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Science Engagement and Science Achievement in the Context of Science Instruction: A Multilevel Analysis of U.S. Students and Schools

– All aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes.
– Each aspect was positively associated with one of the four practices (strategies) of science teaching.
– Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science).
– Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement.
– School mean SES has a positive and significant effect on students’ future motivation in science and on science achievement.

When Do Students in Low-SES Schools Perform Better-Than- Expected on a High-Stakes Test? Analyzing School, Teacher, Teaching, and Professional Development Characteristics

– The analyses indicated that districts per-student funding allocations, the days of instruction, teachers’ knowledge and experience, and some aspects of teachers’ professional development participation were significantly associated with student performance on AP science examinations that was better than predicted by students’ Preliminary Scholastic Aptitude Test (PSAT) scores.

– Districts’ per-student total funding allocations and the length of the school year have positive significant associations with students’ AP performance gains.

– Teachers’ knowledge and experience had positive significant associations with students’ AP performance gains. Therefore, incentivizing experienced and skilled teachers to be recruited and retained within low-SES urban schools (and schools with urban characteristics) should be further explored.

– Participation in Professional Development(PD) activities that teachers rated as effective for helping them teach redesigned AP science courses and participation in unconventional face-to-face PD activities such as teacher-initiated meetings, mentoring or coaching activities, and conference participations were positively and significantly associated with students’ AP performance gains

Aligning Science Achievement and STEM Expectations for College Success: A Comparative Study of Curricular Standardization

This paper examines student science
achievement in the precollege years, focusing
on students who indicate they plan to major
in science or pursue a science career. It compares the United States with other industrialized countries in terms of science achievement and determines the degree to which crossnational variations in standardization of the curriculum are related to science achievement, net of other country-level factors such as teacher quality and economic development. The authors then examine cross-national variations in students’
future orientations toward STEM to determine
whether curricular standardization is related
to the alignment of students’ science achievement with their plans to pursue a STEM major or career

STEM-Focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs

1) To what extent do students attending inclusive STEM high schools experience more advanced STEM courses, engaging STEM teaching, real-world STEM experiences, and supports for succeeding in STEM courses and applying to college than do students attending other high schools? 2) To what extent do ISHS students’ STEM interests, activities, achievement, and expectations differ from those of demographically similar students attending high schools without a STEM focus? 3) How are the features promoted for inclusive STEM high schools related to student STEM outcomes?

Black STEM Students and the Opportunity Structure

What pre-college characteristics, college experiences, and college environments significantly influence Black students’ participation within the STEM opportunity structure, compared to their White counterparts?

Predicting 9th Graders' Science Self-Efficacy and STEM Career Intent: A Multilevel Approach

The purpose of this study is to identify the factors that predict 9th grade students’ science self-efficacy and STEM career intent.

The Effects of Single-Sex Compared With Coeducational Schooling on Mathematics and Science Achievement: Data From Korea

– Results for eighth graders indicated no differences between students in single-sex and coeducational schools in mathematics and science achievement.
– Results from the 2003 TIMSS data replicated the finding: students’ mathematics and science achievement was unrelated to the gender composition of their school.
– For both the 2007 and the 2003 data sets, students’ performance was consistently significantly predicted by factors related to socioeconomic status; students (both boys and girls) performed better on the mathematics and science exams when their fathers had more education, their families had more resources, and a lower proportion of their schoolmates came from economically disadvantaged families.
– Both boys’ and girls’ mathematics performance was predicted by the amount of time spent on homework; students do worse when they spend relatively more time on mathematics homework (or students spend more time on homework when they are performing poorly).

Race and Academic Achievement in Racially Diverse High Schools

The authors investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school.

Gender Ratios in High School Science Departments: The Effect of Percent Female Faculty on Multiple Dimensions of Students' Science Identities

1) How does the percentage of female science faculty affect high school students’ science perceptions, achievement, views, self-concept, and college major aspirations, which collectively define and reinforce their science identities? 2) Are the effects of percent female science faculty different for girls and boys?