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In this study, College STEM Literacy Workers act as co-teachers in 9th and 10th grade classrooms alongside mathematics teachers as they both learn to integrate a 30-hour integrated computer science/mathematics curriculum. As part of the curriculum for educator learning, we adapted the Algebra Project’s “Model of Excellence” for culturally relevant-sustaining pedagogies. We used the framework to explore how teachers understand College STEM Literacy Workers’ contributions in the model as well as College STEM Literacy Workers’ own experiences in the classroom. We found that while teachers and College STEM Literacy Workers did not individually instantiate the model of excellence, they were able to achieve its constituent components between them. We explore differences between teachers and College STEM Literacy Workers and the ways in which they worked together. We end with implications for a new model of excellence.
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Spatial Sorting and Inequality
The spatial segregation of college-educated and non-college-educated workers between commuting zones in the United States has steadily grown since 1980. We summarize prior work on sorting and location and document new descriptive patterns on how sorting and locations have changed over the past four decades. We find that there has been a shift in the sorting of college-educated workers from cities centered primarily around production in 1980 to cities centered around consumption by 2017. We develop a spatial equilibrium model to understand these patterns and highlight key places where further research is needed. Our framework helps understand the causes and consequences of changes in spatial sorting; their impact on inequality; and how they respond to, and feed into, the changing nature of cities.
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- Award ID(s):
- 1941917
- PAR ID:
- 10406604
- Date Published:
- Journal Name:
- Annual Review of Economics
- Volume:
- 14
- Issue:
- 1
- ISSN:
- 1941-1383
- Page Range / eLocation ID:
- 795 to 819
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1146/annurev-economics-051420-110839
