Education equity needs to be reconceptualized and merged with both the
conditions of children and a broader concept of children's services t
han schooling. Differences in spending on children's programs and serv
ices are rarely analyzed, however, even though they are crucial determ
inants of child outcomes. National goals such as readiness to learn pr
ovide a stimulus for this broader definition of children's finance and
equity. This article is designed to begin a discussion of an expanded
definition of educational equity that includes out-of-school variable
s and services.