Schools can approach the task of sorting students to privileged learning opportunities in different ways, potentially creating distinct and durable educational inequality regimes. We test this idea by exploring variation in socioeconomic inequalities in advanced mathematics course-taking across California middle schools during a statewide algebra-for-all initiative. This case provides unique insight into local stratification processes since the state pressured schools to boost advanced course enrollments but provided little guidance about how to do so. We distinguish two critical organizational processes: the provision of different types of opportunities and the allocation of students to opportunities. The former, we argue, creates the potential for inequality; the latter determines what level of inequality is realized. Using panel data for all public middle schools in the state over a decade, we demonstrate a curvilinear association between opportunities and inequality, with disparities highest when opportunities are most differentiated. However, allocations at most schools were less unequal than would be expected under a test-based meritocratic allocation regime. Further, we find substantial school-level variation which is systematically related to organizational characteristics and consistent over time. These patterns provide evidence for local educational inequality regimes.

中文翻译：

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代数中的教育不平等制度：扩大教育机会的提供和分配

学校可以通过不同的方式来处理将学生分类到特权学习机会的任务，从而可能创造独特而持久的教育不平等制度。我们通过在全州范围内的全民代数计划中探索加州中学高等数学课程中社会经济不平等的变化来验证这一想法。这个案例提供了对地方分层过程的独特见解，因为该州向学校施压以增加高级课程的入学率，但几乎没有提供有关如何做到这一点的指导。我们区分了两个关键的组织过程：提供不同类型的机会和为学生分配机会。我们认为，前者创造了不平等的可能性；后者决定了实现的不平等程度。使用该州所有公立中学十年来的面板数据，我们证明了机会和不平等之间的曲线关联，当机会差异最大时，差异最大。然而，大多数学校的分配比在以考试为基础的精英分配制度下预期的要少。此外，我们发现大量的学校水平差异与组织特征系统相关并且随着时间的推移保持一致。这些模式为当地教育不平等制度提供了证据。大多数学校的分配比在以考试为基础的精英分配制度下预期的要少。此外，我们发现大量的学校水平差异与组织特征系统相关并且随着时间的推移保持一致。这些模式为当地教育不平等制度提供了证据。大多数学校的分配比在以考试为基础的精英分配制度下预期的要少。此外，我们发现大量的学校水平差异与组织特征系统相关并且随着时间的推移保持一致。这些模式为当地教育不平等制度提供了证据。