with a total of 281 distinct physical sites identified. Childcare services, parents' rooms, baby change tables, nursing areas and parking-related services were identified, although the prevalence within and across sites varied greatly. A lack of clarity in labelling and inconsistency across different modes of maps pose barriers to access and visibility in some cases, and overall, reporting of parenting-related infrastructure was limited. Our analysis indicates that parents attending university campuses may face ongoing challenges as they navigate their dual academic and parenting responsibilities. [ABSTRACT FROM AUTHOR]

The article explores ways in which law schools can effectively promote diversity, equity, inclusion, belonging and accessibility (DEIBA) initiatives in the U.S. Topics discussed include the appointment of DEIBA deans, the importance of commitment from the faculty, staff and administration on the success of the DEIBA mission, and the role of students in co-creating DEIBA change.

The article titled "Education in the University: Inhabiting the Urgencies of the Plot that Sustains Us" is an editorial written by María Graciela Di Franco and published in the journal Praxis Educativa. The article addresses the importance of rethinking the relationships between education and society, as well as the need to achieve a fair and equitable education. Two conceptions of social justice are discussed: equality of opportunities and equality of positions. The importance of educational policy as public policy is highlighted, and academics and activists are urged to work together to produce transformations in society. [Extracted from the article]

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This Symposium marks the fiftieth anniversary of San Antonio Independent School District v. Rodriguez, and seeks to address how society could have been different if the Supreme Court had recognized education as a fundamental right. It also considers how the lack of a fundamental right to education may have led to the under-education of our population and may be linked to other issues like economic inequality and the shifting landscape of fundamental rights. This Article focuses on the ties between race and socioeconomic status in public school K-12 education. It analyzes the impact of the Rodriguez holding that education is not a fundamental right, in federal courts as well as in state courts. All state constitutions have education clauses, and in some of them, education is a fundamental right, but there are different interpretations of what the right entails. Some states find it mandates substantive equality for all students, while others find it to be a floor of adequate education for all, without regard to differences above that floor. The increasing reluctance to expanding fundamental rights, especially since the Dobbs v. Jackson Women's Health Organization decision, means that litigants need to pursue other strategies to achieve educational equity in public school systems. This Article makes the case, drawing upon precedents considering gender and illegitimacy, that impoverished children in low-funded school districts meet the requirements for quasi-suspect class status. If impoverished childhood is treated as a quasi-suspect class in the education context, then those classifications would be subject to intermediate scrutiny. School districts then would have to establish an important government interest in local education financing schemes, and significantly differential funding based on property taxes would have to meet the test of "substantially related means." Following the rationale of William Penn School District v. Pennsylvania Department of Education, the differential funding schemes would fail under intermediate scrutiny. Stepping away from substantive due process to an equal protection analysis bolsters the arguments for proponents of educational equity. [ABSTRACT FROM AUTHOR]

When the Supreme Court of the United States decided San Antonio Independent School District v. Rodriguez, the Court's five-to-four decision not only closed the door to federal courts to predominantly Mexican American low-income students seeking constitutional protection against unequal public education; it also rejected claims of federal constitutional right to equal educational opportunity, rebuffed calls for heightened judicial scrutiny of classifications drawn on the basis of wealth or poverty, and let stand unaltered school finance arrangements producing different per pupil expenditures depending solely on where students live. Setbacks though can inspire. Faced with the decision in Rodriguez, advocates pursued efforts in federal legislation reforms, expanded federal aid to schools with predominantly lowincome students, and state-based litigation and reform efforts. And because the Rodriguez decision rejected stringent judicial scrutiny of wealth-based classifications, it opened the door to the use of socioeconomic status as a priority for admission to educational programs. Such creative responses are also legacies of Rodriguez. Current serious challenges can and should similarly elicit resilient and inventive approaches, including the uses of digital and technology resources as well as greater self-direction for students and their teachers in a world soon to be reshaped by readily available artificial intelligence resources. Although disappointment with public schooling has led families of different racial, ethnic, and income groups to pursue charter schools, vouchers or tax credits for use in private schools or family-funded private schooling, and homeschooling, new technologies and resources can strengthen equal educational opportunities for all children in the nation. [ABSTRACT FROM AUTHOR]

The article explores lessons learned from the U.S. Supreme Court case San Antonio Independent School District v. Rodriguez and on the road to a right to a high-quality education for all students, including equitable and adequate school funding, ability of the courts to adjudicate complex school funding litigation, racial and socioeconomic educational opportunity gaps, and proposed reforms to advance equal educational opportunity.

