No Child Left Behind and the Every Student Succeeds Act have made accountability central to conversations about education policy. But neither statute articulates a clear vision of what constitutes “quality” or “equity” in education, nor do they include a mechanism to ensure that schools have sufficient resources to pursue that vision. For that, Bob Kim explains, we must turn to the courts. Kim discusses some of the court cases that have set out frameworks for determining whether schools are providing an adequate or equitable education and for providing the resources needed to do so.
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