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This analysis describes levels of diversity in a comparable subset of schools to enable policy-relevant comparisons between charter and magnet schools. We examine schools in districts that had at least five charter schools and five magnet schools in any year since 2000. This selection includes most of the 100 largest school districts since both types of schools developed mostly in large urban districts. This sample is especially relevant to choice policies because it allows comparisons in the same districts where both types of school choice have been tried at a significant level. This study describes the level of segregation in recent decades in large districts which had a significant presence of schools of both types.

This research investigates access to senior school science and mathematics subjects offered in the final year of secondary schooling. Using data from the most populous Australian state of New South Wales, we examine whether stratification occurs in access to science and mathematics curricula. We find that the opportunity to study these subjects differs by key school characteristics, including location, socioeconomic composition and school sector. We find that while some science subjects and entry level mathematics are offered in most schools, substantial inequalities exist in access to the most advanced level of mathematics and chemistry. School location, socioeconomic composition, enrolment size and the availability of teachers predict the probability of whether a school offers the least and most advanced science and mathematics subjects. The findings highlight that stratification in curricula offerings occurs systemically and may intensify educational inequalities. [ABSTRACT FROM AUTHOR]

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The global expansion of choice programmes fuels debates about the equity potential of school choice policies and mechanisms. In 2014, Washington, D.C. pioneered a citywide lottery and enrolment system to match students with preferred institutions and distribute access to seats in high-demand schools. While unified lottery and enrolment systems impact a vast number of students and influence educational opportunities across continents, little evidence exists on the efficacy of these systems or the link between centralized lotteries and changes in school composition or segregation. Using longitudinal data and an interrupted time series analysis, this study examines the relationship between D.C.’s centralized lottery system and student distribution. We find unchanged desegregation trends systemwide and annual increases in segregation in schools located in wealthier and lower-income wards after the adoption of the lottery system. We raise questions about the way school-designated preference structures give the appearance of numerous school options for families, while keeping access to meaningful choices superficial. Across international contexts, these systems may aid desegregation efforts and enhance equity by randomizing school matches, preventing cream skimming, and offering a baseline of school information, but additional research is needed to better understand their substantive outcomes. [ABSTRACT FROM AUTHOR]

Background: In recent years, data derived from international large-scale assessments have significantly influenced the discourse surrounding educational equity. However, the use of such data has often neglected the full spectrum of dimensions that equity encompasses, while being limited to exploring the relationship between achievement variations and student background. This approach, however, constrains our understanding of the rich notion. Methods: This paper aims to contribute to the advancement of current research by advocating for an alternative approach that encompasses all relevant dimensions of equity and examines their impact on both achievement and motivational outcomes. A cluster analysis manifests itself as the designated method to employ, as the concept of equity remains theoretically challenged and the detection of data patterns can serve as a strong step in its multifaceted inquiry. Moreover, this method enables us to incorporate the multidimensional concept in a country-level context. Results: Employing data from the Trends in International Mathematics and Science Study at grade four, this paper presents five distinct clusters of educational systems that illustrate diverse equity configurations. Notably, none of the identified clusters consistently scores high or low on all equity dimensions. This suggests that all of the clusters perform inconsistently to different degrees across the dimensions of equity. Furthermore, no single cluster emerges as superior to the others across both outcome measures. Conclusions: These findings shed light on the intricate interplay between equity, achievement, and motivation within the examined educational systems. The unique configuration of the equity dimensions within each cluster underscores the importance of adopting a nuanced evaluation of equity, which can enhance our understanding of equity patterns. [ABSTRACT FROM AUTHOR]

Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed. [ABSTRACT FROM AUTHOR]

