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The document discusses education inequality, highlighting the unequal distribution of academic resources and opportunities among students from different socio-economic backgrounds. It references key studies, including Reardon's analysis of the widening achievement gap between rich and poor students and the Coleman Report's findings on the impact of family background on academic success. The document outlines objectives for understanding causes and impacts of educational inequality and proposes a mixed-methods research approach to explore these issues further.

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tanvir bba

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Notre Dame University Bangladesh

Assignment on Education Inequality

Submitted by :
Khan Tanvir
BBA 27 C
ID : 06924204081089

Submitted to :
Sristy Flora Pereira
Professor
Dept. of BBA
Notre Dame University Bangladesh
Education Inequality: Challenges and Solutions

Statement of the Problem:

Education inequality simply refers to unequal distribution of academic resources and
opportunities between and amongst students from different socio-economic backgrounds.
Inequality in education has become a widespread issue not only within the United States but
also worldwide in many aspects, which include funding differences in various schools,
quality teacher allocation, and proper on-/off-campus learning materials.
Related Papers:
Reardon, S. F. (2011). The Widening Academic Achievement Gap between the Rich and
the Poor: New Evidence and Possible Explanations. *Educational Leadership, 70*(8),
10-16.
In "The Widening Academic Achievement Gap between the Rich and the Poor: New
Evidence and Possible Explanations" (2011), Sean F. Reardon discusses the continually
increasing trend of students' academic performance between high-income and low-income
families in the United States. He cites that the achievement gap between the rich and poor has
increased tremendously in the last decades. He avers that family income has now become a
strong predictor of academic achievement than race. This is even more alarming because its
implications may be long-reaching and extend far into the students' educational and economic
futures.

This gap, according to Reardon, has widened for various reasons. First, affluent families
invest increasingly more time, money, and resources in their children's education,
extracurricular activities, tutoring, and experiences that enrich the development of their
cognitive and social abilities. Children of poor families face a shortage of such opportunities.
First, for example, housing policies and school district funding formulas often result in
disparities in school quality and the resources available to students. Second, educational
inequalities can be furthered by housing policies and school district funding structures that
result in disparities in school quality and the resources available to students.

Early childhood is another point at which Reardon suggests an effective intervention might
occur. Income-based achievement gaps, studies show, begin before a student even starts
attending kindergarten and then persist through his or her school career. Reardon underlines
that policies aimed at their reduction-by promoting access to high-quality early education and
resources for low-income families-may constitute a far-reaching approach to economic
inequalities, which could help soften the growing achievement gap. This paper provides a
critical call to action to educational policy-makers in their quest for solutions to the root
causes of income-based academic disparities.
Coleman, J. S., et al. (1966). Equality of Educational Opportunity. U.S. Department of
Health, Education, and Welfare.
Commissioned in 1966 by the then-U.S. Department of Health, Education, and Welfare, led
by sociologist James S. Coleman, the landmark report *Equality of Educational
Opportunity*, or "Coleman Report," as it is often referred to, was one of the largest
education-related data analyses of its time, involving some 600,000 students across 4,000
schools. The report tried to make an appraisal of the status of educational equity in the United
States, focusing on the then current Civil Rights Movement and the progress of
desegregation. One of the most important, surprising, and controversial findings of the
Coleman Report was that family background and socioeconomic status were more important
in determining the academic success of students than the quality of their schools.

The report showed that, although schools did have some influence on achievement, the
inequalities brought about by racial and economic differences in the home far overshadowed
anything the schools could possibly do to affect student achievement. This finding seemed to
portend that giving schools equal resources might not be sufficient to close the gap in
academic achievement. The Coleman Report also found that racial integration had a positive
effect because minority students gained academically by virtue of attending racially diverse
schools. It gave further weight to policies promoting desegregation, although it did not go so
far as to recommend any particular policy.

The impact of the Coleman Report has been extensive and profound. It rearranged the debate
over the role of inequality in American education by shifting the emphasis from one based
strictly on institutional factors to one that depended more broadly on social and economic
conditions affecting education. Its findings have since framed, or significantly influenced, a
set of educational reforms and policies, including those on affirmative action and school
funding, as well as the continuing debates about how best to approach the aim of educational
equity.
Objectives:
1. Establish the key causes of the problem in equality in education.
2. Establish the impact of inequality in education on students' achievements and socio-
economic long-term impacts.
3. Comprehend how policy intervention can contribute to reducing inequity in education.
4. Assess what among various strategies applied works and what does not work with the goal
of responding to disparities in education.
Literature Review:
1. Reardon, S. F. (2011).
This report provided comprehensive data on academic achievement gaps and discussed,
among other potential causes, income inequality, parents' education levels, and differences in
early childhood education. Reardon calls for education policy targeting these mismatches.

2 Coleman, J. S., et al. (1966).

The Coleman Report draws important attention to the disparities in educational opportunities
available between races and socio-economic groups, emphasizes the equity of resources, and
points to a role of integrated schooling in reducing educational inequalities.
Conceptual Framework:

The conceptual framework for this work is pegged on the socio-economic theory of
inequality in education, which is hinged on the premise that inequalities in education are
largely a reflection of socio-economic differences, disparities in access, and quality of
learning institutions. The framework is modified to include the following in that respect:

Socioeconomic Status: Income, Parental Education, Occupation

Access to Resources: Availability of Quality Teachers, Learning Materials, School
Infrastructures.
The institutional quality incorporates school funding, curriculum quality, and school
management. Methodology Adapted for the Study

1. Research Design: A mixed-methods approach will be applied whereby quantitative data

analysis will be combined with qualitative interviews.
2. Data Collection: The quantitative data will be retrieved from various national education
databases, while the qualitative data will be obtained through interviews conducted among
educators, policymakers, and students.
3. Data Analysis: Quantitative data will be analyzed using statistical methods in order to
identify any trends and correlations, whereas thematic analyses of qualitative data shall be
used to explore personal experiences and insights.
4. Sample: A diversified sample of schools drawn from various socio-economic backgrounds
will be the core of this study in order to ensure comprehensive coverage of education
inequality.
References:
Reardon, S. F. (2011). The Widening Academic Achievement Gap between the Rich and the
Poor: New Evidence and Possible Explanations. *Educational Leadership, 70*(8), 10-16.
Coleman, J. S., et al. (1966). Equality of Educational Opportunity. *U.S. Department of
Health, Education, and Welfare.*