The Equity of School Finance Systems Over Time: The Value Judgments Inherent in Evaluation

Abstract

Numerous value judgments are embedded in the standards utilized to evaluate whether a school finance system has become more or less equitable over time. A four-component framework is proposed to high light these value judgments in equity standards. Data from twenty states are analyzed to demonstrate that alternative value judgments affect the measurement of a state's movement toward or away from equity. Implications for policymakers and administrators are discussed.