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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
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  Data: 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
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  Data: 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.)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 12
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Grade 8
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Mathematics Curriculum
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      – SubjectFull: High School Students
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      – SubjectFull: Algebra
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      – SubjectFull: United States
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    Titles:
      – TitleFull: Equality of Educational Opportunity: Myth or Reality in U.S. Schooling?
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