Equitable Systemic Reform in Science and Mathematics: Assessing Progress

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 are 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 specified. They are: enrollment and achievement in eighth 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. In addition, equity metrics are proposed for several types of school districts.