Inequality of Access to Educational Resources: A National Report Card for Eighth-Grade Math
Inequality of Access to Educational Resources: A National Report Card for Eighth-Grade Math
复制标题
教育资源获取的不平等：全国八年级数学成绩单
DOI：
10.3102/01623737020004253
复制
发表时间：
1998
影响因子：
3.4
通讯作者：
Y. F. Cheong
中科院分区：
文献类型：
--
作者：
S. Raudenbush;R. Fotiu;Y. F. Cheong
本文认为社会和种族的不平等，在八年级数学学习资源的访问：有利的学校纪律的气候，先进的课程，教师的主题准备，并强调在课堂上的话语推理。数据来自41个州和地区1参加1992年国家教育进步评估（NAEP）的试验状态评估（TSA）。在社会上处于不利地位的学生通常比在社会上处于不利地位的学生更容易获得这些资源。入学也取决于学生的种族。然而，社会和种族不平等的程度在各州之间差异很大。新的方法来评估和显示国家之间的社会和种族不平等的变化。我们认为，“成绩单”显示国家的学生能力的差异，本身是误导，国家在获得关键教育资源的差异提供了一个重要的补充。
This article considers social and ethnic inequality in access to resources for mathematics learning in eighth grade: favorable school disciplinary climate, advanced course offerings, teacher subject-matter preparation, and emphasis on reasoning during classroom discourse. Data are from 41 states and territories1 participating in the 1992 Trial State Assessment (TSA) of the National Assessment of Educational Progress (NAEP). Socially advantaged students typically had greater access to these resources than did socially disadvantaged students. Access also depended on student ethnicity. However, the degree of social and ethnic inequality in access varied significantly across states. New methods for assessing and displaying state-to-state variation in social and ethnic inequality are illustrated. We argue that “report cards” displaying state differences in student proficiency are, by themselves, misleading; state differences in access to key educational resources provide an important supplement.
影响因子：
1.9
作者：
ZEGER, SL;LIANG, KY;ALBERT, PS
通讯作者：
ALBERT, PS