ERIC Number: ED455109
Record Type: RIE
Publication Date: 1996
Signs of Success--Equity 2000[R]. Preliminary Evidence of Effectiveness.
Everson, Howard T.; Dunham, Marlene D.
With the goal of academic excellence for all students in mind, The College Board's EQUITY 2000 educational reform program was designed to test the hypothesis that enrollment and success in the gatekeeper courses of algebra and geometry will bridge the gap of achievement and college-going rates between minority/nonminority students and economically advantaged/disadvantaged students. As such, the project's goal is not only to bring about change in student achievement levels but also to influence educational policies and practices with regard to tracking, professional development, guidance and counseling, and educational leadership within and across the school districts that participated in the pilot phase of the effort. This report provides a summary of what the evaluation efforts suggest thus far about the project's overall effectiveness at the six pilot sites. Given the length of the program's pilot phase and the long-term outcomes it seeks (i.e., closing the gap in college-going rates), it is not yet possible to document the full effects of EQUITY 2000. Thus, the conclusions reached in this report are based on the reviews of the project's initial set of indicators such as growth in enrollment and achievement in algebra and geometry; changes in teaching practices in mathematics classrooms; as well as shifts in attitudes and perceptions of faculty, staff, and students about learning at higher levels and subsequent success in college. This report aims to inform and assist a variety of stakeholders including the College Board's leadership, the program's executive director, and others as they plan and coordinate efforts for the dissemination of EQUITY 2000. Appended to the document are enrollment comparisons for algebra and geometry, 1991-1997. (ASK)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: College Board, New York, NY.
Grant or Contract Numbers: N/A
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