[EDEQUITY] Weekly Resource List

From: Hilandia Rendon EdEquity Moderator (edequity-admin@phoenix.edc.org)
Date: Wed Jul 31 2002 - 15:51:46 EDT

Hello EdEquity members:

Summer is sizzling, I hope you are enjoying these splendid summer days.
Once again here are but a few of the resources that I have gathered for you
all. Particularly review the website under women and non-traditional work,
since we had a lot of interest on EdEquity about this topic.

Our information for EdEquity Weekly resource list comes from various
e-sources, including external list serves and web sites, EDC, and our own

American Indian Social Studies Curriculum:
Marquette University just released its America's First Nations Collection.
Included are updated archives of American Indian Social Studies Curricula.
The description says "Featuring classroom-tested curricula on Native
Americans with reproducible copies of primary source documents from
University and elsewhere. These materials were created by select
teacher-scholars who participated in America's First Nations: American
Indians in Social Studies Curricula, a summer 2000 teacher institute hosted
by Marquette University and funded by National Endowment for the
The Curricula is listed by topic, by state, names the participants, and
offers other general sources. The website address is:

Free Bullying Resource
Bullying, "cattiness," exclusion, social cruelty - no matter what you call
girls can be harmed by it. This month, www.newmoon.org has free
learning activities based on an article about what to do about bullying at
school. New Moon's website has regularly updated curricular materials for
teachers, mentors, parents, and homeschoolers at three age ranges: K-4,
grades 5-8, and grades 9-12. See:
From Dads and Daughters list-serv
Its here!!! The brochure for the 12th Annual National Association for
Multicultural Education Conference:

Join a diversity of educators and activists from around the world for the
National Association for Multicultural Education's 12th Annual
Conference! Stop by the WEEA Equity Resource Center display in the Resource
Area to say "hello" and check out our current equity resources.
October 30 through November 3, 2002
Washington, DC
Hyatt Crystal City
2799 Jefferson Davis Highway
Arlington, VA 22202

13th Annual International Conference
NAME's 2003 conference is set for November 5-9, 2003, in Seattle,
Washington. The conference will be held at the Sheraton Seattle Hotel and
1400 Sixth and Pike Streets
Seattle, Washington 98101
Tel: (206) 621-9000
Fax: (206) 621-8441
14th Annual International Conference
NAME's 2004 conference, commemorating the 50th Anniversary of Brown v.
of Education, will be held October 27-31, 2004, in Kansas City. The
conference will be held at the Hyatt Regency Crown Center:
2345 McGee St
Kansas City
Oct. 27-Oct. 31, 2004 50th Anniversary of Brown v. Board of Education

7th Annual Connecticut Conference on Multicultural Education
Wed. Oct 16, 2002 at the Hartford Marriott in Farmington, CT
Keynote Speaker: Lee Mun Wah, Producer of the Award-Winning film on racism
"The Color of Fear."
For details go to website: http://www.state.ct.us/sde/calendar/index.htm

12th Annual International Conference - National Association for
Multicultural Education
October 30-November 3, 2002
Hyatt Regency Crystal City, Arlington Virginia

13th Annual NAME Conference
The Sheraton Seattle Hotel and Towers
Seattle, Washington
November 5-9, 2003

14th Annual NAME Conference
Hyatt Regency Crown Center
2345 McGee St
Kansas City
Oct. 27-Oct. 31, 2004
50th Anniversary of Brown v. Board of Education
For details go to website at: website: http://www.nameorg.org

Website for IDEA Feedback

The House Education and Workforce Committee has put together an online
comment form for people who are affected by IDEA. Congress plans to
review IDEA this year. Using the online comment form is a convenient way
to provide input on the Act. All types of comments are welcome, but the
more specific the feedback, the more useful it will be to those
considering changes.

Certain topics to consider are:
Accountability in education;
Amount of paperwork;
Early intervention strategies;
Parental involvement;
Support for teachers;
Reduction of litigation;
School safety;
Special education finance and funding; and
Rewards for innovation and improved education results.

The online form includes a space for suggestions along with space for
the reasons behind those suggestions. People can also give permission
for their suggestions to be shared outside of the committee.

To fill out the online form, go to
  You may also email IDEA@mail.house.gov with any questions.

Committee on Education and the Workforce, 2181 Rayburn House Office
Building, US
House of Representatives, Washington, DC 20515, 202.225.4527 (voice)
http://edworkforce.house.gov (website).

With the help of local businesses, the Framingham Education Foundation, in
Massachusetts, hopes to expand the number of grants it gives to teachers
to run innovative classroom programs. The foundation was born shortly
after the passage of a state law, which limits the amount communities can
raise taxes to 2.5 percent, said Sherri Sigel, development director for
the foundation. "Framingham, like other towns, was looking for an
alternative way to support education," Sigel said. The foundation has
handed out about $160,000 to teachers in the Framingham public schools to
encourage new and inventive ways of teaching. "The foundation doesn't fund
things in the regular curriculum," Sigel said. "We fund professional
development, innovative ways to enhance teaching, and pilot programs that
could become part of the curriculum." Most of the money is doled out
through the mini-grant program, where teachers are awarded up to $1,000
for their projects. The foundation will continue to hand out mini-grants,
but the group has larger aspirations. "We hope to fund the needs of
students in an entire school building instead of an entire classroom,"
Sigel said.

