Date of this Version

7-26-2012

Document Type

Article

Abstract

We present three models of equity and show how these, along with the statistical measures used to evaluate results, impact interpretation of equity in education reform. Equity can be defined and interpreted in many ways. Most equity education reform research strives to achieve equity by closing achievement gaps between groups. An example is given by the study by Lorenzo et al. that shows that interactive engagement methods lead to increased gender equity. In this paper, we reexamine the results of Lorenzo et al. through three models of equity. We find that interpretation of the results strongly depends on the model of equity chosen. Further, we argue that researchers must explicitly state their model of equity as well as use effect size measurements to promote clarity in education reform.

Comments

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

doi: 10.1103/PhysRevSTPER.8.020103

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