The Differential Effects of Math Instruction by Race and Income

• In Event: Roundtable Session 26
  In Roundtable Session: Equity, Disparity, and Educational Policy

Abstract

Identifying effective approaches to instruction is essential for improving student learning opportunities, targeting teacher learning activities, and shaping school improvement efforts. We use nationally representative data to examine in first through fifth grade, how two contrasting, well-articulated approaches to mathematics instruction—conceptual/advanced and procedural/basic—influence achievement differently based on whether students are White, Black, Asian or Hispanic, and whether they are from low, middle or high income families. We found that conceptual/advanced approaches benefited both traditionally advantaged and disadvantaged students, and that procedural/basic instruction only slowed growth. We conclude that emphasizing conceptual/advanced instruction may be especially important for low-achieving students, and the lack of such emphasis may contribute to the school-based explanation for the continued achievement gap throughout elementary school.

Authors

• Laura M. Desimone, University of Pennsylvania

• Kristie J.R. Phillips, Brigham Young University

• Elizabeth Covay Minor, National Louis University

• Kailey Lauren Spencer, University of Pennsylvania

• Daniel Stuckey, University of Pennsylvania