The rapid growth of special needs vouchers has been accompanied by the loss of historic civil rights and protections under the Individuals with Disabilities in Education Act (IDEA) and the Americans with Disabilities Act (ADA). We examine three of the largest special needs voucher programs in the United States: those in Florida, Georgia and Ohio. We find that these programs and the largest private special education schools within these states are silent on the right to education in the LRE. This study focuses on how silencing the right to be educated in the least restrictive environment (LRE), thus inclusive education, is taking place. Using Huckin's framework of textual silence and critical discourse analysis, we identify this silence as manipulative, drawing connections between historical segregation, neoliberal ideology and the rhetoric of market choice in the United States. We discuss implications regarding segregation, equity, and education policy. [ABSTRACT FROM AUTHOR]

The article deals with the impact of the application of the ChatGPT tool in education. There is a contradictory attitude towards chatbots in the world. Some countries ban its use, others try to maximize its potential. Reports from teachers around the world show that the use of ChatGPT in education has a positive impact on teaching and learning. However, special attention should be paid to the importance of training teachers in the correct use of this tool. It is necessary to familiarize teachers with the operating principle of ChatGPT, which can significantly improve the quality of learning and the creative component of the lesson, and, consequently, increase students' interest in learning. When deciding to use AI in education, it is critical to recognize that it brings significant issues with it, such as data privacy, equity in access to education, and the impact on the educator's role in teaching. All this needs to be addressed before AI finally enters the educational process around the world. Modern education necessitates innovation, and GPT technologies provide unique instruments for fostering critical thinking and a creative approach. [ABSTRACT FROM AUTHOR]

Racial bias in teachers' perceptions of Black and White students' academic abilities and classroom behavior perpetuates racialized opportunity gaps in access to education. Teachers have a particularly important role in reducing racialized opportunity gaps and can do so through transformative social-emotional learning (TSEL). We suggest that teachers' TSEL training should begin with racism consciousness embedded within their self-awareness and social awareness. These, in turn, will impact their other TSEL competencies in racially informed ways, thus reducing opportunity gaps between White and Black youth. We provide theoretical and empirical support about the ways in which racism consciousness can be embedded within the 5 socio-emotional competencies. We share recommendations for practitioners, policymakers, and researchers on ways to increase awareness and apply teachers' TSEL to reduce opportunity gaps. [ABSTRACT FROM AUTHOR]

This paper examines how government approaches to education were contested by Aboriginal communities in the late 1930s, through organised political actions designed in part to ensure access to the same standard of education and schooling available to non-Aboriginal people. It explores some of the ways that Aboriginal campaigns for education were enacted, focusing on the Cummeragunja Aboriginal reserve in New South Wales, when, in 1939, hundreds of residents walked off to protest to the New South Wales Aborigines Protection Board over the repressive conditions, the reserve manager, and the teacher and curriculum of the Cummeragunja school. The strike aimed to generate several changes at Cummeragunja, including the appointment of a new teacher, and the delivery of curriculum that was at the same standard as that delivered in other government schools in NSW. These demands were not unique to the Cummeragunja community as, throughout south-eastern Australia, Aboriginal communities were fighting for access to education alongside campaigns for land and greater civil rights. [ABSTRACT FROM AUTHOR]

The statistical effect of socioeconomic origin on unequal educational achievement is decomposed into three dimensions in the family of origin: income, educational level, and the occupation of the head of the household. The objective of this study is to determine the weight of each factor in educational inequality, for various transitions and cohorts. To complete the analysis, the Shapley-Shorrocks decomposition method was used, based on linear and logit regression coefficients. The results show predominant educational inequality in household income, followed by the educational level. However, over time, the effect of income decreases, while the relative weight of the educational level increases. This finding would indicate a strengthening of the reproduction mechanisms of inequalities based on the families' educational capital. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Refugee and asylum seeker children in Indonesia have experienced exclusion and inequitable education. This paper, therefore, examines what are the gaps between International and Indonesian national laws on the right to education and its implementation in order to demonstrate educational exclusion and inequity. Subsequently, it scrutinizes the reasons why the inclusion and equity in the education of refugee and asylum seeker children should have been promoted in Indonesia. This paper examines international and national (Indonesian) documents (namely official law provisions, academic works, and research papers) and interviews with 13 informants in Jakarta and Bogor for data analysis. The findings reveal that the Indonesian national laws related to the right to education and its implementation have not been adequately recognized and exercised in accordance with the international laws. This paper argues that the Indonesian government should take into consideration the inclusive and equitable education for refugee children because these children are subject to an educational emergency. Moreover, the children could play some key roles in social, cultural, political and economic development. [ABSTRACT FROM AUTHOR]

