Brown (educational leadership, U. of North Carolina at Chapel Hill) et al. bring together education and other scholars mostly from the US who examine diversity indicators, such as race, ethnicity, language, and socioeconomic status, that must be considered for quality education to occur in public schools for all students. They discuss these indicators in the context of efforts to achieve educational equity through multicultural education and broader social policies that address issues such as school funding, segregation, and teacher training. They offer overviews and point and counterpoint arguments that consider whether litigation should be the primary focus in desegregation; diversity strategies such as racial and ethnic school desegregation, multicultural counseling, and school personnel preparation programs; using popular culture to teach the diverse student population; attracting more males to teaching; whether Title I is effective in closing the achievement gap; whether response to intervention and other programs can improve underperforming schools; support services for students from limited English speaking families; using ability grouping and tracking; providing additional support services to minority students; whether full-service models work, in which public health, social, and community services are provided along with education; whether gendershould be applied as a diversity factor; and other topics. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)