A positive approach to advancing educational equity across a district is to see educational equity as a school-level problem that requires planned change. The success of such an approach depends on the care taken to define educational equity. The definition must encompass three characteristics: a sense of construct validity, preciseness, and endurance. When working toward "equity," program evaluation becomes change-over-time. Three criteria for evaluating change-over-time are presented: first, access to services; second, participation rates by subsets of a school's pupil populations; and third, analysis of outcomes of services in terms of increased pupil performance. Analysis of outcomes is the most demanding of the three equity standards. If schools are able to produce more equitable educational outcomes, the need for carefully monitoring equality of access or equality of participation in education becomes less necessary. (MD)