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Schmidt, William H. author
Inequality for all : the challenge of unequal opportunity in American schools / William H. Schmidt, Curtis C. McKnight
Alternate Title Challenge of unequal opportunity in American schools
New York : Teachers College Press, 2012
book jacket
Location Call Number Status
 4th Floor  LC213.2 .S365 2012    AVAILABLE
 SOE Curriuclum Lab, Rm 267  CL 379.2 SCH    AVAILABLE
Subject(s) Educational equalization -- United States
Educational sociology -- United States
Discrimination in education -- United States
Educational change -- United States
Physical Description xvi, 264 pages : illustrations ; 24 cm
Note Includes bibliographical references (pages 237-250) and index
Contents Introduction: a story and a myth: -- Parental consequences related to differences in content coverage -- The American myth of educational equality -- The difference that schooling makes -- A definition of opportunity to learn -- The role of individual responsibility in education -- The need to challenge the American myth that school is equal for all -- Equality versus equity in opportunities to learn -- The role of OTL in inequalities in American education -- Part I: The inequalities that permeate the American educational system: --One indivisible nation?: -- The movement toward common standards -- The clash of two great traditions -- The consequences of local control of the curriculum -- Content variation in state standards -- Content variation across local districts -- Science content variation -- The consequences of state and local control of the curriculum -- Social class, race, and equality of opportunity: -- Variability in learning opportunities -- Related to socioeconomic status -- Content opportunities in urban districts -- Inequality in 8th-grade mathematics among districts -- Expectations versus implementation -- Into the classroom: the content opportunities children actually experience: -- Content coverage in elementary classrooms -- Content coverage in middle school classrooms -- Social class differences in learning opportunities -- Content coverage in high school classrooms -- Content coverage in science -- Classroom variation -- Tracking: further along the road to inequality: Tracking in middle school ; Tracking in high school -- Science tracking in high school -- Tracking: what we might do -- Contributors to inequality in content coverage: the role of organizational structure: -- School-level differences -- The role of states, districts, schools, and classrooms related to inequalities in current coverage -- Variations in IGP due to different organizational levels of the educational system -- Variation for specific topics -- The role of tracking -- Implications related to inequalities in content coverage -- Factors that shape content coverage and increase inequality -- The influence of teachers on opportunities to learn -- The mathematics content knowledge that teachers should have -- What teachers tell us about their knowledge of mathematics -- Why teachers feel so poorly prepared -- The effects of teachers' mathematics knowledge on opportunities to learn -- The role of textbooks and tests -- Textbooks : the potentially implemented curriculum -- Mathematics textbooks -- The topics included in science textbooks -- Textbook factors that influence the quality of learning opportunities -- Assessments and tests -- A last thought on the influence of textbooks and tests -- Facing the consequences -- Content coverage matters -- Achievement around the world -- Classroom-level analysis and U.S. achievement -- Relating tracking to achievement -- Relating inequalities in content coverage to achievement -- From inequality to equality : the road we must follow -- What is and has been -- What can be
NOTE Gift from an anonymous donor, 2013
Series SOE Curriculum Lab
Alternate Author McKnight, Curtis C

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