Introduction
Utah Rural High Schools are lagging behind in science based on current SAGE and ACT scores. Sevier County high schools have a proficiency rate of 38.8 % in SAGE testing while the State is at 46% for the school year 2014-2015, according to the USEO Datagate(Utah State Office of Education) website(2015). While three of the schools in the San Juan district have scores that are even more abysmal (specifically Navajo Mountain, Whitehorse and Monument Valley). With three high schools at below 10% proficiency in science according to USEO Data Gateway (2015) for the school year 2014-2015. What is causing this poor performance in science? What circumstances within districts are holding back these students from meeting or excelling …show more content…
The goal is to collect data in order investigate the following three areas: students self-efficacy where science is concerned; students feelings about the science curriculumand if it respects their culture; and to gage the students opinion on the importantance of science in their future. The questionnaire will be given to seven high schools classified as “rural” by the National Center For Education Statistics (NECS). ( Kelly, Nord, Jenkins, Chan, & Kastberg,2014 ). The high schools’ enrolment varies from 390 students at South Sevier High School to the 33 students enrolled at Navajo Mt. High School according to the Utah State Office of Education’s (USOE) School Federal Accountability Report(SFAR) (2016). Three of the high schools serve a student body of 10th-12th grades while, the other four serve 9th -12th grade(USEO, SFAR, 2016). The questionnaire will be given to all students enrolled in science so the levels will be 9th grade- 12th grade. Gender break down is not available until the questioniare is given. The table below breaks down school poverty levels, Percentage of Ethnic Minorities, and Cronic Absenteeism according to USEO, SFAR(2016). The schools are listed in enrollement desending …show more content…
Rural students are exposed to huge fountains of science knowledge in their lives before the land in a classroom. They are sponges gleaning science knowledge in every activity in their daily lives. This knowledge can be very context-specific and is based on life experience. Avery and Kassam (2011), believe this critical observation can anchor and empower rural students. IF the teacher acknowledges that their experiences have the scientific thought process and value in life and the classroom. Currently, though educational concern for place and local culture is overshadowed by the discourse of accountability and economic competitiveness which Avery and Kassam (2013) find are linked. Test scores and accountability to the district, state and federal government are linked to funding pressure to turn out more scientists (Avery,Kassam, 2011). Resulting in not taking advantage of place and place-based science education.
The goal is to collect data in order investigate the following three areas: students self-efficacy where science is concerned; does the science curriculum respect their culture; and to gage the students opinion on the importantance of science in their future. The questioniare will give a starting point to find out if these needs are being met by the schools listed in the survey. As a springboard
Utah Rural High Schools are lagging behind in science based on current SAGE and ACT scores. Sevier County high schools have a proficiency rate of 38.8 % in SAGE testing while the State is at 46% for the school year 2014-2015, according to the USEO Datagate(Utah State Office of Education) website(2015). While three of the schools in the San Juan district have scores that are even more abysmal (specifically Navajo Mountain, Whitehorse and Monument Valley). With three high schools at below 10% proficiency in science according to USEO Data Gateway (2015) for the school year 2014-2015. What is causing this poor performance in science? What circumstances within districts are holding back these students from meeting or excelling …show more content…
The goal is to collect data in order investigate the following three areas: students self-efficacy where science is concerned; students feelings about the science curriculumand if it respects their culture; and to gage the students opinion on the importantance of science in their future. The questionnaire will be given to seven high schools classified as “rural” by the National Center For Education Statistics (NECS). ( Kelly, Nord, Jenkins, Chan, & Kastberg,2014 ). The high schools’ enrolment varies from 390 students at South Sevier High School to the 33 students enrolled at Navajo Mt. High School according to the Utah State Office of Education’s (USOE) School Federal Accountability Report(SFAR) (2016). Three of the high schools serve a student body of 10th-12th grades while, the other four serve 9th -12th grade(USEO, SFAR, 2016). The questionnaire will be given to all students enrolled in science so the levels will be 9th grade- 12th grade. Gender break down is not available until the questioniare is given. The table below breaks down school poverty levels, Percentage of Ethnic Minorities, and Cronic Absenteeism according to USEO, SFAR(2016). The schools are listed in enrollement desending …show more content…
Rural students are exposed to huge fountains of science knowledge in their lives before the land in a classroom. They are sponges gleaning science knowledge in every activity in their daily lives. This knowledge can be very context-specific and is based on life experience. Avery and Kassam (2011), believe this critical observation can anchor and empower rural students. IF the teacher acknowledges that their experiences have the scientific thought process and value in life and the classroom. Currently, though educational concern for place and local culture is overshadowed by the discourse of accountability and economic competitiveness which Avery and Kassam (2013) find are linked. Test scores and accountability to the district, state and federal government are linked to funding pressure to turn out more scientists (Avery,Kassam, 2011). Resulting in not taking advantage of place and place-based science education.
The goal is to collect data in order investigate the following three areas: students self-efficacy where science is concerned; does the science curriculum respect their culture; and to gage the students opinion on the importantance of science in their future. The questioniare will give a starting point to find out if these needs are being met by the schools listed in the survey. As a springboard