The Role of Schooling in Perpetuating Educational Inequality: An International Perspective
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| Title: | The Role of Schooling in Perpetuating Educational Inequality: An International Perspective |
|---|---|
| Language: | English |
| Authors: | Schmidt, William H., Burroughs, Nathan A., Zoido, Pablo, Houang, Richard T. |
| Source: | Educational Researcher. Oct 2015 44(7):371-386. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Equal Education, School Role, Educational Opportunities, Educational Indicators, Socioeconomic Status, Numeracy, Mathematics Achievement, Mixed Methods Research, Evidence, Correlation, Outcomes of Education, Comparative Education, Foreign Countries, Curriculum |
| Geographic Terms: | Asia, South America, United States |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.3102/0013189X15603982 |
| ISSN: | 0013-189X |
| Abstract: | In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2015 |
| Accession Number: | EJ1077924 |
| Database: | ERIC |
| Abstract: | In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities. |
|---|---|
| ISSN: | 0013-189X |
| DOI: | 10.3102/0013189X15603982 |
