Outcomes of two leadership programs designed to increase achievement and participation for all students are reviewed in this paper, which addresses educational disparity. The first program, the Gender/Ethnic Expectations and Students Achievement (GESA) program, has four goals: to reduce the disparity in the frequency and quality of student/teacher interactions; to reduce stereotyping by teachers; to improve classroom climate; and to improve student achievement. Piloted in Los Angeles County, California, it has been implemented nationwide. Suggested evaluation methodology includes pre-post classroom observations, pre-post achievement test data, and posttraining questionnaires. The second program, a site-based leadership development project, attempted to integrate an increased awareness of disparity in administrators' teacher supervision practices. Nationwide clusters of site-based school administrators explored four function areas of leadership: curriculum and instructional leadership; school management; staff development; and parent/community outreach. Recommendations are made for preparing and recruiting diverse populations in educational leadership, for expressing equity measures in educational policies at every level, for formulating a holistic community agenda, and for providing students with a global model of coexistence. Two figures and one table are included. (39 references) (LMI)