scholarly journals Equality of Educational Opportunities at Public Primary Schools in Argentina

2013 ◽  
Vol 21 ◽  
pp. 89
Author(s):  
Cecilia Adrogue
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
School Quality ◽  
Educational Opportunity ◽  
Economic Status ◽  
National Level ◽  
Educational Opportunities ◽  
Distribution Of Resources ◽  
Equality Of Educational Opportunities ◽  
School Differences

This paper assesses the degree of equality of educational opportunities across Argentina’s public primary schools. The main finding is that there are inequalities between jurisdictions, but even greater inequalities within them, suggesting the existence of serious problems in the distribution of resources at the sub-national level. Following the recommendations of the specialized literature, estimates of school quality and measures of disparity in educational opportunity were calculated. While school differences were found across provinces, even greater discrepancies were found among public schools located within provinces, which are responsible for the provision of primary education. Most importantly, inequality among public schools is found to be associated with factors that are considered socially unacceptable, such as the student’s socio-economic status even among schools financed by the same governmental unit.  

scholarly journals Equality of Opportunity and Equality of Outcome

2016 ◽  
Vol 6 (2) ◽  
pp. 9-24
Author(s):  
Zdenko Kodelja
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Present Article ◽  
Educational Outcomes ◽  
Educational Opportunity ◽  
Equality Of Opportunity ◽  
Educational Opportunities ◽  
The Us ◽  
Different Types ◽  
Equality Of Educational Opportunities

The report on the findings of extensive empirical research on equality of educational opportunities carried out in the US on a very large sample of public schools by Coleman and his colleagues has had a major impact on education policy and has given rise to a large amount of research and various interpretations. However, as some interpreters have highlighted,even more important than the findings of the survey themselves has been Coleman’s redefinition of equality of opportunity, abandoning the then prevailing conception of equality of educational opportunities as equality of starting points and replacing it with the concept of equality of educational opportunities as equality of educational outcomes. The question is, therefore, whether equality of outcomes really is one of the two types of equality of opportunity. The purpose of the present article is to show that equality of opportunity and equality of outcomes are two different types of equality. If they are different, the interpretation that Coleman has redefined the concept of “equality of educational opportunity” turns out to be incorrect.

scholarly journals School Choice In Rural Georgia: An Empirical Analysis

1994 ◽  
Vol 26 (2) ◽  
pp. 526-534 ◽  
Author(s):  
Andrew Keeler ◽  
Warren Kriesel
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Private Education ◽  
Private School ◽  
School Quality ◽  
School Attendance ◽  
School Administrators ◽  
Empirical Studies ◽  
National Level ◽  
Indicator Variable

AbstractPrevious empirical studies of school choice have been at the national level, or have focussed on northeastern states. We estimate the demand for private education in rural Georgia, using proportion of private school attendance as an indicator variable. We find that income, tuition, race and school quality are important choice determinants. The results provide useful information for rural school administrators, and suggest that a tuition tax credit would have to be substantial to cause a significant exodus from public schools.

Education

Getting By ◽  
2019 ◽  
pp. 429-520
Author(s):  
Helen Hershkoff ◽  
Stephen Loffredo
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Educational Opportunity ◽  
Educational Opportunities ◽  
Public Schooling ◽  
Equal Protection Clause ◽  
Low Income Children ◽  
Federal Constitution ◽  
Federal Loans

This chapter discusses state and federal laws that affect educational opportunity for poor and low-income children and adults. The federal Constitution does not guarantee a right to education. Instead, the provision of public schooling is a state responsibility, and the quality of public education varies considerably based on the wealth of the community in which a public school is located. The U.S. Supreme Court has held that the Equal Protection Clause does not require states to provide equal educational opportunities to students from low-wealth communities that on a par with those in schools with greater resources. The result is an educational system characterized by disparities and inequalities—rather than driving children forward, public schools in some disadvantaged neighborhoods serve as a conduit in a school-to-prison pipeline, with highly racialized impacts. The chapter discusses how the education of poor and low-income children is affected by residency requirements, truancy laws, punitive disciplinary policies, school fees, and the absence of state-funded programs for toddlers too young to attend kindergarten. Congress has enacted programs designed to supplement educational opportunities for students who are poor or from low-income households, and the chapter discusses some of them, starting with preschool through to vocational training opportunities and federal loans and grants to attend college. These programs, although important, are largely indifferent to the democratic benefits of racially integrated schools and do not go far enough in ensuring every child a free, quality education as a strong foundation for development and growth. The chapter also discusses how student debt has become a barrier to social mobility, and some of the protections available for students unable to pay their college loans.

