Through historical analysis, we can define educational equity in this way: the so-called educational equity refers to the rational norms or principles on which the state allocates educational resources. "Reasonable" here refers to the unified allocation of educational resources from the dialectical relationship between the overall development and stability of society and the individual development needs of social members.

Three levels of educational equity

(1) Ensure that everyone enjoys equal rights and obligations to education;

(2) Providing educational opportunities and conditions in relatively equal;

(3) Educational success opportunities and educational effects are relatively equal, that is, after receiving the same level of education, every student can reach a most basic standard, including substantive fairness in students' academic achievements, fairness in education quality and equality at the goal level.

Among them, "ensuring everyone has the opportunity to receive education" is the premise and foundation, "providing education opportunities and conditions in relatively equal" is the further requirement, and it is also the premise of "educational success opportunity" and "educational effect relatively equal". Generally, these three levels can be summarized as: starting point fairness, process fairness and result fairness.