本文試圖從近年來英、美兩國的教育市場化趨勢中，分析其所對應的教育公平意義與內涵。在教育市場化的意義方面，經由對英、美兩國近10年來學校民營化的分析，指出學校教育在績效導向下可能的發展方向；在理論分析視角，則以不同學派對於教育角色的期望，及其對教育市場化的理解角度出發，說明教育市場化與教育公平之間的辯證關係。 教育市場化的觀點以及教育民營化的過程，都迫使我們必須再次思考教育的本質為何？教育的目的又是什麼？即便持不同想法或意識型態的人對此有其不同之見解，但可以確定的是，教育在朝市場化的發展方向後，的確已產生一定的質變與量變，從受教的可近性、受教的過程到受教的結果，無一不受此影響。以教育學者長期關注的公平性角度來看，教育公平所重視的資源分配概念在教育市場化與民營化的過程裡，即已產生許多值得重新思考的議題，本文即是基於此出發點，進行相關的探究。

This paper aims to clarify the recent school reforms in U.S.A. and U.K., and the sequences related to the issues of educational equity. To explore the meaning of educational marketization, the dominant value happened in recent years, reforms toward privatizing schools in the U. S. and England have been examined and analyzed and will indicate the possible directions of schooling influenced by the accountability oriented policy making. On the theoretical side, different theories have been adopted to analyze the concepts of the educational equity. The dialectics between educational marketization and equity will have a further demonstration. We are all forced to rethink the nature and purpose of modernized schooling when it comes to various of privatizations. The results might depend on the ideology that one holds, somehow one thing is for sure, that is, ways of schooling have been changed both in quantitative and qualitative, in terms of access, process, and results. Since schooling’s nature is turning out as a different dimension, the exploring of educational equity by this paper may gain a creative meaning and reflection.