The following is a list of research articles and books offering strategies for achieving equity in education: Becerra, Ana. (2000). Constructivist Listening in the Classroom. Center for Educational Change in Mathematics and Science: Santa Barbara, CA. There is a need to create a supportive classroom environment in which students are allowed to express themselves; to listen to and be heard by others. With an explanation and focus on Dyads, and mention of Support Groups and Personal Exchange Panels, a model for contructivist listening is provided in which students may communicate in a safe space. As a paired Dyad, students have the opportunity to listen to and share ideas and feelings with classmates in an otherwise overcrowded classroom where individual attention from the teacher is hard to receive. Descriptions, guidelines, technique and recommendations are provided to institute constructivist listening in the classroom. Bigelow, Bill, Linda Christensen, Stan Karp, Barbara Miner, and Bob Peterson, Eds. (1994). Rethinking Our Classrooms: Teaching for Equity and Justice. Milwaukee, WI: Rethinking Schools. To order call: 1-800-669-4192. Filled with ideas for transforming the curriculum, this volume helps educators infuse their teaching with tools for social justice and equity. Contributing writers come from a wide range of backgrounds and span several subject areas, including history, mathematics, literature, and social studies. Students will learn to be critical thinkers who look at the world around them from a position of questioning and activism. Borree, Judy, Melissa Keyes, and Cindy Vaughn. (1999). Educating All Our Children: A Resource and Planning Guide. Wisconsin: Wisconsin Department of Public Instruction, CESA 2, and Keyes Consulting, Inc. To order call: 608-232-7099. "It is time to focus attention on improving the system to meet individual needs, without blaming the system, or its clients, or those who operate it." This quote from Educating All Our Children speaks to the main premise of the manual, which is to provide staff developers, teachers, and administrators with a comprehensive process geared towards improving educational equity. The five phases of this process are intended to be done sequentially, and include: Team and Vision Development; Taking Stock of the Target System; Focusing and Planning the Dream; Expanding Partnerships and Implementing the Plan; and Maintaining Change or Revising the Plan. Byrnes, Deborah and Gary Kiger, Eds. (1996). Common Bonds: Anti-Bias Teaching in a Diverse Society. Wheaton, MD: Association for Childhood Education International. Recognizing the increasing diversity in American classrooms, the authors in this book look at ways to make the classroom supportive for all students. Their goal is help teachers create an environment in which differences are celebrated while also strengthening a common set of norms among students. Chapters cover diversity relating to race/ethnicity, religion, ability differences, economic inequality, language, and gender. Each chapter provides an overview of the key issue, suggestions on how to work with students, and a case study describing a teacher's practices. Campbell, Patricia. (1992). Encouraging Girls in Math and Science Series. Washington, D.C.: U.S. Department of Education. This set of four pamphlets aims to give school administrators, teachers, and universities the tools for evaluating their classrooms and institutions for gender equity. With a particular focus on math, science, and technology, the tips covered in these pamphlets include: using more hands-on materials in classrooms; giving girls their fair share of time and attention; debunking stereotypes students may hold about who is and isn't a mathematician; and ways for parents to help make math and science more fun and engaging for their daughters. The titles from this series are: "Math, Science, and Your Daughter: What Can Parents Do?"; Working Together, Making Changes"; "Nothing Can Stop Us Now"; and "What Works and What Doesn't?". Campbell, Patricia. (1991). "Girls and Math: Enough is Known for Action." WEEA Publishing Center Digest, June. Campbell covers topics such as a "math gene," gender differences in course-taking patterns at the secondary level, barriers to girls' entry into math-related careers, and the importance of intervening during key decision-making times in a girls' life (eighth and ninth grades). Campbell, Patricia and Jennifer Storo. (1994). Making it Happen: Pizza Parties, Chemistry Goddesses and Other Strategies that Work for Girls and Others. Washington, D.C.: U.S. Department of Education. Available at: http://www.campbell-kibler.com/ This booklet highlights three areas as starting points for improving the quality of education for girls in math and science - classroom climate, classroom interaction, and academic success. Advice on how to make a welcoming classroom climate includes constructing a policy about