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| Preface | |
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| Acknowledgments | |
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| Introduction: A Story and a Myth | |
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| Potential Consequences Related to Differences in Content Coverage | |
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| The American Myth of Educational Equality | |
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| The Difference that Schooling Makes | |
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| A Definition of Opportunity to Learn | |
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| The Role of Individual Responsibility in Education | |
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| The Need to Challenge the American Myth that Schooling Is Equal for All | |
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| Equality Versus Equity in Opportunities to Learn | |
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| The Role of OTL in Inequalities in American Education | |
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| The Inequalities that Permeate the American Educational System | |
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| One Indivisible Nation? | |
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| The Movement Toward Common Standards | |
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| The Clash of Two Great Traditions | |
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| The Consequences of Local Control of the Curriculum | |
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| Content Variation in State Standards | |
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| Content Variation Across Local Districts | |
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| Science Content Variation | |
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| The Consequences of State and Local Control of the Curriculum | |
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| Social Class, Race, and Equality of Opportunity | |
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| Variability in Learning Opportunities Related to Socioeconomic Status | |
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| Content Opportunities in Urban Districts | |
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| Inequality in 8th-Grade Mathematics Among Districts | |
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| Expectations Versus Implementation | |
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| Into the Classroom: The Content Opportunities Children Actually Experience | |
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| Content Coverage in Elementary Classrooms | |
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| Content Coverage in Middle School Classrooms | |
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| Social Class Differences in Learning Opportunities | |
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| Content Coverage in High School Classrooms | |
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| Content Coverage in Science | |
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| Classroom Variation | |
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| Tracking: Further Along the Road to Inequality | |
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| Tracking in Middle School | |
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| Tracking in High School | |
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| Science Tracking in High School | |
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| Tracking: What We Might Do | |
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| Contributors to Inequality in Content Coverage: The Role of Organizational Structure | |
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| School-Level Differences | |
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| The Role of States, Districts, Schools, and Classrooms Related to Inequalities in Content Coverage | |
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| Variations in IGP Due to Different Organizational Levels of the Educational System | |
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| Variation for Specific Topics | |
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| The Role of Tracking | |
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| Implications Related to Inequalities in Content Coverage | |
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| Factors that Shape Content Coverage and Increase Inequality | |
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| The Influence of Teachers on Opportunities to Learn | |
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| The Mathematics Content Knowledge that Teachers Should have | |
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| What Teachers Tell us About their Knowledge of Mathematics | |
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| Why Teachers Feel so Poorly Prepared | |
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| The Effects of Teachers' Mathematics Knowledge on Opportunities to Learn | |
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| The Role of Textbooks and Tests | |
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| Textbooks: The Potentially Implemented Curriculum | |
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| Mathematics Textbooks | |
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| The Topics Included in Science Textbooks | |
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| Textbook Factors that Influence the Quality of Learning Opportunities | |
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| Assessments and Tests | |
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| A Last Thought on the Influence of Textbooks and Tests | |
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| Facing the Consequences | |
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| Content Coverage Matters | |
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| Achievement Around the World | |
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| Classroom-Level Analysis and U.S. Achievement | |
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| Relating Tracking to Achievement | |
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| Relating Inequalities in Content Coverage to Achievement | |
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| From Inequality to Equality: The Road We Must Follow | |
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| What is and What has Been | |
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| What Can be | |
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| Data Sources Used in this Book | |
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| Mathematics Content Topics | |
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| Science Content Topics | |
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| Notes | |
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| References | |
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| Index | |
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| About the Authors | |