. . "La desigualdad educativa es la distribuci\u00F3n desigual de los recursos acad\u00E9micos, que incluye pero no se limita a; financiamiento escolar, maestros calificados y con experiencia, libros y tecnolog\u00EDas para comunidades socialmente excluidas. Estas comunidades tienden a estar hist\u00F3ricamente desfavorecidas y oprimidas. La mayor\u00EDa de las veces, a las personas que pertenecen a estos grupos marginados tambi\u00E9n se les niega el acceso a las escuelas con abundantes recursos. La desigualdad conduce a grandes diferencias en el \u00E9xito o la eficiencia educativa de estas personas y, en \u00FAltima instancia, suprime la movilidad social y econ\u00F3mica. La medici\u00F3n de la eficacia educativa var\u00EDa seg\u00FAn el pa\u00EDs e incluso las provincias o estados dentro del pa\u00EDs. Generalmente, las calificaciones, los puntajes de calificaci\u00F3n escolar, los puntajes de las pruebas, las tasas de abandono, las estad\u00EDsticas de ingreso a la universidad y las tasas de finalizaci\u00F3n de la misma se utilizan para medir el \u00E9xito educativo. Estas son medidas de la capacidad de desempe\u00F1o acad\u00E9mico de un individuo. Al determinar qu\u00E9 se debe medir en t\u00E9rminos del \u00E9xito educativo de un individuo, muchos acad\u00E9micos sugieren que el calificaci\u00F3n escolar, los puntajes de las pruebas y otras medidas de la capacidad de desempe\u00F1o no son las \u00FAnicas herramientas \u00FAtiles para determinar la eficacia.\u200B Adem\u00E1s del desempe\u00F1o acad\u00E9mico, el logro de los objetivos de aprendizaje, la adquisici\u00F3n de las habilidades y competencias deseadas, la satisfacci\u00F3n, la persistencia y el desempe\u00F1o post universitario deben medirse y contabilizarse al determinar el \u00E9xito educativo de las personas. Los acad\u00E9micos sostienen que el rendimiento acad\u00E9mico es solo el resultado directo de alcanzar los objetivos de aprendizaje y adquirir las habilidades y competencias deseadas. Para medir con precisi\u00F3n la eficacia educativa, es imperativo separar el rendimiento acad\u00E9mico porque captura solo la capacidad de desempe\u00F1o de un estudiante y no necesariamente su aprendizaje o capacidad para usar de manera efectiva lo que ha aprendido.\u200B"@es . . . . . . . . . . . . "Unter Bildungsbenachteiligung wird verstanden, dass bestimmte Gruppen von Kindern oder Erwachsenen im Bildungssystem weniger M\u00F6glichkeiten haben, ein Bildungsziel zu erreichen, als andere. Meist geht es beim Gebrauch dieses Begriffes um die geringeren Chancen von Menschen unterschiedlichen Geschlechts oder mit weniger pers\u00F6nlichen, sozialen, finanziellen und kulturellen Ressourcen beim Erwerb von Bildung, die trotz formaler Chancengleichheit vorhanden ist. Von Bildungsbenachteiligung spricht man unabh\u00E4ngig davon, ob die Ursache durch vors\u00E4tzliche oder bewusste Diskriminierung zustande kommt oder nicht. Entscheidend sind statistisch belegbare Nachteile dieser Gruppen beim Erreichen von Bildungszielen."@de . . . . . . . . . . . . "1123215729"^^ . . "Educational inequality"@en . . . "Desigualdad educativa"@es . . . "\u6559\u80B2\u683C\u5DEE"@ja . . . . . . "Educational inequality is the unequal distribution of academic resources, including but not limited to; school funding, qualified and experienced teachers, books, and technologies to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down in different types: Regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more. Measuring educational efficacy varies by country and even provinces/states within the country. Generally, grades, GPA scores, test scores, dropout rates, college entrance statistics, and college completion rates are used to measure educational success. These are measures of an individual's academic performance ability. When determining