Are All Students Getting Equal Access to High-Quality Mathematics Education? Data From the 2018 NSSME+

Oct 15, 2026

Research examines whether all students receive equal access to high-quality mathematics education, using data from the 2018 NSSME+. The study structures findings around key instructional and school factors, including the nature of mathematics instruction, material resources available for learning, teacher preparation and preparedness, and the supportive context for learning. Results are organized by different student and community groupings, enabling comparisons across free/reduced-price lunch status, community type, underrepresented STEM race/ethnicity groups, and prior achievement levels.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages169

Reading Time7 h 6 min

AccessFree to download

Table of Contents

Chapter One: Introduction

Chapter Two: Free/Reduced-Price Lunch

Chapter Three: Community Type

Chapter Four: Students From Race/Ethnicity Groups Historically Underrepresented in STEM

Chapter Five: Prior Achievement Level

Appendix A: Quartile Cut Points

Appendix B: Trend Item Wording Differences

Appendix C: Alternate Composite Definitions Used in Trend Analyses

RESEARCH , Are All Students Getting Equal Access to High-Quality Mathematics Education? Data From the 2018 NSSME+ FEBRUARY 2 0 2 0 Kristen A. Malzahn Peggy J. Trygstad Eric R. Banilower Meredith L. Hayes Michelle E. Blessing Disclaimer Are All Students Getting Equal Access to High-Quality Mathematics Education? Data From the 2018 NSSME+ was prepared with support from the National Science Foundation under grant number DGE-1642413 . Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Suggested Citation Malzahn, K. A., Trygstad, P. J., Banilower, E. R., Hayes, M. L., & Blessing, M. E. (2020) . Are all students getting equal access to high-quality mathematics education? Data from the 2108 NSSME+. Chapel Hill, NC: Horizon Research, Inc. Additional Information More details and products from the 2018 NSSME+, as well as previous iterations of the study, can be found at: [http://horizon-research.com/NSSME/](http://horizon-research.com/NSSME/) HOR IZON RESEARCH , I NC . II F E B R U A R Y 2 0 2 0 TABLE OF CONTENTS Page List of Tables ..................................................................................................................................v List of Figures............................................................................................................................. xiii Chapter One: Introduction .......................................................................................................... 1 Organization of This Report ................................................................................................2 Chapter Two: Free/Reduced-Price Lunch ................................................................................. 5 Nature of Mathematics Instruction ......................................................................................5 Material Resources............................................................................................................. 16 Well-Prepared Teachers.....................................................................................................21 Supportive Context for Learning .......................................................................................36 Chapter Three: Community Type............................................................................................. 57 Nature of Mathematics Instruction ....................................................................................57 Material Resources.............................................................................................................65 Well-Prepared Teachers.....................................................................................................70 Supportive Context for Learning .......................................................................................80 Chapter Four: Students From Race/Ethnicity Groups Historically Underrepresented in STEM..................................................................................... 95 Introduction........................................................................................................................95 Nature of Mathematics Instruction ....................................................................................95 Material Resources........................................................................................................... 103 Well-Prepared Teachers................................................................................................... 107 Supportive Context for Learning .....................................................................................120 Chapter Five: Prior Achievement Level ................................................................................. 123 Introduction......

FAQs

What dataset does the report use to study equity in mathematics education?

The report uses data from the 2018 NSSME+ to examine whether students have equal access to high-quality mathematics education.

Which instructional and school factors does the report analyze?

It analyzes the nature of mathematics instruction, material resources, well-prepared teachers, and the supportive context for learning.

How does the report compare groups of students?

The report organizes comparisons by free/reduced-price lunch quartiles, community type, historically underrepresented STEM race/ethnicity groups, and prior achievement level.

Oct 15, 2026

Uploaded by WPS_1786070896