Students and Teachers in Science Classes: How Teacher and Student Demographics Impact Opportunity to Learn Science

• In Event: Science Teaching and Learning: Equity and Social Justice

Abstract

In this paper, we explore opportunity to learn (OTL) inequities in science education in high
schools in the United States using data from the High School Longitudinal Study of 2009
(HSLS:09). We use structural equation modeling (SEM) with latent profile analysis (LPA) to
identify students’ science OTL based on teachers’ level of emphasis of science objectives.
Results showed students with lower SES quintile scores are more likely to be in classes with
lower OTL. Results also indicate that teachers who receive more professional community
support may be more willing and/or able to provide students with the richest science course
experiences.

Authors

• Margaret Thornton, Princeton University

• Bita Razavi-Maleki, The University of Texas at Austin

• Angelica WyKeshia Witcher, Virginia Polytechnic Institute and State University

• Meredith Wronowski, University of Dayton