We can
also describe instruction as it exists across a wide variety of U.S. classrooms, for example, asking whether — as is often assumed — instruction
in urban districts is inferior to those
in other areas and whether
differences in instructional or
teacher quality by academic track (honors, general, or remedial) exist.
It's
also important to remember that less than 7 % of the
differences in student learning are attributable to
in - school factors, such as
teacher quality — with more than 90 % of the
difference being a function of out - of - school factors, like test prep tutors, private music lessons and the resources to purchase instruments, after school sports, and access to travel, concerts, books, and movies.