Presents reasons to distinguish between equity and enlightened self-interest in developing an agenda for equity in mathematics education, which is construed as a check on whether or not the actions taken in teaching mathematics and the resulting social arrangements are just. Three broad ways to proceed in agenda setting are presented. (SM)

This book presents a timely, refreshing, and fairly solid contribution to the assessment field. It focuses on differential psychology and psychological testing related to Hispanic Americans, emphasizing the proper role of tests and several technical and social issues pertaining to Hispanic Americans. (SLD)

Provides capsule reviews of a number of publications related to multicultural education and minority students in the United Kingdom. Focuses on five treatments of multicultural education and antiracist education and comments briefly on 14 other books related to issues of minority education. (SLD)

Provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. Notes arguments for and against these assessments and explores psychometric concerns. Recommends the modification of existing test-development procedures to incorporate the participation…

Explores de facto school segregation in Hartford (Connecticut) and reviews the Sheff v. O'Neill decision, in which the Connecticut Supreme Court ruled that the combination of de facto racial segregation and class segregation deprived students of substantially equal educational opportunity. A controlled choice approach is proposed to address…

Examines how educators concerned with America's educational inequality participate in the development of postmodern explanations of education and society that legitimize multiple perspectives on events and institutions and the ways that subordinated groups describe their own experiences. Discusses: the social construction of race and ethnicity,…

Staff development leading to significant improvement in student learning is results-driven, standards-based, job-embedded, and focused on teachers' content and instructional skills. The National Staff Development Council's recently adopted code of ethics aims to increase awareness of ethical issues and improve decision-making capabilities…

Presents an interview with U.S. Secretary of Education, Roderick R. Paige, discussing wide-ranging issues related to the Bush administration's education pledge to "Leave No Child Behind." He discusses higher education's place in this vision and the administration's efforts to address class and ethnic disparities in the educational…

Citing the results of National Assessment of Educational Progress (NAEP) exams, author disputes conclusion in Skrla and others article that Texas high-stakes accountability system significantly increased educational equity and social justice for racial minority students. (PKP)

The population of Latinos in the United States has skyrocketed to approximately 40 million, and they've begun to move into virtually every state in the union, particularly into the Midwest, Northwest and Southeast. Yet, with time exception of many schools in the Southwest, many schools from K-12 to the college level are not prepared to handle this…

What have been some of the high points and disappointments of K-12 education over the past 75 years? How have shifting demographics in terms of race, ethnicity, social class and other differences shaped the educational experiences of various segments of the U.S. population? Sonia Nieto examines these questions, beginning with a discussion of the…

This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour…

This undisguised, embedded case study examined outcomes related to student enrollments and representation over the four year period following a decision by the City University of New York (CUNY) to eliminate remediation in four-year colleges. Qualitative and quantitative methodologies provide insight into contributing factors to changes not only…

Gifted students in our nation's schools are being denied needed services because enrollment of underserved minorities in special classes is typically disproportionate. This disproportionality is a direct result of long-standing social inequities and the consequences of poverty. We are punishing the innocent for the sins of a society that has been…

We address issues of science curriculum for nonmainstream students--students of color, students learning English as a new language, and students from low-income families--who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this…