Education: A Universal Right and an Unfinished Journey Toward Equity

The Universal Declaration of Human Rights ensures education as a basic human right. This means every living person has the right to get an education to develop themselves. However, systematic and historical barriers, such as poverty, geographical disparities, racial discrimination, and biased socioeconomic policies, have made access to quality education challenging for marginalized populations. In 2022, white students comprised 44.5 percent of school statistics while Hispanic students were 29 percent, black students were 14.91 percent, and Asian students were 5.4 percent. Additionally, a higher percentage of Hispanic, Black American Indian/Alaska Native and Pacific Islander students attended high-poverty and mid-high poverty schools. These statistics show the stark gap in educational access and quality.

While access to education is one issue, ensuring quality education for children enrolled in schools is also another issue. Quality of education is correlated to quality of life, thus ensuring quality education to marginalized groups is essential to ensure the removal of the cycle of marginalization. However, because the education system was developed to serve the privileged groups of society, it can create barriers for marginalized groups to feel welcome and included. Thus the education foundation is moving toward equity in education.

The Difference Between Access and Quality in Education

Equity and inclusion in education focus on creating an accessible learning environment where everyone feels valued and supported in their learning. It is an intentional process that acknowledges and disrupts historical and modern patterns of educational exclusion that impact marginalized and minoritized students. This system, when well established, can enhance the academic achievements of both marginalized and privileged students to succeed and create more inclusive and equitable societies.

Various methods, systems, and frameworks have been created to address the goal of an equitable and inclusive education system in the US by scholars, organizations, and educators. However, the goal of inclusive and equitable education can only be achieved when the government makes accessible and equitable education a priority for its country and state.

Federal Policies Shaping Equitable and Inclusive Education

The federal government to date has passed several laws and regulations to ensure nondiscrimination in race, color, sex, sexual orientation, religion, national origin, ancestry, age, marital status or disability in admissions, access to treatment, or employment in educational programs or activities it operates. These civil laws apply to all state educational institutions and entities receiving U.S. Department of Education funding. They cover areas such as admissions, financial aid, academic programs, student services, counseling, discipline, athletics, housing, and employment.

Some of these laws include: Title VI of the Civil Rights Act of 1964 prohibits discrimination based on race, color, or national origin in federally funded programs. The Equal Educational Opportunities Act of 1974 requires schools to address barriers to equal academic participation, and the 1982 Supreme Court ruling in Plyler v. Doe ensures undocumented students cannot be denied access to free public education. Additional protections exist for specific groups provided by the Office for Civil Rights.

State-Level Efforts Toward Educational Equity

Besides federal policies, several states have passed laws and regulations to achieve an equitable and inclusive education system. Equitable education policies vary depending on the state’s priorities and political affiliation. Following the federal law, the state of Colorado prohibits discrimination in the areas of race, color, age, physical/mental disability, national origin, religion/creed, ancestry, retaliation, sex, marriage to a coworker, sexual orientation, and marital status.

Education is not only a universal human right, it is a powerful pathway to opportunity, dignity, and social mobility. Yet the persistent inequities across racial, socioeconomic, and geographic lines remind us that this right remains unevenly realized. While federal and state policies lay critical groundwork, laws alone cannot transform the lived experiences of students whose access to quality education has been historically limited.

The Ongoing Work of Achieving True Educational Equity

Achieving true educational equity requires sustained commitment: from governments that prioritize fair funding and inclusive policies, from educators who cultivate belonging in their classrooms, and from communities who advocate for systems that honor every child’s potential. As the U.S. continues to diversify and evolve, the responsibility to ensure that all students, regardless of identity, background, or circumstance, receive a high-quality, affirming education becomes even more urgent.

The journey toward equity is ongoing, but it is also filled with possibility. By recognizing systemic barriers, uplifting inclusive practices, and holding institutions accountable, we move closer to an education system that not only grants access, but truly empowers every learner. The promise of education is universal; realizing that promise equitably is the work of our time.