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Do Instructional Practices Contribute to Inequality in Achievement? The Case of Mathematics Instruction in Kindergarten

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Abstract:

We use ECLS-K data to describe variation in the process and content of kindergarten mathematics instruction, as well as the effects of this instruction on achievement gaps by class and race/ethnicity. We found five dimensions of process and six dimensions of content. Where process is concerned, teachers with higher SES classes were less likely to use traditional instructional methods, whereas teachers in Catholic and other private schools were more likely to use these methods. African-American teachers were more likely to use traditional methods and manipulatives. Teachers with a higher percentage of African-American students were more likely to use group/interactive methods, as were teachers with a higher percentage of Latino students. The latter were also more likely to use manipulatives. Where content is concerned, the only effect of class SES was to increase the teaching of data and approximations. A high share of African-American and Latino students increased the teaching of practical math, single-digit operations, and two-digit operations. Where effectiveness is concerned, traditional mathematics was the only instructional process variable with a significant effect on achievement. This effect is positive. Advanced counting and single digit operations were the instructional content variables that increased achievement. However, none of these instructional variables acted so as to either increase or decrease achievement gaps by either SES or race/ethnicity.

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1(3 (2), mploye (1), ess effectiv (1), nstructional approache (1), ctually increase (1), iether increas (1), bserve (1), uggeste (1), able (1), nvestigation (1), s unchanged (1), urthe (1), allin (1), urprising result (1), nchanged (1), dditiona (1), ffects (1), nd approximatio (1), nowledge (1), ehin (1), lread (1),

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Mathematics Instruction, kindergarten, inequality, achievement
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Name: American Sociological Association
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MLA Citation:

Bodovski, Katerina. and Farkas, George. "Do Instructional Practices Contribute to Inequality in Achievement? The Case of Mathematics Instruction in Kindergarten" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 <Not Available>. 2017-10-09 <http://citation.allacademic.com/meta/p20456_index.html>

APA Citation:

Bodovski, K. and Farkas, G. , 2005-08-12 "Do Instructional Practices Contribute to Inequality in Achievement? The Case of Mathematics Instruction in Kindergarten" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA Online <PDF>. 2017-10-09 from http://citation.allacademic.com/meta/p20456_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: We use ECLS-K data to describe variation in the process and content of kindergarten mathematics instruction, as well as the effects of this instruction on achievement gaps by class and race/ethnicity. We found five dimensions of process and six dimensions of content. Where process is concerned, teachers with higher SES classes were less likely to use traditional instructional methods, whereas teachers in Catholic and other private schools were more likely to use these methods. African-American teachers were more likely to use traditional methods and manipulatives. Teachers with a higher percentage of African-American students were more likely to use group/interactive methods, as were teachers with a higher percentage of Latino students. The latter were also more likely to use manipulatives. Where content is concerned, the only effect of class SES was to increase the teaching of data and approximations. A high share of African-American and Latino students increased the teaching of practical math, single-digit operations, and two-digit operations. Where effectiveness is concerned, traditional mathematics was the only instructional process variable with a significant effect on achievement. This effect is positive. Advanced counting and single digit operations were the instructional content variables that increased achievement. However, none of these instructional variables acted so as to either increase or decrease achievement gaps by either SES or race/ethnicity.


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