What are they talking about when they talk about equity? A content analysis of equity principles and provisions in state Every Student Succeeds Act plans

Abstract

Despite numerous education reform efforts, disparities between more privileged students and students from marginalized and minoritized groups still persist in U.S. education. The Every Student Succeeds Act (ESSA) passed in 2015 indicates greater commitment of the federal government to advancing equity in education and gives state educational agencies more autonomy and flexibility in policy making. This article analyzes the content of 52 approved state ESSA plans to examine how the concept of equity in education is defined and applied in state-level ESSA policies and provisions. Results of a qualitative content analysis reveal that all but four state ESSA plans adopt a stance on equity centered on equitable access to educational resources—including funding and effective educators —and less than half state plans attend to equity in outcomes. Most of the state plans do not include a clear definition of what they mean by “equity”. In addition, the accountability systems used to evaluate the impact of equity policies in the plans are predominantly outcome-oriented using student standardized test performance as the key indicator. Incoherent policy principles, coupled with the market-oriented, standards-based policy solutions, may exacerbate the structural inequities facing schools and students that these policies aim to ameliorate. Implications for education policy and research are discussed.

Using dyadic observation to explore equitable learning opportunities in classroom instruction

“…At the policy level, the Every Student Succeeds Act (ESSA) demonstrated a greater commitment to equity, and all but four states' ESSA plans adopted a stance on equity. However, most state plans describe vague mechanisms for ensuring and measuring equitable opportunities (beyond funding and effective educators) (Chu, 2019). With the support of policymakers, we believe our call for equitable inputs and process, as measured through dyadic observation instruments, would help states make sense of and articulate their progress in ensuring equitable opportunities to learn for all students.…”

A Review of Uncovered Myriad Inequities within Systems of Education Amidst Covid-19

“…In this literature, analysis conducted by Chu (2019) unconcealed that equity suggests that every and each learner receives the required resources they have to thrive in spite of their national origin, race, gender, sexual orientation, disability, home language, or family financial gain. The study additionally reveals that just learning setting State plans ought to be initiated Associate in Nursing programs ought to be designed to ascertain a just learning setting by rising college services and facilities, together with course of study programs, library, technology, and message services, discipline practices, and college climate.…”

“…additionally, she still contends that equity in education is typically connected to equal access to formal education opportunities and resources. within the same line of thought, Chu (2019) in his study regarding "What square measure they talking regarding after they say Equity?' A Content analysis of equity principles and provisions in State each Student Succeeds Act Plan" outline equity in education as equity in access to instructional resources like funding and educators.…”

An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19

“…The terms horizontal and vertical equity have been used to distinguish between equity and equality. Chu [11] argued that "horizontal equity is concerned with providing equal treatment and provisions to all schools and students whereas vertical equity is concerned with ensuring that students with greatest needs or in disadvantaged conditions will receive more resources". Horizontal equity is only concerned with the equal distribution of materials and funds regardless of the needs of the school or students [12].…”

“…For CLD students and those living in poverty, equitable access is vital if these students are to achieve their growth needs. A vast majority of CLD students have been resegregated, as SES determines school boundaries [7,11,32,[37][38][39]. Lewis et al argued that "the urban classroom environment is the evident expression of racism and separatism because of its geographically segregated arrangement and because it prevents African American learners from participating in mainstream opportunities" [40].…”