Advertisement
| equal education opportunities act: Higher Education Opportunity Act United States, 2008 |
| equal education opportunities act: Equality of Educational Opportunity James S. Coleman, 1966 |
| equal education opportunities act: Five Miles Away, A World Apart James E. Ryan, 2010-08-06 How is it that, half a century after Brown v. Board of Education, educational opportunities remain so unequal for black and white students, not to mention poor and wealthy ones? In his important new book, Five Miles Away, A World Apart, James E. Ryan answers this question by tracing the fortunes of two schools in Richmond, Virginia--one in the city and the other in the suburbs. Ryan shows how court rulings in the 1970s, limiting the scope of desegregation, laid the groundwork for the sharp disparities between urban and suburban public schools that persist to this day. The Supreme Court, in accord with the wishes of the Nixon administration, allowed the suburbs to lock nonresidents out of their school systems. City schools, whose student bodies were becoming increasingly poor and black, simply received more funding, a measure that has proven largely ineffective, while the independence (and superiority) of suburban schools remained sacrosanct. Weaving together court opinions, social science research, and compelling interviews with students, teachers, and principals, Ryan explains why all the major education reforms since the 1970s--including school finance litigation, school choice, and the No Child Left Behind Act--have failed to bridge the gap between urban and suburban schools and have unintentionally entrenched segregation by race and class. As long as that segregation continues, Ryan forcefully argues, so too will educational inequality. Ryan closes by suggesting innovative ways to promote school integration, which would take advantage of unprecedented demographic shifts and an embrace of diversity among young adults. Exhaustively researched and elegantly written by one of the nation's leading education law scholars, Five Miles Away, A World Apart ties together, like no other book, a half-century's worth of education law and politics into a coherent, if disturbing, whole. It will be of interest to anyone who has ever wondered why our schools are so unequal and whether there is anything to be done about it. |
| equal education opportunities act: Education Law Derek Black, Robert A. Garda, John E. Taylor, Emily Gold Waldman, 2021-01-31 The purchase of this ebook edition does not entitle you to receive access to the Connected eBook on CasebookConnect. You will need to purchase a new print book to get access to the full experience including: lifetime access to the online ebook with highlight, annotation, and search capabilities, plus an outline tool and other helpful resources. Written by Derek Black, one of the nation’s foremost experts in education law and policy, and Education Law Association’s 2015 Goldberg Award for Most Significant Publication in Education Law recipient, this third edition casebook develops Education Law through the themes of equality, fairness, and reform. The book focuses on the laws of equal educational opportunity for various disadvantaged student populations, recent reform movements designed to improve education, and the general constitutional rights that extend to all students. New to the Third Edition: Updates on litigation regarding the fundamental right to education, school funding, and their intersection with COVID-19 issues New cases and analysis on the rights of LGBTQ youth, including Bostock v. Clayton County Department of Education’s new regulatory structure for investigating and resolving sexual harassment claims Two new U.S. Supreme Court special education cases defining the meaning of “free and appropriation public education” and the intersection of Rehabilitation Act with the Individuals with Disabilities in Education Act New cases on student walkouts and protests New U.S. Supreme Court case, Espinoza v. Montana, on vouchers and the free exercise of religion New analysis and updates on the Every Student Succeeds Act New materials on the U.S. Supreme Court’s decision striking down mandatory teacher union fees Professors and student will benefit from: Efficient presentation of cases—to permit more comprehensive inclusion of case law and issues Problems—which can be modified for group exercises, in-class discussion, or out-of-class writing assignments Contextualization and situation of case law in the broader education world—by including edited versions of federal policy guidelines, seminal law review articles, social science studies, and organization reports and studies Careful editing of cases and secondary sources—for ease of reading and comprehension Narrative introductions to every chapter, major section, and case—synthesize and foreshadow the material to improve student comprehension and retention Teaching materials Include: Teacher’s Manual |
| equal education opportunities act: Equal Educational Opportunities Act United States. Congress. House. Committee on Education and Labor, 1972 |
| equal education opportunities act: Equal Educational Opportunities Act United States. Congress. House. Education and Labor, 1972 |
| equal education opportunities act: Higher Education Amendments of 1992 United States, 1992 |
| equal education opportunities act: Equal Educational Opportunities Act of 1972 United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Education, 1972 |
| equal education opportunities act: Equal Educational Opportunities Act United States. Congress. House. Committee on Education and Labor. General Subcommittee on Education, 1972 |
| equal education opportunities act: Equal Educational Opportunities Act: March 27, 28, 29; April 11 and 12, 1972 United States. Congress. House. Committee on Education and Labor, 1972 |
