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ERIC Number: ED472341
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reaching Equity in Systemic Reform: How Do We Assess Progress and Problems? Research Monograph.
Kahle, Jane Butler
This paper provides an analysis of educational equity in science and mathematics and proposes a practical way to assess equity in systemic reform. A synthesis of major national and international studies as well as a comprehensive review of the literature is used to suggest a way to assess when educational systems, particularly those involved in systemic reform, are moving toward equity. First a definition of equity and of equitable education is developed. Next, based on an analysis of NELS:88, High School and Beyond, and TIMSS, indicators of equity are proposed. The efficacy of those indicators is analyzed by a review of the pertinent literature. Last, an equity metric is developed. Using a research paradigm, the paper builds a practical model that is applicable for districts, schools, and classrooms across this country. Key indicators, applicable across many types of educational systems, are enrollment and achievement in eight-grade mathematics, quality of the content and instruction of science and mathematics courses, narrowing of achievement gaps among subgroups of students, and changes in teaching practices to align them with the mathematics and science standards. Variation in the equity metric is described for several types of school districts. (Author)
National Institute for Science Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706. Tel: 608-263-9250; Fax: 608-262-7428; e-mail: niseinfo@macc.wisc.edu. For full text: http://www.wcer.wisc.edu/nise/Publications.
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: National Inst. for Science Education, Madison, WI.
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study