Akiba, M., LeTendre, G. K., & Scribner, J. P. (2007).

Teacher Quality, Opportunity Gap, and

National Achievement in 46 Countries. Educational Researcher, 36(7), 369387.
http://doi.org/10.3102/0013189X07308739.
The ongoing enactment of federal and state policies on teacher certification and the use of
references to global conditions to justify this emphasis suggest that U.S. policy makers are
trapped (see LeTendre, Baker, Akiba, & Wiseman, 2001) by a rhetoric of change and have
failed to exploit potential sources of international data that could better inform policy
decisions. (p. 369)
Not only do U.S. students fail to achieve the same mean mathematics scores as their OECD
peers, but they also lag in reading and science. (p. 370)
Both a familys and a communitys lack of resources have been identified as significant
factors in U.S. educational achievement cross-nationally. This research highlights the
importance of access to quality public education as one of the few mechanisms available in
the United States to counterbalance the transmission of social status and privilege. (p. 370)
Access to high-quality teachers, then, appears essential to mitigating long-term
social inequality in the absence of other policy levers. (p. 370)
Relation to Labaree: Educationalization of the inequality problems of a liberal
democracy.
Our data showed that although the United States produced a higher level of national
achievement than the international average in eighth-grade mathematics in 2003, the U.S.
achievement gap between high-SES and low-SES students was among the largest. (p. 381)
Districts need to be given additional resources and incentives to attract and retain highly
qualified teachers for the students who need them the most. As Smith (2006) demonstrates,
innovative state-level programs are a potentially useful tool. (p. 382)
The international data show yet again the magnitude of the problem in the United
States. (p. 382)
Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 11(1), 342.
Bottia, M. C., Stearns, E., Mickelson, R. A., Moller, S., & Parker, A. D. (2015). The
Relationships Among High School STEM Learning Experiences and Students Intent to
Declare and Declaration of a STEM Major in College. Teachers College Record, 117(3).
Carter, P. L. (2009). Racial and Educational Achievement in the Obama Era. Harvard
Educational Review, 79(2), 287-297.
Quite the contrary, blacks and Latinoswho, according to demographic forecasts, will
comprise a majority-minority by the middle of the twenty-first centurymay not have the
skills to lead this country if our schools do not adequately prepare them for higher
educational attainment. (p. 289)

We found that the academic experiences of black and Latino students in the majorityminority schools differed greatly, on average, from that of their counterparts in the majoritywhite schools. (p. 292)
we found that black (and Latino) students in the majority-white schools had little to no
engagement in specific educational classes or activities that could potentially broaden their
cultural horizons. Their schools social organization, coupled with a particular cultural
climate, conveyed both implicit and explicit messages about different racial and ethnic
groups academic and extracurricular turfs (Carter, 2005; Mickelson & Velasco, 2006; Tyson,
Darity, & Castellino, 2005). (p. 292)
Destroying the empathy gap to destroy the achievement gap (p. 294).
Education is the ideal site for social change, but teaching students to practice citizenship
more fullyat both national and global levelsis not a job for schools alone. (p. 294)
Carter, P. L. (2008). At-Risk Learners. In T. L. Good (Ed.), 21st century education: A reference
handbook. SAGE Publications.
Coburn, C. E., & Turner, E. O. (2011). Research on Data Use: A Framework and Analysis.
Measurement: Interdisciplinary Research & Perspective, 9(4), 173206.
http://doi.org/10.1080/15366367.2011.626729.
Desimone, L. M., & Long, D. A. (2010). Teacher effects and the achievement gap: Do teacher
and teaching quality influence the achievement gap between Black and White and highand low-SES students in the early grades? Teachers College Record, 112(12), 3024-3073.
Research questions: What is the distribution of teaching quality in kindergarten? How does
this distribution predict achievement? How does it narrow the racial and SES gaps in
achievement?
We found evidence that lower achieving students are initially assigned to new teachers and
to teachers who use more basic procedural approaches to instruction; in contrast, higher
achieving students are initially assigned to teachers who tend to use more advanced
procedural (multistep algorithms, especially advanced for kindergartners) and conceptual
approaches to mathematics. (p. 3057)
Teacher Quality. We did not find consistent or strong relationships between teacher quality
and achievement growth in either kindergarten or first grade. These findings are generally
consistent with Guarino et al.s (2006) kindergarten ECLS study. (p. 3057)
More powerful than distinguishing between types of teaching, we found that the number of
minutes spent on mathematics instruction in first grade was associated with achievement for
traditionally disadvantaged populationsBlack and low-SES students. (p. 3060)
Diamond, J. B. (2006). Still Separate and Unequal: Examining Race, Opportunity, and School
Achievement in Integrated Suburbs. The Journal of Negro Education, 75(3), 495505.

Lpez, G. R. (2003). The (Racially Neutral) Politics of Education: A Critical Race Theory
Perspective. Educational Administration Quarterly, 39(1), 68-94.
http://doi.org/10.1177/0013161X02239761.