What Is Access And Equity In Education?


What Is Access And Equity In Education
What Is Access And Equity In Education As business leaders, we know that the key to having a robust workforce is to ensure that every student is career and college ready. To do this, it is our economic, moral, and constitutional imperative for each student in North Carolina to have access to the unique and necessary resources and opportunities they need to reach their full potential. What Is Access And Equity In Education Access and equity in education go hand in hand. At a minimum, every student should have equal access to rigorous coursework and instruction, excellent educators, and critical support services – regardless of geographic location, income level, race, gender, or ability. What Is Access And Equity In Education Our work on Access & Equity in Education includes specific programs, policies, and initiatives that have access and equity embedded in their design. Several of these overlap with our Educator Innovation strategies because critical decisions on access and equity are being made by the educators who are closest to the students.
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What does equity mean to you in education?

An Overview of Equity in Education The process of becoming a teacher can be challenging, but it is well worth the effort. Teaching is an extremely rewarding profession that allows educators to help the next generation of students get the education and learning they need to be successful.

It takes dedication and passion to, and teachers need to take that same amount of passion and dedication to create a positive environment and empowering academic experience for their students. Equity in education is a key part of every good teacher’s approach to helping students find success, but what exactly is equity in education and how can teachers work to have it in their classrooms? The term “equity in education” is deeply complex and can take on many forms, making it challenging to establish a succinct definition.

But the basic meaning behind the term is the pursuit of creating an educational system that caters to students of all kinds and develops their educational experience accordingly. This means that no matter what a student’s background, language, race, economic profile, gender, learning capability, disability or family history, each student has the opportunity to get the support and resources they need to achieve their educational goals.

  1. An example of equity in education can be found in teachers who are able to,
  2. Some students thrive as auditory learners, who process information out loud and ask questions as needed.
  3. Others are visual learners who absorb information through pictures, illustrations, and color that’s associated with the text they may be reading.

Then there are tactile learners who take breaks during lessons, act things out to make sense of what’s being taught, and employ the use of models, charts, or diagrams to get the most out of their learning. When teachers are able to adapt their teaching style to meet students at their level and give them the support they need to learn, that contributes to equity in education.

Similarly, equity in education is seen when students of different races and ethnic groups are able to see examples of people of their race and community around them in the classroom. History lessons, story problems, and books that are inclusive and show all different types of people are key to helping students of different races feel that equity in the classroom.

Equity in education aims to provide equal opportunity to all students to develop valuable skills and knowledge that help them live a full life and contribute to society. To achieve this goal, educators are tasked with reworking systems of learning that exist on both the school and district levels to ensure this new approach is adopted from the top down.

The new system is then built on fairness and inclusion, with safeguards such as interventions and resources built in to make sure every student has every opportunity to achieve their academic goals. Equity vs. Equality in Education While the terms “equity” and “equality” are often used interchangeably, there are notable differences between the two.

“Equality” focuses on ensuring students are presented with the same educational opportunities throughout their scholastic career; however, this approach doesn’t take into consideration that even with those opportunities, different students will have different needs in order to succeed.

This is where equity comes in. “Equity” focuses on taking those opportunities presented to students and infusing them with support and resources to turn the education system into a level playing field. This means that disadvantaged students will get the support they need to become equal to students who are not disadvantaged.

It takes equality a step further by lifting students who may not have the same opportunities and ensuring they not only are presented with the same options, but that the differences are made up for these students. There are numerous reasons why equity in education is important, including:

Creating opportunity for underprivileged and underserved students so they are able to overcome disadvantages and find success Giving everyone the chance to learn in the way that best supports their learning style Helping students become more engaged in what they’re learning by ensuring they see people who are their same race, gender, ethnicity, etc. in their learning Granting students more access to the resources that can bolster their education Strengthening the connection between a student’s family and their teacher, fostering a more enriching educational environment at home Guiding students to success in their educational career, and beyond Closing the opportunity and achievement gap by making students equal Improving a school district’s performance in metrics such as standardized testing Impacting the community in positive ways, such as reducing crime rates and increasing property value Creating an overall economic benefit by preparing students to become contributors to society, and saving money on public assistance