student "put downs" and watching one's own actions. Improving classroom interaction focuses on ways to encourage all students (and girls in particular) to speak up in class - provide feedback on each answer, monitor who receives teacher attention, and watch non-verbal as well as verbal messages. Making some activities fun and unusual, using multiple modes of instruction, and assuming students have a math and science future are all pointed to as ways to increase academic success. Campbell, P. and K. Steinbrueck. (1996).Striving For Gender Equity: National Programs to Increase Student Engagement With Math and Science. Washington, D.C.: American Association for the Advancement of Science. Ten programs designed to encourage girls in math science are highlighted in this pamphlet. All of the programs are national in scope and offer research and evaluation studies on their impact. The highlighted programs are: EQUALS, Expanding Your Horizons in Science and Mathematics, FAMILY MATH, Family Science, Family Tools and Technology, GESA, Science Partnership for Girls, Operation SMART, and Playtime in Science. Campbell, Patricia and Jennifer Storo. (1994). Whose Responsibility Is It? Making Coeducation Work In Math and Science: The Administrator's Role. Washington, D.C.: U.S. Department of Education. Available at: http://www.campbell-kibler.com/ This guide begins with an assessment tool for administrators to use that uncovers where there are inequities in their schools. Pointing to scheduling as one of the main reasons girls don't take advanced math courses, the author encourages administrators to shift how they block advanced courses. School climate remains another important factor, with tools such as defining an equitable school climate and rewarding teachers for equitable classroom practices. Carter, Samuel Casey. (2000). No Excuses: Lessons from 21 High-Performing, High-Poverty Schools. Washington, D.C.: The Heritage Foundation. Available at: http://www.noexcuses.org/lessons Termed "No Excuses schools", the schools profiled in this book refuse to make poverty an excuse for academic failure. In addition to providing detailed profiles of each of the 21 schools, the book also outlines seven common traits found at each of the institutions. These traits are principal autonomy, using measurable goals to establish a culture of achievement, master teachers, rigorous and regular testing, achievement as the key to discipline, working actively with parents, and hard work and effort. Clewell, Beatriz Chu, Bernice Taylor Anderson, and Margaret E. Thorpe. (1992). Breaking the Barriers: Helping Female and Minority Students Succeed in Mathematics and Science. San Francisco: Jossey-Bass Publishers. Intended to serve as a handbook for educators, teachers, and policy makers, this book focuses on how to provide more effective educational services to minority and female students. The four sections - Promoting Participation in Mathematics and Science; Effective Intervention Strategies; Intervention Models; and Guidelines for Successful Implementation - outline the contemporary barriers to female and minority involvement in math and science, and suggest action plans designed to reduce educational disparities. An extensive list of case studies at the end of the book spotlights some of the successful programs nationwide. Downie, Diane, Twila Slesnick, and Jean Kerr Stenmark. Math for Girls and Other Problem Solvers. Berkley, CA: EQUALS Publications. To order call: 1-800-897-5036. Through hands-on math and science activities girls are invited to see math as creative, fun, and interesting. Activities such as origami, geoblocks, horseshoe games, and spatial creatures challenges are designed to dispel the myth that math is scary or boring. With a focus on five math strands - logic strategies, breaking set, creative thinking, spatial visualization, and careers - these activities can be used with students at the elementary and secondary levels. Durost, R.A. (1996). "Single Sex Mathematics Classes: What and For Whom? One School's Experiences." NASSP Bulletin, Vol. 80 (No. 577) 27-31. Responding to girls' lower scores on the Maine Educational Assessment test, Presque Isle High School educators established an all-girls Algebra I course. After a pilot test of the class with a group of randomly selected girls, test scores revealed marked improvements in the girls' scores. Other positive outcomes from the class include a higher percentage of girls later enrolling in mathematics classes, increased self-confidence, and more girls considering a math-related career. The course is now an elective and is open to boys as well as girls (although no boys had enrolled in the course when the article was printed). Education Trust. (1999). Dispelling the Myth: High Poverty Schools Exceeding Expectations. Washington, DC: Author. Available at: http://www.edtrust.org/main/reports.asp Title 1 was made into law in 1994 by the U.S, Congress