Most of the literature on the development of educational inequality has operated under the achievement gaps paradigm, often assuming that the underlying normative and methodological foundations related to equality and justice in education are a settled matter. In this article, we argue that important normative dimensions are overlooked with traditional mean-based measures, and that metrics that capture students’ academic mobility as they progress through school can provide the informational base needed to describe and evaluate these policy and socially relevant aspects. We discuss some key normative principles and methodological dimensions related to academic mobility and provide an empirical example of the mobility metrics presented using a nationally representative data set.

中文翻译：

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学术流动的概念：规范和方法上的考虑

关于教育不平等发展的大多数文献都是在成就差距范式下运作的，常常假设与教育中的平等和正义有关的基本规范和方法基础是已解决的问题。在本文中，我们认为，传统的基于均值的衡量方法忽略了重要的规范维度，而捕获学生在学校学习期间的学术流动性的衡量指标可以提供描述和评估这些政策和与社会相关方面的信息基础。我们讨论了与学术流动性相关的一些关键规范性原则和方法论方面，并提供了使用具有全国代表性的数据集呈现的流动性指标的经验示例。