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John Roemer points out that there are two views of equality of opportunity that are widely held today. The first, which he calls the nondiscrimination principle, states that in the competition for positions in society, individuals should be judged only on attributes relevant to the performance of the duties of the position in question. Attributes such as race or sex should not be taken into account. The second states that society should do what it can to level the playing field among persons who compete for positions, especially during their formative years, so that all those who have the relevant potential attributes can be considered. Common to both positions is that at some point the principle of equal opportunity holds individuals accountable for achievements of particular objectives, whether they be education, employment, health, or income. Roemer argues that there is consequently a "before" and an "after" in the notion of equality of opportunity: before the competition starts, opportunities must be equalized, by social intervention if need be; but after it begins, individuals are on their own. The different views of equal opportunity should be judged according to where they place the starting gate which separates "before" from "after." Roemer works out in a precise way how to determine the location of the starting gate in the different views.

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Many believe that equality of opportunity will be achieved when the prospects of children no longer depend upon the wealth and education of their parents. The institution through which the link between child and parental prospects may be weakened is public education. Many also believe that democracy is the political institution that will bring about justice. This study, first published in 2006, asks whether democracy, modeled as competition between political parties that represent different interests in the polity, will result in educational funding policies that will, at least eventually, produce citizens who have equal capacities (human capital), thus breaking the link between family background and child prospects. In other words, will democracy engender, through the educational finance policies it produces, a state of equal opportunity in the long run?

Income --- Quantitative methods (economics) --- #SBIB:303H13 --- #SBIB:303H66 --- #SBIB:324H60 --- 321.7 --- 37 --- 330.56 --- Methoden en technieken: politieke wetenschappen --- Econometrie --- Politieke socialisatie --- Democratie. Plurale samenleving. Pluralisme. Democratische pluraliteit--(moderne democratie politieke stelsels) --- Opvoeding en onderwijs --(algemeen) --- Nationaal inkomen. Volksinkomen. Gezinsinkomen. Vermogensstratificatie. Particuliere inkomens en bestedingen. Armoede. Honger --- 330.56 Nationaal inkomen. Volksinkomen. Gezinsinkomen. Vermogensstratificatie. Particuliere inkomens en bestedingen. Armoede. Honger --- 37 Opvoeding en onderwijs --(algemeen) --- 321.7 Democratie. Plurale samenleving. Pluralisme. Democratische pluraliteit--(moderne democratie politieke stelsels) --- Democracy and education --- Democracy --- Educational equalization --- Education --- Equality --- Government aid to education --- Human capital --- Social choice --- Educational inequality --- Equal education --- Equal educational opportunity --- Equalization, Educational --- Affirmative action programs in education --- Education and democracy --- Choice, Social --- Collective choice --- Public choice --- Choice (Psychology) --- Social psychology --- Welfare economics --- Human assets --- Human beings --- Human resources --- Capital --- Labor supply --- State aid to education --- Egalitarianism --- Inequality --- Social equality --- Social inequality --- Political science --- Sociology --- Liberty --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Economic aspects --- Econometric models --- Political aspects&delete& --- Aims and objectives --- Economic value --- Government aid --- Finance --- Political aspects --- Educational equality --- Educational equity --- Equality of education --- Equity, Educational --- Inequality, Educational --- Opportunity, Equal educational --- 37 Education --- Business, Economy and Management --- Economics --- Education - Political aspects - Econometric models --- Democracy - Economic aspects --- Educational equalization - Econometric models --- Social choice - Econometric models --- Human capital - Econometric models --- Government aid to education - Econometric models --- Equality - Econometric models --- Democracy and education. --- Econometric models. --- Economic aspects.

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