ChatGPT is a typical application in the field of natural language processing, with the potential to empower and revolutionize education. It can serve not only as a digital tutor for students but also as a virtual assistant for teachers, driving the transformation of student learning methods and teaching paradigms. Additionally, ChatGPT shows a wide range of applications in the research field. However, while bringing opportunities for educational development, ChatGPT also poses ethical risks and challenges to educational equity. Firstly, ChatGPT may exacerbate the digital divide, leading to unequal educational opportunities. Secondly, it presents risks such as knowledge alienation, algorithmic black-box issues, algorithmic discrimination, personal privacy concerns, and data breaches, all of which can undermine the fairness of the educational process. Moreover, ChatGPT might hinder the holistic development of students, weaken teacher-student relationships, and raise issues of academic integrity, thereby impeding the achievement of equitable educational outcomes. Lastly, ChatGPT may also impact the professional development of teachers. To effectively address these ethical risks and challenges, a series of measures are proposed to promote the deep integration of ChatGPT technology with education, aiming to ensure its reasonable application in the educational field. [ABSTRACT FROM AUTHOR]

This article is the introduction to a special issue of Educational Policy titled, "Educational Policy: Analysis, Action, and Advocacy Across Contexts." The special issue presents contemporary education policy analyses from the United States, Canada, and Australia, which collectively represent methodological, contextual, and theoretical diversity. Individually, they offer detailed examinations of education policy processes and outcomes with a common focus on equity. The articles represent a spectrum of approaches to analysing education policymaking and enactment and point out various ways that educators, scholars, policymakers, and activists can take action. In this article, the co-editors identify key themes that distinguish the special issue's contribution and explain the importance of education policy analysis that informs future advocacy toward more equitable policy processes and outcomes across contexts. [ABSTRACT FROM AUTHOR]

Recent efforts prohibiting race-related diversity, equity, and inclusion initiatives have informed localized public pushback narrating anti-equity campaigns. Emerging research and media accounts have largely focused on adults engaged with or against these efforts, with less attention on youth and their perceptions of these campaigns. To center youth voice, we analyzed 224 student newspaper articles published in Carmel, Indiana and Loudoun County, Virginia—two sites replete with localized contestations of equity reform. Using narrative policy analysis and approaches to counter-narratives, findings demonstrate youths' roles as engaged policy actors as student journalists highlighted forms of political engagement and action in their local contexts. We include recommendations for school leaders and policymakers to promote youth voice and engagement in education governance. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic caused widespread closures of early care and education (ECE) facilities that negatively impacted children's socioemotional, behavioral, and academic development. Policies permitting child care centers to remain open by obtaining waivers from closure directives involved varying levels of administrative burden. This study examined administrative burden within waiver policies and its association with ECE stability, as measured by children's enrollment in waiver-obtaining child care centers. I found Black children were significantly less likely than White children to be enrolled in a waiver-obtaining center, and also far less likely to have a center that obtained a waiver very early on in the pandemic. Analyses showed rates of enrollment in waiver-obtaining centers were far lower among children whose centers experienced more administrative burden, and suggested racial disparities in ECE stability were driven by Black children's concentrated residence in communities where the waiver application process was more burdensome. [ABSTRACT FROM AUTHOR]

Childhood obesity has risen and is one of the most important global problems of our time, and school physical education programs are the key to ameliorating it. In American schools, physical fitness scores have declined; yet, global, national, state, and local concerns for the overall health, physical fitness, and wellbeing of children are at an all-time high. The lack of safe and affordable options for physical activity coupled with the significant decrease in physical activity rates among most American children underscores the need for programs, data, and research on physical fitness in schools, where children spend a significant amount of their time. The purpose of this brief research report is to call the federal government and states to mandate physical fitness programs and to increase data collection capacity on physical fitness in schools. Subsequently, this study asks researchers to study physical fitness in schools in the U.S. to increase its importance to policy makers and educational stakeholders and advance our understanding of educational inequities in school physical fitness. As an example, using descriptive analyses, we have provided policymakers, educational stakeholders, and researchers with a first look at California's physical fitness data which shows how our findings complement prior literature as well as extend them. Implications for the research and practice are discussed. [ABSTRACT FROM AUTHOR]

