BRIDGING THE GAP BETWEEN NEW STANDARDS AND INEQUALITY IN EDUCATION
Article Sidebar
Main Article Content
Abstract
This study examines the gap between the implementation of new educational standards and the persistent inequality in education, highlighting the challenges and opportunities for bridging these divides. As educational systems globally adopt new standards aimed at improving learning outcomes and ensuring equity, disparities in resources, opportunities, and support for disadvantaged students continue to undermine the effectiveness of these reforms. Using a mixed-methods approach that includes policy analysis, surveys of educators, and interviews with students and community leaders, the research identifies key factors contributing to educational inequality, including socioeconomic status, access to technology, and differences in teacher quality. The study also explores how new standards, such as those focused on critical thinking, digital literacy, and inclusivity, can be leveraged to address these inequalities when implemented strategically. Findings suggest that while new standards offer potential for improvement, without targeted interventions to address disparities, their impact will be limited. The study offers recommendations for policymakers, educators, and school leaders on how to bridge the gap through resource allocation, professional development, and community engagement to ensure that all students have an equal opportunity to succeed.
Article Details
Section
How to Cite
References
Abendan, C. F., Kilag, O. K., Uy, F., & Vestal, P. (2023). Transforming Learning in the Digital Age: The Confluence of Innovation and Education. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 1-13.
Berman, P., & McLaughlin, M. W. (1978). Implementing and sustaining innovations (Vol. 8). Santa Monica, CA: Rand.
Darling-Hammond, L. (2004). From" Separate but Equal" to" No Child Left Behind": T sion of new standards and old inequalities.
Fullan, M. (2007). Change theory as a force for school improvement. In Intelligent leadership: Constructs for thinking education leaders (pp. 27-39). Dordrecht: Springer Netherlands.
Groenewald, E., Kilag, O. K., Unabia, R., Manubag, M., Zamora, M., & Repuela, D. (2023). The Dynamics of Problem-Based Learning: A Study on its Impact on Social Science Learning Outcomes and Student Interest. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(6), 303-313.
Hargreaves, A., & Fink, D. (2012). Sustainable leadership. John Wiley & Sons.
Kilag, O. K. T., & Sasan, J. M. (2023). Unpacking the Role of Instructional Leadership in Teacher Professional Development. Advanced Qualitative Research, 1(1), 63-73.
Kilag, O. K. T., Tiongzon, B. D., Paragoso, S. D., Ompad, E. A., Bibon, M. B., Alvez, G. G. T., & Sasan, J. M. (2023). HIGH COMMITMENT WORK SYSTEM AND DISTRIBUTIVE LEADERSHIP ON EMPLOYEE PRODUCTIVE BEHAVIOR. Gospodarka i Innowacje., 36, 389-409.
Kilag, O. K., Lisao, C., Lastimoso, J., Villa, F. L., & Miñoza, C. A. (2023). Bildung-Oriented Science Education: A Critical Review of Different Visions of Scientific Literacy. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 115-127.
Kilag, O. K. T., Jimenez, J. R., Diano Jr, F. M., Balicoco, J. R. M., Echavez Jr, A. M., & Labasano, A. S. C. (2023). Developing K-2 Filipino children English language oral proficiency through concrete poetry teaching. Science and Education, 4(2), 886-895.
Kilag, O. K., Quezon, J., Pansacala, J. A., Suba-an, J., Kilag, F., & Esdrelon, K. G. (2023). Advancing Reading Skills: State-of-the-Art Remediation Strategies. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(1), 15-29.
Lumando, E., Uy, F., Kilag, O. K., & Abendan, C. F. (2023). Multisensory Structured Language Techniques: A Key to Bridging the Literacy Practice Gap in Intervention Strategies. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 256-267.
Leithwood*, K., Jantzi, D., Earl, L., Watson, N., Levin, B., & Fullan, M. (2004). Strategic leadership for large‐scale reform: the case of England's national literacy and numeracy strategy. School Leadership & Management, 24(1), 57-79.
Leong, K. E. (2013). Impact of Geometer's Sketchpad on Students Achievement in Graph Functions. Leong, KE (2013). Impact Of Geometer's Sketchpad On Students Achievement In Graph Functions. Malaysian Online Journal of Educational Technology, 1(2), 19-33.
Ministry of Education. (2005). The schooling strategy 2005–2010.
Noor, N. M., & Leong, C. H. (2013). Multiculturalism in Malaysia and Singapore: contesting models. International Journal of Intercultural Relations, 37(6), 714-726.
Ondog, J., & Kilag, O. K. (2023). A Constructivist Framework for Early Grade Numeracy: Drawing on Jean Piaget's Cognitive Development Theory. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 308-320.
Robinson, V. M., Hohepa, M., & Lloyd, C. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41, pp. 1-27). Winmalee: Australian Council for Educational Leaders.
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington, New Zealand: Ministry of Education.
Reyes, V. C. (2023). What is most important in education reform? The impact of leadership, innovation and partnerships. International Journal of Leadership in Education, 1-18.
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.
Valle, J., Kilag, O. K., Villanueva, G., Escabas, F., Macapobre, H., & Poloyapoy, H. (2023). The Influence of Phonological Awareness and Rapid Automatized Naming on Early Numeracy. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(5), 42-54.