In this article, the authors discuss three reform strategies designed to produce educational equity. The first strategy, heterogeneous grouping, does away with the controversial practice of placing students in different tracks based on their ability, which can polarize the student population into pro- and anti-school camps, create a "caste system" of elite and struggling students, set expectations lower for the lowest track teachers, waste time on management issues, and encourage segregation and stereotyping. The second strategy described, differentiated instruction, engages all types of learners by using a variety of instructional strategies and styles. The third strategy, integrated assessment, involves using a variety of methods to assess student performance. Examples from schools across the country are used to illustrate the effectiveness of each of these approaches in promoting educational equity.