| equal education opportunities act: A Fine Line Tim DeRoche, 2020-05-17 Which side of the line do you live on? In 1954 the Supreme Court ruled that little Linda Brown couldn't be excluded from a public school because of her race. In that landmark decision in Brown v. Board of Education, the court famously declared that public education must be available to all on equal terms. But sixty-six years later, many of the best public schools remain closed to all but the most privileged families. Empowered by little-known state laws, school districts draw attendance zones around their best schools, indicating who is, and who isn't, allowed to enroll. In many American cities, this means that living on one side of the street or the other will determine whether you leave eighth grade on a track for future success - or barely able to read. In Separated By Law, bestselling author Tim DeRoche takes a close look at the laws and policies that dictate which kids are allowed to go to which schools. And he finds surprising parallels between current education policies and the redlining practices of the New Deal era in which minority families were often denied mortgages and government housing assistance because they didn't live within certain desirable zones of the city. It is an extraordinary story of American democracy gone wrong, and it will make you question everything you think you know about our public education system. |
| equal education opportunities act: Equal Educational Opportunities Act of 1972, Hearings Before the Subcommittee on Education..., 92-2, on S. 3395..., March 24, 28, 29, 30, April 6, 19, and September 25, 1972 United States. Congress. Senate. Committee on Labor and Public Welfare, 1972 |
| equal education opportunities act: Equal Educational Opportunities Act: July 25, 26, 28, 31, and August 1, 1972 United States. Congress. House. Committee on Education and Labor, 1972 |
| equal education opportunities act: Equal Educational Opportunities Act: April 13, 18, 19, 24, and 28, 1972 United States. Congress. House. Committee on Education and Labor, 1972 |
| equal education opportunities act: Excellence: Can We Be Equal And Excellent Too? Dr. John W. Gardner, 2015-11-06 This is a book about excellence, more particularly about the conditions under which excellence is possible in our kind of society; but it is also—inevitably—a book about equality, about the kinds of equality that can and must be honored, and the kinds that cannot be forced. Such a book must raise some questions which Americans have shown little inclination to discuss rationally. What are the characteristic difficulties a democracy encounters in pursuing excellence? Is there a way out of these difficulties? How equal do we want to be? How equal can we be? What do we mean when we say, “Let the best man win”? Can an equalitarian society tolerate winners? Are we overproducing highly educated people? How much talent can the society absorb? Does society owe a living to talent? Does talent invariably have a chance to exhibit itself in our society? Does every young American have a “right” to a college education? Are we headed toward domination by an intellectual elite? Is it possible for a people to achieve excellence if they don’t believe in anything? Have the American people lost their sense of purpose and the drive which would make it possible for them to achieve excellence? |
| equal education opportunities act: Hearings, Reports and Prints of the Senate Select Committee on Equal Educational Opportunity United States. Congress. Senate. Select Committee on Equal Educational Opportunity, 1970 |
| equal education opportunities act: Hearing on the Equal Educational Opportunity Act of 1983 United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education, 1983 |
| equal education opportunities act: Still Not Equal M. Christopher Brown, 2007 Still Not Equal: Expanding Educational Opportunity in Society addresses the successes and failures of Brown v. Board of Education and the Civil Rights Act of 1964, as well as the continuing challenge of expanding educational opportunity in the United States and across the Black diaspora. The educational, political, and social influence resulting from Brown, the Civil Rights Act, and their progeny have shaped the dynamics of the collective educational and social experiences of people of color. Notwithstanding, the obstacles, barriers, and enablers of educational, occupational, and economic status outcomes impact the formation and interpretation of public policy, specifically, and public perception, generally, about racialized notions of schooling and learning. The pursuit of educational access, attendance, and attainment is intertwined with the implications of academic research and public policy to improve local practices in school settings. Inasmuch as a diverse research agenda, priorities, and activities become situated to critically address status and attainment outcomes in education from preschool through adulthood for African Americans in the United States and abroad, the resulting complexities in education and other settings will continue to behave in ways that cross racial lines. |
| equal education opportunities act: National Educational Opportunities Act of 1979 United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education, 1980 |
| equal education opportunities act: Equal Educational Opportunities Charles J. Russo, Johan Beckmann, Jonathan D. Jansen, 2005 This interesting text is based on the papers read at the commemorative conference (held at Misty Hills in South Africa in April 2004) and critically examines the progress that South Africa and the United States have made towards realising equal educational opportunities for all. |
