Equity has become one of the hallmark issu es of our time in education policy. But equity is a politicizing word and an ambiguous one at best. Does equity mean that everyone must have the sam e outcome\, or simply that people have similar opportunities? Few would ag ree with the former definition\, but the policies that have been advanced in the name of equity often are anchored in the presupposition that differ ent outcomes are a result of injustice\, rather than different inputs. &nb sp\;
\nIn the new book\, &ldquo\;The Economics of Equity in K-12 Edu cation\,&rdquo\; we present recommendations about specific educational pol icy\, programming\, and systemic changes from the scientific literature th at have been proven to increase the overall life chances of American stude nts. The book's aim is to bring the vast amount of empirical research that has been done in the area of education policy\, and the economics of educ ation\, to light in a more accessible format so that state policymakers ca n review and apply best practices when navigating their duties and communi ty engagement. \;
\nConversations of educational equity must con sider how students accumulate skills and cultivate their abilities&mdash\; also known as &ldquo\;human capital&rdquo\;&mdash\; in hopes to return hum an capital development to be the top priority for our K 12 System. Absent these evidence-based priorities from the K-12 System debate\, the recent i dealistic proposals (Diversity\, Equity\, Inclusion) may treat a symptom w ithout addressing the root cause\, making them ineffective at best and cou nterproductive at worst. The proposals in this book are essential to state and local governments\, educational leaders\, and anyone interested in ma king the top priority of the American education system\, preparing our stu dents with the necessary skills to participate\, flourish\, and grow in th e future American Economy. \;
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