The Ecology of Educational Equity: Implications for Policy

ABSTRACT

Policy responses to disparities in education have proven to be largely inadequate in reducing persistent differences in academic outcomes, commonly referred to as the achievement gap. In this article, we identify some of the ways in which the fragmented nature of public policy generally, and education policy specifically, has contributed to the problem. We draw upon research from a variety of disciplines to argue that the most effective way to address the broad array of social and economic conditions impacting low-income children and their families is through the adoption of an ecological approach, similar to those used in public health. In order for education policies to promote equity in academic outcomes, they must explicitly address the ways in which race, class, language, and culture, as well as implementation processes, reproduce and reinforce disparities in academic achievement. We propose a new, comprehensive framework for equity-based education policy that makes it possible to respond to the social and economic factors that impact, and often undermine, efforts to improve academic outcomes. An analysis of California’s Local Control Funding Formula (LCFF) and interviews with senior county leaders allows the authors to draw connections to the new policy framework, generating recommendations for strengthening education policies like LCFF.

Notes

¹ More information about the Whole Child, Whole School, Whole Community Model is available from ASCD at http://www.ascd.org/ASCD/pdf/siteASCD/wholechild/WSCC_Examples_Publication.pdf.

Additional information

Notes on contributors

Joseph P. Bishop

Joseph P. Bishop is the Director of the Center for the Transformation of Schools in the Graduate School of Education and Information Studies at UCLA. His research explores the influence of education policy as a driver driver for educational equity and social change. He has written numerous articles on school funding, educator quality, school climate, early childhood education, and social and emotional learning. Bishop has served in a number of state and national leadership roles to support research, policy, education practice, philanthropic and advocacy efforts.

Pedro A. Noguera

Pedro A. Noguera is the Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director of the Center for the Transformation of Schools at UCLA. His most recent books are The Crisis of Connection with Niobe Way, Carol Gilligan, and Alisha Ali (NYU Press, 2018); Race, Equity and Education: The Pursuit of Equality in Education 60 Years After Brown (Springer, 2016); Excellence Through Equity (Corwin, 2015); and Schooling for Resilience: Improving the Life Trajectory of African American and Latino Boys with E. Fergus and M. Martin (Harvard Education Press, 2014). In 2013, he was appointed to the Kappa Delta Pi Honor Society, and in 2014 he was appointed to the National Academy of Education.