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You are herePrinciple 2: Access, Equity and Opportunity

Principle 2: Access, Equity and Opportunity

PRINCIPLE STATEMENT:

Each and every student has access to equitable educational opportunities and services that enable their success.

PRINCIPLE DESIGN ELEMENTS:

  1. Various strategies are used to recruit, enroll, and retain students including students who are underserved, under-represented, and from special populations.
  2. Processes are in place to identify and overcome gaps and barriers for learners in order to foster access to education and inclusion in educational programs including flexible time and location of programs.
  3. Processes are in place to assist students to overcome barriers to initial entry or re-entry into secondary and postsecondary education.
  4. Appropriate support services are available to promote student success, help student become college and career ready, and meet their educational goals.
  5. The physical, virtual, and learning spaces of programs and support services are universally designed to promote state-wide access to education and successful transition.
  6. Special population sub-groups are clearly identified so that their progress and success can be quantified and compared with other populations.
  7. Programs and support services reflect learners’ and their families’ perspectives and interests in education and transition while addressing changes in resources and family role across settings.
  8. Students have access to networks and resources to assist with curriculum, their career exploration opportunities and work-based learning.

 
 
PRINCIPLE RESOURCES:
Carey, K. (2008). Graduation rate watch: Making minority student success a priority. Washington, DC: Education Sector.

Fry, R. (2008). The role of schools in the english language learner achievement gap. Washington, DC: Pew Hispanic Center.

Geckler, C., Beach, C., Pih, M., & Yan, L. (2008). Helping community college students cope with financial emergencies: Lessons from the Dreamkeepers and Angel Fund Financial Aid Programs. New York: MDRC.

National Alliance for Partnerships in Equity (2007). Growing pains: Developing the Perkins Accountability System for students pursuing nontraditional careers. Cochranville, PA: Author.

Santiago, D.A. (2008). Modeling Hispanic-Serving Institutions (HSIs): Campus practices that work for Latino students. Washington, DC: Excelencia in Education.

 
Universal Design for Learning is a conceptual framework that combines knowledge, principles, and strategies from architecture, neuroscience, and education in an effort to create learning spaces that are inclusive and accessible for all learners by focusing on the person's strengths and preferences rather than their limitations. Some websites to check out for more information:

 
Scaffold Learning – Learning environments created by educators, the instructional support that is provided, and the processes and language utilized recognize that good teaching builds upon connections from what the student already knows to new knowledge and skills. Teaching using learning scaffolds is critical because learning always proceeds from the known to the new. More information can be found at:

 
The Diversity Scorecard provides a means to involve campus leaders in the generation of knowledge about student outcomes disaggregated by the various groups of interest (e.g., ethnicity, gender, disability). Quite a few articles on this topic can be found at this link:

Some examples of the dashboard in relation to the scorecard idea can be found at these links:

Click here for other POS resources.

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