Abstract
Since the 1960s, educational policies have increasingly focused on issues regarding disadvantaged students and their schooling. How to manage the struggles faced by disadvantaged students during their schooling has become a priority that educators and administrators need to consider, especially issues related to afterschool programs. Like the Elementary and Secondary Education Act (ESEA, Title I) in the United States and Educational Priority Area (EPA) in the United Kingdom, Taiwan has educational policies for disadvantaged students and afterschool programs dating back to 1995. To determine strengths and weaknesses of these afterschool program policies, we review theories related to disadvantaged students and schooling, including Rawls (1972), Coleman (1990), Sen (1988), and Young (1990). We describe a survey we undertook focusing on disadvantaged students in afterschool programs, to find the best possible solution for this type of model. In addition to this quantitative data, three focus groups hosted by the researchers provide further useful qualitative reflections. Based on results, the authors discuss suggestions for further research and policymaking, as well as their conclusions.
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Notes
- 1.
Where the mean is 250, and the standard deviation is 50.
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Cheng, K.S.Y., Jacob, W.J. (2016). A Study of Educational Policies Relating to Afterschool Programs and Educational Equality in Taiwan. In: Chou, C., Spangler, J. (eds) Chinese Education Models in a Global Age. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 31. Springer, Singapore. https://doi.org/10.1007/978-981-10-0330-1_5
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