Low-income students and students of color are faced with pervasively lower levels of opportunity to learn compared with their peers, creating unequal opportunities for educational success. Textbooks, which serve as the backbone of the curriculum in most mathematics classrooms, present a potentially powerful tool to help mitigate unequal…

School discipline is a salient problem of educational policy and practice. Teachers play an important role in the production and disruption of racial inequities in school discipline, yet there remains a need to disentangle the relationship between teacher characteristics, their perceptions of school climate, and school discipline patterns. This…

There is growing interest in the relation between the racial achievement gap and the racial discipline gap. However, few studies have examined this relation at the national level. This study combines data from the Stanford Education Data Archive and the Civil Rights Data Collection and employs a district fixed effects analysis to examine whether…

Efforts to improve teachers' knowledge and to change the nature of curriculum materials have dominated mathematics reforms since the late 1990s. In this article, we compared middle school teachers' mathematical knowledge for teaching (MKT) and curriculum use between 2005 and 2016 to assess progress toward these key goals. We found teachers' MKT…

In this article, we present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where we are exploring the impact of educational software on students' academic achievement. We analyze a unique data set that combines student-level information from the district with data of student usage of a mathematics…