Department of Education Conflict
B: ensure that the department definitively supports equity in our community
D: create a system for ensuring all of the children in our state have equal access and support in the public education system
A: ensure that our state's students are educated, healthy, and joyful lifelong learners who contribute positively to our community and global society
| D-D': | Assumption(s) | Injection(s) |
| of limited resources | If the state had unlimited resources for education, then the conflict could be supported indefinitely by fully funding both equity and excellence as separate entities. |
C: ensure that the system recognizes academic potential in all students and targets investments to foster these capacities to create competitive graduates
D': create a system that continually and rigorously improves the academic performance of all children in our state in relation to their peer group across the nation and the world
In order to ensure that our state's students are educated, healthy, and joyful lifelong learners who contribute positively to our community and global society we must ensure that the department definitively supports equity in our community and in order to ensure that the department definitively supports equity in our community we must create a system for ensuring all of the children in our state have equal access and support in the public education system. But, in order to ensure that our state's students are educated, healthy, and joyful lifelong learners who contribute positively to our community and global society we must also ensure that the system recognizes academic potential in all students and targets investments to foster these capacities to create competitive graduates and in order to ensure that the system recognizes academic potential in all students and targets investments to foster these capacities to create competitive graduates we must create a system that continually and rigorously improves the academic performance of all children in our state in relation to their peer group across the nation and the world. we can't both create a system for ensuring all of the children in our state have equal access and support in the public education system and create a system that continually and rigorously improves the academic performance of all children in our state in relation to their peer group across the nation and the world.
| Relation | Assumption(s) | Injection(s) |
| D-D' | of limited resources | If the state had unlimited resources for education, then the conflict could be supported indefinitely by fully funding both equity and excellence as separate entities. |
| B-D | the system needs to know where to funnel its resources to ensure equity | If state resources were focused down to the individual level in such a way that the individual participated in the application of said resources to their own educational goals, then equity would be ensured and the argument made moot |
| C-D' | our community wants to ensure that all of our children are given the best opportunity to compete in an increasingly global, competitive society | If our worst graduates are still better than the best graduates from other regions and nations, then our community would need not to create a system to ensure continuously improving academic performance |
| A-B | institutionalized inequalities open us up for civil rights lawsuits | If the learning capacities for all students are being maximized, then no perception of inequity could be identified/targeted |
| A-C | if our children cannot compete, then they will not be healthy or joyful and global society will recognize little value in their contributions | If the economies grow exponentially in such a way that there is more desirable work than workers to fill such positions, then the need to be competitive diminishes |