| Sumario: | Opportunity-to-learn (OTL) standards commendably try to force schools to confront how they serve or subvert students' achievement. Unfortunately, the current standards ignore much sociological research on the sources of students' attainment. They disregard in-school factors, such as racial and class segregation and curricular and instructional differentiation, and extra-school factors, such as class and racial differences in home environments, educational aspirations, and knowledge of how schooling works. Advocates of OTL also overlook how controversial these standards are liable to be in a society as diverse and educationally oriented as the United States.
|
|---|