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Essay text:
To measure mathematical knowledge, we used a series of multiplechoice
problems meant to represent both the content teachers teach and the
specialized knowledge of mathematics that teachers might possess. Teachers
in schools with higher proportions of low-SES and Hispanic students
performed more poorly on these measures than did teachers from other schools.
Implications for policy and for further research are discussed.
Keywords: teacher knowledge; student demographics
Wide academic achievement gaps exist between students of different
races, ethnicities, and social classes (Braswell, Daane, & Grigg, 2003;
Jencks & Phillips, 1998; Lee, 2002)...
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