UC Merced

There are two ways, broadly speaking, that one might conceive of meritocratic education. On a standard, ‘narrow’ conception, a meritocratic approach to education is one which distributes certain educational goods and opportunities according to merit. On a second, ‘broader’ conception, however, meritocratic education is an educational system suited to a commitment to meritocracy – where ‘meritocracy’ refers to a particular conception of distributive justice. In this article, I argue that these two conceptions are incompatible with each other, and so the standard ‘narrow’ conception of meritocratic education is, in fact, incompatible with a commitment to meritocracy, at least given the typical way of understanding meritocracy. Of particular importance is that while meritocracy, as a view of distributive justice, requires a commitment to equality of opportunity principles, the narrowly meritocratic conception of education does not. The reason has to do with differences in the underlying justifications of the merit-based principles in each: Meritocracy appeals to moral desert, while the educational desert that is grounded by one’s merits is best thought of as a kind of institutional desert. Thus, I will argue, while meritocracy (and so the broad conception of meritocratic education) is constrained by a fair equality of opportunity requirement, narrowly meritocratic education is not. Recognizing the relationships between meritocracy, meritocratic education, and equality of opportunity, I argue, sheds considerable light on disagreements in the debate over equality of opportunity in education.