Integrating educational quality and educational equality into a model of mathematics performance

Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which build a two-level structural equation model, integrated teacher certification, preparedness school emphasis on academic success into model outcomes opportunities. The found evidence that more socioeconomically advantaged classes had better prepared teachers. School culture towards achievement was not associated achievement. Finally, the analyses indicated substantial inequalities exist for students taught by specialist non-specialist