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Data From the 2018 NSSME+","","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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/are-all-students-getting-equal-access-to-high-quality-mathematics-education-data-from-the-2018-nssme/584561/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/are-all-students-getting-equal-access-to-high-quality-mathematics-education-data-from-the-2018-nssme/584561.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What dataset does the report use to study equity in mathematics education?","Question",{"text":112,"@type":113},"The report uses data from the 2018 NSSME+ to examine whether students have equal access to high-quality mathematics education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which instructional and school factors does the report analyze?",{"text":117,"@type":113},"It analyzes the nature of mathematics instruction, material resources, well-prepared teachers, and the supportive context for learning.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report compare groups of students?",{"text":121,"@type":113},"The report organizes comparisons by free/reduced-price lunch quartiles, community type, historically underrepresented STEM race/ethnicity groups, and prior achievement level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584561,1792211266,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","RESEARCH  \n,  \nAre All Students Getting Equal Access to High-Quality Mathematics Education? Data From the 2018 NSSME+  \nFEBRUARY 2 0 2 0  \nKristen A. Malzahn  \nPeggy J. Trygstad  \nEric R. Banilower  \nMeredith L. Hayes  \nMichelle E. Blessing  \nDisclaimer  \nAre 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.  \nSuggested Citation  \nMalzahn, 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.  \nAdditional Information  \nMore 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/)  \nHOR IZON  \nRESEARCH  \n, I NC .  \nII  \nF E B R U A R Y 2 0 2 0  \nTABLE OF CONTENTS  \nPage  \nList of Tables ..................................................................................................................................v  \nList of Figures............................................................................................................................. xiii  \nChapter One: Introduction .......................................................................................................... 1  \nOrganization of This Report ................................................................................................2  \nChapter Two: Free/Reduced-Price Lunch ................................................................................. 5  \nNature of Mathematics Instruction ......................................................................................5  \nMaterial Resources............................................................................................................. 16  \nWell-Prepared Teachers.....................................................................................................21  \nSupportive Context for Learning .......................................................................................36  \nChapter Three: Community Type............................................................................................. 57  \nNature of Mathematics Instruction ....................................................................................57  \nMaterial Resources.............................................................................................................65  \nWell-Prepared Teachers.....................................................................................................70  \nSupportive Context for Learning .......................................................................................80  \nChapter Four: Students From Race/Ethnicity Groups Historically Underrepresented in STEM..................................................................................... 95  \nIntroduction........................................................................................................................95  \nNature of Mathematics Instruction ....................................................................................95  \nMaterial Resources........................................................................................................... 103  \nWell-Prepared Teachers................................................................................................... 107  \nSupportive Context for Learning .....................................................................................120  \nChapter Five: Prior Achievement Level ................................................................................. 123  \nIntroduction......","cbCaibjj9SDf8Zkp","https://ap.wps.com/l/cbCaibjj9SDf8Zkp","pdf",2912542,169,"English","# Table of Contents\n## Chapter One: Introduction\n## Chapter Two: Free/Reduced-Price Lunch\n## Chapter Three: Community Type\n## Chapter Four: Students From Race/Ethnicity Groups Historically Underrepresented in STEM\n## Chapter Five: Prior Achievement Level\n## Appendix A: Quartile Cut Points\n## Appendix B: Trend Item Wording Differences\n## Appendix C: Alternate Composite Definitions Used in Trend Analyses","[{\"question\":\"What dataset does the report use to study equity in mathematics education?\",\"answer\":\"The report uses data from the 2018 NSSME+ to examine whether students have equal access to high-quality mathematics education.\"},{\"question\":\"Which instructional and school factors does the report analyze?\",\"answer\":\"It analyzes the nature of mathematics instruction, material resources, well-prepared teachers, and the supportive context for learning.\"},{\"question\":\"How does the report compare groups of students?\",\"answer\":\"The report organizes comparisons by free/reduced-price lunch quartiles, community type, historically underrepresented STEM race/ethnicity groups, and prior achievement level.\"}]","Are All Students Getting Equal Access to High-Quality Mathematics Education? Data From the 2018 NSSME+ | PDF",1792051443,426]