School systems have increasingly turned to continuous improvement (CI) processes because traditional school improvement plans (SIPs) have resulted in neither reaching set goals nor maintaining performance in challenging times. Improvement science is one way of enacting CI that combines CI with networked improvement to encourage educational equity and build organizational resilience. This study examines the efforts of a school district in the United States to use improvement science to transition their static SIPs to a dynamic process in their underperforming schools. Using a case study design with observations and interviews, we find several sensemaking mechanisms acted as mediators between organizational learning and authentic improvement science implementation. The complexity of improvement science often inhibited sensemaking given time and resource constraints before and during the COVID-19 pandemic, leading to participants often reporting improvement science as too inefficient for their needs. Schools that more successfully integrated improvement science into SIPs saw the value of a systematic approach to SIPs, had interest in distributed leadership, and saw improvement science as advancing equity. This study provides insight into the utility of improvement science as a tool to build organizational resilience as part of school improvement while documenting the many difficulties school improvement teams have in shifting away from static school improvement practices. [ABSTRACT FROM AUTHOR]

This study provides empirical insights into the perceptions and agency of navigators who provide school selection assistance and this NGO’s unique insider–outsider status. As semi-private actors, navigators offer an important bridge between two kinds of social capital: the informal types of trust and legitimacy that families rely on, and the skills, knowledge, and networks necessary to access higher-quality schools in choice policy contexts. Data for this study are derived from an exploratory case study, including 13 in-depth interviews, documentary and social media analysis, and informal conversations. The findings illustrate the benefits and shortcomings of NGO information support in choice policy contexts. [ABSTRACT FROM AUTHOR]

Copyright of e-Education Research is the property of Northwest Normal University 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 study examined the tenets of cultural mismatch theory using survey data from 518 high school students. Structural equation modeling examined how cultural norms influence relationships among student demographic characteristics, school location, and social, psychological, and academic outcomes. Students who identified as Black and those attending suburban schools reported greater endorsement of independent cultural norms that significantly predicted greater comfort in school, better psychological well-being, and higher aspirations for future educational attainment. Alternatively, students of color reported greater endorsement of interdependent cultural norms that were significantly associated with greater comfort in school and psychological well-being but no academic outcomes. Results point toward cultural norms as one unseen indicator that may influence classroom learning and achievement and contribute to equity issues in schools. [ABSTRACT FROM AUTHOR]

Teachers' explanations of scientific concepts to students are essential to science teaching. While there is potential for such explanations to perpetuate societal advantage, we argue that explanation in science education can be an emancipatory practice when considering the needs, aspirations, life experiences and background knowledge of teachers' diverse groups of students. Considering that explaining science is usually implemented as a hierarchical discourse, the purpose is to inform science education in Latin America towards teaching practices that can promote a dialogical approach to distribute the power of knowledge in the classroom. This chapter discusses research on teacher education conducted in science classrooms, focusing on how explanations in science education can offer opportunities for enhancing educational equity and access to the languages of the sciences. [ABSTRACT FROM AUTHOR]

This study aimed to design an educational equity model based on Information and Communication Technology (ICT) with a blended learning approach. The study employed a sequential mixed-methods research design, incorporating both qualitative and quantitative approaches. In the qualitative phase, data were collected through indepth interviews with educators, administrators, and policymakers, which were then analyzed using grounded theory to identify key components of the educational equity model. The quantitative phase involved surveys administered to a diverse sample of teachers and students to validate the findings from the qualitative phase. Statistical analysis, including structural equation modeling, was used to confirm the relationships between the identified components. The analysis revealed several critical components necessary for achieving educational equity through ICT and blended learning. These included comprehensive planning for educational opportunities, designing inclusive virtual curricula, establishing clear standards for virtual education, ensuring equitable distribution of resources, and fostering a flexible, participatory learning environment. The study also highlighted the importance of teacher proficiency in ICT, continuous professional development, and strong institutional support. Empirical evidence from the quantitative phase supported these findings, demonstrating significant improvements in student engagement, motivation, and academic performance. The integration of ICT and blended learning in education significantly enhances educational equity by providing flexible and inclusive learning opportunities. The proposed model addresses key challenges and leverages opportunities associated with blended learning, ensuring that all students have access to quality education. [ABSTRACT FROM AUTHOR]

