| Abstract: | This paper demonstrates the utility of multi-objective programming techniques as an aid in educational planning and the limitations to the achievement of any educational objective given the spatial distribution of existing disparities. A case study of Connecticut is used to examine alternative scenarios for the implementation of interdistrict responses to a number of issues facing the state's public education system. A mixed-integer, goal programming model is formulated where the goal constraints are to minimize disparities in: (1) minority enrollments, (2) grand-list/student ratios, (3) student-teacher ratios, and (4) overall enrollment. Results show that the traditional distance-minimizing or transportation-minimizing objectives are in conflict with all other aims of equity and quality of educational opportunities. The geographic distribution of minority students and grand-list property values also limited the reduction of statewide disparities in these goals. |
