The Role of Opportunity to Learn and School Socioeconomic Composition in Reducing Racial and Gendered Disparities in Mathematics Achievement
Author:
Affiliation:
1. Department of Graduate School of Education, University of California Riverside, Riverside, California, USA
Funder
American Educational Research Association
Division of Behavioral and Cognitive Sciences
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/19345747.2024.2342850
Reference77 articles.
1. The theory of planned behavior
2. Differences in mathematics achievement according to opportunity to learn: A 4pL item response theory examination
3. Advancing quantitative intersectionality research methods: Intracategorical and intercategorical approaches to shared and differential constructs
4. School Segregation and Its Effects on Educational Equality and Efficiency in 16 OECD Comprehensive School Systems
5. Reducing the Achievement Gap: Middle Grades Mathematics Performance and Improvement
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