This mixed methods study investigates how the design of the curricular system of one Colorado school district contributes the racial test score and racial college preparedness gaps in mathematics. The researcher examined this issue through a mixed methods design using Critical Race Theory (CRT) as the overarching theoretical framework supported by Yosso's (2002) Critical Race Curriculum. For the quantitative portion of the study the researcher utilized the theory of opportunity to learn (OTL) to test the impact of differential access to advanced mathematics content on test score outcomes on the Colorado Student Assessment Program (CSAP) and the Colorado ACT (COACT). In the qualitative portion of this study the researcher examined the design of the curricular system by investigating the curricular structures, processes and discourses that led to the outcomes. The findings of this study revealed that the design of the curricular system leads to differential curricular access for Black and Latino students thus explaining the construction of the racial test score gap in mathematics. Implications are discussed.
","abstract_html":"<p>This mixed methods study investigates how the design of the curricular system of one Colorado school district contributes the racial test score and racial college preparedness gaps in mathematics. The researcher examined this issue through a mixed methods design using Critical Race Theory (CRT) as the overarching theoretical framework supported by Yosso's (2002) Critical Race Curriculum. For the quantitative portion of the study the researcher utilized the theory of opportunity to learn (OTL) to test the impact of differential access to advanced mathematics content on test score outcomes on the Colorado Student Assessment Program (CSAP) and the Colorado ACT (COACT). In the qualitative portion of this study the researcher examined the design of the curricular system by investigating the curricular structures, processes and discourses that led to the outcomes. The findings of this study revealed that the design of the curricular system leads to differential curricular access for Black and Latino students thus explaining the construction of the racial test score gap in mathematics. Implications are discussed.</p>","abstract_has_math":false,"creators":["Cobb II, Floyd"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Maria Salazar, Ph.D.","Frank Tuitt","Duan Zhang","Nicole Russell"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:03:03Z","subjects":["Achievement gap","Critical race theory","Opportunity to learn","Tracking","Bilingual, Multilingual, and Multicultural Education","Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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