ABSTRACT

Continuing efforts have been made in the United States (US) to examine the role of schooling in alleviating the ethnic/racial inequalities in student performance. Using the US data from the 2012 Programme for International Student Assessment (PISA), this study examines the between-school and within-school racial/ethnic differences in opportunities to learn (OTL) and their relationship to the corresponding differences in student mathematics achievement. In all models and for all types of students, OTL showed a significantly positive relationship to student mathematics achievement, and its effect size was about four times as large as the socioeconomic status (SES) effect. The results suggest the importance of OTL in alleviating the racial/ethnic inequalities in mathematics performance.

摘要

美国 (US) 一直在努力研究学校教育在缓解学生表现中的种族/种族不平等方面的作用。本研究使用 2012 年国际学生评估计划 (PISA) 的美国数据，研究了校内和校内种族/民族在学习机会 (OTL) 方面的差异及其与学生数学成绩相应差异的关系。在所有模型和所有类型的学生中，OTL 与学生数学成绩呈显着正相关，其效应大小约为社会经济地位 (SES) 效应的四倍。结果表明 OTL 在减轻数学成绩中的种族/民族不平等方面的重要性。