![]() 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. 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. Department of Education does not mandate or prescribe particular curricula or teaching strategies. The case details the organization’s outreach and application process as well as the successes that EOS achieved and the challenges that it faced. CREATING EQUAL OPPORTUNITIES FOR CHILDREN AND YOUTH WITH DISABILITIES TO PARTICIPATE IN PHYSICAL EDUCATION AND EXTRACURRICULAR ATHLETICS AUGUST, 2011 The U.S. He established Equal Opportunity Schools (EOS) with the aim of closing the access gap to advanced courses for minority and low-income students. This case recounts the subsequent path that Saaris followed to take his efforts to a national level. We collaborate with school districts to increase equitable enrollment in rigorous courses. ![]() At the same time, the success rate for all students on the AP and IB exams increased by 20 percent. 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. As the Department works to help schools, communities, students, educators, and families recover from the pandemic and rebuild stronger than before March 2020, advancing. The following year, Saaris was promoted to running the school’s advanced programs. This plan aligns with the one of the President's first Executive orders: 13985, Advancing Racial Equity and Support for Underserved Communities Through the Federal Government. 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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