Search

Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers—alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers. [ABSTRACT FROM AUTHOR]

This article examines the range of eighth-grade mathematics learning opportunities in the United States, drawing on data gathered for the Third International Mathematics and Science Study (TJMSS). Sources of variation in the provision of learning opportunities are identified, and patterns in eighth- grade mathematics course offerings are compared across schools. Comparison of students learning opportunities includes consideration of the specific course in which they were enrolled:, the type of textbook employed for the course, and the proportion of time teachers devoted to teaching specific topics. Analyses revealed a mismatch between the mathematics course title and the textbook employed in the course for nearly 30% of U.S. eighth-grade students. Course-textbook combinations demonstrated significant relationships with the time teachers devoted to specific topics and the international topic difficulty score. Some differences in mathematics learning opportunities were found on the basis of a school's location (urban, rural, suburban), size, and percentage of minority enrollment. We contend that the significant relationships found were not consistent enough to provide a satisfactory explanation for the observed variation and that individual student differences, which often provide an implicit rationale for tracking, also represent an inadequate explanation for the observed diversity in curricular opportunities. We conclude that recognizing the multiple definitions for students' classroom mathematics learning experiences is an important step in reform and policy discussions. [ABSTRACT FROM AUTHOR]