Equation Solver

Solve any equation with this amazing calculator! Just enter your equation carefully, like shown in the examples below, and then press Solve It to get the result.

Equation Solver solves a system of equations with respect to a given set of variables. It's primary purpose is to solve polynomial equations. However there is a limited support for trigonometric functions.

Edheads brings you high quality, free educational activities for your classroom!

Edheads helps students learn through educational games and activities designed to meet state and national standards. We partner with various school systems in the United States, which help us research, design and test our activities every step of the way!

Not only do teachers and students appreciate our free activities, Edheads has been recognized by almost every major award on the Web for our excellent educational content!

So dive into an activity to let the fun and learning begin!

Courses are now underway!

The current course cycle on this site has now officially started (25 April 2011). While the courses are not accepting new applications, you can still sign up for courses on our new site.
The list below displays all courses that are currently underway. To view all courses, see our "Find a course" page.

Current courses list

We are an online
community that
enables learning. So

At P2PU, a study group gathers people who work together to learn a particular topic by completing tasks, assessing individual and group work, and providing constructive feedback.

Project Name: College Summit

Challenge: Low income high school students are much less likely to get to college than their wealthier peers. By age 25, only seven percent of low-income students earn a college degree, compared to 60 percent by upper income students.

Solution: College Summit works to close the gap by helping students from low-income families select schools, complete college applications, write personal statements, and navigate financial aid.

The Director of College Summit, J.B. Schramm, started the program after having worked as an academic advisor at Harvard University. Schramm's idea was to guide low-income students through the college application process. In turn, those kids would become role models and mentors to their fellow classmates, creating a college-going culture in communities where it never before existed.

College Summit started in 1993, with four students at a teen center in the basement of a low-income housing project in Washington, D.C. The Center's Director, J.B. Schramm, had worked as an Academic Advisor at Harvard while in graduate school, and had seen that Admissions Officers were hungry for low-income talent. But every year at the Teen Center, he saw dozens of such kids ready for college and not going. He was reminded of his own inner-city high school in Denver where – except for the very few with top grades and scores – low-income students didn’t go to college. The students with mid-tier credentials, many of whom could have done well at college, lacked the “know-how” and support senior year that the students whose parents had gone to college enjoyed.

Tired of seeing students "graduate" from his teen center to the street, Schramm became determined to help admissions offices see students the way he saw them. He enlisted the best writing instructor he’d seen in graduate school, and the finest urban youth worker he knew. Together they designed a system to help bright, low-income students who, with the right support during the post-secondary transition, could propel their lives (and communities) in a positive direction.

The College Summit Approach

Over the past decade, College Summit has worked in partnership with schools, school districts and colleges to develop a sustainable model for raising college enrollment rates community-wide. Find Out More about College Summit's approach to raising college enrollment rates community-wide. More

Free Virtual Dissection for Your School

TeachKind has launched an exciting program to help teachers make science classrooms across the country more compassionate places for both students and animals. We are now offering schools donations of humane alternatives to dissection that save animals' lives, help students learn, and cut costs.

The Fourth Addition

This fourth edition analyzes data from the first MCAS administration that counts as a graduation requirement for the class of 2003 -the 2001 tests.For the first time, scores improved dramatically across the Commonwealth.Students in schools in very different communities – cities and suburbs – scored significantly higher than those peers in previous classes.

This report identifies school districts that add value to the learning readiness of their students as indicated by higher-than-demographically-predicted test scores. Identifying such systems is a first step to determining if they are indeed providing more effective educational services to their students.Identifying best practices in higher-scoring systems that are demographically similar to lower-scoring systems is the first step in helping other systems implement productive policies and practices to help all children learn.

Primary Observations: Solid Improvement but Demography Still Matters

After four years of data analysis,one point emerges clearly:Districts that over- perform their demography tend to be middle-class or demographically advantaged communities.As was the case in previous years,upper-demography communities are about two times more likely to over-perform than are communities of lower demography. ²

The relative lack of capacity of lower demography communities to exceed their demographic characteristics on standards-based assessments remains a persistent point of concern.Even with much higher average scores on the 2001 MCAS compared to previous years,many demographically disadvantaged communities still have 40%to 50 %of their students not passing MCAS.It is likely that schools in these districts will need to provide more robust interventions to help all students achieve the basic skills measured by the ELA and Math MCAS.

