Shifting sociopolitical and policy dynamics have put a spotlight on systemic inequities and the need for school systems to implement policies that advance equity.
This research synthesis by Laura E. Hernández at the Learning Policy Institute takes stock of education policy research over the last 15 years, elucidating how scholars have investigated reforms intended to redress inequity and what directions the field may undertake to inform equitable schooling and policymaking. Specifically, it considers:
1. How have scholars examined the intersection of policy and equity in K-12 schooling?
2. How have scholars examined power and oppression in policy development and implementation?