This book presents an overview of the different policy approaches to educational disadvantage and equity within the Australian public school system. It highlights two general trends: the shift toward school-based management and funding approaches increasingly directed toward reading and mathematics achievement. More specifically, the book: (1) provides an overview of current approaches to equity in Australian public schools in the context of Australia's federal structure; (2) discusses differing policy approaches, the underlying assumptions for such approaches, and reasons for changing approaches; and (3) offers two examples of good practices for addressing educational disadvantage and comments on how principles deriving from such practices may be integrated into broader policy and system frameworks. The book draws on research conducted in 1998 involving interviews with key national policymakers and five selected education authorities, together with an analysis of relevant documents from these authorities. It concludes that the most successful programs to foster equity steer away from extremes. The most important factor is involvement. Successful programs involve the community, teachers, and schools as active partners in reform and engage students intellectually and socially in the learning process. (WFA)