Equity and Opportunity: Exploring Correlations Between Equitable Teaching and Students’ Mathematics Test Scores

• In Event: Student Learning and Achievement in Mathematics

Abstract

The Equity Rubrics (blinded) were developed based on a qualitative analysis of conceptually-oriented middle school classrooms where Black students were performing better than predicted by prior years’ student test scores. That analysis resulted in the identification of instructional practices in support of equity and access in conceptually-oriented mathematics classrooms. In this paper we test the hypothesis that scores on the Equity Rubrics are correlated with historically marginalized students' learning opportunities in Grades 3-8 by studying mathematics test scores of 5179 students in 208 classrooms, spread across 53 schools in 5 school districts. We model to explore correlations between Equity Rubric scores and current student math scores, controlling for prior scores, as well as exploring interactions for different subgroups of students.

Authors

• Anne Garrison Wilhelm, Southern Methodist University

• Jacqueline Carlton-Wargo, Washington State University

• Temple A. Walkowiak, North Carolina State University

• Jonee Wilson, University of Virginia