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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 | |