Abstract
This Systematic Literature Review highlights the root causes of inequities and explores the potential solutions to bridge the achievement gap. The study utilized the PRISMA guidelines to select the eligible studies presented in the study. The persistent achievement gap globally is evident in the disparities in educational outcomes and economic opportunities. Prejudice and achievement gaps are found in the same communities, leading to a cycle of inequality and limited social mobility. The outcome negates the Sustainable Development Goal (SDG) 4 by the United Nations, which calls for ensuring quality education for all (Gust et al., 2024). Yang and Lee (2022) utilize data from PISA 2015 to discover that privileged pupils gain academically from excellent teachers significantly more than their less fortunate counterparts. As a result of this plight, this SLR explores the root causes underlying these pervasive inequities. A thorough, rigorous analysis of the extant research aims to elucidate the multifaceted factors - economic, social, cultural, or institutional - contributing to disparities in educational outcomes. The SLR yielded 72 studies with the themes of inequalities, disparities, colonial legacy, impact on the achievement gap, solutions, and bridging the achievement gap. The study implication is the need to re-evaluate and redesign tracking systems to reduce the impact of socioeconomic status on student outcomes. The study implies that policymakers should prioritize equity-focused policies for inequalities.
Author Information
Cordelia Azumi Yates, Morningside University, United States
Paper Information
Conference: ECE2024
Stream: Professional Training
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Yates C. (2024) Educational Inequities and Achievement Gap: Which Way Forward ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 535-552) https://doi.org/10.22492/issn.2188-1162.2024.43
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.43
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