Conceptualizing Equity in the Implementation of California Education Finance Reform

Abstract

We examine how district administrators' conceptions of equity relate to the implementation of finance reform. We use sensemaking theory and four views of equity-libertarian, liberal, democratic liberal, and transformative-to guide a case study of two districts, finding evidence of two conceptions of equity: (1) greater resources for students with greater needs and (2) equal distribution of resources for all students. One district demonstrated an organization-wide belief in the first conception, whereas the other conveyed individual-level understandings of both conceptions. These beliefs were mirrored in resource allocation decisions and informed by districts' student demographics, organizational identities, and perceptions of adequacy.Although state and federal policies have made progress toward goals of equity and adequacy in K-12 education (Odden and Picus 2014), students from traditionally marginalized backgrounds continue to have limited access to

What are they talking about when they talk about equity? A content analysis of equity principles and provisions in state Every Student Succeeds Act plans

“…Horizontal and vertical views of equity differ in their approaches of how educational resources (input) should be distributed yet do not necessarily demand an equity in outcomes as a result of equitable access (Allbright et al, 2019). Guiton and Oakes (1995) propose a typology including three conceptions of equity: libertarian, liberal, and democratic liberal.…”

“…While the libertarian and liberal positions focus on equitable distribution of educational resources and educational processes, the democratic liberal view places a greater emphasis on whether the educational inputs and processes lead to students reaching adequate learning performance, i.e., outcomes, as indicators of equity. This outcome-oriented, adequacy-based view of equity has been favored by court rulings and embraced by many policy makers and district and school leaders (Allbright et al, 2019;Baker & Green, 2015;Bulkley, 2013). Closely related to outcome equity is accountability measures used to monitor and evaluate equity in education.…”

“…Analyzing equity conceptions and provisions is not new in education policy research (Adamson & Darling-Hammond, 2012;Allbright et al, 2019;Jordan, 2010;Kornhaber, Griffith, & Tyler, 2014;Saultz, White, McEachin, Fusarelli, & Fusarelli, 2017). For example, in Cohen-Vogel and Hunt's (2007) analysis of federal documents and talks on teacher education after NCLB, equity was referenced in 24 of the 41 reviewed documents.…”

“…A similar finding was reported by Bertrand et al (2015) at the state level. Allbright et al (2019) further revealed that district administrators' different conceptions of equity had impact on how they interpreted and implemented a state equity-oriented reform. Cook-Harvey et al (2016) and Saultz et al (2017) both analyzed equity provisions and opportunities afforded by ESSA.…”

“…Issues pertaining to equity, or inequity, on the basis of race, ethnicity, socioeconomic status, language, able-ness, gender, sexual orientation, and immigration status remain central in the United States, including its education system, despite numerous education reform efforts since the inception of the Elementary and Secondary Education Act (ESEA), the 54-year-old U.S. federal education law. While the importance of equity, diversity, and inclusion has been underscored in federal and state education policies and reforms in the past five decades (Allbright et al, 2019;Bertrand, Perez, & Rogers, 2015;Thomas & Brady, 2005), a plethora of research (Harris & Leonardo, 2018;Hill, 2017;Howard & Rodriguez-Scheel, 2017;Ladson-Billings, 2006) has documented the persisting and exacerbating disparities in educational opportunity and outcome between more privileged students and students from marginalized and minoritized groups.…”