ASSESSMENT AND EFFECTIVENESS OF EDUCATIONAL POLICIES ON EDUCATIONAL DISPARITIES AMONG DIFFERENT SOCIO-ECONOMIC GROUPS IN LAGOS STATE, NIGERIA

Educational disparities among different socio-economic groups remain a significant challenge in Lagos State, Nigeria, with unequal access to quality education hindering the attainment of equity. This study evaluated the effectiveness of educational policies in addressing these disparities, identifying their strengths and weaknesses. Using a cross-sectional descriptive research design, data were collected from 270 respondents comprising 225 students and 45 teachers across nine purposively selected public senior secondary schools representing low, medium, and high socio-economic areas. The primary instrument, Educational Policies and Educational Disparities Questionnaire (EPEDQ), was subjected to face and content validation and achieved a reliability coefficient of 0.812 using Cronbach’s alpha. Data were analyzed using descriptive and inferential statistical techniques, including Chi-Square, T-tests, and ANOVA. Findings revealed that while educational policies have improved access to resources, reduced dropout rates, and fostered equity in enrollment and gender parity, challenges such as insufficient funding, inequitable resource allocation, and poor monitoring mechanisms persist. The study concluded that although progress has been made, these challenges hinder the full potential of policies in reducing socio-economic disparities. Recommendations include increasing funding, strengthening policy monitoring, ensuring equitable resource distribution, promoting community involvement, and implementing capacity-building programmes for educators. Addressing these issues is critical to achieving sustainable educational equity in Lagos State, Nigeria.