with the intent to provide high poverty schools with low-achieving students with the necessary aide to equalize academic achievements throughout the nation. Evaluating schools with a poverty level of over 50% that were identified by their state as top scoring and/or most improved, Education Trust observed common strategies used to increase achievement: (1) State standards were used to design curriculum and instruction, assess student work, and evaluate teachers. (2) Instructional time in reading and math increased in order to reach standards. (3) A larger portion of funds was devoted to support professional development focused on changing instructional practice. (4) Comprehensive systems were implemented to monitor individual student progress and provided extra support to students as needed. (5) Focused efforts to involve parents in helping students meet standards were begun. (6) State or district accountability systems that have real consequences were in place for adults in the schools. Fashola, Olatokunbo, Robert Slavin, Margarita Calderón, and Richard Durán. Effective Programs for Latino Students in Elementary and Middle Schools. Available at: http://www.csos.jhu.edu/crespar/Reports/report11entire.htm The lower average academic achievement and higher dropout rates of Latino students (as compared to non-Latino White students) prompted this study, which looks at elementary and middle school programs that have proven successful at engaging Latino students. The successful mathematics programs profiled include: Comprehensive School Mathematics Program (CSMP), Cognitively Guided Instruction (CGI), Project SEED, Skills Reinforcement Project, and Maneuvers With Mathematics. Many of these programs emphasize problem solving, real-life contexts for mathematical tasks, and conceptual thinking. Franklin, Margaret.(Research and Planning Center, University of Nevada). (1990). Add-Ventures for Girls: Building Math Confidence. Newton, MA: WEEA Publishing Center. To order call: 1-800-225-3088. Each of the eighteen sections ofAdd-Ventures begins with a summary of the relevant research, then moves into strategies, activities and resources educators can employ to help build the math confidence of their female students. Activities span both primary and intermediate grades. For example, the first chapter - Attitudes and Math - reviews some of the literature that points to girls' lower self-confidence in math. A list of twelve strategies to combat this discrepancy follows, with ideas such as recognizing students' math achievements, creating opportunities for cooperative learning, and using girls as peer tutors in math. Math activities, handout, and worksheets (such as Guesses Galore, More or Less Game, and I am the Greatest! Game) supplement this information and provide teachers with materials they can use in their classrooms. An annotated resource list rounds out the chapter. Giecek, Tamara Sober. (2000). Teaching Economic As If People Mattered. Boston, MA: United for a Fair Economy. To order call: 617-423-2148. This high school curriculum guide provides real-world contexts for helping students consider the current economic climate. Lesson cover income levels, the widening pay gap, what is wealth, globalization, taxes, savings and stock accounts, racial and gender gaps, and economic inequality. A wide range of mathematics content is included. Grayson, Dolores A. and Mary D. Martin. (1997). Generating Expectations for Student Achievement: A Teacher Handbook. Canyon Lake, CA: GrayMill Publications. To order call: 1-800-218-GESA. Designed to help teachers assess their classroom practices, interactions with students, and curriculum materials, GESA contains five units that are each practiced from two weeks to a month. Each unit contains: (1) an area of disparity (instructional contact; grouping and organization; classroom management/discipline; self-esteem; evaluation of student performance); (2) information on interactions (response opportunities and feedback; wait time and physical closeness; touching and reproof; listening and probing; and higher level questioning and analytical feedback); and (3) curriculum related issues (evaluating materials for bias; math, science, and technology; multicultural/pluralistic resources; gender/race/ethnic balance in history; and physical activity and sexuality). Haycock, Kati. (1998). "Good Teaching Matters....A Lot." Thinking K-16. Vol. 3, No. 2, 3-14. Available at: http://www.edtrust.org/pubs-online.html Sponsored by the Education Trust, this article looks at data from Tennessee, Texas, and Massachusetts to determine which factors help improve achievement for low-achieving students. In all three locations, the gap between the highest and lowest achievers closed after being in a classroom with a very effective teacher. For example, in Boston researchers tracked students with different teachers who started the year with similar achievement. In math the