| equal education opportunities act: A Federal Right to Education Kimberly Jenkins Robinson, 2023-06-13 How the United States can provide equal educational opportunity to every child The United States Supreme Court closed the courthouse door to federal litigation to narrow educational funding and opportunity gaps in schools when it ruled in San Antonio Independent School District v. Rodriguez in 1973 that the Constitution does not guarantee a right to education. Rodriguez pushed reformers back to the state courts where they have had some success in securing reforms to school funding systems through education and equal protection clauses in state constitutions, but far less success in changing the basic structure of school funding in ways that would ensure access to equitable and adequate funding for schools. Given the limitations of state school funding litigation, education reformers continue to seek new avenues to remedy inequitable disparities in educational opportunity and achievement, including recently returning to federal court. This book is the first comprehensive examination of three issues regarding a federal right to education: why federal intervention is needed to close educational opportunity and achievement gaps; the constitutional and statutory legal avenues that could be employed to guarantee a federal right to education; and, the scope of what a federal right to education should guarantee. A Federal Right to Education provides a timely and thoughtful analysis of how the United States could fulfill its unmet promise to provide equal educational opportunity and the American Dream to every child, regardless of race, class, language proficiency, or neighborhood. |
| equal education opportunities act: Vermont School Laws Vermont, 1915 |
| equal education opportunities act: Savage Inequalities Jonathan Kozol, 2012-07-24 NEW YORK TIMES BESTSELLER • “An impassioned book, laced with anger and indignation, about how our public education system scorns so many of our children.”—The New York Times Book Review In 1988, Jonathan Kozol set off to spend time with children in the American public education system. For two years, he visited schools in neighborhoods across the country, from Illinois to Washington, D.C., and from New York to San Antonio. He spoke with teachers, principals, superintendents, and, most important, children. What he found was devastating. Not only were schools for rich and poor blatantly unequal, the gulf between the two extremes was widening—and it has widened since. The urban schools he visited were overcrowded and understaffed, and lacked the basic elements of learning—including books and, all too often, classrooms for the students. In Savage Inequalities, Kozol delivers a searing examination of the extremes of wealth and poverty and calls into question the reality of equal opportunity in our nation’s schools. Praise for Savage Inequalities “I was unprepared for the horror and shame I felt. . . . Savage Inequalities is a savage indictment. . . . Everyone should read this important book.”—Robert Wilson, USA Today “Kozol has written a book that must be read by anyone interested in education.”—Elizabeth Duff, Philadelphia Inquirer “The forces of equity have now been joined by a powerful voice. . . . Kozol has written a searing exposé of the extremes of wealth and poverty in America’s school system and the blighting effect on poor children, especially those in cities.”—Emily Mitchell, Time “Easily the most passionate, and certain to be the most passionately debated, book about American education in several years . . . A classic American muckraker with an eloquent prose style, Kozol offers . . . an old-fashioned brand of moral outrage that will affect every reader whose heart has not yet turned to stone.”—Entertainment Weekly |
| equal education opportunities act: Equal Opportunity in Higher Education Eric Grodsky, Michal Kurlaender, 2010 This timely book examines issues pertaining to equal opportunity--affirmative action, challenges to it, and alternatives for improving opportunities for underrepresented groups--in higher education today. Its starting point is California's Proposition 209, which ended race-based affirmative action in public education and the workplace in 1996. The book carefully considers how Proposition 209 reflects national trends that have changed higher education policy and practice, from administrators to student diversity to standards. With a roster of leading scholars and administrators--including Chancellor Robert Birgeneau of the University of California, Berkeley, and President Mary Sue Coleman of the University of Michigan--Equal Opportunity in Higher Education is a crucial assessment of one of the most important issues facing higher education. With over a decade of data on which to draw, this volume brings together analysts from academic institutions, researchers in the University of California and community college systems, and policy makers to reflect on what we have learned about the impacts of removing affirmative action and of new policy directions for the future. In a time of great economic uncertainty, it is easy to lose sight of the complex questions of equal access with which many state postsecondary systems struggle. --from the introductory chapter by Christopher Edley Jr., dean, University of California, Berkeley, School of Law A comprehensive examination of the consequences and implications of challenges to affirmative action for racial equity and diversity in public higher education. Although focused on California's Proposition 209, the volume offers useful insights for public and institutional policy makers in other states, as well as for education researchers. -- Laura W. Perna, professor, Graduate School of Education, University of Pennsylvania A thorough and masterful treatment of an important and complex subject. What it chronicles is the first step in the gradual asphyxiation of race-based affirmative action. The book represents an extraordinary blending of social science, legal, and policy perspectives. It illustrates a skillful use of administrative data by an impressive array of scholars