Research and policy resources in this section indicate that while there has been progress, more needs to be done to address the achievement gap and to improve diversity and integration.

Campbell, P. B., & Hoey, L. (2000, May). Equity means all: Rethinking the role of special programs in science and math education. Paper presented at the Fifth Annual National Institute for Science Education Forum, Detroit, MI. http://www.wcer.wisc.edu/archive/nise/News_Activities/Forums/campbellpaper.htm

This paper includes an analysis of the statistical evidence that underrepresented groups in SMET fields, including African Americans, women, and individuals with special needs, are making advances. The analysis indicates that these groups are not making much headway, and the authors advocate for systemic changes, rather than remedial programs.

Center for Research on Education, Diversity & Excellence. (1999). Children's ways with words in science and mathematics: A conversation across disciplines. Santa Cruz, CA: Author.
http://www.crede.ucsc.edu/research/sd/intro1_4.shtml

The conference brought together educators and researchers from diverse backgrounds and disciplines to explore issues related to learning and achievement in science and mathematics for poor and minority students. Participants explored connections between children's ways with words and those characterized in scientific and mathematical disciplines and the varied ways in which students and teachers enact these relationships to foster learning.

Day-Vines, N. L., & Patton, J. M. (2003, February/March). No Child Left Behind: Now what do we need to do to be culturally responsive? T/TAC Link Lines. http://www.wm.edu/ttac/Newsletter/2003-febmar.pdf

This newsletter article presents 12 evidence-based strategies with source citations for closing the achievement gap and making NCLB culturally responsive.

Frankenberg, E., Lee, C., & Orfield, G. (2003, January). A multiracial society with segregated schools: Are we losing the dream? Cambridge, MA: Civil Rights Project, Harvard University.
http://www.civilrights.org/issues/education/remote-page.jsp?itemID=29013083

The authors contend that race is important and that segregation is a failed educational policy. Desegregation has been a substantial accomplishment and needs to be continued as the nation becomes an increasingly multiracial society with no racial majority.

Jehlen, A. (2004). Another intriguing history. NEA Today, 22(8), 29. http://www.nea.org/neatoday/0405/cover.html#history

This small section of a larger article about Brown v. Board of Education points out that while the achievement gap between whites and minorities as measured by NAEP tests shrank between 1977 and the mid-1980s, it is again increasing.

Jones, V. C., & Bouie, A. (2000, May). Effective programs for achieving equity and diversity in mathematics and science education outcomes: What have we learned? What do we need to know? Paper presented at the Fifth Annual National Institute for Science Education Forum, Detroit, MI.
http://www.wcer.wisc.edu/archive/nise/News_Activities/Forums/Jonespaper.htm

Jones and Bouie advocate for a systemic approach to addressing equity problems and describe several exemplary programs, including the EQUITY 2000 program, Project Interface, and the MESA Engineering program. They further outline the characteristics of exemplary programs as learned from research and expert experience and list topics for future research.

McIntosh, P. (1990, Winter). White privilege: Unpacking the invisible knapsack. Independent School.
http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html

The author discusses the concept of white privilege and identifies ways that white privilege affects her daily life. She suggests that only through recognition of the invisible acts of racism can we come to grips with the system of racial dominance.

Mid-continent Research for Education and Learning. (2000, November). Including special needs students in standards-based reform: A report on McREL's Diversity Roundtable III. Aurora, CO: Author.
http://www.mcrel.org/PDF/Diversity/5007IR_DiversityRT3.pdf

This issue report includes three literature reviews of the problems of including special needs students in standards-based reform. The papers look at the perspectives of culturally diverse learners, including special needs students in standards-based assessments, and address teaching special needs students materials aligned with the standards.

Miner, B., & Peterson, B. (2000-2001). Diversity vs. white privilege: An interview with Christine Sleeter. Rethinking Schools Online, 15(2). http://www.rethinkingschools.org/archive/15_02/Int152.shtml

Sleeter explains that multiculturalism is a struggle against racism and goes beyond appreciating diversity. She argues that it's important to increase the number of teachers of color so that "schools do not remain institutions dominated by white people."

Oakes, J., Muir, K., & Joseph, R. (2000, July). Coursetaking & achievement in mathematics and science: Inequalities that endure and change. Madison, WI: National Institute for Science Education.
http://www.wcer.wisc.edu/archive/nise/News_Activities/Forums/Oakespaper.htm

The researchers reviewed the achievement levels of all racial groups and found that all groups have improved, but there are still significant gaps among them. They suggest a research agenda and contend that new, vigorous initiatives are necessary to reduce the achievement gap.

The Civil Rights Project. (2002, January). The impact of racial and ethnic diversity on education outcomes: Cambridge, MA School District. Cambridge, MA: Harvard University.
http://www.civilrightsproject.ucla.edu/research/diversity/cambridge_diversity.php

When a school provides a diverse educational experience, what is the impact on students? This study surveyed senior students and found that the impact is positive in terms of comfort with a diverse group and preparation for working within a diverse community. While there is room for improvement in the school, the study clearly shows the benefit of integration and a commitment to continuing improvement.

The Education Trust. (2003). Latino achievement in America. Washington, DC: Author.
http://www2.edtrust.org/NR/rdonlyres/7DC36C7E-EBBE-43BB-8392-CDC618E1F762/0/LatAchievEnglish.pdf

The Education Trust uses NAEP and NCES data to graphically display the educational progress of Latino students in U.S. schools from 1990 through 2003. Data from two school districts, Aldine, Texas, and Pueblo, Colorado, are used to illustrate how some schools are closing the achievement gap.

Westbrook, J., & Hord, S. (2000). Reflections on the creation of professional learning communities: Multiple mirrors. Austin, TX: Southwest Educational Development Laboratory.
http://www.sedl.org/pubs/cha97/mirrors.pdf

This report includes seven stories about schools that developed professional learning communities. All the schools served diverse and underserved populations, and each story includes reflections on the experience.