Published in: Educational Researcher September 30, 2015 William H. Schmidt, Michigan State University Nathan A. Burroughs, Michigan State University Pablo Zoido, Organisation for Economic Co-operation and Development Richard T. Houang, Michigan State University Abstract
In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy. Using multiple methods, we find consistent evidence that (a) OTL has a significant relationship to student outcomes, (b) a positive relationship exists between SES and OTL, and (c) roughly a third of the SES relationship to literacy is due to its association with OTL. These relationships hold across most countries and both within and between schools within countries. Our findings suggest that in most countries, the organization and policies defining content exposure may exacerbate educational inequalities.
How American schools are making inequality worse The Conversation, October 26, 2015 Study: Schools Exacerbate Growing Rich-Poor Achievement Gap U.S. News & World Report, October 19, 2015 Schools exacerbate the growing achievement gap between rich and poor, a 33-country study finds The Hechinger Report, October 19, 2015 Report: U.S. Math Performance Gap Starts with Unequal Access Diverse Education, October 14, 2015 Inequality should scare us: Create great school options now The Seattle Times, October 11, 2015 Studies Probe How Schools Widen Achievement Gaps Education Week, October 6, 2015 New study reveals vast gap between rich and poor students The Educator, October 6, 2015 Low-Income Students Shortchanged on Math Curriculum U.S. News & World Report, September 30, 2015 Math content in schools adding to achievement gap, new study finds The Washington Post, September 30, 2015
"The Role of Schooling in Perpetuating Educational Inequality: An International Perspective," Educational Researcher