Based on the results of the 2001 MCAS,most of the students in middle and upper- demography districts perform well enough now to pass (achieve one point above Fail)the MCAS graduation requirement.Demographically disadvantaged districts have much more work to do to lift more of their students into success in school and on MCAS.

The greatly improved results of the 2001 MCAS confirm a basic fact of life for educational achievement:Without substantial changes in urban and other disadvantaged schools,a student's educational success will continue to be a function of zip code.The goal of education reform should be to change the finding of the Willis-Harrington Commission of 1965 that found that,concerning educational quality,"It matters vitally to every individual where the accident of birth and home locates him."Thirty-five years after the most comprehensive education study in state history spoke of the impact of demography and geography on achievement,we still face the challenge of neutralizing the impact of demographics on educational outcomes. ³

For years, Shelbyville had been comforted by its self-reported--and wildly inaccurate--graduation rate of up to 98%. The school district arrived at that number by using a commonly accepted statistical feint, counting any dropout who promises to take the GED test later on as a graduating student.

The GED trick is only one of many deployed by state and local governments around the country to disguise the real dropout rates. Houston, for example, had its notorious "leaver codes"--dozens of excuses, such as pregnancy and military service, that were often applied to students who were later reclassified as dropouts by outside auditors. The Federal Government has been similarly deceptive, producing rosy graduation-rate estimates--usually between 85% and 90%--by relying only on a couple of questions buried deep within the U.S. Census Bureau's Current Population Survey. The survey asks whether respondents have a diploma or GED. Critics say the census count severely underreports dropout numbers, in part because it doesn't include transients or prisoners, populations with a high proportion of dropouts.

In 2001, Jay Greene, a senior fellow at the Manhattan Institute, published a study that peeled back the layers of statistical legerdemain. Poring over raw education data, he asked himself a basic question: What percentage of kids who start at a high school finish? The answers led Greene and subsequent researchers around the country to place the national graduation rate at anywhere from 64% to 71%. It's a rate that most researchers say has remained fairly static since the 1970s, despite increased attention on the plight of public schools and a vigorous educational-reform movement.

John Bridgeland, CEO of the Washington-based public-policy firm Civic Enterprises, says it's that type of attitude shift, more than legislation, that is likely to lead to change. Messer's 2005 bill made Indiana one of six states in the past five years to raise its minimum dropout age to 18 from 16. (Twenty-three states still let kids drop out at the younger age without parental consent.) Bridgeland, who co-wrote the Gates Foundation--funded report, supports the age hike but warns that states can't legislate in a vacuum. "These laws have to be coupled with strong support from the school and the community," he says. Underlying that conviction is perhaps the most surprising finding of the Gates survey: just how few dropouts report being overwhelmed academically. Fully 88% said they had passing grades in high school. Asked to name the reasons they had left school, more respondents named boredom than struggles with course work.

The bill they championed had, fittingly, both carrot and stick. Students who drop out before age 18 could have their driver's license suspended or their work permit revoked unless their decision was first approved by a school or judge. But students who found the high school environment stifling could take classes at community colleges. The dual approach struck a chord, and both houses passed the bill unanimously.

Overcoming Dyslexia

Dr. Sally Shaywitz offers new facts — and new hope — about how every young child can become a better reader.

The Ball Aptitude Battery^®

Direction. Decisions. Satisfaction.

Understanding aptitudes is critical to understanding the value of our Career Vision model.

Aptitude, broadly defined, is the potential to learn the skills required for a specific type of performance.

An individual’s aptitudes are a primary factor in identifying the types of skills one can expect to learn most quickly and easily. This in turn is a predictor of the types of tasks that an individual is likely to enjoy. So an individual who understands their own aptitude profile can be more confident that their time and energy is invested in education that is going to offer the greatest rewards.

Aptitude assessment is viewed as central to career planning for two primary reasons:

Color-hex.com gives information about colors including color models (RGB,HSL,HSV and CMYK), Triadic colors, monochromatic colors and analogous colors calculated in color page. Color-hex.com also generates a simple css code for the selected color.
Html element samples are also shown below the color detail page.
Simply type the 6 digit color code in the box above and hit enter.