Poster #16 - What School-Level Factors Influence Scientific Literacy? A Multilevel Analysis Using PISA 2015

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-1 - Research in Science Teaching and Learning Poster Session 2

Abstract

The purpose of this paper is to examine the characteristics of US schools associated with two measures of science achievement (content knowledge, and procedural and epistemic knowledge) using the 2015 Programme for International Student Assessment (PISA) data. As outcomes are nested within students, and students within schools, a multivariate three-level modeling method was employed. About 21% of the total variance in science performance lies between schools, indicating that school characteristics are important in predicting science achievement. This paper informs policymakers, researchers, and educators about how US schools can be supported to improve science learning.

Authors

• Hye Sun You, Arkansas Tech University

• Sunyoung Park, California Lutheran University

• Cesar Delgado, North Carolina State University