Through its educational policies and plans, Kenya is among countries whose aim is to achieve equity in access to secondary school by pupils from different background as envisaged in Vision 2030 and Sustainable Development Goals. However, this dream still remains elusive. The purpose of this study was to establish the effect of students characteristic on equity in form one admission in national secondary school clusters in Kenya. Specifically, the study seeks to establish the effect of: students socio-economic status; students type of primary school attended; and students geographical background on form one admission in national secondary school clusters in Kenya. This study was guided by the Social Justice Theory postulated by John Rawls.

Dr. Simon Wakwabubi is an expert in education planning and management.Dr. Geoffrey Ababu Musera is a senior lecturer in education planning and policy studies at Masinde Muliro university, Kenya. This book addresses emerging issues particularly equity aspects in secondary Education in Kenyan.