what should be measured in terms of the educational success of an individual, many scholars and academics suggest that GPA, test scores and other measures of performance ability are not the only useful tools in determining efficacy. In addition to academic performance, attainment of learning objectives, acquisition of desired skills and competencies, satisfaction, persistence, and post-college performance should all be measured and accounted for when determining the educational success of individuals. Scholars argue that academic achievement is only the direct result of attaining learning objectives and acquiring desired skills and competencies. To accurately measure educational efficacy, it is imperative to separate academic achievement because it captures only a student's performance ability and not necessarily their learning or ability to effectively use what they have learned. Much of educational inequality is attributed to economic disparities that often falls along racial lines and much modern conversation about educational equity conflates the two, showing how they are inseparable from residential location and, more recently, language. Educational inequality between White students and minority students continues to perpetuate social and economic inequality. Throughout the world, there have been continuous attempts to reform education at all levels. With different causes that are deeply rooted in history, society, and culture, this inequality is difficult to eradicate. Although difficult, education is vital to society's movement forward. It promotes \"citizenship, identity, equality of opportunity and social inclusion, social cohesion as well as economic growth and employment\" and for these reasons, equality is widely promoted. Global educational inequality is clear in the ongoing , where over 91% of children across the world are enrolled in primary schooling; however, a large proportion of them are not learning. A World Bank study found that \"53 percent of children in low- and middle-income countries cannot read and understand a simple story by the end of primary school.\" The recognition of global educational inequality has led to the adoption of the United Nations Sustainable Development Goal 4 which promotes inclusive and equitable quality education for all. Unequal educational outcomes are attributed to several variables, including family of origin, gender, and social class. Achievement, earnings, health status, and political participation also contribute to educational inequality within the United States and other countries."@en . . . . . . . . . . . . . . "\u0639\u062F\u0645 \u0627\u0644\u0645\u0633\u0627\u0648\u0627\u0629 \u0641\u064A \u0627\u0644\u062A\u0639\u0644\u064A\u0645"@ar . . . . . . . . . . . "Vzd\u011Blanostn\u00ED nerovnost lze definovat jako genera\u010Dn\u00ED opakov\u00E1n\u00ED vzd\u011Blanostn\u00EDho procesu rodi\u010D\u016F jejich d\u011Btmi . Jedn\u00E1 se o jev ve vzd\u011Bl\u00E1v\u00E1n\u00ED, kdy \u017E\u00E1ci \u010Di studenti nemaj\u00ED stejn\u00E9 podm\u00EDnky nebo p\u0159\u00EDstup ke vzd\u011Bl\u00E1v\u00E1n\u00ED, a to vzhledem k jejich n\u00E1bo\u017Eenstv\u00ED, pohlav\u00ED, rase nebo socioekonomick\u00E9mu statusu . \u00DArove\u0148 na\u0161eho vzd\u011Bl\u00E1n\u00ED je ovlivn\u011Bna n\u011Bkolika faktory, jako nap\u0159. na\u0161e schopnosti, dovednosti a jin\u00E9. V\u0161echny tyto faktory jsou akceptovateln\u00E9 nerovnosti, proto\u017Ee \u017E\u00E1ci \u010Di studenti maj\u00ED stejn\u00E9 podm\u00EDnky, jsou hodnoceni podle stejn\u00FDch parametr\u016F apod. Co ale ovlivnit nelze je rasa, n\u00E1bo\u017Eenstv\u00ED, pohlav\u00ED nebo socioekonomick\u00FD status . Tyto faktory velmi \u010Dasto ovliv\u0148uj\u00ED cel\u00FD pr\u016Fb\u011Bh vzd\u011Bl\u00E1v\u00E1n\u00ED daleko v\u00EDce ne\u017Eli pr\u00E1v\u011B schopnosti \u010Di dovednosti ."