NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1051315
Record Type: Journal
Publication Date: 2015-Feb
Pages: 29
Abstractor: As Provided
Reference Count: 97
ISBN: N/A
ISSN: ISSN-0195-6744
A New Look at the Opportunity-to-Learn Gap across Race and Income
Minor, Elizabeth Covay; Desimone, Laura M.; Phillips, Kristie J. R.; Spencer, Kailey
American Journal of Education, v121 n2 p241-269 Feb 2015
In this study, we use the US nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort to examine inequalities in opportunities to learn mathematics. Specifically, we examine the characteristics of US students' elementary school math teachers and the instruction they provide. While our findings are consistent with previous work in some areas, such as disadvantaged students having less experienced teachers and more homework and testing, our findings contradict popular notions that disadvantaged students receive less conceptual mathematics instruction than their advantaged peers.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Primary Education; Grade 1; Elementary Education; Grade 3; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R305B100013; R305B090015