David F. Larson, superintendent of the Glenbard Township High School District 87 in suburban Chicago, a district partner of Equal Opportunity Schools, offers suggestions for education leaders for pursuing equity in high-level instruction.
In the Equal Opportunity Schools’ program to close the equity gap in advanced course taking in high school, students are surveyed about their experiences. In this sidebar article to “Recruiting Our ‘Missing’ Students” a few comments are shared by students of color and low-income students, addressing their experiences in Advanced Placement and International Baccalaureate courses.
In this excerpt [from Engine of Impact: Essentials of Strategic Leadership in the Nonprofit Sector], we discuss the strategic principle of “core competencies” and then describe how Equal Opportunity Schools (EOS) has rigorously applied that principle across its value chain.—William F. Meehan III and Kim Starkey Jonker.
High school students who take Advanced Placement and International Baccalaureate classes are more likely to enroll in and complete their first year of college, according to research.
In order to close that achievement gap, the district says it’s partnering with a national nonprofit called Equal Opportunity Schools. That group already works in districts around the country to increase the number of low-income and minority students succeeding in Advanced Placement and International Baccalaureate courses, intended to give students a more rigorous, college-bound education.
This effort is overseen by the group Equal Opportunity Schools where Eddie Lincoln is the Director of Strategic Initiatives. “Research shows access to rigor is a powerful engine for college success,” said Lincoln.