and day-to-day practitioners. There are important lessons here, not only for higher education but for the broader American public. -- Thomas J. Espenshade, professor of sociology, Princeton University The book does a nice job juxtaposing research with important perspectives on policy to give a rich, insightful examination of what happens when universities are not allowed to use race in their deliberations. Of course, the answer is complicated given the complex nature of race in America and the admissions process. This type of nuanced analysis is needed in what are sure to be future debates about affirmative action. -- Bridget Terry Long, professor of education and economics, Harvard Graduate School of Education Eric Grodsky is associate professor of sociology at the University of Minnesota. Michal Kurlaender is associate professor of education at the University of California, Davis. |
| equal education opportunities act: Equal Educational Opportunities Act of 1972 United States. Congress. House. Committee on Education and Labor, 1972 |
| equal education opportunities act: Wrightslaw Peter W. D. Wright, Pamela Darr Wright, 2002 Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations. |
| equal education opportunities act: Equal Educational Opportunity Project Series United States Commission on Civil Rights, 1997 |
| equal education opportunities act: Achieving High Educational Standards for All National Research Council, Division of Behavioral and Social Sciences and Education, 2002-04-11 This volume summarizes a range of scientific perspectives on the important goal of achieving high educational standards for all students. Based on a conference held at the request of the U.S. Department of Education, it addresses three questions: What progress has been made in advancing the education of minority and disadvantaged students since the historic Brown v. Board of Education decision nearly 50 years ago? What does research say about the reasons of successes and failures? What are some of the strategies and practices that hold the promise of producing continued improvements? The volume draws on the conclusions of a number of important recent NRC reports, including How People Learn, Preventing Reading Difficulties in Young Children, Eager to Learn, and From Neurons to Neighborhoods, among others. It includes an overview of the conference presentations and discussions, the perspectives of the two co-moderators, and a set of background papers on more detailed issues. |
| equal education opportunities act: Special Education Law Peter S. Latham, Patricia H. Latham, Myrna Mandlawitz, 2008 Clear, well organized presentation of IDEA and other pertinent federal laws, together with well organized discussion of relevant cases, help educators understand and apply their knowledge in concrete situations. The emphasis of this practical book is on increasing understanding at a conceptual level rather than rote memorization of detailed provisions of the IDEA and other laws. By understanding the law, educators will be better equipped to work with future amendments of IDEA and with new laws that may be enacted by Congress. They will also have an increased ability to apply statutory provisions to specific situations. Part I - Constitutional Framework: provides important background in understanding the authority that Congress has to enact laws that impact on education in the United States and the authority that the courts have to interpret laws. Includes discussion of the judicial system, the key provisions of the United States Constitution, due process, equal protection, the statutes of certain regulations, and a brief overview and comparison of the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act (RA), and the Americans with Disabilities Act (ADA). Part II - IDEA: covers background, basic language and coverage, duty to evaluate, FAPE, IEP, placement, related services, inclusions/least restrictive environment, private school, discipline, mediation, due process, and court proceedings. Sample forms are included to supplement discussion with concrete examples to aid understanding. Part III - RA and ADA: covers RA/ADA basics, such as who is an individual with a disability, what entities are covered, enforcement provisions, and application to schools, universities, and employers. Part IV - Other Legal Issues: covers No Child Left Behind, FERPA, tort liability, and high stakes testing issues. At the end of each part there is a very basic question and answer section to assist the student in focusing on major points in each part. |
| equal education opportunities act: Equal Educational Opportunity and Nondiscrimination for Students with Limited English Proficiency United States Commission on Civil Rights, 1997 This report focuses on issues relating to the development and implementation of educational programs for and placement of national origin minority students identified as having limited English proficiency. It examines the present-day barriers that prevent students with limited English proficiency from having an equal opportunity to participate in educational programs. The report evaluates and analyzes the Office for Civil Rights' (OCR) implementation, compliance, and enforcement effort for Title VI of the Civil Rights Act of 1964 and Lau v. Nichols. |
| equal education opportunities act: Equal Educational Opportunity United States. Congress. Senate. Select Committee on Equal Educational Opportunity, 1970 |
