Science Achievement for All: Improving Science Performance and Closing Achievement Gaps

Jackson, Julie; Ash, Gwynne Ellen

doi:10.1007/s10972-011-9238-z

Cited by 33 publications

(15 citation statements)

References 5 publications

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“…In Grade 5, students should acquire the basic skills to answer certain types of science questions through observation and update their conclusions as new information is available or observed (Texas Education Code 2017). Moreover, school districts are able develop their unique curricular framework and pacing guide that are aligned to the TEKS to facilitate standards-based instruction (Jackson and Ash 2012). The State of Texas Assessments of Academic Readiness (STAAR) science test-the annual high-stakes exam-has been administered to measure student science learning in Grades 5 and 8 since 2011-2012.…”

Section: Texas Science Instruction and Standardsmentioning

confidence: 99%

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019

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This study compares the science achievement growth trajectories of fifth-grade students in rural and nonrural school districts in Texas. Using a growth hierarchical linear model, we explored the effects of time, school location (rural vs. nonrural), and their interaction on students’ science performance as measured by the high-stakes State of Texas Assessment of Academic Readiness (STAAR) science test over five academic years. We found that rural school students lagged in science at the initial stage when STAAR was first administered in the 2011–2012 school year. With time, the gap between rural and nonrural district students’ science performance persisted. We further added eight district-level factors that might influence students’ academic performance into the model and found that three variables (i.e., student mobility rate, percentage of students identified ELs, and teacher turnover rate) constantly influenced students’ science scores. The implications for teaching pedagogy and research are discussed regarding science education in Texas rural districts.

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Section: Texas Science Instruction and Standardsmentioning

confidence: 99%

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

2019

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“…Additionally, a study by Akkus et al (2007) examined the performance of LAS and HAS at the high school level and a study by Jackson and Ash (2012) examined the performance of the same student populations at the primary school level. The findings of these studies pointed out that race (Jackson & Ash, 2012;Johnson, 2009;Wilson et al, 2010) and gender (Geier et al, 2008) gaps were eliminated after inquiry instruction. In addition, Akkus et al (2007) found that the achievement gap between LAS and HAS lessened after inquiry instruction.…”

Section: Literature Review Achievement Gap In Inquiry and Argumentatimentioning

confidence: 99%

Examination of Learning Equity among Prospective Science Teachers Who are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course

Acar¹,

Patton²

2016

AJTE

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“…In general, the natural sciences are presented in a manner that is not accessible or meaningful to all students [1]. It is, e.g., a well-documented fact that science classes pose challenges for many bilingual students and students from low socioeconomic backgrounds [2].…”

Section: Introductionmentioning

confidence: 99%

How Can Science Become a Subject for Everyone?

Andersen

2015

IJCDSE

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Some non-mainstream students can find the subject of science to be exclusionary. This action research programme investigates how science teachers can develop science teaching in form levels 4-6 to include marginalized students and enable them to become active participants in the community of practice in science classrooms. The programme consisted of two cycles. The first cycle aimed at identifying problems concerning marginalized students in science classrooms. The second cycle aimed at exploring as well as testing new approaches in inclusive practices in the science classroom. The project results suggested that some ways forward could include to clarify the goals and content of science teaching and to scaffold inquiry-based work and fieldwork.

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Science Achievement for All: Improving Science Performance and Closing Achievement Gaps

Cited by 33 publications

References 5 publications

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

Texas Rural vs. Nonrural School District Student Growth Trajectories on a High-Stakes Science Exam: A Multilevel Approach

Examination of Learning Equity among Prospective Science Teachers Who are Concrete, Formal and Postformal Reasoners after an Argumentation-Based Inquiry Course

How Can Science Become a Subject for Everyone?

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