in order for a just distribution of educational resources to exist, each child in K-12 education must, as far as possible, attain some “threshold” (Gutmann, 1987) of educational benefit. Such a view is non-consequentialist insofar as it requires distributing educational resources (at least up to the threshold) on the basis of the criterion of need as opposed to criteria such as merit or talent (which are often associated with utilitarian distributional schemes).
