The Impact of Elementary Time on Science on Student Achievement: A Longitudinal Analysis

• In Event: 42.083 - Roundtable Session 17
  In Roundtable Session: 42.083-23 - The Role of Science in Eary Childhood Education

Abstract

Morgan et al. (2016) found that science performance at kindergarten entrance was strongly predictive of student performance in science through eighth grade, and that achievement gaps in science were present by kindergarten and remained relatively stable over time. In this study, we build off the work of Morgan et al. and use multilevel growth modeling to explore the impact of the amount of time spent on science in third and fifth grade on student science achievement through the eighth grade. We demonstrate that after controlling for student demographic factors, the number of days spent on science instruction at the third grade level is a significant predictor of student achievement in science over time. Implications for elementary science education are discussed.

Authors

• Susan Poland, National Science Foundation

• Cheryl O'Connor, George Mason University