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Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
For example, bilingual instructors may be unable to pass basic educational skills tests because of the inability to write rapidly enough to complete the essay portions of the tests. Limiting resources, in the form of providing primarily English speaking teachers, for bilingual or English as a second language student, limits the learning simply ...
Educational Inequality is the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, physical facilities and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed.
(The Center Square) – The Trump administration’s Department of Education said it has cut $600 million worth of grants for “divisive” teacher training created by nonprofits and institutions ...
Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
Structural inequality occurs when the fabric of organizations, institutions, governments or social networks contains an embedded cultural, linguistic, economic, religious/belief, physical or identity based bias which provides advantages for some members and marginalizes or produces disadvantages for other members.
Class discrimination intersects with gender inequality by shaping economic disparities that disproportionately affect women, particularly those in lower-income groups. [9] Research indicates that women are more likely to be employed in low-wage and part-time jobs, limiting their financial security and career advancement opportunities. [ 10 ]
These criticisms have led to a call for the examination of PBIS, and the integration of CLRP with PBIS in order to address systemic inequities in school discipline. CLRP has its roots in the work of Gloria Ladson-Billings surrounding culturally relevant pedagogy. [9] Reflecting on this initial thinking, Ladson-Billings more recently stated: