Adequacy, Equity & Equality in Education

Addressing these three terms in education can often be extremely difficult due to the many different components involved in developing and sustaining successful learning environments and institutions. Adequacy can be viewed in terms of "what resources are adequate to make [individual competency] a possibility for every child?" (Shilling & Tomal, 2013, p.4). Considering this definition of adequacy, it can be determined that each and every school has a right to be provided necessary resources which can promote and provide educational opportunities for every learner. The primary obstacle then becomes what is considered "adequate" for each school and what is considered adequate for learners in those schools? 

Answering this question requires one to consider the terms equity and equality in order to come to a clearer understanding about ways in which adequacy can be determined. "Generally, equity refers to the parity of educational opportunity" (Shilling & Tomal, 2013, p.4). Defining educational equity as such requires one to also consider the fact that "equity is not just about a student's statistical performance; rather, it is about the life and actualized potential of the child" (Linton and Davis, 2013, p.24). Equality then can be considered as "a basis for defining educational opportunity" (Shilling & Tomal, 2013, p.5). As we consider the lives and actualized potential of all learners through the lens of educational opportunity, we begin to see where adequacy, equity, and equality come to play in education. 

Consider one of the very first schools I worked in as I began my teaching career. The school was highly diverse and consisted of a large English Language Learner population. It was funded just like any other public school through a process based on the number of students in the school. There was a per-pupil amount designated and the school received funding based on the number of enrolled students. Some additional funding was provided through Title I and other programs to support the school. The funding and resources provided for the school were clearly not sufficient as the school consistently underperformed and struggled to attract, retain, and grow talented educators. 

Thinking about adequacy, equity, and equality using the definitions above would have greatly supported this school in achieving higher levels of success. The school clearly didn't receive adequate support based on an equitable lens to be able to provide all learners equal access to educational opportunities. Focusing on the lives and actualized potential of all learners rather than simply statistical performance, we approach support structures with greater understandings of how adequate opportunities can be provided through equitable processes resulting in equal opportunities. 

Simply focusing on an "adequate education" in terms of resources is never enough for any learner as it doesn't involve providing equitable access to educational opportunities centered on the life and actualized potential of the learner. To provide adequate education for anyone, we must consider the potential of all individuals and the supports they need to achieve their full potential and individual competencies in every learning environment. Providing the necessary resources, structures and supports to any child in their lives will, in turn increase equitable access to learning regardless of the circumstances and thus increase the equality of educational opportunities for all. 

References:

Linton, C., & Davis, B. M. (2013). Equity 101: Culture. Thousand Oaks, CA: Corwin.

Shilling, C., & Tomal, D. (2013). Resource Management For School Administrators: Optimizing 

            Fiscal, Facility, and Human Resources. Lanham, MA: Rowman & Littlefield.