Equal opportunities in schools8/15/2023 Students are asked to propose a growth strategy, consider whether EOS should modify its funding model, and articulate the messages and approaches it should employ to gain the attention of school districts. Following West Berkshire Councils equality in employment policy, Little Heath School aims to ensure that job applicants and employees are treated equally. It culminates with the announcement of the Lead Higher Initiative for which EOS would dramatically increase the number of schools with which it partnered over the next three years. The case details the organization’s outreach and application process as well as the successes that EOS achieved and the challenges that it faced. He established Equal Opportunity Schools (EOS) with the aim of closing the access gap to advanced courses for minority and low-income students. While many schools will take a unique approach to promote equality and diversity in the classroom, some principles can act as a basis for this promotion. This case recounts the subsequent path that Saaris followed to take his efforts to a national level. a) All students within a school district must be provided equal opportunities in all education programs and services provided by the system (see Section 10. Working together, we successfully enroll them and support their academic success. At the same time, the success rate for all students on the AP and IB exams increased by 20 percent. Equal Opportunity Schools (EOS) has helped nearly 800 schools 250 districts across 33 states identify students of color and low-income students who qualify for, but are missing from Advanced Placement (AP) or International Baccalaureate (IB) classes. Within one year, the school’s AP and IB programs had doubled in size, with the number of African-American students in advanced classes tripling. Inspired, he led an initiative to “find all the missing students” from the Advanced Placement (AP) and International Baccalaureate (IB) programs, meeting with every 10 th grader at the school. The following year, Saaris was promoted to running the school’s advanced programs. As Saaris walked down the hallway, he could see “on one side a 12 th grade English class playing an all-class game of hangman and half of the kids asleep with their teacher saying, ‘Who wants to guess the next letter?’ And on the other side, kids debating and discussing interesting literature and ideas about citizenship.” He and the student went to the school office where Saaris switched the aspiring young man into advanced-level courses. The student was African American and Saaris observed that most African-American students at the school were enrolled in lower-level courses. During his second year as a high school teacher in South Carolina, Reid Saaris noticed that a highly academically capable student was not registered for advanced classes.
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