Document Type
Article
Publication Date
12-14-2018
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.
Recommended Citation
Allbright, T. N., Marsh, J. A., Hall, M., Tobben, L., Picus, L. O., & Lavadenz, M. (2019). Conceptualizing equity in the implementation of California education finance reform. American Journal of Education, 125(2), 173-200. doi: 10.1086/701247
Peer Reviewed
1
Copyright
University of Chicago Press
Included in
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons
Comments
This article was originally published in American Journal of Education , volume 125, issue 2, in 2019. DOI: 10.1086/701247