1. A Qualitative AND Quantitative Analysis Of Physical Science Accessibility In High Needs Schools Keith Sheppard & Angela Kelly Stony Brook University May 30, 2013

2. Advanced organizer 1.Rationale and role of research institution 2.Data … data …. data 3.Lessons learned from districts with high physics/chemistry enrollments

3. Rationale Physical sciences are important for post- secondary STEM study and careers and for scientific literacy development.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.Stony Brook’s NOYCE II targets physics and chemistry teachers. Research  Policy  PracticeResearch  Policy  Practice Role of Research University in Teacher Preparation

4. Data sources 2000 & 2010 USA Census2000 & 2010 USA Census New York State School Report cards 2010-11, 2011-12New York State School Report cards 2010-11, 2011-12 BEDS School DataBEDS School Data NCESNCES Historical Resources from NYS ArchivesHistorical Resources from NYS Archives

5. New york state

6. New York State 4 th most populous state (19.5 M)4 th most populous state (19.5 M) {56% white, 16% Black,7% Asian, 18% Hispanic} School population (2.7 M)School population (2.7 M) {49% White, 19% Black, 8% Asian, 22% Hispanic} {49% White, 19% Black, 8% Asian, 22% Hispanic} 62 counties62 counties New York City (8.2 M)New York City (8.2 M) Population not evenly distributedPopulation not evenly distributed ~70% in downstate

7. New york schools School population (2.7M)School population (2.7M) 49% free/reduced lunch49% free/reduced lunch 54% of students in high needs schools54% of students in high needs schools

8. NYS Graduation reqs 6 “credits” of MST6 “credits” of MST De facto 3 years of scienceDe facto 3 years of science 1 Living Environment, 1 Physical Setting1 Living Environment, 1 Physical Setting Pass 1 Regents science examPass 1 Regents science exam Pass 2 Regents science exams for Advanced DiplomaPass 2 Regents science exams for Advanced Diploma Physics and Chemistry not requiredPhysics and Chemistry not required

9. Other Large Cities HN Smaller Urban/Suburban HN Rural Average Need Low Need

10. Who takes which science? New york state 2012 Subject# Taking Exam % Passing (65%+) % Mastery (85%+) % State Living Environment 233,3697833~100 Earth Science161,6377335~70 Chemistry102,5787821~45 Physics51,0767934~22

11. Inequities in Physical Science Enrollments Participation rates and scores are correlated to socioeconomic status (free/reduced lunch).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.Noyce teachers have been placed in high needs schools with low physics/chemistry enrollments. How can they encourage access to the physical sciences?How can they encourage access to the physical sciences?

12. Who takes which science? Bronx 2012 # Taking in Bronx # Taking @ Bronx Science % Taking% Passing% Mastery Living Environmen t 190226493.45.831.5 Earth Science 76330000 Chemistry 367578021.239.177.4 Physics 165772043.564.385.9

13. bronx school demographics 2012 # Students K-12 % Hispanic% Black% White% Asian Bronx 210,505613044 Bronx HS of Science 3,017746425

16. Reasons for limited participation in physics Fear of failureFear of failure Reputation of course/teacherReputation of course/teacher Limited resourcesLimited resources Other elective course optionsOther elective course options Physics last in curricular sequencePhysics last in curricular sequence No curricular differentiation among physics classesNo curricular differentiation among physics classes “Creaming”“Creaming”

17. Physics Teacher as champion Partnering with research university  transforming research into practice and providing supportPartnering with research university  transforming research into practice and providing support Belief that all students can learn physicsBelief that all students can learn physics Creating physics “buzz”Creating physics “buzz” Expanding differentiated physics optionsExpanding differentiated physics options Reducing physics teacher isolationReducing physics teacher isolation Support of parents and administrationSupport of parents and administration

18. External partnerships Informal science institutions have resources to assist in formal learning, and are often underutilized.Informal science institutions have resources to assist in formal learning, and are often underutilized. Schools partnered with informal science institutions have increased physics enrollment.Schools partnered with informal science institutions have increased physics enrollment. Interactions with scientists, astronauts, museum educators are critically important.Interactions with scientists, astronauts, museum educators are critically important. How can advantages of these partnerships include all students?How can advantages of these partnerships include all students?

19. Reducing science electives Taking away marine sciences, forensics, forensic chemistry, etc. boosts enrollment in physics and chemistry.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.Belief that all students can succeed in physical sciences… culture of valuing science. Differentiating physical science course offerings.Differentiating physical science course offerings.

20. Parental involvement Pressure on school boards and administration.Pressure on school boards and administration. Need to be informed about value of participating in physical sciences.Need to be informed about value of participating in physical sciences. Should be actively engaged with school counselors regarding science electives.Should be actively engaged with school counselors regarding science electives.