Increasing fairness in education has long been—and perhaps always will be—marked by disputes and controversy. While the relevant debates are both numerous many of them center on divergent interpretations of fairness and equality. For example, a school might choose to allocate resources—funding, teachers, staff time, etc.—equally among all students. In this hypothetical case, white, wealthy, and high-performing students would receive the same amount of school resources as minority, low-income, and special-needs students.

On the other hand, another school might choose to allocate resources in ways that it deems to be equitable. In this case, minority, low-income, and special-needs students might receive comparatively more resources in an attempt to compensate for and overcome preexisting factors that might place them at an educational disadvantage. For some, equal resource allocation may be seen as equitable (every student receives the same level of resources), while to others equal resource allocation is fundamentally inequitable because it fails to take into account the preexisting inequities in society that may have already placed some students at an educational or aspirational disadvantage, including racial prejudice and income inequality.

Another source of debate stems from the conception of America as a meritocracy in which anyone—if they work hard enough—can succeed and prosper. Public education has long played a prominent role in this conception, and many would consider a good education to be a gateway to the middle-class opportunity, career advancement, and long-term financial security and prosperity. On the other hand, America’s well-documented history of racism, sexism, and classism has prevented certain groups from receiving equal treatment and opportunities—in both education and in the larger society. While countless advancements in civil rights have arguably led to greater equality, many would contend that diminished societal inequity, or a greater understanding or awareness of inequity, does not mean that inequities no longer exist. Those who believe in and prioritize meritocracy may perceive unequal educational allocations, accommodations, or compensations to be unfair (because some students are being given an unfair advantage, which may diminish opportunities for other, and possibly more deserving, students), while others, who don’t perceive America to be a true meritocracy, may argue that the unequal distribution of educational resources is the only fair way to level the playing field and ensure that every student has an equal—or equitable—opportunity to succeed. A well-known example of this debate would be affirmative action in hiring and school admissions.

 

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