摘要：在当前我国教育改革和发展的关键时期，基础教育公平成为社会对教育提出的迫切要求和巨大挑战。教育政策，是由教育问题产生，又为解决教育问题而制定的，关于教育事务的准则。教育公平政策与一个国家的政治经济制度和法律体系存在着广泛而复杂的联系，因而教育公平的社会实践复杂而艰巨。如何解决我国基础教育中的不平等，建立、健全与我国社会主义市场经济体制相一致的基础教育公平政策，是我国基础教育改革发展亟待解决的问题。借鉴发达国家的先进经验，取长补短，是教育发展之必需。因此，本文以包括黑人、少数民族、低收入家庭学生、残障群体等基础教育弱势群体为研究对象，对战后他们的基础教育不平等状况以及美国政府为追求基础教育公平实现采取的政策和努力进行探究，运用文献分析法和比较法分析并总结其先进经验和仍存问题，以期为我国解决基础教育领域类似的问题提供参考。

本文主要分为四个部分:

第一部分结合二战后美国社会的变化及二战后美国基础教育不公平的状况和民权运动的推动以及多元文化教育思想、美国对教育机会均等和教育质量提高理念的追求，分析美国制定基础教育公平政策的背景。

第二部分主要是从“美国基础教育公平政策的内容及其实施”角度，按照保障入学机会均等、促进教育过程公平和追求教育结果公平的目标逐一呈现了美国二战以来的基础教育公平资助政策与法规的内容和实施情况，以及政策的实施成效。

第三部分主要是从“美国基础教育公平政策的特点与不足”角度，总结分析了美国二战以来追求基础教育公平的政策特点与问题。其中特点表现为：有完备的立法和充足的资金为保障；政策的持续性和广泛的政治参与性；从形式公平走向实质公平；重视体制创新四个方面。其问题表现在：政策本身尚不完善；种族主义根深蒂固阻碍政策的实施以及基础教育资源配置不合理三个方面。

第四部分主要是从“美国基础教育公平政策的启示”角度，综合考虑美国实施基础教育公平政策的特点与不足，并结合我国基础教育不公平的现象和政策实施的特点，阐明了美国基础教育公平政策对我国的启示，即明确政府责任，树立公平优先理念；完善教育立法机制，建立弱势群体补偿的政策机制；加大教育投入、优化投资结构；推动教育多元化发展、追求教育结果平等四个方面。

关键词：基础教育；教育公平；教育政策

Abstract: In the current critical period of China's education reform and development, basic education fair become an urgent requirement raised by the community for education and great challenges. Education policy, is generated by education, but also to solve educational problems and formulated guidelines on educational matters. Fair policy education and political and economic system of a country's legal system and there is an extensive and complex linkages, thus fair social practice education complex and arduous. How to solve the inequality of basic education, establish and improve the socialist market economic system and China on the basis of fair and consistent policy of education, basic education reform and development of China's problems to be solved. Learn from the advanced experience of developed countries, learn from each other, are necessary for the development of education. Therefore, this article includes blacks, minorities, low-income students, disabled groups and other vulnerable groups to basic education for the study on the basis of their educational inequality in the post-war situation and the U.S. government is pursuing to achieve basic education fair adopt policies and efforts explore the use of literature analysis and comparative law analysis and summary of its advanced and still experience problems, in order to provide a reference for solving similar problems in the field of basic education.

This paper is divided into four parts:

The first part of the combination to promote multicultural education and ideological changes in American society after World War II and the United States after World War II unfair situation of basic education and the civil rights movement in the United States for equality of opportunity and the pursuit of ideas to improve the quality of education, analyzes the development of basic education in the U.S. equity policy background.

The second part is from the "content of basic education in the U.S. equity policy and its implementation," angle, according to guarantee equal opportunities for admission, and promote equitable educational process and the pursuit of educational equity goals one by one showing the results of the United States since World War II equitable basic education funding policy and the content and implementation of the regulations and the implementation of effective policies.

The third part is from the "characteristics and lack of basic education in the United States a fair policy," angle, summarizes and analyzes the basic education in the United States to pursue a policy characterized by fairness and problems since World War II. Which characteristics are as follows: There is a comprehensive legislation and adequate funding for security; sustainable and broad political participation policies; from formal to substantive fairness fair; emphasis on four aspects of institutional innovation. Its performance issues: the policy itself is not perfect; implementation and resources for basic education ingrained racism irrational allocation policies hinder three aspects.

The fourth part is from the "Revelation of American Basic Education fair policy," point of view, considering the characteristics of the United States to implement policies and lack of basic education equity, combined with China's basic education inequities and policy implementation features, illustrates the basic education in the United States Equity Policy Implications for China, namely a clear government responsibility, and establish a fair idea of ​​priority; legislative mechanisms to improve education, the establishment of policy mechanisms to compensate vulnerable groups; increase investment in education, optimize investment structure; promote diversified development of education, the pursuit of equality of educational outcomes of four aspects.

Keywords: basic education; education fair; education policy

(孔艳静 2008级比较教育国别教育专业广西师范大学硕士学位论文)