تقرير
Elementary and Middle School Opportunity Structures That Factor into Students' Math Learning: Findings from the American Mathematics Educator Study. Research Report. RR-A2836-2
| العنوان: | Elementary and Middle School Opportunity Structures That Factor into Students' Math Learning: Findings from the American Mathematics Educator Study. Research Report. RR-A2836-2 |
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| اللغة: | English |
| المؤلفون: | Julia H. Kaufman, Lauren Covelli, Pierrce Holmes, RAND Education and Labor |
| المصدر: | RAND Corporation. 2024. |
| الإتاحة: | RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Intended Audience: | Policymakers |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Mathematics Education, Elementary Schools, Middle Schools, Track System (Education), School Organization, Educational Opportunities, Ability Grouping, Access to Education, Mathematics Teachers, Teacher Qualifications, Academic Support Services, Elementary School Students, Middle School Students, Elementary School Mathematics, Middle School Mathematics, Principals, Elementary School Teachers, Middle School Teachers, Multi Tiered Systems of Support |
| مصطلحات جغرافية: | United States, California, Florida, New York, Texas |
| DOI: | 10.7249/RRA2836-2 |
| مستخلص: | Researchers use data from the RAND American Mathematics Educator Study surveys of public school principals and teachers to investigate three school structures--referred to as "school opportunity structures" throughout this report--that may affect kindergarten through 8th grade (K-8) students' mathematics learning. These structures are tracking (i.e., grouping students by achievement level), teacher qualifications and assignments, and supports for struggling students. This report is among the first to explore school structures that support students' mathematics learning across the United States and in the four largest states: California, Florida, New York, and Texas. The authors do not examine the quality of mathematics instruction students receive or how much students have learned. Instead, they consider the ways that elementary and middle schools are organized to provide mathematics learning opportunities. Policy recommendations are aimed at helping leaders at the state, district, and school levels reflect on how schools support math learning and how school structures might be improved to set up all students for success in high school and beyond. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED641581 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.7249/RRA2836-2 |
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