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Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instruction


by Mark W. Ellis - 2008


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Cite This Article as: Teachers College Record Volume 110 Number 6, 2008, p. 1330-1356
https://www.tcrecord.org ID Number: 14757, Date Accessed: 1/21/2020 12:09:00 PM
 
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About the Author
  • Mark Ellis
    California State University Fullerton
    E-mail Author
    MARK ELLIS is an assistant professor in secondary education at California State University Fullerton, where he is the advisor for the middle grades mathematics teacher credential program. His primary research interest in mathematics education is equity as it relates to access to opportunities to learn, support for developing understanding of important mathematical concepts, and the ways in which learners come to be stratified in mathematics coursework as they enter middle school and transition to high school.
 
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