Goal 4 of the United Nations Sustainable Development Goals emphasizes ensuring inclusive and equitable quality education to achieve sustainability. It is well known that gifted mathematics education is crucial, but teachers for gifted mathematics education are extremely scarce. The promotion of sustainability in gifted mathematics education on a large scale is an important issue to ensure equity and quality in education. Mathematical competitions have always been an important method for gifted education and have received widespread attention from students and parents. Many high school students prepare for these competitions through extracurricular gifted mathematics tutoring. With the advancement of science and technology and the outbreak of the COVID-19 pandemic in 2020, many tutoring courses have gradually turned to online courses. Online gifted mathematics education has become a model for developing gifted education. In this study, we conducted an in-depth analysis of the learning patterns, grades, and family backgrounds of students participating in mathematics competitions in 10 key high schools in Liaoning Province from 2018 to 2024. The research results are as follows: (1) Before the COVID-19 pandemic, extracurricular gifted mathematics education primarily consisted of offline courses. During the COVID-19 pandemic, online learning resources developed rapidly and became prevalent, while offline education decreased. (2) Students from high-income families preferred offline courses when participating in extracurricular gifted education tutoring for mathematics. In contrast, students from middle- and low-income families were more inclined to choose online courses. Household registration and the place of residence had a weak correlation with the time spent participating in online gifted mathematics education. Among the influencing factors, material resources such as computers, smartphones, and broadband internet had a significant mediating effect. (3) With the advent of online education, the correlation between mathematics competition achievements and family income significantly decreased. However, students from rural families face challenges in accessing online education due to a lack of material resources consequent to the COVID-19 pandemic, resulting in lower mathematics competition achievements. The results show that online gifted education in mathematics breaks through the limitations of time, space, and resources; solves the problem of scarce teaching staff; and helps promote a comprehensive strategy for sustainable development in gifted education. At the same time, issues such as the digital divide, insufficient hardware, and limited internet access still need to be addressed. [ABSTRACT FROM AUTHOR]

School choice policy in China aims to achieve educational equity by limiting school choice. Synchronous Admission Reform (SAR hereafter) is a recent school choice reform in China, which continues to limit parents' autonomy and strengthen the equal distribution of school resources. This study explores Chinese middle-class parents' (n = 21) justice claims in SAR. The findings suggest parents' three distributive justice claims, including situational principles of distribution, institutional partiality in distribution, and entrepreneurship representative of distribution. Each claim contains contradictory interpretations of education equity. While parents admire SAR's egalitarian promise, they recognize the present unbalanced school development and engage in a meritocratic way of hoarding opportunities. Despite their complaints over SAR's institutional partiality, they acknowledge SAR's political representation. Instead of participating in policy networks, parents adopt an entrepreneurial way of non-compliance. Parents' contradictory discourse is shaped by an interplay of policy discourse, school gaps, and parents' agency in a competitive and high-stakes education environment. Our analysis offers a micro-psychosocial lens for policymakers and practitioners to understand educational equity in everyday discourses. [ABSTRACT FROM AUTHOR]

In recent years, improvement researchers have sought to foreground equity in continuous improvement (CI) in efforts to better advance the position of Black, Brown, and other marginalized students in educational settings using CI. While we view these efforts as noble and necessary, we argue in this paper that CI has largely centered equity and pushed justice to the periphery. In particular, we argue that the field of CI in education has focused squarely on equity--what we define as reducing racial and other gaps in dominant outcomes. In so doing, CI has deprioritized justice, which we define as improving outcomes that center on the comfort, agency, and dignity of all students, but minoritized students (i.e., Black, Brown, LGBTQ+, disabled, multilingual youth, and working-class) in particular. In so doing, CI efforts risk upholding dominant schooling outcomes and accompanying practices that sort students into unequal categories, limiting the capability of minoritized students to reach their full potential, erasing and demeaning students' cultural wealth, knowledge, and identities, and restricting their access to rich learning opportunities. We argue for a continuous improvement for justice that: (a) confronts dominant outcomes rather than uncritically prioritizing them; and (b) aims to use its tools to create systems that prioritize outcomes that grant comfort, agency, and dignity to minoritized students and communities. [ABSTRACT FROM AUTHOR]

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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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.)

