| Sumario: | The writers reveal the utility of multi-objective programming techniques as an aid in educational planning and the limitations to the attainment of any educational aim given the spatial distribution of existing disparities. A case study of Connecticut is employed to analyze 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 developed where the goal constraints are to reduce disparities in minority enrollments, grand-list/student ratios, student-teacher ratios, and overall enrollment. It is revealed that the traditional distance-minimizing or transportation-minimizing aims are in conflict with all other goals of equity and quality of educational opportunities. The geographic distribution of minority students and grand-list property values were also found to restrict the diminution of statewide disparities in these objectives.
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