Equity as Determined by Locally Funded Teaching Positions in Tennessee Schools.

Great strides have been made in the methodology of determining the level of various types of equity. This has been especially timely as litigation and reform processes have continued to spread. Research in this area continues to provide much of the information base for reform plans. When the decision has been made to reform a system's financial structure and the companion decision to evaluate that reform is made, the key question becomes: which statistical tests must be computed that will adequately quantify the degree of equity and neutrality that is precipitated? The attention that school finance analysts gave to the statistical tests used to measure the degree to which a system meets either fiscal equity or fiscal neutrality was another important contribution during the 1970s. Berne (1978) presented a comprehensive analysis of the various tests of equality and neutrality. According to this analysis, there are a great