Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?

By Alfinio Flores. 2007

402 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/7320a10df806afa3754941020bbf6af2b20dc122

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In Education

In Modeling and Simulation

Citations in the corpus

Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn (2017, background): “First, our results provide further support for abandoning an “achievement gap” lens and focusing instead on inequities in opportunity as they relate to race and cultural background (Flores, 2007; Milner, 2011).”
Exploring Student Achievement Gaps in School Districts Across the United States (2020, background): “Flores (2007) investigated the opportunity gap in high school math education.”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, background): “Teachers were found to treat students differently based on their level of expectations for different students (Flores, 2007).”
Re‐Establishing the Social‐Class Order: Restorative Reactions against High‐Achieving, Low‐SES Pupils (2017, background): “Other hierarchies, however, take on a subtler form, as is the case of pupils in classrooms (Flores, 2007).”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “…resources, and Englishlanguage learners are more likely than their White middle-class English-speaking peers to be denied access to experienced teachers, challenging mathematics courses, and, within the classroom, high expectations from their teachers (Flores, 2007; Oakes, Joseph, & Muir, 2003).”
Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “These segregated, higher poverty schools often lack high quality teachers (Flores, 2007), possess fewer resources (Reardon, 2008), and have more behavioral issues (Kotok, Ikoma, & Bodovski, 2016).”
Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, background): “schools are more likely to be provided with lower-quality educational experiences, including attending underfunded and lower-resourced schools where they are often taught by inexperienced teachers and/or those with lower expectations for the children’s achievement (Flores, 2007).”
Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States (2014, background): “As a result, Black learners in mathematics experience the following conditions: (a) reduced access to advanced mathematics courses that prepare them for higher education and improved career options; (b) routine exposure to activities that focus primarily on rote, decontextualized learning through dr”
Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement (2010, background): “Some studies suggest that teachers expect less in terms of ability and performance from students in high-concentration minority schools (Delpit 1992; Flores 2007; Ream 2003).”
Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, background): “In other words, differences in students’ access to problem solving–based instruction contribute to disparities in students’ opportunities to learn (Flores, 2007).”
“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance (2017, background): “For example, data show that low-income students are more frequently held to lower standards and are less likely to have experienced and qualified teachers (Flores, 2007).”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “…extend our findings by incorporating other demographic characteristics that are theoretically predictive of math motivation, such as social class (Flores, 2007; Kriegbaum & Spinath, 2016), being the first person in a family to attend college (Harackiewicz, Canning, Tibbetts, Priniski, & Hyde,…”
Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education? (2010, neutral): “And yet, other researchers have made cogent arguments for framing the issue of equity around other kinds of gaps, including the opportunity gap (Flores 2007; Hilliard 2003), the education debt (Ladson-Billings 2006); the gap between whites and Asians (Gutiérrez 2008; Martin 2009).”