Creating A Formula for Success: Why English Language Learner Students
Are Dropping Out of School, and How to Increase Graduation Rates
   By Advocates for Children of New York and The New
   York Immigration Coalition, 2002

      This report analyzes the educational outcomes of ELLs since
      the implementation of the new standards, and assesses the
      implementation of promised improvements in the education
      provided to ELLs. The report also incorporates students'
      voices on these topics from focus groups conducted by
      Advocates for Children. Last, the report includes
      recommendations for an agenda to increase graduate rates and
      lower dropout rates which can serve as a blueprint for Mayor
      Bloomberg, Chancellor Levy, and state policy makers.

      To obtain a copy, visit: http://www.advocatesforchildren.org

"3Com Urban Challenge"
The Urban Challenge program grants $100,000 worth of 3Com technology to
U.S. cities to incorporate new uses for information technology into the
fabric of their communities. Schools can use the grant to tailor a
networking solution that meets their community's needs. Application
deadline: grants are awarded on a rolling basis with the next application
due on November 1, 2002.

"Schools for a New Millennium"
The National Endowment for the Humanities offers K-12 educators an
opportunity to improve the teaching of a humanities subject throughout the
entire school. Funded projects will engage teachers, administrators,
students, scholars, and others in two years of intensive collaborative
work. The project will emphasize professional and curricular development
and the use of new technology. Any U.S. nonprofit, IRS tax-exempt
organization is eligible to apply. State and local governments are also
eligible. Grants provide up to $100,000 for a project lasting up to two
years. Application deadline: October 2, 2002


Online Discussion on EdEquity with the Experts
Disability and Gender, August 20-24, 2002
What is the status of girls and women with disabilities, and the issues and

challenges they face? Has the school system improved in creating a gender
equitable classroom environments that benefit all students? What new
resources are available for teachers, administrators and parents? These
and other questions will be discussed by our expert panelists.

Onlined Journal
The online Journal, TechKnowLogia, that the July - September 2002 Issue has
been posted on the web: http://www.TechKnowLogia.org.
The thematic focus of this Issue is: TECHNOLOGIES FOR ALL - ISSUES OF
EQUITY. We invite you to visit the site and enjoy the wealth of informative
and engaging articles (all 24 of them!) written by top experts in this
field. For your information, we have included below the annotated Table of
Contents of the July - September 2002 Issue.

Rate Your School's Professional Development

      The Association for Supervision and Curriculum
      Development (ASCD) provides a 20-minute online
      survey to assist visitors in planning a
      comprehensive professional development program for
      their school or district. The survey automatically
      tabulates the participant's results and makes
      recommendations on areas of strength and areas that
      might be worked into a professional development

From National Clearinghouse for Bilingual Education list-serv


1)The National Center for Education Statistics has
      released the 2002 edition of one of its major
      annual publications, The Condition of Education.

      The Condition of Education summarizes important
      developments and trends in education using the
      latest available data. The report, which is
      required by law, is an indicator report intended
      for a general audience of readers who are
      interested in education. The indicators represent a
      consensus of professional judgment on the most
      significant national measures of the condition and
      progress of education for which accurate data are
      available. The 2002 print edition includes 44
      indicators in six main areas:

      (1) enrollment trends and student characteristics
      at all levels of the education system from
      preprimary education to adult learning;

      (2) student achievement and the longer term,
      enduring effects of education;

      (3) student effort and rates of progress through
      the educational system among
      different population groups;

      (4) the quality of elementary and secondary
      education in terms of courses taken, teacher
      characteristics, and other factors;

      (5) the context of postsecondary education; and

      (6) societal support for learning, including
      parental and community support for learning, and
      public and private financial support of education
      at all levels.

      This edition also includes special analyses on the
      environment, climate, and student outcomes at
      private schools and on the enrollment and
      persistence of nontraditional undergraduates.

      The Complete publication is available online in PDF
      format: http://nces.ed.gov/programs/coe/

      For ordering information, visit:

2)Report Examines Diversity in Philanthropy Field
 According to a new report from the Joint Affinity Groups,
 a national coalition of grantmaker associations, the lack
 of diversity on the staffs and boards of philanthropic
 organizations may impede the field's ability to respond
 effectively to the needs of diverse communities.

 The report, Meaning and Impact of Board and Staff
 Diversity in the Philanthropic Field, is the result
 of a research project funded by the Ford Foundation
 ( http://www.fordfound.org/ ), the Rockefeller Foundation
 ( http://www.rockfound.org/ ), and the Evelyn and Walter
 Haas, Jr. Fund ( http://www.haasjr.org/ ) that included
 surveys, interviews, and focus groups involving more than
 600 grantmakers nationwide.