Income Contingent Financing (FCI) is one of the systems used in the world to finance admission to higher education. In Colombia it was regulated in 2018, but to date it has not started its operation, as there are legal, budgetary and other difficulties that have not allowed ICETEX to start up. In this article, the Colombian regulation of the FCI is analyzed in a historical key in front of its emergence and comparing it with the way it is used in other countries. The method of synthesis analysis has been adopted, in order to unstructure the object of investigation, to then synthesize its content and thus demonstrate and analyze each part of the structure of the mechanisms for financing higher education in Colombia. [ABSTRACT FROM AUTHOR]

The disparities in the quality of senior secondary education opportunities are one of key topics in educational equity research in China as they have a critical impact on students' access to higher education and even their future occupational attainments. Students' senior secondary education opportunities are related to multiple factors. This study attempted to examine the relationship between family capital and the quality of children's senior secondary education opportunities. The research into the post-junior secondary education tracking in County B of Jiangsu Province demonstrated that compared with vocational secondary education opportunities, children's access to general senior secondary education (including ordinary and key high schools) was significantly and positively affected by family social capital and less so by family cultural capital, but had a weak correlation with family economic capital; and that cultural capital had more significant impact on children's admission to high-quality senior secondary schools than to ordinary high schools. Subjective aspects of family capital helped improve the access to ordinary senior secondary education of children from underprivileged classes, whilst objective aspects of family capital could limit their key high school enrollment opportunity. It was suggested that the government push through the implementation of the "quota allocation policy" to promote balanced distribution of high achieving students; and that disadvantaged families make more efforts to increase their cultural capital, and schools and communities provide more support to disadvantaged groups to compensate for their paucity of cultural capital and to upgrade the quality of senior secondary education opportunities of their children. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Individuals have the right to education which is the fundamental right of every human being. It is very important for a person's social, intellectual, moral, and aesthetic growth. Today's modern world is highly complex and fast-changing. For quality and innovative education, we need to adopt the use of new technology in the education system. Most students have no clear goals or aspirations, so teachers must create awareness about different fields in our country to choose their goals. Few students continue their school and higher education with clear goals of what they want to be when they grow up. Nowadays, after completing higher secondary school, the majority of female students and some male students are unsure of their future professional path, particularly in rural areas. So, the need is felt to do this study, because school climate plays an important role in their career maturity. In this research study, we were discussing the Career Maturity of Higher Secondary Students in relation to their School Climate. In the present study, the normative survey method will be adopted. Random sampling technique to be adopted for this study. The sample consists of 285 higher secondary students from various government, government-aided, and private higher secondary schools in Nagapattinam and Tiruvarur districts in Tamil Nadu. The data collected in the present study were analysed using a measure of central tendency, t-test, and Analysis of Variance (ANOVA). According to the study findings, there is no significant difference in the Career Maturity of Higher Secondary Students in relation to their School Climate with respect to their gender, there is a significant difference between urban and rural higher secondary students in their Career Maturity and School Climate, and there is no significant difference in the Career Maturity of Higher Secondary Students in relation to their School Climate with respect to their Parental Education. Career Maturity and School Climate are interrelated to each other. An excellent School Climate gives proper guidelines for the students to make proper career decisions, so the School Climate of our nation is very important for the quality education system. [ABSTRACT FROM AUTHOR]

