This paper describes the Canadian systems for resource reallocation and how these systems affect public education. It identifies three tests for the adequacy of educational support and its distribution: (1) Do elite private schools provide significantly better education than public schools? (2) Does poverty at the personal, community, or provincial level significantly deprive citizens of educational services, or force them to endure inferior services? (3) Does the cost of a special educational service required by an individual or group determine if or where it will be available? Historical, sociological, legal, and economic data are reviewed in relation to each of these questions. Private schooling, special education, language rights, and religious minorities are then reviewed in turn as justifications of particular funding programs. An international context for both the levels and the distribution system is provided. A bibliography is included. (Author/TE)