OPPORTUNITY TO LEARN AND CONCEPTIONS OF EDUCATIONAL-EQUALITY

Focusing on the equity aspect of proposals for making opportunity-to-l earn standards integral to an accountability system, this article disc usses conceptual issues surrounding determination of equal educational opportunity and explores ways that these issues manifest themselves i n empirical formulations of opportunity to learn (OTL). Using two data bases, OTL measures are developed according to three alternative conce ptions of equality-the Libertarian, Liberal, and Democratic Liberal co nceptions-and the influence of these conceptions on the information pr ovided is compared. This examination shows the intimate relation betwe en values on equality and measures of equality and brings these issues to the fore for discussion by educators and policymakers.