A Qualitative AND Quantitative Analysis Of Physical Science Accessibility In High Needs

Schools

Keith Sheppard & Angela KellyStony Brook University

May 30, 2013

Advanced organizer

1. Rationale and role of research institution

2. Data … data …. data

3. 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

New York State

• 4th most 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

0 10 20 30 40 50 60 70 80 900

5

10

15

20

25

30

f(x) = − 0.160575362348765 x + 20.1392248008861R² = 0.993842829301448

Regents Chemistry Enrollment by Need/Resource Capacity (2010-2011)

% Free and Reduced Lunch

% E

nrol

lmen

t in

Chem

istr

y

NYC Public Schools

Other Large Cities

HN Smaller Urban/Suburban

HN Rural

Average Need

Low Need

Who takes which science?New york state 2012

Subject # Taking Exam

% Passing(65%+)

% Mastery(85%+)

% State

Living Environme

nt

233,369 78 33 ~100

Earth Science

161,637 73 35 ~70

Chemistry 102,578 78 21 ~45

Physics 51,076 79 34 ~22

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?

Who takes which science?Bronx 2012

# Taking in Bronx

# Taking @ Bronx Science

% Taking

% Passing % Mastery

Living Environm

ent

19022 649 3.4 5.8 31.5

Earth Science

7633 0 0 0 0

Chemistry 3675 780 21.2 39.1 77.4

Physics 1657 720 43.5 64.3 85.9

bronx school demographics 2012

# Students

K-12

% Hispanic

% Black % White % Asian

Bronx 210,505

61 30 4 4

Bronx HS of

Science

3,017 7 4 64 25

0 10 20 30 40 50 60 70 80 90 1000

20

40

60

80

100

120

f(x) = − 0.483371662526134 x + 92.1643039526206R² = 0.449882980358218

Passing Regents Chemistry v. %FRL

%Free and Reduced Lunch

% Passing Regents

Chemistry

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.