Author: Lee, Valerie E., Croniger, Robert, & Smith, Julia

Title: Course-Taking, Equity, and Mathematics Learning: Testing the Constrained Curriculum Hypothesis in U.S. Secondary Schools

University Affiliation: University of Michigan, University of Maryland, University of Rochester

Email: velee@umich.edu

Research Question: How the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject.

Published: Yes

Journal Name or Institutional Affiliation: Educational Evaluation and Policy Analysis

Journal Entry: Vol.19, No.2, pp. 99-121

Year: 1997

Findings:

Scholarship Type Journal Article Empirical Research

Keywords: Academic Achievement, Curriculum, High School, Math, SES, Tracking

Regions National

Methodologies: Quantitative

Research Designs: Secondary Survey Data

Method of Analysis: Multilevel Models

Sampling Frame: National

Sample Types: Random

Unit of Analysis: School, Student

Data Types: Quantitative-Cross Sectional

Data Description:

Relevance:

Entry Created at: 2013-03-25 19:29:34 UTC
Last Update: 2016-07-25 16:35:28 UTC

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