This report describes a model for equitable schooling as it regards quality schooling experiences and equality of access for all. According to the model, equitable schooling opportunity is provided when two major dimensions of schooling are present: (1) equality of effectiveness, defined on the dimensions of school effectiveness and instructional effectiveness; and (2) equality of structure. The latter is defined in terms of how instructional and social goals inform both activity structures (i.e. how instruction is organized at the classroom level and how other schooling experiences are organized at the school level) and task and institutional demands that are inherent in activity structures and to which students must respond. When these two major dimensions are present in the organization and delivery of appropriate schooling experiences, and mediation of instruction (the process of adapting instructional methods to accommodate students' cultural and language differences) is added to them, then students are provided with equal access to schooling. Actual participation in schooling experiences can be evaluated (1) by observing the characteristics of competent student participation, or the manner in which students respond to task and institutional demands; and (2) by observing the achievement of instructional and social goals through tests of academic achievement, or observation of prosocial behavior. (CMG)