ERIC Number: ED226493
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Educational Adequacy: Is It a Meaningful Concept?
Concepts that have thus far been developed in connection with determining and assessing educational adequacy have, according to this author, tended to focus most explicitly on educational resources, student achievement, and posteducational earnings, and on the relationships among these educational inputs and outputs. This paper argues that several key elements have been missing from these discussions of educational adequacy, notably the characteristics of the educational goals being addressed and of the students being educated. The needs of different groups of students can be assessed by comparing their capabilities and current competence levels with the educational goals. An adequate education can then be defined as one that meets the specific goals of the local education units (schools and districts) as well as the more general goals of higher level units (state and federal governments) by efficiently relating student educational needs to educational processes in the context of an affordable program. The author discusses the elements central to the concept of educational adequacy, analyzes the critical relationships among these elements, and then responds to eight specific questions posed by the National Institute of Education concerning current and potential definitions of and means of measuring adequacy in educational programs and funding. (Author/PGD)
Descriptors: Educational Assessment, Educational Economics, Educational Finance, Educational Needs, Educational Objectives, Educational Practices, Educational Quality, Educational Resources, Elementary Secondary Education, Equal Education, Outcomes of Education
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