Meredith Phillips

1 month ago | journals.sagepub.com | Carrie Miller |Meredith Phillips

Educational outcomes in the United States continue to be highly stratified by social class and race/ethnicity (Duncan & Murnane, 2011; Kao & Thompson, 2003). For over a century, social scientists have studied the ways that educational institutions exacerbate or narrow these inequalities. Much of this literature has focused on how curriculum differentiation (i.e., tracking or ability grouping) affects academic stratification.