Abstract
In this study, we use the US nationally representative Early Childhood Longitudinal Study–Kindergarten Cohort to examine inequalities in opportunities to learn mathematics. Specifically, we examine the characteristics of US students’ elementary school math teachers and the instruction they provide. While our findings are consistent with previous work in some areas, such as disadvantaged students having less experienced teachers and more homework and testing, our findings contradict popular notions that disadvantaged students receive less conceptual mathematics instruction than their advantaged peers.
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