Adam Gamoran is a professor of Sociology and Educational Policy Studies at the University of Wisconsin–Madison and the director of the Wisconsin Center for Education Research. He obtained his Ph.D. in Sociology of Education from the University of Chicago in 1984.
- Key References
- Gamoran, A. (1987). The stratification of high school learning opportunities. Sociology of Education, 60, 135-155.
- Gamoran, A., and Mare, R. D. (1989). Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality? American Journal of Sociology, 94, 1146-1183.
- Gamoran, A. (1992). The variable effects of high school tracking. American Sociological Review, 57, 812-828.
- Gamoran, A., Nystrand, M., Berends, M., and Lepore, P. C. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32, 687-713.
- Gamoran, A., and Hannigan, E. (2000). Algebra for everyone? Benefits of college preparatory mathematics for students with diverse abilities in early secondary school. Educational Evaluation and Policy Analysis, 22, 241-254.
- Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., and Ashmann, S. (2003). Transforming teaching in math and science: How schools and districts can support change. New York: Teachers College Press.
- Shavit, Y., Arum, R. T., and Gamoran, A., with Menahem, G., Editors. (2007). Stratification in higher education: A comparative study. Stanford, CA: Stanford University Press.
- Gamoran, A., Editor. (2007). Standards-based reform and the poverty gap: Lessons for No Child Left Behind. Washington, DC:: Brookings Institution Press.