Who Gets in? Examining Inequality in Eighth-Grade Algebra
Using data from a large urban district, this study investigated whether racial inequality in access to eighth-grade algebra is a reproduction of differences in prior opportunities to learn (as evidenced by grades, test scores, and level of prior mathematics course) or whether patterns reflect an increase in inequality such that racial differences in access remain when controlling for academic background. We considered how this varies by the racial composition of the school; further, we examined differences in access between both Black and Hispanic students and their White peers as well as differences between Black and Hispanic students. The results point to patterns of reproduction of inequality in racially integrated schools, with some evidence of increasing inequality in predominantly Hispanic schools.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss outjoin now or upgrade your membership. You may also purchase this article now for online access.
Write for JRME
Review for JRME