Educational Equity and Student Achievement

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Introduction

This research proposal is centered around the inequitable outcomes in the US educational system. Despite several educational reforms integrated, these outcomes continue to exist between fortunate students and more marginalized and minority pupil populations. The reason for this research is to examine a state ESSA plan outcomes and equitable access correlation to education equity and student achievement of white and non-white students. This research aims to determine equitable access to highly qualified teachers, programs, and findings that might positively affect students’ performance. This proposal also raises questions if equitable education might increase or decreases the achievement gap between white and non-white students.

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The purpose of this research is to raise awareness of policy-makers about inequitable outcomes between fortunate students and more marginalized and minority pupil populations. No human participants participated in this research, only generalized statistics among students were evaluated. Credible data collection was used to complete this research proposal. The multiple regression analysis and the statistical package of social sciences were skimmed to analyze inequitable educational outcomes. During this research, the null hypothesis, implying that educational equity in the US cannot affect the achievement gap between white and non-white students, was rejected.

The Strengths and Weaknesses of the Proposal

Mix Method Correlation of the Relationship between Educational Equity and Student Achievement. The title of this research proposal is too long, but it gives a clear and concise description of the scope. The nature of the research is quantitative, as it focuses on analyzing data information and major statistics to present a clear-cut picture describing significant issues in the US educational system.

The title specifies particular issues under study, but this research proposal’s body does not ultimately uncover the title. The type of research is a combination of correlational, survey, and descriptive analysis. This proposal targets students in the age category of 14-21.

The introduction provides enough information about the importance of this research. The speaker says: “This research is important on the premise that is gathering evidence of students’ equity access to achievements” (Agunbiade, 2021). It can be a powerful means of raising awareness of “the problem of discrepancy that exists in student performance outcomes” (Agunbiade, 2021). This proposal might motivate policy-makers to find a solution to eliminate inequitable outcomes between fortunate students and more marginalized and minority pupil populations.

This research raises an important question concerning the US educational system. Researchers would like to know whether educational equity in the US affects student achievement between white students and non-white students. This question is the fundamental issue in this sphere as several researchers, coupled with policy-makers, try to find a reasonable solution to resolve this problem.

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Research Question/Problem

The research question is “how does educational equity in the US affect student achievement between white students and non-white students?” This question and the purpose of this proposal are clearly stated. The purpose statement expresses what the study intends to accomplish, but the body of the research does not uncover the subject completely.

Literature Review

The researcher has a good grasp of current research regarding the issue, but some sources are not published within the last five years, such as Becares & Priest (2015) and Carpenter & Diem (2014). All works are presented as relevant to the research question.

Hypotheses

Two significant hypotheses are stated in this research proposal. The first one is the null hypothesis, implying that increasing educational equity cannot affect the achievement gap between white and non-white students. The second one is hypothesis 1, highlighting that increasing education equity is eligible to decrease the achievement gap between white and non-white students. The hypotheses are clearly stated and match the research purpose. During this proposal, there is a solution that the null hypothesis must be rejected, as there is a positive dynamic in reducing the achievement gap between white and non-white students.

Methods

Mix methods, such as correlational and descriptive types of research combined with multiple regression analysis and statistical analysis, were used to accomplish this proposal. All methods are appropriate and valuable to evaluate the outcome of the hypotheses.

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Participants

No human participant participated in this research, but there is a general assessment of students aged 14-21 who suffer from the inequitable outcomes between white and non-whites in the US educational system.

Data Collection Instrumentation and Techniques

Imperial statistics full of diagrams is the specific technique of statistical analysis that is used in this research. This method is consistent and aimed at generalizing the student population. This evaluation method is appropriate for the obtained data, and this method is presented through diagrams and tables manifesting the positive dynamics of the educational inequitable outcome decrease. However, diagrams and tables are not described entirely within the method frame.

The Quality of Sources Provided in the Proposal

It is challenging to observe all the citations presented in the Reference list, as the speaker did not mention all sources in their presentation. It is essential to cite all references to display that the speaker’s standpoints are trustworthy and academic. While presenting statistical methods of evaluation, the author did not refer to any source. The author presented no in-depth research and superficially covered a theme. The application of the source comprehensive was not in-depth.

Suggestions/ Accolades

The introduction of this research proposal is well-done as it introduces the theme of the inequitable outcome between white and non-white students in a complete way highlighting the primary issues students face during their learning process. The introduction is well-organized and includes all necessary aspects needed to realize what the whole paper is about; it consists of a brief description of the purpose of the research paper, ways of evaluation; hypotheses. Using the well-structured introduction, it is clear what the main objectives are, but it is unclear what solutions might be implemented to reduce the inequitable outcomes. Unfortunately, it is the only part of this proposal that is well-done and partially clear.

As to other parts of this research, there were no solutions for resolving the educational outcomes between fortunate students and the more marginalized and minority pupil population in the US educational system. The capstone project predisposes to devise or facilitate strategies to resolve the stated problem. The hypotheses were not proven and evaluated in a detailed way. It is vital to provide evidence that hypothesis 1 manifests the positive dynamics in resolving the stated issue. The data analysis methods are presented in the form of diagrams and tables that are not cited at all. The author lacks the skill of speech presentation which makes this proposal hard to follow.

Reference

Agunbiade, A. (2021). Mix method correlation of the relationship between educational equity and student achievement. Presentation. Grand Canyon University.

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ChalkyPapers. (2022, September 5). Educational Equity and Student Achievement. Retrieved from https://chalkypapers.com/educational-equity-and-student-achievement/

Reference

ChalkyPapers. (2022, September 5). Educational Equity and Student Achievement. https://chalkypapers.com/educational-equity-and-student-achievement/

Work Cited

"Educational Equity and Student Achievement." ChalkyPapers, 5 Sept. 2022, chalkypapers.com/educational-equity-and-student-achievement/.

References

ChalkyPapers. (2022) 'Educational Equity and Student Achievement'. 5 September.

References

ChalkyPapers. 2022. "Educational Equity and Student Achievement." September 5, 2022. https://chalkypapers.com/educational-equity-and-student-achievement/.

1. ChalkyPapers. "Educational Equity and Student Achievement." September 5, 2022. https://chalkypapers.com/educational-equity-and-student-achievement/.


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ChalkyPapers. "Educational Equity and Student Achievement." September 5, 2022. https://chalkypapers.com/educational-equity-and-student-achievement/.