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Equity in scaling up SimCalc: investigating differences in student learning and classroom implementation

The Scaling Up SimCalc project implemented three large-scale studies designed to evaluate the impact of a Learning Sciences-based replacement unit targeting student learning of advanced middle school mathematics. Strong main effects in each study consistently showed the approach to be effective in enabling a wide variety of teachers in a diversity of settings to extend student learning to more advanced mathematics. In this paper, we take a closer look at equity of learning, the extent to which students within and across subgroups and classrooms had comparable learning gains. We describe four different patterns of equity and inequity that have emerged in our hierarchical linear modelling and in-depth case studies. We then present a number of conjectures about possible mechanisms by which opportunity to learn may be unevenly distributed between and within classrooms engaged in the same replacement unit. We discuss implications for instructional design, research methodology, and Learning Sciences theory.