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Working File
February 25, 1982

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Case Files, Sheff v. O'Neill Hardbacks. Memo from Tegeler to File Re: Definitions of "Minimally Adequate Education" and "Edqual Educational Opportunity", 1992. c57b3a86-a346-f011-877a-002248226c06. LDF Archives, Thurgood Marshall Institute. https://ldfrecollection.org/archives/archives-search/archives-item/eb53726f-3454-4136-b29b-b899abc5f176/memo-from-tegeler-to-file-re-definitions-of-minimally-adequate-education-and-edqual-educational-opportunity. Accessed August 19, 2025.
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TO: Sheff File FROM: Philip Tegeler RE: Definitions of "Minimally Adequate Education" and "Equal Educational Opportunity" DATE: September 28, 1992/Revised December 21, 1992 MINIMALLY ADEQUATE EDUCATION Gary Natriello’s definition: "An education that gives child a chance of leading a successful adult life." Leading indicators include percentage of children who do not complete high school; percentage of children who do not complete high school in four years; percentage of children scoring below remedial level on mastery tests. Abbott v. Burke (New Jersey): "Disadvantaged children will not be able to compete in, and contribute to, the society entered by the relatively advantaged children," 100 N.J. ; 296, 495 A.2d 376 ) (Abbott I). Robinson v. Cahill (New Jersey): "Thorough and efficient" education is one that will "equip a child for his role as a citizen and as a competitor in the labor market," 62 N.J. 515, 303 A.24 273° ¢( ¥ "A Jeffersonian Compact" (National Conference of Governors, September, 1989): Minimally adequate education definable in terms of "the knowledge and skills required in an economy in which our citizens must be able to think for a living." Connecticut Common Core of Learning (adopted January 7, 1989): Adopted by the state Board of Education as its definition of the "standard of an educated citizen and its policy on the skills, knowledge and attitudes that are expected of Connecticut’s public secondary school graduates." Rose v. Council for Better Education (Kentucky): [A]n efficient system of education must have as its goal to provide each and every child with at least the seven following capacities: (i) sufficient oral and written communication skills to enable students to function in a complex and rapidly changing civilization; (ii) sufficient knowledge of economic, social, and political systems to enable the student to make informed choices; * $ » (iii) sufficient understanding of governmental processes to enable the student to understand the issues that affect his or her community, state, and nation; (iv) sufficient self-knowledge and knowledge of his or her mental and physical wellness; (Vv) sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage; (vi) sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently; and (vii) sufficient levels of academic or vocational skills to enable public school students to compete favorably with their counterparts in surrounding states, in academics or in the job market. _ ..Xy ___ (Ky. 1989) EQUAL, EDUCATIONAL OPPORTUNITY Guidelines for Equal Educational Opportunity (Adopted October 3, 1984): Equal educational opportunity is the right of every Connecticut child to be provided with the educational experiences necessary to ensure that his or her intellectual ability and special talents are developed to the fullest. While equal educational opportunity is a dynamic concept, certain elements emerge as critically important to schools and students. Access to educational opportunities, staff and material resources, program offerings, assessment of student outcomes, remedial education and funding are major elements of equal educational opportunity, elements that must interact in systematic ways. In a broad sense, progress in achieving equal educational opportunity can be measured by the reduction of inter-district, intra-district and inter-pupil disparities in educational opportunities as defined by these six elements. Equity in this sense does not mean an equal distribution of resources; rather, it implies that those who need more must receive more. No group of students will demonstrate systematically different achievement based upon the differences -- such as residence or race or sex -- that its members brought with them when they entered school. To that end, the concept of access must encompass the importance of providing a broad range of services to meet a broad range of needs. Access is an issue that goes beyond local school district boundaries to the region and, in some instances, the state as a whole. State Board of Education Policy Statement on Equal Educational Opportunity (May 7, 1986)‘: "Equal educational opportunity" means student access to a level and quality of programs and experiences which provide each child with the means to achieve a commonly defined standard of an educated citizen. This goal will require resource allocations based upon individual student needs and sufficient resources to provide each child with opportunities for developing his or her intellectual abilities and special talents to the fullest. Evidence of equal educational opportunity is the participation of each student in programs appropriate to his or her needs and the achievement by each of the state’s student sub-populations (as defined by such factors as wealth, race, sex or residence) of educational outcomes at least equal to that of the state’s student population as a whole.... Governor's Commission Report (December, 1990): "A 'Quality and Integrated Education’ should expose students to an integrated student body and faculty and a curriculum that reflects the heritage of many cultures. It should also provide all students with equal opportunities to learn and to achieve equal educational outcomes." IMPORTANCE OF INTEGRATION State Board of Education Policy Statement, May 7, 1986: "The State Board supports racial integration in Connecticut’s schools and also recognizes the benefits of residential and economic integration in our state, as important to the quality of education and personal growth for all students in Connecticut." 1 1986 Statement repeats much of 1984 "Guidelines." Local Policies on Racial Isolation in the Public Schools, September 1967. Quality education is affected in communities where "there are no Negro children in the school or community or where the white pupils are isolated." "Isolation and lack of exposure to the mainstream of American society make it especially difficult for these children to achieve their full educational potential."