Equity

Open and widespread discourse regarding equity in education has occurred for well over a century in the United States. Much of the dialogue has been contentious and has focused on the definition itself. Many have viewed equity as fairness. Others have argued, however, that because “fair” is interpreted differently by different people, there could never be consensus on the meaning of an equitable education. Although dissension over the definition of equity continues, many researchers and other scholars have resolved to look at equity in education as equal, simply because fairness is not measurable.

In defining equity as equal, two types of equity are identified: horizontal and vertical equity. Horizontal equity refers to treating likes alike, while vertical equity means treating unlikes unlike. Early dissenters rejected the notion of equality on the basis that all students are not equal; therefore, treating them equally would be unfair. Vertical equity addresses this concern. The vertical equity principle requires differences in education for different students.

Aside from the definition, disagreement has also occurred among researchers, scholars, policymakers, and practitioners when identifying what should be equitable. Equity could be measured via inputs or outcomes. Equity with respect to inputs includes expenditure per pupil and equal opportunity (access), and, in terms of output equity, refers to equal achievement.

The turn of the 20th century ushered in an era of concern for equity in school finance. At this time, states began their involvement in public school finance. Prior to this time, the largest proportion of money for public schools was from local school districts. States became involved because finance inequities existed within states from district to district; property–wealthy districts were able to expend more money per pupil than were property–poor districts. States stepped up in an effort to equalize funding. Because there is no mention of public education in the federal constitution, the responsibility for its provision falls on the states. Because of persistent intrastate funding inequities, by the end of the 20th century finance equity lawsuits had been filed in well over half the 50 states. Equity issues in school finance continue into the 21st century. The fiscal inequities were so prevalent that researchers developed a set of statistics to measure the extent of the problem.

The court in the 1954 Brown v. Board of Education legal case found that “separate is not equal” and required equal access to education for individuals of different races. Ten years later, the passage of the Civil Rights Act of 1964 prohibited discrimination on the basis of race, color, or national origin in programs and activities receiving federal financial assistance, which includes most [Page 351]public schools. Eight years later, in 1972, Title IX was passed and incorporated into the Civil Rights Act. Title IX prohibits sex discrimination in public schools. Both Brown and the Civil Rights Act were intended to reform educational equity based on the principle of equal opportunity.

Dissenters, however, point to differences in drop–out rates and achievement gaps as indications that equity in terms of equal opportunity has not provided equity in education. U.S. Census data from the National Center for Education Statistics show, for example, that in 1972 the drop–out rate among persons 16 through 24 years of age was 14.6%; however, it was 22.2% among Blacks, 33.5% Hispanics, and only 12.3% for Whites. Slightly over 14% were male and slightly over 15% were female. In 1992, when changes in data–collection procedures began, the overall drop–out rate was 11%, for Blacks it was 13.7%, for Hispanics it was 29.4%, and for Whites it was 7.7%. The male drop–out rate was 11.3%; the female rate, 10.7%. By 2006 the rates were 9.3% overall, 10.7% for Blacks, 22.1% for Hispanics, 5.8% for Whites, 10.3% for males, and 8.3% for females. Although the numbers for Blacks and Hispanics have decreased, dissenters assert that they remain disproportionately high compared to Whites.

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