Differential Effects of Instruction on Achievement: Mathematical Quality of Instruction

• In Event: 324 - Section on Race, Gender, and Class Roundtable Session (one-hour).
  In Refereed Roundtable: Table 10. RGC and Educational Tools

Abstract

Much of the research in the sociology of education has focused on achievement gaps including the black-white achievement gap and more recently the Hispanic-white and income achievement gap. However, little research in the sociology of education focuses on the role of the organization of the classroom learning environment or instruction. This study examines the differential effects of instruction on student achievement using the Measures of Effective Teaching Longitudinal Database. The findings show that minority and lower income students tend to have teachers with lower effective teaching scores; however, the measures of effective teaching tend not to be related to achievement. However, there are some differential effects of instruction, but they are not as we would expect. These results suggest that more effective teachers perpetuate the achievement gap that exists when students enter the classroom. These findings are considered and future steps for research are discussed.

Author

• Elizabeth Covay Minor, Michigan State University