ERIC Number: ED226500
Record Type: RIE
Publication Date: 1982
Reference Count: N/A
Bennett, David A.
If education can be deemed adequate when it meets both societal and individual needs sufficiently, those planning to provide programs of adequate education must consider what societal and individual needs must be met, how those needs can be met, and what resources must be called on when meeting them. This paper considers the development of the educational adequacy concept out of movements toward school finance reform, noting the shift from a concern over equality of educational opportunity, or input (manifested in efforts to equalize district resources), toward a concern over equality in education's results, or output (manifested in efforts to equalize test scores and achievement of basic skills and other competencies). Following these introductory explorations of educational adequacy's roots, the author examines the influences of the competency-based education movement, the school or instructional effectiveness movement, and the changing financial climate on efforts to create useful standards by which to measure adequacy. In conclusion, the author points out that while new findings indicate that it may be possible to improve education without significantly increasing expenditures, care must be taken to avoid treating any adequacy standards established as ultimate goals rather than as merely the minimal acceptable levels of achievement. (PGD)
Descriptors: Competency Based Education, Court Litigation, Definitions, Educational Finance, Educational Resources, Elementary Secondary Education, Equal Education, Finance Reform, School Effectiveness, Standards
Not available separately; see EA 015 442.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Educational Adequacy
Note: In: Adequate Education: Issues in Its Definition and Implementation. School Finance Project, Working Papers, p191-224.