There are several ways that teachers can work to identify underserved students in their classroom. There are a few groups that typically qualify as underserved populations for students, and teachers need to understand what these groups are so they are able to help students in these populations be successful. Groups that typically qualify as underserved include:

Racial/ethnic minorities. This typically includes all students who are not Caucasian. Teachers need to understand that racial and ethnic minority students typically are considered underserved and can benefit from equity in the classroom. Helping racial and ethnic minority students make connections to their own race, ethnicity, and community can help empower them as they learn. Low income. Schools that are from lower-income areas or specific students that come from lower-income families need teachers who understand equity in education. Lower income students may have less access to resources and opportunities, and equity in education can help make up for those deficiencies. First-generation students. Students who have parents who have lower education levels or no education are often considered an underserved population. These students can greatly benefit from teachers who are able to help them overcome the barriers of having family who haven’t been through the same school system they are trying to navigate. Students with learning disabilities. Students who struggle with learning disabilities require teachers who are able to use equity in education to help them close the gap. Teachers who are able to give specialized attention, cater lesson plans, and work to meet goals are key for students who struggle to learn.

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While it’s true that change doesn’t happen overnight, it all starts with one step—and there are lots of things that teachers can do to promote equity in education. For example:

Addressing systemic issues: By becoming more aware of issues that affect categories such as poverty, ethnicity, gender, and more, teachers can create actionable plans that can circumvent the affects these situations can have on a student’s education. They may not be able to single-handedly solve these issues, but by understanding more about them they discover how they affect a student’s learning capabilities, and correct them effectively. Teachers who understand how systems operate and impact their students are able to create better opportunities for their students inside the classroom. Addressing the role of leadership and administration: Similarly, school leadership and administration could also be a part of the systemic issues or be unaware of how those issues can affect students. Teachers can be helpful in alerting leadership to these complications and help get everyone on the same page about how to address them. Teachers who know when and how to work with administrators are key in helping increase equity in their classrooms, schools, and communities. Removing barriers in the school environment: Learning and development gaps often present themselves early in a student’s education, so the more adept teachers are at identifying those blockages early, the more opportunity a student has to excel. This can include educating parents on the support systems that their student can take advantage of or helping them to navigate ways of finding and accessing those resources. Additionally, teachers can provide inexpensive learning resources, tutors, after-school programs, and many other opportunities that help lower barriers in the classroom setting. In instances where finances may be a challenge, teachers can also help parents find ways to afford the resources that can benefit their child. Addressing the role of technology: Technology is a crucial aspect of a student’s educational program, but many don’t have access to reliable internet or a computer that can support their studies at home. By providing access to reliable technology through the school, teachers can create an avenue of support for their students. Teachers can help create equity around technology by ensuring students have the ability to access technology, utilizing it in classroom settings where all students can benefit, teaching parents how to work with technology at home, and more. Regular reassessment of student performance: Monitoring student performance is an important part of the process, as it shows where a teacher’s equitable approach is effective and where there’s room for improvement. Teachers who are focused on equity work to regularly see how their students are performing, and can address what they can do to help increase the equity so their students can all thrive.

Additionally, teachers may also find it useful to or to help get a better understanding of how to foster an environment of equity in the classroom. Equity in education is a complex and critical issue to help all students thrive in a classroom setting.

While there isn’t a simple solution or easy answer, every teacher can work to identify underserved students and increase equity each day in their classroom. Teachers who are focused on promoting equity are critical to the success of each and every student. As an educator, understanding and focusing on equity in schools is a critical way to make the lives of each student better.

