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ERIC Number: ED452226
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 6
Abstractor: N/A
Reference Count: N/A
Race Differences in Exposure to Algebra and Geometry among U.S. Eighth-Grade Students.
Masini, Blase E.
The opportunity for U.S. students to learn algebra and geometry in the eighth grade was studied by looking at exposure to instruction using teacher reports of content coverage from a subset of 296 classrooms participating in the Third International Mathematics and Science Study. Classrooms were classified according to the ethnic composition of students and the socioeconomic status of the classroom. Few differences were found between low-socioeconomic status White/Asian and minority classrooms across all algebra and geometry related topics, but stark differences were seen between high socioeconomic status white/Asian and minority classrooms. Exposure to algebra and geometry topics varied across classrooms, with the practice of tracking a likely explanation for differences in students' opportunity to learn. It was clear that fewer high-socioeconomic status minority classrooms than high socioeconomic White/Asian classrooms covered a more rigorous curriculum. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: North Central Regional Educational Lab., Naperville, IL.
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study