In the new book, “Inequality for All: The Challenges of Unequal Opportunity in American Schools,” William Schmidt and Curtis C. McKnight take a closer look at the American education system in the area of mathematics.  Regardless of socioeconomic background or race, inequalities pose a risk to every child.  They stem from differences in state education standards, in school funding, in curricula that districts choose to adopt and in the content that individual classroom teachers choose to teach.  This article focuses on how math teachers are trained and how that, in turn, affects student achievement.  Read here –>