Oakes, Jeannie, Muir, Kate, & Joseph, Rebecca
Access and Achievement in Mathematics and Science
Ford Foundation; California State LA; University of Wyoming
Unequal access to math and science course taking and achievement as a self-evident problem in K-12 schools. Why do inequalities persist?
Journal Name or Institutional Affiliation:
Handbook of Research on Multicultural Education
- Even though both achievement and course taking have increased for all groups, serious gaps remain.
- Although continuing to add and/or require additional mathematics and science coursework may have some ameliorative effects in the future, these solutions will not touch the core of the inequality problem.
- Advanced Course taking determines eligibility for college
- Rigor is the strongest predictor of minority student success in college
- Taking courses from qualified teachers promotes achievement
- Tracking Matters
- Simply adding course offerings will not be enough
- Increased Participation and Achievement through Integrated Math and Science is an option
- We need to better understand the practices that will lead to more equitable patterns of course taking and achievement. However, we also need far more knowledge of these cultural and political dimensions of the problem.
- There are between school differences and within school (tracking) differences that explain why do inequalities persist.
Journal Article Empirical Research
Academic Achievement, Achievement Gap, Math, Science
Method of Analysis:
Unit of Analysis:
- Previous research about coursetaking and achievement: Rodriguez (1997), Snyder & Hoffman (2000)
- Other research: Oakes, 1990), Anyon(1980), McNeil & Valenzuela (2000), etc.