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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
FullText Text:
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  Data: The Role of Schooling in Perpetuating Educational Inequality: An International Perspective
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  Data: <searchLink fieldCode="SO" term="%22Educational+Researcher%22"><i>Educational Researcher</i></searchLink>. Oct 2015 44(7):371-386.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Indicators%22">Educational Indicators</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
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  Data: 10.3102/0013189X15603982
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  Data: 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.
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  Data: 2015
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  Data: EJ1077924
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1077924
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    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: School Role
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