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

    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; 

 



  

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(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."