 According to the findings, philanthropy has evolved over
 the past two decades from a field dominated by white men
 to a field where women comprise the majority of paid staff
 and a fifth of staff are people of color. However, the
 report goes on to say that the composition of boards in
 the field has not changed significantly in terms of diver-
 sity, and barriers based on disability, ethnicity and race,
 and gender and sexual orientation persist.

 To help increase diversity in the sector, the report makes
 several recommendations, including recruiting decision-
 makers who operate outside foundations' economic and
 social circles and informing board members and staff of
 the value of diversity. The report also recommends that
 grantmakers develop written materials that define clear
 goals and objectives related to increasing the diversity
 of their staffs and boards.

 "This report opens a new chapter in the study of
 foundation diversity because it examines the whole
 picture rather than focusing on an individual disparity,"
 said Emmett D. Carson, president and CEO of the
 Minneapolis Foundation ( http://www.mplsfoundation.org/ )
 and author of the report's forward. "Foundations have a
 great opportunity to increase their responsiveness and
 accountability to the communities they serve by con-
 sciously focusing their efforts on enhancing board and
 staff diversity."

 To view the complete report (27 pages, PDF), visit:

 "New Report Examines Philanthropy's Progress, Challenges
 on Diversity." Minnesota Council on Foundations Press
 Release 06/18/02.
From Foundation Center list-serv

3)Civil Rights Project Issues First-Ever Report on Racial Enrollment
Patterns in Private Schools

Using the U.S. Department of Education's survey of private K-12 schools,
the Civil Rights Project of Harvard University examined the patterns of
racial enrollments in the 1997-98 school year. This is the first-ever major
report based on comprehensive national data, according to the university.
Among the key findings are: the South and the West, which have high
proportions of nonwhite students, have the smallest private school sector;
New Orleans and New York City among metropolitan areas have the highest
share of white students in private schools; and black students are just as
segregated from whites in the private sector as in public schools. Finding
evidence that desegregation is not as responsible for white flight as it
has been generally thought, the researchers do conclude that a higher
proportion of whites attend private schools in districts and metropolitan
areas with large minority enrollments. The researchers note that they
cannot definitively ascertain the causes of the present patterns of racial
enrollment, but they suggest that private schools as they are now operated
"are not a significant answer to the problems caused by intensifying racial
isolation in public schools as desegregation is abandoned." The survey
showed that private schools enroll one-tenth of all K-12 students, and
Catholic schools enroll roughly half of those students. To view the
complete report, Private School Racial Enrollments and Segregation, go to

From Bonnie Bracey, Equity Advocate and Lucas Foundation

No single test should ever be the sole determinant of a young adolescent's
academic future, whether it be promotion to the next grade, special
placement, or transition from the middle grades to high school. The
National Forum to Accelerate Middle-Grades Reform encourages diverse
approaches to curriculum and instruction and supports the use of multiple
measures to make decisions about a student's progress, instead of a single
test. These may include portfolios of student work, exhibitions,
performances, demonstrations, and tests that measure how well students
achieve state standards. With new demands on schools to improve student
performance and increase accountability, virtually every state in the
nation has created and administered statewide tests. But according to Dan
French, a member of the policy committee that helped draft the statement,
"Such tests are an important component of a comprehensive accountability
system, but they should not be used to sort students, deny them access to
rigorous courses, or hold them back a grade." Instead, the statement
argues that tests, like quality schools, should be academically rigorous,
developmentally responsive, and socially equitable.


AFL-CIO Women's Department http://www.aflcio.org/women/index.htm

Coalition of Labor Union Women (CLUW) http://www.cluw.org/

National Association of Women in Construction

The California Chapter has a separate web site with info on jobs and
resources; chat room, message board, etc. www.nawicregion10.org

Equal Rights Advocates http://www.equalrights.org/

National Partnership for Women and Families

9 to 5 National Association of Working Women

The Rosie the Riveter Memorial (Richmond, CA)

Wider Opportunities for Women http://www.wowoline.org/

The Women's Bureau - U.S. Dept. of Labor

Work for Women http://www.Work4Women.org/

State Building and Constuction Trades Council http://www.sbctc.org/
Links of interest has an extensive listing of links to organizations that
deal with women and work and their unions.

The AASA-American Association of School Administrator's "Center for Best
is a new online resource focused on the No Child Left Behind Act. AASA has
searched the Internet and compiled useful tools, helpful resources and
proven best practices to provide visitors with a one-stop resource for
ESEA implementation.

Final note: Information on these resources is provided as a service to
listserv subscribers. EdEquity does not review or necessarily endorse
these publications or events.

Hilandia Rendon
EdEquity Moderator

EdEquity (the Educational Equity Discussion List, is an international
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