In a study comparing 13 countries, Shavit and Blossfeld ([1993]) found that in most countries, despite the effort put into expanding higher education, equality of educational opportunity was not promoted but in fact the gap in enrollments between the dominant and nondominant class widened.
Five months later, displaying a view of government intervention that he would later renounce, he argued that "federal aid to education is imperative if equality of educational opportunity in our democracy is to have real meaning".
As Tim Noah wrote at the time, in this passage, Mr D'Souza explicitly argues against equality of educational opportunity:[F]or the state to enforce equal opportunity would be to contravene the true meaning of the Declaration [of Independence] and to subvert the principle of a free society.
A predominant theme in discussions of education in the late 20th and early 21st centuries was that of equality of educational opportunity (EEO).
Similar thoughts, no doubt, run through the minds of contemporary educators, contemplating the conversation swirling about them: the racial gap, equality of educational opportunity, charter vs. public schools, the preparation of teachers, disparate disciplinary policies, the role of the unions, standardized testing, etc.
There is certainly an important role for the federal government in assuring equality of educational opportunity and informing the American people about the progress of education.
Many research works in sociology and sociology of education have focused on these three factors and their relation to the equality of educational opportunity.
Every child deserves equality in educational opportunity.
If this weren't so devastating to equality of educational opportunity, it'd be almost laughable.
The civil-rights statute has been the primary federal guarantee of equality in educational opportunity for male and female students.
