The Role of Public Policy in Reducing Educational Inequality: Challenges and Opportunities

Abstract

This research looks at how public policy impacts educational inequality by focusing specifically on how socioeconomic status, teacher quality, technology access, and public policy affect educational outcomes and inequalities in student learning outcomes. Quantitative research methods were employed, focusing on a sample of 280 students, teachers, and school administrators from public and private primary schools. Structured questionnaires were administered. A stratified random sampling technique was used on the gender, age, school type, and socioeconomic status variables. SPSS was used for data analysis employing correlation, regression, and ANOVA to test the study hypothesis. Significant and positive educational achievement was recorded concerning socioeconomic status which shows students from higher-income households achieve more. Teacher quality positively impacts student outcomes. This result calls for equitable recruitment, training, and retention policies. Access to technology also impacts learning and, therefore, the digital divide needs to be bridged; This includes providing devices and internet access, and training teachers to use technology. This discussion built on previous research, which shows that equitable policies targeted at structural, resource-based, and technology-related inequities. This study focuses on the need for comprehensive, adaptable, and inclusive public policies. Policymakers, educators, and all other stakeholders can use these insights when designing interventions that improve and equal the educational opportunities that all students receive. Such interventions will lead to greater educational outcomes and result in social equity.