This papers explores the impact of the contraction of the mass HE system (after 2005) on rural youth who represent the biggest disadvantages group in Polish higher education. It provides empirical evidence that the system contraction is the major reason for widening access for rural youth to public (prestigious) higher education institutions. By doing so, it challenges a long established assumption that the HE system expansion reduced inequalities in access to higher learning. Instead, we argue that it was the contraction of HE system that widely opened university campuses to those previously underrepresented. The most prestigious public universities become more inclusive and less selective only when the traditional pool of students was exhausted and a big number of state?s funded places needed to be filled. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The higher education regulator for England has set challenging new widening access targets requiring universities to rethink how merit is judged in admissions. Universities are being encouraged to move away from the traditional meritocratic equality of opportunity model of fair access, which holds that university places should go to the most highly qualified candidates irrespective of social background, in accordance with the principles of procedural fairness. Instead, they are being asked to move towards what we term the meritocratic equity of opportunity model, which holds that prospective students' qualifications should be judged in light of the socioeconomic circumstances in which these were obtained to enhance distributive fairness, a practice known in the UK as contextualised admissions. In this paper, we critically discuss the theoretical underpinnings of these two competing perspectives on fair access and review the existing empirical evidence base, drawing together for the first time insights from our ESRC and Nuffield Foundation funded studies of fair access to highly academically selective universities in England. We argue that reconceptualising fair access in terms of distributive fairness rather than procedural fairness offers a more socially just set of principles on which to allocate valuable but scarce places at the most academically selective universities in England, unless or until such time as the vertical stratification of higher education institutions is reduced or eliminated entirely. [ABSTRACT FROM AUTHOR]

The purpose of this historical study was to investigate how individuals articulated the call for the South Texas/Border Initiative, a legislative mandate that funneled unprecedented amounts of funding to underserved universities along the Texas-Mexico border region between 1987 and 2003. Utilizing archival sources, we conducted an analysis of the intentional shifts in funding critical to equity and access in higher education. The events surrounding the South Texas/Border Initiative are unique in that they represent purposeful Latina/o community and state-wide activism that challenged higher education funding inequities. [ABSTRACT FROM AUTHOR]

Extensive international literature on educational inequalities exists, yet fewer studies have been conducted to include rigorous conceptual and theoretical concepts of social justice in education. This topic is especially relevant in Latin America, where persisting injustice is behind demands for greater justice in education. The objective of this article is to examine traditions of philosophical thinking in the study of social justice, and to explore how these traditions could be applied to understand and promote justice in education. A critical review is made of the theory of justice of primary goods, the focus of justice centered on human abilities, the human rights approach, and the view of epistemic justice. Lastly, a discussion on educational policies in emergency contexts is presented. [ABSTRACT FROM AUTHOR]

Due to the lack of attention to including early childhood education in the compulsory education system, some families are even unaware of the option to enroll their children at this level. This study aims to estimate the chances of access to early childhood education and to analyse the advantages that pre-primary education offers in terms of child development in developing countries by using Thailand as a case study. Using Multiple Indicator Cluster Surveys, we find that early childhood education, especially in child development centres, plays quite an important role in reducing educational inequality. Mother's educational level also plays an important role in fostering educational opportunities for children in their early childhood. Moreover, according to the estimated effect of early childhood education on children's development, children who participate in early childhood education do significantly better in all aspects of child development than those who do not. We thus encourage the government to provide sufficient educational opportunities for early childhood learning and to raise the standards of child development centres for children who are living in remote areas. [ABSTRACT FROM AUTHOR]

Given the global surge toward the decolonization of curriculum and greater educational equity during the past year, this study helps us to understand the forces and factors that support or inhibit greater equitable access to quality education for all children. In this chapter, the authors analyze and compare a myriad of challenges experienced by the United States and South Africa as they attempt to move beyond a history of racial segregation and apartheid to more equitable access to quality education for all learners. The chapter begins with a brief historical synopsis of each country's attempts to move beyond years of entrenched racial segregation and/or apartheid governance to greater life chances for all individuals. This discussion includes the role and negative impact of race, ethnicity, geography, language, and/or socio-economic status on enhanced access to equitable education for all. A review of key theoretical perspectives follows and will help to explain how such inequities have survived, as well as how they might be transformed into agents for positive social change. The chapter concludes by suggesting a "way forward" derived from positive historical examples of exceptionally high quality education experienced by some learners, even during difficult periods of racial segregation. [ABSTRACT FROM AUTHOR]

The authors reflect on their evolution as art education professionals and their encounters with equity, diversity and inclusion (ED&I) in their work. Topics discussed include the critical role of equity and access to art education for art students, the questions to be asked about ED&I with school administrators and teaching teams, and ED&I as a topic of controversy in direct response to the social unrest in the U.S.

