This paper presents the results of efforts focusing on equitable practices in education in three states. The paper has three objectives: (1) to provide an overview of the implementation of equitable instructional strategies designed to increase student achievement and close identified performance gaps between and within traditional underserved populations; (2) to examine a number of methodologies for collection and quantifying data as a self-monitoring and decision-making strategy for practitioners; and (3) to summarize experiences and findings from three different studies in collaboration with practitioner researchers in Arizona, California, and New York. It was the goal of this paper to share a synthesis of the literature, experiences, and findings related to perception and expectations of those in positions of educational influence; examine the connections among instructional interaction patterns, curriculum content, and learning environments; and identify effective techniques for data collection and self-monitoring. In addition, this paper relates how practitioners can apply and transfer the accumulated knowledge and experience to others in education. Included in an appendix is a survey instrument from one of the studies. (Author/WFA)