Equality of Educational Opportunity: Myth or Reality in U.S. Schooling?
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| Title: | Equality of Educational Opportunity: Myth or Reality in U.S. Schooling? |
|---|---|
| Language: | English |
| Authors: | Schmidt, William H., Cogan, Leland S., McKnight, Curtis C. |
| Source: | American Educator. Win 2010-2011 34(4):12-19. |
| Availability: | American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Grade 8 High Schools |
| Descriptors: | Equal Education, Outcomes of Education, Grade 8, Educational Opportunities, Mathematics, Socioeconomic Status, Mathematics Education, Mathematics Instruction, Mathematics Achievement, Academic Achievement, Science Achievement, Science Education, Mathematics Curriculum, High School Students, Geometry, Algebra |
| Geographic Terms: | United States |
| ISSN: | 0148-432X |
| Abstract: | Despite being known as the land of opportunity, the United States is far from equitable when it comes to the mathematics that students have the opportunity to learn. In this article, the authors explore the extent to which students in different schools and districts have an equal opportunity to learn mathematics. Specifically, they discuss research on (1) the amount of variability in content coverage in eighth grade across 13 districts (or consortia of districts) and 9 states, and (2) the variation in mathematics courses offered by high schools in 18 districts spread across 2 states. They explain why all the different mathematics content roads do not fairly and equally lead to the same high-quality educational outcomes. (Contains 5 figures, 2 tables and 12 endnotes.) |
| Abstractor: | ERIC |
| Entry Date: | 2011 |
| Accession Number: | EJ909927 |
| Database: | ERIC |
| Abstract: | Despite being known as the land of opportunity, the United States is far from equitable when it comes to the mathematics that students have the opportunity to learn. In this article, the authors explore the extent to which students in different schools and districts have an equal opportunity to learn mathematics. Specifically, they discuss research on (1) the amount of variability in content coverage in eighth grade across 13 districts (or consortia of districts) and 9 states, and (2) the variation in mathematics courses offered by high schools in 18 districts spread across 2 states. They explain why all the different mathematics content roads do not fairly and equally lead to the same high-quality educational outcomes. (Contains 5 figures, 2 tables and 12 endnotes.) |
|---|---|
| ISSN: | 0148-432X |