Abstract Background In recent years, data derived from international large-scale assessments have significantly influenced the discourse surrounding educational equity. However, the use of such data has often neglected the full spectrum of dimensions that equity encompasses, while being limited to exploring the relationship between achievement variations and student background. This approach, however, constrains our understanding of the rich notion. Methods This paper aims to contribute to the advancement of current research by advocating for an alternative approach that encompasses all relevant dimensions of equity and examines their impact on both achievement and motivational outcomes. A cluster analysis manifests itself as the designated method to employ, as the concept of equity remains theoretically challenged and the detection of data patterns can serve as a strong step in its multifaceted inquiry. Moreover, this method enables us to incorporate the multidimensional concept in a country-level context. Results Employing data from the Trends in International Mathematics and Science Study at grade four, this paper presents five distinct clusters of educational systems that illustrate diverse equity configurations. Notably, none of the identified clusters consistently scores high or low on all equity dimensions. This suggests that all of the clusters perform inconsistently to different degrees across the dimensions of equity. Furthermore, no single cluster emerges as superior to the others across both outcome measures. Conclusions These findings shed light on the intricate interplay between equity, achievement, and motivation within the examined educational systems. The unique configuration of the equity dimensions within each cluster underscores the importance of adopting a nuanced evaluation of equity, which can enhance our understanding of equity patterns.

The value of classical language education is subject to a fierce dispute, waged continuously and internationally. While some dismiss Classics as useless or elitist, others herald its extraordinary formative value and the many benefits that await pupils. This article aims to give a novel overview of the public debate regarding classical language education, which is defined as follows: the controversy about the instruction of Latin and/or Ancient Greek at the secondary educational level, as it emerges from Western traditional media in the twentieth and twenty-first centuries. The reader is provided with historical insight into this debate that many classicists find themselves in the middle of, as well as with a logical and coherent framework of the various arguments pro and contra. The arguments are embedded in the history of classical language education, classified into categories, analysed and discussed at length. The classification of arguments hinges on the two main lines of criticism towards the study of classical languages, which are inspired by egalitarianism and utilitarianism respectively. As a backdrop to the analysis, we rely on the sociolinguistic theory of language ideology. The general conclusions of this paper are that the value of classical language education is indeed a highly ideologically charged matter, and that the surrounding public debate has known a remarkably high level of continuity.

Objective: Community college baccalaureate (CCB) programs are expanding across the nation, particularly in California—home of the largest and most ethnically/racially diverse community college system in the nation. CCB programs provide many benefits, two of which include providing an accessible and affordable pathway towards baccalaureate attainment, and also meeting economic and workforce development (EWD) goals, particularly for students from historically minoritized communities. While the community colleges of the United States have historically provided accessible education that aligns with EWD, more can be learned about the strategies these institutions use to do so. Methods : Using a content analysis methodology, we examined the application proposals of the first 15 approved CCB programs in California to understand how these community colleges as aligned with EWD. Results : The findings we generated suggest that the first 15 approved California CCB colleges (1) utilized varied information and sources to understand their labor market conditions, (2) rarely acknowledged how their CCB programs would address student inequities in the labor market, and (3) were limited in articulating the specific practices, structures, and systems they would implement to be EWD-aligned. Conclusion : Policymakers, practitioners, and researchers can help ensure successful EWD alignment and equity by improving data systems to better understand labor market conditions, conducting more quantitative and qualitative research to capture students' labor market experiences and outcomes, and comprehensively aligning college- and career-related practices, programs, structures, and systems. [ABSTRACT FROM AUTHOR]

Informed by austerity politics, struggling school districts have closed buildings to pursue cost savings. We investigate the factors affecting which schools are shuttered, proposing that the share of students with an Individualized Education Program (SIEP) influences the way building utilization is measured because of the different instructional spaces required. We examine the case of elementary schools in Chicago, where 44 of 402 schools were closed in 2013. Simulating administrative decision-making parameters with a logistic regression model and demographic, student, and school data, we find that Chicago Public Schools was more likely to close school buildings with higher shares of SIEPs. Such punitive measures reflect the politics of austerity and disposability, leaving students with disabilities, particularly those in low-income neighborhoods of color, with fewer educational options. [ABSTRACT FROM AUTHOR]

