ERIC Number: ED363617
Record Type: Non-Journal
Publication Date: 1993-Mar
Reference Count: N/A
Toward National Standards and Testing: The Educational Equity Imperative. Draft.
Stewart, Donald M.; Everson, Howard T.
A brief sketch is presented of the assessment strategies of the College Board in two unique programs, EQUITY 2000 and Pacesetter, both works in progress that attempt to meet the challenges of the new era of equity and excellence in education. EQUITY 2000, launched in 1990, is a multi-faceted approach to closing the gap between college-going rates of minority and non-minority students currently being implemented in six urban school districts. It is an intervention that emphasizes all aspects of a child's education, focusing on mathematics at the middle school and high school levels, and attempting to eliminate tracking in mathematics courses as a way to encourage other significant curriculum reform. Current EQUITY 2000 plans call for using a standardized test to measure achievement. In Pacesetter, the College Board will develop both formative and summative performance-based assessments for particular courses. Pacesetter also aims to eliminate tracking in school systems. Pacesetter courses will include mathematics, English, world history, science, and Spanish. Professional development will be an essential part of the Pacesetter process. Both initiatives are designed to help create an educational system in which the vast majority of students are exposed to quality education that only the top third have been exposed to up to now. (Contains 23 references.) (SLD)
Descriptors: Academic Standards, Access to Education, College Entrance Examinations, Educational Assessment, Educationally Disadvantaged, Elementary Secondary Education, Equal Education, Evaluation Methods, Excellence in Education, Higher Education, Mathematics Achievement, Minority Group Children, National Competency Tests, National Standards, Performance Based Assessment, Racial Differences, Track System (Education)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A