Bridging the gap: addressing educational inequality in the United Statesthrough the lens of educational psychology and public policy

Xinyan Wu

doi:10.54254/3049-7248/2025.24626

Journal of Education and Educational Policy StudiesOpen access

Bridging the gap: addressing educational inequality in the United Statesthrough the lens of educational psychology and public policy

Research Article

Open Access

Bridging the gap: addressing educational inequality in the United Statesthrough the lens of educational psychology and public policy

Xinyan Wu ^1*

¹ Sociology Major, Skidmore College, New York, USA

^*Corresponding author: Xinyanwu112@gmail.com

Published on 9 July 2025

JEEPS Vol.3 Issue 3

ISSN (Print): 3049-7256

ISSN (Online): 3049-7248

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Abstract

This paper explores the persistence of educational inequality in the United States through a structural and policy-oriented lens. Based on empirical research, it analyzes how academic disparities are caused by the intersection of family economic status, racial bias, inter-district financial disparities, and governance fragmentation. The article combs through the evolution of federal education policies from ESEA to NCLB and ESSA, pointing out that performance-oriented reforms and market-oriented strategies that fail to address structural inequality (e.g., school choice policies), however, may instead exacerbate the concentration of resources and educational stratification. In response to existing limitations, the study proposes equity-oriented policy pathways, including student-weighted grants, federally supported teacher development programs in high-poverty districts, and institutional mechanisms for community engagement. These initiatives aim to embed the concept of “responsiveness to difference” in the entire process of policy design and implementation. The study ultimately concludes that the realization of educational equity requires not only the redistribution of resources, but also the promotion of systemic changes at the level of governance structures and social participation, so that education can truly become an institutional support for social mobility and democratic inclusion.

Keywords:

educational inequality, federal education policy, school funding disparities, teacher quality, equity-oriented reform

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References

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References

[2]. Darling-Hammond, L. (2007). Evaluating 'No Child Left Behind'. The Nation, 284(20), 11–18.

[3]. Ladd, H. F. (2012). Education and poverty: Confronting the evidence.Journal of Policy Analysis and Management, 31(2), 203–227. https: //doi. org/10. 1002/pam. 21615

[7]. Dee, T. S. , & Jacob, B. A. (2011). The impact of No Child Left Behind on student achievement.Journal of Policy Analysis and Management, 30(3), 418–446. https: //doi. org/10. 1002/pam. 20586

[8]. Koretz, D. (2008). Measuring up: What educational testing really tells us.Harvard University Press.

Cite this article

Wu,X. (2025). Bridging the gap: addressing educational inequality in the United Statesthrough the lens of educational psychology and public policy. Journal of Education and Educational Policy Studies,3(3),20-25.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

About volume

Journal: Journal of Education and Educational Policy Studies

Volume number: Vol.3

Issue number: Issue 3

ISSN: 3049-7248(Print) / 3049-7256(Online)

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