Exploring Differential School Effects Between Low- and High-Ability Groups on Scientific Literacy

• In Event: AERA Poster Session 14
  In Poster Session: Trends and Issues in Science Education

Abstract

This study aims to examine the characteristics of US schools associated with two measures of scientific literacy (content knowledge, and procedural and epistemic knowledge) using the 2015 Programme for International Student Assessment (PISA) data. A multivariate three-level modeling method was employed. There is a considerable variability among schools on student performance in both science knowledge domains due to the school variables. For both low- and high-achieving students, the most significant school factors are mean ESCS and climate. Teaching experience, PD participation, and school type are only significantly associated with student performance for the high content knowledge group. This paper informs policymakers, researchers, and educators about how US schools can be supported to improve science learning.

Authors

• Hye Sun You, University of Texas at Austin

• Cesar Delgado, North Carolina State University

• Sunyoung Park, California Lutheran University