Providing Equal Educational Opportunity: Public vs. Voucher Schools

1992 ◽  
Vol 9 (1) ◽  
pp. 291-309 ◽  
Author(s):  
John E. Roemer
Keyword(s):  
Public Schools ◽  
Educational Attainment ◽  
School System ◽  
Educational Opportunity ◽  
Cultural Practices ◽  
Economic Status ◽  
Public School System ◽  
Equal Educational Opportunity ◽  
Voucher Schools ◽  
Innate Ability

All advanced societies maintain a commitment to equal educational opportunity, which they claim to implement through a public school system that is charged toprovide all children with an education up to a state-enforced standard. Indeed, what public schools do, even in the best of circumstances, is to provide all children with a more or less equal exposure to educational inputs (teachers, books), rather than to guarantee them equal educational attainment. Children, as the schools receive them, differ markedly in their docility — due in part to innate ability, but perhaps due more to the economic status and cultural practices of their families. Many, including myself, believe that the task of schools should be to provide some measure of equal educational attainment among students of heterogeneous talent and background. Schools should devote more educational resources to students who require them in order that they be educated to an acceptable standard.

The Factors Impacting Parental Choice in Picking Non-public Schools for Their Children

2021 ◽  
pp. 001312452096605
Author(s):  
Avni S. Ved ◽  
Pramod Kumar M.P.M
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Primary Schools ◽  
School Quality ◽  
Survey Design ◽  
Parental Choice ◽  
Related Factors ◽  
Factors Affecting ◽  
The City

The purpose of the study was to investigate the school related factors influencing parental choice of private schools in the city of Bangalore. The study intended to analyze factors affecting parents’ choice of private schools in Bangalore, to discuss the extent to which various factors influence parents’ choice of private schools. The study used descriptive survey design. The target population of this study consisted of all parents of students studying in private primary schools in the city of Bangalore. A total sample of 180 parents was drawn purposively from Bangalore. The tool used for collecting the data was a self-constructed questionnaire which included 32 statements were prepared on the basis of a 5-point Likert scale. The study identified seven distinct factors affecting the parents’ decision of choosing a private school. Among these the factor that was seen to have most significant influence on parent’s decision to choose a private was school environment. The second most important factor that parent’s considered was the School quality. Third, parents considered curricular activities offered by school. Next, parents considered Quality of instruction while choosing a school. However, student welfare, parental involvement and proximity to the area of residence were considered less important by parents when choosing a school.

scholarly journals Penerapan Pembelajaran Model Latihan Shadwo dalam Permainan Tenismeja di SMA Negeri 6 Kabupaten Tana Toraja

DEDIKASI ◽  
2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Nurlati Syamsuddin ◽  
Nurul Musfira ◽  
Nurussyariah Hammado
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Economic Status ◽  
National Level ◽  
Training Model ◽  
Learning Activities ◽  
Table Tennis ◽  
Efficient Learning ◽  
The Right ◽  
Short Time

The application of the Shadwo training model socialization in the tennis game directly helped the tennis trainer to be able to utilize the available facilities to activate the athlete as a whole in the training practice process that was carried out at SMA Negeri 6 Tana Toraja. In addition, students indirectly realize that they will acquire skills that can support their ability to play tennis. Thus it can provide motivation to students to learn and practice so that they can play tennis well. The benefits of using the Shadwo training method in practicing jasmine can increase the quantity and quality of the ball that can be received in a short time. No time is wasted thinking when picking up the ball once it starts to rally and it is often easier for the coach to direct the ball to the right place, multiball is very useful for improving footwork, power, speed, reaction time, endurance and anticipation. And multiball is great for trying new things because it eliminates the fear of failure. This can help players trust and encourage development. Related to this, it can improve the ability of students so that students of SMA Negeri 6 Tana Toraja are able to play tennis. SMA Negeri 6 Tana Toraja Regency is a national level school, supported by very adequate facilities such as; fully equipped rooms and laboratories (chemical laboratories, physics laboratories, biology laboratories, computer laboratories, and language laboratories). In addition to this, the potential of human resources (teachers) is very supportive because they have participated in national-level training. On the other hand students at the school, support such as facilities and potential teachers are very well utilized. This is due to students going through the screening system as practiced by public schools in Tana Toraja Regency. Students who enter are students who are netted and have high intellectual and average family economic status. The school has an area of 11034 M with a total of 28 teachers, 425 students. Sports facilities at the Tana Toraja State High School are basketball courts, takraw fields, badminton fields and tennis courts.The importance of sport is felt by humans in their daily activities. Many kinds of sports, one of which is table tennis. Table tennis is a sport that has many fans, not limited to the level of adolescence, but also children and parents, men and women are quite large in demand. This is because the game of table tennis is not too complicated to learn. Someone who wants to play table tennis well must learn basic techniques such as stroke or stroke. One type of punch that needs to be mastered is forehand and backhand.One way to realize the success of teaching and learning activities is the selection of appropriate and efficient learning methods and media, so students can receive and understand the subject matter. The position of the learning method in teaching and learning activities is very important.

