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Jonathon Kozol's (1991) book about education was a best-seller. The New York Times devoted a week's worth of articles (e.g., Hartocollis, 1997) to the controversy stirred up by parental donations for a teacher's salary at a local public school and the debate about whether the practice was fair to other schools with less affluent parents. The event made national news as well. |
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Other significant years in the history of K-12 education equity policy and law are 1923 (publication of Strayer and Haig's foundation plan for school finance), 1954 (Brown v. Board of Education Supreme Court decision), 1965 (passage of the federal Elementary and Secondary Education Act [ESEA] with Title I funding for poor children), and 1975 (passage of the federal Education for All Handicapped Children Act, P.L. 94-142). |
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In previous work (Berne and Stiefel, 1984), we develop a series of questions that highlight the values inherent in equity concepts. These questions, briefly, are who, what, how, and how much. ''Who" asks which groups are the focus of the equity concept. The usual two choices are children and taxpayers. "What" asks what objects will be used in the analysis, the choices being inputs (dollars and/or real resources), processes, outputs, or outcomes. "How" identifies the equity concept, which can include horizontal equity, vertical equity, and equal opportunity. "How much" focuses on the statistical measure used to quantify the other choices. We identify a large number of measures and specify the values inherent in choosing each of them. One of the questions (How?) involves choosing a concept. In this chapter, we put the emphasis on the concepts themselves and broaden the discussion to include other authors who have taken different cuts at equity ideas. Although decisions involving values must be made about all four questions, the broader community of scholars and the public think first of the concept. Thus the emphasis here is on concepts. |
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