Hanselman Paul
University of California, Irvine, CA, USA.
Socius. 2020 Jan-Dec;6. doi: 10.1177/2378023120927604. Epub 2020 Jun 8.
This visualization represents the structure of mathematics course opportunities as seen in the progress through middle and high school for one cohort of students in Texas. Trajectories are consistent with a tournament mobility regime in which there are repeated opportunities to fall behind but almost none to catch up. Pathways are also characterized by staggered starts, with differences in when students begin the mathematics sequence that have consequences for ultimate attainment. The structure of mathematics opportunities provides many points where trajectories diverge, and these branching points disproportionately sort economically disadvantaged students into less advanced pathways.
这种可视化展示了德克萨斯州一组学生在初中到高中学习过程中数学课程机会的结构。学习轨迹符合一种竞争流动机制，即学生有多次落后的机会，但几乎没有追赶的机会。课程路径的特点还包括起步时间参差不齐，学生开始数学课程序列的时间不同，这对最终成绩有影响。数学学习机会的结构有许多导致轨迹分化的点，这些分歧点不成比例地将经济弱势学生分到了不太高级的课程路径中。
