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ERIC Number: EJ905332
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1066-5684
Hidden Disparities: How Courses and Curricula Shape Opportunities in Mathematics during High School
Schiller, Kathryn S.; Schmidt, William H.; Muller, Chandra; Houang, Richard T.
Equity & Excellence in Education, v43 n4 p414-433 2010
Efforts to promote academic achievement by increasing access to courses, especially in mathematics, may mask educational disparities if variations in curriculum are not also monitored. A multi-dimensional description of students' mathematics curricula during high school was obtained from analyses of surveys, transcripts, and textbooks collected for a nationally representative study of adolescents during the mid-1990s. Few gaps in the number of years or credits in mathematics coursework were found. However, the quantity and cognitive challenge of instructional materials in textbooks adopted for those courses differed significantly both across and within mathematics tracks. Differences in the quality of curriculum accumulating during high school were also related to parents' education level. Reducing such gaps in learning opportunities would require teachers to supplement adopted instructional materials to ensure that all students receive a high quality mathematics curriculum. (Contains 12 notes, 2 tables, and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 8; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Assessments and Surveys: National Longitudinal Study of Adolescent Health
IES Cited: ED558157