نابرابری آموزشی یکی از مهمترین مسائل زمان ما است که منجر به تفاوت در فرصتها، منابع و نتایج برای گروههای خاصی از دانشآموزان در مقایسه با دیگران میشود. پرسش اصلی پژوهش حاضر اینست که در ایران طی شش برنامه توسعه پس از انقلاب چه سیاستهایی برای توسعه فرصتهای برابر آموزشی و کاهش نابرابری آموزشی تدوین شده است؟ با بهرهگیری از روش مرور نظاممند به بررسی سیاستهای آموزشی از منظر 6 اصل مربوط به چارچوب قانونگذاری (اولویتگذاری، انتخاب راهبرد، راهکارهای اجرایی، مجری مشخص، داشتن شاخص و قابلیت ارزیابی، ضمانت اجرایی مناسب) پرداخته شد. نتایج نشان داد در تدوین برنامههای توسعه، قانونگذار توجه محدودی به اولویتها داشته و علیرغم اینکه در اکثر مواد و تبصرهها رویکردی برای رسیدن به اهداف تعیین شده اما راهکارهای آن بسیار کلی بوده و یا راهکاری ارائه نشده، مجری اصلی احکام دولت بوده و سازمان های اجرائی نقش کمتری داشتند. همچنین در هیچیک از برنامهها ضمانت اجرایی مشخصی برای پاسخگویی از منظر قانون مشخص نشده بود.
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