Empirics with Inequity Distribution for Elementary School Resource - Innovative Management in Information and Production - page 192

European Commission (EC), have endeavored to discover the condition of equity
in education ( European Group for Research on Equity in Education Systems 2005 ;
Field et al. 2007 ; OECD 2005 ).
Although there are a lot of theoretical and dispute articles on the educational
equity issues, we could hardly find out related empirical studies. The possible reason
for the condition might be the lack of concrete indicators and evaluation models.
So we need to propose an efficient index to get a clear measure for the distribution
of educational equity.
The purposes of the study are to discover the meaning of educational equity,
to establish a reasonable model for evaluation at school level, and to compare the
differences of educational equity among the target schools.

2 Literature Review

Education may have great impacts on humans adult life in terms of wealth, fitness,
and a better life. If people lack knowledge and skills for their job and health care,
they tend to spend more governmental budgets of social welfare ( Field et al. 2007 ).
Hence, how to improve educational quality and equity has become one of the critical
issues all over the world.
In the past decades, the educational authorities focus mainly on the equality of
educational chances and budgets. At present, most countries get rich and can afford
to provide pupils sufficient educational chances. However, the problems of equity in
education still exist. European Group for Research on Equity in Education Systems
( 2005 ) proclaims that equity is a more difficult concept to be defined than equality,
for it allows the existence of inequality. Traditionally, equality deals with the same
chance and resources for each person. The measures are dangerous for reproducing
the original inequality that blocks the chance of social flow.
Field et al. ( 2007 , p. 29) have indicated that equity in education consists of
fair and inclusion. Fairness that refers to personal and environmental factors,
such as gender, social status, and race, cannot be the obstacle against educational
achievement. Inclusion refers to an ideal belief that every student can obtain the
basic education.
In order to solve the problem of equity, Baker and Friedman-Nimz ( 2003 ) suggest
researcher ought to consider two vital points. (1) What special features need to be
treated differentiated? (2) How much resources should put in to reach the demand
of truly equity
Above all, educational equity is a complicated concept to be defined. To pursue
educational equity, we better design a suitable mode or method to evaluate the status
quo of equity in education. With a clear and concise understanding, we can therefore
suit the medicine to the illness of equity problems in education.