The role of schools in providing educational opportunity: An integrative review

The concept of educational opportunity is ubiquitous yet ambiguous; it is frequently discussed within the education world, yet there is no commonly shared understanding of what it means or how to measure it. To address this void, we conducted an integrative review of the literature on school inputs and student outcomes from 2010 to 2019. A total of 39 articles were included in this review, and analysed using a mixed methods approach. A descriptive analysis showed the studies used a range of research designs, including case study (n = 7), comparative (n = 6), correlational and longitudinal (n = 5), exploratory (n = 4), cross-sectional (n = 3), and phenomenological (n = 2). Furthermore, studies were conducted within a variety of primary through secondary school contexts (e.g., public, charter and vocational). A deductive analysis revealed that more than half of the studies looked at cognitive outcomes (n = 25), followed by psychological (n = 22), behavioural (n = 17), and then other (n = 6). Finally, grounded theory was used to analyse specific school factors (inputs) that influence the aforementioned outcomes positively. We identified four input categories through which educational opportunity generally manifests: Inclusive Culture and Environment, Responsive Teaching and Appropriate Training, Resources and Opportunity to Learn, and Curriculum and Instruction. Based on the results, we developed a conceptual framework of educational opportunity that connects school inputs to positive student outcomes. The framework can be used by researchers and educators to inform discussions and assessments of educational opportunity.