The curriculum development process includes a checkpoint for considering the ways that multicultural, gender-fair approaches might be reflected in curriculum units and lessons.
Institute for Research and Policy on Acceleration
The National Association for Gifted Children (NAGC), and the Council of State Directors of Programs for the Gifted developed a document called Guidelines for Developing an Academic Acceleration Policy, The Guidelines document can assist schools in writing and modifying acceleration policy that is suited to local needs and adheres to research-based best practices. This document can serve as a stand-alone guide or as a companion to existing state and local policies. The goal of the National Work Group on Acceleration is that these quidelines for policy development will encourage the systemic adoption and practice of acceleration in schools across the nation.
- Standards, Equity and Cultural Diversity
- Criteria for evaluating State Curriculum Standards
- Mismatch: Historical Perspectives on Schools and Students Who Don't Fit Them
- Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools
- Succeeding With English Language Learners:Lessons Learned from the Great City Schools
- Why Me? Why my Classroom? The Increasing Science Achievement Gender Gap
- Equity for Culturally and Linguistically Diverse Students in Science Education: Recommendations for a Research Agenda
- Immigration, Language, and Education: How Does Language Policy Structure Opportunity?
- We've Come a Long Way--Maybe: New Challenges for Gender Equity in Education
- Gender and Antecedents of Performance in Mathematics Testing
- Students Perceptions of Fairness in School Settings: A Gender Analysis
- Detracking in Context: How Local Constructions of Ability Complicate Equity-Geared Reform