top third most effective teachers produced gains that on average exceeded the national average, whereas the bottom third showed no growth. Factors contributing to teacher effectiveness include strong verbal and math skills (as measured by scores on teacher skills exams) and deep content knowledge (e.g. a degree in math and science). The article closes with some strategies for improving teacher effectiveness: standards for entry into the profession that align with state K-12 standards; accountability measures for colleges that prepare teachers; professional development for existing teachers; providing poor students and students of color with teachers as qualified as those of other students; parent right to know policies; and recruitment and rewards that attract the best. Horgan, Dianne. (1995). Achieving Gender Equity: Strategies for the Classroom. Boston: Allyn and Bacon. With a mix of background research and practical tools for creating a more equitable classroom, this book aims to help teachers change their classroom practices so that girls and boys develop the self-confidence and skills necessary to be successful in school. The first two chapters lay out a context for educational equality, citing patterns such as more teacher attention for boys, subtle messages that discourage girls from mathematics, inequitable teacher expectations, and the role of family and peers in providing early learning experiences. Chapter three lists thirteen strategies that teachers can employ to create a more equitable classroom. Some of these include: perform a gender bias audit of the classroom; encourage risk taking; provide good feedback; retrain attributions; and use groups effectively. Each strategy is accompanied with background information, questions/scenarios for discussion and writing, and other tools for self- and classroom assessment. The final chapter talks about dealing with parents. Jarrett, Denise. (1999). "The Inclusive Classroom: Mathematics and Science Instruction for Students with Learning Disabilities." Portland, OR: Northwest Regional Education Lab. Available at: http://www.nwrel.org/msec/book7.pdf As the movement towards mainstreaming students with disabilities into general education classrooms grows, this report offers important suggestions on ways to extend standards-based mathematics and science curriculum to include multiple learning styles. Topics covered include classroom arrangement, cooperative learning, peer tutors, assessment, family involvement, inquiry-based learning, vocabulary acquisition, problem solving, calculators and computers, and textbook adaptations. The author provides concrete strategies for addressing each of these topics, tapping into various modalities for learning (e.g. visual, kinesthetic, and auditory adaptations). Karp, Karen, Todd Brown, Linda Allen, and Candy Allen. (1998). Feisty Females: Inspiring Girls to Think Mathematically. Portsmouth, NH: Heinemann. To order call: 1-800-225-5800. In an effort to combat girls' declining interest and confidence in mathematics, the authors of this book link mathematical learning to literature containing strong female role models. They offer tips on how to explore the following four mathematical areas using literature-based materials: number and computation; geometry and measurement; probability and statistics; and algebraic ideas. Includes descriptions of lessons in real classrooms and suggestions for assessment. Koelsch, Nanette, Elise Trumbull Estrin, and Beverly Farr. (1995). Guide to Developing Equitable Performance Assessments. San Francisco, CA: WestEd. To order call: 415-565-3044. Recognizing that each student brings her own background to the classroom, the authors point out the shortcomings of using one assessment for all students. When a gap exists between a student's point of reference and the task being evaluated, oftentimes the student will score lower than if the problem had been located in a context she was familiar with. Using relevant content references and allowing students to demonstrate their knowledge in a culturally appropriate way are two strategies teachers can utilize to create equitable assessments. Krueger, Alan and Diane Whitmore. (2001). "Would Smaller Classes Help Close the Black-White Achievement Gap?" Working paper #451, Princeton University. Available at: http://www.irs.princeton.edu/pubs/pdfs/451.pdf This study of students who participated in Tennessee's Project STAR program showed achievement increases for all students in smaller classes as compared to those in a regular size classes. African American students gained the most (as evidenced by standardized test scores) from reduced class size. The researchers estimated that if all students K-3 were in smaller classes for one to four years the Black-White achievement gap would close by 38% in grades K-3 and by 15% after that. The gap in scores on college entrance exams also narrowed for students in smaller