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This study explores the accessibility of physical science education in high needs schools, examining data sources, lessons learned, and strategies for improvement. It highlights the role of research institutions, external partnerships, and parental involvement in promoting equity in science education.
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A Qualitative AND Quantitative Analysis Of Physical Science Accessibility In High Needs Schools Keith Sheppard & Angela Kelly Stony Brook University May 30, 2013
Advanced organizer • Rationale and role of research institution • Data … data …. data • Lessons learned from districts with high physics/chemistry enrollments
Rationale • Physical sciences are important for post-secondary STEM study and careers and for scientific literacy development. • Stony Brook’s NOYCE II targets physics and chemistry teachers. • Research Policy Practice Role of Research University in Teacher Preparation
Data sources • 2000 & 2010 USA Census • New York State School Report cards 2010-11, 2011-12 • BEDS School Data • NCES • Historical Resources from NYS Archives
New York State • 4thmost populous state (19.5 M) {56% white, 16% Black,7% Asian, 18% Hispanic} • School population (2.7 M) {49% White, 19% Black, 8% Asian, 22% Hispanic} • 62 counties • New York City (8.2 M) • Population not evenly distributed ~70% in downstate
New york schools • School population (2.7M) • 49% free/reduced lunch • 54% of students in high needs schools
NYS Graduation reqs • 6 “credits” of MST • De facto 3 years of science • 1 Living Environment, 1 Physical Setting • Pass 1 Regents science exam • Pass 2 Regents science exams for Advanced Diploma • Physics and Chemistry not required
Low Need Average Need HN Smaller Urban/Suburban HN Rural Other Large Cities
Inequities in Physical Science Enrollments • Participation rates and scores are correlated to socioeconomic status (free/reduced lunch). • Noyce teachers have been placed in high needs schools with low physics/chemistry enrollments. • How can they encourage access to the physical sciences?
Reasons for limited participation in physics • Fear of failure • Reputation of course/teacher • Limited resources • Other elective course options • Physics last in curricular sequence • No curricular differentiation among physics classes • “Creaming”
Physics Teacher as champion • Partnering with research university transforming research into practice and providing support • Belief that all students can learn physics • Creating physics “buzz” • Expanding differentiated physics options • Reducing physics teacher isolation • Support of parents and administration
External partnerships • Informal science institutions have resources to assist in formal learning, and are often underutilized. • Schools partnered with informal science institutions have increased physics enrollment. • Interactions with scientists, astronauts, museum educators are critically important. • How can advantages of these partnerships include all students?
Reducing science electives • Taking away marine sciences, forensics, forensic chemistry, etc. boosts enrollment in physics and chemistry. • Belief that all students can succeed in physical sciences… culture of valuing science. • Differentiating physical science course offerings.
Parental involvement • Pressure on school boards and administration. • Need to be informed about value of participating in physical sciences. • Should be actively engaged with school counselors regarding science electives.