Students in high-performing schools have more and deeper opportunities to learn science than those in struggling schools, according to a Massachusetts course audit released by the Rennie Center, a Boston-based school improvement group.
Thehigh-performing schools were more likely to have teachers certified to teach science, and to have positions for instructors who teach only science, even in elementary grades.
Students in high-performing schools had, on average, 60 minutes more of science instruction each week than students in low-performing schools, and they were also more likely to have access to Advanced Placement and other honors courses in science.
High-performing schools were also more likely to offer science fairs, clubs, and other science-based extracurricular activities.
A version of this article appeared in the May 08, 2013 edition of Education Week as Science Education