A New Look at the Opportunity-to-Learn Gap across Race and Income
Bibliographic Data
| ID | 11366453 |
|---|---|
| Authors | Elizabeth C Minor (0000-0001-6930-9338, National Louis University, corresponding author), Laura M Desimone (0000-0003-0184-8997, California University of Pennsylvania), Kristie J R Phillips (Brigham Young University), Kailey Spencer (California University of Pennsylvania) |
| Year | 2015 |
| Volume | 121 |
| Issue | 2 |
| Pages | 241-269 |
| Publication date | 2015-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/679392 |
| OpenAlex | W1973193485 |
| Language | EN |
| Citations received | 10 |
| References cited | 58 |
In this study, we use the US nationally representative Early Childhood Longitudinal Study–Kindergarten Cohort to examine inequalities in opportunities to learn mathematics. Specifically, we examine the characteristics of US students’ elementary school math teachers and the instruction they provide. While our findings are consistent with previous work in some areas, such as disadvantaged students having less experienced teachers and more homework and testing, our findings contradict popular notions that disadvantaged students receive less conceptual mathematics instruction than their advantaged peers
Demographic economics · Disadvantaged · Economic growth · Economics · Ethnic group · Inequality · Longitudinal study · Low income · Mathematics education · Pedagogy · Race (biology · Racial differences · Sociology · Early Childhood Education and Development · Gender Studies · Mathematics · Parental Involvement in Education · Psychology · School Choice and Performance
Beyond Tracking
Improving student achievement through professional cultures of teaching in Flanders
Palenque and Afro-Latino in Los Angeles
Differences in mathematics achievement according to opportunity to learn
Before We Let Go
Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers
The Black male teacher
Re-Examining the Public-Catholic School Gap in STEM Opportunity to Learn
Fractal education inquiry
Access to Effective Teachers and Economic and Racial Disparities in Opportunities to Learn
Carroll, John B.
Statistical Power Analysis for the Behavioral Sciences
The Effect of School Resources on Student Achievement
What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement
Teacher Sorting and the Plight of Urban Schools
Test-Enhanced Learning
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using Pisa 2003
Teacher Quality and Student Achievement
Inequality and the Right to Learn
With an Eye on the Mathematical Horizon
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
High-Stakes Accountability in Urban Elementary Schools
Measuring Instructional Practice
Teachers, Schools, and Academic Achievement
The Academic Achievement Gap in Grades 3 to 8
Are Teachers Tracked? On what Basis and with what Consequences
Do Instructional Practices Contribute to Inequality in Achievement
Measuring the Content of Instruction
Technology and the Fate of At-Risk Students
Below the Bubble
Is the Supply of Mathematics and Science Teachers Sufficient
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
Success for All
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
Problem Solving as a Basis for Reform in Curriculum and Instruction
Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year
Excellence in Education Versus High-Stakes Standardized Testing
A Closer Look at Black-White Mathematics Gaps
An Unexpected Minority
Education and the Inequalities of Place
How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science
A Reconceptualization of School Effects
Where the Rubber Meets the Road
The Effects of Education as an Institution
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2018 - 2023 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |