Use The Internet Or Strayer Library To Research Two Topics
Use The Internet Or Strayer Library To Research Two 2 To Three 3 A
Use the Internet or Strayer library to research two (2) to three (3) articles on access and equity in the field of public education over the past fifty (50) years. Next, identify and discuss ways in which you feel that certain students are being left out in public education. Finally, identify one (1) program which has been developed to ensure equal access to public education in the U.S. and explain why you think it is effective. Provide a rationale for your response. Respond to at least one other student.
Paper For Above instruction
Access and equity in public education have been central issues shaping the landscape of American schooling over the past fifty years. Despite significant progress, disparities persist, leaving certain groups of students underserved and marginalized. This paper examines scholarly articles on these themes, explores how specific student populations are often excluded or disadvantaged, and discusses a program aimed at promoting equal access—namely, Title I funding—and evaluates its effectiveness.
The first article, by Ladson-Billings (2006), underscores that systemic barriers continue to hinder marginalized students, particularly African American and Latino populations, from achieving equitable educational outcomes. The article emphasizes how historical inequalities, resource disparities, and school segregation contribute to persistent achievement gaps. Similarly, Orfield and Lee (2005) highlight the re-segregation of public schools through district boundary adjustments and socioeconomic segregation that disproportionately affects minority students, thereby constraining their access to quality education.
The second selected article, by Milner (2010), discusses how students with disabilities often face exclusion due to inadequate accommodations and support systems. Milner points out that despite legislative protections such as the Individuals with Disabilities Education Act (IDEA), implementation inconsistencies and resource limitations often leave these students at risk of falling behind or being unfairly tracked into less rigorous educational paths.
Despite policy efforts, certain groups—including students from low-income families, students with disabilities, English language learners, and minority populations—frequently experience barriers that limit their access to high-quality public education. These barriers include economic hardships that restrict participation in extracurricular activities, inadequate language support for non-English speakers, and systemic biases that influence disciplinary policies and tracking practices. Such disparities contribute to unequal educational opportunities and outcomes, perpetuating cycles of poverty and social inequity.
One notable program developed to promote equitable access is Title I of the Elementary and Secondary Education Act (ESEA), enacted in 1965. Title I aims to provide additional funding to schools serving low-income populations, thereby addressing resource gaps. Its effectiveness can be attributed to its targeted financial support, which is designed to enhance educational opportunities through resources for additional academic assistance, extended learning time, and family engagement initiatives. Research indicates that Title I has contributed to improved reading and mathematic achievement among eligible students, though challenges in achieving full equity remain (U.S. Department of Education, 2020).
The rationale for considering Title I effective resides in its focus on resource equity as a foundational element of educational access. By allocating funds directly to schools serving impoverished communities, it attempts to level the playing field, giving disadvantaged students opportunities similar to their affluent peers. While it is not a panacea and faces persistent implementation challenges, Title I's emphasis on targeted resource allocation represents a significant step toward fostering educational equity.
In conclusion, addressing access and equity in public education requires ongoing effort, legislative support, and community engagement. Although numerous challenges exist, programs like Title I demonstrate that targeted policy interventions can make meaningful differences. Moving forward, it is essential to continually assess and refine such programs to ensure they meet the evolving needs of all students, especially those historically marginalized.
References
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3-12.
Milner, H. R. (2010). Culture, curriculum, and identity: Teaching in a diverse society. Urban Education, 45(4), 512-524.
Orfield, G., & Lee, C. (2005). Why segregation?: Taste, tastes, and the mystery of why schools remain unequal. Harvard Civil Rights-Civil Liberties Law Review, 40, 547-573.
U.S. Department of Education. (2020). Title I overview and performance data. Retrieved from https://www2.ed.gov/programs/titleiparta/index.html