The Role of Schooling in Perpetuating Educational Inequality: An International Perspective

Autor/inn/en	Schmidt, William H.; Burroughs, Nathan A.; Zoido, Pablo; Houang, Richard T.
Titel	The Role of Schooling in Perpetuating Educational Inequality: An International Perspective
Quelle	In: Educational Researcher, 44 (2015) 7, S.371-386 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X15603982
Schlagwörter	Equal Education; School Role; Educational Opportunities; Educational Indicators; Socioeconomic Status; Numeracy; Mathematics Achievement; Mixed Methods Research; Evidence; Correlation; Outcomes of Education; Comparative Education; Foreign Countries; Curriculum; Asia; South America; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Educational indicato; Bildungsindikator; Socio-economic status; Sozioökonomischer Status; Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Evidenz; Korrelation; Lernleistung; Schulerfolg; Vergleichende Erziehungswissenschaft; Ausland; Curricula; Lehrplan; Rahmenplan; Asien; Südamerika; USA
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01