Numerous value judgments are embedded in the standards utilized to evaluate whether a school finance system has become more or less equitable over time. A four-component framework is proposed to high light these value judgments in equity standards. Data from twenty states are analyzed to demonstrate that alternative value judgments affect the measurement of a state's movement toward or away from equity. Implications for policymakers and administrators are discussed.
|Original language||English (US)|
|Number of pages||21|
|Journal||Educational Administration Quarterly|
|State||Published - May 1979|
ASJC Scopus subject areas
- Public Administration