Wednesday, March 13, 2013

Equity and Quality in Education

This from Global Learning:
The highest performing education systems are those that combine quality with equity. Equity in education means that personal or social circumstances such as gender, ethnic origin, or family background are not obstacles to achieving educational potential (the definition of fairness) and that all individuals reach at least a basic minimum level of skills (the definition of inclusion). In these education systems, the vast majority of students have the opportunity to attain high-level skills, regardless of their own personal and socio-economic circumstances. Within the Asia-Pacific region, for example, Korea, Shanghai, and Japan are examples of education systems that have climbed the ladder to the top in both quality and equity indicators. Canada is a good example in North America. The United States is above the OECD mean in reading performance but below the mean with regard to equity.

One of the most efficient educational strategies for governments is to invest early and continue investing all the way through upper secondary. Governments can prevent school failure and reduce dropouts using two parallel approaches: eliminating education policies and practices that hinder equity; and targeting low-performing disadvantaged schools. But education policies need to be aligned with other government policies, such as housing or welfare, to ensure student success.

Eliminate Policies and Practices that Contribute to Failure
The way education systems are designed can exacerbate initial inequities and have a negative impact on student motivation and engagement, eventually leading to dropout. Making education systems more equitable benefits disadvantaged students without hindering other students' progress. Five recommendations can contribute to preventing failure and promoting completion of upper secondary education:
  • Eliminate grade repetition.
  • Avoid early tracking and defer student selection to upper secondary.
  • Manage school choice to avoid segregation and increased inequities.
  • Make funding strategies responsive to students' and schools' needs.
  • Design equivalent upper secondary education pathways to ensure completion.
Help Disadvantaged Students and Schools Improve
Schools with higher proportions of disadvantaged students are at greater risk of low performance, affecting education systems as a whole. Low-performing disadvantaged schools often lack the internal capacity or support to improve, as school leaders and teachers and the environments of schools, classrooms, and neighborhoods frequently fail to offer a high-quality learning experience for the most disadvantaged. Five policy recommendations have shown to be effective in supporting the improvement of low performing disadvantaged schools:
  • Strengthen and support school leadership.
  • Stimulate a supportive school climate and environment for learning.
  • Attract, support, and retain high-quality teachers.
  • Ensure effective classroom learning strategies.
  • Prioritize linking schools with parents and communities.
For more, please see the report, Equity and Quality in Education: Supporting Disadvantaged Students and Schools, from which this piece was excerpted. The report is by the OECD Education Directorate and was written as background for the first Asia Society Global Cities Education Network Symposium, Hong Kong, May 2012.

1 comment:

Anonymous said...

Hey, who doesn't want to help blind orphans? THis is just pie in the sky stuff that isn't going to happen as long as we keep cutting education and making teachers into report paper pushers.

So if a student doesn't demonstrate mastery of material at a specific grade level one should still have them matriculate?

How can we call for differentiation of any significant degree but not track when faced with decreasing resources. We are not talking about 22 elementary kids in one class, high involves instruction of over 100 students in half a dozen classes - how do you individualize that sort of instructional load?

How do you mange school choice - that seems to run counter to the whole concept of giving folks a choice.

Well duh, with the exception of a few superintendents as of late, I think we all are trying to economize and focus spending but when your funds keep getting cut and non-instructional support mandiates keep coming down the pipe, how can you be any more responsive?

More pathways with fewer teachers? Heck, you can't even dodge that one by sitting a kid in front of a computer any more because those funds have stopped coming like the textbook funds.