This paper analyzes the distribution of resources and performance across 840 New York City elementary and middle schools. It presents empirical evidence on input and output of equity of expenditures, teacher resources, and academic achievement. Historically, researchers have studied interdistrict distributions, but given the large number of pupils and schools within many urban districts, it is important to learn about intradistrict distributions as well. The empirical work is built on a framework of horizontal, vertical, and equal opportunity equity. Data come from three sources published by the New York City Board of Education: "School Based Expenditure Reports, Fiscal Year 1997-98; Annual School Reports, 1997-98; and CTB Reading Tests By Quartile. Results show that: horizontal equity distributions are more disparate than what would be expected relative to results of other studies; vertical equity is lacking, especially in elementary schools; and equality of opportunity is at best neutral but more often absent. Middle schools exhibit more equity than elementary schools. (Contains 25 references.) (SM)