Widening the gap: Unequal distribution of resources for K–12 science instruction

Abstract

Inequalities in educational opportunity are well documented. Regardless of the nature of the disadvantage—low income, underrepresented minority status, or prior achievement—students from backgrounds associated with a given disadvantage have less access to educational opportunities. In this article, we use data from the 2012 National Survey of Science and Mathematics Education to explore how resources are allocated for science instruction specifically. We focus on how three kinds of resources—well-prepared teachers, material resources, and instruction itself—are allocated to classes that are homogeneously grouped by prior achievement level. Regardless of the resource, we find that classes of students with low prior achievement (as perceived by their teachers) have less access. Some of the differences are striking, particularly regarding access to material resources, while others are more subtle. There is also evidence that some policies do not impact teachers equally. For example, time allowed for teacher professional development is perceived differently by teachers in terms of its impact depending on the achievement level of students in the class. The study supports the assertion that what is known about ability grouping in general applies in science instruction specifically. When students with low prior achievement are grouped together, their classes have less access to critical resources for science learning opportunities, potentially widening the gap between them and their higher-achieving peers.

Effects of Teaching in a Summer STEM Camp on the Mathematics Teaching Self-efficacy of Highly Qualified Preservice Secondary Mathematics Teachers

“…Despite similar test scores in 9th grade, high achieving Asian and White students were 25% and 17%, respectively, more likely than their high achieving African American and Latinx peers to be enrolled in advanced mathematics courses. Smith, Trygstad, and Banilower (2016) observed similar, tracking-related inequalities in educational opportunities for science instruction, noting that students with low prior achievement, when grouped together, have less access to wellprepared teachers, material resources, and high quality instruction. They noted further that in these classes, minority students, particularly African American and Latinx students, are significantly overrepresented.…”

Engaging middle school students in scientific practice with a collaborative mobile game

“…Prior research indicated that science education has been inequitable to students in low‐achievement tracks (Smith, Trygstad, & Banilower, ). Evidence suggested that collaborative mobile AR games might engage the majority of students, particularly the lower achievement tracked students.…”

Lower Performance Evaluation Practice Ratings for Teachers of Disadvantaged Students

“…D. Cohen, Raudenbush, and Ball (2003) argued that instructional materials and resources have an important impact on instructional practice, and there is also some evidence that some of these resources may be less available in classrooms containing more poor and lower-performing students, at least in science (Smith, Nelson, Trygstad, & Banilower, 2013). If disadvantaged students are more likely to be taught in schools or classrooms where teachers have less access to materials or resources that facilitate teaching described at higher rubric levels (due, possibly, to lower funding levels), teachers of these students could tend to receive lower ratings.…”