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NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.

This study was supported by Contract/Grant No. R215U990016-01B between the National Academy of Sciences and the U.S. Department of Education. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project.

Library of Congress Cataloging-in-Publication Data

National Research Council (U.S.). Committee on Improving Measures of Access to Equal Educational Opportunity.

Measuring access to learning opportunities / Committee on Improving Measures of Access to Equal Educational Opportunity ; Willis D. Hawley and Timothy Ready, editors.

p. cm.

“Center for Education and Committee on National Statistics, Division of Behavioral and Social Sciences and Education.”

Includes bibliographical references.

ISBN 0-309-08897-6 (pbk.)

1. Educational equalization—United States. 2. Minority students—Civil rights—United States. 3. Educational surveys—United States. I. Hawley, Willis D. II. Ready, Timothy. III. Title.

LC213.2.N396 2003

379.2´6´0973—dc21

2003007413

International Standard Book Number 0-309-50539-9 (PDF)

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Copyright 2003 by the National Academy of Sciences. All rights reserved.

Printed in the United States of America.

Suggested citation: National Research Council. (2003). Measuring access to learning opportunities. Committee on Improving Measures of Access to Equal Educational Opportunity. W.D. Hawley and T. Ready, editors. Center for Education and Committee on National Statistics, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.



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