Educational equity

The first is distributive justice, which implies that factors specific to one's personal conditions should not interfere with the potential of academic success.

[citation needed] Social justice leaders in education strive to ensure equitable outcomes for their students.

[10] The American Library Association defines equality as "access to channels of communication and sources of information that is made available on even terms to all".

[citation needed] Tracking systems are selective measures to find students at different educational levels.

[citation needed] In many cases, tracking stunts students who may develop the ability to excel past their original placement.

[citation needed] The type of tracking has impact on the level of educational equity, which is especially determined by the degree in which the system is differentiated.

[16] The earlier the students undergo educational selection, the less mobile they are to develop their abilities and the less they can benefit from peer effects.

Those who come from a higher SES can afford things like better tutors, rigorous SAT/ACT prep classes, impressive summer programs, and so on.

Parents generally feel more comfortable intervening on behalf of their children to acquire better grades or more qualified teachers (Levitsky).

[citation needed] Parents of a higher SES are more willing to donate large sums of money to a certain institution to better improve their child's chances of acceptance, along with other extravagant measures.

[20] A report by Association of Teachers and Lecturers discussed the racial, religious or cultural terminology used in the UK educational system.

Approaches and resources for achieving equality and equity in the public schooling of girls and ethnic, racial, and language minority groups are still evolving.

Carol D. Lee described the rationale for a special theme issue, "Reconceptualizing Race and Ethnicity in Educational Research."

The rationale includes the historical and contemporary ways that cultural differences have been positioned in educational research and the need for more nuanced and complex analyses of ethnicity and race.

[citation needed] A review of a sample of education literature from four academic journals, spanning ten years, sought to determine how much these status groups were integrated.

The study then provided a research example on cooperative learning to illustrate how attention to only one status group oversimplifies the analysis of student behavior in school.

[28] Higher education plays a vital role in preparing students for the employment market and active citizenship both nationally and internationally.

Global Campaign for Education followed a survey called "Gender Discrimination in Violation of Rights of Women and Girls" states that one tenth of girls in primary school are 'unhappy' and this number increases to one fifth by the time they reach secondary schools with stated reasons including harassment, limitations to freedom, and less opportunities compared to boys.

[35] VSO, an independent international development organization that works towards eliminating poverty, published a paper that categorizes the obstacles (or causes) into: Education is universally acknowledged as an essential human right because it highly impacts the socio-economic and cultural aspects of a country.

[39] "Looking at recently-published UN statistics on gender inequality in education, one observes that the overall picture has improved dramatically over the last decade, but progress has not been even (see chart).

While progress is being made in sub-Saharan Africa in primary education, gender inequality is in fact widening among older children.

The ratio of girls enrolled in primary school rose from 85 to 93 per 100 boys between 1999 and 2010, whereas it fell from 83 to 82 and from 67 to 63 at the secondary and tertiary levels.

Asia Society organized the Global Cities Education Network, a network of urban school systems in North America and Asia to focus on challenges and opportunities for improvement common to them, and to virtually all city education systems.

This report presents the key recommendations of the OECD publication Equity and Quality in Education: Supporting Disadvantaged Students and Schools (2012a), which maps out policy levers that can help build high quality and equitable education systems, with a particular focus on North American and Asia-Pacific countries.

In countries where continued migration causes an issue, the ever-changing social structure of different races makes it difficult to propose a long-term solution to educational equity.

For example; "Educational equity means that each child receives what they need to develop to their full academic and social potential",[47] "Equity in education is when every student receives the resources needed to acquire the basic work skills of reading, writing, and simple arithmetic.

It measures educational success in society by its outcome, not the resources poured into it"[48] and "Equity means offering individualized support to students that addresses possible barriers, like poverty or limited transportation".