WE REPORT ON the effectiveness of a re-

search module taught in a large introductory sociology class. This assessment measures the extent to which completing a research module helps students learn to interpret basic sociological data and increases their awareness of race and gender inequality. The assessment of this module has rele-vance to two broader issues. First, the as-signment is an example of the types of ac-tivities that are needed to increase quantita-tive literacy. As Cuban (2001) points out, successful teaching of quantitative literacy demands active learning techniques and progressive pedagogy. Increasing the num-ber of math and science classes will not guarantee mastery of quantitative skills; rather students must see a tighter connection between life experiences and their educa-tion. This assignment illustrates some ways in which sociologists can contribute to broadening students ’ quantitative skills in interpreting data and logical thinking. The assignment is designed for introductory stu-dents and is an example of the many small steps that must be taken to meet the goal of universal quantitative literacy. As the achievement of verbal literacy demon-strates, the more practice students have and the more commonplace the use of quantita-tive skills becomes, the more likely it is that students will acquire these skills. Unless we begin to train students in introductory courses to deal with statistical issues, they are unlikely to become more sophisticated data analysts in more advanced courses or in their everyday lives. Rather than intro-ducing data interpretation in methods courses, we need to integrate data analysis and interpretation into all of our courses, including the introductory sociology courses. Sociology may be an especially effective discipline for teaching general quantitativ