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ORIGINAL RESEARCH article

Front. Educ.
Sec. Leadership in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1499642
This article is part of the Research Topic Advancing Equity: Exploring EDI in Higher Education Institutes View all 8 articles

Equity Across the Educational Spectrum: Innovations in Educational Access Crosswise all Levels

Provisionally accepted
Arshi Naim Arshi Naim 1*Mrim M. Alnfiai Mrim M. Alnfiai 2Nabil Almalki Nabil Almalki 3*
  • 1 King Khalid University, Abha, Saudi Arabia
  • 2 Taif University, Ta'if, Saudi Arabia
  • 3 King Saud University, Riyadh, Riyadh, Saudi Arabia

The final, formatted version of the article will be published soon.

    This study examines educational equity and access in the U.S., focusing on disparities across socioeconomic status, race, gender, and geography that affect student outcomes from general to higher education. Using a quantitative approach, the research identifies key inequity indicators, analyzes data from national education databases, university records, standardized tests, and financial aid statistics, and employs regression analysis to understand the dynamics of educational inequality. Findings highlight persistent issues, such as uneven resources in general education and high tuition costs in higher education. Successful interventions include targeted scholarships, inclusive teaching practices, and comprehensive support systems to mitigate these disparities and promote a more equitable educational environment.

    Keywords: educational equity, Higher educational, Regression Analysis, Socio - economic status, econo mics

    Received: 02 Oct 2024; Accepted: 18 Dec 2024.

    Copyright: © 2024 Naim, Alnfiai and Almalki. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence:
    Arshi Naim, King Khalid University, Abha, Saudi Arabia
    Nabil Almalki, King Saud University, Riyadh, 11451, Riyadh, Saudi Arabia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.