The role of opportunity to learn in ethnic inequality in mathematics.

Autor/inn/en	Schmidt, William H.; Guo, Siwen; Houang, Richard T.
Titel	The role of opportunity to learn in ethnic inequality in mathematics.
Quelle	In: Journal of curriculum studies, 53 (2021) 5, S. 579-600Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1863475
Schlagwörter	Bildungschance; Chancengleichheit; Chancengleichheit; Soziale Klasse; USA; Mathematische Bildung; Ethnischer Unterschied; Soziale Klasse; Lernangebot; USA
Abstract	Continuing efforts have been made in the United States (US) to examine the role of schooling in alleviating the ethnic/racial inequalities in student performance. Using the US data from the 2012 Programme for International Student Assessment (PISA), this study examines the between-school and within-school racial/ethnic differences in opportunities to learn (OTL) and their relationship to the corresponding differences in student mathematics achievement. In all models and for all types of students, OTL showed a significantly positive relationship to student mathematics achievement, and its effect size was about four times as large as the socioeconomic status (SES) effect. The results suggest the importance of OTL in alleviating the racial/ethnic inequalities in mathematics performance.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2022/1