Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being
Instrument Overview
The Equity and Access Rubrics for Mathematics Instruction (EAR-MI) are classroom observation rubrics designed to help researchers and educators examine how well math instruction supports equitable learning opportunities. The tool focuses on practices that research has linked to “successful” learning environments—particularly those that serve students who have been historically marginalized in mathematics. The rubrics highlight key features of instruction, such as how teachers position students, the kinds of mathematical thinking students are asked to do, and whether classroom routines open access to meaningful participation.
The EAR-MI was developed through multiple rounds of video analysis and feedback from experts in mathematics education. By breaking complex instructional practices into observable components, the rubrics help identify the specific actions that contribute to more inclusive and effective math classrooms. Researchers can use the EAR-MI to study differences between classrooms, build evidence about the impact of equity-focused teaching practices, and describe the kinds of environments that have strong potential for supporting all learners.
Organization
Collection Category(ies)
Content
Grades
6th Grade,
7th Grade,
8th Grade
Languages
English
Respondent
Observer
Administration Information
Length
None indicated
Qualifications
None indicated
Access and Use
Developer
Jonee Wilson, Associate Professor, School of Education and Human Development, University of Virginia
Price
None indicated
Contact
Jonee Wilson: vma8ze@virginia.edu
Open Access
No
Psychometrics (additional guidance)
Psychometric References
Wilson, J. (2022). Initial Steps in Developing Classroom Observation Rubrics Designed Around Instructional Practices that Support Equity and Access in Classrooms with Potential for “Success”. Teachers College Record: The Voice of Scholarship in Education, 124(11), 179-217. https://doi.org/10.1177/01614681221140963
Litke, E., Wilson, J., & Hill, H. C. (2025). Equity-Focused, Rubric-Based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction. Education Sciences, 15(4), 444. https://doi.org/10.3390/educsci15040444
