The Mid-Atlantic Equity Center promotes academic rigor for students who have traditionally been denied educational opportunities and equal access to a quality education. Learn More>>


The Mid-Atlantic Equity Center (MAEC) at GW-CEEE has come to the end of its contract with the U.S. Department of Education. This archived website will remain available and accessible courtesty of GW-CEEE, however new material will not be added.

If you have any questions about resources developed by MAEC please email GW-CEEE at ceeeinfo@ceee.gwu.edu or call 703-528-3588.

Visit us at our home website at http://ceee.gwu.edu.

Achieving equity in our schools has long been a national priority.  Over the past decade, education policy and demographic changes have brought renewed attention to inequities in student achievement, but much less attention has been directed to the source of these inequities or how to address them.  Now, the Equity Planning Tool (EPT) provides a systematic, data-driven approach to identifying disparities in student outcomes and helps districts and others using the EPT identify related disparities in learning opportunities.

Until now, little cohesive documentation has been available for schools with dual language and Spanish immersion programs to guide Spanish language arts curriculum and instruction. The resource, Normas para la enseñanza de las artes del lenguaje en español para programas de inmersión doble, addresses this need.

The Public School Enrollment and Segregation of the Mid-Atlantic States by Erica Frankenberg (2010) prepared for the Mid-Atlantic Equity Center provides a descriptive analysis of the composition and segregation of schools in the mid-Atlantic region. Nationally, public school enrollment is undergoing dramatic racial change: soon, the nation’s public schools will enroll a majority of non-White students. As the nation’s enrollment grows more diverse and complex, however, segregation is on the rise. This paper explores the composition and segregation of schools in the mid-Atlantic region. This paper examines racial and enrollment changes in the region over time and explores the overlap of racial and economic segregation.

Numerous studies indicate that the achievement gap in reading between low-income and middle-income children widens during the summer months when schools are not in session.  In this paper, Professor Kim describes the key components of Project READS--a scaffolded voluntary summer reading program for children in grades 3 through 5.  He discusses the latest research on summer reading loss and explains which interventions have shown effectiveness in reversing the reading achievement gap.  The paper includes a checklist to guide districts and schools interested in implementing a s