Our focus on your success starts with our focus on four high-demand fields: K–12 teaching and education, nursing and healthcare, information technology, and business. Every degree program at WGU is tied to a high-growth, highly rewarding career path. Which college fits you? Want to see all the degrees WGU has to offer? : An Overview of Equity in Education
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What is meant by access to education?

In education, the term access typically refers to the ways in which educational institutions and policies ensure—or at least strive to ensure—that students have equal and equitable opportunities to take full advantage of their education. Increasing access generally requires schools to provide additional services or remove any actual or potential barriers that might prevent some students from equitable participation in certain courses or academic programs.

Factors such as race, religion, gender, sexual orientation, disability, perceived intellectual ability, past academic performance, special-education status, English-language ability, and family income or educational-attainment levels—in addition to factors such as relative community affluence, geographical location, or school facilities—may contribute to certain students having less “access” to educational opportunities than other students.

For a related discussion, see opportunity gap,
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What does equity access mean?

Equitable Access means many different things in different industries, but in higher education it simply means every student should have the same opportunity as any other student. Focused into course materials, it ensures all students receive all their required materials by the first day of class.

  1. You are likely familiar with the concept of Inclusive Access which was introduced in 2016, and began gaining traction in the following years.
  2. The concept that institutions could sign up whole classes of students to automatically receive digital course materials at a discounted rate, rather than purchasing individually, was attractive.

Inclusive Access has grown into Equitable Access, which better takes into consideration a students choice / need for various formats of course materials (not just 100% digital) and includes all courses, not just the ones that can fit the requirements of any Inclusive Access negotiated deal.

Equitable Access is Inclusive Access for All. Questions around the impact of an Equitable Access Program (or really anything new on campus) always arise. We find the top three items can easily be addressed with the following clarifications: Faculty’s Academic Freedom remains intact in an Equitable Access model because faculty are not forced to identify a digital component or require that digital is used.

And it is a misnomer that digital or used is always cheaper. When you take the opportunity to negotiate with publishers across your entire population and show how the return of the market share impacts their return, new books can be a real option to help save students money.

Student Choice is not eliminated and they have the ability to opt out. And since you know your student’s the best, it is up to each institution to determine eligible populations and how to roll-out a program across your campus. We see many institutions start with Freshmen and grow the program over four years.

Other institutions choose to communicate the advantages across the campus and start the program across the entire institution. Both have their pros and cons, but ultimately students have the choice to participate and being able to opt in/out at a program level each semester, versus a section level, saves students, faculty and administration time.

Billing Decisions are evaluated at the Institution-level. Many are finding value in including course material fees within tuition and/or fees, but other institutions choose to charge student accounts based upon a student’s load, avoiding any necessary delays in processing financial aid distribution checks.

Click Here to download an educational PDF on Equitable Access and how it can help your students, faculty and institution as a whole. Slingshot developed the first Equitable Access program over 10 years ago. When working with a few local institutions, we analyzed their retention issues and found that those students that dropped out and/or were unsuccessful at the institution did not purchase their course materials.
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What is equity of access in the classroom?

Put simply, the term equitable access refers to the notion that every student in any classroom in any public school in America should have the same opportunity as any other student for being taught by a great teacher who is supported by a great principal.

There is abundant evidence, at present, that students from low-income families or students of color are disproportionately taught by educators who are less great (for a discussion of recent research, see this Institute of Education Sciences brief ). The definition of equitable access becomes complicated as stakeholders and policymakers attempt to define “great” and then measure it consistently and well.

Should a great teacher be defined as one who is highly qualified and an expert in her field? One who can raise her students’ cognitive achievement test scores above and beyond what the average teacher in her district has accomplished? One who has many years of experience teaching his grade level and subject area? One who inspires resilience and strength of character, and a love of learning among her hardest-to-reach students? One who constantly improves his practice and shares effective strategies with others? Or perhaps some combination of these?
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How do you provide equity in education?

