결과 형평성 제고에 있어 과정적 자원들의 중요성: 미국 교육종단연구 2002의 실증분석

Abstract

The purpose of this study is to analyze and to synthesize adequacy and equity of educational resources, including throughput (process) resources, and educational outcomes as an equity object, and then finally to explore the relationship between the provided input/throughput resource equity (or adequacy) and the realized educational outcome equity. This study utilized Berne and Stiefels equity framework and the successful school approach for estimating the cost of adequacy. The synthetic results of adequacy and equity analyses suggest the following conclusions. First, the guarantee of throughput resource equity is important to improve outcome equity. This study indicates that the cost of adequacy itself ($7,322 as of 2002) as a representative input resource or the amount above per pupil expenditures provided to the U.S. public high schools is not enough to secure the improvement of school performances. Second, the horizontal inequity of throughput resources affects their vertical inequity. Third, even though this study confirms the effects of the SES factor on resource and outcome inequity as illustrated in previous literature, this study has the potential to support the position that guaranteeing the cost of adequacy is meaningful to improve schools nonacademic performance (e.g., reducing school disorder). Finally, this study suggests that greater effort should be made and more effective strategies for improving throughput resource inequity should be implemented in targeting outcome equity for special-needs students compared to no special-needs students.