TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION

Tao Jiang; Hong-wei Jin; Wen-jie Ma; Chen, J.-G.; Ling-min Yuan

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TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION

Title	TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION
Publication Type	Journal Article
Year of Publication	2023
Authors	Jiang, T, Jin, H-wei, Ma, W-jie, Chen, J.-G., Yuan, L-min
Journal	Journal of Baltic Science Education
Volume	22
Issue	3
Start Page	439-453
Pagination	Continuous
Date Published	June/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	disadvantaged students, educational equity, equality in education, inequality in education, science education
Abstract	Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls' difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed.
URL	https://oaji.net/articles/2023/987-1687108116.pdf
DOI	10.33225/jbse/23.22.439
Refereed Designation	Refereed
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