How Opportunity to Learn Math Differs Among Students in Remedial, Grade-Level, and Advanced Courses

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: Tracking and Detracking Roundtable

Abstract

eparating students by perceived academic ability, often called tracking, may exacerbate opportunity gaps by providing some students with greater access to academic content than others. Scholars operationalize this content access as opportunity to learn (OTL). This study analyzed the 2009 High School Longitudinal Study to examine OTL among different mathematics courses. Using latent class analysis, we found enriched, reasoning-focused, and rote knowledge classes. The enriched classroom had the highest math OTL with students in the rote classroom experiencing a significantly lower OTL. Black students, Indigenous students, and students living in poverty were more likely to be in the lowest OTL class. We discuss limitations, examine implications for educators and policymakers, and then offer suggestions for future research involving student tracking.

Authors

• Meredith Wronowski, University of Dayton

• Margaret Thornton, Princeton University

• Bryan J. Duarte, Purdue University

• Angelica WyKeshia Witcher, Virginia Polytechnic Institute and State University

• Bita Razavi-Maleki, The University of Texas at Austin