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- W1973193485 abstract "In this study, we use the US nationally representative Early Childhood Longitudinal Study–Kindergarten Cohort to examine inequalities in opportunities to learn mathematics. Specifically, we examine the characteristics of US students’ elementary school math teachers and the instruction they provide. While our findings are consistent with previous work in some areas, such as disadvantaged students having less experienced teachers and more homework and testing, our findings contradict popular notions that disadvantaged students receive less conceptual mathematics instruction than their advantaged peers." @default.
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- W1973193485 date "2015-02-01" @default.
- W1973193485 modified "2023-10-16" @default.
- W1973193485 title "A New Look at the Opportunity-to-Learn Gap across Race and Income" @default.
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- W1973193485 doi "https://doi.org/10.1086/679392" @default.
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