Differing conceptions of equity

The National Center for Research in Mathematical Sciences Education (NCRMSE) (Secada, 1994b) identifies six different conceptions of equity held by school personnel, each with strengths and weaknesses, all rooted in notions of fairness:

1. Concern for the whole child build on the recognition that each student is an individual with unique educational, socio-emotional, and physical needs

2. A safety net for individual differences, including backup programs, differentiated curricula, and other resources so that when one program does not work for a particular student, other options are available

3. The same treatment for everyone so that all students have an equal chance to meet the same standards and an equal opportunity to master those standards

4. Compensation for social injustice to specific groups of students who have not received fair treatment or a fair share of the resources

5. Triage - i.e., investing in students whose success or failure depends on their school experience

6. Maximum return on minimal investment - concentrate scarce resources on students most likely to succeed

It is possible, if not likely, for a person or a school to hold what appear to be conflicting beliefs about equity. It will be important for all members of the school community to recognize and reexamine their conceptions of equity. The school community will need to find ways to balance the interests of its members.

The NCRMSE is gathering information about how schools that are similar think about equity and how they manage the dilemmas resulting from differing conceptions of equity. It will then provide a variety of options to schools to ensure outcomes that are equitable.