兰德公司（RAND）：2026美国中学数学能力分组教学差异研究报告（英文版）（36页）.pdf

1、Recent national assessments indicate that middle and high school students mathematics achievement continues to be underwhelming(The Nations Report Card,undated).In 2024,only 28 percent of 8th grade students scored at the proficient level on the National Assessment of Educational Progress(NAEP),repre

2、senting a substantial decrease from the period between 2003 and 2019.Among 12th grade students,only 22 percent scored at or above the proficient level.Assessment results also show persistent(and worsening)disparities between the lowest and highest performers in both grades(The Nations Report Card,un

3、dated).Traditionally underserved populations,including Black and Latino students,and students with a special educa-tion status,are overrepresented in the lower-performing group.These results raise questions about the quality of students mathematics learning opportunities and experiences.Given the pr

4、evalence of what is commonly called ability grouping in mathematics instruction,which results in classes that are largely homogeneous based on perceived student achievement levels(and certain student demographic characteristics),we hypothesized that differences in teachers instruction in homogeneous

5、 classes might contribute to the persistent gaps in students mathematics achievement.Therefore,we sought to leverage novel teacher survey and interview data to under-stand what learning opportunities are available to students in mathematics classes with mostly lower-and mostly higher-achieving stude

6、nts.In this report,we specifically examine teachers reports of how their schools apply policies in practice when assigning secondary(6th12th grade)students to mathematics courses or levels,how secondary teachers use curriculum and plan and deliver instruction in mathematics classrooms with lower-ver