Education Equity in College English Stratified Teaching

Abstract

This article presents the findings of an empirical study that evaluated the effect of stratified teaching on the achievement of education equity in college English teaching. The study employed a mixed method of observation, interview and questionnaire survey to explore the inner connection between stratification and equity in the context of education. Results from quantitative analysis showed that students' academic achievements were strongly impacted by the application of stratified teaching. Data elicited from classroom observation and interviews lead to the same conclusion: In classes where stratified instruction were systematically employed, students gained better learning progress and perception of education equity. The findings also suggest that the quality of teaching had a corresponding effect on students' academic achievements and understanding of education equity. This study highlights the importance of applying stratified education systematically and offers some useful recommendations for promoting equity, optimizing quality and improving educational effectiveness