What Does Equity in Education Look Like? – Equity in school occurs in two steps:

  1. Start by acknowledging some students arrive at school in need of more academic and socio-emotional support than others
  2. Ensure students have access to high-quality education

Here are two ways you can start creating more equity as an educator:
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What is the full meaning of access?

: permission, liberty, or ability to enter, approach, or pass to and from a place or to approach or communicate with a person or thing. Investigators wanted to get access to his home. consultants who have easy access to the president. : freedom or ability to obtain or make use of something.
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What are the means of access?

Means of access means the physical means of entry or exit for traffic between land and a road.
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Why is access important in education?

If learning materials are not accessible to learners, then learners’ abilities won’t be accessible to educators. – Education should be challenging for all learners. If it wasn’t, there would be little incentive for students to continuously develop their skills and abilities any further than necessary.

But not all adversity in education is academic in the ordinary sense, nor desirable in any sense. For over 7 million learners in the US between the ages of 3 and 21, the learning experience poses problems that can’t be as readily overcome by routine study schedules or regular practice tests. The challenges are different because the conditions are different.

These are the students served by the Individuals with Disabilities Education Act (IDEA), which broadly covers some 13 general categories of conditions that adversely affect learning. According to the most recent data from the National Center for Education Statistics, learners that fit into at least one of these categories account for approximately 14 percent of all public school enrollments – a sizeable portion of the entire student body in the US.

Yet many students and their parents feel that the support they needed during high school was absent, which affects both school performance and post-school opportunities. Educators share the sentiment, with just 30 percent feeling they could successfully teach children with learning difficulties. As a result, many feel that education is trying to fit square pegs into round holes.

This is worrying considering the harmful effect that a lack of understanding could have on a learner’s education. All students process and respond to information differently, but the assumption that those with a learning disability are somehow less capable academically is a fallacy that needs revision.

For many children with disabilities, they’re capable of far more than their schools give them credit for,” says special education lawyer Kitty Cone in an eye-opening article for the Hechinger Report. While that piece examines a number of individual cases, it presents evidence of inadequacy in the education system that goes beyond the anecdotal.

One attention-grabbing fact is that just 65 percent of special education students in the US graduate on time in comparison with an on-time graduation rate of 83 percent for US students overall.
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What are access and equity principles?

In line with obligations under Commonwealth legislation, Pearsons School of Floristry (aka PSF) is committed to promoting a fair and equitable environment for personnel and clients that is free from discrimination, harassment and vilification. Access and equity means policies and approaches aimed at ensuring that VET is responsive to the individual needs of clients whose age, gender, cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level, unemployment, imprisonment or remote location may present a barrier to access, participation and the achievement of suitable outcomes.

Equity for all people through the fair and appropriate allocation of resources; Equality of opportunity for all people without discrimination; Access for all people to appropriate quality training and assessment services; and Increased opportunity for people to participate in

Disadvantaged groups include the following groups who traditionally have been under-represented in Vocational Education and Training:

People with a disability; Aboriginals and Torres Strait Islanders; Women; People from non-English speaking backgrounds; People in rural and remote areas; and Long term unemployed.

PSF is committed to complying with Commonwealth and State legislation and policies regarding access, equity and cultural diversity. This legislation includes the Disability Discrimination Act 1992 (Cth ), the Anti- discrimination Act 1998 (Cth) and the Anti-Discrimination Act 1977 (NSW).

Enrolment; Participation; Curriculum development, accreditation and delivery; Student support services; and Elimination of harassment and victimisation.

PSF strives to maximise opportunities for access, participation and outcomes for all students within the vocational education, training and employment system. PSF undertakes to identify and, where possible, remove barriers that prevent individuals from accessing and participating in our services. PSF is committed to treating all prospective and actual students on the same basis,
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What is an example of an equity?

Equity is the ownership of any asset after any liabilities associated with the asset are cleared. For example, if you own a car worth $25,000, but you owe $10,000 on that vehicle, the car represents $15,000 equity. It is the value or interest of the most junior class of investors in assets.
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What is equal access and equity?