Copyright of Continue Education Research is the property of Harbin Normal University 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 question of language in school has an educational dimension of considerable social interest in Spain since a strong process of immersion in regional languages might be affecting students’ performance depending on their linguistic and socio-cultural background. In this context, the paper’s aim is to analyse the relations between economic, social, and cultural status (ESCS); the percentage of students who speak a different language at school than at home (language) and school performance in PISA (performance); and in particular to measure the predictive power of the second variable with respect to the third, from a territorial perspective. A methodology was developed based on bivariate linear regression analysis and structural equation modelling, and was applied to data regarding these three variables from the PISA 2015 and PISA 2022 databases. These secondary analyses have confirmed: (a) the importance of the predictive power of ESCS on performance consistently in both 2015 and 2022; (b) the intensification of the association between the two variables in that period; and (c) the emergence of a moderate but significant association of the language variable as a predictor of Performance at the territorial level. The impact of regional ESCS differences on performance increased significantly between 2015 and 2022, which is compatible with an increase in other territorial divides described in the literature. Moreover, the strong linguistic immersion models display significant differences between territories in terms of performance. For example, for this reason alone, Catalonia’s delay compared to Madrid is approximately one school year.

Introduction: This study examines storytelling's role in supporting organizational resilience for equitable STEM instruction by schools and districts. Within K-12 organizations, some practices may be perceived as mundane, but storytelling supports transformation toward achieving equitable STEM learning opportunities in a school. Therefore, storytelling is a means for achieving organizational resilience. Methods: Through a comparative case study design, this paper explores challenges identified by educational leaders through focus groups who worked with teams to activate interdisciplinary learning to support thriving STEM programming to enhance equitable science instruction. Results: We characterize STEM systems' social and organizational phenomena from three educational contexts. We start by sharing these systems' backgrounds and educational goals, with specific attentiveness to their STEM programming. We then share the stories told by their leaders to promote organizational resilience (these characteristics, as previously described, are italicized throughout this section) within each of the given contexts. Discussion: The STEM stories in this study shared the state of STEM within a school and district, the instructional mission of STEM, and a community STEM story. [ABSTRACT FROM AUTHOR]

Many scholars have drawn on youth voice as a way of learning about educational inequity from the perspective of those closest to it. Yet, methodological engagements with youth voice tend to elide considerations of how coloniality and raciality operate in the very interpretive strategies leveraged to represent youth voice in academic knowledge produced about inequity. Following anticolonial black feminist critique and method-making, the inquirer turns to a radical reading practice for engaging youth feedback at a summer achievement program dedicated to promoting racial and educational justice and reversing summer learning loss. Key to this radical reading practice are methodological and analytical moves that: (a) pivot from earlier interpretations of youth feedback; (b) trace raciality in educational text to demonstrate how the text relies on modern signifying strategies that hide Man, his descriptive statements for existence, and the attendant power structures that facilitate global capital; and (c) consider how youth feedback illustrates coloniality and raciality at work within the out-of-school program. In all, the paper demonstrates how a black inquiry approach complicates educational equity's federally mandated, state-monitored, and locally enacted pursuit at an out-of-school program to collectively consider alternatives to our current ethical-political education demands, and how we might engage the task of posing those alternatives. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University 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 this manuscript I provide a historical analysis of antiBlackness in the Mexican American struggle for educational equity in Texas that is grounded in the dysconscious racism framework. I focus on the “other White” legal strategy and how Mexican American leaders in Houston in the late 1950s viewed collaborating with the African American Civil Rights movement. To highlight the opposing perspectives, I present a portrait of two rival Houstonian Mexican American leaders through correspondences, speeches, business documents, newspaper articles, oral histories, and secondary sources. The thrust of this manuscript analyzes how differing reactions to 1957 Texas House Bill 231, a bill that stymied school integration efforts, reflect both antiBlackness in the Mexican American civil rights movement and challenges to this way of thinking. I conclude with a call to challenge “racial innocence” in the Latine community and to prepare critically conscious educators who understand historical and current antiBlackness in the Latine community. [ABSTRACT FROM AUTHOR]

Inspired by Harney and Moten's (2013) description of study in the undercommons, I bring the perspective of a dance teacher to a conversation about educational equity. Dance is an important method of study and a form of knowledge. It shows up in the undercommons (Harney & Moten, 2013) and in students' at-home educations (Shujaa, 1993). In-school dance educators have a unique opportunity to bridge the undercommons and the public schools. In addition, using dance to cultivate a multidisciplinary dialogue is a move toward decolonized education and affirms a mode of study that has been historically excluded from schools. [ABSTRACT FROM AUTHOR]