This article examines how Affirmative Action was used to govern access to higher education for the disadvantaged. In 1991, a gender-based Affirmative Action policy was incorporated into college admission in Uganda. Using existing empirical data at district and college levels, the article accounts for the categories of women for whom the Uganda's Affirmative Action policy is most effective. The study found that Affirmative Action had a substantial effect. Sixty-six per cent of the sampled population would not have been admitted, had it not been for Affirmative Action. But the policy did not work for the historically disadvantaged; it worked for specific categories of women from specific regions, districts and high schools; on grounds that it was implemented for competitive reasons. The study provides relevant lessons for policy making in countries grappling with the challenges of high socio-economic inequality and higher returns to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive. [ABSTRACT FROM AUTHOR]

The present study analyses two constitutive elements of Brazilian education policies - privatization and precarious labor relations - in five subnational government school systems and bases itself on documentary research for the 2011-2018 period. Privatization is here understood as the transfer of state responsibilities and assets to the private sector, concerning curriculum, administration and educational offer. The precariousness of labor relations corresponds to the destabilization of steady jobs leading to social and economic vulnerability. The results show: philanthrocapitalist prevalence, curriculum as the most privatized dimension and the expansion of precarious job positions for teachers, a whole which corrodes public education. [ABSTRACT FROM AUTHOR]

Access to music education in American schools is not guaranteed. Although national studies have demonstrated disparities based on poverty, race, and other markers, these studies miss a necessary level of local detail in describing access. Additionally, studies that exist are based on self-report surveys and prone to nonresponse bias. The purpose of this study was to describe access to music education at the state level. Using Michigan administrative data provided by the state department of education, we describe the state's population of music educators and examine student access to music education. We found that music teachers differed from nonmusic teachers in a number of ways. We also identified substantial and persistent disparities in access to music education across the state. These findings have important implications for school arts education policy. [ABSTRACT FROM AUTHOR]

The Individuals with Disabilities Education Act (“IDEA”) successfully opened the schoolhouse doors to millions of students with disabilities. But more than forty years after its enactment, the law has proven largely inept at confronting the educational inequities faced by the many students with disabilities attending underfunded, high-poverty public schools. This shortcoming is inconsistent with common conceptions of the IDEA: Advocates and policymakers alike treat the IDEA’s rights and privately enforceable remedies as strong, meaningful tools. This Article theorizes that the IDEA’s under-appreciated failures are overlooked because they are the products of the law’s internal structure, undue judicial deference to schools, and litigation that targets procedural injuries rather than substantive educational practices. The IDEA’s core procedural rights are meant to guarantee students with disabilities an appropriate education in the most integrated setting possible. Yet, in high-poverty schools, virtually none of the law’s promises are realized. The IDEA’s rights are tethered to an assumption that schools are operating with an adequate level of capacity and proficiency, but under-resourced schools lack the ability to ensure either. As a result, the law’s three core principles—procedural rights, appropriate education, and integrated settings—are badly diminished for students with disabilities in high-poverty schools. Essentially, individual students are unable to leverage the IDEA’s rights for meaningful remedies, and they are thwarted by courts when they attempt broader programmatic change. Meanwhile, advocates’ emphasis on enforcing procedural rights merely strengthens the law’s structural weaknesses. Fulfilling the IDEA’s purpose requires a shift in how courts and advocates understand the law’s limitations in under-resourced schools. It also requires a growth in political will to incentivize and fund local solutions aimed at improved student outcomes. This Article proposes a framework for such a shift. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the impact of school zoning policies on equal access to education for underprivileged students in Yogyakarta City. This research was motivated by the low quality and inadequate access to education for underprivileged students in Indonesia. Starting in 2018, the Central Government implemented a school zoning policy to improve the quality and equitable access to education for underprivileged families in every region. This research was carried out in 16 State Junior High Schools in Yogyakarta City. This was the research location because it was one of the national pilot areas chosen by the Central Government. A quantitative approach was used to evaluate secondary school data before and after the implementation of the zoning policy. The results showed that: (1) there was an increase in access to education for underprivileged students; and (2) the imbalance in the quality of favorite and non-favorite schools did not change and this was influenced by the economic conditions of each region. It can be concluded that the school zoning policy increased equal access to education for underprivileged students, but the next challenge for the Yogyakarta City Government is ensuring equal quality of education across junior high schools. [ABSTRACT FROM AUTHOR]