Equal access to health care for those in equal need of health care equal utilisation of health care for those in equal need of health care equal health outcomes. Equity is not the same as equality. Equity is about ensuring equal outcomes.
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Why is equity important in learning?

What are the Benefits of Equity in Education? – OECD studies show that when schools provide students with resources tailored to their individual needs, the entire classroom environment improves. Other studies indicate that equity can strengthen students’ social-emotional development,

Promoting and understanding diversity and providing opportunities to develop empathy means students of all backgrounds and abilities are more likely to extend to others compassion and kindness as children and adults. Equity indirectly benefits everyone in the educational and broader community, too. Consider a student who, without support and resources in school, would be more likely to have chronic absenteeism and be less likely to complete secondary school and/or pursue a post-secondary pathway.

If that student gets what they need to achieve their academic goals, they have a higher chance at being a healthy, contributing member of their community, and society in general.
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What are the 5 A’s of access?

Access to Care: Remembering Old Lessons More than 20 years ago, published an article titled “The Concept of Access: Definition and Relationship to Consumer Satisfaction.” In the opening sentence to this article, they note: “‘access’ is a major concern in health care policy and is one of the most frequently used words in discussions of the health care system.” The same is certainly true today.

In many policy discussions, access is equated with health insurance coverage. Although those who have defined access have all included other, nonfinancial, aspects of access in their definitions (; ; ), we must still often remind ourselves of the importance of each aspect and the interplay between the different aspects.

As conceived by Penchansky and Thomas, access reflects the fit between characteristics and expectations of the providers and the clients. They grouped these characteristics into five A s of access to care: affordability, availability, accessibility, accommodation, and acceptability.

  • Affordability is determined by how the provider’s charges relate to the client’s ability and willingness to pay for services.
  • Availability measures the extent to which the provider has the requisite resources, such as personnel and technology, to meet the needs of the client.
  • Accessibility refers to geographic accessibility, which is determined by how easily the client can physically reach the provider’s location.
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Accommodation reflects the extent to which the provider’s operation is organized in ways that meet the constraints and preferences of the client. Of greatest concern are hours of operation, how telephone communications are handled, and the client’s ability to receive care without prior appointments.And finally, acceptability captures the extent to which the client is comfortable with the more immutable characteristics of the provider, and vice versa.These characteristics include the age, sex, social class, and ethnicity of the provider (and of the client), as well as the diagnosis and type of coverage of the client.

We must also remember that these five A s of access form a chain that is no stronger than its weakest link. For example, improving affordability by providing health insurance will not significantly improve access and utilization if the other four dimensions have not also been addressed. Often neglected are the characteristics of the provider and the client that influence acceptability.

estimate that providing universal coverage through a Medicare buy-in for women aged 50–62 would result in a modest increase in mammography rates, from 72.7 percent to 75–79 percent. Like the work by, who compared mammography rates for women in Canada and the United States, this research highlights the role in achieving access of client socioeconomic characteristics that influence acceptability.

  • Similarly, equating access with availability of resources will miss other characteristics of the provider and the clients that may be barriers to access.
  • As conclude, “intercounty heterogeneity in hospice use is substantial, and may not be related to the set-up of the medical care system.” Their research also finds that simply controlling for differences in the composition of measured individual-level characteristics did not explain variation in use.

Not only is the mere presence of facilities not an adequate measure of availability, it misses the more important issue of goodness of fit, that is, the interaction between the characteristics of the providers and the expectations of the clients that determine the acceptability of the resources.

  • Perhaps a more reliable measure of the goodness of fit between provider and client is whether someone has a regular physician and a regular site of care, since it can be seen as reflecting availability, accessibility, accommodation, and acceptability.
  • The results of highlight the importance of this goodness of fit between provider and client in influencing use of preventive services.

