美国教师小组关于主要招收低成绩和高成绩学生的班级中的中学数学教学见解（英）-2026.pdfVIP

ResearchReport

ELAINELINWANG,JONATHANSCHWEIG,REBECCAL.WOLFE,SOPHIABOKAIE,AMANDAPEREZ,

LOGANELIZABETHROBINSON

SecondaryMathematics

InstructioninClasseswith

MostlyLower-andMostly

Higher-AchievingStudents

InsightsfromtheAmericanTeacherPanel

ecentnationalassessmentsindicatethatmiddleandhighschoolstudents’mathematics

achievementcontinuestobeunderwhelming(TheNation’sReportCard,undated).In

2024,only28percentof8thgradestudentsscoredattheproficientlevelontheNational

AssessmentofEducationalProgress(NAEP),representingasubstantialdecreasefromthe

R

periodbetween2003and2019.Among12thgradestudents,only22percentscoredatorabovethe

proficientlevel.Assessmentresultsalsoshowpersistent(andworsening)disparitiesbetweenthe

lowestandhighestperformersinbothgrades(TheNation’sReportCard,undated).Traditionally

underservedpopulations,includingBlackandLatinostudents,andstudentswithaspecialeduca-

tionstatus,areoverrepresentedinthelower-performinggroup.Theseresultsraisequestionsabout

thequalityofstudents’mathematicslearningopportunitiesandexperiences.

Giventheprevalenceofwhatiscommonlycalledabilitygroupinginmathematicsinstruction,

whichresultsinclassesthatarelargelyhomogeneousbasedonperceivedstudentachievementlevels

(andcertainstudentdemographiccharacteristics),wehypothesizedthatdifferencesinteachers’

instructioninhomogeneousclassesmightcontributetothepersistentgapsinstudents’mathematics

achievement.Therefore,wesoughttoleveragenovelteachersurveyandinterviewdatatounder-

standwhatlearningopportunitiesareavailabletostudentsinmathematicsclasseswithmostly

lower-andmostlyhigher-achievingstudents.

Inthisreport,wespecificallyexamineteachers’r