| equal education opportunities act: The Pig Book Citizens Against Government Waste, 2013-09-17 The federal government wastes your tax dollars worse than a drunken sailor on shore leave. The 1984 Grace Commission uncovered that the Department of Defense spent $640 for a toilet seat and $436 for a hammer. Twenty years later things weren't much better. In 2004, Congress spent a record-breaking $22.9 billion dollars of your money on 10,656 of their pork-barrel projects. The war on terror has a lot to do with the record $413 billion in deficit spending, but it's also the result of pork over the last 18 years the likes of: - $50 million for an indoor rain forest in Iowa - $102 million to study screwworms which were long ago eradicated from American soil - $273,000 to combat goth culture in Missouri - $2.2 million to renovate the North Pole (Lucky for Santa!) - $50,000 for a tattoo removal program in California - $1 million for ornamental fish research Funny in some instances and jaw-droppingly stupid and wasteful in others, The Pig Book proves one thing about Capitol Hill: pork is king! |
| equal education opportunities act: Brown V. Board of Education James T. Patterson, William W. Freehling, 2001-03 Appendix II contains tables and statistics on segregation and race and education. |
| equal education opportunities act: Failing at Fairness Myra Sadker, David Sadker, 2010-05-11 Failing at Fairness, the result of two decades of research, shows how gender bias makes it impossible for girls to receive an education equal to that given to boys. Girls' learning problems are not identified as often as boys' are Boys receive more of their teachers' attention Girls start school testing higher in every academic subject, yet graduate from high school scoring 50 points lower than boys on the SAT Hard-hitting and eye-opening, Failing at Fairness should be read by every parent, especially those with daughters. |
| equal education opportunities act: Foundations for Multilingualism in Education Ester J. De Jong, 2011 |
| equal education opportunities act: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| equal education opportunities act: United States Code United States, 1989 |
| equal education opportunities act: Encyclopedia of Educational Reform and Dissent Thomas C. Hunt, James C. Carper, Thomas J. Lasley, II, C. Daniel Raisch, 2010-01-12 Educational reform, and to a lesser extent educational dissent, occupy a prominent place in the annals of U.S. education. Whether based on religious, cultural, social, philosophical, or pedagogical grounds, they are ever-present in our educational history. Although some reforms have been presented as a remedy for society′s ills, most programs were aimed toward practical transformation of the existing system to ensure that each child will have a better opportunity to succeed in U.S. society. Educational reform is a topic rich with ideas, rife with controversy, and vital in its outcome for school patrons, educators, and the nation as a whole. With nearly 450 entries, these two volumes comprise the first reference work to bring together the strands of reform and reformers and dissent and dissenters in one place as a resource for parents, policymakers, scholars, teachers, and those studying to enter the teaching profession. Key Features Opens with a historical overview of educational reform and dissent and a timeline of key reforms, legislation, publications, and more Examines the reform or dissent related to education found in theories, concepts, ideas, writings, research, and practice Addresses how reformers and dissenters become significant culture-shaping people and change the way we conduct our lives Key Themes Accountability Biographies Concepts and Theories Curriculum and Instruction Diversity Finances and Economics Government Organizations?Advisory Organizations?Business and Foundations Organizations?Curriculum Organizations?Government Organizations?Professional Organizations?Think Tanks Public Policy Religion and Religious Education Reports School Types Special Needs Technology This authoritative work fills a void in the literature in the vast areas of educational reform and dissent, making it a must-have resource for any academic library. Availability in print and electronic formats provides students with convenient, easy access, wherever they may be. |
| equal education opportunities act: Inventing Equal Opportunity Frank Dobbin, 2009-05-26 Equal opportunity in the workplace is thought to be the direct legacy of the civil rights and feminist movements and the landmark Civil Rights Act of 1964. Yet, as Frank Dobbin demonstrates, corporate personnel experts--not Congress or the courts--were the ones who determined what equal opportunity meant in practice, designing changes in how employers hire, promote, and fire workers, and ultimately defining what discrimination is, and is not, in the American imagination. Dobbin shows how Congress and the courts merely endorsed programs devised by corporate personnel. He traces how the first measures were adopted by military contractors worried that the Kennedy administration would cancel their contracts if they didn't take affirmative action to end discrimination. These measures built on existing personnel programs, many designed to prevent bias against unionists. Dobbin follows the changes in the law as personnel experts invented one wave after another of equal opportunity programs. He examines how corporate personnel formalized hiring and promotion practices in the 1970s to eradicate bias by managers; how in the 1980s they answered Ronald Reagan's threat to end affirmative action by recasting their efforts as diversity-management programs; and how the growing presence of women in the newly named human resources profession has contributed to a focus on sexual harassment and work/life issues. Inventing Equal Opportunity reveals how the personnel profession devised--and ultimately transformed--our understanding of discrimination. |
| equal education opportunities act: Wrightslaw Special Education Legal Developments and Cases 2019 Peter Wright, Pamela Wright, 2020-07-10 Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and least restrictive environment* Tutorial about how to find relevant state and federal cases using your unique search terms |
Login - Main Equal Site
Forgot your password?
