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 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.  

Religion and the Public School Curriculum

2018 ◽  
Author(s):  
Walter Feinberg
Keyword(s):  
Public Schools ◽  
School Curriculum ◽  
Background Information ◽  
The Public ◽  
The Us ◽  
Us Supreme Court ◽  
Different Types ◽  
Teaching Religion ◽  
Humanistic Study ◽  
The Relationship

This chapter provides background information on the relationship between religion and public schools and then describes the different kinds of religion courses currently offered in some public schools. While the US Supreme Court has banned compulsory devotional religious exercises, it has not banned the nondevotional teaching of religion. The different types of religion courses command different kinds of justifications, and the legal and educational merits of these justifications are presented. The author concludes by proposing a case for teaching religion that is both constitutionally and educationally acceptable. This case rests upon the importance of the development of autonomy to the liberal tradition, and it shows how the teaching of religion as a humanistic study can serve this ideal.

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.

scholarly journals Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US)

2013 ◽  
Vol 42 (3) ◽  
pp. 469-493 ◽  
Author(s):  
ANNE WEST ◽  
RITA NIKOLAI
Keyword(s):  
Educational Outcomes ◽  
Comparative Research ◽  
Educational Opportunity ◽  
Welfare States ◽  
Limited Attention ◽  
Welfare Regimes ◽  
Education Expenditure ◽  
The Us ◽  
English Speaking ◽  
Institutional Features

AbstractEducation is crucially important for later outcomes but has received limited attention in comparative research on welfare states. In light of this, we present an exploratory analysis of education systems across fourteen EU countries and the US. This builds on existing work on educational institutions, educational outcomes and welfare regimes. We focus on institutional features associated with inequality of educational opportunity, including academic selection, tracking and public/private provision; on educational outcomes; and on education expenditure. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental, Mediterranean and English-speaking, which bear similarities to those identified in the welfare states literature. Each ‘education regime’ is associated with particular institutional features, educational outcomes and levels of public expenditure. Our analysis suggests that further comparative research on education, viewed as a key component of the welfare state, is warranted.

Editorial: Migration costs

2009 ◽  
Vol 6 (1) ◽  
pp. 1-2 ◽  
Author(s):  
Martha W. Rees
Keyword(s):  
Public Schools ◽  
Public Services ◽  
Mexican Immigrants ◽  
Food Stamps ◽  
Costs And Benefits ◽  
Unemployment Compensation ◽  
The Us ◽  
Mexican Immigrant Men ◽  
Migration Costs ◽  
Immigrant Men

Much has been written about the costs—and benefits--of migration--in terms of the costs to the US (or receiving regions) and of the benefits to migrants. Massey (2005) concludes that because (Mexican) immigrants pay taxes, they are not a drain on public services. In fact, migrants are less likely to use public services, and pay taxes for services they don’t use. Almost two-thirds have Social Security taxes withheld, only 10% have sent a child to public schools, and under 5% or have used food stamps, welfare, or unemployment compensation. They also pay sales taxes. In terms of criminality, Rumbaut and Ewing (2007) refute the myth that migrants bring crime. They find that Mexican immigrant men have a lower rate of incarceration (0.7%) than US born Latinos (5.9%) or for US born males (3.5%).

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

scholarly journals Trends in educational mobility: How does China compare to Europe and the United States?

2019 ◽  
Vol 5 (2) ◽  
pp. 214-240
Author(s):  
Rob J Gruijters ◽  
Tak Wing Chan ◽  
John Ermisch
Keyword(s):  
Educational Opportunity ◽  
The United States ◽  
International Standards ◽  
Educational Mobility ◽  
The Us ◽  
The Usa ◽  
Economic Boom ◽  
The Uk ◽  
Large Decline ◽  
Inequality Of Educational Opportunity

Despite an impressive rise in school enrolment rates over the past few decades, there are concerns about growing inequality of educational opportunity in China. In this article, we examine the level and trend of educational mobility in China, and compare them to the situation in Germany, the Netherlands, the UK and the USA. Educational mobility is defined as the association between parents’ and children’s educational attainment. We show that China’s economic boom has been accompanied by a large decline in relative educational mobility chances, as measured by odds ratios. To elaborate, relative rates of educational mobility in China were, by international standards, quite high for those who grew up under state socialism. For the most recent cohorts, however, educational mobility rates have dropped to levels that are comparable to those of European countries, although they are still higher than the US level.

Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism

2021 ◽  
Vol 35 (2) ◽  
pp. 213-234 ◽  
Author(s):  
Joshua Childs ◽  
Richard Lofton
Keyword(s):  
School Choice ◽  
Education Policy ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
School Attendance ◽  
Wicked Problem ◽  
Chronic Absenteeism ◽  
Policy Responses ◽  
Comprehensive Education ◽  
Opportunity Gaps

Traditionally, education policy focuses on reforms that address class size, teaching and learning within classrooms, school choice, and changes in leadership as ways to improve students’ educational outcomes. Although well intentioned, education policy can distract from the multi-layered causes that impact achievement and opportunity gaps, and how students’ life circumstances can affect their school attendance. Students who miss school frequently are less likely to be impacted by even the most robust and comprehensive education reforms. This paper discusses how the root causes of chronic absenteeism are complex and that policy distractions can stifle solutions to solve school attendance issues. As a wicked problem, chronic absenteeism, requires a conceptual framework that helps to organize policy responses within all levels of the educational system, as well as expansive to include other social sectors within public policy.

scholarly journals When Does HARKing Hurt? Identifying When Different Types of Undisclosed Post Hoc Hypothesizing Harm Scientific Progress

2017 ◽  
Vol 21 (4) ◽  
pp. 308-320 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Philosophy Of Science ◽  
Present Article ◽  
Literature Search ◽  
A Priori ◽  
Scientific Progress ◽  
Research Report ◽  
Research Results ◽  
Different Types ◽  
Replication Crisis ◽  
Post Hoc

Hypothesizing after the results are known, or HARKing, occurs when researchers check their research results and then add or remove hypotheses on the basis of those results without acknowledging this process in their research report ( Kerr, 1998 ). In the present article, I discuss 3 forms of HARKing: (a) using current results to construct post hoc hypotheses that are then reported as if they were a priori hypotheses; (b) retrieving hypotheses from a post hoc literature search and reporting them as a priori hypotheses; and (c) failing to report a priori hypotheses that are unsupported by the current results. These 3 types of HARKing are often characterized as being bad for science and a potential cause of the current replication crisis. In the present article, I use insights from the philosophy of science to present a more nuanced view. Specifically, I identify the conditions under which each of these 3 types of HARKing is most and least likely to be bad for science. I conclude with a brief discussion about the ethics of each type of HARKing.

scholarly journals Bird sounds in nature writing: Human perspective on animal communication

2009 ◽  
Vol 37 (3/4) ◽  
pp. 580-613 ◽  
Author(s):  
Kadri Tüür
Keyword(s):  
Present Article ◽  
Nature Writing ◽  
Animal Communication ◽  
Bird Song ◽  
Literary Analysis ◽  
Human Language ◽  
Different Types ◽  
Human Interpretation ◽  
Object Of Study

The object of study in the present article is birds, more precisely the sounds of birds as they are represented in Estonian nature writing. The evolutionary and structural parallels of bird song with human language are reviewed. Human interpretation of bird sounds raises the question, whether it is possible to transmit or “translate” signals between the Umwelts of different species. The intentions of the sender of the signal may remain unknown, but the signification process within human Umwelt can still be traced and analysed. By approaching the excerpts of nature writing using semiotic methodology, I attempt to demonstrate how bird sounds can function as different types of signs, as outlined by Thomas A. Sebeok. It is argued that the zoosemiotic treatment of nature writing opens up a number of interesting perspectives that would otherwise remain beyond the scope of traditional literary analysis.

Sign in / Sign up

Export Citation Format

Share Document