[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597990-105":59,"doc-detail-597990-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","equality-of-opportunity-and-equality-of-outcome-report-on-colemans-educational-research","Equality of Opportunity and Equality of Outcome - Report on Coleman’s Educational Research","","The article analyzes how Coleman and colleagues’ large-sample empirical findings on equality of educational opportunities influenced U.S. education policy and sparked extensive interpretation. It argues that the more decisive change was Coleman’s redefinition of equality of opportunity by shifting from equal starting points to equal educational outcomes. The core aim is to distinguish equality of opportunity from equality of outcomes and show that treating them as the same category makes Coleman’s interpretation of “equality of educational opportunity” incorrect.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equality-of-opportunity-and-equality-of-outcome-report-on-colemans-educational-research/597990/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equality-of-opportunity-and-equality-of-outcome-report-on-colemans-educational-research/597990.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did Coleman’s large-scale study show about educational achievement differences?","Question",{"text":112,"@type":113},"The study found that measurable differences between highly segregated white and black schools were surprisingly small, so these variables could not explain large achievement gaps. It also showed gaps were present at the beginning of education and widened by the end of elementary education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did Coleman redefine equality of educational opportunity?",{"text":117,"@type":113},"Coleman shifted the prevailing view of equality as equal starting points to a concept of equality of educational opportunities as equality of educational outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the article’s main argument about equality of opportunity and equality of outcomes?",{"text":121,"@type":113},"The article argues that equality of opportunity and equality of outcomes are two different types of equality, so the interpretation that Coleman’s redefinition keeps the concept correct is wrong.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597990,1792171604,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Equality of Opportunity and Equality of Outcome  \nZdenko Kodelja1  \n• The report on the findings of extensive empirical research on equality of educational opportunities carried out in the US on a very large sample of public schools by Coleman and his colleagues has had a major impact on education policy and has given rise to a large amount of research and various interpretations. However, as some interpreters have highlighted, even more important than the findings ofthe survey themselves has been Coleman’s redefinition of equality of opportunity, abandoning the then prevailing conception of equality of educational opportunities as equality of starting points and replacing it with the concept of equality of educational opportunities as equality of educational outcomes. The question is, therefore, whether equality of outcomes really is one of the two types of equality of opportunity. The purpose of the present article is to show that equality of opportunity and equality of outcomes are two different types of equality. If they are different, the interpretation that Coleman has redefined the concept of “equality of educational opportunity” turns out to be incorrect.  \nKeywords: equality of opportunity, equality of outcome, education, education policy, justice  \n1 Educational Research Institute, Slovenia; [zdenko.kodelja@guest.arnes.si](zdenko.kodelja@guest.arnes.si).  \nEnakost možnosti in enakost rezultatov  \nZdenko Kodelja  \n• Poročilo o ugotovitvah obsežne empirične raziskave o enakostiizobraževalnih možnosti, ki jo je v ZDA na zelo velikem vzorcu javnih šol izvedel Coleman s sodelavci, je imelo velik vpliv na šolsko politiko; sprožilo je številne nove raziskave in različne interpretacije. Toda šepomembnejša od samih ugotovitev raziskave je bila – kot poudarjajonekateri interpreti – Colemanova redefinicija enakosti možnosti, s kateronaj bi opustil dotakrat prevladujoče pojmovanje enakosti izobraževalnih možnosti kot enakosti izhodišč in ga nadomestil s pojmovanjem enakosti izobraževalnih možnosti kot enakostjo izobraževalnih rezultatov. Vprašanje pa je, ali je enakost rezultatov res ena izmed dveh zvrsti enakosti možnosti. Namen tega članka je pokazati, da sta enakost možnosti in enakost rezultatov dve različni vrsti enakosti. Če sta različni, je razlaga, da je Coleman redefiniral pojem »enakost izobraževalnih možnosti«, napačna.  \nKljučne besede: enakost možnosti, enakost rezultatov, izobraževanje,šolske politike, pravičnost  \nIntroduction  \nHalf a century ago, a famous report on the findings of extensive empirical research on equality of educational opportunities, carried out on a very large sample of public schools by James Coleman and his colleagues on the initiative of the educational authorities in the United States, was published (Coleman et al., 1966) .2 The results of the study were surprising, as they were contrary to the expectation that the main cause of unequal learning achievements of white and black children resided in the inequalities (financing, equipment, curriculum, etc.) between schools frequented by whites and schools in which blacks were educated. Given the fact that the measurable disparity between these highly racially segregated schools was surprisingly small, it was not possible to explain the large differences in the learning achievements of children using these variables. In addition, it was shown that these differences were already present at the beginning of education, and that they increased by the end of elementary education irrespective of the fact that there was no increase in the difference between the schools that the students attended,3 as well as the fact that the differences within individual schools were greater than the differences between schools.4 The differences in the educational achievements of  \nthe children studied – differences that were identified among both whites and blacks – were attributed in the survey primarily to differences in the material and educational status of their","cbCaijysBhcrAd5E","https://ap.wps.com/l/cbCaijysBhcrAd5E","pdf",142602,16,"English","# Introduction\n## Coleman’s findings and their policy impact\n## Redefinition of equality of opportunity\n## Purpose and thesis: two distinct types of equality","[{\"question\":\"What did Coleman’s large-scale study show about educational achievement differences?\",\"answer\":\"The study found that measurable differences between highly segregated white and black schools were surprisingly small, so these variables could not explain large achievement gaps. It also showed gaps were present at the beginning of education and widened by the end of elementary education.\"},{\"question\":\"How did Coleman redefine equality of educational opportunity?\",\"answer\":\"Coleman shifted the prevailing view of equality as equal starting points to a concept of equality of educational opportunities as equality of educational outcomes.\"},{\"question\":\"What is the article’s main argument about equality of opportunity and equality of outcomes?\",\"answer\":\"The article argues that equality of opportunity and equality of outcomes are two different types of equality, so the interpretation that Coleman’s redefinition keeps the concept correct is wrong.\"}]","Equality of Opportunity and Equality of Outcome - Report on Coleman’s Educational Research | PDF",1792086089]