When a more comprehensive set of opportunity and propensity variables are used in a SEM to predict eighth-grade science achievement, what are the relative magnitudes of the associations measured in the model, and which opportunity and propensity variables have the strongest relationships to the science achievement outcome?
Using an opportunity-propensity framework to estimate individual-, classroom-, and school-level predictors of middle school science achievement
Do teachers’ instructional practices differentially affect the mathematics achievement of kindergarten students whose backgrounds differ in terms of their race/ethnicity, socioeconomic status (SES), and mathematic academic readiness?
How much variation is there in topic coverage and use of instructional tasks among advanced mathematical courses with the same title? To what extent is there classroom level variation and conditioning on classroom level minority composition for courses of the same title?
Analyze reports of problem behavior from teachers and administrators and see if they differ from those in integrated and non-Black schools. How does the prevalence of developmental instruction vary across schools with different racial compositions?
Examines direct effect of classroom diversity on academic/intellectual outcomes and moderation of these by collaborative instructional approaches.
To what extent are high school seniors’ instructional experiences affected by their social backgrounds and by the schools they attend?
How differences in the organization of schools influence the learning and behavior of students who attend the schools?
Some types of instructional grouping that contribute to more positive academic and affective outcomes for students.
Comparison of the effects of desegregation with those of other factors in the process of school learning that have been recently synthesized.