@cs . . . . . . . . . . . . . . . . . . "20381835"^^ . . . . . 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"Vzd\u011Blanostn\u00ED nerovnost lze definovat jako genera\u010Dn\u00ED opakov\u00E1n\u00ED vzd\u011Blanostn\u00EDho procesu rodi\u010D\u016F jejich d\u011Btmi . Jedn\u00E1 se o jev ve vzd\u011Bl\u00E1v\u00E1n\u00ED, kdy \u017E\u00E1ci \u010Di studenti nemaj\u00ED stejn\u00E9 podm\u00EDnky nebo p\u0159\u00EDstup ke vzd\u011Bl\u00E1v\u00E1n\u00ED, a to vzhledem k jejich n\u00E1bo\u017Eenstv\u00ED, pohlav\u00ED, rase nebo socioekonomick\u00E9mu statusu . \u00DArove\u0148 na\u0161eho vzd\u011Bl\u00E1n\u00ED je ovlivn\u011Bna n\u011Bkolika faktory, jako nap\u0159. na\u0161e schopnosti, dovednosti a jin\u00E9. V\u0161echny tyto faktory jsou akceptovateln\u00E9 nerovnosti, proto\u017Ee \u017E\u00E1ci \u010Di studenti maj\u00ED stejn\u00E9 podm\u00EDnky, jsou hodnoceni podle stejn\u00FDch parametr\u016F apod. Co ale ovlivnit nelze je rasa, n\u00E1bo\u017Eenstv\u00ED, pohlav\u00ED nebo socioekonomick\u00FD status . Tyto faktory velmi \u010Dasto ovliv\u0148uj\u00ED cel\u00FD pr\u016Fb\u011Bh vzd\u011Bl\u00E1v\u00E1n\u00ED daleko v\u00EDce ne\u017Eli pr\u00E1v\u011B schopnosti \u010Di dovednosti ."@cs . . . . . . . . . . . . . . . "\u6559\u80B2\u683C\u5DEE\uFF08\u304D\u3087\u3046\u3044\u304F\u304B\u304F\u3055\uFF09\u3068\u306F\u3001\u751F\u307E\u308C\u80B2\u3063\u305F\u74B0\u5883\u306B\u3088\u308A\u53D7\u3051\u308B\u3053\u3068\u306E\u3067\u304D\u308B\u6559\u80B2\u306B\u683C\u5DEE\u304C\u751F\u307E\u308C\u308B\u3053\u3068\u3002"@ja . . . . . . . . . . . "Educational inequality is the unequal distribution of academic resources, including but not limited to; school funding, qualified and experienced teachers, books, and technologies to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down in different types: Regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more."@en . . 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"Bildungsbenachteiligung"@de . . . . . . . . . . . . . . . . . . . . "La desigualdad educativa es la distribuci\u00F3n desigual de los recursos acad\u00E9micos, que incluye pero no se limita a; financiamiento escolar, maestros calificados y con experiencia, libros y tecnolog\u00EDas para comunidades socialmente excluidas."@es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Unter Bildungsbenachteiligung wird verstanden, dass bestimmte Gruppen von Kindern oder Erwachsenen im Bildungssystem weniger M\u00F6glichkeiten haben, ein Bildungsziel zu erreichen, als andere. Meist geht es beim Gebrauch dieses Begriffes um die geringeren Chancen von Menschen unterschiedlichen Geschlechts oder mit weniger pers\u00F6nlichen, sozialen, finanziellen und kulturellen Ressourcen beim Erwerb von Bildung, die trotz formaler Chancengleichheit vorhanden ist. Von Bildungsbenachteiligung spricht man unabh\u00E4ngig davon, ob die Ursache durch vors\u00E4tzliche oder bewusste Diskriminierung zustande kommt oder nicht. Entscheidend sind statistisch belegbare Nachteile dieser Gruppen beim Erreichen von Bildungszielen. Mit Bildung und dem Ausbau des Bildungssystems war in der Vergangenheit h\u00E4ufig die Hoffnung verbunden, soziale Ungleichheiten abzubauen. Dass Chancengleichheit nicht hergestellt wurde, haben die franz\u00F6sischen Soziologen Pierre Bourdieu und Jean-Claude Passeron schon in den 1960er Jahren gezeigt."@de . . . . . . "\u6559\u80B2\u683C\u5DEE\uFF08\u304D\u3087\u3046\u3044\u304F\u304B\u304F\u3055\uFF09\u3068\u306F\u3001\u751F\u307E\u308C\u80B2\u3063\u305F\u74B0\u5883\u306B\u3088\u308A\u53D7\u3051\u308B\u3053\u3068\u306E\u3067\u304D\u308B\u6559\u80B2\u306B\u683C\u5DEE\u304C\u751F\u307E\u308C\u308B\u3053\u3068\u3002"@ja . . . . . "113680"^^ . . . . . . "Vzd\u011Blanostn\u00ED nerovnost"@cs . . . . . . . . . . . . . . . . .