National attention has caused the accountability movement to shift from equity to adequacy. A more equitable distribution of resources for districts is a continuing plight for reformers. However, the accountability movement has drawn major attention towards adequacy. Schools must provide adequate education which is a constitutional act. The relationship between equity and adequacy then is interlaced in the democracy of better schooling. Adequacy is a bottom level term. When determining how much is adequate and what is equal funding then equality becomes a concern. Providing the same opportunities and resources to all children is ideal for equality. However, reformers become too focused on the outcomes of equality rather than its’ inputs
(Picus, 2004). What comes to mind is that monies provided to schools are for equal input, though funding varies across districts.The students have the responsibility of scoring above the state’s targeted goal of achievement (Strike, 2010). Thus, equality in school funding when viewed through the lenses of outputs and a child left behind shadows a perception of injustice (Strike, 2010). Here is where the variables of representation become scrutinized. When unjust acts are the cause of a child left behind, then equality becomes the focus (Strike, 2010). So in the process of good schooling and equalizing funding, adequate education must be meticulously defined. School funding is expected to be equal across districts, be a resource of adequate education and produce equality in the entire schooling process.
Brimley, V. (2007). Financing education in a climate of change (10 ed.). Allyn and Beacon Inc.
Picus, L. (2004). School finance adequacy: Implications for school principals. NASSP Bulletin , 88 (3), 1-12.
Strike, K. (2010). Charter schools choice, and distributive justice: What evidence do we need? Theory and Research in Education , 8 (63), 64-72.