A Closer Look at U.S. Schools: What School Characteristics Are Associated With Scientific Literacy? A Multivariate Multilevel Analysis Using PISA 2015

• In Event: Secondary Science Teaching and Learning

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. About 21% of the total variance in science performance lies between schools, indicating that schools are important in predicting scientific literacy. The results reveal that the significant school-level variables are school ESCS, climate, and type are significant predictors of all students’ performance. Surprisingly, school size, teaching experience, professional development participation, and science-specific resources are not found to contribute significantly to achievement. This paper informs policymakers, researchers, and educators on how US schools can be supported to improve science learning.

Authors

• Hye Sun You, University of Texas at Austin

• Sunyoung Park, California Lutheran University

• Cesar Delgado, North Carolina State University