The term equity has a number of different meanings (Century, 1994; Secada, 1994b). Below are definitions that represent various perspectives on equity in the context of high expectations for all students.

Equity as opportunity to learn

"Equality refers to 'sameness.' Students are the same in that they have the ability to learn.

"Excellence refers to 'highness.' There exists a hierarchy of levels of achievement (expectations, standards, etc.). . . . [T]he high point of these levels . . . 'excellence' . . . we hold out as a goal.

"Equity refers to 'fairness.' We should have the same high expectations/standards for all students (equality of excellence). However, even though they may all have the ability to learn, students do so in different ways; they have their own particular strengths and weaknesses. Thus to be fair (i.e., give all students the opportunity to achieve excellence) we must provide an educational environment that meets their needs. This means that we need to be flexible with our educational programs; the exact same instruction, curriculum, or assessment does not work with all students." (Laboratory Network Program, 1993)

"Equity 2000 views equity as more than a philosophy. A serious commitment to promoting equity in American education goes beyond changing values and attitudes, to changing policies and programs that affect student participation and achievement, ultimately influencing outcomes/results. Generally, equity is a set of actions that produce results that are not determined by differences of race, sex, or economic status. In education, equity requires actions that improve educational experiences and set high expectations of success for all students." (Jones, 1994a).

The Holmes Group (1990) (cited in Century, 1994) describes school as a place "where everybody's children participate in making knowledge and meaning - where each child is a valued member of a community of learning."

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