Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?

Autor/in	Flores, Alfinio
Titel	Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?
Quelle	In: High school journal, 91 (2007) 1, S. 29-42 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1498; 1534-5157
Schlagwörter	Soziale Ungleichheit; Ethnizität; Schule; Lehrer; Schüler; Mathematikunterricht; Ungleichheit; Konzept; Leistung; Verbesserung
Abstract	The so-called achievement gap in mathematics is reframed as a problem of unequal opportunities to learn experienced by many low-income students and many Latino and African American students. First, data are presented showing striking and persistent differences on standardized tests among students of different ethnic groups, and socioeconomic levels. Then evidence is presented demonstrating that opportunities to learn mathematics are not equally distributed among all students. Specifically, data show that African American, Latino, and low-income students are less likely to have access to experienced and qualified teachers, more likely to face low expectations, and less likely to receive equitable per student funding. The final section discusses how teachers and schools can provide more equitable opportunities to learn mathematics for all students. (By publisher).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/1