classes. Lachat, Mary Ann. (1999). Standards, Equity, and Cultural Diversity. Providence, RI: Northeast and Islands Regional Educational Laboratory at Brown University. Available at: http://www.lab.brown.edu With the implementation of education reform initiatives nationwide, questions arise regarding how these standards impact students from diverse ethnic and linguistic backgrounds. The author calls for teachers and administrators to infuse information on culturally diverse populations into their standards-based professional development efforts. She also points to the ways in which students whose first language is not English can benefit from reform curriculum and instruction, and to the cautions that go with implementing such curricula. Lee, Enid, Deborah Menkart, Margo Okazawa-Rey, Eds. (1998). Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington, D.C.: Network of Educators on the Americas. This collection includes essays from teachers, staff developers, and researchers, as well as classroom activities that promote anti-racism and multicultural education. Classroom lessons in early childhood, social studies/language arts, mathematics, science and geography, the arts, and technology provide a many ideas for teachers to use in their classrooms. A section on school staff, family, and community development provides activities and readings that can be used during equity workshops. McIntyre, Ellen, Ann Rosebery, and Norma Gonzalez, Eds. (2001). Classroom Diversity: Connecting Curriculum to Students' Lives. Portsmouth, NH: Heinemann. The eleven essays in this book aim to provide educators with lesson plans and tools for teaching diverse student populations. Taking a "sociocultural" approach to curriculum design, the authors use students' own household experiences and cultures (together referred to as "funds of knowledge") as the starting point for classroom instruction. Examples of teachers working with students from many ethnic backgrounds - African American, Haitian American, Latino, Native American, and rural White - illustrate some starting points for rethinking curriculum design. Some of the essay titles include: "Unearthing the Mathematics of a Classroom Garden"; "The Sound of Drums"; "Creating Learning Communities: The 'Build Your Dream House' Unit"; and "Ring My Bell: Contextualizing Home and School in an African American Community." Midwest Consortium for Mathematics and Science Education. (1998). Connecting With the Learner: An Equity Toolkit. Oak Brook, IL: North Central Regional Educational Laboratory. To order call 1-800-356-2735. The six sections in this toolkit cover classroom practice, curriculum, instructional strategies, model programs, the meaning of educational equity, and personal beliefs. With a focus on mathematics and science, it provides activities, resources and information to facilitators interested in working on equity with teachers, schools, and districts. A few activities in the toolkit are: "To us equity meansÉ"; "What would I feel like ifÉ"; "Style: Mapping Preferences in Learning"; and "Building Bridges Through Classroom Interventions." National Alliance for Partnerships in Equity. System-Building Standards for Education Reform: An Equity Perspective. Washington, D.C.: Author. Available at: http://www.napequity.org/standards.html The National Alliance for Partnerships in Equity (NAPE) has identified ten essential system-building standards designed to address current inequities. The standards cover educational environment, issues of governance, pre-service and in-service education, teaching practices, assessment practices, curricular materials, individualized educational planning, allocation of financial resources, data collection and accountability, and partnership building. Each area contains a list of indicators teachers, administrators, and other concerned about educational equity can use as a guideline in looking at whether or not classrooms, schools, and school systems are equitable. National Coalition of Girls' Schools. Girls and Technology: an Idea Book. Concord, Massachusetts: Author. To order call: (978) 287-6014. Chock full of ideas on how to encourage girls to use technology effectively, this book is the product of a multi-day conference on girls and technology. It contains tips for parents and educators, sample lesson plans, a bibliography, an index of girl-friendly web sites and computer games, and a list of resource organizations. National Urban League. (1999). "Science and Math Are for Girls!" On-line. [http://ericps.ed.uiuc.edu/npin/respar/texts/parschoo/scimath.html]. Offers tips such as: insisting that girls take math and science courses every year; providing after-school activities; pairing girls with positive role models in math and science; and holding high expectations for all girls. O'Dell, Lynn. (2001). "A Math Class of their Own." Los Angeles Times, January 10. A pilot program has been developed to determine whether girls