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NAME is a non-profit organization that advances and advocates for equity and social justice through multicultural education. Objectives: * To provide opportunities for learning in order to advance multicultural education, equity and social justice. * To proactively reframe public debate and impact current and emerging policies in ways that advance social, political, economic and educational equity through advocacy, position papers, policy statements and other strategies. * To provide the preeminent digital clearinghouse of resources about educational equity and social justice.

Although supporters of detracking believe that it leads to greater social equity, we must carefully examine the research, which suggests that tracking reform has potential dangers.

This Policy Brief looks at how to improve equity in education in three key policy domains: the design of education systems, practices both in and out of school, and resourcing. It proposes ten steps which would help reduce school failure and dropout rates, make society fairer and help avoid the large social costs of marginalised adults with few basic skills.

EdChange is a team of passionate, experienced, established, educators dedicated to equity, diversity, multiculturalism, and social justice. With this shared vision, we have joined to collaborate in order to develop resources, workshops, and projects that contribute to progressive change--change in ourselves, our schools, and our society.

The site, sponsored by EdChange and completely free of charge, contains resources related to education equity and multicultural education for educators, students, and activists. It includes free print-outs, an international listserv, classroom activities, and other resources.

American Association of University Women (AAUW) is a nationwide network of more than 100,000 members and donors, 1,000 branches, and 600 college/university institution partners. For 130 years, AAUW members have examined and taken positions on the fundamental issues of the day - educational, social, economic, and political. Our commitment to our mission is reflected in all aspects of our work. AAUW's Mission AAUW advances equity for women and girls through advocacy, education, philanthropy, and research. AAUW's Value Promise By joining AAUW, you belong to a community that breaks through educational and economic barriers so that all women have a fair chance.

"Multicultural education means different things to different people. However, the differences are not as great, confusing, or contradictory as some critics and analysts claim. Many of these differences are more semantic than substantive, a reflection of the developmental level in the field and the disciplinary orientation of advocates. One should expect people who have been involved in a discipline or educational movement for a long time to understand and talk about it differently from those who are new to it. Similarly, educators who look at schooling from the vantage point of sociology, psychology, or economics will have differing views of the key concerns of schooling. Yet, these disparate analysts may agree on which issues are the most critical ones. Such differences over means coupled with widespread agreement on substance are naturally found in discussions of multicultural education. But this diversity should not be a problem, especially when we consider that multicultural education is all about plurality. The field includes educational scholars, researchers, and practitioners from a wide variety of personal, professional, philosophical, political, and pedagogical backgrounds. Therefore, we should expect that they will use different points of reference in discussing ethnic diversity and cultural pluralism. Yet, when allowances are made for these differences, a consensus on the substantive components of multicultural education quickly emerges. Such agreement is evident in areas such as the key content dimensions, value priorities, the justification for multicultural education, and its expected outcomes. Only when these fundamentals are articulated do variations emerge. Some advocates talk about expected outcomes, while others consider the major determining factor to be the group being studied; the arena of school action is the primary focus for one set of advocates, and still others are most concerned with distinctions between theory and practice. Some people

"Paul C. Gorski challenges educators to push beyond a one-dimensional understanding of poverty. Rather than examining a so-called "culture of poverty" -- a term used by the very popular Ruby Payne and others who write and speak about poverty at the national level -- Gorski urges educators to question the culture of classist assumptions that infiltrates our classrooms and schools. "