The question of language in school has an educational dimension of considerable social interest in Spain since a strong process of immersion in regional languages might be affecting students' performance depending on their linguistic and socio-cultural background. In this context, the paper's aim is to analyse the relations between economic, social, and cultural status (ESCS); the percentage of students who speak a different language at school than at home (language) and school performance in PISA (performance); and in particular to measure the predictive power of the second variable with respect to the third, from a territorial perspective. A methodology was developed based on bivariate linear regression analysis and structural equation modelling, and was applied to data regarding these three variables from the PISA 2015 and PISA 2022 databases. These secondary analyses have confirmed: (a) the importance of the predictive power of ESCS on performance consistently in both 2015 and 2022; (b) the intensification of the association between the two variables in that period; and (c) the emergence of a moderate but significant association of the language variable as a predictor of Performance at the territorial level. The impact of regional ESCS differences on performance increased significantly between 2015 and 2022, which is compatible with an increase in other territorial divides described in the literature. Moreover, the strong linguistic immersion models display significant differences between territories in terms of performance. For example, for this reason alone, Catalonia's delay compared to Madrid is approximately one school year. [ABSTRACT FROM AUTHOR]

Whether intended by education policy (e.g., via school entrance examinations) or unintended (e.g., via social stratification), selection effects in education (who goes where, gets what, and how much) shape educational opportunities – influencing the life chances of individuals and groups, and the structure of societies. However, within the quantitative approach to educational research, current statistical methods can struggle to simultaneously evaluate both the presence and impacts of these effects. In turn, this methodological limitation impedes efforts to facilitate equality of educational opportunity. This paper responds with a critical overview of types of selection effects in education, their consequences for educational opportunity, and the statistical methods used for their identification. Two empirical illustrations show how a new statistical method ("airbag moderation") can enable better detection and evaluation of selection effects in education and help direct future research into selection effects in education with a focus on opportunities for equality of educational opportunity. [ABSTRACT FROM AUTHOR]

School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an "urban-emergent" district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The Australian education system features considerable socioeconomic inequality and is a frequent source of controversy in Australian public life. Yet meaningful reform to this system has proven elusive. In this article, we examine the public's fairness perceptions of educational inequality based on parental financial capacity, using an online survey of adults (N = 1,999) from New South Wales, Australia. We asked about the fairness of inequality in school resources and education quality, and used a scenario in which students from high-income and low-income families had achievement gaps due to differences in educational experiences. Respondents had diverse perceptions about the fairness of educational inequality, but most perceived the scenario as unfair or very unfair. The partial proportional odds models showed that self-interest and neoliberal orientations predicted people's fairness perceptions of educational inequality. The findings of this study have implications for achieving meaningful reform of the Australian education system that is in line with public opinion. [ABSTRACT FROM AUTHOR]

Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent disparities in where students live versus learn. We conclude that race-neutral conceptions of equity may hinder attempts to improve school access by ignoring structural inequalities tied to race, place, and income and by overlooking privileged households' efforts to remain separate. [ABSTRACT FROM AUTHOR]

In response to the global expansion in English-medium instruction (EMI) within business education, this study investigates its impact on self-efficacy among Vietnamese business students over 2 years. Drawing on Bourdieu's capital theory, data from 105 students were analyzed to explore the influence of socio-demographic factors. Surprisingly, EMI participation was associated with a negative change in self-efficacy, with no significant impact observed from social, economic, or cultural backgrounds. The findings suggest a mismatch between students' expectations and academic performance, emphasizing the need for tailored interventions to support self-efficacy development in EMI programmes. [ABSTRACT FROM AUTHOR]

Each biannual release of fourth-grade scores on the National Assessment of Educational Progress (NAEP) in reading brings a new round of claims that a large majority of U.S. students are performing below grade-level expectations—a national reading crisis. In this commentary, we interrogate these claims, concluding that they represent a misreading of the data. In addition, we discuss how NAEP scores should, instead, inform conversations about achievement and equity. [ABSTRACT FROM AUTHOR]