learn math better in single-gender classes. Although no statistical analysis has been performed, girls in the single-gender classes seem to perform better then if they had been in a mixed gender class. Single gender classes are thought to improve math achievement because they provide a more encouraging and comfortable environment in which girls are more confident and less inhibited to ask questions at the risk of embarrassment. Powell, Mary Jo. (1994). Equity in the Reform of Mathematics and Science Education: A Look at Issues and Solutions. Austin, TX: Southwest Educational Development Laboratory. To order call 512-476-6861 This comprehensive guide is intended to be used as a reference for individuals and organizations working to change educational policy and practice. The first section looks at some definitions of equity and its general role in education reform. The next section covers related topic areas, such as language, school structure, resources, teacher expectations and behaviors, curriculum, and assessment. Strategies for achieving equity comprise the third part, which describes programs and activities geared toward girls, students of color, English as a Second Language learners, and rural students, and also profiles successful school reform models. President's Advisory Commission on Educational Excellence for Hispanic Americans (September 2000). Creating the will: Hispanics achieving educational excellence. A report to the President of the United States, the Secretary of Education, and the nation. Hispanic children are the fastest growing population in the United States but are disproportionately behind their peers when it comes to educational achievement. By providing concrete strategies, this report stresses the need for a collective effort to raise the performance and advancement of Hispanic students to that of the same level of achievement as other students in the country. An outline of the current status for Hispanics at each level of education, from pre-school through graduate and professional development is provided. Recommendations are made for what role schools, parents, community-based organizations, government and the private sector can play to aid the advancement and inclusion of Hispanics at each level to close the educational achievement gap. An emphasis is placed on the urgency to create and foster a (political) will and vested interest to do this work for the betterment of the county on the whole by investing in the future of all children. Reis, Sally M. and M. Katherine Gavin. (1999). "Why Jane Doesn't Think She Can Do Math: How Teachers Can Encourage Talented Girls in Mathematics." In Linda Jensen Sheffield (Ed.) Developing Mathematically Promising Students. Reston, VA: National Council for Teachers of Mathematics. Though this article focuses on higher achieving girls, many of the issues discussed and strategies provided are applicable to all students. It lists six strategies to help educators encourage girls in mathematics: (1) provide a safe and supportive environment; (2) assume personal responsibility to encourage talented females; (3) employ instructional strategies that address the characteristics of females; (4) use language, problems, and activities that are relevant to girls; (5) create a challenging curriculum that promotes deep mathematical thinking; and (6) provide female role models and mentors for girls. Rousso, Harilyn & Webmeyer, Michael L. (Eds.). (2001). Double jeopardy: Addressing gender equity in special education. Albany, NY: SUNY Press. Girls and young women with disabilities are faced with discrimination and inequities in the education system. In comparison to disabled male counterparts or non-disabled females, disabled women are less likely to achieve equivalent vocational success upon leaving school. Issues such as biased curricula and inequitable student-teacher interactions are analyzed. Strategies and innovative programs are highlighted to help empower disabled youth. Sanders, Jo, Janice Koch, and Josephine Urso. (1997). Gender Equity Right From the Start. Mahwah, NJ: Lawrence Erlbaum Associates. This compilation of 192 activities for educators to use with pre-service teachers represents the fruits of the Teacher Education Equity Project. Subject areas covered in the book are: Mathematics, Science, and Technology as Male Domains; Peers', Teachers', Parents', and Society's Cultural Expectations; Biased and Inappropriate Curriculum Materials; Classroom Interaction and Atmosphere; Anti-Intellectualism and Attributional Style; and Testing and Assessment. While the instructional activities were designed for use with pre-service teachers, many of the topics covered would also be useful to in-service educators. Sanders, Jo. (1994). Lifting the Barriers: 600 Strategies That Really Work to Increase Girls' Participation in Science, Mathematics, and Computers. Port Washington, NY: Jo Sanders Publications. To order call: (206) 