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I <br />I <br />I <br />I <br />I <br />I <br />I <br />I <br />I <br />I <br />I <br /> <br />I <br />I <br />I <br />I <br />I <br />I <br /> <br />The taxpayers' arguments that the limitation <br />provision protected some taxpayers only at the <br />expense of others, that these other taxpayers <br />were not necessarily better able to pay higher <br />property taxes, and that continued inflation <br />perpetuated what were intended to be temporary <br />inequities, addressed the wisdom of the <br />legislature's program, not its <br />constitutionality. It has been made clear by <br />the United States Supreme Court that the wisdom <br />and social effects of such programs lie within <br />the responsibility of the legislatures, not the <br />courts . · . · <br /> <br />Id. at 918. The Court went on to quote the United States Supreme <br /> <br />Court: <br /> <br />Most laws classify, and many affect certain <br />groups unevenly, even though the law itself <br />treats them no differently from all other <br />members of the class described by the law. When <br />the basic classification is rationally based, <br />uneven effects upon particular groups within a <br />class are ordinarily of no constitutional <br />concern. [Citations omitted.] The calculus of <br />effects, the manner in which a particular law <br />reverberates in a society, is a legislative and <br />not a judicial responsibility. <br /> <br />Id. at 919 (quoting from Personnel Administrator of Massacusetts v. <br /> <br />Feeny, 442 U.S. 256, 271-72, 99 S. Ct. 2282, 2291 (1979) (emphasis <br />added)). <br /> <br />Thus, in the Huntsville City Board of Education case, the <br /> <br />statutory minimum level of Title I aid survived equal protection <br /> <br />attack because it was intended to prevent drastic and sudden <br /> <br />fluctuation in the funding available to particular.school districts, <br /> <br />despite the fact that as a result the amount of Title I aid <br /> <br />distributed would bear no precise relationship to the number of <br /> <br />educationally disadvantaged children within each school system. <br /> <br />-30- <br /> <br /> <br />