The role of opportunity to learn in ethnic inequality in mathematics

Schmidt, William H.; Guo, Siwen; Houang, Richard T.

doi:10.1080/00220272.2020.1863475

Cited by 11 publications

(6 citation statements)

References 53 publications

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“…That is to say, the OTL measure in the current study reflects the coverage, depth, and rigor of mathematics content students encounter. This content coverage in mathematics was argued as a more precise indicator of OTL and was shown with a significantly positive effect on student mathematics performance in the previous studies (Schmidt et al, 2015(Schmidt et al, , 2021Cogan et al, 2019).…”

Section: The Current Studymentioning

confidence: 82%

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Guo

Liao

2022

Front. Psychol.

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This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance via mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance via mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.

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Section: The Current Studymentioning

confidence: 82%

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Guo

Liao

2022

Front. Psychol.

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“…As suggested by one study based on data from the 2012 Programme for International Student Assessment, within-school variations may be the largest source of OTL inequality in the United States between economically advantaged students and students living in poverty (Schmidt et al, 2015). In a follow-up study, Schmidt, Guo, and Houang (2021) note that this effect is appreciably compounded by race-and ethnicity-based sources of OTL inequity within and across schools. This is because systemic inequities coupled with the practice of identifying students for advanced courses based on past achievement or more-subjective measures, such as teacher nominations, have historically led to the disproportionate assignment of students of color and students living in poverty into lower tracks where they have fewer opportunities to learn challenging math content (Hallinan, 1994;Wronowski et al, 2022;Schmidt, et al, 2015).…”

Section: Students' Otl Advanced Math Depends On An Array Of Factorsmentioning

confidence: 91%

Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up

2023

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“…Opportunity to learn is a construct that contends that the way students learn and the way students are taught is connected to the resources and privileges embedded in their schools and communities; an unequal distribution of education resources can result in inequitable teaching and learning. Previous work has applied opportunity to learn to middle and secondary math education (Bottia et al, 2018; Cogan et al, 2001; Schmidt, 2012; Schmidt et al, 2021). For instance, Saw and Agger (2021) used this framework to examine whether rural and small-town students had similar opportunities to participate in STEM courses and programs compared to suburban peers.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Informed by an opportunity to learn framework (Bottia et al, 2018; Cogan et al, 2001; Schmidt, 2012; Schmidt et al, 2021), the purpose of this article is to consider the relationships between high school STEM coursework and college enrollment outcomes for Indigenous students. We used logistic regression to analyze statewide data for a cohort of graduating high school seniors matched with National Clearinghouse college enrollment data.…”

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confidence: 99%

Opportunity to learn math and science? A quantitative analysis of coursetaking and college enrollment outcomes for indigenous students in Nebraska.

Allchin,

Fernandez,

Lee

et al. 2024

Journal of Diversity in Higher Education

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Despite clear financial and societal benefits of pursuing degrees in science, technology, engineering, and mathematics (STEM), Indigenous students are underrepresented in undergraduate STEM degree programs and STEM industries. While existing literature uses qualitative methods to understand the experiences of Indigenous STEM students, there is a scarcity of quantitative work focusing on the college pathways of Indigenous students. This study uses logistic regression to examine the STEM pathways of Indigenous students who attended high school in Nebraska. Prior research demonstrates that taking STEM courses, including Algebra 2, biology, chemistry, and physics, relates to college enrollment. In particular, this article considers if there is a relationship between taking advanced math and science classes in high school and postsecondary enrollment. Findings indicate that taking Algebra 2 in high school is significantly related to enrolling in college. Similarly, taking Algebra 2 or two advanced lab science courses (biology, chemistry, and/or physics) is related to planning to major in a STEM field. However, only about 42% of Indigenous students were enrolled in Algebra 2, compared to about 74% of White students in the same cohort. Given these findings, high school districts and state policymakers need to consider how unequal opportunities to learn math and science could be inhibiting postsecondary outcomes of Indigenous students. Additionally, postsecondary administrators should acknowledge the barriers that Indigenous students face in secondary STEM education and consider revising admissions standards and support services to attend to the needs of this student population.

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The role of opportunity to learn in ethnic inequality in mathematics

Cited by 11 publications

References 53 publications

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up

Opportunity to learn math and science? A quantitative analysis of coursetaking and college enrollment outcomes for indigenous students in Nebraska.

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