However, the full picture on access does not emerge because the role of affordability in influencing utilization, controlling for differences in having a usual source of care, is not reported. The growing body of research investigating racial and ethnic differences in the utilization of various medical and dental care services points to the critical role played by all of the dimensions of access, particularly availability, accessibility, and acceptability.

Although found that affordability was certainly a barrier to access to adequate dental care for African Americans and non-Hispanic whites in their sample, also important were other nonfinancial predictors that varied in both significance and effect between the two groups. The challenge to researchers is, first, to recognize the interdependence between the different dimensions of access, and second, and more difficult, to find appropriate measures of these dimensions.

Only then will their findings provide the basis for policy changes that will be truly effective in improving access.

Donabedian A. Aspects of Medical Care Administration: Specifying Requirements for Health Care. Cambridge MA: Harvard University Press; 1973. Gilbert GH, Shah GR, Shelton BJ, Heft MW, Bradford EH, Jr, Chavers LS. Racial Differences in Predictors of Dental Care Use. Health Services Research.2002; 37 (6):1487–507. Hofer TP, Katz SJ. Healthy Behaviors among Women in the United States and Ontario: The Effect on Use of Preventive Care. American Journal of Public Health.1996; 86 (12):1755–9. Iwashyna TJ, Chang VW, Zhang JX, Christakis NA. The Lack of Effect of Market Structure on Hospice Use. Health Services Research.2002; 37 (6):1531–51. Millman M. Access to Health Care in America. Washington, DC: National Academy Press; 1993. Penchansky R, Thomas JW. The Concept of Access: Definition and Relationship to Consumer Satisfaction. Medical Care.1981; 19 (2):127–40. Taylor DH, Van Scoyoc L, Hawley Tropman S. Health Insurance and Mammography: Would a Medicare Buy-In Take Us to Universal Screening? Health Services Research.2002; 37 (6):1469–86. Xu KT. Usual Source of Care in Preventive Service Use: A Regular Doctor versus a Regular Site. Health Services Research.2002; 37 (6):1509–29.

: Access to Care: Remembering Old Lessons
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What teacher access means?

What Is Teacher Access Center? The Teacher Access Center (TAC) is a browser-based classroom administration and gradebook management system. You can access TAC from home or your classroom to quickly and easily enter attendance, manage grades and assignments, access student demographics, and both communicate and share information with students and guardians regarding assignments and students’ progress.
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How to uphold equity in education as a newly hired teacher?

Eliminate Policies and Practices that Contribute to Failure – The way education systems are designed can exacerbate initial inequities and have a negative impact on student motivation and engagement, eventually leading to dropout. Making education systems more equitable benefits disadvantaged students without hindering other students’ progress.

Eliminate grade repetition. Avoid early tracking and defer student selection to upper secondary. Manage school choice to avoid segregation and increased inequities. Make funding strategies responsive to students’ and schools’ needs. Design equivalent upper secondary education pathways to ensure completion.

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Why is equity important in learning?

What are the Benefits of Equity in Education? – OECD studies show that when schools provide students with resources tailored to their individual needs, the entire classroom environment improves. Other studies indicate that equity can strengthen students’ social-emotional development,

  • Promoting and understanding diversity and providing opportunities to develop empathy means students of all backgrounds and abilities are more likely to extend to others compassion and kindness as children and adults.
  • Equity indirectly benefits everyone in the educational and broader community, too.
  • Consider a student who, without support and resources in school, would be more likely to have chronic absenteeism and be less likely to complete secondary school and/or pursue a post-secondary pathway.

If that student gets what they need to achieve their academic goals, they have a higher chance at being a healthy, contributing member of their community, and society in general.
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What do you mean by equity in education describe its need and importance?

The ‘equity’ concept is associated with fairness or justice in the provision of education or other benefits and it takes individual circumstances into consideration.W.J. Jacob & D.B. Holsinger (2009): Equality as the state of being equal in terms of quantity, rank, status, value, or degree.
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