Memo from Tegeler to File Re: Definitions of "Minimally Adequate Education" and "Equal Educational Opportunity"

    » 
DRAFT 

Sheff File 

Philip Tegeler 

Definitions of "Minimally Adequate Education" and "Equal 
Educational Opportunity" 

DATE: September 28, 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. | 

  

Abbot v. Burke Definitions: "Disadvantaged children will 
not be able to compete in, and contribute to, the society entered 
by the relatively advantaged children," 100 N.J. at 296, 495 A.2d 
376 (Abbot I). 

  

Robinson v. Cahill: "Thorough and efficient" education that 
will "equip a child for his role as a citizen and as a 
competitor in the labor market,” 62 N.J. at 515 (303 A.2d 273), 

  

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. 

Policy Guidelines to May 7, 1986 statement: 
  

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. 

 



  

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. 

Policy Guidelines to May 7, 1986 statement: 

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. 

 



  

Common Core of Learning (adopted January 7, 1989): 
  

"Standard of an educated citizen and...skills, 
knowledge and attitudes that are expected of 
Connecticut’s public secondary school graduates." 

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."