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Inequality for All: The Challenge of Unequal Opportunity in American Schools,Used
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Inequality for All makes an important contribution to current debates about economic inequalities and the growing achievement gap, particularly in mathematics and science education. The authors argue that the greatest source of variation in opportunity to learn is not between local communities, or even schools, but between classrooms. They zero in on one of the core elements of schoolingcoverage of subjectmatter contentand examine how such opportunities are distributed across the millions of school children in the United States. Drawing on data from the third TIMMS international study of curriculum and achievement, as well as a 61district study in the United States, they point to Common Core State Standards as being a key step in creating a more level playing field for all students.If you have any reservations on why the U.S. needs Common Core Standards you need to read this excellent book.Barbara Schneider, Hannah Chair, Michigan State UniversityI applaud the authors for making a strong case for the Common Core Mathematics Standards from the perspective of leveling the field of learning for all children. Let us hope that they will also bring their formidable scholarship to bear on the next step: how to ensure a basic uniformity in teacher quality. HungHsi Wu, Emeritus Professor of Mathematics, University of California at BerkeleyThis book presents an engaging and compelling argument about the dismal state of mathematics education in the United States, illuminating how the nuts and bolts of kids opportunities to learn in school curriculum content coveragehave implications for democratic principles of liberty and justice. It provides important insights on improving U.S. mathematics lessons.James P. Spillane, Spencer T. & Ann W. Olin Professor in Learning & Organizational Change, Northwestern University
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