Relationships With External Organizations May Shape Equitable Science Outcomes for Elementary Schools

• In Event: Poster Session 11
  In Poster Session: Division A Graduate Student Poster Session

Abstract

Results from standardized assessments indicate significant ethnic, racial, and socioeconomic gaps in performance (NAEP, 2015).  Connecticut was ranked 4th highest in the nation for similarities to the U.S. population. Identifying linkages between contextual factors and science outcomes within this state would likely prove informative. We sought to understand how schools responded and adapted to their environments to provide more equitable educational opportunities to all students. This is a multi-case study to test whether resource dependence theory could explain the phenomena of schools doing better than expected given their demographics on state standardized assessment in science. Our findings indicate connections among external partners, school infrastructure, and school-wide instructional approaches may work collectively to shape more equitable educational opportunities for all students. 

Authors

• Latanya Brandon, University of Connecticut

• John Settlage, University of Connecticut - Avery Point