EQUAL Definition & Meaning - Merriam-Webster
The meaning of EQUAL is of the same measure, quantity, amount, or number as another. How to use equal in a sentence. Synonym Discussion of Equal.
Equal® Zero Calorie Sweetener & Sugar Substitutes
Equal is the sweetener substitute you trust to perfectly flavor your favorite beverages without the calories. Visit Equal.com to learn more!
Equal Symbol (=)
The equals symbol or equal sign is used in mathematics to assert that two expressions have the same value. It is also used in boolean logic as an operator, evaluating true or false based on …
EQUAL | English meaning - Cambridge Dictionary
EQUAL definition: 1. the same in amount, number, or size: 2. the same in importance and deserving the same…. Learn more.
Equal - definition of equal by The Free Dictionary
equal - make equal, uniform, corresponding, or matching; "let's equalize the duties among all employees in this office"; "The company matched the discount policy of its competitors"
equal - Wiktionary, the free dictionary
May 27, 2025 · In mathematics, this adjective can be used in phrases like "A and B are equal", "A is equal to B", and, less commonly, "A is equal with B". The most common comparative use is …
What does equal mean? - Definitions.net
one not inferior or superior to another; one having the same or a similar age, rank, station, office, talents, strength, or other quality or condition; an equal quantity or number; as, "If equals be …
EQUAL Definition & Meaning | Dictionary.com
Equal, equivalent, tantamount imply a correspondence between two or more things. Equal indicates a correspondence in all respects or in a particular respect: A dime is equal to 10 …
Equal Symbol (=): Unlock its Meaning, Uses and Examples
The equal symbol, denoted as “=,” is a fundamental mathematical symbol representing equality between two expressions. Its meaning is straightforward yet profoundly crucial in mathematics, …
Login - Main Equal Site
Forgot your password?
EQUAL Definition & Meaning - Merriam-Webster
The meaning of EQUAL is of the same measure, quantity, amount, or number as another. How to use equal in a sentence. Synonym Discussion of Equal.
Equal® Zero Calorie Sweetener & Sugar Substitutes
Equal is the sweetener substitute you trust to perfectly flavor your favorite beverages without the calories. Visit Equal.com to learn more!
Equal Symbol (=)
The equals symbol or equal sign is used in mathematics to assert that two expressions have the same value. It is also used in boolean logic as an operator, evaluating true or false based on …
EQUAL | English meaning - Cambridge Dictionary
EQUAL definition: 1. the same in amount, number, or size: 2. the same in importance and deserving the same…. Learn more.
Equal - definition of equal by The Free Dictionary
equal - make equal, uniform, corresponding, or matching; "let's equalize the duties among all employees in this office"; "The company matched the discount policy of its competitors"
equal - Wiktionary, the free dictionary
May 27, 2025 · In mathematics, this adjective can be used in phrases like "A and B are equal", "A is equal to B", and, less commonly, "A is equal with B". The most common comparative use is …
What does equal mean? - Definitions.net
one not inferior or superior to another; one having the same or a similar age, rank, station, office, talents, strength, or other quality or condition; an equal quantity or number; as, "If equals be …
EQUAL Definition & Meaning | Dictionary.com
Equal, equivalent, tantamount imply a correspondence between two or more things. Equal indicates a correspondence in all respects or in a particular respect: A dime is equal to 10 …
Equal Symbol (=): Unlock its Meaning, Uses and Examples
The equal symbol, denoted as “=,” is a fundamental mathematical symbol representing equality between two expressions. Its meaning is straightforward yet profoundly crucial in mathematics, …
