Widening the gap: Unequal distribution of resources for K–12 science instruction

Authors

  • P. Sean Smith Horizon Research, Inc.
  • Peggy J. Trygstad Horizon Research, Inc.
  • Eric R. Banilower Horizon Research, Inc.

DOI:

https://doi.org/10.14507/epaa.24.2207

Keywords:

science, education, instructional resources, equity, under-represented minority students, teacher quality

Abstract

Inequalities in educational opportunity are well documented. Regardless of the nature of the disadvantage—low income, underrepresented minority status, or prior achievement—students from backgrounds associated with a given disadvantage have less access to educational opportunities. In this article, we use data from the 2012 National Survey of Science and Mathematics Education to explore how resources are allocated for science instruction specifically. We focus on how three kinds of resources—well-prepared teachers, material resources, and instruction itself—are allocated to classes that are homogeneously grouped by prior achievement level. Regardless of the resource, we find that classes of students with low prior achievement (as perceived by their teachers) have less access. Some of the differences are striking, particularly regarding access to material resources, while others are more subtle. There is also evidence that some policies do not impact teachers equally. For example, time allowed for teacher professional development is perceived differently by teachers in terms of its impact depending on the achievement level of students in the class. The study supports the assertion that what is known about ability grouping in general applies in science instruction specifically. When students with low prior achievement are grouped together, their classes have less access to critical resources for science learning opportunities, potentially widening the gap between them and their higher-achieving peers.

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Author Biographies

P. Sean Smith, Horizon Research, Inc.

P. Sean Smith is a Senior Researcher and the Managing Partner at Horizon Research, Inc. (HRI).  He was also a co-Principal Investigator on the 2012 National Survey of Science and Mathematics Education and heavily involved in previous National Surveys dating back to 1993.  His current work focuses on pedagogical content knowledge for science teaching and the factors that affect teacher leadership.

Peggy J. Trygstad, Horizon Research, Inc.

Peggy J. Trygstad is a Research Associate at Horizon Research, Inc. (HRI).  She is currently a co-Principal Investigator of the NSF-funded Operationalizing the Science and Engineering Practices project an NSF-funded project developing measures of how, and how often, science teachers implement the practices described in the NGSS in their instruction.  She is also the lead researcher for multiple evaluation projects.

Eric R. Banilower, Horizon Research, Inc.

Eric R. Banilower is a Senior Researcher and Partner at Horizon Research, Inc. (HRI).  He is currently PI of Operationalizing the Science and Engineering Practices, an NSF-funded project developing measures of how, and how often, science teachers implement the practices described in the NGSS in their instruction.  He was the PI on the 2012 National Survey of Science and Mathematics Education.

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Published

2016-01-24

How to Cite

Smith, P. S., Trygstad, P. J., & Banilower, E. R. (2016). Widening the gap: Unequal distribution of resources for K–12 science instruction. Education Policy Analysis Archives, 24, 8. https://doi.org/10.14507/epaa.24.2207

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Articles