摘要：The right to education has been debated in the United States since the first public school system was created. While the most recent wave of litigation concerning educational rights has shifted the deliberation from traditional equity concerns to emphasize educational adequacy, efforts to recognize education as a fundamental right have met with mixed success. A key barrier has been an all or nothing approach to evaluating educational systems that fails to recognize the importance of some educational goods over others. The emergence of micro-level school finance data that traces the flow of educational resources to the classroom, and in some cases student level, has the potential to dramatically change how these cases are approached.
