Educational Equity

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The question of educational equity involves the gap in achievement between minority and nonminority students. RAND has conducted research into the effects of grouping students by ability, preschool participation, charter programs, and school funding on schools' abilities to provide equal education to students of varying socioeconomic, racial, and ethnic backgrounds.

  • Two children on a couch watching TV and their phones, photo by patrickheagney/Getty Images

    Content

    The COVID Slide: How to Help Students Recover Learning Losses

    Jul 9, 2020

    Research shows that summer breaks contribute to income-based achievement and opportunity gaps for youth. How can we use what we know about summer learning to help kids in the age of COVID-19?

  • Boston Public School teacher Princess Bryant teaches her kindergarten class via video-conference from her apartment after schools were closed for the remainder of the school year because of the coronavirus disease (COVID-19) outbreak in Boston, Massachusetts, U.S., April 28, 2020, photo by Brian Snyder/Reuters

    Report

    The Digital Divide and COVID-19

    Sep 24, 2020

    Findings from a survey of U.S. teachers reveal how limited home internet access has been a barrier to providing instruction amid pandemic-related school closures. The problem is particularly acute among high-poverty schools.

Explore Educational Equity

  • Report

    Examining Gaps in Mathematics Achievement

    Changes in family, school, and schooling measures have impacted mathematics achievement among black and Latino groups. While the black-white and Latino-white test score gap has narrowed, significant disparities remain.

    Mar 3, 2005

  • Journal Article

    Unintended Consequence of Centralized Public School Funding in Michigan Education

    Authors find that Michigan's high-spending school districts have a greater probability of issuing bonds after centralizing public school funding.

    Jan 1, 2005

  • Report

    Models for Value-Added Modeling of Teacher Effects

    The use of complex value-added models that attempt to isolate the contributions of teachers or schools to student development is increasing. Several variations on these models are being applied in the research literature, and policy makers have expre...

    Jan 1, 2004

  • Journal Article

    Detecting Gender-Based Differential Item Functioning on a Constructed-Response Science Test

    Explores methods for detecting gender-based differential item functioning on a 12th-grade CR science test administered as part of the NELS:88

    Jan 1, 1999

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    Detracking America's Schools: Equity at Zero Cost?

    Schools across the country are ending the practice of grouping students based on ability, in part because of research indicating that tracking hurts low-ability students without helping students of other ability levels.

    Jan 1, 1996

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    The Search for Equity in School Finance: Results from Five States

    Describes outcomes of school finance reform in California, Florida, Kansas, Michigan, and New Mexico.

    Jan 1, 1979

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    The Search for Equity in School Finance: Michigan School District Response to a Guaranteed Tax Base

    Pools time-series, cross-sectional data to estimate school districts' responses to the fiscal incentives implicit in a guaranteed tax base plan introduced in l973.

    Jan 1, 1979

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    The Search for Equity in School Finance: Summary and Conclusions

    The Search for Equity in School Finance: Summary and Conclusions

    Jan 1, 1979

  • Report

    Television and Ghetto Education : The Chicago Schools Approach.

    An evaluation of the instructional television (ITV) cluster programming approach developed in Chicago, with emphasis on the usefulness of the program in providing material to the classrooms of ghetto areas. The Chicago public schools have moved towa...

    Jan 1, 1969

  • Content

    Zhan Okuda-Lim

    Assistant Policy Researcher, RAND; Ph.D. Student, Pardee RAND Graduate School
    Education M.P.A. in public administration, Fels Institute of Government, University of Pennsylvania; Ed.M. in education policy and management, Harvard Graduate School of Education; A.B. in public and international affairs, Princeton University

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    Lisa Berdie

    Assistant Policy Researcher, RAND; Ph.D. Student, Pardee RAND Graduate School
    Education B.A. in development studies, Brown University

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    Susan Bush-Mecenas

    Associate Policy Researcher
    Education Ph.D. in urban education policy, University of Southern California; MA in policy, organization, & leadership studies, Stanford University; BM in music education w/ ca teaching credential, University of Southern California

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    Melissa Diliberti

    Assistant Policy Researcher, RAND; Ph.D. Candidate, Pardee RAND Graduate School
    Education M.P.P., The George Washington University; B.A. in political science and international studies, University of Michigan

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    Lucas Greer

    Assistant Policy Researcher, RAND; Ph.D. Student, Pardee RAND Graduate School
    Education M.P.A. in public administration, The Ohio State University; M.A. in economics, University of Virginia; B.S. in economics, Le Moyne College

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    Julia H. Kaufman

    Senior Policy Researcher
    Education B.A. in English literature, University of Pittsburgh; M.A. in teaching, University of Pittsburgh; Ph.D. in international education, New York University

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    Linda Kunertova

    Research Assistant
    Education M.Sc. in economic policy, Utrecht University; B.A. in economics, Utrecht University

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    Karen Christianson

    Policy Analyst
    Education B.A. in philosophy and economics, Carleton College; M.S. in public policy and management, Carnegie Mellon University

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    Kelsey O'Hollaren

    Assistant Policy Researcher; Ph.D. Candidate, Pardee RAND Graduate School
    Education B.A. in economics, Seattle University

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    V. Darleen Opfer

    Vice President and Director, RAND Education and Labor; Distinguished Chair in Education Policy
    Education Ph.D. in education policy studies, University of Virginia; M.Ed. in behavior disorders, University of Virginia; B.A. in education, Stetson University

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    Rachel Perera

    Assistant Policy Researcher; Ph.D. Candidate, Pardee RAND Graduate School
    Education M.P.A. in policy analysis, Robert F. Wagner School of Public Service at New York University; B.A. in political science and history, Hofstra University

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