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Improving Access and Educational Equity: Minority Students, Economically Disadvantaged Students, Social Justice, and the Educational System
Abstract
Many economically disadvantaged and minority students are in low performing or failing schools. These poor and failing conditions has undermined the goal of ensuring equal education opportunity for all learners, a hallmark of the educational system. This chapter considered several research questions related to student performance and school suspensions. Several data sources, including data from the National Center for Education Statistics and the North Carolina Department of Instructions Schools Report Card, were used in the study. Data showed that two minority groups, Black and Hispanic, are not performing as high as the White and Asian race/ethnicity in the areas of English and Mathematics in Grade 8, that a disproportionate percentage of students who are Black received out of school suspensions, and low percentages of Black and Hispanic students were enrolled in academically gifted and talented programs when compared to White and Asian students. Based on these findings, suggestions were made to improve the situation and to improve access and educational equity.
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