285-9317. Born out of the Computer Equity Expert Project, this list of strategies to increase girls' participation in math, science, and technology came from the 200 K-12 educators who participated in the project. The author pulled together the educators' suggestions and experience into this concise guide of 600 strategies. Topic areas include (but are not limited to): curriculum, extra-curricular clubs, mentoring, field trips, parents, role models, scheduling, and teaching techniques. Most strategies are described in one or two sentences, and can be applied to a particular school's or classroom's situation. Stitt, Beverly. (1988). Building Gender Fairness in Schools. Illinois: Southern Illinois Press. With the goal of helping educators and pre-service teachers identify and eliminate gender bias from their classrooms and schools, this book is divided into two sections - readings (research) and eleven units of instruction. Teachers follow the eleven units and learn about ways to change their classroom practices. A sample of the instructional units are: identify personal gender biases; use gender-fair verbal interaction with students; identify gender-fair curriculum materials; and plan activities to recruit and retain nontraditional students. Strauss, Valerie. (2000). "Equal Opportunity Learning: Gender Differences Prompt Teachers to Try Tactics Geared to Both." from Washington Post, February 22, pp. A09. This slant on gender differences argues that schools are structured to favor the learning styles female students. Teachers should therefore use a variety of instructional techniques to reach students with diverse strengths. In this article teachers had students work in small groups, allowed students to choose from a variety of assignments and work at their own pace, permitted movement around the classroom, and required students to wait five seconds before raising their hands to answer a question. United Connecticut for Women in Science, Mathematics, and Engineering. "A Dozen Ideas for Encouraging Girls in Math and Science." West Hartford, CT: Author. Geared toward parents, this guide provides easy-to-implement strategies for engaging girls in math and science. Some of the items on the list include: talk about math and science; do math and science activities together; monitor course choices; find out about informal learning opportunities; build things together; and provide role models. United States Department of Education. What Schools Can Do to Improve Math and Science Achievement by Minority and Female Students. Washington, D.C.: Author. To order call: 1-877-4-ED-PUBS This booklet targets successful strategies teachers, principals, counselors, parents, and school districts can utilize to close the gaps in achievement in math and science. Some of the strategies listed are: hold high expectations for all students; respond as fully to the comments of minority and female students as other students; monitor achievement of all students on a daily basis; communicate belief in the potential of minority and female students in math and science; encourage different approaches to problem solving; accept differences that minority and female students may bring to the classroom; and construct math word problems that are relevant to students. Weissglass, Julian. (1998). Ripples of Hope: Building Relationships for Educational Change. Santa Barbara, CA: Center for Educational Change in Mathematics and Science. Building upon the idea that classrooms can be caring places where a community of learners gather, this book offers strategies for leaders to implement that will help make their schools more effective places of learning for more students. In addition to providing tools for educational change, this work looks at the reasons for past failures and larger underlying structural issues. The materials presented contain perspectives on equity and class. Williams, Belinda & Woods, Michele (April 1997). "Building on Urban Learners' Experiences". Educational Leadership, vol. 54, (No. 7), pp. 29-32. The Urban Education Project of Research for Better Schools has developed an Urban Learner Framework to emphasize the abilities and strengths of urban learners who are stereotypically thought to be unmotivated and inherently at risk. The Urban Learner Framework uses the learnersŐ experience including influences from school, home, and the community to affect studentsŐ learning. By identifying connections through out of school experiences information can be gathered that helps teachers reach their students in a meaningful way. To develop meaningful instruction it is important to identify what is important to students; to make a connection between the studentsŐ experiences and the curriculum content; to begin lessons with an activity that connects the strengths of students and build on that with their experiences; and reflect Last modified June 2001/cp © Copyright 2000, TERC, Inc. All Rights Reserved