Course-taking, equity, and mathematics learning: Testing the constrained curriculum hypothesis in U.S. secondary schools

Educational Evaluation and Policy Analysis

Volumn 19, Issue 2, 1997, Pages 99-121

  Lee, Valerie E ^a   Croninger, Robert G ^b   Smith, Julia B ^c  

^a UNIVERSITY OF MICHIGAN   (United States)

^b UNIVERSITY OF MARYLAND   (United States)

^c UNIVERSITY OF ROCHESTER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031508627     PISSN: 01623737     EISSN: None     Source Type: Journal    
DOI: 10.3102/01623737019002099     Document Type: Article

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