Factoring Inequity: Teacher and School Predictors of Science Education Time

• In Event: 63.057 - When the Pressure Is On: Effects of Accountability on Instruction

Abstract

Inequities within the early science education pipeline, although often discussed, have born little empirical examination. Most research has focused on elementary teachers’ deficiencies in science preparation, despite the likely significant role of policy and other contextual factors. This study contributes empirical evidence through a multi-level model of teacher attributes and school and policy factors in predicting a basic element of equitable access: elementary science education time. Results indicate low income students were getting around half the science education; socio-economic context and accountability pressure accounted for substantive variance, while teacher factors such as professional development, experience, degree and attitude were insignificant. This has implications for efforts to improve elementary science education, as priorities have been focused primarily on teacher development.

Author

• Kathryn N. Hayes, California State University - East Bay