Quality and Equality in American Education: Systemic Problems, Systemic Solutions

Abstract

After briefl y reviewing the unequal opportunities outside schools that contribute to the disparities in educational achievement, attainment, and various indicators of adult success, this chapter zeroes in on addressing inequities within K-12 education. We argue that disparities within the educational system are the product of institutional structures and cultures that both disenfranchise certain groups of students and depress quality overall. Systemic causes require systemic solutions, and we envision a three-pronged systemic remedy: a continuous improvement approach for addressing the quality of educational opportunities for underserved students as well as of the system as a whole; targeted high-leverage interventions consistent with the overall approach but focused on key transition points and needs; and stronger connections between schools and other institutions and systems affecting the development and well-being of children and youth. We then outline a change strategy that incorporates both pressure and support for improvement from three distinct but interacting sources: government and administrative policy (federal, state, and local); professional accountability and networking; and collective engagement of parental, community, and advocacy organizations. We end the chapter with a consideration of recent developments in California and the degree to which they lay the groundwork for moving an equity agenda in the state.

Promoting Middle School Students’ Science Text Comprehension via Two Self-Generated “Linking” Questioning Methods

“…Despite the paucity of research on self-generated linking selfquestions, based on findings regarding the beneficial effects of implementing externally generated self-questions into scientific text reading tasks (e.g., Greene et al, 2010;Kostons and Van Der Werf, 2015), we predicted that the students in the two experimental groups (Within-Text and Extra-Text) would outperform the control group on all scientific literacy measures after training. Regarding the two experimental groups' comparison, in line with previous research on the importance of prior knowledge for reading comprehension of scientific texts (e.g., Gunn, 2008;Kaberman and Dori, 2009;Berkeley et al, 2011;Moseley et al, 2016;Joseph and Ross, 2018), the Extra-Text (Elaboration) group was expected to achieve higher scientific literacy results than the Within-Text (Bridging) group.…”

“…Previous studies have found that when students connect their prior knowledge to science text reading, their reading comprehension achievements improve (Kendeou and Van Den Broek, 2007;Moos and Azevedo, 2008;Kaberman and Dori, 2009;Ozuru et al, 2009;Moseley et al, 2016;Joseph and Ross, 2018). Kendeou and Van Den Broek (2007) argued that readers cannot be expected to understand the text if they lack the ability to link the new information with their prior knowledge.…”

A Hitchhiker's Guide to Thinking about Literacy, Learning Progressions, and Instruction

“…Given that dilemma, the only reasonable hope is that some jurisdictions and some cooperating researchers, teachers, designers, and developers will find ways to work in this direction, and that, as their efforts succeed in contrast with the status quo or other "reform" doctrines, their example may spread (O'Day & Smith, 2016). This of course is what all reformers hope, and hopes are often dashed.…”

Equitable access to capable teachers: The states respond

“…Extending educational opportunity to those children in our society most in need, at greatest risk, is clearly a challenge that will require interventions not only in schools but also in a larger set of circumstances affecting children's lives. But when policy analysts and advocates assemble such broad-gauge strategies, teacher quality is invariably included in the mix (see for example, Duncan & Murnane, 2014;O'Day & Smith, 2016;Putnam, 2015;Rice, 2015).…”