Educating English Learners

2019 ◽  
Author(s):  
Madeline Mavrogordato ◽  
Rachel S. White
Keyword(s):  
Public Schools ◽  
English Learners ◽  
National Level ◽  
Student Population ◽  
Local State ◽  
Educational Opportunities ◽  
Education Law ◽  
Policy And Practice ◽  
Judicial Decisions ◽  
Legal Context

As the fastest-growing student population in U.S. public schools, students who are English learners (ELs) have increasingly shifted to the center of key education law, policy, and practice discussions at the local, state, and national level. This chapter lays a foundation for those interested in understanding what it means to be an EL and historical federal statutory efforts and key judicial decisions related to inequalities and inequities in educational opportunities for ELs. Additionally, this chapter takes up the contemporary legal context for EL students, with the authors contending that policy and legal trends suggest a number of important legal shifts: from a binary to a multifarious understanding of the EL student population and from questions of equitable educational inputs to questions of equitable educational outputs for EL students.

Bright Flight: Desegregating Boston’s Elite Public Schools, 1960-2000

2020 ◽  
pp. 009614422094996
Author(s):  
Kimberly Probolus-Cedroni
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Educational Opportunities ◽  
Neighborhood Schools ◽  
High Achieving Students ◽  
Urban School Systems ◽  
New Perspective ◽  
Historical Moment ◽  
Boston School

This article uses Boston as a case study to examine how elite, public schools that admitted students on the basis of “merit” perpetuated segregation and inequity in urban school systems. Merit justified the unequal allocation of educational opportunities, and the group that benefited most from merit-based admissions were families who could afford to send their children to private primary schools before “testing into” public secondary schools. I argue that merit-based admissions facilitated bright flight: the loss of high-achieving students from neighborhood schools. This study complicates and offers a new perspective on Boston school desegregation and has timely implications for our current historical moment.

scholarly journals Prevalence, pattern and determinants of urine abnormalities among school pupils in a semi-urban community

2019 ◽  
Vol 5 (1) ◽  
pp. 114-125
Author(s):  
Abiodun Kofoworola Alaje ◽  
Tamra Runsewe-Abiodun ◽  
Olatunbosun Oladipupo Olawale
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Economic Status ◽  
Female Gender ◽  
Urine Ph ◽  
Ogun State ◽  
Multi Stage ◽  
Quantitative Examination ◽  
Dipstick Urinalysis ◽  
Apparently Healthy

Background: Dipstick urinalysis is a semi-quantitative examination of the urine, which can be utilized as a screening and diagnostic tool in children. It is rapid, sensitive, easy to perform and affordable for the resource-poor environment. Objectives: To describe the pattern of urinalysis findings using urinary dipsticks and the determinants of urine abnormality among pupils in primary schools in a semi-urban area. Methods: Apparently healthy 387 pupils were recruited from 10 public and 5 private primary schools in Ikenne Local Government Area of Ogun State, Nigeria using multi-stage and proportionate sampling techniques. Data on demography, nutritional status and urinary examination were obtained using Interviewer-administered questionnaires, clinical examination and dipstick urinalysis respectively. Results: Dipstick urinalysis revealed the following; urine pH and specific gravity were normal in 98.2% and 100.0% of the pupils respectively. Protein, leukocyte esterase, nitrite, bilirubin, urobilinogen, blood and ketones were detected in 18.1%, 15.8%, 14.2%, 3.3%, 2.1%, 0.8%, and 0.5% respectively. Glucose and ascorbic acid were generally absent in the urine samples. Female gender significantly contributed to the pattern of urinalysis (leukocyte esterase and nitrites). Proteinuria was most frequent among the underweight (38/70; 54.3%). Urine abnormalities were more prevalent among pupils in public schools compared with private schools though not statistically significant, and not influenced by gender. Conclusion: Asymptomatic proteinuria and urinary tract infection are not uncommon among children. Female gender and socio-economic status play a role in the incidence of the conditions.

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

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