Shifting the Focus to Science in the Early Elementary Years: An Examination of Science Achievement Growth in Grades K-2 Using a Nationally Representative Dataset

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dc.contributor.advisorBiancarosa, Gina
dc.contributor.authorBousselot, Tracy
dc.date.accessioned2018-09-06T22:00:46Z
dc.date.available2018-09-06T22:00:46Z
dc.date.issued2018-09-06
dc.description.abstractEfforts to understand growth and disparities in science achievement have mainly been focused on the middle and high school grades in studies of K – 12 science education, leaving a gap in the research about the early elementary years. This study used a nationally-representative sample of students in Grades K – 2 to examine science achievement and growth trajectories of students by gender and race/ethnicity. Using multilevel growth modeling, differences in science achievement at Grade 2 and in rate of growth were detected for several student groups. Socioeconomic status, prior reading and math achievement, and student home language status were also significant predictors of science achievement. Growth effect size estimates were calculated by student group and showed substantial year-to-year growth in science achievement in the early elementary grades, with a slight decrease in effect size across years. In order to strengthen current efforts to increase student engagement and participation in science and STEM-related career and college pathways, especially for historically underrepresented groups, policymakers should shift focus to better understand promising practices that best support all students in science from the onset of their K – 12 educational experience.en_US
dc.identifier.urihttps://hdl.handle.net/1794/23796
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectDescriptive analysisen_US
dc.subjectElementary science educationen_US
dc.subjectGrowth effect sizeen_US
dc.subjectGrowth trajectoriesen_US
dc.subjectScience achievementen_US
dc.subjectSTEMen_US
dc.titleShifting the Focus to Science in the Early Elementary Years: An Examination of Science Achievement Growth in Grades K-2 Using a Nationally Representative Dataset
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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