Conceptualizing Equity in the Implementation of California Education Finance Reform

Autor/inn/en	Allbright, Taylor N.; Marsh, Julie A.; Hall, Michelle; Tobben, Laura; Picus, Lawrence O.; Lavadenz, Magaly
Titel	Conceptualizing Equity in the Implementation of California Education Finance Reform
Quelle	In: American Journal of Education, 125 (2019) 2, S.173-200 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
Schlagwörter	Equal Education; Program Implementation; Educational Finance; Finance Reform; Educational Policy; Administrators; Administrator Attitudes; School Districts; Students; California + Suchen Sie Ihr Suchwort? Bildungsfonds; Financial reform; Finanzreform; Politics of education; Bildungspolitik; School district; Schulbezirk; Student; Schüler; Schülerin; Studentin; Kalifornien
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. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01