Educational scholars have argued for fair pedagogical practices in response to the learning needs of diverse students. While pedagogical fairness has been widely advocated, few studies have systematically assessed its impact on student learning, and even fewer have examined pedagogical fairness from a school organisational perspective. To narrow this gap in research, the current study develops an expansive conceptualisation of pedagogical fairness as an integral part of organisational culture, which varies by school. Our data, gathered from 7,746 immigrant-background students attending 563 schools in six East Asian societies, were analysed based on a hierarchical linear model explaining their academic performance as a function of pedagogical fairness in terms of both teacher practice and school culture. The results suggest that fair pedagogy can effectively help immigrant children succeed in school. It is particularly notable that pedagogical unfairness embedded in school culture is negatively associated with the academic performance of immigrant children, even after controlling for unfair pedagogical practices exercised by individual teachers. These findings suggest that implementing fair pedagogy is not simply the responsibility of individual teachers; it is also the responsibility of school leaders, as they are in the position to substantially influence the school as an organisational whole. [ABSTRACT FROM AUTHOR]

The optimism hypothesis claims that immigrant students do better in the Norwegian education system than their socioeconomic status would suggest, due to the strong educational aspirations that immigrant parents might have for their children. Grounded in an educational equity paradigm, this study aims to test this hypothesis by investigating direct and indirect influences on students' reading achievement, assessing both how often the students speak the language of instruction, Norwegian, at home; and the effect for students of parents' educational levels that affect parents' academic expectations and parents' help with homework. Using PIRLS 2016 data from Norway (n = 4,232, mean age 10.8), path analysis provided evidence that both students' home language and parents' educational level directly influence reading achievement. The mediating roles of parents' academic expectations and parents' help with homework on these relationships fluctuated. Thus, the data provided evidence that only partially supports the optimism hypothesis. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office 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 role of Artificial Intelligence (AI) in transforming personalized learning presents a significant opportunity to foster inclusive education. This paper reviews the current applications of AI technologies in tailoring learning experiences to meet diverse student needs, thereby addressing individual differences in learning abilities, pace, and preferences. AI-driven systems, such as adaptive learning platforms and intelligent tutoring systems, allow educators to design customized curricula, track student progress in real time, and provide targeted interventions that enhance engagement and comprehension. By facilitating a more learner-centered approach, AI enables educational institutions to move beyond the traditional, one-size-fits-all model and support students with varied learning backgrounds, including those with disabilities or limited access to educational resources. This paper further explores the potential of AI to reduce educational inequities by providing personalized learning pathways for underserved communities, examining the impact of AI-driven tools on student motivation, performance, and long-term academic success. Additionally, ethical considerations, such as data privacy and the risk of bias in AI algorithms, are critically analyzed to ensure AI's responsible integration in educational settings. This research contributes to the ongoing dialogue on inclusive education, offering insights into how AI can be leveraged to create an equitable learning environment where all students have access to high-quality, personalized educational experiences. The findings underscore the necessity for collaborative efforts between policymakers, educators, and technologists to maximize the benefits of AI in personalized learning while addressing the associated challenges. [ABSTRACT FROM AUTHOR]

This study explores the implementation of John Hattie's Visible Learning framework in Thai model schools, aimed at enhancing educational quality and preparing learners for the 21st century. The research identifies four critical elements of the framework: data-driven instruction, clear learning goals, effective teacher-student interactions, and fostering a culture of self-improvement. These components, when applied in Thai schools, have led to significant improvements in student outcomes, critical thinking, and engagement by making the learning process more transparent and measurable. The framework promotes continuous reflection, active learning, and self-assessment, equipping students with essential skills for lifelong learning. Additionally, the study emphasizes the need for tailored feedback, professional development for teachers, and the integration of modern technology to enhance classroom learning experiences. Recommendations are made for expanding the framework's adoption to address educational challenges in Thailand, such as unequal access to quality education and inconsistent teaching standards. The findings suggest that the broader application of Visible Learning could improve both educational equity and student preparedness for future success. Future research should focus on long-term impacts, comparative analysis, and the role of community and administrative support in sustaining the framework. [ABSTRACT FROM AUTHOR]