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The study examines educational inequality regimes in California middle schools during a statewide algebra-for-all initiative, highlighting how schools vary in providing and allocating advanced mathematics opportunities. It finds that while disparities in access to advanced courses peak when opportunities are most differentiated, most schools exhibit less inequality in student allocations than expected under a meritocratic system. The research underscores the importance of organizational characteristics in s

Author

Claudia Ly

Language

EN